Statistics Analysis of Multi-Modality and Text-Derived Representations on Concept Learning

Dual coding of knowledge in the human brain.

This article explores the correlations between linguistic figurative features and their corresponding conceptual representations, by considering their respective continuities and discontinuities in language shift. I compare the figurative encoding of emotions in Kriol, a creole of northern Australia, with those of Dalabon, one of the languages replaced by this creole, with a particular focus on evidence from metaphorical gestures. The conclusions are three-fold. Firstly, the prominent figurative association between the body and the emotions observed in Dalabon is, overall, not matched in Kriol. Secondly, although this association is not prominent in Kriol, it is not entirely absent. It surfaces where speakers are less constrained by linguistic conventions: in non-conventionalized tropes, and gestures in particular. Indeed, some of the verbal emotion metaphors that have disappeared with language shift are preserved as gestural metaphors. Thus, Kriol speakers endorse the conceptual association between emotions and the body, in spite of the lower linguistic incidence of this association. The third conclusion is that therefore, in language shift, conceptual figurative representations and linguistic figurative representations are independent of each other. The former can persist when the latter largely disappear. Conversely, the fact that speakers endorse a certain type of conceptual representation does not entail that they will use corresponding linguistic forms in the new language. The transfer of linguistic figurative representations seems to depend, instead, upon purely linguistic parameters.

This research describes a component of an artifact development method that can be used as a generic method for building target artifacts with different levels of abstraction, such as: class diagrams at the analytical level, class diagrams at the design level, and Java source code at the implementation level. The component is created as an automation enabler of the artifact development method. The component name is concept representation. Currently, we have 3 type concept representation. Three types of concept representation are: concept representation as an entity representation with a separate artifact development method (CR 1); concept representation with an embedded artifact development method (CR 2); and concept representation constructed by the group as a representation of entities used together with different artifact development methods. A trial of CR3 development was conducted with 82 unique data and the findings revealed that the development of CR3 with schema helps to reduce the variability of the number of concepts and helps to guide the building of simpler category trees (ease of non-automated realization).

PurposeThis review aims to discuss concepts and theories from cognitive psychology, identifies tourism studies applying them and discusses key areas for future research. The paper aims to demonstrate the usefulness of cognitive psychology for understanding why tourists and particularly pleasure travellers demonstrate the behaviour they exhibit.Design/methodology/approachThe paper reviews 165 papers from the cognitive psychology and literature regarding pleasure travel related to consciousness, mindfulness, flow, retrospection, prospection, attention, schema and memory, feelings and emotions. The papers are chosen to demonstrate the state of the art of the literature and provide guidance on how these concepts are vital for further research.FindingsThe paper demonstrates that research has favoured a behaviourist rather than cognitive approach to the study of hedonic travel. Cognitive psychology can help to understand the mental processes connecting perception of stimuli with behaviour. Numerous examples are provided: top-down and bottom-up attention processes help to understand advertising effectiveness, theories of consciousness and memory processes help to distinguish between lived and recalled experience, cognitive appraisal theory predicts the emotion elicited based on a small number of appraisal dimensions such as surprise and goals, knowledge of the mental organisation of autobiographical memory and schema support understanding of destination image formation and change and the effect of storytelling on decision-making, reconstructive bias in prospection or retrospection about a holiday inform the study of pleasurable experience. These findings indicate need for further cognitive psychology research in tourism generally and studies of holiday travel experiences.Research limitations/implicationsThis review is limited to cognitive psychology and excludes psychoanalytic studies.Practical implicationsCognitive psychology provides insight into key areas of practical importance. In general, the use of a cognitive approach allows further understanding of leisure tourists’ behaviour. The concept of attention is vital to understand destination advertising effectiveness, biases in memory process help to understand visitor satisfaction and experience design and so on. Use of cognitive psychology theory will lead to better practical outcomes for tourists seeking pleasurable experiences and destination managers.Originality valueThis is the first review that examines the application of concepts from cognitive psychology to the study of leisure tourism in particular. The concepts studied are also applicable to study of travellers generally.

Teaching and learning the vast range of the sizes that are too small to see (called imperceptible sizes) has been a challenging topic, and a need for a novel form of representation that may provide learners with an alternative way of perceiving and conceptualizing imperceptible sizes emerged. From this, the author introduces a multimodal representation called Temporal-Aural-Visual Representation (TAVR). Unlike commonly used conventional representations (e.g., visual representation), TAVR employs a temporal modality as the main vehicle for conveying imperceptible sizes. In this chapter, the author elaborates on the design process and the details of TAVR. Informed by cognitive psychology research, the mental model and the challenges for learners in understanding imperceptible sizes were identified to form the design requirements of TAVR. Following the design and implementation, the evaluation of TAVR aimed to assess the changes in the participating students’ mental model of the range of imperceptible sizes, which showed TAVR’s positive impact on student learning.

There is still no consensus in the doctrine on the concept and types of representation. There is a “blurring” in legislation and other legal acts of the category of “representation on the basis of the law”. The positions on the concept and classification of representation are summarized by the method of historical and comparative analysis. The problems of representation on the basis of the law in relation to minors and legal entities have been identified. The directions of improvement of legislation and other legal acts on the studied problem are proposed. The article is addressed to legal scientists and law enforcement officers.

concepts play a central role in human behaviour and constitute a critical component of the human conceptual system. Here, we investigate the neural basis of four types of abstract concepts, examining their similarities and differences through neuroimaging meta-analyses. We examine numerical and emotional concepts, and two higher-order abstract processes, morality judgements and theory of mind. Three main findings emerge. First, representation of abstract concepts is more widespread than is often assumed. Second, representations of different types of abstract concepts differ in important respects. Each of the domains examined here was associated with some unique areas. Third, some areas were commonly activated across domains and included inferior parietal, posterior cingulate and medial prefrontal cortex. We interpret these regions in terms of their role in episodic recall, event representation and social-emotional processing. We suggest that different types of abstract concepts can be represented and grounded through differing contributions from event-based, interoceptive, introspective and sensory-motor representations. The results underscore the richness and diversity of abstract concepts, argue against single-mechanism accounts for representation of all types of abstract concepts and suggest mechanisms for their direct and indirect grounding.This article is part of the theme issue 'Varieties of abstract concepts: development, use and representation in the brain'.

Event Abstract Back to Event Different representations of relative and absolute value in the human brain Fabian Grabenhorst1* and E. T. Rolls1 1 Department of Experimental Psychology, University of Oxford, United Kingdom The affective context in which a stimulus or event is presented influences the subjective hedonic value of the stimulus. Understanding how absolute and relative affective value is processed and represented is important not only for understanding affective value representations in the brain, but also in relation to economic choice and preference decisions. Using fMRI, we investigated how the subjective pleasantness of an odour is influenced by whether the odour is presented in the context of a relatively more pleasant or less pleasant odour. We delivered two odours from a set of four (citral, vanillin, hexanoic acid and isovaleric acid) separated by a delay of 6 s, with the instruction to rate the pleasantness and intensity of the second odour. On trials where the first odour was relatively unpleasant, the second odour was rated as more pleasant than on trials where the first odour was relatively pleasant, and vice versa. An antero-lateral region of the orbitofrontal cortex where activations were positively correlated with the pleasantness ratings responded more strongly to the second odour when it was preceded by an odour that was relatively more unpleasant. Thus relative pleasantness may be represented in this region. In contrast, in a part of the anterior insular cortex where activations were negatively correlated with the pleasantness ratings, responses were stronger to the second odour if it was preceded by an odour that was relatively more pleasant. Thus relative unpleasantness may be represented in this region. In other parts of the orbitofrontal cortex (mid and medial, where activations were positively correlated with the pleasantness ratings), the responses to the second odour were not influenced by the pleasantness of the first odour. These regions thus represent the absolute and not relative pleasantness of an odour. An interesting implication of these findings is that the brain represents simultaneously and separately the relative and absolute value of affective stimuli. Both types of representation may provide important inputs to a decision-making process about whether or not to choose a stimulus. Conference: 10th International Conference on Cognitive Neuroscience, Bodrum, Türkiye, 1 Sep - 5 Sep, 2008. Presentation Type: Oral Presentation Topic: Emotional Processing Citation: Grabenhorst F and Rolls ET (2008). Different representations of relative and absolute value in the human brain. Conference Abstract: 10th International Conference on Cognitive Neuroscience. doi: 10.3389/conf.neuro.09.2009.01.201 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 08 Dec 2008; Published Online: 08 Dec 2008. * Correspondence: Fabian Grabenhorst, Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom, fabian.grabenhorst@psy.ox.ac.uk Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Fabian Grabenhorst E. T Rolls Google Fabian Grabenhorst E. T Rolls Google Scholar Fabian Grabenhorst E. T Rolls PubMed Fabian Grabenhorst E. T Rolls Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

THINGS-data reflects three large-scale neuroimaging and behavioral datasets of object processing in humans, comprising densely sampled functional MRI and magnetoencephalographic recordings, as well as 4.70 million similarity judgments in response to thousands of photographic images for up to 1854 objects.

This chapter discusses second language (L2) learning processes from cognitive perspectives gained from psychology and second language acquisition (SLA) research. A particularly useful cognitive theory for elucidating L2 learning processes from a cognitive perspective is skill acquisition theory. In L2 learning, declarative knowledge consists of exemplars and rules that L2 learners are usually aware of, while procedural knowledge is used by applying declarative knowledge to behaviors/skills, such as L2 comprehension and production. Optimal practice scheduling is a particularly burgeoning research area and is inspired by cognitive psychology research. L2 researchers have started to reveal the optimal timing to repeat L2 practice activities for proceduralization and automatization. In cognitive psychology research, distributing practice opportunities over multiple study sessions has been proven to be more valuable for long-term retention. Compared to cognitive factors like aptitude, however, relatively little attention have been given to the affective and motivational factors for research on L2 practice. Implications of many of the findings are somewhat straightforward.

A reading and study guide for open‐enrollment college students based on cognitive psychological research is presented. The guide specifies six stages of the process of mastery: scanning, preparation for reading, reading, recitation and review, reading review, and self testing are described in relation to the articulatory requirement of mastery. The guide has been experimentally evaluated (N=77) with open enrollment students in an introductory economics course and found to produce a significant (p<.05) improvement in test performance.

ABSTRACTWe examine cross‐linguistic influence in the processing of motion sentences by L2 users from an embodied cognition perspective. The experiment employs a priming paradigm to test two hypotheses based on previous action and motion research in cognitive psychology. The first hypothesis maintains that conceptual representations of motion are embodied by sensory and motor systems (Glenberg &amp; Kaschak, 2002; Zwaan &amp; Taylor, 2006) and predicts that linguistic descriptions of motion will be susceptible to conceptual priming effects. The second hypothesis assumes that the processing of fictive motion sentences, such asThe road runs through the forest(cf. Talmy, 2000a), involves additional mental simulation of motion (Matlock, 2004b; Richardson &amp; Matlock, 2007) and predicts that fictive motion will be processed more slowly than real motion. The participants were groups of Polish and English monolinguals and Polish L2 users of English, who were students in an English‐medium university program. Sentence meaningfulness judgment and response time data were collected from the monolinguals and the L2 users tested in both languages. Sentence meaningfulness judgments were examined to see how the participants represent motion in language and response time data were analyzed for evidence of conceptual processing. The results showed expected differences in response times to various sentence types in all groups, but the priming effect was not observed in Polish monolinguals and only selectively present in the L2 users responding in both languages. The results of our experiment indicate that fictive motion processing is both embodied in physical experience of motion and modified by language.

Homonyms - words with the same phonological word form but two different concepts - were used to study the representation of word forms and concepts in the mental lexicon. The connectionist model of speech production by G. S. Dell assumes that homonyms are represented in different concept- and two different lemma-nodes but share the same lexical entry on the phoneme level. The present study investigates mainly two questions: first, whether the separation of word forms and concepts assumed in the theoretical framework can also be found on the human brain, i.e. whether or not access to word forms and concepts lead to different activations in the brain; secondly, which mechanisms of functional reorganisation of language abilities can be found in a patient with good recovery from aphasia after a left hemisphere lesion. In an event-related fMRI study 15 healthy young men and one patient were scanned during visual language tasks. The first task focussing on word form knowledge required finding a homonym with each meaning related to one of the two given stimuli. In the second task subjects had to find a conceptual association between two stimuli. The interstimulus interval was 12 seconds long and was divided into sequential time windows of one second each. For each window separate hemodynamic response functions were determined. Solved and unsolved items of the homonym task were analyzed separately. In both tasks - the association and the homonym task - and irrespective of whether or not the homonym will be found later, inferior frontal activation is observed, which is assumed to subserve semantic search. Only the solved items of the homonym task lead to bilateral inferior parietal activation including the supramarginal and angular gyrus, mirroring access to word form knowledge. Interpreting these findings in terms of Dell's model this means that not the different levels of processing, instead the mapping of information from one level onto another can be connected with specific activation in the human brain - mapping semantic features onto lexical nodes happens when inferior frontal activation is observed and mapping two lexical nodes onto one phonological word form is connected with activation of the supramarginal and angular gyrus. The patient shows a comparable pattern of activation considering the separation of word form and conceptual knowledge. During the homonym task he shows perilesional activation of residual substrates, which is in accordance with previous findings concerning functional reorganisation. An additional - most likely compensatory - activation is found in the left primary motor hand area.

Representación e intermediación en el ámbito del trabajo: actores, recursos y estrategias

Three experiments investigated how knowledge influences concept formation and representation in a standard concept acquisition task. The primary comparison was among arbitrary concepts, which had meaningless features; meaningful concepts, which had meaningful features from different domains; and integrated concepts, which had meaningful features interconnected by common knowledge. Experiment 1 found that learning was superior for the integrated concepts but that there was little difference as a function of feature meaningfulness. Experiment 2 suggested that the integrated Ss were learning to form a knowledge-based schema as their concept representation because they did not distinguish the typicality of features that differed in frequency. Experiment 3 introduced a category whose features were from the same domain but were not otherwise related. This concept was as difficult to learn and use as the meaningful concepts were. These comparisons help specify the ways in which knowledge does and does not influence concept formation.