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mind</title> <meta name="description" content="Search results for: theory of mind"> <meta name="keywords" content="theory of 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 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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="theory of 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> 5291</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: theory of mind</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5291</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">5290</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">5289</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">5288</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">5287</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">5286</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">5285</span> Mother-Child Conversations about Emotions and Socio-Emotional Education 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=Beaudoin%20Marie-Joelle">Beaudoin Marie-Joelle</a>, <a href="https://publications.waset.org/abstracts/search?q=Poirier%20Nathalie"> Poirier Nathalie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Children with autism spectrum disorder (ASD) tend to lack socio-emotional skills (e.g., emotional regulation and theory of mind). Eisenberg’s theoretical model on emotion-related socialization behaviors suggests that mothers of children with ASD could play a central role in fostering the acquisition of socio-emotional skills by engaging in frequent educational conversations about emotions. Although, mothers’ perceptions of their own emotional skills and their child’s personality traits and social deficits could mitigate the benefit of their educative role. Objective: Our study aims to explore the association between mother-child conversations about emotions and the socio-emotional skills of their children when accounting for the moderating role of the mothers’ perceptions. Forty-nine mothers completed five questionnaires about emotionally related conversations, self-openness to emotions, and perceptions of personality and socio-emotional skills of their children with ASD. Results: Regression analyses showed that frequent mother-child conversations about emotions predicted better emotional regulation and theory of mind skills in children with ASD (p < 0.01). The children’s theory of mind was moderated by mothers’ perceptions of their own emotional openness (p < 0.05) and their perceptions of their children’s openness to experience (p < 0.01) and conscientiousness (p < 0.05). Conclusion: Mothers likely play an important role in the socio-emotional education of children with ASD. Further, mothers may be most helpful when they perceive that their interventions improve their child’s behaviors. Our findings corroborate those of the Eisenberg model, which claims that mother-child conversations about emotions predict socio-emotional development skills in children with ASD. Our results also help clarify the moderating role of mothers’ perceptions, which could mitigate their willingness to engage in educational conversations about emotions with their children. Therefore, in special needs' children education, school professionals could collaborate with mothers to increase the frequency of emotion-related conversations in ASD's students with emotion dysregulation or theory of mind problems. <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=parental%20socialization%20of%20emotion" title=" parental socialization of emotion"> parental socialization of emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20regulation" title=" emotional regulation"> emotional regulation</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/155620/mother-child-conversations-about-emotions-and-socio-emotional-education-in-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155620.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">88</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">5284</span> Towards a Scientific Intepretation of the Theory of Rasa in Indian Classical Music</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajmal%20Hussain">Ajmal Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Indian music parlance, Rasa denotes a distinct aesthetic experience that builds up in the mind of the listeners while listening to a piece of Indian classical music. The distinction of the experience is rooted in the concept that it gives rise to an enhanced awareness about the Self or God and creates a mental state detached from mundane issues of everyday life. The theory of Rasa was initially proposed in the context of theatre but became a part of Indian musicological discourse roughly two thousand years ago, however, to this day, it remains shrouded in mystery due to its religious associations and connotations. This paper attempts to demystify the theory of Rasa in the light of available scientific knowledge fund particularly in Brain and Mind sciences. The paper initially describes the religious context of the theory of Rasa and then discusses its classical formulations by Bharata and Abhinavagupta including the steps and stages laid down by the latter to explain the creation of musical experience. The classical formulations are then interpreted with reference to the scientific knowledge fund about the human mind and mechanics of perception. The study uses the model of human mind as proposed by Portuguese-American neuroscientist Antonio Damasio in his theory ‘A Nesting Principle’. On the basis of the findings by Damasio, the paper interprets the experience of Rasa from a scientific perspective and clarifies the sequence of steps and stages involved in the making of musical experience. The study concludes that although the classical formulations of Rasa identify key aspects of musical experience, the association of Rasa with religion is misleading. The association with religion does not depend upon musical stimulus but the intellectual orientation of the listener. It further establishes that the function of Rasa is more profound as, from an evolutionary perspective, it can be seen as a catalyst for higher consciousness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aesthetic" title="aesthetic">aesthetic</a>, <a href="https://publications.waset.org/abstracts/search?q=consciousness" title=" consciousness"> consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=Rasa" title=" Rasa"> Rasa</a> </p> <a href="https://publications.waset.org/abstracts/119752/towards-a-scientific-intepretation-of-the-theory-of-rasa-in-indian-classical-music" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119752.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">128</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">5283</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">5282</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">5281</span> Arguments against Innateness of Theory of Mind</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arkadiusz%20Gut">Arkadiusz Gut</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Mirski"> Robert Mirski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The nativist-constructivist debate constitutes a considerable part of current research on mindreading. Peter Carruthers and his colleagues are known for their nativist position in the debate and take issue with constructivist views proposed by other researchers, with Henry Wellman, Alison Gopnik, and Ian Apperly at the forefront. More specifically, Carruthers together with Evan Westra propose a nativistic explanation of Theory of Mind Scale study results that Wellman et al. see as supporting constructivism. While allowing for development of the innate mindreading system, Westra and Carruthers base their argumentation essentially on a competence-performance gap, claiming that cross-cultural differences in Theory of Mind Scale progression as well as discrepancies between infants’ and toddlers’ results on verbal and non-verbal false-belief tasks are fully explainable in terms of acquisition of other, pragmatic, cognitive developments, which are said to allow for an expression of the innately present Theory of Mind understanding. The goal of the present paper is to bring together arguments against the view offered by Westra and Carruthers. It will be shown that even though Carruthers et al.’s interpretation has not been directly controlled for in Wellman et al.’s experiments, there are serious reasons to dismiss such nativistic views which Carruthers et al. advance. The present paper discusses the following issues that undermine Carruthers et al.’s nativistic conception: (1) The concept of innateness is argued to be developmentally inaccurate; it has been dropped in many biological sciences altogether and many developmental psychologists advocate for doing the same in cognitive psychology. Reality of development is a complex interaction of changing elements that is belied by the simplistic notion of ‘the innate.’ (2) The purported innate mindreading conceptual system posited by Carruthers ascribes adult-like understanding to infants, ignoring the difference between first- and second-order understanding, between what can be called ‘presentation’ and ‘representation.’ (3) Advances in neurobiology speak strongly against any inborn conceptual knowledge; neocortex, where conceptual knowledge finds its correlates, is said to be largely equipotential at birth. (4) Carruthers et al.’s interpretations are excessively charitable; they extend results of studies done with 15-month-olds to conclusions about innateness, whereas in reality at that age there has been plenty of time for construction of the skill. (5) Looking-time experiment paradigm used in non-verbal false belief tasks that provide the main support for Carruthers’ argumentation has been criticized on methodological grounds. In the light of the presented arguments, nativism in theory of mind research is concluded to be an untenable position. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=false%20belief" title=" false belief"> false belief</a>, <a href="https://publications.waset.org/abstracts/search?q=mindreading" title=" mindreading"> mindreading</a>, <a href="https://publications.waset.org/abstracts/search?q=nativism" title=" nativism"> nativism</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/75232/arguments-against-innateness-of-theory-of-mind" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75232.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">210</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">5280</span> The Relationship between Hot and Cool Executive Function and Theory of Mind in School-Aged 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=Evangelia-Chrysanthi%20Kouklari">Evangelia-Chrysanthi Kouklari</a>, <a href="https://publications.waset.org/abstracts/search?q=Stella%20Tsermentseli"> Stella Tsermentseli</a>, <a href="https://publications.waset.org/abstracts/search?q=Claire%20P.%20Monks"> Claire P. Monks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Executive function (EF) refers to a set of future-oriented and goal-directed cognitive skills that are crucial for problem solving and social behaviour, as well as the ability to organise oneself. It has been suggested that EF could be conceptualised as two distinct but interrelated constructs, one emotional (hot) and one cognitive (cool), as it facilitates both affective and cognitive regulation. Cool EF has been found to be strongly related to Theory of Mind (ToM) that is the ability to infer mental states, but research has not taken into account the association between hot EF and ToM in Autism Spectrum Disorder (ASD) to date. The present study investigates the associations between both hot and cool EF and ToM in school-aged children with ASD. This cross-sectional study assesses 79 school-aged children with ASD (7-15 years) and 91 controls matched for age and IQ, on tasks tapping cool EF (working memory, inhibition, planning), hot EF (effective decision making, delay discounting), and ToM (emotional understanding and false/no false belief). Significant group differences in each EF measure support a global executive dysfunction in ASD. Strong associations between hot EF and ToM in ASD are reported for the first time (i.e. ToM emotional understanding and delay discounting). These findings highlight that hot EF also makes a unique contribution to the developmental profile of ASD. Considering the role of both hot and cool EF in association with ToM in individuals with ASD may aid in gaining a greater understanding not just of how these complex multifaceted cognitive abilities relate to one another, but their joint role in the distinct developmental pathway followed in ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASD" title="ASD">ASD</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=school%20age" title=" school age"> school age</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/51919/the-relationship-between-hot-and-cool-executive-function-and-theory-of-mind-in-school-aged-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51919.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">291</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">5279</span> Accuracy and Depiction of Mental Illness-Popular Cinema</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ankur%20Kapur">Ankur Kapur</a>, <a href="https://publications.waset.org/abstracts/search?q=Moosath%20Vasudevan"> Moosath Vasudevan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This movie review looks at the depiction of mental illness in popular cinema, using the movie A Beautiful Mind as a case study. It tries to understand cinema and media from a clinical psychology perspective in terms of the portrayal of symptoms and caregiver support. The review aims to analyze the portrayal of schizophrenia in the book and the movie ‘A Beautiful Mind’ on Professor John Nash. It will analyze the differences in portrayal of schizophrenia, under different media and the creative applications of the author, directors and actors in depicting the disorder as closely as it is understood in Clinical Psychology. The differences would be studied for romanticisation of symptoms in the book and the movie. Even within a medium (only the movie), verbal and non-verbal cues of the disorder will be compared for the depiction of schizophrenia. The study will dwell on the comparative description of how the caregivers coped with the patient and his illness. For this, the study will understand it through the lens of Bowen’s Family Systems Theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=caregiver" title="caregiver">caregiver</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20theory" title=" systems theory"> systems theory</a> </p> <a href="https://publications.waset.org/abstracts/82780/accuracy-and-depiction-of-mental-illness-popular-cinema" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82780.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">272</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">5278</span> A Collective Intelligence Approach to Safe Artificial General Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Craig%20A.%20Kaplan">Craig A. Kaplan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> If AGI proves to be a “winner-take-all” scenario where the first company or country to develop AGI dominates, then the first AGI must also be the safest. The safest, and fastest, path to Artificial General Intelligence (AGI) may be to harness the collective intelligence of multiple AI and human agents in an AGI network. This approach has roots in seminal ideas from four of the scientists who founded the field of Artificial Intelligence: Allen Newell, Marvin Minsky, Claude Shannon, and Herbert Simon. Extrapolating key insights from these founders of AI, and combining them with the work of modern researchers, results in a fast and safe path to AGI. The seminal ideas discussed are: 1) Society of Mind (Minsky), 2) Information Theory (Shannon), 3) Problem Solving Theory (Newell & Simon), and 4) Bounded Rationality (Simon). Society of Mind describes a collective intelligence approach that can be used with AI and human agents to create an AGI network. Information theory helps address the critical issue of how an AGI system will increase its intelligence over time. Problem Solving Theory provides a universal framework that AI and human agents can use to communicate efficiently, effectively, and safely. Bounded Rationality helps us better understand not only the capabilities of SuperIntelligent AGI but also how humans can remain relevant in a world where the intelligence of AGI vastly exceeds that of its human creators. Each key idea can be combined with recent work in the fields of Artificial Intelligence, Machine Learning, and Large Language Models to accelerate the development of a working, safe, AGI system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AI%20Agents" title="AI Agents">AI Agents</a>, <a href="https://publications.waset.org/abstracts/search?q=Collective%20Intelligence" title=" Collective Intelligence"> Collective Intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=Minsky" title=" Minsky"> Minsky</a>, <a href="https://publications.waset.org/abstracts/search?q=Newell" title=" Newell"> Newell</a>, <a href="https://publications.waset.org/abstracts/search?q=Shannon" title=" Shannon"> Shannon</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon" title=" Simon"> Simon</a>, <a href="https://publications.waset.org/abstracts/search?q=AGI" title=" AGI"> AGI</a>, <a href="https://publications.waset.org/abstracts/search?q=AGI%20Safety" title=" AGI Safety"> AGI Safety</a> </p> <a href="https://publications.waset.org/abstracts/172933/a-collective-intelligence-approach-to-safe-artificial-general-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172933.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">92</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">5277</span> Examining The Effects of Parenting Style and Parents’ Social Attitudes on Social Development in Early Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amber%20Lim">Amber Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=Ted%20Ruffman"> Ted Ruffman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A vast amount of research evidence indicates that children develop social attitudes that are similar to those of their parents. When using general measures of social attitudes, such as social dominance orientation (SDO), right-wing authoritarianism (RWA), and prejudice, studies show that parents' and children’s attitudes were correlated. However, the mechanisms behind the intergenerational transmission of attitudes remain largely unexplained. Since it was speculated that the origins of RWA could be traced back to one’s relationship with their parents, the aim of this study was to assess how parents’ social attitudes and parenting behavior are related to children’s social development. One line of research suggests that the different ways in which authoritarian and authoritative parents reason with their children may impact Theory of Mind (ToM) development. That is, inductive discipline (e.g., emphasising how the child’s actions affect others) facilitates empathy and ToM development. Conversely, past evidence shows that children have poorer ToM development when parents enforce rules without explanation. Thus, this study addresses the question of how parent behavior plays a role in the gradual acquisition of a ToM and social attitudes. Seventy parents reported their social attitudes, parenting behavior, and their child’s mental state and non-mental state vocabulary. Their children were given ToM and perspective-taking tasks, along with a friend choice task to measure racial bias and anti-fat bias. As hypothesised, parents’ use of inductive reasoning correlated with children’s performance on Theory of Mind tasks. Mothers’ inductive reasoning facilitated children’s acquisition of mental state vocabulary. Parents’ autonomy granting was associated with improved mental state vocabulary. Authoritarian parenting traits such as verbal hostility were linked to children’s racial bias. These findings highlight the importance of parent-child discussion in shaping children’s social understanding. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parenting%20style" title="parenting style">parenting style</a>, <a href="https://publications.waset.org/abstracts/search?q=prejudice" title=" prejudice"> prejudice</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20attitudes" title=" social attitudes"> social attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20understanding" title=" social understanding"> social understanding</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/162265/examining-the-effects-of-parenting-style-and-parents-social-attitudes-on-social-development-in-early-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162265.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">5276</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">5275</span> Chinese Early Childhood Parenting Style as a Moderator of the Development of Social Competence Based on Mindreading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arkadiusz%20Gut">Arkadiusz Gut</a>, <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Afek"> Joanna Afek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first issue that we discuss in this paper is a battery of research demonstrating that culture influences children’s performance in tasks testing their theory of mind, also known as mindreading. We devote special attention to research done within Chinese culture; namely, studies with children speaking Cantonese and Mandarin natively and growing up in an environment dominated by the Chinese model of informal home education. Our attention focuses on the differences in development and functioning of social abilities and competences between children from China and the West. Another matter we turn to is the description of the nature of Chinese early childhood education. We suggest that the differences between the Chinese model and that of the West reveal a set of modifiers responsible for the variation observed in empirical research on children’s theory of mind (mindreading). The modifiers we identify are the following: (1) early socialization – that is, the transformation of the child into a member of the family and society that set special value by the social and physical environment; (2) the Confucian model of education – that is, the Chinese alphabet and tradition that determine a certain way of education in China; (3) the authoritarian style of upbringing – that is, reinforcing conformism, discouraging voicing of private opinions, and respect for elders; (4) the modesty of children and protectiveness of parents – that is, obedience as a desired characteristic in the child, overprotectiveness of parents, especially mothers; and (5) gender differences – that is, different educational styles for girls and boys. In our study, we conduct a thorough meta-analysis of empirical data on the development of mindreading and ToM (children’s theory of mind), as well as a cultural analysis of early childhood education in China. We support our analyses with questionnaire and narrative studies conducted in China that use the ‘Children’s Social Understanding Scale’ questionnaire, conversations based on the so-called ‘Scenarios Presented to Parents’, and questions designed to measure the ‘my child and I’ relation. With our research we aim to identify the factors in early childhood education that serve as moderators explaining the nature of the development and functioning of social cognition based on mind reading in China. Additionally, our study provides a valuable insight for comparative research of social cognition between China and the West. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=mindreading" title=" mindreading"> mindreading</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting" title=" parenting"> parenting</a> </p> <a href="https://publications.waset.org/abstracts/71677/chinese-early-childhood-parenting-style-as-a-moderator-of-the-development-of-social-competence-based-on-mindreading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71677.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">386</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">5274</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">5273</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">5272</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">5271</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">5270</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">5269</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">5268</span> Cognitive Dissonance in Robots: A Computational Architecture for Emotional Influence on the Belief System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicolas%20M.%20Beleski">Nicolas M. Beleski</a>, <a href="https://publications.waset.org/abstracts/search?q=Gustavo%20A.%20G.%20Lugo"> Gustavo A. G. Lugo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Robotic agents are taking more and increasingly important roles in society. In order to make these robots and agents more autonomous and efficient, their systems have grown to be considerably complex and convoluted. This growth in complexity has led recent researchers to investigate forms to explain the AI behavior behind these systems in search for more trustworthy interactions. A current problem in explainable AI is the inner workings with the logic inference process and how to conduct a sensibility analysis of the process of valuation and alteration of beliefs. In a social HRI (human-robot interaction) setup, theory of mind is crucial to ease the intentionality gap and to achieve that we should be able to infer over observed human behaviors, such as cases of cognitive dissonance. One specific case inspired in human cognition is the role emotions play on our belief system and the effects caused when observed behavior does not match the expected outcome. In such scenarios emotions can make a person wrongly assume the antecedent P for an observed consequent Q, and as a result, incorrectly assert that P is true. This form of cognitive dissonance where an unproven cause is taken as truth induces changes in the belief base which can directly affect future decisions and actions. If we aim to be inspired by human thoughts in order to apply levels of theory of mind to these artificial agents, we must find the conditions to replicate these observable cognitive mechanisms. To achieve this, a computational architecture is proposed to model the modulation effect emotions have on the belief system and how it affects logic inference process and consequently the decision making of an agent. To validate the model, an experiment based on the prisoner's dilemma is currently under development. The hypothesis to be tested involves two main points: how emotions, modeled as internal argument strength modulators, can alter inference outcomes, and how can explainable outcomes be produced under specific forms of cognitive dissonance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20architecture" title="cognitive architecture">cognitive architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20dissonance" title=" cognitive dissonance"> cognitive dissonance</a>, <a href="https://publications.waset.org/abstracts/search?q=explainable%20ai" title=" explainable ai"> explainable ai</a>, <a href="https://publications.waset.org/abstracts/search?q=sensitivity%20analysis" title=" sensitivity analysis"> sensitivity analysis</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/102182/cognitive-dissonance-in-robots-a-computational-architecture-for-emotional-influence-on-the-belief-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102182.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">5267</span> Embodied Cognition and Its Implications in Education: An Overview of Recent Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panagiotis%20Kosmas">Panagiotis Kosmas</a>, <a href="https://publications.waset.org/abstracts/search?q=Panayiotis%20Zaphiris"> Panayiotis Zaphiris </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Embodied Cognition (EC) as a learning paradigm is based on the idea of an inseparable link between body, mind, and environment. In recent years, the advent of theoretical learning approaches around EC theory has resulted in a number of empirical studies exploring the implementation of the theory in education. This systematic literature overview identifies the mainstream of EC research and emphasizes on the implementation of the theory across learning environments. Based on a corpus of 43 manuscripts, published between 2013 and 2017, it sets out to describe the range of topics covered under the umbrella of EC and provides a holistic view of the field. The aim of the present review is to investigate the main issues in EC research related to the various learning contexts. Particularly, the study addresses the research methods and technologies that are utilized, and it also explores the integration of body into the learning context. An important finding from the overview is the potential of the theory in different educational environments and disciplines. However, there is a lack of an explicit pedagogical framework from an educational perspective for a successful implementation in various learning contexts. <p class="card-text"><strong>Keywords:</strong> <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=embodied%20learning" title=" embodied learning"> embodied learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a> </p> <a href="https://publications.waset.org/abstracts/93170/embodied-cognition-and-its-implications-in-education-an-overview-of-recent-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93170.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">5266</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">5265</span> The Theory of Relativity (K)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Igor%20Vladimirovich%20Kuzminov">Igor Vladimirovich Kuzminov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The proposed article is an alternative version of the Theory of Relativity. The version is based on the concepts of classical Newtonian physics and does not deny the existing calculation base. The proposed theory completely denies Einstein's existing Theory of Relativity. The only thing that connects these theories is that the proposed theory is also built on postulates. The proposed theory is intended to establish the foundation of classical Newtonian physics. The proposed theory is intended to establish continuity in the development of the fundamentals of physics and is intended to eliminate all kinds of speculation in explanations of physical phenomena. An example of such speculation is Einstein's Theory of Relativity (E). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20theory%20of%20relativity" title="the theory of relativity">the theory of relativity</a>, <a href="https://publications.waset.org/abstracts/search?q=postulates%20of%20the%20theory%20of%20relativity" title=" postulates of the theory of relativity"> postulates of the theory of relativity</a>, <a href="https://publications.waset.org/abstracts/search?q=criticism%20of%20Einstein%27s%20theory" title=" criticism of Einstein's theory"> criticism of Einstein's theory</a>, <a href="https://publications.waset.org/abstracts/search?q=classical%20physics" title=" classical physics"> classical physics</a> </p> <a href="https://publications.waset.org/abstracts/188535/the-theory-of-relativity-k" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188535.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">52</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">5264</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">5263</span> Turn-Taking and Leading Roles in Early Cognition: Interaction of Social Cognition and Language in Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zsuzsanna%20Schnell">Zsuzsanna Schnell</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Ervas"> Francesca Ervas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Our study aims to clarify how language fosters further cognitive development and how we eventually arrive at the complex human specific skill of pragmatic competence and reveal what levels of mentalization and theory of mind are in place before language. Method: Our experimental pragmatic investigation maps the interaction of mentalization and pragmatic competence. We map the different levels of mentalization that empower different levels of pragmatic meaning construction and evaluate the results with statistical analysis (MannWhitney and ANOVA). Analyzing the comprehension of literal and non-compositional (figurative) utterances, we apply linguistic trials, among them metaphor-, irony-, irony with surface cue-, humor- and the recognition of maxim infringements trial in neurotypical (NT) preschoolers with a coherent and comparative methodology. Results: The findings reveal the relationship and direction of interaction between Language and theory of mind. On the one hand social-cognitive skills enhance, facilitate and provide a basis for language acquisition, and in return linguistic structures (DeVilliers 2000, 2007) provide a framework for further development of mentalizing skills. Conclusions: Findings confirm that this scaffolding becomes a mutually supportive system where language and social cognition develops in interaction. Certain stages in ToM development serve as a precursor of understanding grammatically complex sentences, like embedded phrases which mirror embedded mental states; which, in turn, facilitates the development of pragmatic competence, thus, the social use of language, integrating social, cognitive, linguistic and psychological factors in discourse. Future implications: Our investigation functions as a differential-diagnostic measure, with typically developing results thus serve as a baseline in further empirical research for atypical cases. This enables the study of populations where language and ToM development is disturbed, reveals how language and ToM are acquired and interact, and gives an insight into what this has to do with clinical symptoms. This in turn can reveal the causal link to the syndrome at hand, which can set directions for therapeutic development and training. <p class="card-text"><strong>Keywords:</strong> <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=language%20development" title=" language development"> language development</a>, <a href="https://publications.waset.org/abstracts/search?q=mentalization" title=" mentalization"> mentalization</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20philosophy" title=" language philosophy"> language philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20pragmatics" title=" experimental pragmatics"> experimental pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/188901/turn-taking-and-leading-roles-in-early-cognition-interaction-of-social-cognition-and-language-in-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188901.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">29</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">5262</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 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