VOLUNTARY IMAGINATION: A FINE-GRAINED ANALYSIS

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.

History of Bilingualism Research in Cognitive Psychology

Two studies assessed whether mentally simulating specific future events to occur in familiar (vs. unfamiliar) settings indirectly increases meaning life via the subjective quality of the simulations. Participants in both studies (N = 344) were randomly assigned to visualize themselves doing something in familiar (e.g. home) or unfamiliar (e.g. fantasy world) settings in the future. They then rated the subjective quality of these visualizations and completed a measure of meaning in life. We replicated previous findings by showing that mental simulations involving familiar settings were of greater subjective quality than simulations involving unfamiliar settings. However, we also found that simulating future events in familiar (vs. unfamiliar) settings indirectly increased the perceived meaningfulness of life. These findings integrate research in cognitive psychology with research on the psychology of well-being and reveal how mental time travel contributes to the perception that one’s life has meaning.

About the book: Deaf Cognition examines the cognitive underpinnings of deaf individuals' learning. Marschark and Hauser have brought together scientists from different disciplines, which rarely interact, to share their ideas and create this book. It contributes to the science of learning by describing and testing theories that might either over or underestimate the role that audition or vision plays in learning and memory, and by shedding light on multiple pathways for learning. International experts in cognitive psychology, brain sciences, cognitive development, and deaf children offer a unique, integrative examination of cognition and learning, with discussions on their implications for deaf education. Each chapter focuses primarily on the intersection of research in cognitive psychology, developmental psychology, and deaf education. The general theme of the book is that deaf and hearing individuals differ to some extent in early experience, brain development, cognitive functioning, memory organization, and problem solving.Identifying similarities and differences among these domains provides new insights into potential methods for enhancing achievement in this traditionally under-performing population.

Thomas Suddendorf

Thought experiments have played a prominent role in numerous cases of conceptual change in science. I propose that research in cognitive psychology into the role of mental modeling in narrative comprehension can illuminate how and why thought experiments work. In thought experimenting a scientist constructs and manipulates a mental simulation of the experimental situation. During this process, she makes use of inferencing mechanisms, existing representations, and general world knowledge to make realistic transformations from one possible physical state to the next. The simulation reveals the impossibility of integrating multiple constraints drawn from existing representations and the world and pinpoints the locus of the required conceptual reform.

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 & Kaschak, 2002; Zwaan & 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 & 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.

<p>The past decade has seen a sharp rise in misinformation, disinformation, and what scholars have termed information disorder, a concept that captures not only the spread of false content but the broader breakdown of shared epistemic ground. At the same time, public trust in journalism, science, government, and higher education has declined measurably across much of the world. This mixed conceptual and literature review paper examines the relationship between these two phenomena and what role media literacy education might realistically play in addressing them.</p><p>Drawing on Wardle and Derakhshan's (2017) tripartite typology of information disorder, alongside research in cognitive psychology, political communication, and education, this paper argues that the trust crisis is both a cause and a consequence of information disorder, not simply a background condition. People who have lost confidence in knowledge institutions are more likely to reject factual corrections and gravitate toward sources that confirm existing beliefs. Media literacy, as traditionally taught, was designed for a different media environment and shows meaningful limitations in the current context, as danah boyd (2017) and others have noted.</p>The paper proposes moving beyond source evaluation and fact-checking toward what this analysis terms epistemic resilience: the capacity to hold uncertainty productively, recognize manipulation strategies, and maintain confidence in verifiable knowledge processes rather than in any single institution. This reconceptualized approach draws on lateral reading research, psychological inoculation theory, and civic reasoning education.

The recall and recognition of people for 95 print ads were examined with an aim toward investigating memory structure and decay processes. It was found that recall and recognition do not, by themselves, measure a single underlying memory state. Rather, memory is multidimensional, and recall and recognition capture only a portion of memory, while at the same time reflecting other mental states. When interest in the ads was held constant, however, recall and recognition did measure memory as a unidimensional construct. Further, an examination of memory over three points in time showed considerable stability. The findings are interpreted from the perspective of recent research in cognitive psychology as well as current thinking in consumer behavior and advertising research. Managerial implications are considered as well.

Research in cognitive psychology has suggested that images can be represented in tenus of the spatial relationships of their meaningful pans. 'Ibis paper discusses a technique for knowledge representation that captures both the spatial and descriptive features of an image. 'Ibis formal technique can be used to construct a theory for class determination that involves pattern matching a depictive representation of an image with reconstructed images of known classifications.

Anyone over 30 years of age has probably had the experience of trying to learn a phone number. This is a dying art in the age of smartphones; if you haven't had the experience, just try to imagine it. When you tried to learn a new phone number, did you re-read it again and again hoping that you would remember it? Of course not. Rather, you said it over and over again until you used it. To learn the phone number, you used a technique known as ‘retrieval practice’ (although you probably didn't know what it was called). Another term for retrieval practice is ‘test-enhanced learning’. Test-enhanced learning refers to the increased retention of knowledge or skills that is produced by the act of retrieval during testing. Although tests improve learning by increasing motivation and efficacy of studying (indirect effects), the increased retention that derives from retrieval itself is known as the direct effect of testing. This effect occurs even without feedback.1 If you think about learning the phone number, you realise that it is the act of repeating it back to yourself that really makes it stick; checking your source simply ensures that your retrieval practice is accurate. In medical education, however, the material is often complex and retrieval errors are common, so feedback is an important source of learning. Research in test-enhanced learning shows that feedback greatly amplifies the retention produced by testing.2 While we're talking about learning phone numbers, it's important to acknowledge that any activity that promotes retrieval constitutes a form of testing. As we repeat the phone number, we are testing ourselves. When we think of tests broadly in this way, it becomes apparent that retrieval practice can be applied to a variety of learning situations that pertain to both knowledge and skills. Tests (or retrieval practice) can come in the form of oral quizzing during hospital rounds, simulated resuscitations and even informal discussions about patients. Learning a phone number is an example of rote learning; however, it is important to recognise that increased retention of knowledge through testing has been shown to improve the transfer and application of knowledge.3 Going back to the phone number, if we were to repeat the number to ourselves just once, would we remember it? No. So we repeat it over and over. The same holds true for other forms of learning. Repeated testing is likely to produce better retention than single testing.4 Repetition isn't the only important factor, though. We must also consider spacing. If we repeat the phone number 10 times back-to-back, are we likely to remember it in a month? No. We will remember it long enough to dial it, but it will probably be gone before the day is out. Research in cognitive psychology indicates that retrieval practice (or testing) needs to be spaced over weeks and months in order for learning to be retained for years.5 In fact, we have probably all had the experience of dialling a phone number again and again over time until our fingers move automatically to the numbers. We almost never forget those numbers. It's interesting to consider, though, how we forget numbers in our smartphones because we don't practise retrieving them. By thinking about the different forms of retrieval practice, using repetition and spacing, and providing feedback, teachers can plan for retention rather than simply assuming that it will happen. Educators should call upon (pun intended) test-enhanced learning as they consider how to help their students retain the knowledge and skills they will need to care for patients.

Computational methods have become increasingly prevalent in molecular biology over the last decades. While this development has been met with mixed expectations, everyone appears to agree that we are witnessing a deep transformation of the epistemic and methodological conditions of the life sciences. In this contribution I would like to investigate the influence of computational methods in molecular biology by focusing on the very meaning of the concept of computation. As research in cognitive psychology has revealed, human reasoning can deviate substantially from the model of formal computation. However, computational methods do not necessarily represent an optimized version of informal reasoning. Instead, they are best understood as cognitive tools that can support and extend, but also transform human cognition in unintended ways. To illustrate this perspective, I will discuss a number of contemporary case studies from different areas in computational biology. Even though the influence of computational methods reveals itself in different ways, I suggest that an analysis of computational methods as tools of formal reasoning allows for a meaningful assessment of the differences between human and machine-aided cognition and of how they interact in scientific practice.

The design of traffic management systems is challenging because of the large amount of dynamic data which has to be analysed by operators. Systems have to be designed appropriately to enable operators to react efficiently and quickly. The following paper gives an overview of guidelines derived from empirical research in cognitive psychology and HCI. These guidelines specifically address the design of traffic management systems. The following topics seem to be especially relevant: visual perception, geographic data, perception of motion, monitoring of tasks and interaction. These guidelines can help to design usable and useful systems.

To provide optimal learning and career outcomes for accounting graduates, we propose complementing competency-based frameworks of accounting education with the cultivation of relevant mindsets. Building on insights from research in cognitive psychology, organizational leadership, and education, we define a mindset as a combination of cognitive filters and processes through which professionals interpret their professional environments and execute their professional responsibilities. We review the professional and academic literature and identify five key mindsets relevant for accounting graduates. Given the overarching obligation of accountants to protect the public trust, we treat the “public interest mindset” (focus on “we” versus “I,” integrity, and professionalism) as foundational in the accounting profession. The four other key mindsets include (1) growth, (2) professional skepticism, (3) analytical/digital, and (4) global. We provide definitions of these mindsets, discuss their relevance for accounting, and suggest potential pedagogical approaches for their integration into 21st century accounting education.

New Testament scholars who have some acquaintance with the cognitive psychology of memory have tended to conclude that memory is generally unreliable. Research in cognitive psychology does not support that view. These New Testament scholars have been misled especially by failure to distinguish different types of memory, by relying heavily on study of eyewitness testimony in court (a special category from which it is not legitimate to draw broader conclusions), and by misunderstanding the deliberate focus on the failures of memory in much of the research (which is not because failures are common but because failures are interesting). For research in this field to be useful in the study of the Gospels, we need to distinguish personal event memory from other types and to specify the conditions under which this type of memory tends to be either accurate or misleading.