The Experts below are selected from a list of 1764 Experts worldwide ranked by ideXlab platform
Olugbemiro J Jegede - One of the best experts on this subject based on the ideXlab platform.
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cross cultural science education a Cognitive Explanation of a cultural phenomenon
Journal of Research in Science Teaching, 1999Co-Authors: Glen S Aikenhead, Olugbemiro J JegedeAbstract:Recent developments in concept learning and in science-for-all curricula have stimulated our interest in two fields of study: how students move between their everyday life-world and the world of school science, and how students deal with Cognitive conflicts between those two worlds. In the first field of study, Aikenhead conceptualized the transition between a student's life-world and school science as a cultural border crossing.In the second field, Jegede explained Cognitive conflicts arising from cultural dif- ferences between students' life-world and school science in terms of collateral learning. This article (a) synthesizes cultural border crossing with its Cognitive Explanation (collateral learning) and (b) demon- strates by its example the efficacy of reanalyzing interpretive data published in other articles. The synthe- sis provides new intellectual tools with which to understand science for all in 21st-century science class- rooms in developing and industrialized countries. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 269 - 287, 1999
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Cross‐cultural science education: A Cognitive Explanation of a cultural phenomenon
Journal of Research in Science Teaching, 1999Co-Authors: Glen S Aikenhead, Olugbemiro J JegedeAbstract:Recent developments in concept learning and in science-for-all curricula have stimulated our interest in two fields of study: how students move between their everyday life-world and the world of school science, and how students deal with Cognitive conflicts between those two worlds. In the first field of study, Aikenhead conceptualized the transition between a student's life-world and school science as a cultural border crossing.In the second field, Jegede explained Cognitive conflicts arising from cultural dif- ferences between students' life-world and school science in terms of collateral learning. This article (a) synthesizes cultural border crossing with its Cognitive Explanation (collateral learning) and (b) demon- strates by its example the efficacy of reanalyzing interpretive data published in other articles. The synthe- sis provides new intellectual tools with which to understand science for all in 21st-century science class- rooms in developing and industrialized countries. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 269 - 287, 1999
Glen S Aikenhead - One of the best experts on this subject based on the ideXlab platform.
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cross cultural science education a Cognitive Explanation of a cultural phenomenon
Journal of Research in Science Teaching, 1999Co-Authors: Glen S Aikenhead, Olugbemiro J JegedeAbstract:Recent developments in concept learning and in science-for-all curricula have stimulated our interest in two fields of study: how students move between their everyday life-world and the world of school science, and how students deal with Cognitive conflicts between those two worlds. In the first field of study, Aikenhead conceptualized the transition between a student's life-world and school science as a cultural border crossing.In the second field, Jegede explained Cognitive conflicts arising from cultural dif- ferences between students' life-world and school science in terms of collateral learning. This article (a) synthesizes cultural border crossing with its Cognitive Explanation (collateral learning) and (b) demon- strates by its example the efficacy of reanalyzing interpretive data published in other articles. The synthe- sis provides new intellectual tools with which to understand science for all in 21st-century science class- rooms in developing and industrialized countries. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 269 - 287, 1999
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Cross‐cultural science education: A Cognitive Explanation of a cultural phenomenon
Journal of Research in Science Teaching, 1999Co-Authors: Glen S Aikenhead, Olugbemiro J JegedeAbstract:Recent developments in concept learning and in science-for-all curricula have stimulated our interest in two fields of study: how students move between their everyday life-world and the world of school science, and how students deal with Cognitive conflicts between those two worlds. In the first field of study, Aikenhead conceptualized the transition between a student's life-world and school science as a cultural border crossing.In the second field, Jegede explained Cognitive conflicts arising from cultural dif- ferences between students' life-world and school science in terms of collateral learning. This article (a) synthesizes cultural border crossing with its Cognitive Explanation (collateral learning) and (b) demon- strates by its example the efficacy of reanalyzing interpretive data published in other articles. The synthe- sis provides new intellectual tools with which to understand science for all in 21st-century science class- rooms in developing and industrialized countries. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 269 - 287, 1999
Kiseok Kwon - One of the best experts on this subject based on the ideXlab platform.
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sustainable economic growth and the adaptability of a national system of innovation a socio Cognitive Explanation for south korea s mired technology transfer and commercialization process
Sustainability, 2018Co-Authors: Tahir Hameed, Peter Von Staden, Kiseok KwonAbstract:Sustainable economic growth is closely linked to a national system of innovation’s (NSI) adaptability. The NSI of a country in catch-up mode is different than one at the technology frontier. In this exploratory paper we use a socio-Cognitive approach to demonstrate that shared mental models (SMMs) need to change with the evolution of a NSI to sustain growth. For South Korea in particular, this insight offers a way for it realize better technology transfer and commercialization (TTC) performance and a new Cognitive model for its TTC teams to transition to and operate at the technology frontier. We use Cognitive mapping techniques to interpret the interviews of teams in South Korea’s public research institutes active in TTC. Their SMMs reveal that a top-down policy for catching-up NSIs reinforces SMMs around a linear commercialization process. Alternatively, the participatory policy approach of frontier innovation systems supports interaction and the active learning of their actors’ SMMs. This affords a wider variety of innovation and commercialization processes. Consequently, a policy of transitioning NSIs that remains top-down freezes TTC teams in their existing SMMs fettering growth. By extension, as a transitioning NSI, South Korea should adopt policy that reconfigures its existing SMMs to encourage a more open approach to TTC.
Dawei Song - One of the best experts on this subject based on the ideXlab platform.
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investigating order effects in multidimensional relevance judgment using query logs
International Conference on the Theory of Information Retrieval, 2018Co-Authors: Sagar Uprety, Dawei SongAbstract:There is a growing body of research which has investigated relevance judgment in IR being influenced by multiple factors or dimensions. At the same time, the Order Effects in sequential decision making have been quantitatively detected and studied in Mathematical Psychology. Combining the two phenomena, there have been some user studies carried out which investigate the Order Effects and thus incompatibility in different dimensions of relevance. In this work, we propose a methodology for carrying out such an investigation in large scale and real world data using query logs of a web search engine, and device a test to detect the presence of an irrational user behavior in relevance judgment of documents. We further validate this behavior through a Quantum Cognitive Explanation of the Order and Context effects.
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ICTIR - Investigating Order Effects in Multidimensional Relevance Judgment using Query Logs
Proceedings of the 2018 ACM SIGIR International Conference on Theory of Information Retrieval, 2018Co-Authors: Sagar Uprety, Dawei SongAbstract:There is a growing body of research which has investigated relevance judgment in IR being influenced by multiple factors or dimensions. At the same time, the Order Effects in sequential decision making have been quantitatively detected and studied in Mathematical Psychology. Combining the two phenomena, there have been some user studies carried out which investigate the Order Effects and thus incompatibility in different dimensions of relevance. In this work, we propose a methodology for carrying out such an investigation in large scale and real world data using query logs of a web search engine, and device a test to detect the presence of an irrational user behavior in relevance judgment of documents. We further validate this behavior through a Quantum Cognitive Explanation of the Order and Context effects.
Judith H. Langlois - One of the best experts on this subject based on the ideXlab platform.
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Attractiveness bias: A Cognitive Explanation.
The Behavioral and brain sciences, 2017Co-Authors: Stevie S. Schein, Logan T. Trujillo, Judith H. LangloisAbstract:According to Cognitive averaging theory, preferences for attractive faces result from their similarity to facial prototypes, the categorical central tendencies of a population of faces. Prototypical faces are processed more fluently, resulting in increased positive affect in the viewer.
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Infant preferences for attractive faces: a Cognitive Explanation.
Developmental psychology, 1999Co-Authors: Adam J. Rubenstein, Lisa Kalakanis, Judith H. LangloisAbstract:Research on infant face perception has shown that infants' preferences for attractive faces exist well before socialization from parents, peers, and the media can affect these preferences. Four studies assessed a Cognitive Explanation for the development of attractiveness preferences: Cognitive averaging and infant preferences for mathematically averaged faces, or prototypes. Studies 1 and 2 demonstrated that both adults and 6-month-old infants prefer prototypical, mathematically averaged faces. Studies 3 and 4 demonstrated that 6-month-olds can abstract the central tendency from a group of naturalistic faces. Taken together, the studies suggest that infants' preferences for attractive faces can be explained by general information-processing mechanisms.