Cognitive Architecture

: Simulating the effects of behavior moderators within a cognitive architecture is essential for building cognitive models that can realistically capture the full range of human performance. We demonstrate that some of these effects can be modeled by varying parameters of the cognitive architecture and some by modifying the knowledge that is built into the models. As an example of implementing the two approaches, we present an ACT-R model that performs serial subtraction under varying levels of task-appraisal and with and without anxiety realized as worry. The model also includes caffeine which is not discussed in the present article. The interested reader is directed to Ritter, Quigley, Klein McNeese, Van Rooy, Councill, Avraamides Stine, and Rodriguez (submitted).

The correct functioning of interactive computer systems depends on both the faultless operation of the device and correct human actions. In this paper, we focus on system malfunctions due to human actions. We present abstract principles that generate cognitively plausible human behaviour. These principles are then formalised in a higher-order logic as a generic , and so retargetable, cognitive architecture, based on results from cognitive psychology. We instantiate the generic cognitive architecture to obtain specific user models. These are then used in a series of case studies on the formal verification of simple interactive systems. By doing this, we demonstrate that our verification methodology can detect a variety of realistic, potentially erroneous actions, which emerge from the combination of a poorly designed device and cognitively plausible human behaviour.

The paper presents a cognitive architecture for solution of inverse kinematics problem (IKP) of 6-DOF elbow manipulator with spherical wrist by Locally Recurrent Neural Networks (LRNNs) and simulated the solution by using MATLAB/Simulink. This design is aimed to allow the manipulator system to perform complex movement operations by solving the Inverse Kinematic Problem (IKP) with LRNNs by using the position and orientation of end-effector which represent by wrist with 3-DOF. The Levenberg-Marquardt back propagation (LMBP) is used in the learning of LRNNs which offered the high computation and accuracy for solving IKP for manipulator. This model permits direct forward dynamics simulation, which accurately predicts wrist position, also present a solution to the inverse problem of determining set of joints angle to achieve a given command for posture of manipulator. The simulation of design achieved by connect the program with SimulinkMATLAB Ver. 2009b to calculate the forward and inverse kinematic and implement the movements manipulator. Satisfactory results are obtained, that explains the ability of implement the posture of 6-DOF manipulator by calculate the kinematic with LRNNs and implement high complex movements.

Artificial intelligence research is now flourishing which aims at achieving general, human-level intelligence. Accordingly, cognitive architectures are increasingly employed as blueprints for building intelligent agents to be endowed with various perceptive and cognitive abilities. This paper presents a novel integrated neuro-cognitive architecture (INCA) which emulate the putative functional aspects of various salient brain sub-systems via a learning memory modeling approach. The strength of INCA lies in self-organizing connectionist learning to induce high-level symbolic knowledge autonomously, and support for meta-cognitive functions. Its overall operations are governed by its consolidation and inference cycles, which posit a human-plausible way for forming and exploiting knowledge.

This article reviews recent evidence from the fields of cognitive science, cognitive linguistics, behavioral neuroscience, and social psychology that call into question the model of the self that underlies current dominant approaches to ethics in Western philosophy, pointing to the crucial role of affect, embodiment, and metaphorical extension in moral judgments and decision making. It then examines the implications of these results for moral philosophy, concluding that the virtue-ethical model of self-cultivation more accurately represents how real human beings engage in moral reasoning, and is also better adapted as an educational technique to the evolved cognitive architecture of human beings than deontological or utilitarian approaches. Finally, turning to early Confucianism, it will suggest some of the ways in which Mencius’ views about morality and ethical education strikingly anticipate findings coming out of the modern Western cognitive sciences, and therefore how thinkers s...

While information technologies increasingly permeate our daily life, they result in a new perception of space. This is reflected both in the very definition of space, and in the behavior of people in it. The article discusses the formation of a new type of K-12 educational institutions, which offers a cognitive space for children. After briefly reviewing the history of education and student-teacher relationship, the article demonstrates a cardinal change in this relationship inflicted by the emergence of new technologies and methods and suggests an impact of this change on the architectural design of schools. The design of Skolkovo Innovation Center International School serves as an example.

Resumen
Este texto ofrece un escenario para el debate sobre el estatus de la noción de proceso psicológico a partir del enfoque de modularidad, asumida en cierta medida en la psicología contemporánea, que pone de manifiesto un compromiso con alguna variedad de arquitectura cognitiva. La modularidad fuerte ha sido un enfoque moderadamente exitoso, pero también ha conducido a una comprensión fragmentada de la mente y el comportamiento, insuficiente para fundamentar la práctica profesional en diversas áreas de la psicología. La modularidad débil, como hipótesis de trabajo y alternativa, puede ser una estrategia de investigación útil, pero también requiere la integración de los hallazgos de la investigación en psicología en un marco coherente. Se discuten las implicaciones de este debate en la enseñanza de la psicología.

Abstract
The objective of this paper is to set the stage for a discussion of the status of the idea of psychological process within psychological explanations and descriptions, indicating some of its consequences for the teaching of psychology. It is argued that contemporary psychology espouses some form of modularity, which, in turn, reveals commitments to a particular variety of cognitive architecture. The assumption of modularity has been a fruitful approach in some areas (e. g. the study of perception), but it has also led to a piecemeal understanding of mind and behavior that is simply insufficient to provide foundations for professional practice in several areas of psychology (e. g. education). Whereas assuming weak modularity as a working hypothesis might be a useful and necessary research strategy, integrating psychological research findings into a coherent framework is necessary. This idea has important consequences for the teaching of psychology.

Resumo
Este texto oferece um cenário para o debate sobre o status da noção de processo psicológico a partir do enfoque da modularidade, assumida em certa medida na psicologia contemporânea, que manifestou um compromisso com alguma variedade da arquitetura cognitiva. A modularidade forte tem sido um enfoque moderadamente exitoso, mas também tem conduzido a uma compreensão fragmentada da mente e do comportamento, insuficiente para fundamentar a prática profissional em diversas áreas da psicologia. A modularidade fraca, como hipótese de trabalho e alternativa, pode ser uma estratégia de investigação útil, mas também requer a integração das descobertas de investigação em psicologia num marco coerente. Discutem-se as implicações deste debate no ensino de psicologia.

Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.