A slider tool students can use to reflect on how their cognition affects how they interact with technology.

Short Description:
As students in an undergraduate cognitive psychology course learned about memory processes, they applied course content to the social issues of racism, sexism, and ableism. In a series of essays students explain the cognitive processes that underly bias and offer readers sound, empirically based suggestions for how to address and change these implicit biases. When we know how memory works, we can use its power for good.

Long Description:
As students in an undergraduate cognitive psychology course learned about memory processes, they applied course content to the social issues of racism, sexism, and ableism. In a series of essays students explain the cognitive processes that underly bias and offer readers sound, empirically based suggestions for how to address and change implicit biases. When we know how memory works, we can use its power for good. Readers are sure to take away a deep understanding of how memory processes make us who we are, and how we can control these processes in the pursuit of social justice.

Word Count: 69447

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

What cognitive styles do we use to interact with technology? The SESMag Project has identified six cognitive facets we bring to our use of technology.

What are your facet values when using software? What's one situation when your facet values might change? How did identifying your facet values affect your understanding of how you use software?

You can use an iframe to embed this interactive tool into websites. Students can use the slider to select the cognitive styles they use to interact with technology. If they need to submit their cognitive styles to you, they can take a screenshot.

Short Description:
This textbook supports learning about cognitive neuroscience at a third-year undergrad level. It was collaboratively developed by the 2023 cognitive neuroscience (PSYC 384) students of St. Francis Xavier University (among others), and is continuously edited and updated by Dr. Erin Mazerolle.

Word Count: 23872

Included H5P activities: 5

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

By the end of this section, you will be able to:Describe cognitionDistinguish concepts and prototypesExplain the difference between natural and artificial concepts

Example of how instructional team can share their own cognitive styles with students. Coaches students on how to share their cognitive styles. Shows diversity within instructional team. Could be incorporated into lecture slides.

A workbook and skills primar for Cognitive Behavioural Therapy. Includes information about CBT and a number of psychological exercises drawn from the field of CBT and ACT.

Example of how to introduce cognitive styles to students, student teams, or any group. Cognitive styles = cognitive differences influencing how people prefer to interact with technology. Applicable and adaptable to engineering, computing, technology, computer science, college-level, high school, and corporate teams. Icebreaker. Diversity awareness. Theory of Mind. Meta-cognition.

What are your facet values when using software? What's one situation when your facet values might change? How did identifying your facet values affect your understanding of how you use software?

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Many older patients experience a kind of ‘brain fog’ following surgery, in which cognition is impaired from lingering effects of anesthesia. It’s temporary, but can still be disruptive. Now, there is early evidence that one way to prevent such problems is to automate more aspects of anesthetic management during surgery. That’s the preliminary finding from a new randomized controlled trial appearing in the journal Anesthesiology. Researchers at a hospital in Belgium tested whether automating three aspects of anesthetic management -- anesthetic depth, cardiac blood flow, and protective lung ventilation -- improved performance on cognitive tests post-op, compared to when an anesthesiologist is in manual control. Going in, the idea was that machines could do an even better job than humans at keeping parameters within the recommended ranges, and this might lead patients to have less post-op cognitive impairment..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This class investigates cognitive science and technology as it is applied to the industrial design process. The class introduces prototyping techniques and approaches for objective evaluation as part of the design process. Students practice evaluating products with mechanical and electronic aspects. Evaluation processes are applied to creating functioning smart product prototypes. This is a project oriented subject that draws upon engineering, aesthetic, and creative skills. It is geared toward students interested in creating physical products which encompass electronics and computers, aimed at including them in smart scenarios. Students in the class will present readings, learn prototyping skills, create a product prototype, and complete a publication style paper.

This module gives a comprehensive overview of the cognitive and learning difficulties and related assistive technologies.

Short Description:
In the spring semester of 2020, undergraduate students in a basic level Cognitive Psychology course not only learned about the basics of cognition, but they additionally learned how to wisely apply those basics. Learning what matters, matters, after all. In this edited volume, each chapter reflects the culmination of their semester-long group projects. Each chapter includes relevant "cognition basics," an explanation of the "Wise Intervention" framework, and an application suggestion to the specific context selected by each group. Topic applications are as diverse as were the collective student interests and are relevant to students, teachers, coaches, parents, and more.

Word Count: 54250

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Can we really trust our perception? This post outlines some common ways that our brains perceive or interpret information in a way that does not produce accurate knowledge.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Alzheimer’s disease (AD) is the most common cause of dementia in elderly individuals. Many factors affect age-related neurodegenerative disorders like AD, but one contributor is something you may not expect. Gut microbes – beneficial and pathogenic microbes in the GI tract – have far-reaching effects, including modulating the immune responses of hosts. Microbial populations change with age, and the decline of beneficial bacteria has been linked to increased inflammation. In one study, researchers found that transferring gut microbes from elderly individuals to mice through fecal transplantation caused cognitive impairment. Researchers isolated specific bacterial strains - Paenalcaligenes hominis and Escherichia coli – that are increased in the feces of elderly humans and mice. Transplanting these bacteria into younger pathogen-free mice caused cognitive impairment and colitis. Bacteria seemed to exert their effects by deploying extracellular vesicles toward the brain..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.