Symbolic Expressions of the Human Cognitive Architecture

2016 ◽  
Vol 26 (1) ◽  
pp. 107-120
Author(s):  
Enidio Ilario ◽  
Alfredo Pereira Jr. ◽  
Valdir Gonzalez Paixão Jr. ◽  
Keyword(s):  
Cognitive Architecture ◽  
Human Cognitive Architecture

scholarly journals A biological infrastructure for communication underlies the cultural evolution of languages

2008 ◽  
Vol 31 (5) ◽  
pp. 518-518 ◽  
Author(s):  
J. P. de Ruiter ◽  
Stephen C. Levinson
Keyword(s):  
Cultural Evolution ◽  
Universal Grammar ◽  
Cognitive Architecture ◽  
Main Function ◽  
Human Species ◽  
Primate Brain ◽  
Human Cognitive Architecture ◽  
Development Of Language

AbstractUniversal Grammar (UG) is indeed evolutionarily implausible. But if languages are just “adapted” to a large primate brain, it is hard to see why other primates do not have complex languages. The answer is that humans have evolved a specialized and uniquely human cognitive architecture, whose main function is to compute mappings between arbitrary signals and communicative intentions. This underlies the development of language in the human species.

Instructional Design in Digital Environments and Availability of Mental Resources

2013 ◽  
pp. 81-104
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Instructional Design ◽  
Cognitive Architecture ◽  
The Elderly ◽  
Policy Makers ◽  
Digital Era ◽  
Human Cognitive Architecture ◽  
Critical Issues ◽  
Digital Environments ◽  
Welfare Workers ◽  
Mental Resources

In this digital era, the gap between the elderly and younger generations in their use of computer-based technology is wide, and many researchers in behavioural and social sciences, along with educators, welfare workers, and policy makers, are concerned about this disturbing phenomenon. However, it is not clear whether this discrepancy is due to a lack of previous access to information technology or declining mental ability in the course of aging. The purpose of this chapter is to consider the aged subpopulation’s needs and their ability to use digital technology from the perspectives of human cognitive architecture and the principles of instructional design guided by cognitive load theory. The authors focus on the following critical issues: a) the evolution and formation of human cognitive architecture, b) cognitive functioning as influenced by aging, c) compatibility between elderly people’s available mental resources and the cognitive requirements of digital equipment, and d) guidelines for human-computer multimedia interactions derived from the accumulated experimental evidence on effective instructional design and delivery.

Learners' Cognitive Load When Using Educational Technology

2010 ◽  
pp. 169-188
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Cognitive Load ◽  
Teaching And Learning ◽  
Cognitive Architecture ◽  
Rapid Evolution ◽  
Evidence Based ◽  
Design And Implementation ◽  
Human Cognitive Architecture ◽  
Secondary Information

Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.

MIACE, a human cognitive architecture

2001 ◽  
Vol 27 (2) ◽  
pp. 61-77 ◽  
Author(s):  
André Mayers ◽  
Bernard Lefebvre ◽  
Claude Frasson
Keyword(s):  
Cognitive Architecture ◽  
Human Cognitive Architecture

Biology, Evolution, and International Security

2018 ◽  
pp. 192-208
Author(s):  
Rose McDermott ◽  
Peter K. Hatemi
Keyword(s):  
International Relations ◽  
Human Behavior ◽  
International Security ◽  
Cognitive Architecture ◽  
Structural Factors ◽  
Economic Rationality ◽  
Biological Factors ◽  
Comprehensive Understanding ◽  
Human Cognitive Architecture ◽  
Classical Economic

Current dominant understandings in international security, especially those drawn from notions of classical economic rationality, do not accurately map onto identified human cognitive architecture and processes. As a result, they are limited in their ability to accurately predict human behavior, including violence. After discussing core findings from work in neurobiology, the chapter argues for a greater inclusion of biological factors into the study of international relations. In so doing, there is no intention to negate the influence of larger structural factors, but rather to advocate for the value of including individual variance to achieve a more comprehensive understanding of international relations. The chapter concludes with some speculations about some of the most important questions that might be profitably explored from this perspective going forward.

Cognitive Architecture and Instructional Design in a Multimedia Context

2009 ◽  
pp. 1-16 ◽  
Author(s):  
Renae Low
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Processing System ◽  
Human Cognition ◽  
The Core ◽  
Load Theory ◽  
Human Cognitive Architecture ◽  
Natural Information

Our knowledge of human cognitive architecture has advanced dramatically in the last few decades. In turn, that knowledge has implications for instructional design in multimedia contexts. In this chapter, we will analyse human cognitive architecture within an evolutionary framework. That framework can be used as a base for cognitive load theory that uses human cognitive architecture to provide testable hypotheses concerning instructional design issues. Human cognition can be characterised as a natural information processing system. The core of such systems can be described using 5 principles: (a) information store principle, (b) borrowing principle and reorganizing principle, (c) randomness as genesis principle, (d) narrow limits of change principle, and (e) environment organizing and linking principle. These 5 principles lead directly to the instructional effects generated by cognitive load theory. Some of these effects are concerned with multimedia learning. The particular ones discussed in the chapter are the split-attention, modality, redundancy, element interactivity, and expertise reversal effects.

Learners’ Cognitive Load When Using Educational Technology

2011 ◽  
pp. 1787-1806
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Cognitive Load ◽  
Teaching And Learning ◽  
Cognitive Architecture ◽  
Rapid Evolution ◽  
Evidence Based ◽  
Design And Implementation ◽  
Human Cognitive Architecture ◽  
Secondary Information

Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.

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