Cognitive Computational Models of Emotions and Affective Behaviors

Wang, Yingxu; Rodríguez, Luis-Felipe; Ramos, Félix

doi:10.4018/jssci.2012040103

Cited by 11 publications

(5 citation statements)

References 43 publications

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“…That both students' and lecturers' attitudes were strongly associated with their motivations and emotions regarding educational theories stands in line with prior research (Richardson, 1996;Rodríguez et al, 2012). Concerning the participants' beliefs, the associations with motivational and affective aspects of individual professionalization tended to be much weaker for students, while no statically significant findings emerged for lecturers.…”

Section: Discussionsupporting

confidence: 88%

“…Although meta-analyses of attitude-behavior studies vary in their findings, they collectively provide evidence that attitudes significantly and substantially predict future behavior (e.g., Wicker, 1969, Kraus, 1995. Attitudes about educational theories, which are a constitutive element of educational studies and teacher education, could therefore be a viable construct to describe and explain students' and lecturers' individual professionalization as well as their motivations and emotions when dealing with educational theories (Richardson, 1996;Rodríguez et al, 2012).…”

Section: Attitudes About Educational Theoriesmentioning

confidence: 99%

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Attitudes and Beliefs of Students and Lecturers about Educational Theories: Results of a Mixed Methods Study

Siegel¹,

Daumiller²

2020

Preprint

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Educational theories are a constitutive element of educational studies and teacher education. Although not yet researched, it can be assumed that students’ and lecturers’ attitudes and epistemic beliefs about educational theories are relevant prerequisites for high quality learning and instructional processes. To test this claim, we report a mixed-methods study exploring attitudes and beliefs of university students and lecturers about educational theories. We interviewed 32 university students and 12 lecturers and conducted qualitative content analysis. Additionally, the interviewees completed questionnaires about motivational (subjective task value, learning approach and work avoidance goals, interest in educational theories) and affective (enjoyment, boredom, and anxiety when dealing with educational theories) aspects of learning and instruction. The results indicated that educational theories were perceived by both groups to be very abstract and vague. Furthermore, different motivations and emotions were expressed depending on different theory-related attitudes and beliefs. Participants with positive attitudes reported stronger task-value and learning goals, weaker work avoidance goals, more interest, and more enjoyment and less boredom than participants with negative attitudes about educational theories. These associations were quite strong and found for both students and lecturers. Depending on the participants’ beliefs on educational theories, we found primarily differences in motivations and emotions for students and not for lecturers. Taken together, the results point to the importance of theory-related attitudes and beliefs for learning and instruction, as disentangling their interrelations with motivational and affective processes could help to better describe, explain, and foster individual educational professionalization.

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Section: Discussionsupporting

confidence: 88%

Section: Attitudes About Educational Theoriesmentioning

confidence: 99%

Attitudes and Beliefs of Students and Lecturers about Educational Theories: Results of a Mixed Methods Study

Siegel¹,

Daumiller²

2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Although metaanalyses of attitude-behavior studies vary in their findings, they collectively provide evidence that attitudes significantly and substantially predict future behavior e.g., [31,32]. Given that educational theories are a constitutive element of educational studies, attitudes about educational theories could, therefore, be a viable construct to describe and explain students' and instructors' professionalization, as well as their motivations and emotions when dealing with educational theories [4,33].…”

Section: Attitudes About Educational Theoriesmentioning

confidence: 99%

Students’ and Instructors’ Understandings, Attitudes and Beliefs about Educational Theories: Results of a Mixed-Methods Study

Siegel

Daumiller

2021

Education Sciences

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(1) Background: Educational theories are a constitutive element of educational studies. Despite their theoretical relevance, little is still known about students’ and instructors’ understandings of educational theories and their theory-related attitudes and beliefs. (2) Methods: To elucidate these constructs and to test their relevance, we conducted a mixed-methods study with 32 students and 12 instructors of educational studies at a German university. (3) Results: We found that both groups perceived educational theories as rather abstract concepts. Students reported rather negative attitudes and naive beliefs. For both groups, we found that attitudes and beliefs were strongly tied to motivational and affective aspects when dealing with educational theories, which stresses their relevance for educational studies. (4) Conclusions: We suggest a systematic theoretical clarification of the term educational theories. Furthermore, consideration of students’ and instructors’ theory-related attitudes and beliefs can give rise to meaningful practical implications (e.g., through self-reflection).

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“…The former are such as memory, movement, irritability, growth, adaptability, reproduction, and lifecycle. The latter are such as senses of self, internal status, emotions (Rodriguez et al, 2012), as well as senses of spatiality, time, and motion (Wang, 2009g). As listed in Table 1, consciousness is a collective and general state of advanced living organisms encompassing all the cognitive attributes, which is generated based on the physiological structures, memory, and the brain's power for acquiring and manipulating sensory and mental information.…”

Section: The Biological and Physiological Foundations Of Consciousnessmentioning

confidence: 99%

The Cognitive Mechanisms and Formal Models of Consciousness

Wang

2012

International Journal of Cognitive Informatics and Natural Intelligence

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Consciousness is the sense of self and the sign of life in natural intelligence. One of the profound myths in cognitive informatics, psychology, brain science, and computational intelligence is how consciousness is generated by physiological organs and neural networks in the bran. This paper presents a formal model and a cognitive process of consciousness in order to explain how abstract consciousness is generated and what its cognitive mechanisms are. The hierarchical levels of consciousness are explored from the facets of neurology, physiology, and computational intelligence. A rigorous mathematical model of consciousness is created that elaborates the nature of consciousness. The cognitive process of consciousness is formally described using denotational mathematics. It is recognized that consciousness is a set of real-time mental information about bodily and emotional status of an individual stored in the cerebellums known as the Conscious Status Memory (CSM) and is processed/interpreted by the thalamus. The abstract intelligence model of consciousness can be applied in cognitive informatics, cognitive computing, and computational intelligence toward the mimicry and simulation of human perception and awareness of the internal states, external environment, and their interactions in reflexive, perceptive, cognitive, and instructive intelligence.

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Cognitive Computational Models of Emotions and Affective Behaviors

Cited by 11 publications

References 43 publications

Attitudes and Beliefs of Students and Lecturers about Educational Theories: Results of a Mixed Methods Study

Attitudes and Beliefs of Students and Lecturers about Educational Theories: Results of a Mixed Methods Study

Students’ and Instructors’ Understandings, Attitudes and Beliefs about Educational Theories: Results of a Mixed-Methods Study

The Cognitive Mechanisms and Formal Models of Consciousness

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