Commentary on Garety & Freeman. III: Three psychological investigators and an elephant.
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Cognition↗
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God as other, God as self, God as beyond: a cognitive analytic perspective on the relationship with God.
A case is made for the importance of working with religious material psychotherapeutically whilst at the same time being attentive to the pitfalls that may arise in doing so. A clinical vignette is presented illustrating some of these difficulties. Connections between constructions of self, other, and God are discussed using reciprocal roles, a concept from cognitive analytic therapy (CAT). A perspective offering a multiple and 'voiced' nature of self is explored; parallels are drawn with descriptions of God; and therapeutic implications are discussed.
Cognitive Science↗
From the repression of contents to the rules of the (narrative) self: a present-day cognitive view of the Freudian phenomenon of repressed contents.
In psychoanalysis, it is commonly thought that ideas (desires, fears, etc.) may be repressed, and that they can be made conscious. In this article, we shall apply cognitive viewpoints and assert that ideas do not exist in the unconscious as 'ready made', and thus repressed ideas cannot be 'brought' into consciousness. We suggest that the contents of consciousness are formed by processes on four levels: (1) unconscious brain processes, (2) the level of consciousness, (3) the level of self-consciousness, and (4) the level of narrative self-consciousness. From this point of view, the absence (or repression) of certain contents appears to be due to the missing of processes on Levels 1-4. Consequently, repressed contents appear in consciousness when appropriate processes take place. When studied in terms of our four-level model, repression may be treated as part of the study of the self. By applying the viewpoint of the self to the phenomenon of repression, the danger of the homunculus problem can be avoided. It also becomes apparent that certain fundamental problems met in the study of the self are the ones that Freud tried to solve in his meta-psychological writings.
Cognitive Science↗
Measuring team knowledge.
Multioperator tasks often require complex cognitive processing at the team level. Many team cognitive processes, such as situation assessment and coordination, are thought to rely on team knowledge. Team knowledge is multifaceted and comprises relatively generic knowledge in the form of team mental models and more specific team situation models. In this methodological review paper, we review recent efforts to measure team knowledge in the context of mapping specific methods onto features of targeted team knowledge. Team knowledge features include type, homogeneity versus heterogeneity, and rate of knowledge change. Measurement features include knowledge elicitation method, team metric, and aggregation method. When available, we highlight analytical conclusions or empirical data that support a connection between team knowledge and measurement method. In addition, we present empirical results concerning the relation between team knowledge and performance for each measurement method and identify research and methodological needs. Addressing issues surrounding the measurement of team knowledge is a prerequisite to understanding team cognition and its relation to team performance and to designing training programs or devices to facilitate team cognition.
Cognitive Science↗
Cognitive task analysis and innovation of training: the case of structured troubleshooting.
Troubleshooting is often a time-consuming and difficult activity. The question of how the training of novice technicians can be improved was the starting point of the research described in this article. A cognitive task analysis was carried out consisting of two preliminary observational studies on troubleshooting in naturalistic settings, combined with an interpretation of the data obtained in the context of the existing literature. On the basis of this cognitive task analysis, a new method for the training of troubleshooting was developed (structured troubleshooting), which combines a domain-independent strategy for troubleshooting with a context-dependent, multiple-level, functional decomposition of systems. This method has been systematically evaluated for its use in training. The results show that technicians trained in structured troubleshooting solve twice as many malfunctions, in less time, than those trained in the traditional way. Moreover, structured troubleshooting can be taught in less time than can traditional troubleshooting. Finally, technicians learn to troubleshoot in an explicit and uniform way. These advantages of structured troubleshooting ultimately lead to a reduction in training and troubleshooting costs.
Cognitive Science↗
Factors influencing analysis of complex cognitive tasks: a framework and example from industrial process control.
We propose that considering four categories of task factors can facilitate knowledge elicitation efforts in the analysis of complex cognitive tasks: materials, strategies, knowledge characteristics, and goals. A study was conducted to examine the effects of altering aspects of two of these task categories on problem-solving behavior across skill levels: materials and goals. Two versions of an applied engineering problem were presented to expert, intermediate, and novice participants. Participants were to minimize the cost of running a steam generation facility by adjusting steam generation levels and flows. One version was cast in the form of a dynamic, computer-based simulation that provided immediate feedback on flows, costs, and constraint violations, thus incorporating key variable dynamics of the problem context. The other version was cast as a static computer-based model, with no dynamic components, cost feedback, or constraint checking. Experts performed better than the other groups across material conditions, and, when required, the presentation of the goal assisted the experts more than the other groups. The static group generated richer protocols than the dynamic group, but the dynamic group solved the problem in significantly less time. Little effect of feedback was found for intermediates, and none for novices. We conclude that demonstrating differences in performance in this task requires different materials than explicating underlying knowledge that leads to performance. We also conclude that substantial knowledge is required to exploit the information yielded by the dynamic form of the task or the explicit solution goal. This simple model can help to identify the contextual factors that influence elicitation and specification of knowledge, which is essential in the engineering of joint cognitive systems.
Cognitive Science↗
Contending with complexity: developing and using a scaled world in applied cognitive research.
Scaled worlds preserve certain functional relationships of a complex task environment while paring away others. The functional relationships preserved are defined by the questions of interest to the researcher. Different scaled worlds of the same task may preserve and pare away different functional relationships. In this paper we use the example of Ned to discuss the use of scaled worlds in applied cognitive research. Ned is based on a detailed cognitive task analysis of submarine approach officers as they attempt to localize an enemy submarine hiding in deep water. For Ned we attempted to preserve the functional relationships inherent in the approach officer's information environment while paring away other aspects of his task environment. Scaled worlds attempt to maintain the realism inherent in the preserved functional relationship while being tractable for the researcher and engaging to the participant.
Cognitive Science↗
The utility of event-based knowledge elicitation.
The purpose of this investigation was to describe and evaluate an event-based knowledge elicitation technique. With this approach experts are provided with deliberate and controlled job situations, allowing investigation of specific task aspects and the comparison of expert responses. For this effort a videotape was developed showing an instructor pilot and student conducting a training mission. Various job situations were depicted in the video to gather information pertinent to understanding team situational awareness. The videotape was shown to 10 instructors and 10 student aviators in the community, and responses to the videotape were collected using a questionnaire at predetermined stop points. Consistent with expectations, the results showed that more experienced respondents (i.e., instructors) identified a richer database of cues and were more likely than students to identify strategies for responding to the situations depicted, providing some empirical evidence for the validity of the event-based technique. This method may serve as a useful knowledge elicitation technique, especially in the later stages of a job analysis when focused information is sought.
Cognitive Science↗
Warning research: an integrative perspective.
We developed an integrative perspective on the empirical evidence supporting the influence of particular variables on the warning process based on a broad review of the warning literature. The warning process is described in terms of the following four components: notice, encode, comprehend, and comply. Relevant variables are classified as person variables (characteristics of the individual interacting with the warning) and warning variables (characteristics of the warning itself or the context in which the warning appears). This integrative perspective yields general principles about the variables that influence the warning process and serves as a resource for warning developers and as a guide to facilitate effective analysis of warnings. We also identify aspects of the warning process that are not well understood, directions for effective methods of intervention, and a research agenda for future efforts. Actual or potential applications of this research include improving the design of warnings.
Cognitive Science↗
Studying cognitive systems in context: preface to the special section.
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Cognitive Science↗
A framework for epistemological analysis in empirical (laboratory and field) studies.
In their search for generalizable behavioral patterns and design principles, cognitive field researchers should reflect on the epistemological limitations of empirical studies. In this paper we describe a framework for epistemological analysis that can help serve this purpose and discuss its application to two prototypical cases of cognitive engineering research: laboratory experiments and field studies. The framework examines two, often implicit, processes in empirical research: the abstraction from empirical data and the substantiation of theoretical constructs and principles. By explicitly considering these two processes in several systematic steps, we can gain appreciation for the epistemological contribution of empirical studies to cognitive engineering research. The framework and its application also provide guidance to such important issues as generalizability of results and external validity. Possible applications of this research include providing guidance to researchers and practitioners in evaluating design principles or conducting field studies.
Cognitive Science↗
There is more to monitoring a nuclear power plant than meets the eye.
A fundamental challenge in studying cognitive systems in context is how to move from the specific work setting studied to a more general understanding of distributed cognitive work and how to support it. We present a series of cognitive field studies that illustrate one response to this challenge. Our focus was on how nuclear power plant (NPP) operators monitor plant state during normal operating conditions. We studied operators at two NPPs with different control room interfaces. We identified strong consistencies with respect to factors that made monitoring difficult and the strategies that operators have developed to facilitate monitoring. We found that what makes monitoring difficult is not the need to identify subtle abnormal indications against a quiescent background, but rather the need to identify and pursue relevant findings against a noisy background. Operators devised proactive strategies to make important information more salient or reduce meaningless change, create new information, and off-load some cognitive processing onto the interface. These findings emphasize the active problem-solving nature of monitoring, and highlight the use of strategies for knowledge-driven monitoring and the proactive adaptation of the interface to support monitoring. Potential applications of this research include control room design for process control and alarm systems and user interfaces for complex systems.
Cognitive Science↗
Dreams: the convergence of neurobiologic and psychoanalytic perspectives.
Fromm's Aristotelian statement that "Dreaming is a meaningful expression of any kind of mental activity under the condition of sleep" (Fromm, 1951, p. 25) is similar to a modern neurobiological conclusion about the dreaming process. The current data from the neurosciences lead to the definition of dreams as a neuropsychological event during sleep whose manifest contents are affect laden, visual, auditory, and kinesthetic. Their functions are adaptive and problem solving in themselves. They are part of the brain's connectionist information-processing system which channel, compare, and integrate current affect-laden memories with memories of past successful strategies. Thus, the neurobiological perspective of dreams provides an underlying neuroanatomical and information-processing matrix for the dream process that further supports the current psychoanalytic view concerning their assimilative and accommodative functions. In conclusion, I would like to return to the termination phase of Mr. M's therapy. This patient planned to leave therapy approximately 22 months after the occurrence of Dream 2, as this dream had predicted. He was to be married and move to another city. Although I felt somewhat anxious about his leaving, despite his significant progress, we agreed to a termination date. Just prior to the second-to-last session Mr. M had the following dream: It took place in a large gothic building in a zoo. It is dark and depressing and filled with cages of rhesus monkeys. I go around with a nurse to inoculate the monkeys. I am scared of the virus. My future wife appears. She is immune to the virus. She is brave and she rescues me. The patient seemed pleased in relating his dream, and it offered resolution and closure for both of us despite a paucity of discussion. Two years later I received a letter from him in which he stated that he was well and had no additional "monkey dreams."
Cognitive Science↗
Why linguistics needs the cognitive scientist.
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Anthropology, Cultural↗
Health promotion with adolescents: examining theoretical perspectives to guide research.
A guiding theoretical framework in research serves not only to guide a single research study, but also to link previous and future research that is guided by the same framework. Existing theoretical perspectives appropriate for use with adolescent health promotion research were reviewed. Instead of randomly selecting several theories for comparison, an intensive review of the literature was conducted to identify which theories were most commonly used with adolescent health promotion research. The results of this review revealed some interesting and noteworthy information regarding the state of theory use in adolescent health research for the last decade. Information is provided on theoretical perspectives by journal and year of publication. Trends are analyzed so that nurses can evaluate the current state of the science. Social cognitive theory (Bandura, 1986), the health belief model (Becker, 1978), and the health promotion model (Pender, 1996) emerged as the most significant theories for adolescent health promotion research and thus are discussed at the end of the article.
Adolescent↗
A cognitive scientist looks at Daubert.
Our system of justice requires that trials be maximally fair. It is part of what holds this society together. Indeed, it is part of the genius of the justice system to have a kind of balance between strict and nurturant morality within the judicial system, so that the system itself provides a kind of moral and political balance. Daubert v Merrell Dow Pharmaceuticals, Inc (1993) has upset that balance and has made our judicial system significantly less fair and more politically conservative. Daubert is not just about the application of some procedural rule (Rule 702). Daubert functions in its application as a strategic initiative that significantly moves America in a conservative direction, in the moral and political spheres, as well as in the legal sphere.
Cognitive Science↗
Collaborative e-learning using streaming video and asynchronous discussion boards to teach the cognitive foundation of medical interviewing: a case study.
BACKGROUND: Advances in electronic technology have created opportunities for new instructional designs of medical curricula. OBJECTIVE: We created and evaluated a 4-week online elective course for medical students to teach the cognitive basis for interviewing skills. METHODS: Ten students, from 2 medical schools, studied online modules on interviewing concepts and viewed videos illustrating the concepts. They then participated in asynchronous discussion groups designed to reinforce course concepts, stimulate reflective learning, and promote peer learning. RESULTS: In qualitative evaluations, learners reported improvements in self-awareness; increased understanding of interviewing concepts; and benefits of online learning vs face to face learning. Participants reported high levels of satisfaction with online learning and with achievement of course objectives. Self-reported knowledge scores increased significantly from pre-course completion to post-course completion. CONCLUSIONS: Online education has significant potential to augment curriculum on the medical interview, particularly among students trained in community settings geographically distant from their academic medical center.
Clinical Competence↗
Tacit knowledge in academia: a proposed model and measurement scale.
The authors propose a multidimensional model of tacit knowledge and develop a measure of tacit knowledge in academia. They discuss the theory and extant literature on tacit knowledge and propose a 6-factor model. Experiment 1 is a replication of a recent study of academic tacit knowledge using the scale developed and administered at an Israeli university (A. Somech & R. Bogler, 1999). The results of the replication differed from those found in the original study. For Experiment 2, the authors developed a domain-specific measure of academic tacit knowledge, the Academic Tacit Knowledge Scale (ATKS), and used this measure to explore the multidimensionality of tacit knowledge proposed in the model. The results of an exploratory factor analysis (n=142) followed by a confirmatory factor analysis (n=286) are reported. The sample for both experiments was 428 undergraduate students enrolled at a large public university in the eastern United States. Results indicated that a 5-factor model of academic tacit knowledge provided a strong fit for the data.
Adult↗