CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: mind</title> <meta name="description" content="Search results for: mind"> <meta name="keywords" content="mind"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="mind" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="mind"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 731</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: mind</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">731</span> Buzan Mind Mapping: An Efficient Technique for Note-Taking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20K.%20Tee">T. K. Tee</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20N.%20A.%20Azman"> M. N. A. Azman</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Mohamed"> S. Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Muhammad"> M. Muhammad</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20M.%20Mohamad"> M. M. Mohamad</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Md%20Yunos"> J. Md Yunos</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20H.%20Yee"> M. H. Yee</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Othman"> W. Othman </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Buzan mind mapping is an efficient system of note-taking that makes revision a fun thing to do for students. Tony Buzan has been teaching children all over the world for the past thirty years and has proved that mind maps are the magic formula in the classroom for everyone. The purpose of this paper is to discuss the importance of Buzan mind mapping as a note-taking technique for the secondary school students. This paper also examines the mind mapping technique, advantages and disadvantages of hand-drawn mind maps. Samples of students’ mind maps were presented and discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Buzan%20mind%20mapping" title="Buzan mind mapping">Buzan mind mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=note-taking%20technique" title=" note-taking technique"> note-taking technique</a>, <a href="https://publications.waset.org/abstracts/search?q=hand-drawn" title=" hand-drawn"> hand-drawn</a>, <a href="https://publications.waset.org/abstracts/search?q=mind%20maps" title=" mind maps "> mind maps </a> </p> <a href="https://publications.waset.org/abstracts/4240/buzan-mind-mapping-an-efficient-technique-for-note-taking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4240.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">538</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">730</span> A Psycholinguistic Analysis of John Nash’s Hallucinations as Represented in the Film “A Beautiful Mind”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rizkia%20Shafarini">Rizkia Shafarini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The film A Beautiful Mind explores hallucination in this study. A Beautiful Mind depicts the tale of John Nash, a university student who dislikes studying in class or prefers to study alone. Throughout his life, John Nash has hallucinated, or what is known as schizophrenia, as depicted in the film A Beautiful Mind. The goal of this study was to figure out what hallucinations were, what caused them, and how John Nash managed his hallucinations. In general, this study examines the link between language and mind, or the linguistic relationship portrayed in John Nash's character's speech, as evidenced by his conduct. This study takes a psycholinguistic approach to data analysis by employing qualitative methodologies. Data sources include talks and scenes from the film A Beautiful Mind. Hearing, seeing, and feeling are the scientific results of John Nash's hallucinations in the film A Beautiful Mind. Second, dreams, aspirations, and sickness are the sources of John Nash's hallucinations. Third, John Nash's method of managing hallucinations is to see a doctor without medical or distracting assistance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=A%20Beautiful%20Mind" title="A Beautiful Mind">A Beautiful Mind</a>, <a href="https://publications.waset.org/abstracts/search?q=hallucination" title=" hallucination"> hallucination</a>, <a href="https://publications.waset.org/abstracts/search?q=psycholinguistic" title=" psycholinguistic"> psycholinguistic</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Nash" title=" John Nash"> John Nash</a> </p> <a href="https://publications.waset.org/abstracts/144856/a-psycholinguistic-analysis-of-john-nashs-hallucinations-as-represented-in-the-film-a-beautiful-mind" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144856.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">168</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">729</span> Revealing the Feature of Mind Wandering on People with High Creativity and High Mental Health through Experience Sampling Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Yamaoka">A. Yamaoka</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Yukawa"> S. Yukawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mind wandering is a mental phenomenon of drifting away from a current task or external environment toward inner thought. This research examines the feature of mind wandering which people who have high creativity and high mental health engage in because it is expected that mind wandering which such kind of people engage in may not induce negative affect, although it can improve creativity. Sixty-seven participants were required to complete questionnaires which measured their creativity and mental health. After that, researchers conducted experience sampling method and measured the details of their mind wandering and the situation when mind wandering was generated in daily life for three days. The result showed that high creative people and high mental health people more think about positive things during mind wandering and less think about negative things. In further research, researchers will examine how to induce positive thought during mind wandering and how to inhibit negative thought during mind wandering. Doing so will contribute to improve creative problem solving without generation of negative affect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=experience%20sampling%20method" title=" experience sampling method"> experience sampling method</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=mind%20wandering" title=" mind wandering"> mind wandering</a> </p> <a href="https://publications.waset.org/abstracts/90404/revealing-the-feature-of-mind-wandering-on-people-with-high-creativity-and-high-mental-health-through-experience-sampling-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90404.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">173</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">728</span> The Predictive Implication of Executive Function and Language in Theory of Mind Development in Preschool Age Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Luc%20Andre">Michael Luc Andre</a>, <a href="https://publications.waset.org/abstracts/search?q=C%C3%A9lia%20Maintenant"> Célia Maintenant</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Theory of mind is a milestone in child development which allows children to understand that others could have different mental states than theirs. Understanding the developmental stages of theory of mind in children leaded researchers on two Connected research problems. In one hand, the link between executive function and theory of mind, and on the other hand, the relationship of theory of mind and syntax processing. These two lines of research involved a great literature, full of important results, despite certain level of disagreement between researchers. For a long time, these two research perspectives continue to grow up separately despite research conclusion suggesting that the three variables should implicate same developmental period. Indeed, our goal was to study the relation between theory of mind, executive function, and language via a unique research question. It supposed that between executive function and language, one of the two variables could play a critical role in the relationship between theory of mind and the other variable. Thus, 112 children aged between three and six years old were recruited for completing a receptive and an expressive vocabulary task, a syntax understanding task, a theory of mind task, and three executive function tasks (inhibition, cognitive flexibility and working memory). The results showed significant correlations between performance on theory of mind task and performance on executive function domain tasks, except for cognitive flexibility task. We also found significant correlations between success on theory of mind task and performance in all language tasks. Multiple regression analysis justified only syntax and general abilities of language as possible predictors of theory of mind performance in our preschool age children sample. The results were discussed in the perspective of a great role of language abilities in theory of mind development. We also discussed possible reasons that could explain the non-significance of executive domains in predicting theory of mind performance, and the meaning of our results for the literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20development" title="child development">child development</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20language" title=" general language"> general language</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax" title=" syntax"> syntax</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a> </p> <a href="https://publications.waset.org/abstracts/179117/the-predictive-implication-of-executive-function-and-language-in-theory-of-mind-development-in-preschool-age-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179117.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">727</span> We Wonder If They Mind: An Empirical Inquiry into the Narratological Function of Mind Wandering in Readers of Literary Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tina%20Ternes">Tina Ternes</a>, <a href="https://publications.waset.org/abstracts/search?q=Florian%20Kleinau"> Florian Kleinau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates the content and triggers of mind wandering (MW) in readers of fictional texts. It asks whether readers’ MW is productive (text-related) or unproductive (text-unrelated). Methodologically, it bridges the gap between narratological and data-driven approaches by utilizing a sentence-by-sentence self-paced reading paradigm combined with thought probes in the reading of an excerpt of A. L. Kennedy’s “Baby Blue”. Results show that the contents of MW can be linked to text properties. We validated the role of self-reference in MW and found prediction errors to be triggers of MW. Results also indicate that the content of MW often travels along the lines of the text at hand and can thus be viewed as productive and integral to interpretation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=narratology" title="narratology">narratology</a>, <a href="https://publications.waset.org/abstracts/search?q=mind%20wandering" title=" mind wandering"> mind wandering</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20fiction" title=" reading fiction"> reading fiction</a>, <a href="https://publications.waset.org/abstracts/search?q=meta%20cognition" title=" meta cognition"> meta cognition</a> </p> <a href="https://publications.waset.org/abstracts/156203/we-wonder-if-they-mind-an-empirical-inquiry-into-the-narratological-function-of-mind-wandering-in-readers-of-literary-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">726</span> Challenging the Theory of Mind: Autism Spectrum Disorder, Social Construction, and Biochemical Explanation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caroline%20Kim">Caroline Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The designation autism spectrum disorder (ASD) groups complex disorders in the development of the brain. Autism is defined essentially as a condition in which an individual lacks a theory of mind. The theory of mind, in this sense, explains the ability of an individual to attribute feelings, emotions, or thoughts to another person. An autistic patient is characteristically unable to determine what an interlocutor is feeling, or to understand the beliefs of others. However, it is possible that autism cannot plausibly characterized as the lack of theory of mind in an individual. Genes, the bran, and its interplay with environmental factors may also cause autism. A mutation in a gene may be hereditary, or instigated by diseases such as mumps. Though an autistic patient may experience abnormalities in the cerebellum and the cortical regions, these are in fact only possible theories as to a biochemical explanation behind the disability. The prevailing theory identifying autism with lacking the theory of mind is supported by behavioral observation, but this form of observation is itself determined by socially constructed standards, limiting the possibility for empirical verification. The theory of mind infers that the beliefs and emotions of people are causally based on their behavior. This paper demonstrates the fallacy of this inference, critiquing its basis in socially constructed values, and arguing instead for a biochemical approach free from the conceptual apparatus of language and social expectation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=sociology%20of%20psychology" title=" sociology of psychology"> sociology of psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20construction" title=" social construction"> social construction</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20theory%20of%20mind" title=" the theory of mind"> the theory of mind</a> </p> <a href="https://publications.waset.org/abstracts/51219/challenging-the-theory-of-mind-autism-spectrum-disorder-social-construction-and-biochemical-explanation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">725</span> Anthropomorphism in the Primate Mind-Reading Debate: A Critique of Sober's Justification Argument</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boyun%20Lee">Boyun Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to discuss whether anthropomorphism some scientists tend to use in cross-species comparison can be justified epistemologically, especially in the primate mind-reading debate. Concretely, this study critically analyzes Elliott Sober’s argument about mind-reading hypothesis (MRH), an anthropomorphic hypothesis which states that nonhuman primates (e.g., chimpanzee) are mind-readers like humans. Although many scientists consider anthropomorphism as an error and choosing anthropomorphic hypothesis like MRH without any definite evidence invalid, Sober advocates that anthropomorphism is supported by cladistic parsimony that suggests choosing the simplest hypothesis postulating the minimum number of evolutionary changes, which can be justified epistemologically in the mind-reading debate. However, his argument has several problems. First, Reichenbach’s theorem which Sober uses in process of showing that MRH has the higher likelihood than its competing hypothesis, behavior-reading hypothesis (BRH), does not fit in the context of inferring the evolutionary relationship. Second, the phylogenetic tree Sober supports is one of the possible scenarios of MRH, and even without this problem, it is difficult to prove that the possibility nonhuman primate species and human share mind-reading ability is higher than the possibility of the other case, considering how evolution occurs. Consequently, it seems hard to justify anthropomorphism of MRH under Sober’s argument. Some scientists and philosophers say that anthropomorphism sometimes helps observe interesting phenomena or make hypotheses in comparative biology. Nonetheless, we cannot determine that it provides answers about why and how the interesting phenomena appear or which of the hypotheses is better, at least the mind-reading debate, under the current state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anthropomorphism" title="anthropomorphism">anthropomorphism</a>, <a href="https://publications.waset.org/abstracts/search?q=cladistic%20parsimony" title=" cladistic parsimony"> cladistic parsimony</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20biology" title=" comparative biology"> comparative biology</a>, <a href="https://publications.waset.org/abstracts/search?q=mind-reading%20debate" title=" mind-reading debate"> mind-reading debate</a> </p> <a href="https://publications.waset.org/abstracts/89524/anthropomorphism-in-the-primate-mind-reading-debate-a-critique-of-sobers-justification-argument" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89524.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">724</span> Embodied Cognition as a Concept of Educational Neuroscience and Phenomenology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elham%20Shirvani-Ghadikolaei">Elham Shirvani-Ghadikolaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we examine the connection between the human mind and body within the framework of Merleau-Ponty's phenomenology. We study the role of this connection in designing more efficient learning environments, alongside the findings in physical recognition and educational neuroscience. Our research shows the interplay between the mind and the body in the external world and discusses its implications. Based on these observations, we make suggestions as to how the educational system can benefit from taking into account the interaction between the mind and the body in educational affairs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20neurosciences" title="educational neurosciences">educational neurosciences</a>, <a href="https://publications.waset.org/abstracts/search?q=embodied%20cognition" title=" embodied cognition"> embodied cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20neurosciences" title=" pedagogical neurosciences"> pedagogical neurosciences</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenology" title=" phenomenology"> phenomenology</a> </p> <a href="https://publications.waset.org/abstracts/73163/embodied-cognition-as-a-concept-of-educational-neuroscience-and-phenomenology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73163.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">723</span> Rational Memory Therapy: The Counselling Technique to Control Psychological and Psychosomatic Illnesses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sachin%20Deshmukh">Sachin Deshmukh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mind and body synchronization occurs through memory and sensation production. Sensations are the guiding language of subconscious mind for conscious mind to take a proper action. Mind-mechanism is based upon memories collected so far since intrauterine life. There are three universal triggers for memory creation; they are persons, situations and objects. Memory is created as sensations experienced by special senses. Based upon experiencing comfort or discomfort, the triggers are categorized as safe or unsafe triggers. A memory comprises of ‘safe or unsafe feeling for triggers, and actions taken for that feeling’. Memories for triggers are created slowly, thoughtfully and consciously by the conscious mind, and archived in the subconscious mind for future references. Later on, similar triggers can come in contact with the individual. Subconscious mind uses these stored feelings to decide whether these triggers are safe or unsafe. It produces comfort or discomfort sensations as emotions accordingly and reacts in the same way as has been recorded in memory. Speed of sensing and processing the triggers, and reacting by subconscious mind is that of the speed of bioelectricity. Hence, formula for human emotions has been designed in this paper as follows: Emotion (Stress or Peace) = Trigger (Person or Situation or object) x Mass of feelings (stressful or peaceful) associated with the Trigger x Speed of Light². We also establish modern medical scientific facts about relationship between reflex activity and memory. This research further develops the ‘Rational Memory Therapy’ focusing on therapeutic feelings conversion techniques, for stress prevention and management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=memory" title="memory">memory</a>, <a href="https://publications.waset.org/abstracts/search?q=sensations" title=" sensations"> sensations</a>, <a href="https://publications.waset.org/abstracts/search?q=feelings" title=" feelings"> feelings</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=rational%20memory%20therapy" title=" rational memory therapy"> rational memory therapy</a> </p> <a href="https://publications.waset.org/abstracts/84192/rational-memory-therapy-the-counselling-technique-to-control-psychological-and-psychosomatic-illnesses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">255</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">722</span> Power of Intuition: An Inner Faculty of Mind </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rohan%20Shinde">Rohan Shinde</a>, <a href="https://publications.waset.org/abstracts/search?q=Shreya%20Chugh"> Shreya Chugh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Imagine a world where innovation is natural and not unusual. Imagine a world that works on inner wisdom rather than just information. Children live in such a world which is full of possibilities. If they learn to listen to their own intuition, genius would be common. We all are born with a natural intuitive ability to perceive beyond our senses. This is especially visible in children whose minds are still fresh, less obsessive and more in tune with nature. As we grow older, our modern lifestyle overloads with information and stresses our mind which obscures this innate intuitive capacity. The Art of Living Prajñā Yoga (Intuition Process), a 2-day program introduced for kids and teenagers between 5-18 years of age helps to kindle this intuitive ability and build confidence to act on their gut feeling. This program helps them to tap into the intuitive abilities of the mind, which is demonstrated by them seeing colors, reading text and identifying pictures with eyes closed. To make these faculties blossom and get more established, the mind needs proper nurturing and nourishment which is done in the Intuition Process. A research study has been conducted to measure these abilities manifested in students who have this program on different parameters such as confidence level, clarity of mind, problem solving skills, focus, increase in overall performance etc. The results have been plotted on the graph and conclusions are made on effectiveness of intuition process. Experience of few students with special abilities have also been documented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abilities" title="Abilities">Abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=Art%20of%20Living" title=" Art of Living"> Art of Living</a>, <a href="https://publications.waset.org/abstracts/search?q=Intuition" title=" Intuition"> Intuition</a>, <a href="https://publications.waset.org/abstracts/search?q=Mind" title=" Mind"> Mind</a> </p> <a href="https://publications.waset.org/abstracts/83201/power-of-intuition-an-inner-faculty-of-mind" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">721</span> The Effect of Symmetrical Presentation of a "Photographic Mind Map" on the Production of Design Solutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pascal%20Alberti">Pascal Alberti</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustapha%20Mouloua"> Mustapha Mouloua </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s global market economy, various companies are often confronted with the dynamic and complex nature of current competitive markets. The dynamics of these markets are becoming more and more fluid, often requiring companies to provide competitive, definite advantages, and technological responses within increasingly shorte time frames. To meet these demands, companies must rely on the cognitive abilities of actors of creativity to provide tangible answers to the current contextual problems. Thus, it is important to provide a variety of instruments and design tools to support this particular stage of innovation, and to meet their demand expectations. For a number of years now, we have been extensively conducting experiments on the use of mind maps in the context of innovative projects with collaborative research teams from various nationalities. Our research findings reported a significant difference between a “Word” Mind Map and “Photographic” Mind Map, a correlation between the different uses of iconic tools and certain types of innovation, and a relationship between the different cognitive logics. In this paper, we will present our new results related to the effect of symmetrical presentation of a Photographic Mind Map" on the production of design solutions. Finally, we will conclude by highlighting the importance of our experimental method, and discussing both the theoretical and practical implications of our research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=mind%20mapping" title=" mind mapping"> mind mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20product" title=" design product"> design product</a> </p> <a href="https://publications.waset.org/abstracts/30190/the-effect-of-symmetrical-presentation-of-a-photographic-mind-map-on-the-production-of-design-solutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30190.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">508</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">720</span> Attention States in the Sustained Attention to Response Task: Effects of Trial Duration, Mind-Wandering and Focus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aisling%20Davies">Aisling Davies</a>, <a href="https://publications.waset.org/abstracts/search?q=Ciara%20Greene"> Ciara Greene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past decade the phenomenon of mind-wandering in cognitive tasks has attracted widespread scientific attention. Research indicates that mind-wandering occurrences can be detected through behavioural responses in the Sustained Attention to Response Task (SART) and several studies have attributed a specific pattern of responding around an error in this task to an observable effect of a mind-wandering state. SART behavioural responses are also widely accepted as indices of sustained attention and of general attention lapses. However, evidence suggests that these same patterns of responding may be attributable to other factors associated with more focused states and that it may also be possible to distinguish the two states within the same task. To use behavioural responses in the SART to study mind-wandering, it is essential to establish both the SART parameters that would increase the likelihood of errors due to mind-wandering, and exactly what type of responses are indicative of mind-wandering, neither of which have yet been determined. The aims of this study were to compare different versions of the SART to establish which task would induce the most mind-wandering episodes and to determine whether mind-wandering related errors can be distinguished from errors during periods of focus, by behavioural responses in the SART. To achieve these objectives, 25 Participants completed four modified versions of the SART that differed from the classic paradigm in several ways so to capture more instances of mind-wandering. The duration that trials were presented for was increased proportionately across each of the four versions of the task; Standard, Medium Slow, Slow, and Very Slow and participants intermittently responded to thought probes assessing their level of focus and degree of mind-wandering throughout. Error rates, reaction times and variability in reaction times decreased in proportion to the decrease in trial duration rate and the proportion of mind-wandering related errors increased, until the Very Slow condition where the extra decrease in duration no longer had an effect. Distinct reaction time patterns around an error, dependent on level of focus (high/low) and level of mind-wandering (high/low) were also observed indicating four separate attention states occurring within the SART. This study establishes the optimal duration of trial presentation for inducing mind-wandering in the SART, provides evidence supporting the idea that different attention states can be observed within the SART and highlights the importance of addressing other factors contributing to behavioural responses when studying mind-wandering during this task. A notable finding in relation to the standard SART, was that while more errors were observed in this version of the task, most of these errors were during periods of focus, raising significant questions about our current understanding of mind-wandering and associated failures of attention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=mind-wandering" title=" mind-wandering"> mind-wandering</a>, <a href="https://publications.waset.org/abstracts/search?q=trial%20duration%20rate" title=" trial duration rate"> trial duration rate</a>, <a href="https://publications.waset.org/abstracts/search?q=Sustained%20Attention%20to%20Response%20Task%20%28SART%29" title=" Sustained Attention to Response Task (SART)"> Sustained Attention to Response Task (SART)</a> </p> <a href="https://publications.waset.org/abstracts/70356/attention-states-in-the-sustained-attention-to-response-task-effects-of-trial-duration-mind-wandering-and-focus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70356.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">719</span> Change in Value System: The Way Forward for Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Awe%20Ayodeji%20Samson">Awe Ayodeji Samson</a>, <a href="https://publications.waset.org/abstracts/search?q=Adeuja%20Yetunde%20Omowunmi"> Adeuja Yetunde Omowunmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Corruption is a ‘monster’ that can consume a whole nation, continent and even the world if it is not destroyed while it is still immature; It grows in the mind of the people, takes over their thinking and guides their decision-making process. Corruption snowballs into socio-economic catastrophe that might be difficult to deal with. Corruption which is a disease of the mind can be alleviated in Africa and the world at large by transforming a Corruption-Prone Mind to a Corruption-Immune Mind and to achieve this, we have to change our value system because the use of anti-graft agencies alone is not enough. Therefore, we have to fight corruption from the inside and the outside. Value System is the principle of right and wrong that are accepted by an individual or a social group; the reviewing and reordering of our value system is the solution to the problem of corruption as proposed by this research because the African society has become a ‘Money and Power Driven Society’ where the ‘I am worth concept’ which is a problematic concept has created an ‘Aggressive Society’ with grasping and money-grabbing individuals. We place more priority on money and the display of opulence. Hence, this has led to a ‘Triangular Society’ where minority is lavishing in plenty and majority is gasping for little. The get rich quick syndrome, the ethnicity syndrome, weakened educational system are signs of the prevalence of corruption in Africa This research has analyzed role and impact of the change in our value system in the fight against corruption in Africa and has therefore proposed the change in our value system as the way forward in the fight against corruption in Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corruption-prone%20mind" title="corruption-prone mind">corruption-prone mind</a>, <a href="https://publications.waset.org/abstracts/search?q=corruption-immune%20mind" title=" corruption-immune mind"> corruption-immune mind</a>, <a href="https://publications.waset.org/abstracts/search?q=triangular%20society" title=" triangular society"> triangular society</a>, <a href="https://publications.waset.org/abstracts/search?q=aggressive%20society" title=" aggressive society"> aggressive society</a>, <a href="https://publications.waset.org/abstracts/search?q=money%20and%20power-driven%20society" title=" money and power-driven society"> money and power-driven society</a> </p> <a href="https://publications.waset.org/abstracts/48565/change-in-value-system-the-way-forward-for-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48565.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">718</span> Yoshi Oida and the Unliberated Mind of the Actor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ece%20%C3%87elik%C3%A7apa%20%C3%96zinan">Ece Çelikçapa Özinan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is possible to see the effects of both approaches in the acting method of Yoshi Oida, who has experience in Eastern and Western theater understandings. Integrating the two understandings with cultural differences in theater was mostly preferred in order to eliminate the deadlocks of the Western understanding. Yoshi Oida wanted to make the acting concepts acquired in traditional Japanese theater available to Western actors as well. The usefulness of these concepts, which offer advice for the actor's mind control and focus, is debatable. The concepts that have been experienced for many years in the training of actors in traditional Japanese theater should perhaps go through an education process with the same discipline in order to be useful for a Western actor. Although the importance of intercultural exchange of these educational teachings is known, it should be considered that it can cause the concepts to be emptied. In this study, Yoshi Oida's concepts related to the control of the actor's mind, which he used in his acting method, will be explained, examples of his exercises will be presented and their competencies will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoshi%20Oida" title="Yoshi Oida">Yoshi Oida</a>, <a href="https://publications.waset.org/abstracts/search?q=acting" title=" acting"> acting</a>, <a href="https://publications.waset.org/abstracts/search?q=mind" title=" mind"> mind</a>, <a href="https://publications.waset.org/abstracts/search?q=Eastern" title=" Eastern"> Eastern</a>, <a href="https://publications.waset.org/abstracts/search?q=Western" title=" Western"> Western</a> </p> <a href="https://publications.waset.org/abstracts/154636/yoshi-oida-and-the-unliberated-mind-of-the-actor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">717</span> The Power House of Mind: Determination of Action</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheetla%20Prasad">Sheetla Prasad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus issue of this article is to determine the mechanism of mind with geometrical analysis of human face. Research paradigm has been designed for study of spatial dynamic of face and it was found that different shapes of face have their own function for determine the action of mind. The functional ratio (FR) of face has determined the behaviour operation of human beings. It is not based on the formulistic approach of prediction but scientific dogmatism and mathematical analysis is the root of the prediction of behaviour. For analysis, formulae were developed and standardized. It was found that human psyche is designed in three forms; manipulated, manifested and real psyche. Functional output of the psyche has been determined by degree of energy flow in the psyche and reserve energy for future. Face is the recipient and transmitter of energy but distribution and control is the possible by mind. Mind directs behaviour. FR indicates that the face is a power house of energy and as per its geometrical domain force of behaviours has been designed and actions are possible in the nature of individual. The impact factor of this study is the promotion of human capital for job fitness objective and minimization of criminalization in society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20ratio" title="functional ratio">functional ratio</a>, <a href="https://publications.waset.org/abstracts/search?q=manipulated%20psyche" title=" manipulated psyche"> manipulated psyche</a>, <a href="https://publications.waset.org/abstracts/search?q=manifested%20psyche" title=" manifested psyche"> manifested psyche</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20psyche" title=" real psyche "> real psyche </a> </p> <a href="https://publications.waset.org/abstracts/35576/the-power-house-of-mind-determination-of-action" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35576.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">453</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">716</span> Spirituality in Education (Enhance the Human Mind Competencies)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kshama%20Sharma">Kshama Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is one of the most powerful tools to transform the world into a just, sustainable, and more peaceful place for existing lives across the globe. However, its recent objective approach focused on materialistic, factual, and existing knowledge, has a constraint of human experiences that is limited to certain dimensions only. And leads to a materialistic world which is deprived of spiritual approaches and makes it less compassionate, and more grades oriented. To make it more comprehensive, education should explore the subjective approaches towards spiritualism to connect lives with the greater self and consciousness of cosmic intelligence. This approach will bring a major shift in the orientation of pedagogical processes, assessment strategies, and administrative management of the present education system. Spirituality often related to the religious aspect of human civilization and development, however, when universal consciousness /cosmic intelligence (which is often claimed as dark energy) and the human mind competencies works in coherence and coordination then the efficiency of human mind reaches to a different dimension and achieve extraordinary level of human understanding. Quantitative analysis of the existing secondary data from the different agencies working in the field of meditation had been analyzed to conclude its implications on human mind and further how it can effectively use in education to bring the desired and expected results. Any kind of meditation practice affects the cognitive, mental, physical, emotional, and conscious state of mind. If aligned with the teaching and learning methodology will lead to conscious learner and peaceful world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spirituality" title="spirituality">spirituality</a>, <a href="https://publications.waset.org/abstracts/search?q=cosmic%20intelligence" title=" cosmic intelligence"> cosmic intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=consciousness" title=" consciousness"> consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=mind%20competencies" title=" mind competencies"> mind competencies</a> </p> <a href="https://publications.waset.org/abstracts/180485/spirituality-in-education-enhance-the-human-mind-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180485.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">54</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">715</span> Using Mind Map Technique to Enhance Medical Vocabulary Retention for the First Year Nursing Students at a Higher Education Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Quynh%20Trang">Nguyen Quynh Trang</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguy%E1%BB%85n%20Th%E1%BB%8B%20H%C3%B4ng%20Nhung"> Nguyễn Thị Hông Nhung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to identify the effectiveness of using the mind map technique to enhance students’ medical vocabulary retention among a group of students at a higher education institution - Thai Nguyen University of Medicine and Pharmacy during the first semester of the school year 2022-2023. The research employed a quasi-experimental method, exploring primary sources such as questionnaires and the analyzed results of pre-and-post tests. Almost teachers and students showed high preferences for the implementation of the mind map technique in language teaching and learning. Furthermore, results from the pre-and-post tests between the experimental group and control one pointed out that this technique brought back positive academic performance in teaching and learning English. The research findings revealed that there should be more supportive policies to evoke the use of the mind map technique in a pedagogical context. Aim of the Study: The purpose of this research was to investigate whether using mind mapping can help students to enhance nursing students’ medical vocabulary retention and to assess the students’ attitudes toward using mind mapping as a tool to improve their vocabulary. The methodology of the study: The research employed a quasi-experimental method, exploring primary sources such as questionnaires and the analyzed results of pre-and-post tests. The contribution of the study: The research contributed to the innovation of teaching vocabulary methods for English teachers at a higher education institution. Moreover, the research helped the English teachers and the administrators at a university evoke and maintain the motivation of students not only in English classes but also in other subjects. The findings of this research were beneficial to teachers, students, and researchers interested in using mind mapping to teach and learn English vocabulary. The research explored and proved the effectiveness of applying mind mapping in teaching and learning English vocabulary. Therefore, teaching and learning activities were conducted more and more effectively and helped students overcome challenges in remembering vocabulary and creating motivation to learn English vocabulary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20vocabulary%20retention" title="medical vocabulary retention">medical vocabulary retention</a>, <a href="https://publications.waset.org/abstracts/search?q=mind%20map%20technique" title=" mind map technique"> mind map technique</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20vocabulary" title=" medical vocabulary"> medical vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/160648/using-mind-map-technique-to-enhance-medical-vocabulary-retention-for-the-first-year-nursing-students-at-a-higher-education-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160648.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">714</span> An Experimental Exploration of the Interaction between Consumer Ethics Perceptions, Legality Evaluations, and Mind-Sets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daphne%20Sobolev">Daphne Sobolev</a>, <a href="https://publications.waset.org/abstracts/search?q=Niklas%20Voege"> Niklas Voege</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the last three decades, consumer ethics perceptions have attracted the attention of a large number of researchers. Nevertheless, little is known about the effect of the cognitive and situational contexts of the decision on ethics judgments. In this paper, the interrelationship between consumers’ ethics perceptions, legality evaluations and mind-sets are explored. Legality evaluations represent the cognitive context of the ethical judgments, whereas mind-sets represent their situational context. Drawing on moral development theories and priming theories, it is hypothesized that both factors are significantly related to consumer ethics perceptions. To test this hypothesis, 289 participants were allocated to three mind-set experimental conditions and a control group. Participants in the mind-set conditions were primed for aggressiveness, politeness or awareness to the negative legal consequences of breaking the law. Mind-sets were induced using a sentence-unscrambling task, in which target words were included. Ethics and legality judgments were assessed using consumer ethics and internet ethics questionnaires. All participants were asked to rate the ethicality and legality of consumer actions described in the questionnaires. The results showed that consumer ethics and legality perceptions were significantly correlated. Moreover, including legality evaluations as a variable in ethics judgment models increased the predictive power of the models. In addition, inducing aggressiveness in participants reduced their sensitivity to ethical issues; priming awareness to negative legal consequences increased their sensitivity to ethics when uncertainty about the legality of the judged scenario was high. Furthermore, the correlation between ethics and legality judgments was significant overall mind-set conditions. However, the results revealed conflicts between ethics and legality perceptions: consumers considered 10%-14% of the presented behaviors unethical and legal, or ethical and illegal. In 10-23% of the questions, participants indicated that they did not know whether the described action was legal or not. In addition, an asymmetry between the effects of aggressiveness and politeness priming was found. The results show that the legality judgments and mind-sets interact with consumer ethics perceptions. Thus, they portray consumer ethical judgments as dynamical processes which are inseparable from other cognitive processes and situational variables. They highlight that legal and ethical education, as well as adequate situational cues at the service place, could have a positive effect on consumer ethics perceptions. Theoretical contribution is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20ethics" title="consumer ethics">consumer ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=legality%20judgments" title=" legality judgments"> legality judgments</a>, <a href="https://publications.waset.org/abstracts/search?q=mind-set" title=" mind-set"> mind-set</a>, <a href="https://publications.waset.org/abstracts/search?q=priming" title=" priming"> priming</a>, <a href="https://publications.waset.org/abstracts/search?q=aggressiveness" title=" aggressiveness"> aggressiveness</a> </p> <a href="https://publications.waset.org/abstracts/64243/an-experimental-exploration-of-the-interaction-between-consumer-ethics-perceptions-legality-evaluations-and-mind-sets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64243.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">713</span> Developing an Effectual Logic through a Visual Mind Mapping</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alberti%20Pascal">Alberti Pascal</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustapha%20Mouloua"> Mustapha Mouloua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Companies are confronted with complex and competitive markets. The dynamics of these markets are becoming more and more fluid, requiring companies to provide competitive, definite and technological responses within increasingly short timeframes. To meet this demand, companies must rely on the cognitive abilities of actors of creativity to provide tangible answers to current contextual problems. It therefore seems appropriate to provide instruments to support this particular stage of innovation. Various methods and tools can meet this requirement. For a number of years we have been conducting experiments on the use of mind maps in the context of innovation projects with teams of different nationalities. After presenting the main research carried out on this theme, we discuss the possible correlation between the different uses of iconic tools and certain types of innovation. We then provide a link with different cognitive logic. Finally, we conclude by putting our research into perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=causal%20logic" title=" causal logic"> causal logic</a>, <a href="https://publications.waset.org/abstracts/search?q=effectual%20logic" title=" effectual logic"> effectual logic</a>, <a href="https://publications.waset.org/abstracts/search?q=mind%20mapping" title=" mind mapping"> mind mapping</a> </p> <a href="https://publications.waset.org/abstracts/9265/developing-an-effectual-logic-through-a-visual-mind-mapping" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9265.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">712</span> Mind-Wandering and Attention: Evidence from Behavioral and Subjective Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Riya%20Mishra">Riya Mishra</a>, <a href="https://publications.waset.org/abstracts/search?q=Trayambak%20Tiwari"> Trayambak Tiwari</a>, <a href="https://publications.waset.org/abstracts/search?q=Anju%20Lata%20Singh"> Anju Lata Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20L.%20Singh"> I. L. Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Tara%20Singh"> Tara Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decrement in vigilance task performance echoes impediment in effortful attention; here attention fluctuated in the realm of external and internal milieu of a person. To examine this fluctuation across time period, we employed two experiments of vigilance task with variation in thought probing rate, which was embedded in the task. The thought probe varies in terms of <2 minute per thought probe and <4 minute per thought probe during vigilance task. A 2x4 repeated measure factorial design was used. 15 individuals participated in this study with an age range of 20-26 years. It was found that thought probing rate has a negative trend with vigilance task performance whereas the subjective measures of mind-wandering have a positive relation with thought probe rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=criterion%20response" title="criterion response">criterion response</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20status" title=" mental status"> mental status</a>, <a href="https://publications.waset.org/abstracts/search?q=mind-wandering" title=" mind-wandering"> mind-wandering</a>, <a href="https://publications.waset.org/abstracts/search?q=thought%20probe" title=" thought probe"> thought probe</a>, <a href="https://publications.waset.org/abstracts/search?q=vigilance" title=" vigilance"> vigilance</a> </p> <a href="https://publications.waset.org/abstracts/61046/mind-wandering-and-attention-evidence-from-behavioral-and-subjective-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61046.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">425</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">711</span> The Relationship between the Content of Inner Human Experience and Well-Being: An Experience Sampling Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xinqi%20Guo">Xinqi Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20R.%20Dobkins"> Karen R. Dobkins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Objectives: Humans are probably the only animals whose minds are constantly filled with thoughts, feelings and emotions. Previous studies have investigated human minds from different dimensions, including its proportion of time for not being present, its representative format, its personal relevance, its temporal locus, and affect valence. The current study aims at characterizing human mind by employing Experience Sampling Methods (ESM), a self-report research procedure for studying daily experience. This study emphasis on answering the following questions: 1) How does the contents of the inner experience vary across demographics, 2) Are certain types of inner experiences correlated with level of mindfulness and mental well-being (e.g., are people who spend more time being present happier, and are more mindful people more at-present?), 3) Will being prompted to report one’s inner experience increase mindfulness and mental well-being? Methods: Participants were recruited from the subject pool of UC San Diego or from the social media. They began by filling out two questionnaires: 1) Five Facet Mindfulness Questionnaire-Short Form, and 2) Warwick-Edinburgh Mental Well-being Scale, and demographic information. Then they participated in the ESM part by responding to the prompts which contained questions about their real-time inner experience: if they were 'at-present', 'mind-wandering', or 'zoned-out'. The temporal locus, the clarity, and the affect valence, and the personal importance of the thought they had the moment before the prompt were also assessed. A mobile app 'RealLife Exp' randomly delivered these prompts 3 times/day for 6 days during wake-time. After the 6 days, participants completed questionnaire (1) and (2) again. Their changes of score were compared to a control group who did not participate in the ESM procedure (yet completed (1) and (2) one week apart). Results: Results are currently preliminary as we continue to collect data. So far, there is a trend that participants are present, mind-wandering and zoned-out, about 53%, 23% and 24% during wake-time, respectively. The thoughts of participants are ranked to be clearer and more neutral if they are present vs. mind-wandering. Mind-wandering thoughts are 66% about the past, consisting 80% of inner speech. Discussion and Conclusion: This study investigated the subjective account of human mind by a tool with high ecological validity. And it broadens the understanding of the relationship between contents of mind and well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experience%20sampling%20method" title="experience sampling method">experience sampling method</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-memory" title=" meta-memory"> meta-memory</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title=" mindfulness"> mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=mind-wandering" title=" mind-wandering"> mind-wandering</a> </p> <a href="https://publications.waset.org/abstracts/88801/the-relationship-between-the-content-of-inner-human-experience-and-well-being-an-experience-sampling-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">710</span> Spiritual Quotient, a Significant Predictor of Teaching Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Poonam%20Khurana">Poonam Khurana</a>, <a href="https://publications.waset.org/abstracts/search?q=Mikelsh%20Prasad%20Yadav"> Mikelsh Prasad Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All human beings are virtue by God as they get controlling mind and an attitude towards something with the help of which they can experience spirituality. People have different psychological thoughts and beliefs relating to god. Some people feel the immense pleasure in performing religious activities while some believe in the thought “Ahem Brahmasmi” i.e I am part of the divine and they feel pleasure in activities which motivate them to achieve peace. Religion in psychology is considered as a specific fundamental set of beliefs, thoughts and practices generally agreed and controlled by a number of person. It is the psychology of a person which commands their mind in deciding at which path they can attain the eternal feelings of the universe and accordingly they will develop their behavior towards religion and spirituality. Keeping the same in mind, the present study is based much on literature and a brief analysis of 50 teachers in Delhi and NCR colleges and makes an attempt to study the relationship of spiritual quotient and effective teaching and suggest spiritual quotient as a considerable predictor to make the workplace accessible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title="effectiveness">effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=quotient" title=" quotient"> quotient</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=spiritual" title=" spiritual"> spiritual</a> </p> <a href="https://publications.waset.org/abstracts/24060/spiritual-quotient-a-significant-predictor-of-teaching-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">709</span> Intergenerational Influences on Automobile Brand Preferences in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amena%20Sibghatullah">Amena Sibghatullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to examine the existence of Inter-generational Influence (IGI) between two successive generations in the selection of automobile brands. IGI was examined between mother-daughter dyads and father-son dyads. A total sample of 320 respondents (80 fathers and their 80 sons, 80 mothers, and their 80 daughters) from the upper-middle class was selected. Three important findings from this study are; (a) the difference in proportion of agreements Brand-In-Use versus Brand-In-Mind appeared to be statistically significant in the Automobile product category. Thus agreements Brand-In-Use situation between parent and child has more agreements than Brand-In-Mind situation; (b) the difference in proportions between women and men (women means mother-daughter dyad agreement, and men means father-son dyad agreement) is statistically significant in automobile brand preferences. This means that mother-daughter dyad brand preferences, both brand-in-mind and brand-in-use are more significant than that of a father-son dyad, and (c) dominance of the top three brands has been exhibited in automobiles both Brand-In-Use and Brand-In-Mind. These three brands hold more than 57% of auto brand preferences. This means that the three brands occupy distinct and strong positions in the minds of consumers. These results reflect that there is significant evidence of IGI presence between parent and adult child. Marketers of auto brands need to understand this sort of influence on their target consumers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autombile%20brands" title="autombile brands">autombile brands</a>, <a href="https://publications.waset.org/abstracts/search?q=branding" title=" branding"> branding</a>, <a href="https://publications.waset.org/abstracts/search?q=intergenerational%20influence" title=" intergenerational influence"> intergenerational influence</a>, <a href="https://publications.waset.org/abstracts/search?q=preferences" title=" preferences"> preferences</a> </p> <a href="https://publications.waset.org/abstracts/117301/intergenerational-influences-on-automobile-brand-preferences-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">708</span> Using Project MIND - Math Is Not Difficult Strategies to Help Children with Autism Improve Mathematics Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hui%20Fang%20Huang%20Su">Hui Fang Huang Su</a>, <a href="https://publications.waset.org/abstracts/search?q=Leanne%20Lai"> Leanne Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Pei-Fen%20Li"> Pei-Fen Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Mei-Hwei%20Ho"> Mei-Hwei Ho</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Wen%20Chiu"> Yu-Wen Chiu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to provide a practical, systematic, and comprehensive intervention for children with Autism Spectrum Disorder (ASD). A pilot study of quasi-experimental pre-post intervention with control group design was conducted to evaluate if the mathematical intervention (<em>Project MIND - Math Is Not Difficult</em>) increases the math comprehension of children with ASD Children with ASD in the primary grades (K-1, 2) participated in math interventions to enhance their math comprehension and cognitive ability. The Bracken basic concept scale was used to evaluate subjects’ language skills, cognitive development, and school readiness. The study found that our systemic interventions of Project MIND significantly improved the mathematical and cognitive abilities in children with autism. The results of this study may lead to a major change in effective and adequate health care services for children with ASD and their families. All statistical analyses were performed with the IBM SPSS Statistics Version 25 for Windows. The significant level was set at 0.05 P-value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a> </p> <a href="https://publications.waset.org/abstracts/119042/using-project-mind-math-is-not-difficult-strategies-to-help-children-with-autism-improve-mathematics-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119042.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">707</span> Social Anxiety Connection with Individual Characteristics: Theory of Mind, Verbal Irony Comprehension and Personal Traits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anano%20Tenieshvili">Anano Tenieshvili</a>, <a href="https://publications.waset.org/abstracts/search?q=Teona%20Lodia"> Teona Lodia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social anxiety disorder (SAD) is one of the most common mental health problems not only in adults but also in adolescents. Individuals with SAD exhibit difficulties in interpersonal relationships, understanding emotions, and regulating them as well. For social and emotional adaptation, it is crucial to identify, understand, accept and manage emotions correctly. Researchers actively learn those factors that contribute to the development and maintenance of this condition. Therefore, the main purpose of this study is to acquire knowledge about the association between social anxiety and individual characteristics, such as theory of mind (ToM), verbal irony comprehension, and personal traits. 112 adolescents aged from 12 to 18 were selected for this research. 15 of them are diagnosed with Social anxiety disorder. Statistical analysis was performed on the entire sample, and furthermore, two groups, adolescents with and without social anxiety disorder, were compared separately. Social anxiety and personal traits were assessed by questionnaires. Theory of mind and comprehension of verbal irony were measured using tests. Statistical analysis indicated a positive relationship between social anxiety and comprehension of ironic criticism. Moreover, social anxiety was significantly positively correlated with neuroticism and isolation tendency, whereas it was negatively related to extraversion and frustration tolerance. On top of that, statistical analysis revealed a positive relationship between ToM and verbal irony comprehension. However, the relationship between social anxiety and ToM was not statistically significant. In conclusion, the current research expands knowledge about social anxiety and supports the results of some previous studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20traits" title="personal traits">personal traits</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20irony%20comprehension" title=" verbal irony comprehension"> verbal irony comprehension</a> </p> <a href="https://publications.waset.org/abstracts/144623/social-anxiety-connection-with-individual-characteristics-theory-of-mind-verbal-irony-comprehension-and-personal-traits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144623.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">706</span> Social Anxiety Connection with Individual Characteristics: Theory of Mind, Verbal Irony Comprehension and Personal Traits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anano%20Tenieshvili">Anano Tenieshvili</a>, <a href="https://publications.waset.org/abstracts/search?q=Teona%20Lodia"> Teona Lodia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social anxiety disorder (SAD) is one of the most common mental health problems not only in adults but also in adolescents. Individuals with SAD exhibit difficulties in interpersonal relationships, understanding emotions and regulating them as well. For social and emotional adaptation, it is crucial to identify, understand, accept and manage emotions correctly. Researchers actively learn those factors that contribute to the development and maintenance of this condition. Therefore, the main purpose of this study is to acquire knowledge about the association between social anxiety and individual characteristics, such as the theory of mind (ToM), verbal irony comprehension and personal traits. 112 adolescents aged from 12 to 18 were selected for this research. 15 of them are diagnosed with Social anxiety disorder. Statistical analysis was performed on the entire sample and furthermore, two groups, adolescents with and without a social anxiety disorder, were compared separately. Social anxiety and personal traits were assessed by questionnaires. Theory of mind and comprehension of verbal irony was measured using tests. Statistical analysis indicated a positive relationship between social anxiety and comprehension of ironic criticism. Moreover, social anxiety was significantly positively correlated with neuroticism and isolation tendency, whereas it was negatively related to extraversion and frustration tolerance. On top of that, statistical analysis revealed a positive relationship between ToM and verbal irony comprehension. However, the relationship between social anxiety and ToM was not statistically significant. In conclusion, the current research expands knowledge about social anxiety and supports the results of some previous studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20traits" title="personal traits">personal traits</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20irony%20comprehension" title=" verbal irony comprehension"> verbal irony comprehension</a> </p> <a href="https://publications.waset.org/abstracts/145020/social-anxiety-connection-with-individual-characteristics-theory-of-mind-verbal-irony-comprehension-and-personal-traits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">705</span> Intercultural Trainings for Future Global Managers: Evaluating the Effect on the Global Mind-Set</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nina%20Dziatzko">Nina Dziatzko</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Stehr"> Christopher Stehr</a>, <a href="https://publications.waset.org/abstracts/search?q=Franziska%20Struve"> Franziska Struve</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intercultural competence as an explicit required skill nearly never appears in job advertisements in international or even global contexts. But especially those who have to deal with different nationalities and cultures in their everyday business need to have several intercultural competencies and further a global mind-set. This way the question arises how potential future global managers can be trained to learn these competencies. In this regard, it might be helpful to see if different types of intercultural trainings have different effects on those skills. This paper outlines lessons learned based on the evaluation of two different intercultural trainings for management students. The main differences between the observed intercultural trainings are the amount of theoretical input in relation to hands-on experiences, the number of trainers as well as the used methods to teach implicit cultural rules. Both groups contain management students with the willingness and perspective to work abroad or to work in international context. The research is carried out with a pre-training-survey and a post-training-survey which consists of questions referring the international context of the students and a self-estimation of 19 identified intercultural and global mind-set skills, such as: cosmopolitanism, empathy, differentiation and adaptability. Whereas there is no clear result which training gets overall a significant higher increase of skills, there is a clear difference between the focus of competencies trained by each of the intercultural trainings. This way this research provides a guideline for both academicals institutions as well as companies for the decision between different types of intercultural trainings, if the to be trained required skills are defined. Therefore the efficiency and the accuracy of fit of the education of future global managers get optimized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20mind-set" title="global mind-set">global mind-set</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competencies" title=" intercultural competencies"> intercultural competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20training" title=" intercultural training"> intercultural training</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experiences" title=" learning experiences"> learning experiences</a> </p> <a href="https://publications.waset.org/abstracts/68784/intercultural-trainings-for-future-global-managers-evaluating-the-effect-on-the-global-mind-set" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68784.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">704</span> A Penny for Your Thoughts: Mind Wandering Tendencies of Individuals with Autistic Traits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leilani%20Forby">Leilani Forby</a>, <a href="https://publications.waset.org/abstracts/search?q=Farid%20Pazhoohi"> Farid Pazhoohi</a>, <a href="https://publications.waset.org/abstracts/search?q=Alan%20Kingstone"> Alan Kingstone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is abundant research on the nature and content of mind wandering (MW) in neurotypical (NT) adults, however, there is little to no research in these areas on autistic individuals. The objective of the current study was to uncover any differences between low and high autistic trait individuals in their MW. In particular, we examined their attitudes toward, and the themes and temporal dimensions (past, present, future) of, their MW episodes. For our online study, we recruited 518 students (394 women and 124 men), between the ages of 18 and 51 years (M = 20.93, SD = 3.40) from the undergraduate Human Subject Pool at the University of British Columbia. Participants completed the Short Imaginal Processes Inventory (SIPI), which includes the three subscales Positive-Constructive Daydreaming (SIPI-PC), Guilt and Fear of Failure Daydreaming (SIPI-GFF), and Poor Attentional Control (SIPI-PAC). Participants also completed the Past (IPI-past) and Present (IPI-present) subscales of the Imaginal Processes Inventory (IPI), the Deliberate (MW-D) and Spontaneous (MW-S) Mind Wandering scales, the Short Form Perceived Stress Scale (PSS-4), and the 10-item Autism Quotient (AQ-10). Results showed that overall, participant AQ-10 scores were significantly correlated with MW-S, SIPI-GFF, and PSS-4 scores, such that as the number of autistic traits endorsed by participants increased, so did their reports of spontaneous mind wandering, guilt and fear of failure themed day dreaming, and stress levels. This same pattern held for female participants, however, AQ-10 scores were positively correlated with only PSS-4 scores for males. These results suggest that compared to males with autistic traits, MW in females with autistic traits is more similar to individuals with low autistic traits in terms of content and intentionality. Results are discussed in terms of clinical implications, their limitations, and suggested directions for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=deliberate" title=" deliberate"> deliberate</a>, <a href="https://publications.waset.org/abstracts/search?q=mind%20wandering" title=" mind wandering"> mind wandering</a>, <a href="https://publications.waset.org/abstracts/search?q=spontaneous" title=" spontaneous"> spontaneous</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20stress" title=" perceived stress"> perceived stress</a> </p> <a href="https://publications.waset.org/abstracts/145353/a-penny-for-your-thoughts-mind-wandering-tendencies-of-individuals-with-autistic-traits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145353.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">703</span> Theory of Mind and Its Brain Distribution in Patients with Temporal Lobe Epilepsy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei-Han%20Wang">Wei-Han Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiang-Yu%20Yu"> Hsiang-Yu Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mau-Sun%20Hua"> Mau-Sun Hua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Theory of Mind (ToM) refers to the ability to infer another’s mental state. With appropriate ToM, one can behave well in social interactions. A growing body of evidence has demonstrated that patients with temporal lobe epilepsy (TLE) may have damaged ToM due to impact on regions of the underlying neural network of ToM. However, the question of whether there is cerebral laterality for ToM functions remains open. This study aimed to examine whether there is cerebral lateralization for ToM abilities in TLE patients. Sixty-seven adult TLE patients and 30 matched healthy controls (HC) were recruited. Patients were classified into right (RTLE), left (LTLE), and bilateral (BTLE) TLE groups on the basis of a consensus panel review of their seizure semiology, EEG findings, and brain imaging results. All participants completed an intellectual test and four tasks measuring basic and advanced ToM. The results showed that, on all ToM tasks; (1)each patient group performed worse than HC; (2)there were no significant differences between LTLE and RTLE groups; (3)the BTLE group performed the worst. It appears that the neural network responsible for ToM is distributed evenly between the cerebral hemispheres. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cerebral%20lateralization" title="cerebral lateralization">cerebral lateralization</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20lobe%20epilepsy" title=" temporal lobe epilepsy"> temporal lobe epilepsy</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a> </p> <a href="https://publications.waset.org/abstracts/23843/theory-of-mind-and-its-brain-distribution-in-patients-with-temporal-lobe-epilepsy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">420</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">702</span> Using Mind Mapping and Morphological Analysis within a New Methodology for Teaching Students of Products’ Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kareem%20Saber">Kareem Saber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many products’ design instructors search for how to help students to develop their designs simply by reducing design stages and extrapolating simple design process forms to achieve design creativity. So, the researcher extrapolated a new design process form called “hierarchical design” which reduced design process into three stages and he had tried that methodology on about two hundred students. That trial had led to great results as students could develop their designs which characterized by creativity and innovation. That proved the success and effectiveness of the proposed methodology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mind%20mapping" title="mind mapping">mind mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20analysis" title=" morphological analysis"> morphological analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20design" title=" product design"> product design</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20process" title=" design process "> design process </a> </p> <a href="https://publications.waset.org/abstracts/122030/using-mind-mapping-and-morphological-analysis-within-a-new-methodology-for-teaching-students-of-products-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122030.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=24">24</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=25">25</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mind&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>