Weaving cognition into the internet-of-things: Application to water leaks

Despite the growing interest in the Internet-of-Things, many organizations remain reluctant to integrating things into their business processes. Different reasons justify this reluctance including things’ limited capabilities to act upon the cyber-physical surrounding in which they operate. To address this specific limitation, this paper examines thing empowerment with cognitive capabilities that would make them for instance, selective of the next business processes in which they would participate. The selection is based on things’ restrictions like limitedness and goals to achieve like improved reputation. For demonstration purposes, water leaks are used as a case study. A BPEL-based business process driving the fixing of water leaks is implemented involving different cognitive things like moisture sensor.     

Social-cognitive development: Domain distinctions and coordinations

Recent research on social-cognitive development has identified three conceptual domains which form the basis of the child's structuring of the social world: the moral, societal, and psychological domains. Research on distinct conceptual domains has thus far focused on events and actions that are clear examples of content for the domains. The issue of domain coordinations has not been addressed. This paper examines coordinations between conceptual domains in children's social judgments through a discussion of the experiential origins of the domains and judgments about mixed, second-order, and ambiguously multifaceted events. The utility of the conceptual domain model for understanding social judgments and social development is discussed.     

School Psychology: Training Individuals for One of the Best Kept Secrets in Professional Psychology

Abstract

School psychology training at the doctoral level is discussed. Given the increasing diversity in the schools as well as the varied education and mental health needs of the population, school psychology training is necessarily broad, involving traditional skills such as assessment, intervention, consultation, and counseling, all of which are taught within a context of a changing school population with changing needs. Because there is compulsory education, school psychologists’ interface with a broad cross-section of individual children, their parents, and their teachers. Moreover, school psychological practice is not limited to schools, as doctoral school psychologists are health service providers; many of these individuals work in other settings for which they are trained to provide services. The complexities and challenges of training school psychologists within this broad agenda effectively across domains are discussed.     

Developmental considerations in the study of childhood depression

Although a great deal of research has been conducted examining biological and psychological factors related to adult depression, relatively little attention has been given to the study of depression in children. The purpose of the present article is to illustrate the importance of considering normal developmental processes in the study of childhood depression. Epidemiological data, diagnostic issues, and methods of assessment in childhood depression are discussed from a developmental perspective, and the role of developmental issues in both the manifestation of depression and its assessment is outlined. Four major theories of depression—biological, psychoanalytic, behavioral, and cognitive—are presented, and developmental issues are discussed in relation to each theory's formulation of the etiology, maintenance, and treatment of depression. Finally, alternative methodologies for the study of childhood depression are considered, and directions for future research, particularly for investigations examining the relationship between childhood and adult depression, are advanced.     

Feature-processing deficits following brain injury. I. Overselectivity in recognition memory for compound stimuli

A previous experiment (S. Wayland & J.E. Taplin, 1982, Brain and Language, 16, 87-108) demonstrated that aphasic subjects had particular difficulty performing a categorization task, which for normals involves abstraction of a prototype from a set of patterns and sorting of other patterns with reference to this prototype. This study extended the investigation to a recognition memory task similarly organized in categorical structure. The aim was to replicate the previous findings and to delineate the precise nature of aphasics' difficulties with such tasks. Aphasics were again found to be aberrant in performing this task in comparison with normal subjects, nonaphasic brain-injured control subjects also demonstrating a departure from normality. The results suggest that the problem for brain-injured subjects is one of overselectivity in terms of the features of the stimuli to which they respond rather than a difficulty with prototype abstraction itself.     

Empirical evidence for narrative structure

Three experimental tasks—spontaneous telling of a story, reading, and parsing the story—were used to determine whether empirical data reflect the narrative structure of stories and can be predicted by a plot unit analysis of the stories (Lehnert, 1981). It was found that spontaneous pause durations at sentence breaks were highly correlated with the importance of these breaks as predicted theoretically. Only low correlations were obtained, however, when reading pause durations were correlated with the model. As for parsing values, the value of the correlation coefficients depended on whether stories had sufficient superficial linguistic cues to help the subjects in parsing. It was concluded that spontaneous pausing not only reflects the narrative structure of stories, but can be used as a guide to constructing theories of narrative structure as well as for deciding between competing theories.