Abstract: Expert sight readers rely on their ability to recognize patterns in scores, their inner hearing and prediction skills in order to perform complex sight reading exercises. They also have the ability to observe deviations from expected patterns in musical scores. This increases the “Eye-hand span” (reading ahead of the point of playing) in order to process the elements in the score. The study aims to investigate the gaze patterns of expert and non-expert sight readers focusing on key and time signatures. 20 musicians were tasked with playing 12 sight reading examples composed for one hand and five examples composed for two hands to be performed on a piano keyboard. These examples were composed in different keys and time signatures and included accidentals and changes of time signature to test this theory. Results showed that the experts fixate more and for longer on key and time signatures as well as deviations in examples for two hands than the non-expert group. The inverse was true for the examples for one hand, where expert sight readers showed fewer and shorter fixations on key and time signatures as well as deviations. This seems to suggest that experts focus more on the key and time signatures as well as deviations in complex scores to facilitate sight reading. The examples written for one appeared to be too easy for the expert sight readers, compromising gaze patterns.
Abstract: Purpose: This article aims to rethink the phenomena of employee behavior as a product of a system. Both organizational culture and Complex Adaptive Systems (CAS) theory emphasize that individual behavior depends on the specific system and the unique organizational culture. These two major theories are both represented in the field of organizational studies; however, they are rarely used together for the comprehensive understanding of workplace behavior. Methodology: By reviewing the literature we use key concepts stemming from organizational culture and CAS theory in order to show the similarities between these theories and create an enriched understanding of employee behavior. Findings: a) Workplace behavior is defined here as social cognition issue. b) Organizations are discussed here as complex systems, and cultures which drive and dictate the cognitive processes of agents in the system. c) Culture gives CAS theory a context which lets us see organizations not just as ever-changing and unpredictable, but as such systems that aim to create and maintain stability by recurring behavior. Conclusion: Applying the knowledge from culture and CAS theory sheds light on our present understanding of employee behavior, also emphasizes the importance of novel ways in organizational research and management.
Abstract: Metacognitive strategies consistently play important roles in reading comprehension. The metacognitive strategies involve the active monitoring and consequent regulation and orchestration of the cognitive processes in relation to the cognitive objects or data on which they bear. In this paper, the effect of instruction in using metacognitive strategies on reading academic materials, type of metacognitive strategies were mostly used by college university students before and after the instruction and the level they use those strategies before and after the instruction were studied. For these aims, 50 female college students were chosen. Then, they were divided randomly into two groups, experimental and control groups. At first session, students in both groups took the standard TOFEL exam. After the pre-test had been administered, the instruction began. After treatment, a post-test was taken. It is useful to state that after pre-test and post-test the same questionnaire was handed to the students of experimental group. The results of this research show that the instruction of metacognitive strategies has positive effect on the students' scores in reading comprehension tests. Furthermore, it showed that before and after the instruction, the students' usage of metacognitive strategies changed. Also, it demonstrated that the instruction affected the students' level of metacognitive strategies' usage.
Abstract: The values of managers and employees in organizations are phenomena that have captured the interest of researchers at large. Despite this attention, there continues to be a lack of agreement on what values are and how they influence individuals, or how they are constituted in individuals- mind. In this article content-based approach is presented as alternative reference frame for exploring values. In content-based approach human thinking in different contexts is set at the focal point. Differences in valuations can be explained through the information contents of mental representations. In addition to the information contents, attention is devoted to those cognitive processes through which mental representations of values are constructed. Such informational contents are in decisive role for understanding human behavior. By applying content-based analysis to an examination of values as mental representations, it is possible to reach a deeper to the motivational foundation of behaviors, such as decision making in organizational procedures, through understanding the structure and meanings of specific values at play.
Abstract: In this study, we examined gender differences in: (1) a
flexible remembering task, that asked for episodic memory decisions
at an item-specific versus category-based level, and (2) the retrieval
specificity of autobiographical memory during free recall.
Differences favouring women were found on both measures.
Furthermore, a significant association was observed, across gender
groups, between level of specificity in the autobiographical memory
interview and sensitivity to gist on the flexible remembering task.
These results suggest that similar cognitive processes may partially
contribute to both the ability for specific autobiographical recall and
the capacity for inhibition of gist-information on the flexible
remembering task.
Abstract: Cognitive models allow predicting some aspects of utility
and usability of human machine interfaces (HMI), and simulating
the interaction with these interfaces. The action of predicting is based
on a task analysis, which investigates what a user is required to do
in terms of actions and cognitive processes to achieve a task. Task
analysis facilitates the understanding of the system-s functionalities.
Cognitive models are part of the analytical approaches, that do not
associate the users during the development process of the interface.
This article presents a study about the evaluation of a human
machine interaction with a contextual assistant-s interface using ACTR
and GOMS cognitive models. The present work shows how these
techniques may be applied in the evaluation of HMI, design and
research by emphasizing firstly the task analysis and secondly the
time execution of the task. In order to validate and support our
results, an experimental study of user performance is conducted at
the DOMUS laboratory, during the interaction with the contextual
assistant-s interface. The results of our models show that the GOMS
and ACT-R models give good and excellent predictions respectively
of users performance at the task level, as well as the object level.
Therefore, the simulated results are very close to the results obtained
in the experimental study.
Abstract: One approach to assess neural networks underlying the cognitive processes is to study Electroencephalography (EEG). It is relevant to detect various mental states and characterize the physiological changes that help to discriminate two situations. That is why an EEG (amplitude, synchrony) classification procedure is described, validated. The two situations are "eyes closed" and "eyes opened" in order to study the "alpha blocking response" phenomenon in the occipital area. The good classification rate between the two situations is 92.1 % (SD = 3.5%) The spatial distribution of a part of amplitude features that helps to discriminate the two situations are located in the occipital regions that permit to validate the localization method. Moreover amplitude features in frontal areas, "short distant" synchrony in frontal areas and "long distant" synchrony between frontal and occipital area also help to discriminate between the two situations. This procedure will be used for mental fatigue detection.
Abstract: Our research aims at helping the tutor on line to
evaluate the student-s cognitive processes. The student is a learner in
French as a Second Language who studies an on-line socio-cognitive
scenario in written communication. In our method, these cognitive
processes are defined. For that, the language abilities and learning
tasks are associated to cognitive operation. Moreover, the found
cognitive processes are named with specific terms. The result was to
create an instrumental pattern to question the learner about the
cognitive processes used to build an item of written comprehension.
Our research follows the principles of the third historical generation
of studies on the cognitive activity of the text comprehension. The
strength of our instrumental pattern stands in the precision and the
logical articulation of the questions to the learner. However, the
learner-s answers can still be subjective but the precision of the
instrument restricts it.
Abstract: Most neural network (NN) models of human category learning use a gradient-based learning method, which assumes that locally-optimal changes are made to model parameters on each learning trial. This method tends to under predict variability in individual-level cognitive processes. In addition many recent models of human category learning have been criticized for not being able to replicate rapid changes in categorization accuracy and attention processes observed in empirical studies. In this paper we introduce stochastic learning algorithms for NN models of human category learning and show that use of the algorithms can result in (a) rapid changes in accuracy and attention allocation, and (b) different learning trajectories and more realistic variability at the individual-level.