Science topics: Cognitive PsychologyCognitive
Cognitive - Science topic
Explore the latest questions and answers in Cognitive, and find Cognitive experts.
Questions related to Cognitive
Would you happen to know the word/concept properly?
Do you understand the language (word/concept) correctly?
Can you properly develop any cultural, scientific, or cognitive field?
Can you add new innovative areas?
The answers are based on our discoveries of more than 50 innovation keys, more than 100 new facts per concept, and answering more than 300 questions about any word, language, or field.
The answer to all questions is NO.
We must learn the word/concept properly! (Fayad's Unified Concept Engineering (F-UCE))
We must understand the language (word/concept) correctly! (Fayad's Unified & Stable Linguistic Engineering (F-ULE))
We must correctly develop any cultural, scientific, or knowledge field (Fayad's Unified Domain Knowledge (F-UDK) that allows adding recent innovative areas.
The major problem prevent acceptance of new technologies are multiple, including.
(Thousands of questions without clear answers)
1. Intellectual and cognitive growth has been relatively halted
2. Terrible inflation in all areas
3. The hollow argument in the same field and the argument between the domains
4. Clinging to the old domains of the owners of the same field and not allowing modern innovations and their innovators
5. Hegemony by countries, entities, bodies, institutions, and individuals that influence many things in our lives and our cultural, cognitive, scientific, and ideological lives, and so on.
6. Personalization, including immorality, strengthens interest in proper roles, which is the most important, and our need for appropriate knowledge of the correct positions, person, word/concept, and field. Adhering to the gangs' occupation against the innovators, their beliefs, their identity, and where they came from
7. Although there are standard and evaluative methods, we urgently need other, more accurate, professional means of innovation and their roles.
8. Not knowing the genuine innovations, their value, and their importance created turmoil in word/concept, language, and field.
8. Research is limited to the elite of people, countries, institutions, and certain entities, opening the door to corruption and ruin for humanity.
9. The terrible failure of the vast majority of human beings, bodies, institutions, and states in most areas that pertain to each of them (there is no prosperous country 100 out of 100, and there are individuals, bodies, institutions, and states that fail 100 out of 100).
I will ask frank questions without turning around to get acquainted with the latest innovations and knowledge, to know the word/concept and understand the language, which is the mother of sciences, so that we can develop all fields and add final and actual solutions to all our problems, God willing.
I will prove that the word/concept has a mighty cognitive, cultural, and economic power. It will achieve considerable gains in all fields and create opportunities for Any words/concepts, languages, areas, and terrible numbers of people, bodies, institutions, and countries.
Invitation to all individuals, Groups, Organizations, and others:
I would like you to cooperate with me in
1. To write books about those mentioned reasons
2. Research and write in the word/concepts that interest you and any language you like or a field you know with the knowledge of an expert with only one condition that you are a science student and the door is open to anyone who has regained success and excellence
We can write any word in more than 5,000 pages of innovations and new information (We already started with 4,000 words/concepts.) The new field is called Unified Concept Engineering.)
We are writing the language (Unified and Fixed Language Engineering) in more than 12 volumes, and each book has 5,000 pages of innovations and new information (We have already started. In 3 books)
We can write any field (Unified Field Engineering) in more than ten volumes, and each book has 5 thousand pages of innovations and new information (We already started with a few). We are working on a few flagship magazines and Journals)
3. Conducting seminars, interviews, and television episodes about these innovations in the word/concept, language, and field of knowledge
4. Developing existing fields and adding new ones requires the assistance of more than one person, organization, institution, and country.
We plan other things according to how and how much cooperation we will get.
If you are interested, Leave a message for me.
How can we operationalize the quality of students‘ Strategy use during reading?
The cognitive and metacognitive strategies were assessed via think aloud.
I conduct longitudinal research entitled ""effectiveness of ethiopian undergraduate sport science program an enhancing academic performance and attracting potential students"
under this research data was collected on
- (1) Pre university academic recorded (grade 11 and 12 average mark, University
- entrance result)
- (2) cognitive potential (measured by cognitive test three time)
- (3) physical fitness (measured by eurofit test three time)
- (4) life skill (measured by SLSC three time)
all data are continues in their nature and i need help on the analysis
I work with people with complete blindness, and tasks are cognitively demanding. While I made sure our participants did not present comorbidities and cognitive impairments, I am looking for standardized tests that do not depend on visual abilities and are relatively simple to administer to people with no vision. My goal is to establish my participants' cognitive profiles for further analysis.
I want to study the cognitive stages of children, what size of data and methods is prefer to employ
Social schollars preach that there is no interpretation of laws or fully grounded explanations in science in the sense that they be flowless, layman level stimulating.
Some counter arguments exist to re-examine these schollars' views about physical science's so called (perceived) lowly cognitive skills/concepts
**it took 2500 years since start of scientific thinking to **Describe** acceleration phenom
** Nobel prices are given for **explanation** of missing links in theories or statements or facts about the work
These concepts/skills are being funded with billions to be revealed. There must be something wrong in putting billions to lowly cognitive discoveries, i believe
Task prioritization in dual-task procedures is often controlled in motor-cognitive dual tasks. But, when the both tasks are cognitive (e.g., respond to the location and magnitude of the stimulus) tasks, how prioritization can be controlled? Does task instruction work?
I would like to develop an agent-based model in which agents are imposed with cognitive constraints.
I suppose to initialize these constraints by means of a special distribution that tells us how many individuals can handle, say, 5 posts on social media per day, how many individuals can capture 10 posts per day, and so on.
Are there any empirically supported distributions that can model this issue?
It seems like that the majority of people can handle only limited amount of information (recall the Dunbar number), but at the same time, I suppose, there are individuals who can (and who are willing to) proceed much more content. For example, many of us read posts and only top comments (suggested by ranking algorithms) to them on social media, whereas others read all comments.
The question is whether such patterns have been already analyzed in quantitative empirical studies. In particular, it would be interesting to figure out if individuals who read many posts on social media make the objective distribution heavy-tailed or not.
Could you suggest any interesting research that measures the cognitive progress of a child (elementary school) by using a tool while teaching (for ex. Videos in education) ? I would like to extent my research on the tools that were used to measure this progress. Thank you in advance.
Background: There is an ongoing discussion about emotional acumen. Ekman formed the concept of universal emotion perception of anger, surprise, disgust, enjoyment, fear, and sadness, but the power of arousal, and even facial attention can culturally differ. The role of cognition in emotion is crucial and due to culture-specific cognitive styles development, which encodes that the responses to the same content may differ.
Objective: The aim of this study is to evaluate the cognitive factors which lead to cultural differences between power and the type of emotion elicited by the short fragment of Breadwinner (2017) directed by Nora Twomey and measured by PANAS and theme analysis
Many people say time flows quicker and quicker. To some extent it is just the matter of getting older - one year for a fifty-years old is only 2% of their life and for a twenty-year old - 5%. Another aspect is our cognitive processes change, we get used to many stimuli so do not experience the present moment so intensively as children. But maybe our life is getting faster and faster (due to all the machines and equipments which are to make our life more comfortable but on the other hand need servicing, caring etc.) and we are expected to work faster or produce more and that is why we have no time left to notice or feel the time flow itself. Is an hour something less for you now than it used to be? Is this acceleration and inflation the social phenomenon (not only individual and cognitive)?
Guten Tag allerseits, hello everyone,
in search of an answer I decided to post my question in this forum and hope to gather lots of different thoughts:
I've been wondering about the origin of the cognitive vs. motor tasks distinction - historically, what are the roots of separating so-called 'cognitive' from 'motor' tasks? Who was the first to talk about it? Which disciplines used this separation for their research?
(I have some answers in my mind, that I will add later in the discussion; don't want to direct readers' thoughts already.)
Looking forward to reading your ideas - and: warm thanks for contributing to this question
My Dearest Network, Could I ask for a recommendation of bibliographic items containing definitions of the term "algorithm:" using different cognitive perspectives?
A critical thought about "critical thinking" in engineering education...
~Mainly drawing on my experience in USA and Israel~
I have noticed the term 'critical thinking' is used in engineering education with three possible meanings. These are somewhat related, though quite distinct from each other.
I have seen how this confusion and conflation of meanings has led to unproductive discussions and to misdesigned curricula.
(a) The most common meaning I've encountered, mainly from faculty with STEM-only background (and very little, if at all, in social science), is "a set of thinking skills/cognitive approaches for addressing complex problems in engineering".
(b) There is also critical thinking in the traditional (Western) philosophical sense, i.e., the cognitive ability for making reasoned arguments. I mostly hear older people, who I guess had some more classical/liberal arts education, refer to critical thinking in this way.
(c) Finally, there are Marxist/Marxist-adjacent approaches for challenging capitalist/Western conventions, traditions, power structures, modes of thinking and being, and so forth, which also reside under this term. This meaning is normally used, in my experience, by social science people or by engineering faculty with social science education/training.
Have you encountered anything similar? Perhaps you disagree with some/all the points I have raised here? Have you heard this term used to mean something else from those meanings I have detailed above?
Cognitive strategies are only helpful if learners possess good mental models of the domain. There is thus a reciprocal relationship between cognitive strategies and mental models (Merriënboer, & Kirschner, 2017). Having said that, I believe that coping strategies are not dependent on the existence of any mental model. They can be adopted/used/undertaken without relying on sound mental models.
I would appreciate hearing your thoughts on this matter.
Van Merriënboer, J. J., & Kirschner, P. A. (2017). Ten steps to complex learning: A systematic approach to four-component instructional design. Routledge.
Do you believe on complexity paradigm in the interdisciplinary researches?
I'm seeking for water mazes with different task difficulties, or criteria to rank them in terms of cognitive complexity (e.g. easy, moderate, hard).
I am currently investigating cognitive differences between unforced, forced errors and winners in table tennis matches. I find very little literature on the topic.
My team and I would be very happy about literature recommendations.
Thank you for your support!
How can I define musical trends from a cognitive, sensory, and behavioral perspective?
Stimulating motivation to learn, developing cognitive abilities in an induction style, is this possible?
Any citation, current one, to check how I could separate the age groups to yound adults, middle-age adults and older adults?
I am interested in doing research in the field of behavioural finance. But I am unable to select cogntive biases that are the base for the research.
I have been looking at teaching thinking skills to preschool and elementary students. While I often see visual perceptual, spatial thinking, and attention skills listed as some of the core cognitive skills, I find it quite confusing as to how they can be fit into (or where they lie within) common thinking skills framework such as Higher and Lower Order Thinking, Marzano's Core Thinking Skills, Bloom's Taxonomy, etc. Or are they intrinsically of a different dimension?
My team and I would be very happy about literature recommendations. Gladly from the psychological and economic field.
Thank you for your support!
Metacognition is an important feature of the cognitive approaches to psychopathology. What are the best clinical, neuropsychological measures, from your perspective?
Memory as a social and cognitive sense of the past in the present reveals that the established paradigm of knowledge of the past interferes in the experience of the present (Connerton, 1989; Le Goff, 1977). The sense or meaning of the past in the present, particularly through the narratives of memory (recollections) expose a dichotomous and constant dynamic between remembering and forgetting. In this sense, can we understand memory as a social and cognitive dynamic in permanent sociodynamic movement?
I have seen the theory of connectivism by Siemens and Downes. I don't know if it supports the link between EduTech and cognitive engagement. Kindly help
I have been having some difficulty in understanding the OASIS-3 (Open Access Series of Imaging Studies) database for neuroimaging datasets for cognitively normal and cognitively declining patients (e.g., Alzheimer's disease). There are several respondents who received a "Cognitively Normal" remark for the first diagnosis, while having various remarks for the second diagnosis, particularly: Active/Remote Mood Disorder, Remote Hypothyroidism, Active Bereavement, and Active Alcoholism. Can these "disorders" or "impairments" be classified under Mild Cognitive Impairment (MCI) to eventually lead to Alzheimer's disease or other decline/change in cognitive performance?
hi, hope so doing fine.
1. cognitive absorption scale Agarwal & Karahanna (2000)
2. self-presentation scale by Michikyan, Dennis, and Subrahmanyam(2014)
3. presentation of online self scale (POSS) Fullwood et al.,2016
In pdf forms for my research.
If anyone of you can help me with this. I will be really grateful.
Hi everybody, I am starting a reaseacrh about cognitive overload and technostress in subjects with visual or auditory disability, but still I have found a few evidence on the issue. Can anyone suggest me some references?
"Behavioral 'science'" offers close to nothing for Artificial General Intelligence (& I believe eventually any good influences might well be FROM AGI to Psychology). One quite possible example:
My guidance for behavior science, even if not verified OR falsified by Cognitive Psychology "folks" (because they are stuck in non-rationally-justified RUTS), could just be "aped" (that is, guessed at) and improve AGI (and progressively more and more, even by trial-and-error). THEN, instead of AGI looking to Psychology, rather, as in the past with ACT* (information processing science), Psychology could learn a LOT from AGI .
My way for better Psychology is self-guiding emergent ways (self generative processes -- which are some quite possibly clear things (with KEY overt manifestations, that unfold with ontogeny -- initially perceptual/attentional phenomenon). I would look for such for Psychology as a Cognitive Developmental Psychology person, but I am old and retired.
It seems obvious to me that this is exactly what Artificial General Intelligence NEEDS -- one clear thing: self generative processes with AGI ontogeny (emergent, unfolding processes at proper points). Intelligent things show creative self-guidance ...
What are the cognitive dimensions of Accounting and Finance
It has become the demand of the time to prepare such global learners who possess a high level of awareness and consciousness. They are equipped with the abilities to well understand their own emotions, thinking pattern, and personality. This is the concept of meta-cognition. This sort of persons are most likely to understand the critical needs of the world to work with multiple problems of humanities. Kindly discuss if there are latest developed such framework for developing among learners meta-cognitive skills and abilities.
Im trying to analyze cognitive information that was measured on a questionnaire by a 5-item semantic scale and a 2-item Likert scale. Can I combine both into one variable? how can I transform them into a common scale?
I've ben trying to research all over and can't find the answer :(
My hypothesis is comparing emotional bond and cognitive information and stating that emotional bond has a stronger impact on purchase intention.
I googled a lot and found some journals but I decided to ask my question here to get the most accurate answer.
can someone please introduce some Q1 free-to-publish linguistic journals (cognitive & etymology related) ?
could you please recommend me the best scientific articles you know, where the method of cognitive restructuring from CBT is criticised?
Mixed dementia is common in the elderly, how useful are these perfusion technqiues in unselected populations with cognitive problems?
I work in cognitive video design and it would be really interesting to see whether a different video design would lead to greater learning results. For example, if you got rid of the face and increased the use of animations, or eliminated the animations entirely, would this affect the scores?
As a part of cognitive research, i am looking for an animal model to test attention and focus either through phenotypic or objective assessment (direct assessment).
Through much of lit survey I am unable find direct methodology.
Suggestions in this regard are highly helpful to my research.
I am confused with results interpretation. In article by Kew & Tasir (
Next the authors wrote "When examining the relationship between the students’ cognitive engagement level and their gender, the result of the Fisher’s Exact Test shown in Table 6 indicates that the significant value is .163, which means there is no statistical significance between gender and cognitive engagement levels." - and now I am totally frustrated. A few rows above there was written that females are better than males, so how no relationship can be revealed?
Any ideas how to understand this?
Thanks in advance,
I am looking for information self-administered cognitive screening test that have been used for online studies without direct contact with participants due to the need for completely anonymised data (meaning, no interviews required).
I'd be very grateful for your help!
ı have diffuculty in contacting other researchers to get necessary permisson.
I am looking for examples from firms that have acknowledged the role of behavioral operations management/behavioral newsvendor models, cognitive biases in operations management, etc. It could also include some quotes from managers of the firms. Kindly provide some newslinks. Thanks a lot.
There are many cognitive methods and AI tools that a discourse analyzer can apply for the analysis of qualitative or quantitative data.
The process is the simulation of NLP, which is being operated by an intelligent researcher.
We developed especially a platform devoted to this process that presents variant-based solutions for developing researchers' hypotheses.
Does anyone have information on national registries regarding cognitive or daily activity or general health limitations or diagnoses following Covid-19 infection?
I am carrying out a meta-analysis that looks at cognitive inhibition as an outcome. A wide range of assessment types can be used for this outcome and sometimes a study will include two or three that map onto this construct. I have created a moderator variable of outcome measure quality (i.e. range of poor  to good ) but am unclear if I simply want to choose the highest quality measure from each unique study or if I can include all of the different assessment types effects within a study and correct for this somehow in the analysis.
Currently we are working on a review that surveys the cognitive/neural mechanisms of tactile working memory. We propose a sensory recruitment model, which suggests that prefrontal regions interact with somatosensory cortex to encode, maintain and retrieve tactile working memory. Please leave your email address if of interests.
Language is thought to be supported by mutiple cognitive operations and mutiple brain functions. We are interested in a review in mutiple demand cortex and language system. We argue that the role of MD cortex is domain-general rather than linguistic?
If you are interested, please leave your email.
The BCI system does not have a particular application, it's just based on working with cognitive tasks. But there's doubt in what tasks to use and why
Which cognitive assessment tools (eg MMSE, MoCA, TMT (A&B), WAIS, WMS, etc.) are more sensitive to detect cognitive impairment/dysfunction over the shorter follow-up period (3-6 months) among the general population or defined specific population such as obesity, diabetes?
What is the protocol/method to identify or classify different emotions from a EEG data set using EEGLAB?
Is there any other software or any plugins for classifying Emotions?
Wu (2018) have categorized the mediational functions of L1 in L2 learning as cognitive, affective and interactional ones. Is there any possibility of other categories it?
I am looking to use the SynWin test in an upcoming study. I have found many articles using and describing the test however cannot seem to find any way in which I can actually obtain the test.
Does anyone know how I could access SynWin or a similar multitask test?
is anybody aware of a questionnaire about the social cognitive tendencies that go along with higher and lower social classes as proposed by the social cognitive theory of social class from Kraus et al. (2012; doi:10.1037/a0028756)?
For eg, I'm looking at learning strategies (cognitive, metacognitive and affective). So I want to compare the mean difference between these three and find out if there is significant difference among them. What type of test should I use? I tried using ANOVA but that's not it.
Physical training is considered as a low-cost intervention to generate cardioprotective benefits and to promote physical and mental health, while reducing the severity of acute respiratory in-fection symptoms in older adults. However, lockdown measures during COVID-19 have limited people’s opportunity to exercise regularly. The aim of this study was to investigate the effect of eight weeks of Fitness and Dance training, followed by four weeks of COVID-19-induced de-training, on cardiac adaptations and physical performance indicators in older adults with mild cognitive impairment (MCI). Twelve older adults (6 males and 6 females) with MCI (age, 73 ± 4.4 y; body mass, 75.3 ± 6.4 kg; height, 172 ± 8 cm; MMSE score: 24–27) participated in eight weeks of a combined Fitness-Dance training intervention (two sessions/week) followed by four weeks of training cessation induced by COVID-19 lockdowns. Wireless Polar Team Pro and Polar heart rate sensors (H10) were used to monitor covered distance, speed, heart rate (HR min, avg and max), time in HR zone 1 to 5, strenuousness (load score), beat-to-beat interval (max RR and avg RR) and heart rate variability (HRV-RMSSD). One-way ANOVA was used to analyze the data of the three test sessions (T1: first training session, T2: last training session of the eight-week training program, and T3: first training session after the four-week training cessation). Statistical analysis showed that eight weeks of combined Fitness-Dance training induced beneficial cardiac adaptations by decreasing HR (HR min, HR avg and HR max) with p < 0.001, ES = 0.5–0.6 and Δ = −7 to−9 bpm, and increasing HRV related responses (max and avg RR and RMSSD), with p < 0.01 and ES = 0.4. Consequently, participants spent more time in comfortable HR zones (e.g., p < 0.0005; ES = 0.7; Δ = 25% for HR zone 1) and showed reduced strenuousness (p = 0.02, Δ = −15% for load score), despite the higher covered total distance and average speed (p < 0.01; ES = 0.4). However, these changes were reversed after only four weeks of COVID-19 induced detraining, with values of all parameters returning to their baseline levels. In conclusion, eight weeks of combined Fitness-Dance training seems to be an efficient strategy to promote cardioprotective benefits in older adults with MCI. Importantly, to maintain these health benefits, training has to be continued and detraining periods should be reduced. During a pandemic, home-based exercise programs may provide an effective and efficient alternative of physical training.
My focus of the research is to explore the reasons behind students scoring low marks for mixed tenses activities in English. Here, I anticipate giving them a questionnaire asking them the reasons for scoring low marks for this activity: whether translating sentences into L1 is a matter to them, whether the meaning of the tenses look-alike or whether they are unaware of aspects of the tenses, etc.
In this case, do I have to focus on cognitive and metacognitive factors behind using tenses in my research paper?
In clinical research employing well-known psychoneurological tests as measures of cognitive functioning, it is common to combine tests to form composite cognitive domain scores. Although there is some small variation, there is quite strong agreement among well known and respected neuropsychological textbooks on which tests should be allocated to particular domains when forming the composite scores.
However, for some domains, the results of factor analyses do not suggest the combining of tests in the same way. That is particularly true of tests commonly combined to form the Executive Function cognitive domain. These include tests of working memory, reasoning and problem-solving, semantic verbal fluency, speeded tests involving attention switching (eg TMTB) or suppression of automatic responding (eg the Stroop test), etc. However, in well established factor-analytically based models of human mental intelligence, such as Gf/Gc theory (the Theory of Fluid and Crystallized Intelligence), such tests do not load on the same broad second-order factors. And no factor has been identified with marker tests corresponding to the range of tests commonly used by neuropsychologists to define the Executive Function cognitive domain.
There are other examples of a mismatch between the allocation of tests to cognitive domains according to common neuropsychological practice, and what is suggested by factor analysis, such as the formation of a composite Attention/processing speed cognitive domain.
Can anyone shed light on the reasons why such differences exist? Is it that the grouping of tests according to common practice by neuropsychologist has particular benefit from a clinical perspective, even those it is not consistent with the grouping of tests based on patterns of covariance as displayed in the results of factor-analysis? If so, how might this be explained?
I want to make connections between the real world and the impact these events have on human development. Just any questions that relate to development and the 3 domains: physical, cognitive, and psychosocial.
This is a general philosophical question which isn't related to any particular study/paper I'm working on.
Do you think these two cognitive abilities are related? If so, in what way/s? If not, why?
I am looking for recent research (last 5-10 years) that examines the associations between subjective self-reported cognitive complaints (as well as neurobehavioral symptoms or PCS) and objective performance on tests of cognitive functioning. I would be interested in research in all populations, but specifically in combat Veterans or military Service Members.
I intend to investigate the effects of a cognitive intervention program on some neuroplasticity factors (e.g. BDNF) in rat models of alzheimer.
I am trying to find evidence that CBT is useful for improving neuropsychiatric symptoms (such as depression, anxiety, agitation, mood, etc) in patients suffering from mild cognitive impairment or mild Alzheimer's Disease. I would be grateful if you could share individual studies or a review/meta-analysis meeting this criteria. Thank you.
I am working on a dissertation and I want to measure the vulnerability to cognitive delusions in depression. I am doing an calitative research with case studies.
Just curious about knowing if some fellow researchers have had lived the same experience I do during research work.
At quite frequent period I am completely cognitively exhausted. At the point of not being able to work at all and being unable to even think about what is my research concepts.
It's quite terrifying since I cannot switch back to non exhausted mode. Trying to read any paper will take several hour and left me confused about if anything I read made sense.
Then I eventually go back to normal cognitive mode and can make up my mind.
Children's digital lives are becoming more and more intense as they grow older, with each developmental stage characterized by a further leap in the scope and variety of different media uses. Elementary-school children lead social lives on the various networks and gradually become content producers on Instagram, tic-tac-toe and YouTube and form their identities as avid users of the various platforms. These trends will continue to accompany them throughout adolescence as they pose significant challenges to parents and educators. In light of this, the question arises: What are the cognitive, emotional, and social implications of media use at all stages of childhood and adolescence?
What are the cognitive, emotional, and social consequences of media use at all stages of childhood and adolescence development?
Statement analysis, verbal cues to deception and interview techniques to elicit cues to deception are of high interest in forensic psychology currently. But I have a question from the field. It seems as if the overwhelming majority of real world statements are obtained from interviews using methods and techniques that are not conducive to aiding verbal statement analysis. Although we wish information-gathering, cognitive and strategic interviewing techniques were already more prevalent in the field, the reality is that they are not the most commonly employed methods yet. (In the United States.)
Is there current research or field experimentation aimed at seeing where verbal statement analysis can be utilized in some capacity on statements which are predominantly responses to posed questions and which do not contain a free-narrative recall? Are all of the techniques invalid in this commonplace circumstance, or do any of them show potential to be adapted in some way to fit statements obtained from non-ideal interview techniques?
If you had the opportunity to experiment with interviews from suspects and witnesses from an old case (for your own curiosity, not to make a report or recommendation) what would you try? What would you do to address the problem of statements originating from interviews which were conducted using more "traditional" methods employed by law enforcement, which are comprised of responses to interviewer questions, and perhaps only a couple instances of opportunities for the interviewee to give a short, free- narrative responses to a handful of questions during the interview? Comparing and contrasting elements of the statements about significant points of the case across interviews? Combining responses into categories according to their topic or relevance, and then seeing if verbal deception detection techniques yield anything that might have been helpful to law enforcement at the time?
Thank you for any creative or "what if" ideas you may be willing to share. I suppose this isn't so much a research question as it is a "what would you monkey around with" if you had a free opportunity to? Can any of what we already know be adapted in some way to shed light on imperfect statements?
I'm working on my doctoral dissertation, which is about learning and memory functions in diabetic rats. Before performing behavioral tests, I need to first evaluate motor functions of animals. I'll do it by using Rota-rod. When I read the relevant papers, I see that there are dozens of protocols in rats the literature. As you might know, diabetes may lead to cognitive and motor coordination issues in rats. So, I consider it be set at a constant speed, since the accelerating type of Rota-rod might be very challenging for those suffering motor coordination issues. I would be very glad if you could provide any information of what parameters (speed in rpm and duration) required to be set for performing Rota-rod in STZ (Streptozotocin)-induced diabetic rats.
Here is what we know. Patients with a cognitive impairment like Alzheimer's and Parkinson's are more likely to die of Covid 19. So in evaluating the real risk and human cost of this virus I believe it is crucial to understand what percentage of the elderly who die are that are also suffering from Alzheimer's and Parkinson's which have their own morbidity to factor in.
I am working EEG signal classification. I am using an EEG cap which is having standard 10-10 electrodes placement system. I am not able to find 3D location for the same. .elc file is available for 10-20 but not for 10-10. Has anyone worked with 10-10 electrodes placement system?
Until very recently, the idea of knowledge-related cultures had little currency.
Knowledge creation seemed a matter of rational, cognitive, and technical procedures
undertaken by scientists; it neither needed nor did it lend itself well to cultural or any
other kind of social scientific investigation. Traditionally, philosophy had taken it
upon itself to explore the methods of science, but philosophy being philosophy was
not interested in the empirical question of how knowledge was produced. The
assumption of the unity and universality of science that had emerged since the
time of the Vienna Circle of philosophers contributed to the division between
knowledge and culture. If there was only one scientific method and one knowledge,
how could the notion of culture apply to science?
I am writing a research proposal. I chose to study the relationship between cognitive flexibility (CF) and psychological flexibility(PF). To this day, the definitional overlaps between these two constructs make it uncertain whether they measure the same underlying factor or not. The theory I'd like to test is that cognitive flexibility is a component of psychological flexibility. My problem is that cognitive flexibility is measured by behavioral tasks, psychological flexibility by questionnaires. Is it still possible to compare the scores between the CF test and the PF questionnaire? If so, is it possible to demonstrate that CF is a component of PF? What kind of statistical test should be used for that?
Thank you for the responses.