从消费者心理分析网页设计

本文着重从消费者心理的角度,分析了如何在网站中设计一个合理、有效、良好的 网页界面,更多地满足访问者的需要,使上网者能更多地注意你的网页。     

认知心理学在工业产品中的运用

随着社会的发展和人们生活水平的提高,形式追随功能的实用主义设计已不能满足人们日益增长的精神需要,人们开始对体验和情感的表达有了新的认识和要求。与此同时,设计师们发现,将人们的心理需求进行整合和分析然后运用到设计中去即可以达到很好的效果,也使产品本身充满了现实意义,那么此时此刻,心理学就在产品设计中扮演着十分重要的角色。     

社会认识优化在非线性规划问题中的应用

社会认识优化(Society Cognitive Optimization,SCO)是一种基于社会认知理论提出的模拟人类社会的演化算法.社会认识优化是通过竞争选择和领域搜索来模拟社会认知理论中的社会学习能力,用代理来代表社会中的人,用知识库来代表社会中的知识,通过代理与知识库之间不断的交互来模拟人类的社会学习过程,从而达到优化学习的目的.命题逻辑中合取范式的可满足性(Satisfyability,SAT)问题是当代理论计算机科学的核心问题,是一典型的NP完全问题.可满足性问题的有效解决有着重要的理论意义和实际应用价值.文中将社会认识优化算法应用于求解可满足性问题,得到了比较满意的结果.     

探讨基于认知心理学的网站交互设计原则

网站有着很强的交互性,与传统的报纸及电视媒体等均有很大的不同,可以与用户进行实时的交流,因此网站设计应充分考虑网站的交互性,才能发挥出网站独特的魅力,但是目前网站网页设计从很大程度还停留在平面设计的层次上。文章从认知心理学的角度研究网站交互设计的原则。将认知心理学中的观点引入到网站交互设计中,更深入的了解用户使用网站的特点及需求,提出网站交互设计的原则,以期能为网站设计的起到一点指导作用。     

基于认知心理学知识的人机界面设计

提出把认知心理学知识应用于人机界面设计的理念。首先对传统人机界面设计方法的缺陷进行了分析,然后论述如何利用认知心理学知识建立合理、有效、良好的人机界面,并总结出设计人机界面的多个原则。运用这些原则进行实际设计取得了良好的效果。     

基于认知心理学的产品创新设计研究

根据产品设计的特点,融合认知心理学和产品设计理论,分析产品创新设计的关键属性、创造性思维模式,提出了提高产品创新设计的方向和方法。根据认知过程,对设计问题进行定义和表征,并采用不同的策略进行创新设计,建立系统化的创新设计理论。     

Modeling Cognitive Development on Balance Scale Phenomena

We used cascade-correlation to model human cognitive development on a well studied psychological task, the balance scale. In balance scale experiments, the child is asked to predict the outcome of placing certain numbers of equal weights at various distances to the left or right of a fulcrum. Both stage progressions and information salience effects have been found with children on this task. Cascade-correlation is a generative connectionist algorithm that constructs its own network topology as it learns. Cascade-correlation networks provided better fits to these human data than did previous models, whether rule-based or connectionist. The network model was used to generate a variety of novel predictions for psychological research.     

基于认知心理学的产品形态创新设计

运用认知心理学,分析了产品形态设计的创新认知过程,提出了以形态问题空间为基础的系统化创新思考方法。根据认知系统的模块化特征,建立了作为创新思考独立单元的思维模块,提出了通过创新思维模块链进行创新思考的具体方法。     

Cognitive activities in OO development

The cognitive activities performed by systems designers during systems development include problem understanding, problem decomposition and solution specification. One aspect of object-oriented (OO) approaches to system design that appeals to many adopting organizations is the purported naturalness, i.e. the consistency of OO approaches with these cognitive activities of problem solving. Essentially, OO aims to abstract components of the problem of system development to a high level that parallels problem solving in the world the system represents. In other words, knowing how a problem is solved in the real world informs one about how the OO system solves the problem. Thus, the OO development process and the resulting OO model are believed to be consistent with innate cognitive activities and consistent with the problem/real world, respectively. A cognitive mapping method was used to ask graduate students experienced with OO techniques about their perceptions of what is complex (difficult to understand) about OO systems. Their responses include a set of concepts, categories of similar concepts and cognitive maps that reveal what they believe is difficult about using OO techniques. Evaluating these perceptions in terms of the cognitive activities of system design reveals problem decomposition was perceived as the activity that caused the most difficulties related to learning OO techniques. Problem understanding was the goal of the participants, while the solution activity ranked lower in importance but contained many issues essential to systems development and influenced problem understanding.     

教学网站设计中的视觉效果与色彩心理学

根据当前混合式学习模式下教学网站设计的现状,以视觉传达、色彩心理以及认知心理为出发点,对教学网站的设计进行了探讨和研究,从而实现教学网站在多元化环境下的创新、提高和突破,真正做到以学习者为本,注重使用者的心理特征,进一步深化“自主、探究与协作”的学习方式。     

认知无线电网络中认知引擎及其安全问题研究

认知引擎可以根据外在无线环境的变化自适应调整传输参数,优化系统性能,是认知无线电网络的关键智能技术之一。然而．攻击者可以改变要优化的目标函数,阻止认知无线电的自适应操作。分析了认知引擎及其安全性问题,给出了一种防止目标函数攻击的解决思路。     

基于数据资源的认知图挖掘方法

认知图(Cognitive Map,CM)是一种新型知识管理方法,具有直观的知识表达能力、强大的基于数字矩阵的推理机制等优点.但是,要充分展示CM的这些优点,首先必须获得正确的CM图.传统的获取CM图的方法(如问卷法、头脑风暴法、样本学习法等)常常借助专家经验,因其过分强调主观因素而忽视客观数据资源,容易导致信息丢失现象.为此,该文提出了一种基于客观数据资源来挖掘CM图的新方法,它主要由数据库初始化技术、权重系数优化方法、CM图的简化策略等组成.实验结果表明:该方法能挖掘出构成CM图的所有节点间的所有关系,并可针对这些关系间的重要程度对CM图作适当简化;与传统的方法相比,该方法所挖掘出的CM图具有更为丰富的信息.     

Cognitive presence in asynchronous online learning: a comparison of four discussion strategies

Some scholars argue that students do not achieve higher level learning, or cognitive presence, in online courses. Online discussion has been proposed to bridge this gap between online and face‐to‐face learning environments. However, the literature indicates that the conventional approach to online discussion – asking probing questions – does not necessarily advance the discussion through the phases of cognitive presence: triggering events, exploration, integration and resolution, which are crucial for deep knowledge construction. 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. Learners' discussion postings within each strategy were segmented and categorized according to the four phases. The discussion strategies, each using the same authentic scenario, were then compared in terms of the number of segments representing these phases. We found that the structured strategy, while highly associated with triggering events, produced no discussion pertaining to the resolution phase. The scaffolded strategy, on the other hand, showed a strong association with the resolution phase. The debate and role‐play strategies were highly associated with exploration and integration phases. We concluded that discussion strategies requiring learners to take a perspective in an authentic scenario facilitate cognitive presence, and thus critical thinking and higher levels of learning. We suggest a heuristic for sequencing a series of discussion forums and recommend areas for further related research.     

认知推理的家庭服务机器人演示学习研究

提出一种基于对比示范的演示学习方法,旨在指导家庭服务机器人快速智能地学习指定任务决策.在模拟家庭环境下,首先利用视觉手段检测和跟踪任务对象,获取”教师”演示正反例关键信息,通过动作识别和状态检测将信息抽象成符号形式,然后经过认知推理得到演示任务的执行决策和约束条件,并通过动作共享指导机器人重现任务.给定演示实例,在真实移动机器人平台上进行了多次成功演示验证,结果表明本方法在家庭服务机器人快速准确的任务学习方面是有效的.     

Computer-Mediated Word-of-Mouth Communication on RateMyProfessors.com: Expectancy Effects on Student Cognitive and Behavioral Learning

The purpose of this study was to experimentally test the influence of expectancies formed through computer-mediated word-of-mouth communication (WOM) on student learning. Increasingly, students rely on computer-mediated WOM through sites such as RateMyProfessors.com to aid in the process of information-gathering and course selection. It was hypothesized that students who received positive computer-mediated WOM about a course would demonstrate greater levels of cognitive and behavioral learning than would students who received no information or negative computer-mediated WOM. Results demonstrated the predicted effects for cognitive and behavioral learning. It was further hypothesized that observed expectancy effects would be mediated by affect toward learning. Results supported a partial mediational role for affect in the context of positive expectancies, but not negative expectancies. Results were discussed in terms of the role of computer-mediated WOM in generating expectations, the expectations-affect-behavior hypothesis, and the influence of student expectations on learning outcomes.     

ACT-R认知体系结构的理论与应用

模拟人类认知过程是人工智能与计算认知学的一个重要研究领域。认知体系结构将人类认知模块化,通过模块之间的相互作用模拟人类认知过程。理性思维的自适应控制系统（adaptive control of thought-rational,ACT-R）是认知体系结构研究领域中的代表性理论,作为混合型认知体系结构,ACT-R使用symbolic系统与sub-symbolic系统共同模拟人类认知过程。ACT-R的相关研究已经应用到智能导师、智能agent等领域,并得到了越来越多的关注。通过对ACT-R的发展与相关研究进行综述,分别介绍了symbolic与sub-symbolic的系统组成、模块功能,以及ACT-R的相关应用等内容。     

Cognitive, social, motivational and health aspects of students in laptop classrooms

Effects on cognitive performance, social atmosphere, communication, motivation and aspects of strain were investigated when laptops were integrated in classrooms. According to a quasi‐experimental design 27 laptop students were compared with 22 non‐laptop students from the same high school, aged 17–18 years. Results of tests and questionnaires showed that laptop students had better spatial abilities and computer skills, furthermore higher participation, learning interest, motivation and pressure to perform were found in laptop classrooms. However, laptop students experienced greater physical discomfort, particularly in their arms, but concerning creativity, social intelligence and mental stress no group differences occurred. Results indicate that laptops integrated in teaching can enhance learning and motivation in schools, at least after 1.7 years of introduction, but health risks must be considered.