Visual Representation and Cognitive Models in Information Visualization

As a branch of computer science,information visualization aims to help users understand and analyze complex data through graphical interfaces and interactive technologies.Information visualization primarily includes various visual structures such as time-series structures,spatial relationship structures,statistical distribution structures,and geographic map structures,each with unique functions and application scenarios.To better explain the cognitive process of visualization,researchers have proposed various cognitive models based on interaction mechanisms,visual perception steps,and novice use of visualization.These models help understand user cognition in information visualization,enhancing the effectiveness of data analysis and decision-making.

The Philosophical Basis of Social Turning of Embodied Cognition From the Perspective of Symbolic Interactionism

Since the 1990s,embodied cognition has become the research trend of cognitive science.Due to excessive attention to embodiment and the physical environment,embodied cognition does not pay more attention to the social characteristics of cognition,especially the role of others and symbolic activities,making cognitive science research unable to get rid of solipsism.So,it is difficult for the embodied cognition to explain the uniformity and multiplicity of cognition,and the problem of“other”mind.To solve these problems,the paper expounds the relations between symbolic interactionism and embodied cognition and the necessity of social turning in embodied cognition.Through analyzing the thoughts of George H.Mead about cognition and the influence of his symbolic interactionism on embodied cognition,as well as discussing Mark Johnson’s view on social interactional aspects of embodied cognition,we emphasize that the social and symbolic interactions are indispensable factors of embodied cognition.The paper argues that higher-order cognition comes out of symbolic interactions;cognition generates from posture dialogue interaction and manifests itself through attitude;intersubjectivity is closely associated with symbolic interactionism.Therefore,studying the relations between symbolic interactionism and embodied cognition helps overcome the solipsism or individualism of embodied cognition,and accordingly contributes to the social turning of embodied cognition.

Interaction Theory of Metaphor and Interactionist Approach to Cognition

Metaphorical cognition embodies the the general cognitive process,while the interaction theory of metaphor renders the cognitive role of metaphor.In perspective of the working mechanisms,the interaction theory and the interactionist approach to cognition can be examined as a whole.Following this,by reviewing and assimilating metaphorical cognition into a general cognitive process,the paradox in metaphorical cognitive studies can be tentatively clarified.

APPLICATION OF HUMAN COGNITIVE MODEL FOR TIME DEPENDENT OPERATOR BEHAVIOR IN CHINESE NPP

This paper discusses some issues on human reliability model of time dependent human behavior. Some results of the crew reliability experiment on Tsinghua training simulator in China are given, Meanwhile, a case of calculation for human error probability during anticipated transient without scram (ATWS) based on the data drew from the recent experiment is offered.

IDSS: Designing to Extend the Cognitive Limits

The paper presents the conceptual and operational basis of the creation of IDSS based on our recent research experience. In this paper, an intelligent decision support system, IDSS is defined as: any interactive system that is specially designed to improve the decision making of its user by extending the user's cognitive decision making abilities. As a result, this view of man-machine joint cognitive system stresses the need to use computational technology to aid the user in the decision making process. And the human's role is to achieve total systems's objectives. The paper outlines the designing procedure in successive steps. First, the decision maker's cognitive needs for decision support are identified. Second, the computationally realizable support functions are defined that could be provided by IDSS. Then, the specific techniques that would best fill the decision needs are discussed. And finally, for system implementation the modern computational technology infrastructure is emphasized.

Exploring Listening Comprehension Tactics and Interaction Patterns

Examining specific tactics is useful in language teaching.Cognitive strategies identified in the literature include elaboration,prediction,contextualization and visualization;Metacognitive strategies identified include self-monitoring,selective attention,directed attention,self-evaluation and so on.In the comparison of the two learners’ listening results,it was found that although they used many similar tactics,the higher ability learner demonstrated more effective use of both cognitive and metacognitive tactics.

Evaluation of Selected Control Programming Languages for Process Engineers by Means of Cognitive Effectiveness and Dimensions

Different programming languages can be used for discrete, abstract and process-oriented programming. Depending on the application, there exist additional requirements, which are not fulfilled by every programming language. Flexible programming and maintainability are especially important requirements for process engineers. In this paper, the programming languages Activity Diagram, State Chart Diagram and Sequential Function Chart are compared and evaluated with regard to these requirements. This evaluation is based on the principles of cognitive effectiveness and cognitive dimensions. The aim of this paper is to identify the programming language suited best for controlling sequential processes, e.g. thermomechanical or batch processes.

Noise-Filtering Enhanced Deep Cognitive Diagnosis Model for LatentSkill Discovering

Educational data mining based on student cognitive diagnosis analysis can provide an important decision basis for personalized learning tutoring of students,which has attracted extensive attention from scholars at home and abroad and has made a series of important research progress.To this end,we propose a noise-filtering enhanced deep cognitive diagno-sis method to improve the fitting ability of traditional models and obtain students’skill mastery status by mining the interaction between students and problems nonlinearly through neural networks.First,modeling complex interactions between students and problems with multidimensional features based on cognitive processing theory can enhance the interpretability of the proposed model;second,the neural network is used to predict students’learning performance,diagnose students’skill mastery and provide immediate feedback;finally,by comparing the proposed model with several baseline models,extensive experimental results on real data sets demonstrate that the proposed Finally,by comparing the proposed model with several baseline models,the extensive experimental results on the actual data set demon-strate that the proposed model not only improves the accuracy of predicting students’learning performance but also enhances the interpretability of the neurocognitive diagnostic model.

Early anesthetic exposure and long-term cognitive impairment

Several lines of evidence from clinical cohort studies and animal studies have shown that early exposure to anesthetics is a significant risk factor for later development of learning disabilities.However,the underlying molecular mechanism is unclear.Recent studies have indicated that hippocampal neurogenesis and synaptogenesis may be involved in the mechanisms by which early anesthetic exposure produces long-term cognitive impairment.It is possible that synaptic scaffolding protein postsynaptic density-95(PSD-95)PDZ(PSD 95/Discs large/Zona occludens-1)domain-mediated protein-protein interactions are involved in the regulation of neurogenesis and synaptogenesis in the central nervous system.PDZ domain-mediated protein-protein interactions are disrupted by clinically relevant concentrations of inhaled anesthetics.It will help us understand the molecular mechanism underlying anestheticinduced long-term cognitive dysfunction if we can demonstrate the role of synaptic PDZ interactions in early anesthetic exposure-produced long-term cognitive impairment.

Study of the affective interaction in college English teaching

Affect plays a significant role in college English teaching and learning, in which teachers, learners, tasks and contexts or environments interact with each other, developing a system of affective interaction. In the system, the teacher is a facilitator and mediator and the learner is the subject of English learning. In a harmonious and friendly classroom environment, with the knowledge transmission blending in well with the cultivation of affect, attitudes and values, students＇ cognitive and emotional development can be promoted. The experimental results of the present study indicated that students in the affective college English classroom did significantly better （p〈 .05） in cognition than before. Furthermore, the analyses of the two surveys showed that attention to affective interaction in college English teaching helped students enhance their interest in college English learning, cross-cultural awareness, self-confidence, interpersonal intelligence, and so forth. Therefore, our conclusion is that attention to affective interaction in college English classroom teaching is conducive to students＇ personal growth and a more holistic development.

Implications of The Gift of the Magi for Moral Education of Teenagers From the Perspective of Interaction Ritual Chains

Adolescence is a pivotal moment in shaping one’s character and holds great implications for one’s values and personal growth.The Gift of the Magi by O.Henry portrays how an ordinary young couple in difficult financial circumstances managed to show their love for each other,eulogizing truth,goodness,and beauty in humanity.We conducted a thorough examination of the significance of moral values conveyed in The Gift of the Magi for teenager education using the“situation-emotion-symbol”model that is based on Randall Collins’theory of interaction ritual chains in order to establish an interaction ritual chain model for moral education of teenagers.Our study reveals that situated cognition is useful in constructing the focus of attention for the moral education of teenagers;that shared emotion is the driving force for achieving moral education of teenagers;and that symbolic connections help teenagers put the virtues they’ve learned from The Gift of the Magi into action and provides effective measures that can significantly contribute to the cultivation and implementation of moral education among teenagers.

拥有兄弟姐妹如何影响青少年的认知能力和主观幸福感?

本研究对兄弟姐妹数量与青少年成长之间的关系进行了全面的理论探讨,并利用2010—2018年中国家庭追踪调查数据,为识别兄弟姐妹对青少年认知能力和主观幸福感的影响提供了微观证据。实证研究结果表明:拥有1个兄弟姐妹对青少年的主观幸福感有积极影响,这种影响效应随年龄增长而加强,并且在成年后依旧保持稳定;拥有兄弟姐妹可能对青少年的数学类认知能力产生负向影响,这种影响主要体现在较低学段样本中,并随年龄增长逐渐消失。本研究为父母制定生育决策时更有效地开展成本收益分析提供了支持,也为缓解养育焦虑、完善生育政策以及促进人口可持续发展提供了政策启示。

First Time Demonstration of the Quantum Interference Effect during Integration of Cognition and Emotion in Children

Quantum cognition is a scientific approach to cognitive phenomena which makes use of the mathematical formalism of quantum theory. Quantum interference effect constitutes one of this theory’s main tenets and has been repeatedly demonstrated experimentally, in the last decade, in adult subjects. In the present paper, we aim to demonstrate, for the first time, the existence of thequantum interference effect on children during an experiment involving an integration of cognition and emotion. Our positive results consolidate the presuppositions of quantum cognition, enlarging its field of application to children’s mental apparatus and evidence the important question to consider the quantum model in the current investigated question of the interaction of cognition and emotion in children at neurological and psychological levels.

Empathizing with Emotional Robot Based on Cognition Reappraisal

This paper proposes a continuous cognitive emotional regulation model for robot in the case of external emotional stimulus from interactive person's expressions. It integrates a guiding cognitive reappraisal strategy into the HMM(Hidden Markov Model) emotional interactive model for empathizing between robot and person. The emotion is considered as a source in the 3D space(Arousal, Valence, and Stance). State transition and emotion intensity can be quantitatively analyzed in the continuous space. This cognition-emotion interactive model have been verified by the expression and behavior robot. Empathizing is the main distinguishing feature of our work, and it is realized by the emotional regulation which operated in a continuous 3D emotional space enabling a wide range of intermediate emotions. The experiment results provide evidence with acceptability, accuracy, richness, fluency, interestingness, friendliness and exaggeration that the robot with cognition and emotional control ability could be better accepted in the human-robot interaction(HRI).

Assessment of Cognitive skills via Human-robot Interaction and Cloud Computing

Technological advances are increasing the range of applications for artificial intelligence, especially through its embodiment within humanoid robotics platforms. This promotes the development of novel systems for automated screening of neurological conditions to assist the clinical practitioners in the detection of early signs of mild cognitive impairments. This article presents the implementation and the experimental validation of the first robotic system for cognitive assessment, based on one of the most popular platforms for social robotics, Softbank "Pepper", which administers and records a set of multi-modal interactive tasks to engage the user cognitive abilities. The robot intelligence is programmed using the state-of-the-art IBM Watson AI Cloud services, which provide the necessary capabilities for improving the social interaction and scoring the tests. The system has been tested by healthy adults (N= 35) and we found a significant correlation between the automated scoring and one of the most widely used Paper-and-Pencil tests. We conclude that the system can be considered as a screening instrument for cognitive assessment.

Means of Choice for Interactive Management of Dynamic Geometry Problems Based on Instrumented Behaviour

Our paper presents a project that involves two research questions: does the choice of a related problem by the tutorial system allow the problem solving process which is blocked for the student to be restarted? What information about learning do related problems returned by the system provide us? We answer the first question according to the didactic engineering, whose mode of validation is internal and based on the confrontation between an a priori analysis and an a posteriori analysis that relies on data from experiments in schools. We consider the student as a subject whose adaptation processes are conditioned by the problem and the possible interactions with the computer environment, and also by his knowledge, usually implicit, of the institutional norms that condition his relationship with geometry. Choosing a set of good problems within the system is therefore an essential element of the learning model. Since the source of a problem depends on the student’s actions with the computer tool, it is necessary to wait and see what are the related to problems that are returned to him before being able to identify patterns and assess the learning. With the simultaneity of collecting and analysing interactions in each class, we answer the second question according to a grounded theory analysis. By approaching the problems posed by the system and the designs in play at learning blockages, our analysis links the characteristics of problems to the design components in order to theorize on the decisional, epistemological, representational, didactic and instrumental aspects of the subject-milieu system in interaction.

Research on Teaching Method of Children’s Image Cognition Based on AR Technology

In this paper,the research on the teaching method of children’s image cognition based on AR technology is carried out.By analyzing the principle ofARtechnology to recognize images,we understand thatARtechnology can promote children’s image cognition,and this teaching method is in line with the Tower of Experience theory.It further analyzes the current situation of children’s image cognition teaching with simple teaching methods,backward AR teaching tools,and poor perception of teaching objects.Teachers’traditional image teaching methods cannot effectively and efficiently improve children’s image cognition.Therefore,based on AR technology,two commonly used image cognition teaching methods are proposed:AR interactive picture book education andARinteractive game education.Both of these educational methods can improve children’s ability to recognize images.

改进贝叶斯网络模型在起重作业人机交互差错风险分析中的应用

为量化分析起重作业人机交互差错风险,根据安全工效学原理及安全技术规范将起重作业人、机、环相关影响因素作为根节点,按照事故致因层次关联关系确定子节点,构建起重作业人机交互差错的3层级贝叶斯网络模型(Bayesian Network, BN);基于模糊集理论,采用认知可靠性与失误分析方法(Cognitive Reliability and Error Analysis Method, CREAM),厘定贝叶斯网络父节点失效概率以及中间节点条件概率;利用逆向推理仿真技术分析起重作业人机交互差错发生的因果链,探究起重伤害事故发生的人机交互差错风险。结果表明:起重作业人机交互差错最可能致因链为起重设备安全检查不到位→管理人员失误→人员操作失误→起重伤害事故发生;单因素失效条件下,起重作业人机交互差错风险概率呈线性增长趋势;在多因素失效条件下,一级节点因素失效概率愈大则人机交互差错效应愈显著,且呈现非线性增长态势。

基于具身认知理论的海丝文化沉浸式体验设计

基于具身认知理论,结合虚拟现实技术,探索海丝文化沉浸式体验设计方法,为传承和发展中国传统海洋文化提供新思路。从具身认知的视域,选择海丝文化中具有代表性的郑和下西洋故事为主线,在HTCVIVE设备的展示条件约束下,分析并设计相关的叙事情节、虚拟场景和核心交互,最后进行体验实践和可行性验证。研究首次整合具身认知理论、虚拟现实技术与海丝文化,通过视觉、听觉、触觉等多感官维度,设计并实现了一套基于郑和下西洋历史的沉浸式体验方案。通过实践验证,该设计能有效促进用户情感共鸣,并加深对海丝文化的理解和认知,为传承和弘扬传统海洋文化提供了一种经济且有效的新思路。

同伴纠正性反馈效果研究综述

反馈(feedback)最早来源于控制论。在教育教学中,有效反馈可以促进学习者的学习与发展。反馈可分为正反馈和负反馈,其中纠正性反馈属于负反馈的重要分支。纠正性反馈根据不同来源可分为教师纠正性反馈、同伴纠正性反馈和自我纠正性反馈。文中聚焦同伴纠正性反馈,将自我效能感、社会文化和认知互动作为理论支撑,以学习者投入这一概念为切入点,回顾并总结同伴纠正性反馈对学习者情感、行为和认知投入三个维度的有效性:学习者因为对同伴纠正性反馈有兴趣,进而提高其学习自信、增强学习内在动机;反馈者和被反馈者均通过同伴纠正性反馈提升个人学习能力;学习者通过识别修正错误、监控学习过程,促进意义创建和知识构建,进而提升个人认知水平。最后概括并归纳同伴纠正性反馈的局限性,对未来的研究方向提供建议。