Bogliacino, F., codagnone, cristiano, Montealegre, F., Folkvord, F., Gómez, C. E., Charris, R. A., Liva, G., Villanueva, F. L., & Veltri, G. A. (2020). Negative shocks predict change in cognitive function and preferences: Assessing the negative affect and stress hypothesis in the context of the COVID-19 pandemic and the lockdown mitigation strategy [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/qhkf9

Matamala-Gomez, M., Maselli, A., Malighetti, C., Realdon, O., Mantovani, F., & Riva, G. (2020). Body illusions for mental health: A systematic review [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mk69x

Yuan, Y., Oishi, S., Cronin, C., Müllensiefen, D., Atkinson, Q., Fujii, S., & Savage, P. E. (2020). Perceptual vs. Automated judgments of music copyright infringement [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/tq7v5

Och här låter det som att den som TÄNKER för mycket behöver balansera det med motsatsen att KÄNNA, vilket man har god nytta av i relationer exempelvis.

Igen, Carl Jungs typteori. Medicinhjulets väderstreck, elementens eld (tänkande) och dess motsats vatten (känslor)

Fuhrer, J., & Cova, F. (2020). “Quick and dirty”: Intuitive cognitive style predicts trust in Didier Raoult and his hydroxychloroquine-based treatment against COVID-19. https://doi.org/10.31234/osf.io/ju62p

Olsson-Collentine, A., van Assen, M. A. L. M., & Wicherts, J. M. (2020). Postprint—Heterogeneity in direct replications in psychology and its association with effect size [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/m23v4

Margoni, F., & Surian, L. (2020). Judging Accidental Harm: Due Care and Foreseeability of Side Effects [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/qgxsn

Edgcumbe, D. (2020). PrePrint Version (Edgcumbe, 2020): The developmental trajectory of open-mindedness: from 18 to 87-years of age. [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/fnrmv

argument

Using Smartphone, Social Media, and Sensor Data for Psychological Research (May 13, 2020). (n.d.). Retrieved June 25, 2020, from https://www.youtube.com/watch?time_continue=3&v=vSvnJzCfstU&feature=emb_logo

Sharma, N., Uttrani, S., & Dutt, V. (2020, June 19). Modeling the Absence of Framing Effect in an Experience-based Covid-19 Disease Problem. 18th Annual Meeting of the International Conference on Cognitive Modelling. https://www.researchgate.net/publication/342313460_Modeling_the_Absence_of_Framing_Effect_in_an_Experience-based_Covid-19_Disease_Problem

Kozyreva, A., Lewandowsky, S., & Hertwig, R. (2019, December 4). Citizens Versus the Internet: Confronting Digital Challenges With Cognitive Tools. https://doi.org/10.31234/osf.io/ky4x8

Zimmermann, M., Bledsoe, C., & Papa, A. (2020). The Impact of the COVID-19 Pandemic on College Student Mental Health: A Longitudinal Examination of Risk and Protective Factors [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/2y7hu

Somma, F., Bartolomeo, P., Vallone, F., Argiuolo, A., Cerrato, A., Miglino, O., Mandolesi, L., Zurlo, M. C., & Gigliotta, O. (2020). Further to the left. Stress-induced increase of spatial pseudoneglect during the COVID-19 lockdown [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/xb954

Welcome to my lab | Steve Lindsay’s Lab. (n.d.). Retrieved June 17, 2020, from http://web.uvic.ca/~dslind/

Baer, T., & Schnall, S. (2020). Quantifying the Cost of Decision Fatigue: Supoptimal Risk Decisions in Finance [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/j4wef

Guerrero, R. J. A., Parra, A. B., Cahua, J. C. H., & Banaszak-Holl, J. (2020). Psychological problems associated with coping strategies: A web-based study in Peruvian population during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/uarwz

distributed and/or extended cognition.

Pagnini, F., Bonalda, E., Montrasi, E., Toselli, E., & Alessandro, A. (2020). Reframing the psychological impact of the COVID-19 outbreak through a social media community for students [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/d5wph

Raude, J. (2020, May 31). Determinants of preventive behaviors in response to the COVID-19 pandemic in France: comparing the sociocultural, psychosocial and social cognitive explanations. Retrieved from psyarxiv.com/4yvk2

Restrepo, D., Armstrong, K. A., & Metlay, J. P. (2020). Annals Clinical Decision Making: Avoiding Cognitive Errors in Clinical Decision Making. Annals of Internal Medicine. https://doi.org/10.7326/M19-3692

Williams, A. E. (2020, April 20). The Global Response to COVID-19 as an Example of a One-Sided Problem Definition in the Absence of General Collective Intelligence. https://doi.org/10.31234/osf.io/emgxc

Zmigrod, L., Eisenberg, I. W., Bissett, P., Robbins, T. W., & Poldrack, R. (2020, April 14). A Data-Driven Analysis of the Cognitive and Perceptual Attributes of Ideological Attitudes. https://doi.org/10.31234/osf.io/dgaxr

Rahmani P, Peruani F, Romanczuk P (2020) Flocking in complex environments—Attention trade-offs in collective information processing. PLoS Comput Biol 16(4): e1007697. https://doi.org/10.1371/journal.pcbi.1007697

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez

Prem, R., Kubicek, B., Uhlig, L., Baumgartner, V. C., & Korunka, C. (2020). Development and Validation of a Scale to Measure Cognitive Demands of Flexible Work [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mxh75

Teovanovic, P., Lukic, P., Zupan, Z., Lazić, A., Ninković, M., & Zezelj, I. (2020, May 20). Irrational beliefs differentially predict adherence to guidelines and pseudoscientific practices during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/gefhn

Lourenco, S. F., & Tasimi, A. (2020). No Participant Left Behind: Conducting Science During COVID-19. Trends in Cognitive Sciences, S1364661320301157. https://doi.org/10.1016/j.tics.2020.05.003

Sung, J., Dobias, M., & Schleider, J. L. (2020, April 29). Single-Session Interventions: Complementing and Extending Evidence-Based Practice. https://doi.org/10.31234/osf.io/z7bw2

Johnson, S. G. B., Bilovich, A., & Tuckett, D. (2020, April 30). Conviction Narrative Theory: A Theory of Choice Under Radical Uncertainty. Retrieved from psyarxiv.com/urc96

Fischer, R., Karl, J. A., Bortolini, T., Zilberberg, M., Robinson, K., Rabelo, A. L. A., … Mattos, P. (2020, April 22). Rapid review and meta-meta-analysis of self-guided interventions to address anxiety, depression and stress during COVID-19 social distancing. https://doi.org/10.31234/osf.io/ndyf4

Kamorowski, J., de Ruiter, C., Schreuder, M., Ask, K., & Jelicic, M. (2020, April 16). Forensic Mental Health Practitioners’ Use of Structured Risk Assessment Instruments, Views About Bias in Risk Evaluations, and Strategies to Counteract It. https://doi.org/10.31234/osf.io/te5c2

Etilé, F., Johnston, D., Frijters, P., & Shields, M. (2020, April 16). Psychological Resilience to Major Socioeconomic Life Events. https://doi.org/10.31234/osf.io/vp48c

Morey, R.A., Haswell, C.C., Stjepanović, D. et al. Neural correlates of conceptual-level fear generalization in posttraumatic stress disorder. Neuropsychopharmacol. (2020). https://doi.org/10.1038/s41386-020-0661-8

Erceg, N., Ružojčić, M., & Galic, Z. (2020, April 10). Misbehaving in the Corona Crisis: The Role of Anxiety and Unfounded Beliefs. https://doi.org/10.31234/osf.io/cgjw8

Rafiei, F., & Rahnev, D. (2020, April 9). Does the diffusion model account for the effects of speed-accuracy tradeoff on response times?. https://doi.org/10.31234/osf.io/bhj85

https://docs.google.com/forms/d/e/1FAIpQLSeUXG-DsxF-nMJEidB6Ie83NPwUDwEuwHFPel36NoArBaMTrA/viewform

Hahn, U. (2020 April 7). COVID-19, cognitive science, and adaptive responding: What can the cogsci community do?. Cognitive Science Society. https://cognitivesciencesociety.org/covid-19-cognitive-science-response/.

Dhami, Mandeep & Olsson, Henrik. (2008). Evolution of the interpersonal conflict paradigm. Judgment and Decision Making. 3. 547-569. http://journal.sjdm.org/8510/jdm8510.pdf

Antov, M.I., Plog, E., Bierwirth, P. et al. Visuocortical tuning to a threat-related feature persists after extinction and consolidation of conditioned fear. Sci Rep 10, 3926 (2020). https://doi.org/10.1038/s41598-020-60597-z

Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Cohen Silver, R., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., … Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science. The Lancet Psychiatry, S2215036620301681. https://doi.org/10.1016/S2215-0366(20)30168-1

Bailey, A., Knobe, J., & Newman, G. (2020). Value-based Essentialism: Essentialist Beliefs About Non-biological Social Groups [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/m2eby

Pennycook, G., McPhetres, J., Bago, B., & Rand, D. G. (2020, April 14). Predictors of attitudes and misperceptions about COVID-19 in Canada, the U.K., and the U.S.A. https://doi.org/10.31234/osf.io/zhjkp

From the eponymous Dunning of the Dunning-Kruger effect

In our work, we ask survey respondents if they are familiar with certain technical concepts from physics, biology, politics, and geography. A fair number claim familiarity with genuine terms like centripetal force and photon. But interestingly, they also claim some familiarity with concepts that are entirely made up, such as the plates of parallax, ultra-lipid, and cholarine. In one study, roughly 90 percent claimed some knowledge of at least one of the nine fictitious concepts we asked them about. In fact, the more well versed respondents considered themselves in a general topic, the more familiarity they claimed with the meaningless terms associated with it in the survey.

An ignorant mind is precisely not a spotless, empty vessel, but one that’s filled with the clutter of irrelevant or misleading life experiences, theories, facts, intuitions, strategies, algorithms, heuristics, metaphors, and hunches that regrettably have the look and feel of useful and accurate knowledge. This clutter is an unfortunate by-product of one of our greatest strengths as a species. We are unbridled pattern recognizers and profligate theorizers. Often, our theories are good enough to get us through the day, or at least to an age when we can procreate. But our genius for creative storytelling, combined with our inability to detect our own ignorance, can sometimes lead to situations that are embarrassing, unfortunate, or downright dangerous—especially in a technologically advanced, complex democratic society that occasionally invests mistaken popular beliefs with immense destructive power (See: crisis, financial; war, Iraq). As the humorist Josh Billings once put it, “It ain’t what you don’t know that gets you into trouble. It’s what you know for sure that just ain’t so.”

The way we traditionally conceive of ignorance—as an absence of knowledge—leads us to think of education as its natural antidote. But education, even when done skillfully, can produce illusory confidence. Here’s a particularly frightful example: Driver’s education courses, particularly those aimed at handling emergency maneuvers, tend to increase, rather than decrease, accident rates. They do so because training people to handle, say, snow and ice leaves them with the lasting impression that they’re permanent experts on the subject. In fact, their skills usually erode rapidly after they leave the course. And so, months or even decades later, they have confidence but little leftover competence when their wheels begin to spin.

In these Wild West settings, it’s best not to repeat common misbeliefs at all. Telling people that Barack Obama is not a Muslim fails to change many people’s minds, because they frequently remember everything that was said—except for the crucial qualifier “not.” Rather, to successfully eradicate a misbelief requires not only removing the misbelief, but filling the void left behind (“Obama was baptized in 1988 as a member of the United Church of Christ”). If repeating the misbelief is absolutely necessary, researchers have found it helps to provide clear and repeated warnings that the misbelief is false. I repeat, false.

Table 1. resource for planning/making effective videos

matching modality to content. So if you want to talk about history, or a book, or just some reflection, it makes less sense to do it over video, but if you want to talk about art history maybe you want to have a video component or be primarily video

Weeding + definition, removing flash and bells and whistles that might cause the student to be distracted

Segmenting or chunking

Signaling definition + examples

extraneous load, the fiddling with technology, the finding new content to read, the poorly connected information, etc.

how difficult is a concept to understand, word pairing is less difficult than grammar rules.

the level of cognitive activity needed to learn the learning outcome (memorize a few words), define terms, recall a history event, draw something.

Cognitive load theory

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

In this conference paper the author is discussing about the different methods to interactively help learn people with disability, how their concentration and enthusiasm/motivation increases, if the right tool is used to teach them

This journal clearly explains the use of technologies with special aid people how a certain group can leverage it, while also touch basing on what are the challenges which special aid people face financially.

How can I build this into my curriculum?

Cet article relie l'imagerie cerebrale à la lecture de fiction. Les parties activées du cerveau pendant la lecture se relient à des actions. Selon les actions lues, les parties pour sentir des odeurs, les parties prémotrices, les parties sociales s'activent. Ainsi, il semble conclure que lire de romans aide aux personnes à avoir plus d'empathie. Les romans serviraient pour faire des simulacres.

The Berkeley Graduate Division published an interesting and straightforward table of learning theories. The table compares behaviorism, cognitive constructivism, and social constructivism in four ways: the view of knowledge, view of learning, view of motivation, and implications for teaching. This is an easy-to-read, quick resource for those who would like a side-by-side comparison of common theories. 9/10

This link is to a three-page PDF that describes Gagne's nine events of instruction, largely in in the form of a graphic. Text is minimized and descriptive text is color coded so it is easy to find underneath the graphic at the top. The layout is simple and easy to follow. A general description of Gagne's work is not part of this page. While this particular presentation does not have personal appeal to me, it is included here due to the quality of the page and because the presentation is more user friendly than most. Rating 4/5

One purpose of speaking is to generate affective effects, meaning the feelings and emotions generated in listeners during a speech. Affective effects are equally as important as cognitive and behavioral effects.

a resource that provides an overview of key ideas to include similarities, differences, even extensions of both cognitive theories. Key theorists in these theories.

Important points to consider when thinking about technology as a cognitive tool.

phases of cognitive presence rating rubric from Park

"Using mixed methods, we examined the contribution of four scenario-based online discussion strategies -structured, scaffolded, debate and role play – to the learners’ cognitive presence, the outcome of the discussion. "

I think, that we need to understand, how do our brains work, because it is part of us, which creates ourselves. There is the list of 7 most commonly creep cognitive biases into the decision- making process. " Progress bias

What it is: Where we give more credit to our good actions even if they’re outweighed by the bad.

Confirmation bias

What it is: Where we’re more likely to believe information that confirms opinions we already have.

Survivorship bias

What it is: Where we only pay attention to people or things that succeeded and ignore all those who didn’t.

Dunning-Kruger effect

What it is: When confidence and experience are mismatched.

IKEA effect

What it is: Where we place much higher value on things we’ve personally worked on.

Planning fallacy

What it is: Where we underestimate the time we need to complete a task.

Availability heuristic

What it is: Where we believe that if something can be recalled it must be important. "

Mild cognitive impairment

Comparing Kyndi's Cognitive Signature to word vectors. Word vectors as bags of labels whereas a cognitive signature captures structure as well as ontology

His vocabulary is severely impoverished. With constant repetition of simple meaningless words, e.g., very, very, very, great, great, great. Much of what he said at the presser with PM Abe was senseless blather. He's covering up for a serious cognitive deficit.

How does study this account for other cues of perception? e.g. listening and such. Isn't it biased against Visual only?

It is part of the Interference Theory. See more here: https://en.wikipedia.org/wiki/Interference_theory

Really? These aren’t uncontroversial, to say the least. For instance, discussion board interactions often call for careful, mixed-method work with an eye to preventing instructor effect and confirmation bias. “Time on task” is almost a codeword for distinctions between models of learning. Research in cognitive science gives very nuanced value to “time spent on task” while the Malcolm Gladwells of the world usurp some research results. A major insight behind Competency-Based Education is that it can allow for some variance in terms of “time on task”. So it’s kind of surprising that this summary puts those two things to the fore.

3 stages of capital, each with its own space.

http://psychsciencenotes.blogspot.com/p/about-us.html<br> Psychologists Andrew Wilson and Sabrina Golonka

Why is it that humans tend to turn to violence to get what they want? Is this a primal instinct still influencing our interpersonal communications with others? Or is it something taught to us as we grow up and witness what is effective in our world? Is violence an effective way of getting what one wants?

http://en.wikipedia.org/wiki/Self-serving_bias

Truth is perception. Cognitively, we perceive opinions and subjective ideas of truth.