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"Cognitive ability"
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40 years of cognitive architectures: core cognitive abilities and practical applications
In this paper we present a broad overview of the last 40 years of research on cognitive architectures. To date, the number of existing architectures has reached several hundred, but most of the existing surveys do not reflect this growth and instead focus on a handful of well-established architectures. In this survey we aim to provide a more inclusive and high-level overview of the research on cognitive architectures. Our final set of 84 architectures includes 49 that are still actively developed, and borrow from a diverse set of disciplines, spanning areas from psychoanalysis to neuroscience. To keep the length of this paper within reasonable limits we discuss only the core cognitive abilities, such as perception, attention mechanisms, action selection, memory, learning, reasoning and metareasoning. In order to assess the breadth of practical applications of cognitive architectures we present information on over 900 practical projects implemented using the cognitive architectures in our list. We use various visualization techniques to highlight the overall trends in the development of the field. In addition to summarizing the current state-of-the-art in the cognitive architecture research, this survey describes a variety of methods and ideas that have been tried and their relative success in modeling human cognitive abilities, as well as which aspects of cognitive behavior need more research with respect to their mechanistic counterparts and thus can further inform how cognitive science might progress.
Journal Article
The effects of over-reliance on AI dialogue systems on students' cognitive abilities: a systematic review
The growing integration of artificial intelligence (AI) dialogue systems within educational and research settings highlights the importance of learning aids. Despite examination of the ethical concerns associated with these technologies, there is a noticeable gap in investigations on how these ethical issues of AI contribute to students’ over-reliance on AI dialogue systems, and how such over-reliance affects students’ cognitive abilities. Overreliance on AI occurs when users accept AI-generated recommendations without question, leading to errors in task performance in the context of decision-making. This typically arises when individuals struggle to assess the reliability of AI or how much trust to place in its suggestions. This systematic review investigates how students’ over-reliance on AI dialogue systems, particularly those embedded with generative models for academic research and learning, affects their critical cognitive capabilities including decision-making, critical thinking, and analytical reasoning. By using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, our systematic review evaluated a body of literature addressing the contributing factors and effects of such over-reliance within educational and research contexts. The comprehensive literature review spanned 14 articles retrieved from four distinguished databases: ProQuest, IEEE Xplore, ScienceDirect, and Web of Science. Our findings indicate that over-reliance stemming from ethical issues of AI impacts cognitive abilities, as individuals increasingly favor fast and optimal solutions over slow ones constrained by practicality. This tendency explains why users prefer efficient cognitive shortcuts, or heuristics, even amidst the ethical issues presented by AI technologies.
Journal Article
A brain for numbers : the biology of the number instinct
\"How our intuitive understanding of numbers is deeply rooted in our biology, traceable through both evolution and development\"-- Provided by publisher.
Book
Poverty Impedes Cognitive Function
The poor often behave in less capable ways, which can further perpetuate poverty. We hypothesize that poverty directly impedes cognitive function and present two studies that test this hypothesis. First, we experimentally induced thoughts about finances and found that this reduces cognitive performance among poor but not in well-off participants. Second, we examined the cognitive function of farmers over the planting cycle. We found that the same farmer shows diminished cognitive performance before harvest, when poor, as compared with after harvest, when rich. This cannot be explained by differences in time available, nutrition, or work effort. Nor can it be explained with stress: Although farmers do show more stress before harvest, that does not account for diminished cognitive performance. Instead, it appears that poverty itself reduces cognitive capacity. We suggest that this is because poverty-related concerns consume mental resources, leaving less for other tasks. These data provide a previously unexamined perspective and help explain a spectrum of behaviors among the poor. We discuss some implications for poverty policy.
Journal Article
The Stability of Intelligence From Age 11 to Age 90 Years: The Lothian Birth Cohort of 1921
As a foundation for studies of human cognitive aging, it is important to know the stability of individual differences in cognitive ability across the life course. Few studies of cognitive ability have tested the same individuals in youth and old age. We examined the stability and concurrent and predictive validity of individual differences in the same intelligence test administered to the same individuals (the Lothian Birth Cohort of 1921, N = 106) at ages 11 and 90 years. The correlation of Moray House Test scores between age 11 and age 90 was .54 (.67 when corrected for range restriction). This is a valuable foundation for estimating the extent to which cognitive-ability differences in very old age are accounted for by the lifelong stable trait and by the causes of cognitive change across the life course. Moray House Test scores showed strong concurrent and predictive validity with \"gold standard\" cognitive tests at ages 11 and 90.
Journal Article
Measuring Listening Effort: Convergent Validity, Sensitivity, and Links With Cognitive and Personality Measures
Purpose: Listening effort (LE) describes the attentional or cognitive requirements for successful listening. Despite substantial theoretical and clinical interest in LE, inconsistent operationalization makes it difficult to make generalizations across studies. The aims of this large-scale validation study were to evaluate the convergent validity and sensitivity of commonly used measures of LE and assess how scores on those tasks relate to cognitive and personality variables. Method: Young adults with normal hearing (N = 111) completed 7 tasks designed to measure LE, 5 tests of cognitive ability, and 2 personality measures. Results: Scores on some behavioral LE tasks were moderately intercorrelated but were generally not correlated with subjective and physiological measures of LE, suggesting that these tasks may not be tapping into the same underlying construct. LE measures differed in their sensitivity to changes in signal-to-noise ratio and the extent to which they correlated with cognitive and personality variables. Conclusions: Given that LE measures do not show consistent, strong intercorrelations and differ in their relationships with cognitive and personality predictors, these findings suggest caution in generalizing across studies that use different measures of LE. The results also indicate that people with greater cognitive ability appear to use their resources more efficiently, thereby diminishing the detrimental effects associated with increased background noise during language processing.
Journal Article