一种基于主从机制的认知Ad Hoc网络可靠路由方法

为了解决认知Ad Hoc网络中节点和链接失效问题,提出一种基于主从机制的认知Ad Hoc网络可靠路由构造方法MSMRC。该协议考虑了网络中主用户活动规律,引入链路可靠时长和信道可靠时长的度量来设计主路由和备份路由。当现有路由失效时,通过预先构造的备份路由快速恢复认知用户之间的通信。实验表明,MSMRC协议能够显著降低平均路由开销,而且可以提高网络的数据包投递率和链路修复率,保证了网络端到端通信的服务质量。     

Utilizing linguistically enhanced keystroke dynamics to predict typist cognition and demographics

Entering information on a computer keyboard is a ubiquitous mode of expression and communication. We investigate whether typing behavior is connected to two factors: the cognitive demands of a given task and the demographic features of the typist. We utilize features based on keystroke dynamics, stylometry, and “language production”, which are novel hybrid features that capture the dynamics of a typists linguistic choices. Our study takes advantage of a large data set (~350 subjects) made up of relatively short samples (~450 characters) of free text. Experiments show that these features can recognize the cognitive demands of task that an unseen typist is engaged in, and can classify his or her demographics with better than chance accuracy. We correctly distinguish High vs. Low cognitively demanding tasks with accuracy up to 72.39%. Detection of non-native speakers of English is achieved with F₁=0.462 over a baseline of 0.166, while detection of female typists reaches F₁=0.524 over a baseline of 0.442. Recognition of left-handed typists achieves F₁=0.223 over a baseline of 0.100. Further analyses reveal that novel relationships exist between language production as manifested through typing behavior, and both cognitive and demographic factors.     

Improved Quality Output through Computer‐Based Training: An Automotive Assembly Field Study

In this article, two field experiments, conducted in an automotive assembly plant, evaluate how computer‐based training of operational sequences and related quality information can support the assembly performance of the operators. The experiments were performed during the launch of a new vehicle. A comparison was made of learning progress and quality performance between a reference group of operators that only had regular training and a test group for which some of the regular training was replaced with individual computer‐based training. Both quantitative measures of the quality output and questionnaires and observations were used to evaluate the effects of computer‐based training. The results show a clear positive difference in learning progress and improvements in quality output for the test group compared with the reference group. This combined with positive attitudes expressed by the operators and their team leaders shows that this type of training is an effective way to train operators during launches of new vehicles in automotive production.     

Cognitive evaluation for conceptual design: cognitive role of a 3D sculpture tool in the design thinking process

ABSTRACT

This study focuses on the decisive role played by the digital design environment in the cognitive design process and design thinking. To analyse the cognitive role of digital design tools, we carried out a protocol analysis of conventional design sketching and a 3D sculpture tool. Cognitive evaluation was a differentiating factor when considering the contextual role of the 3D sculpture tool in subsequent evaluations, non-sequential evaluations for conversion, and passive approaches within the design process. Cognitive evaluation played the following roles: validation, extension, navigation, exploration, and confirmation. The navigation, exploration, and extension roles played by non-sequential evaluation were mainly related to inductive design thinking. Finally, the types of cognitive evaluation and their roles when using the 3D sculpture tool were different, according to the design thinking type. This study explored the multidimensional roles of cognitive evaluation using a 3D sculpture tool and its relationship with design thinking types.     

Learning to learn: From smart machines to intelligent machines

Since its birth, more than five decades ago, one of the biggest challenges of artificial intelligence remained the building of intelligent machines. Despite amazing advancements, we are still far from having machines that reach human intelligence level. The current paper tries to offer a possible explanation of this situation. For this purpose, we make a review of different learning strategies and context types that are involved in the learning process. We also present the results of a study on cognitive development applied to the problem of face recognition for social robotics.     

Toward a model for the study of children’s informal Internet use

Throughout history, the development and widespread use of new technologies has impacted human cognition and social structures. By integrating a range of cognitive and socio-cultural theories we are better able to understand the impact of technological tools, such as the Internet, on children in the context of their local and global communities. An integrated theoretical approach enables us to more comprehensively ascertain the potential of the Internet to significantly impact children’s cognitive processes and the larger social implications of this global phenomenon. This paper presents a small-scale exploratory study that, through the development of an Internet-mediated learning model, examines the skills and characteristics of young, competent Internet-users engaged in informal Internet activities. At present, there is much conjecture on the ways in which the Internet may affect learning and this paper describes an approach to research that could inform future data collection procedures and analysis in empirical studies.     

The relationship between learning styles and cognitive traits – Getting additional information for improving student modelling

Student modelling is an important process for adaptive virtual learning environments. Student models include a range of information about the learners such as their domain competence, learning style or cognitive traits. To be able to adapt to the learners’ needs in an appropriate way, a reliable student model is necessary, but getting enough information about a learner is quite challenging. Therefore, mechanisms are needed to support the detection process of the required information. In this paper, we investigate the relationship between learning styles, in particular, those pertaining to the Felder–Silverman learning style model and working memory capacity, one of the cognitive traits included in the cognitive trait model. The identified relationship is derived from links between learning styles, cognitive styles, and working memory capacity which are based on studies from the literature. As a result, we demonstrate that learners with high working memory capacity tend to prefer a reflective, intuitive, and sequential learning style whereas learners with low working memory capacity tend to prefer an active, sensing, visual, and global learning style. This interaction can be used to improve the student model. Systems which are able to detect either only cognitive traits or only learning styles retrieve additional information through the identified relationship. Otherwise, for systems that already incorporate learning styles and cognitive traits, the interaction can be used to improve the detection process of both by including the additional information of a learning style into the detection process of cognitive traits and vice versa. This leads to a more reliable student model.     

认知雷达抗干扰中的博弈论分析综述

雷达对抗的核心研究内容主要是干扰策略与抗干扰策略之间的对抗博弈,其作为电子战研究领域的热点一直备受学者们关注.该文综述了学者们利用合作与非合作博弈方法来分析雷达在进行目标探测和干扰抑制时所使用的策略,主要通过不同体制的雷达利用认知技术感知和学习外界复杂的电磁环境,合理地分配发射功率、控制编码序列、设计波形、研究检测和跟踪方法以及分配雷达通信资源等.这样雷达既节约发射所消耗的功率,又可以自适应地搜索和跟踪目标而不被敌方所发现,从而使雷达在复杂多变的现代战场环境中达到自身最优的性能.最后,对认知雷达抗干扰中的博弈论分析研究进行总结和展望,并指出了一些博弈论在认知雷达抗干扰策略应用中所面临的潜在问题和挑战.     

Integrating cognitive load theory and concepts of human–computer interaction

With the continually increasing complexity of e-learning environments, there is a need for integrating concepts of cognitive load theory (CLT) with concepts of human–computer interaction (HCI). Basic concepts of both fields were reviewed and contrasted. A literature review was conducted within the literature database “The Guide to Computing Literature,” searching for “cognitive load theory” and “Sweller.” Sixty-five publications contained “cognitive load” in their titles or abstracts. Each publication was checked to see whether it contained the concepts of intrinsic, extraneous, or germane cognitive load. The review showed that CLT concepts have been adopted in HCI. However, the concept of germane cognitive load has attracted less attention up to the present time. Two conceptual models are proposed. The first model divides extraneous cognitive load into load induced by the instructional design and load caused by software usage. The model clarifies the focus of traditional usability principles and of existing instructional design principles derived from CLT. The second model fits CLT concepts into the basic components of user-centered design. The concept of germane cognitive load illustrates that an increase of cognitive load can be desirable when designing e-learning environments. Areas for future interdisciplinary research are sketched.