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sciences</title> <meta name="description" content="Search results for: cognitive sciences"> <meta name="keywords" content="cognitive sciences"> <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 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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="cognitive sciences"> <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> 2808</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: cognitive sciences</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2808</span> Cognitive Based Approach to Organizational Development </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tatiana%20V.%20Korsakova">Tatiana V. Korsakova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The cognitive methodology in management is considered: Cognitive structuring - the formation of ideas about the functioning of a developing organization; Cognitive modeling - heuristic construction of existing actions (zone of successful actions); and Cognitive construct - the formation of filters for converting external information into specific events of managerial reality. The major findings of the study are the identification of areas of successful actions in the organization, harmonization of criteria for evaluating the effectiveness of company management, and the frame-description that indicates the connection of environmental elements with the elements of the organization. It is stated the development of specific events of managerial reality in the direction of the further development of the organization depends on the personal cognitive construct of the development-subjects when it is used in the zone of successful actions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20construct" title="cognitive construct">cognitive construct</a>, <a href="https://publications.waset.org/abstracts/search?q=focus%20of%20applicability" title=" focus of applicability"> focus of applicability</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20corporate%20culture" title=" knowledge corporate culture"> knowledge corporate culture</a>, <a href="https://publications.waset.org/abstracts/search?q=zones%20of%20successful%20actions" title=" zones of successful actions"> zones of successful actions</a> </p> <a href="https://publications.waset.org/abstracts/123367/cognitive-based-approach-to-organizational-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123367.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">296</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">2807</span> Impact of Motor Behaviour Aspects of Autism on Cognitive Ability in Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rana%20Zeina">Rana Zeina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive and behavioral symptoms may, in fact, overlap and be related to the level of the general cognitive function. We measured the behavioral aspects of autism and its correlation to the cognitive ability in 30 children with ASD. We used a neuropsychological battery CANTAB eclipse to evaluate the ASD children's cognitive ability. Individuals with ASDs and challenging behaviors showed significant correlation between some cognitive abilities and motor behavior aspects. Based on these findings we can conclude that the motor behavioral problems in autism affect specific cognitive abilities in ASDs such as comprehension, learning, reversal, acquisition, attention set shifting, and speed of reaction to one stimulus. Future research should also focus on the relationship between motor stereotypes and other subtypes of repetitive behaviors, such as verbal stereotypes, and ritual and routine adherence and use different types of CANTAB tests. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20ability" title="cognitive ability">cognitive ability</a>, <a href="https://publications.waset.org/abstracts/search?q=CANTAB%20test" title=" CANTAB test"> CANTAB test</a>, <a href="https://publications.waset.org/abstracts/search?q=behaviour%20motor%20aspects" title=" behaviour motor aspects"> behaviour motor aspects</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title=" autism spectrum disorders"> autism spectrum disorders</a> </p> <a href="https://publications.waset.org/abstracts/6395/impact-of-motor-behaviour-aspects-of-autism-on-cognitive-ability-in-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6395.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">493</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">2806</span> Cognitive Weighted Polymorphism Factor: A New Cognitive Complexity Metric</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Francis%20Thamburaj">T. Francis Thamburaj</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Aloysius"> A. Aloysius</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Polymorphism is one of the main pillars of the object-oriented paradigm. It induces hidden forms of class dependencies which may impact software quality, resulting in higher cost factor for comprehending, debugging, testing, and maintaining the software. In this paper, a new cognitive complexity metric called Cognitive Weighted Polymorphism Factor (CWPF) is proposed. Apart from the software structural complexity, it includes the cognitive complexity on the basis of type. The cognitive weights are calibrated based on 27 empirical studies with 120 persons. A case study and experimentation of the new software metric shows positive results. Further, a comparative study is made and the correlation test has proved that CWPF complexity metric is a better, more comprehensive, and more realistic indicator of the software complexity than Abreu’s Polymorphism Factor (PF) complexity metric. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20complexity%20metric" title="cognitive complexity metric">cognitive complexity metric</a>, <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20metrics" title=" object-oriented metrics"> object-oriented metrics</a>, <a href="https://publications.waset.org/abstracts/search?q=polymorphism%20factor" title=" polymorphism factor"> polymorphism factor</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20metrics" title=" software metrics"> software metrics</a> </p> <a href="https://publications.waset.org/abstracts/36961/cognitive-weighted-polymorphism-factor-a-new-cognitive-complexity-metric" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36961.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">458</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">2805</span> Parental Bonding and Cognitive Emotion Regulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fariea%20Bakul">Fariea Bakul</a>, <a href="https://publications.waset.org/abstracts/search?q=Chhanda%20Karmaker"> Chhanda Karmaker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to investigate the effects of parental bonding on adult’s cognitive emotion regulation and also to investigate gender differences in parental bonding and cognitive emotion regulation. Data were collected by using convenience sampling technique from 100 adult students (50 males and 50 females) of different universities of Dhaka city, ages between 20 to 25 years, using Bengali version of Parental Bonding Inventory and Bengali version of Cognitive Emotion Regulation Questionnaire. The obtained data were analyzed by using multiple regression analysis and independent samples t-test. The results revealed that fathers care (β =0.317, p < 0.05) was only significantly positively associated with adult’s cognitive emotion regulation. Adjusted R² indicated that the model explained 30% of the variance in adult’s adaptive cognitive emotion regulation. No significant association was found between parental bonding and less adaptive cognitive emotion regulations. Results from independent samples t-test also revealed that there was no significant gender difference in both parental bonding and cognitive emotion regulations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20emotion%20regulation" title="cognitive emotion regulation">cognitive emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20bonding" title=" parental bonding"> parental bonding</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20care" title=" parental care"> parental care</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20over-protection" title=" parental over-protection"> parental over-protection</a> </p> <a href="https://publications.waset.org/abstracts/66673/parental-bonding-and-cognitive-emotion-regulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66673.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">371</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">2804</span> Prevalence of Cognitive Decline in Major Depressive Illness </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=U.%20B.%20Zubair">U. B. Zubair</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Kiyani"> A. Kiyani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Depressive illness predispose individuals to a lot of physical and mental health issues. Anxiety and substance use disorders have been studied widely as comorbidity. Biological symptoms also now considered part of the depressive spectrum. Cognitive abilities also decline or get affected and need to be looked into in detail in depressed patients. Objective: To determine the prevalence of cognitive decline among patients with major depressive illness and analyze the associated socio-demographic factors. Methods: 190 patients of major depressive illness were included in our study to determine the presence of cognitive decline among them. Depression was diagnosed by a consultant psychiatrist by using the ICD-10 criteria for major depressive disorder. British Columbia Cognitive Complaints Inventory (BC-CCI) was the psychometric tool used to determine the cognitive decline. Sociodemographic profile was recorded and the relationship of various factors with cognitive decline was also ascertained. Findings: 70% of the patients suffering from depression included in this study showed the presence of some degree of cognitive decline, while 30% did not show any evidence of cognitive decline when screened through BCCCI. Statistical testing revealed that the female gender was the only socio-demographic parameter linked significantly with the presence of cognitive decline. Conclusion: Decline in cognitive abilities was found in a significant number of patients suffering from major depression in our sample population. Screening for this parameter f mental function should be done in depression clinics to pick it early. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20decline" title=" cognitive decline"> cognitive decline</a>, <a href="https://publications.waset.org/abstracts/search?q=prevalence" title=" prevalence"> prevalence</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-demographic%20factors" title=" socio-demographic factors"> socio-demographic factors</a> </p> <a href="https://publications.waset.org/abstracts/117072/prevalence-of-cognitive-decline-in-major-depressive-illness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117072.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">2803</span> Effectiveness of Computer-Based Cognitive Training in Improving Attention-Deficit/Hyperactivity Disorder Rehabilitation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marjan%20Ghazisaeedi">Marjan Ghazisaeedi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azadeh%20Bashiri"> Azadeh Bashiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Attention-Deficit/Hyperactivity Disorder(ADHD), is one of the most common psychiatric disorders in early childhood that in addition to its main symptoms provide significant deficits in the areas of educational, social and individual relationship. Considering the importance of rehabilitation in ADHD patients to control these problems, this study investigated the advantages of computer-based cognitive training in these patients. Methods: This review article has been conducted by searching articles since 2005 in scientific databases and e-Journals and by using keywords including computerized cognitive rehabilitation, computer-based training and ADHD. Results: Since drugs have short term effects and also they have many side effects in the rehabilitation of ADHD patients, using supplementary methods such as computer-based cognitive training is one of the best solutions. This approach has quick feedback and also has no side effects. So, it provides promising results in cognitive rehabilitation of ADHD especially on the working memory and attention. Conclusion: Considering different cognitive dysfunctions in ADHD patients, application of the computerized cognitive training has the potential to improve cognitive functions and consequently social, academic and behavioral performances in patients with this disorder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-based%20cognitive%20training" title=" computer-based cognitive training"> computer-based cognitive training</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20functions" title=" cognitive functions"> cognitive functions</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a> </p> <a href="https://publications.waset.org/abstracts/55357/effectiveness-of-computer-based-cognitive-training-in-improving-attention-deficithyperactivity-disorder-rehabilitation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55357.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">2802</span> Attachment as a Predictor for Cognitive Rigidity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Gawda">Barbara Gawda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attachment model formed in childhood has an important impact on emotional development, personality, and social relationships. Attachment is also thought to have an impact on construction of affective-cognitive schemas and cognitive functioning. The aim of the current study was to verify whether there is an association between attachment and cognitive rigidity defined as dogmatism and intolerance of ambiguity. The analysis of 180 participants (persons of a similar age and education level, number of men and women was equal) was conducted. To test the attachment styles, the Revised Experiences in Close Relationships Inventory (ECR-R) was used. To examine cognitive rigidity, the Rokeach and Budner questionnaires were used. A multiple regression model was employed to examine whether attachment styles are predictors for dogmatism. The results confirmed that fearful-ambivalent attachment is the main predictor for dogmatism but not for intolerance of ambiguity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment%20styles" title="attachment styles">attachment styles</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20rigidity" title=" cognitive rigidity"> cognitive rigidity</a>, <a href="https://publications.waset.org/abstracts/search?q=dogmatism" title=" dogmatism"> dogmatism</a>, <a href="https://publications.waset.org/abstracts/search?q=intolerance%20of%20ambiguity" title=" intolerance of ambiguity"> intolerance of ambiguity</a> </p> <a href="https://publications.waset.org/abstracts/66876/attachment-as-a-predictor-for-cognitive-rigidity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66876.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">336</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">2801</span> A Self-Coexistence Strategy for Spectrum Allocation Using Selfish and Unselfish Game Models in Cognitive Radio Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noel%20Jeygar%20Robert">Noel Jeygar Robert</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20K.Vidya"> V. K.Vidya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive radio is a software-defined radio technology that allows cognitive users to operate on the vacant bands of spectrum allocated to licensed users. Cognitive radio plays a vital role in the efficient utilization of wireless radio spectrum available between cognitive users and licensed users without making any interference to licensed users. The spectrum allocation followed by spectrum sharing is done in a fashion where a cognitive user has to wait until spectrum holes are identified and allocated when the licensed user moves out of his own allocated spectrum. In this paper, we propose a self –coexistence strategy using bargaining and Cournot game model for achieving spectrum allocation in cognitive radio networks. The game-theoretic model analyses the behaviour of cognitive users in both cooperative and non-cooperative scenarios and provides an equilibrium level of spectrum allocation. Game-theoretic models such as bargaining game model and Cournot game model produce a balanced distribution of spectrum resources and energy consumption. Simulation results show that both game theories achieve better performance compared to other popular techniques <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20radio" title="cognitive radio">cognitive radio</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20theory" title=" game theory"> game theory</a>, <a href="https://publications.waset.org/abstracts/search?q=bargaining%20game" title=" bargaining game"> bargaining game</a>, <a href="https://publications.waset.org/abstracts/search?q=Cournot%20game" title=" Cournot game"> Cournot game</a> </p> <a href="https://publications.waset.org/abstracts/112222/a-self-coexistence-strategy-for-spectrum-allocation-using-selfish-and-unselfish-game-models-in-cognitive-radio-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112222.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">2800</span> Complex Learning Tasks and Their Impact on Cognitive Engagement for Undergraduate Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anastassis%20Kozanitis">Anastassis Kozanitis</a>, <a href="https://publications.waset.org/abstracts/search?q=Diane%20Leduc"> Diane Leduc</a>, <a href="https://publications.waset.org/abstracts/search?q=Alain%20Stockless"> Alain Stockless</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents preliminary results from a two-year funded research program looking to analyze and understand the relationship between high cognitive engagement, higher order cognitive processes employed in situations of complex learning tasks, and the use of active learning pedagogies in engineering undergraduate programs. A mixed method approach was used to gauge student engagement and their cognitive processes when accomplishing complex tasks. Quantitative data collected from the self-report cognitive engagement scale shows that deep learning approach is positively correlated with high levels of complex learning tasks and the level of student engagement, in the context of classroom active learning pedagogies. Qualitative analyses of in depth face-to-face interviews reveal insights into the mechanisms influencing students’ cognitive processes when confronted with open-ended problem resolution. Findings also support evidence that students will adjust their level of cognitive engagement according to the specific didactic environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20engagement" title="cognitive engagement">cognitive engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20and%20shallow%20strategies" title=" deep and shallow strategies"> deep and shallow strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20programs" title=" engineering programs"> engineering programs</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20order%20cognitive%20processes" title=" higher order cognitive processes"> higher order cognitive processes</a> </p> <a href="https://publications.waset.org/abstracts/58498/complex-learning-tasks-and-their-impact-on-cognitive-engagement-for-undergraduate-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58498.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">324</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">2799</span> The Postcognitivist Era in Cognitive Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Jameke">C. Jameke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the cognitivist era in cognitive psychology, a theory of internal rules and symbolic representations was posited as an account of human cognition. This type of cognitive architecture had its heyday during the 1970s and 80s, but it has now been largely abandoned in favour of subsymbolic architectures (e.g. connectionism), non-representational frameworks (e.g. dynamical systems theory), and statistical approaches such as Bayesian theory. In this presentation I describe this changing landscape of research, and comment on the increasing influence of neuroscience on cognitive psychology. I then briefly review a few recent developments in connectionism, and neurocomputation relevant to cognitive psychology, and critically discuss the assumption made by some researchers in these frameworks that higher-level aspects of human cognition are simply emergent properties of massively large distributed neural networks <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=connectionism" title="connectionism">connectionism</a>, <a href="https://publications.waset.org/abstracts/search?q=emergentism" title=" emergentism"> emergentism</a>, <a href="https://publications.waset.org/abstracts/search?q=postocgnitivist" title=" postocgnitivist"> postocgnitivist</a>, <a href="https://publications.waset.org/abstracts/search?q=representations" title=" representations"> representations</a>, <a href="https://publications.waset.org/abstracts/search?q=subsymbolic%20archiitecture" title=" subsymbolic archiitecture "> subsymbolic archiitecture </a> </p> <a href="https://publications.waset.org/abstracts/27103/the-postcognitivist-era-in-cognitive-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27103.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">578</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">2798</span> Enhancement of Capacity in a MC-CDMA based Cognitive Radio Network Using Non-Cooperative Game Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kalyani%20Kulkarni">Kalyani Kulkarni</a>, <a href="https://publications.waset.org/abstracts/search?q=Bharat%20Chaudhari"> Bharat Chaudhari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses the issue of resource allocation in the emerging cognitive technology. Focusing the quality of service (QoS) of primary users (PU), a novel method is proposed for the resource allocation of secondary users (SU). In this paper, we propose the unique utility function in the game theoretic model of Cognitive Radio which can be maximized to increase the capacity of the cognitive radio network (CRN) and to minimize the interference scenario. The utility function is formulated to cater the need of PUs by observing Signal to Noise ratio. The existence of Nash equilibrium is for the postulated game is established. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20networks" title="cognitive networks">cognitive networks</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20theory" title=" game theory"> game theory</a>, <a href="https://publications.waset.org/abstracts/search?q=Nash%20equilibrium" title=" Nash equilibrium"> Nash equilibrium</a>, <a href="https://publications.waset.org/abstracts/search?q=resource%20allocation" title=" resource allocation"> resource allocation</a> </p> <a href="https://publications.waset.org/abstracts/35688/enhancement-of-capacity-in-a-mc-cdma-based-cognitive-radio-network-using-non-cooperative-game-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35688.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">480</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">2797</span> Contextual Senses of Ambiguous Words Based on Cognitive Semantics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madhavi">Madhavi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All linguistic units are context-dependent. They occur in particular settings, from which they derive much of their import, and are recognized by speakers as distinct entities only through a process of abstraction. Most of the words have several concepts associated with them and convey a number of meanings in different contexts in any language. For instance, there are different uses of the word good as an adjective from English. The adjective good expresses many senses like (1) ‘high quality of someone or something’ (2) ‘efficient’ (3) ‘virtuous’ (4) ‘reliable’ etc. These senses will be analyzed by using cognitive semantics framework. The context has the power to insulate one meaning from all the other meanings in communication. This paper will provide a cognitive semantic analysis. The basic tenet of cognitive semantics is the sense of a word is the way we conceptualize it. Our conceptualization is based on the physical experience we go through. Cognitive semantics tries to capture this conceptualization in terms of some categories like schema, frame, and domain. Cognitive semantics is a subfield of cognitive linguistics. Cognitive linguistics studies the language creation, learning, and usage by the reference to human cognition. The semantic structure is conceptual structure which is related to the concepts which are the elements of reason and constitute the meanings of words and linguistic expressions. Cognitive semantics studies how our mind works for the meaning of any word and how it perceives meaning from the environment through senses and works to map with the knowledge which already exists in our mind through experience. In the present paper, the senses are further classified into some categories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive" title="cognitive">cognitive</a>, <a href="https://publications.waset.org/abstracts/search?q=contexts" title=" contexts"> contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=senses" title=" senses"> senses</a> </p> <a href="https://publications.waset.org/abstracts/79391/contextual-senses-of-ambiguous-words-based-on-cognitive-semantics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79391.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">219</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">2796</span> Cognitive Behavioral Modification in the Treatment of Aggressive Behavior in Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dijana%20Sulejmanovi%C4%87">Dijana Sulejmanović</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive-behavioral modification (CBM) is a combination of cognitive and behavioral learning principles to shape and encourage the desired behaviors. A crucial element of cognitive-behavioral modification is that a change the behavior precedes awareness of how it affects others. CBM is oriented toward changing inner speech and learning to control behaviors through self-regulation techniques. It aims to teach individuals how to develop the ability to recognize, monitor and modify their thoughts, feelings, and behaviors. The review of literature emphasizes the efficiency the CBM approach in the treatment of children's hyperactivity and negative emotions such as anger. The results of earlier research show how impulsive and hyperactive behavior, agitation, and aggression may slow down and block the child from being able to actively monitor and participate in regular classes, resulting in the disruption of the classroom and the teaching process, and the children may feel rejected, isolated and develop long-term poor image of themselves and others. In this article, we will provide how the use of CBM, adapted to child's age, can incorporate measures of cognitive and emotional functioning which can help us to better understand the children’s cognitive processes, their cognitive strengths, and weaknesses, and to identify factors that may influence their behavioral and emotional regulation. Such a comprehensive evaluation can also help identify cognitive and emotional risk factors associated with aggressive behavior, specifically the processes involved in modulating and regulating cognition and emotions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggressive%20behavior" title="aggressive behavior">aggressive behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20behavioral%20modification" title=" cognitive behavioral modification"> cognitive behavioral modification</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20behavioral%20theory" title=" cognitive behavioral theory"> cognitive behavioral theory</a>, <a href="https://publications.waset.org/abstracts/search?q=modification" title=" modification"> modification</a> </p> <a href="https://publications.waset.org/abstracts/78471/cognitive-behavioral-modification-in-the-treatment-of-aggressive-behavior-in-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78471.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">325</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">2795</span> Managing the Cognitive Load of Medical Students during Anatomy Lecture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Nurma%20Hanim%20Hadie">Siti Nurma Hanim Hadie</a>, <a href="https://publications.waset.org/abstracts/search?q=Asma%E2%80%99%20Hassan"> Asma’ Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Zul%20Izhar%20Ismail"> Zul Izhar Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Fuad%20Abdul%20Rahim"> Ahmad Fuad Abdul Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd.%20Zarawi%20Mat%20Nor"> Mohd. Zarawi Mat Nor</a>, <a href="https://publications.waset.org/abstracts/search?q=Hairul%20Nizam%20Ismail"> Hairul Nizam Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anatomy is a medical subject, which contributes to high cognitive load during learning. Despite its complexity, anatomy remains as the most important basic sciences subject with high clinical relevancy. Although anatomy knowledge is required for safe practice, many medical students graduated without having sufficient knowledge. In fact, anatomy knowledge among the medical graduates was reported to be declining and this had led to various medico-legal problems. Applying cognitive load theory (CLT) in anatomy teaching particularly lecture would be able to address this issue since anatomy information is often perceived as cognitively challenging material. CLT identifies three types of loads which are intrinsic, extraneous and germane loads, which combine to form the total cognitive load. CLT describe that learning can only occur when the total cognitive load does not exceed human working memory capacity. Hence, managing these three types of loads with the aim of optimizing the working memory capacity would be beneficial to the students in learning anatomy and retaining the knowledge for future application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load%20theory" title="cognitive load theory">cognitive load theory</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20load" title=" intrinsic load"> intrinsic load</a>, <a href="https://publications.waset.org/abstracts/search?q=extraneous%20load" title=" extraneous load"> extraneous load</a>, <a href="https://publications.waset.org/abstracts/search?q=germane%20load" title=" germane load"> germane load</a> </p> <a href="https://publications.waset.org/abstracts/5321/managing-the-cognitive-load-of-medical-students-during-anatomy-lecture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5321.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">466</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">2794</span> Bilingualism Contributes to Cognitive Reserve in Parkinson's Disease</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arrate%20Barrenechea%20Garro">Arrate Barrenechea Garro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Bilingualism has been shown to enhance cognitive reserve and potentially delay the onset of dementia symptoms. This study investigates the impact of bilingualism on cognitive reserve and the age of diagnosis in Parkinson's Disease (PD). Methodology: The study involves 16 non-demented monolingual PD patients and 12 non-demented bilingual PD patients, matched for age, sex, and years of education. All participants are native Spanish speakers, with Spanish as their first language (L1). Cognitive performance is assessed through a neuropsychological examination covering all cognitive domains. Cognitive reserve is measured using the Cognitive Reserve Index Questionnaire (CRIq), while language proficiency is evaluated using the Bilingual Language Profile (BLP). The age at diagnosis is recorded for both monolingual and bilingual patients. Results: Bilingual PD patients demonstrate higher scores on the CRIq compared to monolingual PD patients, with significant differences between the groups. Furthermore, there is a positive correlation between cognitive reserve (CRIq) and the utilization of the second language (L2) as indicated by the BLP. Bilingual PD patients are diagnosed, on average, three years later than monolingual PD patients. Conclusion: Bilingual PD patients exhibit higher levels of cognitive reserve compared to monolingual PD patients, as indicated by the CRIq scores. The utilization of the second language (L2) is positively correlated with cognitive reserve. Bilingual PD patients are diagnosed with PD, on average, three years later than monolingual PD patients. These findings suggest that bilingualism may contribute to cognitive reserve and potentially delay the onset of clinical symptoms associated with PD. This study adds to the existing literature supporting the relationship between bilingualism and cognitive reserve. Further research in this area could provide valuable insights into the potential protective effects of bilingualism in neurodegenerative disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualis" title="bilingualis">bilingualis</a>, <a href="https://publications.waset.org/abstracts/search?q=cogntiive%20reserve" title=" cogntiive reserve"> cogntiive reserve</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnosis" title=" diagnosis"> diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=parkinson%27s%20disease" title=" parkinson's disease"> parkinson's disease</a> </p> <a href="https://publications.waset.org/abstracts/172508/bilingualism-contributes-to-cognitive-reserve-in-parkinsons-disease" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172508.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">100</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">2793</span> Neuroplasticity: A Fresh Begining for Life</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leila%20Maleki">Leila Maleki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezatollah%20Ahmadi"> Ezatollah Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Neuroplasticity or the flexibility of the neural system is the ability of the brain to adapt to the lack or deterioration of sense and the capability of the neural system to modify itself through changing shape and function. Not only have studies revealed that neuroplasticity does not end in childhood, but also they have proven that it continues till the end of life and is not limited to the neural system and covers the cognitive system as well. In the field of cognition, neuroplasticity is defined as the ability to change old thoughts according to new conditions and the individuals' differences in using various styles of cognitive regulation inducing several social, emotional and cognitive outcomes. On the other hand, complexities of daily life necessitates cognitive neuroplasticity in order to adapt to different circumstances. The present paper attempts to discuss and define major theories and principles of neuroplasticity and elaborate on nature or nurture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuroplasticity" title="neuroplasticity">neuroplasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20plasticity" title=" cognitive plasticity"> cognitive plasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=plasticity%20theories" title=" plasticity theories"> plasticity theories</a>, <a href="https://publications.waset.org/abstracts/search?q=plasticity%20mechanisms" title=" plasticity mechanisms"> plasticity mechanisms</a> </p> <a href="https://publications.waset.org/abstracts/11412/neuroplasticity-a-fresh-begining-for-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11412.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">495</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">2792</span> Neuroplasticity: A Fresh Beginning for Life</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leila%20Maleki">Leila Maleki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezatollah%20Ahmadi"> Ezatollah Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Neuroplasticity or the flexibility of the neural system is the ability of the brain to adapt to the lack or deterioration of sense and the capability of the neural system to modify itself through changing shape and function. Not only have studies revealed that neuroplasticity does not end in childhood, but also they have proven that it continues till the end of life and is not limited to the neural system and covers the cognitive system as well. In the field of cognition, neuroplasticity is defined as the ability to change old thoughts according to new conditions and the individuals' differences in using various styles of cognitive regulation inducing several social, emotional and cognitive outcomes. On the other hand, complexities of daily life necessitates cognitive neuroplasticity in order to adapt to different circumstances. The. present paper attempts to discuss and define major theories and principles of neuroplasticity and elaborate on nature or nurture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuroplasticity" title="neuroplasticity">neuroplasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20plasticity" title=" cognitive plasticity"> cognitive plasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=plasticity%20theories" title=" plasticity theories"> plasticity theories</a>, <a href="https://publications.waset.org/abstracts/search?q=plasticity%20mechanisms" title=" plasticity mechanisms"> plasticity mechanisms</a> </p> <a href="https://publications.waset.org/abstracts/26751/neuroplasticity-a-fresh-beginning-for-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26751.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">452</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">2791</span> A Review of Physiological Measures for Cognitive Workload Assessment of Aircrew</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naveed%20Tahir">Naveed Tahir</a>, <a href="https://publications.waset.org/abstracts/search?q=Adnan%20Maqsood"> Adnan Maqsood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive workload is a significant factor affecting user performance, and it has been broadly investigated for its application in ergonomics as well as in designing and optimizing effective human-machine interactions. It is mentally challenging to maneuver an aircraft, and pilots must control the aircraft and adequately communicate to the verbal-auditory stimuli. Several physiological measures have long been researched and used to demonstrate the cognitive workload. In our current study, we have summarized recent findings of the effectiveness, accuracy, and applicability of commonly used physiological measures in evaluating cognitive workload. We have also highlighted on the advancements in physiological measures. The strength and limitations of physiological measures have also been discussed to assess the cognitive workload of people, especially the aircrews in laboratory settings and real-time situations. We have presented the research findings of the physiological measures to base suggestions on the proper applications of the measures and settings demanding the use of single measure or their combinations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aircrew" title="aircrew">aircrew</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20workload" title=" cognitive workload"> cognitive workload</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20measure" title=" subjective measure"> subjective measure</a>, <a href="https://publications.waset.org/abstracts/search?q=physiological%20measure" title=" physiological measure"> physiological measure</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20measure" title=" performance measure"> performance measure</a> </p> <a href="https://publications.waset.org/abstracts/137265/a-review-of-physiological-measures-for-cognitive-workload-assessment-of-aircrew" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137265.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">162</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">2790</span> Childhood Trauma and Identity in Adulthood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aakriti%20Lohiya">Aakriti Lohiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the commonly recognised childhood trauma that can have a significant and enduring effect on a person's cognitive and psychological health. The purpose of this study was to look at the intricate interactions that exist between negative self-identity, cognitive distortions, and early trauma. For the study, a sample of (200 women were taken, who were socially active) was gathered. Standardised measures were utilised to evaluate the participants' experiences of childhood trauma, and validated psychological tools were employed to assess negative self-identity and cognitive distortions. The links and predicting correlations between childhood trauma, negative self-identity, and cognitive distortions were investigated using statistical techniques, such as correlation analysis and multiple regression modelling. The results demonstrated that there is no correlation between the degree of early trauma and the emergence of a negative self-identity and cognitive distortions. It examines whether cognitive distortion and events in childhood have any relationship with negative self-identity using various scales. Participants completed the Childhood Trauma Questionnaire, which assessed retrospective accounts of childhood trauma; the Cognitive Distortions Scale, which measured internal attributions and perceptions of controllability; and the attachment style questionnaire, which assessed the attachment attribute of their daily life, which will lead negative. The implications for therapy were also considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20distortion" title="cognitive distortion">cognitive distortion</a>, <a href="https://publications.waset.org/abstracts/search?q=therapy" title=" therapy"> therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood%20trauma" title=" childhood trauma"> childhood trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment" title=" attachment"> attachment</a> </p> <a href="https://publications.waset.org/abstracts/178974/childhood-trauma-and-identity-in-adulthood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178974.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">80</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">2789</span> An Integrated Cognitive Performance Evaluation Framework for Urban Search and Rescue Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antonio%20D.%20Lee">Antonio D. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Steven%20X.%20Jiang"> Steven X. Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A variety of techniques and methods are available to evaluate cognitive performance in Urban Search and Rescue (USAR) applications. However, traditional cognitive performance evaluation techniques typically incorporate either the conscious or systematic aspect, failing to take into consideration the subconscious or intuitive aspect. This leads to incomplete measures and produces ineffective designs. In order to fill the gaps in past research, this study developed a theoretical framework to facilitate the integration of situation awareness (SA) and intuitive pattern recognition (IPR) to enhance the cognitive performance representation in USAR applications. This framework provides guidance to integrate both SA and IPR in order to evaluate the cognitive performance of the USAR responders. The application of this framework will help improve the system design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20performance" title="cognitive performance">cognitive performance</a>, <a href="https://publications.waset.org/abstracts/search?q=intuitive%20pattern%20recognition" title=" intuitive pattern recognition"> intuitive pattern recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=situation%20awareness" title=" situation awareness"> situation awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20search%20and%20rescue" title=" urban search and rescue"> urban search and rescue</a> </p> <a href="https://publications.waset.org/abstracts/42030/an-integrated-cognitive-performance-evaluation-framework-for-urban-search-and-rescue-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42030.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">328</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">2788</span> The Effect of Visual Fluency and Cognitive Fluency on Access Rates of Web Pages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoying%20Guo">Xiaoying Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiangyun%20Wang"> Xiangyun Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Access rates is a key indicator of reflecting the popularity of web pages. Having high access rates are very important for web pages, especially for news web pages, online shopping sites and searching engines. In this paper, we analyzed the influences of visual fluency and cognitive fluency on access rates of Chinese web pages. Firstly, we conducted an experiment of scoring the web pages. Twenty-five subjects were invited to view top 50 web pages of China, and they were asked to give a score in a 5-point Likert-scale from four aspects, including complexity, comfortability, familiarity and usability. Secondly, the obtained results was analyzed by correlation analysis and factor analysis in R. By factor analysis; we analyzed the contributions of visual fluency and cognitive fluency to the access rates. The results showed that both visual fluency and cognitive fluency affect the access rate of web pages. Compared to cognitive fluency, visual fluency play a more important role in user’s accessing of web pages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20fluency" title="visual fluency">visual fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20fluency" title=" cognitive fluency"> cognitive fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20complexity" title=" visual complexity"> visual complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a> </p> <a href="https://publications.waset.org/abstracts/74117/the-effect-of-visual-fluency-and-cognitive-fluency-on-access-rates-of-web-pages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74117.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">378</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">2787</span> Tablet Computer Based Cognitive Rehabilitation Program, Injini, for Children with Cognitive Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eun%20Jae%20Ko">Eun Jae Ko</a>, <a href="https://publications.waset.org/abstracts/search?q=In%20Young%20Sung"> In Young Sung</a>, <a href="https://publications.waset.org/abstracts/search?q=Eui%20Soo%20Joeng"> Eui Soo Joeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive impairment is commonly encountered problem in children with various clinical diseases, including Down syndrome, autism spectrum disorder, brain injury, and others. Cognitive impairment limits participation in education and society, and this further hinders development in cognition. However, young children with cognitive impairment tend not to respond well to traditional cognitive treatments, therefore alternative treatment choices are need. As a cognitive training program, touch screen technology can easily be applied to very young children by involving visual and auditory support. Injini was developed as tablet computer based cognitive rehabilitation program for young children or individuals with severe cognitive impairment, which targeted on cognitive ages of 18 to 36 months. The aim of this study was to evaluate the efficacy of a tablet computer based cognitive rehabilitation program (Injini) for children with cognitive impairment. 38 children between cognitive ages of 18 to 36 months confirmed by cognitive evaluations were recruited and randomly assigned to the intervention group (n=20) and the control group (n=18). The intervention group received tablet computer based cognitive rehabilitation program (Injini) for 30 minutes per session, twice a week, over a period of 12 weeks, in addition to the traditional rehabilitation program. The control group received traditional rehabilitation program only. Mental score of Bayley Scales of Infant Development II (BSID II), Pediatric Evaluation of Disability Inventory (PEDI), Laboratory Temperament Assessment Battery (Lab-TAB), Early Childhood Behavior Questionnaire (ECBQ), and Goal Attainment Scale (GAS) were evaluated before and after 12 weeks of therapeutic intervention. When comparing the baseline characteristics, there was no significant difference between the two groups in the measurements of cognitive function. After 12 weeks of treatment, both group showed improvements in all measurements. However, in comparison of improvements after treatment, the intervention group showed more improvements in the mental score of BSID II, social function domain of PEDI, observation domain of Lab-TAB, and GAS, as compared to the control group. Application of the tablet computer based cognitive rehabilitation program (Injini) would be beneficial for improvement of cognitive function in young children with cognitive impairment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20therapy" title="cognitive therapy">cognitive therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20therapy" title=" computer-assisted therapy"> computer-assisted therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20intervention" title=" early intervention"> early intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=tablets" title=" tablets"> tablets</a> </p> <a href="https://publications.waset.org/abstracts/62861/tablet-computer-based-cognitive-rehabilitation-program-injini-for-children-with-cognitive-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62861.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">284</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">2786</span> The Role of Metacognitive Strategy Intervention through Dialogic Interaction on Listeners’ Level of Cognitive Load</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Babajanzade">Ali Babajanzade</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Bozorgian"> Hossein Bozorgian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive load plays an important role in learning in general and L2 listening comprehension in particular. This study is an attempt to investigate the effect of metacognitive strategy intervention through dialogic interaction (MSIDI) on L2 listeners’ cognitive load. A mixed-method design with 50 participants of male and female Iranian lower-intermediate learners between 20 to 25 years of age was used. An experimental group (n=25) received weekly interventions based on metacognitive strategy intervention through dialogic interaction for ten sessions. The second group, which was control (n=25), had the same listening samples with the regular procedure without a metacognitive intervention program in each session. The study used three different instruments: a) a modified version of the cognitive load questionnaire, b) digit span tests, and c) focused group interviews to investigate listeners’ level of cognitive load throughout the process. Results testified not only improvements in listening comprehension in MSIDI but a radical shift of cognitive load rate within this group. In other words, listeners experienced a lower level of cognitive load in MSIDI in comparison with their peers in the control group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load%20theory" title="cognitive load theory">cognitive load theory</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20mental%20functioning" title=" human mental functioning"> human mental functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20theory" title=" metacognitive theory"> metacognitive theory</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20comprehension" title=" listening comprehension"> listening comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a> </p> <a href="https://publications.waset.org/abstracts/135930/the-role-of-metacognitive-strategy-intervention-through-dialogic-interaction-on-listeners-level-of-cognitive-load" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135930.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">148</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">2785</span> Genetic-Environment Influences on the Cognitive Abilities of 6-to-8 Years Old Twins</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annu%20Panghal">Annu Panghal</a>, <a href="https://publications.waset.org/abstracts/search?q=Bimla%20Dhanda"> Bimla Dhanda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper aims to determine the genetic-environment influences on the cognitive abilities of twins. Using the 100 pairs of twins from two districts, namely: Bhiwani (N = 90) and Hisar (N = 110) of Haryana State, genetic and environmental influences were assessed in twin study design. The cognitive abilities of twins were measured using the Wechsler Intelligence Scale for Children (WISC-R). Home Observation for Measurement of the Environment (HOME) Inventory was taken to examine the home environment of twins. Heritability estimate was used to analyze the genes contributing to shape the cognitive abilities of twins. The heritability estimates for cognitive abilities of 6-7 years old twins in Hisar district were 74% and in Bhiwani District 76%. Further the heritability estimates were 64% in the twins of Hisar district and 60 in Bhiwani district % in the age group of 7-8 years. The remaining variations in the cognitive abilities of twins were due to environmental factors namely: provision for Active Stimulation, paternal involvement, safe physical environment. The findings provide robust evidence that the cognitive abilities were more influenced by genes than the environmental factors and also revealed that the influence of genetic was more in the age group 6-7 years than the age group 7-8 years. The conclusion of the heritability estimates indicates that the genetic influence was more in the age group of 6-7 years than the age group of 7-8 years. As the age increases the genetic influence decreases and environment influence increases. Mother education was strongly associated with the cognitive abilities of twins. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=genetics" title="genetics">genetics</a>, <a href="https://publications.waset.org/abstracts/search?q=heritability" title=" heritability"> heritability</a>, <a href="https://publications.waset.org/abstracts/search?q=twins" title=" twins"> twins</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities" title=" cognitive abilities"> cognitive abilities</a> </p> <a href="https://publications.waset.org/abstracts/113491/genetic-environment-influences-on-the-cognitive-abilities-of-6-to-8-years-old-twins" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113491.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">139</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">2784</span> Relationship among Mild Cognitive Impairment, Loneliness and Depression among Old People Living in Old Age Home and Family Home Residence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaria%20Zafaror">Jawaria Zafaror</a>, <a href="https://publications.waset.org/abstracts/search?q=Najma%20Iqbal%20Malik"> Najma Iqbal Malik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study has been undertaken to explore the relationship among mild cognitive impairment, loneliness and depression among a convenient sample of old people (N = 100) living in old age homes (n = 50) and family home residence (n = 50). Mild Cognitive Impairment Questionnaire, Depression Subscale of Depression Anxiety Stress Scale and UCLA Loneliness Scales were used. Results revealed that Mild cognitive impairment had a significant positive relationship with depression and loneliness among old people both living in old age homes and family home residences. Results also showed that loneliness was the significant positive predictor of depression. However, t-test analysis revealed that old females had higher depression as compared to old males, but old males suffered a significantly high level of cognitive distortions and loneliness as compared to old females. Mediation analysis suggests that loneliness was the partial mediator between mild cognitive impairment and loneliness among old people. Limitations, suggestions and implications were also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=loneliness" title="loneliness">loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=mild%20cognitive%20impairment" title=" mild cognitive impairment"> mild cognitive impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=old%20age" title=" old age"> old age</a> </p> <a href="https://publications.waset.org/abstracts/131993/relationship-among-mild-cognitive-impairment-loneliness-and-depression-among-old-people-living-in-old-age-home-and-family-home-residence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131993.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">175</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">2783</span> Artificial Neural Networks for Cognitive Radio Network: A Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vishnu%20Pratap%20Singh%20Kirar">Vishnu Pratap Singh Kirar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main aim of the communication system is to achieve maximum performance. In cognitive radio, any user or transceiver have the ability to sense best suitable channel, while the channel is not in use. It means an unlicensed user can share the spectrum of licensed user without any interference. Though the spectrum sensing consumes a large amount of energy and it can reduce by applying various artificial intelligent methods for determining proper spectrum holes. It also increases the efficiency of Cognitive Radio Network (CRN). In this survey paper, we discuss the use of different learning models and implementation of Artificial Neural Network (ANN) to increase the learning and decision-making capacity of CRN without affecting bandwidth, cost and signal rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20neural%20network" title="artificial neural network">artificial neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20radio" title=" cognitive radio"> cognitive radio</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20radio%20networks" title=" cognitive radio networks"> cognitive radio networks</a>, <a href="https://publications.waset.org/abstracts/search?q=back%20propagation" title=" back propagation"> back propagation</a>, <a href="https://publications.waset.org/abstracts/search?q=spectrum%20sensing" title=" spectrum sensing"> spectrum sensing</a> </p> <a href="https://publications.waset.org/abstracts/22342/artificial-neural-networks-for-cognitive-radio-network-a-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22342.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">609</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">2782</span> The Effectiveness of Group Counseling of Mindfulness-Based Cognitive Therapy on Cognitive Emotion Regulation in High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Ilanloo">Hossein Ilanloo</a>, <a href="https://publications.waset.org/abstracts/search?q=Sedigheh%20Ahmadi"> Sedigheh Ahmadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kianoosh%20Zahrakar"> Kianoosh Zahrakar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims at investigating the effectiveness of group counseling of mindfulness-based cognitive therapy on cognitive emotion regulation in high school students. The research design was quasi-experimental and pre-test-post-test type and a two-month follow-up with a control group. The statistical population of the study consisted of all-male high school students in Takestan city in the Academic Year 2020-2021. The sample comprised 30 high school male students selected through the convenience sampling method and randomly assigned to experimental (n=15) and control (n=15) groups. The experimental group then received ten sessions of 90-minute group counseling of mindfulness-based cognitive therapy, and the control group did not receive any intervention. In order to collect data, the author used the Cognitive Emotion Regulation Questionnaire (CERQ). The researcher also used multivariate analysis of covariance, repeated measures, LSD post hoc test, and SPSS-26 software for data analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mindfulness-based%20cognitive%20therapy" title="mindfulness-based cognitive therapy">mindfulness-based cognitive therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20emotion%20regulation" title=" cognitive emotion regulation"> cognitive emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20schools" title=" high schools"> high schools</a> </p> <a href="https://publications.waset.org/abstracts/149773/the-effectiveness-of-group-counseling-of-mindfulness-based-cognitive-therapy-on-cognitive-emotion-regulation-in-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149773.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">123</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">2781</span> The Clinical Characteristics and Their Relationship with Sleep Disorders in Patients with Parkinson Disease Accompanied with Cognitive Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peng%20Guo">Peng Guo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective To investigate the clinical characteristics and changes of video-polysomnography (v-PSG) in Parkinson disease (PD) patients accompanied with cognitive impairment. Methods Three hundred and ninety-four patients with PD were enrolled in Beijing Tiantan Hospital, according to CI level, the patients were divided into PD without cognitive impairment (PD-NCI), PD with mild cognitive impairment (PD-MCI), and PD with dementia (PDD) group. Collect patient's demographic data, including gender, onset age, education level and duration. The cognitive function of PD patients was evaluated by Montreal cognitive assessment (MoCA) scale, and the overall cognitive function and cognitive domains of the three groups were compared.Using v-PSG to assess the sleep status of patients. Correlation analysis of MoCA Scale and v-PSG results in PD-CI group. Results 1. In 394 cases of PD, 94 cases (23.86%) in PD-NCI group , 177 cases(44.92%) in PD-MCI group , 123 cases (31.22%) in PDD group. 2.There was no significant difference in gender, age of onset, education level and duration in PD-NCI group, PD-MCI group and PDD group （P＞0.05）. 3. The total score of MoCA scale in PD-NCI group, PD-MCI group and PDD group decreased one by one. In PD-NCI group, PD-MCI group and PDD group, the scores of each cognitive domain in MoCA scale decreased significantly（P<0.05）. 4.Compared with the PD-MCI group, PDD group had lower total sleep time, lower sleep efficiency （P<0.05）. Compared with PD-NCI group, PDD group had lower total sleep time and lower sleep efficiency （P<0.05）.5. The sleep efficiency of PD-CI patients is positively correlated with the total score of MoCA scale, visual spatial function, executive function, delayed recall and attention score（P<0.05). Conclusions The incidence of CI in PD patients was high; The cognitive function and cognitive domains of PD-CI patients were significantly impaired; In patients with PD-CI, total sleep time decreased, sleep efficiency decreased, and it was related to overall cognitive function and partial cognitive impairment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parkinson%20disease" title="Parkinson disease">Parkinson disease</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20impairment" title=" cognitive impairment"> cognitive impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20characteristics" title=" clinical characteristics"> clinical characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20disorders" title=" sleep disorders"> sleep disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=video-polysomnography" title=" video-polysomnography"> video-polysomnography</a> </p> <a href="https://publications.waset.org/abstracts/188416/the-clinical-characteristics-and-their-relationship-with-sleep-disorders-in-patients-with-parkinson-disease-accompanied-with-cognitive-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188416.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">30</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">2780</span> The Image as an Initial Element of the Cognitive Understanding of Words</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Pesina">S. Pesina</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Solonchak"> T. Solonchak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An analysis of word semantics focusing on the invariance of advanced imagery in several pressing problems. Interest in the language of imagery is caused by the introduction, in the linguistics sphere, of a new paradigm, the center of which is the personality of the speaker (the subject of the language). Particularly noteworthy is the question of the place of the image when discussing the lexical, phraseological values and the relationship of imagery and metaphors. In part, the formation of a metaphor, as an interaction between two intellective entities, occurs at a cognitive level, and it is the category of the image, having cognitive roots, which aides in the correct interpretation of the results of this process on the lexical-semantic level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=image" title="image">image</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=concept" title=" concept"> concept</a>, <a href="https://publications.waset.org/abstracts/search?q=creation%20of%20a%20metaphor" title=" creation of a metaphor"> creation of a metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title=" cognitive linguistics"> cognitive linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=erased%20image" title=" erased image"> erased image</a>, <a href="https://publications.waset.org/abstracts/search?q=vivid%20image" title=" vivid image"> vivid image</a> </p> <a href="https://publications.waset.org/abstracts/10617/the-image-as-an-initial-element-of-the-cognitive-understanding-of-words" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10617.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">361</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">2779</span> Approaching the Words Denoting Cognitive Activity in Vietnamese Language in Comparison with English Language </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thi%20Phuong%20Ly%20Tran">Thi Phuong Ly Tran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Being a basic and unique to human beings, cognitive activity possesses spiritualistic characteristics and is conveyed through languages. Words that represent rational cognition or processes related to rationality as follow: know, think, understand, doubt, be afraid, remember, forget, think (that), realize (that), find (that), etc. can reflect the process by which human beings have transformed cognitive activities into diversified and delicate manners through linguistic tasks. In this research article, applying the descriptive method and comparative method, we would like to utilize the application of the theoretical system of linguistic characteristics of cognitive verbs in Vietnamese language in comparison with English language. These achievements of this article will meaningfully contribute to highlight characteristics of Vietnamese language and identify the similarities and differences in the linguistic processes of Vietnamese and English people as well as supply more knowledge for social requirements such as foreign language learning, dictionary editing, language teaching in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20activity" title="cognitive activity">cognitive activity</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20perspective" title=" cognitive perspective"> cognitive perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnamese%20language" title=" Vietnamese language"> Vietnamese language</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language" title=" English language"> English language</a> </p> <a href="https://publications.waset.org/abstracts/85734/approaching-the-words-denoting-cognitive-activity-in-vietnamese-language-in-comparison-with-english-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85734.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">213</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=cognitive%20sciences&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20sciences&page=3">3</a></li> <li class="page-item"><a class="page-link" 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