Understanding conceptual processes through identity judgments via behavioral and neurophysiological methods

Download
2015
Çakar, Tuna
This dissertation aims to understand the cognitive and neural underpinnings of conceptual processes during identity judgments. Identity judgments are challenging philosophical problems that are influenced by several factors including spatiotemporal proximity and similarity. Initially, participants were asked to respond to a set of propositions (Conceptual Tendency Test, (CTT)) that were directly related to the core concept of identity, on a 5-point-Likert-scale (from 1 (totally agree”) to 5 (“totally disagree”)), in two versions: one with “same”, one with “different”, e.g., “A piece of paper bent over three times is the same/different”. Subsequently, they were presented with the seemingly paradoxical “Ship of Theseus” narrative about the identity of a ship over time, and had to respond to it. The purpose of the CTT was to predict and model the responses of participants to the narrative. In order to test a central tenet of the Grounded Cognition paradigm in Cognitive Science, the narrative was presented in various modalities: textual, bodily-interactive, visual. Results revealed resilient response patterns for the Ship of Theseus narrative despite varying modality; only visual demonstration had an impact. Responses to the narrative could be modeled successfully by a variety of methods (Discriminant Analysis; Decision Tree; Neural Network). In addition to these behavioral methods, neurophysiological assessments were made based on EEG/ERP and optic neuroimaging (fNIRS), during the CTT. The polarity of identity statements (same/different) revealed behavioural and neurophysiological differences in the responses of participants, indicating relevant brain systems taking part in the neural processing of identity judgments. Implications for the Grounded Cognition paradigm are discussed.

Suggestions

Language learning from the perspective of nonlinear dynamic systems
Hohenberger, Annette Edeltraud; Peltzer-Karpf, Annemarie (Walter de Gruyter GmbH, 2009-01-01)
This article outlines a nonlinear dynamic systems approach to language learning on the basis of developmental cognitive neuroscience. Language learning, on this view, is a process of experience-dependent shaping and selection of broadly defined domain-general and domain-specific genetic predispositions. The central concept of development is (neuro) cognitive,e growth in terms of self-organization. Linguistic structure-building is synergetic and emergent insofar as the acquisition of a critical mass of eleme...
The Role of Metacognition in Facilitating Conceptual Change
Yürük, Nejla; Beeth, Michael E; Özdemir, Ömer Faruk (2003-03-31)
This paper describe the intertwined nature of metacognition and conceptual change and proposes a taxonomy that classifies the types of metacognitive knowledge and activities that are likely to influence the change in students' conceptions. The initial conceptual change model is introduced to provide background and context for the theoretical argument, and a summary of the other theoretical approaches is drawn to explain the change in students' conceptions. The definition of metacognition is presented along ...
Reshaping human intention in Human-Robot Interactions by robot moves A comparative analysis of HMM and OOM methods
Durdu, Akif; Erkmen, Aydan Müşerref; Yilmaz, Alper (John Benjamins Publishing Company, 2019-01-01)
This paper outlines the methodology and experiments associated with the reshaping of human intentions based on robot movements within Human-Robot Interactions (HRIs). Although studies on estimating human intentions are well studied in the literature, reshaping intentions through robot-initiated interactions is a new significant branching in the field of HRI. In this paper, we analyze how estimated human intentions can intentionally change through cooperation with mobile robots in real Human-Robot environmen...
Systemizing: A Cross-Cultural Constant for Motivation to Learn Science
Zeyer, Albert; Cetin-Dindar, Ayla; Zain, Ahmad Nurulazam Md; Jurisevic, Mojca; Devetak, Iztok; Odermatt, Freia (Wiley, 2013-11-01)
The present study is based on the empathizing-systemizing (E-S) theory of cognitive science. It was hypothesized that the influence of students' gender on their motivation to learn science is often overestimated in the research literature and that cognitive style is more important formotivation than students' gender. By using structural equation modeling, and based on previous research, a precise causal model was formulated to test this hypothesis. Then, using multiple group confirmatory analysis, the model...
Cognitive Learner: An Ensemble Learning Architecture for Cognitive State Classification
Moğultay, Hazal (2017-05-18)
In this study, we propose an ensemble learning architecture called "Cognitive Learner", for classification of cognitive states from functional magnetic resonance imaging (fMRI). Proposed architecture consists of a two-layer hierarchy. In the first layer, called voxel layer, we model the connectivity among the voxel time series to represent the detailed information about the experiment. In the second layer, we cluster the voxel time series by using functional similarity measure, to partition the brain volume...
Citation Formats
T. Çakar, “Understanding conceptual processes through identity judgments via behavioral and neurophysiological methods,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.