The Future of Cognitive Neuroscience

Learning motivated by electrical stimulation of the brain.

Purpose of research. The purpose of the paper is to describe the possibilities of including tasks for the design, development, use and experimental evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science for the development of their subject-methodical readiness. The formation and development of subject-methodical readiness is the main goal of professional training of future lecturers at a pedagogical university. The process of creating “inverted” educational resources requires from their author quite serious subject and methodological training. Potentially, the inclusion of tasks for the design, development, expertise, practical use and evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science can create conditions conducive to the formation of competencies of future teachers to create a comprehensive educational process in a digital environment. Since, on the one hand, in such didactic means, the educational content should be presented systematized and structured, have logic and hierarchical connections. On the other hand, the problematic issues included in the resources should reflect specific subject educational results in accordance with a given taxonomic model in the curriculum.Materials and methods. Based on the analysis of theoretical and methodological sources, the article substantiates the relevance of the problem of finding new ways and means of implementing additional subject training in mathematics and computer science for both schoolchildren and future teachers in the context of digitalization of education. The analysis of examples of “inverted” educational resources, which are the results of the implementation of project tasks by undergraduate students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev, is presented. Through theoretical and methodological substantiation, the main possibilities of including tasks for working with such resources at different stages of professional training of future teachers of mathematics and computer science at a pedagogical university are synthesized.Results. In this study, the problems related to the possibility of including “inverted” educational resources as digital didactic tools in the training programs of future teachers of mathematics and computer science were updated. The authors’ position on the issue of the purpose of such teaching tools in the context of the digitalization of education is presented and substantiated. Examples of the results of the implementation of project tasks by senior students during the 2021-2022 academic year were demonstrated. The key didactic and information technology features, possible tools for creating “inverted” educational resources are given. The definition of the subject-methodical readiness of the future teacher of mathematics and computer science as an essential component of professional readiness is concretized. The possibilities of strengthening subject-methodical training by including tasks for work with “inverted” educational resources are described: analytical – in junior courses when mastering disciplines related to the use of digital technologies in education; project – in the middle courses when mastering methodological disciplines; experimental and expert - in the senior courses when passing industrial (pedagogical) practice and mastering the final disciplines of the professional educational program of higher pedagogical education.Conclusion. On a final note, the results and conclusions obtained in the paper are summarized; the key positions of the authors on the inclusion of “inverted” educational resources in the professional training of future teachers of mathematics and computer science are given. The materials of the article may be of interest to lecturers of pedagogical universities who train future teachers, representatives of schools cooperating with organizations of higher pedagogical education, researchers in the field of digitalization and digital transformation of education.

Does the language you speak affect the way you think? According to the Principle of Linguistic Relativity, it does. Whether, however, the principle holds, has for several decades been one of the most controversial issues in cognitive science (for overviews, see Lucy, 1997; Wolff & Holmes, 2011). At the risk of oversimplifying its history, ideas linked to linguistic relativity can be traced back to philosophical writings in the German Romanticism of the 19th century (such as by Wilhelm von Humboldt) and became more widely known when ethno-linguists Edward Sapir and Benjamin Lee Whorf elaborated on them in their scientific work in the first half of the 20th century. While popular in the humanities, the proposition that speakers of different languages might perceive the world differently was untenable in early cognitive science. It was regarded as incommensurate with the assumption of a unified mind operating on a universal language of thought and hence simply inconceivable. When linguistic relativity eventually was put on the agenda in the 1990s (Gumperz & Levinson, 1991; Lucy, 1992), it was still met with substantial dissent (e.g., Pinker, 1994; overview in Gleitman & Papafragou, 2005); and although the antagonism of the early days has since given way to a more constructive exchange in which both opponents and supporters are increasingly seeking the middle ground and are even beginning to collaborate (e.g., Malt & Majid, 2013; Regier & Kay, 2009), the topic remains hotly debated. The current issue of Topics in Cognitive Science aims to make a productive contribution to this debate, both in format and content. In terms of format, this topic is one of only two that the journal has published featuring a target article, followed by a range of commentaries and a response to those commentaries by the author of the target article. This setup, known from Current Anthropology and Behavioral and Brain Sciences, is ideal for assembling multiple perspectives on controversial topics of broad interest across disciplines. The target article around which the current issue is structured (Kemmerer, 2023), is authored by linguist David Kemmerer (Purdue University, US). He develops a theoretical argument in support of linguistic relativity as deriving from the Grounded Cognition Model, a theory on conceptual knowledge that is highly influential within cognitive science. The argument entails a novel prediction that has the potential to inspire new experimental work across a range of academic communities that work on topics as diverse as perception, action, memory, emotion, language, culture, development, and evolution. For bringing together responses across such a wide field, Topics in Cognitive Science is the optimal forum. And, indeed, the eight commentaries accompanying this target article do reflect a wide variety of perspectives, authored by scholars who represent research communities on four continents and from across the social sciences, information sciences, and cognitive sciences, including linguistics, neuroscience, philosophy, and psychology. Credit for this topic goes to Asifa Majid (Oxford University, UK), a member of the Senior Editorial Board of Topics in Cognitive Science, who herself is a pioneer and leading figure in this subfield of cognitive science. She has been a strong voice for taking (linguistic) diversity and its consequences for cognition seriously (Majid, Bowerman, Kita, Haun, & Levinson, 2004), and yet she is also respected across camps for placing empirical evidence higher than theoretical ideology and for remaining open to a middle ground (e.g., Majid, 2021; Malt, Gennari, Imai, Ameel, Tsuda, & Majid, 2008). It was she who recruited the target article from David Kemmerer for Topics in Cognitive Science, suggested the format, handled the reviewing process, invited the commentaries with a clear objective for diversity, and monitored the compilation of the entire topic. topiCS encourages letters and commentaries on all topics, as well as proposals for new topics. Letters are not longer than two published pages (ca. 400–1000 words). Commentaries (between 1000 and 2000 words) are often solicited by Topic Editors prior to the publication of their topic, but they may also be considered after publication. Letters and commentaries typically come without abstract and with few references, if any. The Executive Editor and the Senior Editorial Board (SEB) are constantly searching for new and exciting topics for topiCS. Feel free to open communications with a short note to the Executive Editor ([email protected]) or a member of the SEB (for a list, see the publisher's homepage for topiCS: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1756-8765/homepage/EditorialBoard.html).

Previous articleNext article No AccessMagic and Witchcraft: An Interpretation from Dissonance TheoryTheodore Rosenthal, and Bernard J. SiegelTheodore Rosenthal Search for more articles by this author , and Bernard J. Siegel Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 15, Number 2Summer, 1959 Article DOIhttps://doi.org/10.1086/soutjanth.15.2.3628803 Views: 10Total views on this site Citations: 32Citations are reported from Crossref Journal History This article was published in the Southwestern Journal of Anthropology (1945-1972), which is continued by the Journal of Anthropological Research (1973-present). 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Background & Context Continuously developing teachers’ knowledge, practice, and professional identity is one of the key standards for effective computer science (CS) teachers. Objective This study aims to understand the landscape of CS teachers in the United States, the professional identity they hold, and how their background and teaching context are associated with their CS teacher identity. Method Using data of 3540 teachers, we performed a two-step cluster analysis to reveal homogeneous subgroups of CS teachers. The relationship between teachers’ backgrounds and their CS teacher identity was also assessed. Findings This study identified four profiles of CS teachers based on their professional identity. . CS teacher identity is strongly associated with teachers’ Computer Science Teachers Association membership, teaching responsibility, teaching experience, and their exposure to CS coursework. Implications More professional support is needed for CS teachers, especially for early-career CS teachers, elementary school teachers, and teachers with multiple responsibilities and little CS background.

Reviewed by: The analogical mind: Perspectives from cognitive science ed. by Dedre Gentner, Keith J. Holyoak, and Boicho N. Kokinov Rick DeNoble The analogical mind: Perspectives from cognitive science. Ed. by Dedre Gentner, Keith J. Holyoak, and Boicho N. Kokinov. Cambridge, MA: MIT Press, 2001. Pp. 541. ISBN 0262571390. $28.35. This book grew out of a 1998 summer workshop at the New Bulgarian University in Sofia, Bulgaria [End Page 456] called ‘Advances in Analogy Research: Integration of Theory and Data from the Cognitive, Computational, and Neural Sciences’. While the contributors come from a variety of disciplines, they share an interest in a common approach to cognitive studies. The book consists of an introduction by the volume editors, followed by thirteen chapters divided into three sections: ‘Computational and theoretical approaches’, ‘Arenas of analogical thought’, and ‘Developmental approaches’. An epilogue concludes the volume. The introduction provides a brief history of the development of the study of analogy within cognitive science, a very brief statement of the current framework for analogy studies, and an outline of the remainder of the book’s contents. Section 1 consists of four chapters based on actual running computational models of analogical thinking. These include: ‘Exploring analogy in the large’ (23–50) by Kenneth D. Forbus; ‘Integrating meaning and reasoning in analogy making: The AMBR model’ (54–124) by Boicho N. Kokinov and Alexander A. Petrov; ‘The STAR-2 model for mapping hierarchically structured analogs’ (125–60) by William H. Wilson, Graeme S. Halford, Brett Gray, and Steven Phillips; and ‘Toward an understanding of analogy within a biological symbol system’ (161–95) by Keith J. Holyoak and John E. Hummel. Section 2 contains seven chapters, which deal with the role analogy plays within a variety of complex cognitive processes or tasks. The first three deal especially with analogical processes in language. The chapters in Section 2 include: ‘Metaphor is like analogy’ (199–254) by Dedre Gentner, Brian Bowdle, Phillip Wolff, and Consuelo Boronet; ‘Conceptual blending and analogy’ (255–86) by Gilles Fauconnier; ‘Setting limits on analogy: Why conceptual combination is not structural alignment’ (287–312) by Mark T. Keane and Fintan Costello; ‘The analogical paradox: Why analogy is so easy in naturalistic settings yet so difficult in the psychological laboratory’ (313–34) by Kevin Dunbar; ‘Emotional analogies and analogical inference’ (335–62) by Paul Thagard and Cameron Shelley; ‘Analogy and analogical comparison in choice’ (363–400) by Arthur B. Markman and C. Page Moreau; and ‘Semantic alignments in mathematical word problems’ (401–33) by Miriam Basok. The last section contains two chapters: ‘Analogical reasoning in children’ (437–70) by Usha Goswami, and ‘Can an ape reason analogically? Comprehension and production of analogical problems by Sarah, a chimpanzee (Pan troglodytes)’ (471–97) by David L. Oden, Roger K. R. Thompson, and David Premack. The epilogue is written by Douglas Hofstadter, who claims in a supposedly unorthodox view that, rather than being a ‘blip in the broad blue sky’, analogy is actually ‘the very blue that fills the whole sky of cognition—analogy is everything, or very nearly so, in my view’ (499). The essays in the book go a long way toward making this claim the standard view of cognitive science. Rick DeNoble Boulder, CO Copyright © 2006 Linguistic Society of America

In the quest to study and deliver Computer Science (CS) education reform, attention to gate-keeping teacher characteristics is imperative. Broad research in teacher education has demonstrated that teacher dispositions are an important driver of teacher motivation, professional choices, and classroom practices. Identification and measurements of teacher dispositions enables further analysis of how teacher beliefs may support or hinder effective practice in CS instruction, how teacher populations may differ, and how identified dispositions may change with exposure to various CS learning experiences. We analyzed 17 key documents produced by 12 national CS organizations using a grounded theory methodology to identify desirable attitudes and beliefs associated with CS and the CS education reform movement. The documents included standards, corporate research reports, advocacy tools for CS education, and organizational documents of professional associations for CS and CS Education. The analysis yielded several important dispositional targets for description and measurement in the area of teacher attitudes and beliefs. An analysis of 98 coded segments related to dispositions yielded consensus attitudes and beliefs. Professional documents in CS highlight an equity orientation, a teacher growth mindset, and identify key beliefs regarding (career) outcomes and epistemology of CS. It is possible, based on this analysis, to create a profile of a teacher who demonstrates the attitudes and beliefs of a reform-aligned CS teacher, the CS "Champion''. Instrument development along these factors is an important next step towards unlocking the analytical power of teacher attitudes and beliefs.

This paper explores the potential of virtual education options to fulfill policies designed to broaden participation in computer science (CS) education. Virtual education platforms inherently offer access to a wider range of students than traditional brick-and-mortar schools. Access does not preclude the various socio-economic challenges to engaging these platforms, but this format could be used to mitigate barriers to reaching groups of students that have historically been marginalized in CS courses. In 2019, Georgia passed legislation that requires all middle and high schools to offer CS courses by 2025. The legislation also allowed for virtual courses to satisfy the requirement. While the legislation is intent on broadening participation in CS education, it specifically incorporates a virtual option, making it novel among similar legislative actions across the country. In this context, we examine whether virtual CS courses increase access for marginalized student populations. As such, we explore (1) to what extent do the disparities in CS education found in brick-and-mortar classrooms also appear in virtual settings and (2) to what extent is there an association between modality and rurality on CS course enrollment. Using district enrollment data from 2012 to 2019 for CS courses in Georgia, we calculated the percentage of students in marginalized groups that enrolled in physical courses across the state compared to the percentage enrolled in statewide virtual courses to illuminate existing disparities in enrollment. We conducted this analysis at the district level to highlight variability in representative disparity and the underlying structural differences that might contribute to these disparities. Our analysis provides insight that incorporates the different levels of representative disparity districts have overall. As an early adopter of virtual CS education, the Georgia model provides valuable information for states interested in policies to broaden participation in CS courses.

Computer science is a higher education domain that still show a significant male dominance. Many research studies have highlighted the importance of diversity and gender balance in computer science related areas such as software engineering and system development. However, there is still a well-identified problem that university programmes and courses on computer science fail to attract the female audience. The objective of this study is to investigate the concept of gender-inclusive computer science (CS) education with the aim of broadening participation in CS courses and programs. This is conducted through a literature study, initially focusing on keywords and research areas, and subsequently searching into existing research. The research question that guided the study was: "What concepts can be found in literature to make computer science education more gender-inclusive?". Data were analysed thematically in a two-step analysis process inspired by the grounded theory methods of Open coding and Axial coding. Findings suggest that there is significant room for learning in this field, particularly from Critical CS education studies. The Open coding analysis showed that the findings can be categorised into eight main themes. In the Axial coding the themes were merged, refined, renamed, and centred around the main axial theme of 'Epistemological pluralism'. Other essential themes that all are related to the axial main theme were: 'Design and creativity', 'Bias awareness and ethics', 'Collaboration and communication', 'Self-regulated learning', 'Real-world applications', and 'Role models and mentorship'. The result of this study is presented through a visual model that illustrates essential aspects of inclusive computer science education. The paper also proposes various directions for future research.

Justice-centered approaches to equitable computer science (CS) education\nframe CS learning as a means for advancing peace, antiracism, and social\njustice rather than war, empire, and corporations. However, most research in\njustice-centered approaches in CS education focus on K-12 learning\nenvironments. In this position paper, we review justice-centered approaches to\nCS education, problematize the lack of justice-centered approaches to CS in\nhigher education in particular, and describe a justice-centered approach for\nundergraduate Data Structures and Algorithms. Our approach emphasizes three\ncomponents: (1) ethics: critiques the sociopolitical values of data structure\nand algorithm design as well as the underlying logics of dominant computing\nculture; (2) identity: draws on culturally responsive-sustaining pedagogies to\nemphasize student identity as rooted in resistance to the dominant computing\nculture; and (3) political vision: ensures the rightful presence of political\nstruggles by reauthoring rights to frame CS learning as a force for social\njustice. Through a case study of this Critical Comparative Data Structures and\nAlgorithms pedagogy, we argue that justice-centered approaches to higher CS\neducation can help all computing students not only learn about the ethical\nimplications of nominally technical concepts, but also develop greater respect\nfor diverse epistemologies, cultures, and experiences surrounding computing\nthat are essential to creating the socially-just worlds we need.\n

Removing the stigma of medication for opioid use disorder

Teaching formal methods in software construction has often been a concern of several computer science educators. In our opinion, the origin of most of the difficulties in learning formal methods in computer science and software engineering does not lie in computer science courses but in the mathematical background of the students. Moreover, there are numerous obstacles to learning basic concepts noted by both computer science and mathematics educators. To change this situation it is necessary to integrate the work of mathematics and computer science educators. That is, the main focus should be the creation of new educational approachs nourished by two components: a theoretical one (formally introducing discrete mathematics concepts) and an experimental one (implementing those concepts in a suitable programming language). In this paper, using examples from a discrete mathematics course for high school teachers, we describe the main characteristics of our approach.

Exploration of a new integrative intellectual enterprise: the cognitive social sciences. Research in the cognitive sciences has advanced significantly in recent decades. Computational cognitive modeling has profoundly changed the ways in which we understand cognition. Empirical research has progressed as well, offering new insights into many psychological phenomena. This book investigates the possibility of exploiting the successes of the cognitive sciences to establish a better foundation for the social sciences, including the disciplines of sociology, anthropology, economics, and political science. The result may be a new, powerful, integrative intellectual enterprise: the cognitive social sciences. The book treats a range of topics selected to capture issues that arise across the social sciences, covering computational, empirical, and theoretical approaches. The chapters, by leading scholars in both the cognitive and the social sciences, explore the relationship between cognition and society, including such issues as methodologies of studying cultural differences; the psychological basis of politics (for instance, the role of emotion and the psychology of moral choices); cognitive dimensions of religion; cognitive approaches to economics; meta-theoretical questions on the possibility of the unification of social and cognitive sciences. Combining depth and breadth, the book encourages fruitful interdisciplinary interaction across many fields.

The authors investigated information processing in schizophrenia by studying 30 paranoid schizophrenic patients and 30 depressed inpatients. The basic methodology relied on tachistoscopic presentation of stimuli. First, the critical stimulus duration needed for identification of a target stimulus was determined. Second, when the target stimulus was followed by a masking stimulus, a measure of speed of information processing was obtained. The schizophrenic patients were imparied on input factors and speed of processing. The authors think it is unlikely that the results were due to medication effect or to gross psychopathology. Their discussion centers on how this two-factor deficit in information processing may result in cognitive disruption and how this study relates to other investigations.

This article provides an overview of the main tendencies and ideas in the embodied mind paradigm in the expanding field of modern cognitive science. The focus is not on the biological and neurological aspects of cognitive science, rather the article demonstrates how basic concepts and theories from cognitive science have influenced linguistics, sociology, the understanding of art and creativity, film and film perception, as well as our understanding of historical film narratives and mediated memories. Although these areas of humanities and social science may seem unrelated, this article demonstrates how the embodied mind paradigm has actually forged links between separate scientific disciplines. Cognitive science and the embodied mind theory have created a stronger interdisciplinary connection between cognitive understanding in social science and humanities. Metaphors and image schema, the way our brain relies on narrative structures, the dynamic ability of the brain to blend old and new schemas, and the unparalleled creativity of the brain are all part of the approaches of the cognitive social science and humanities to social interaction, communication and creativity described here. The article also discusses the relationship between the more universal dimensions of the human mind and the question of cultural and social variations. The argument here is that a cognitive and more universal theory of human beings is not the same as determinism. On the contrary, when we understand our universal commonalities and the basic functions of our embodied mind we will also be better placed to understand cultural and social differences and variations.