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861.
Philipp Beckerle Claudio Castellini Bigna Lenggenhager 《Wiley Interdisciplinary Reviews: Cognitive Science》2019,10(2)
Advanced human–machine interfaces render robotic devices applicable to study and enhance human cognition. This turns robots into formidable neuroscientific tools to study processes such as the adaptation between a human operator and the operated robotic device and how this adaptation modulates human embodiment and embodied cognition. We analyze bidirectional human–machine interface (bHMI) technologies for transparent information transfer between a human and a robot via efferent and afferent channels. Even if such interfaces have a tremendous positive impact on feedback loops and embodiment, advanced bHMIs face immense technological challenges. We critically discuss existing technical approaches, mainly focusing on haptics, and suggest extensions thereof, which include other aspects of touch. Moreover, we point out other potential constraints such as limited functionality, semi‐autonomy, intent‐detection, and feedback methods. From this, we develop a research roadmap to guide understanding and development of bidirectional human–machine interfaces that enable robotic experiments to empirically study the human mind and embodiment. We conclude the integration of dexterous control and multisensory feedback to be a promising roadmap towards future robotic interfaces, especially regarding applications in the cognitive sciences. This article is categorized under:
- Computer Science > Robotics
- Psychology > Motor Skill and Performance
- Neuroscience > Plasticity
862.
Perceptual learning involves long‐term changes to perception due to practice or experience. While perceptual learning has been studied for over a century in philosophy and psychology, research into the cognitive and neural mechanisms underlying perceptual learning remains an area of ongoing development. This review explores what perceptual learning is and how it occurs, with a focus on areas of controversy. It then turns to several current debates. First, it explores the debate as to whether such learning involves genuine perceptual change at all, rather than a change in action, attention, or decision‐making. Second, it questions the role that higher‐cognitive mechanisms, like attention, might play in perceptual learning. Does perceptual learning require attention, or can it occur through mere exposure in the absence of attention? Third, it examines a debate about what perceptual learning means for the perception–cognition divide. Does it blur the divide or preserve it? This article is categorized under:
- Philosophy > Psychological Capacities
- Psychology > Perception and Psychophysics
- Psychology > Learning
863.
Background and objectives: In the related literature numerous instruments have been developed to measure children and adolescents’ coping with stress. Considering the cultural differences in individuals’ choice for coping strategies, along with the limitations of the existing measures of coping for children and adolescents (e.g., being derived from coping measures developed for adults; unrepresentative samples with limited age range, etc.), the current study aimed to construct a self-report coping scale for a non-western population of children and adolescents.Design and methods: The study design included both qualitative and quantitative methodology. Three consecutive studies were conducted for the development and validation of the Children and Adolescents’ Coping with Stress Scale (CACSS), a self-report measure assessing coping strategies of children and adolescents aged from 9 to 18 in response to self-identified stressors.Results: Exploratory and confirmatory factor analyses resulted in a 61-item CACSS with 10 factors. The scale appears to have a clear factor structure; sufficient temporal stability; and good convergent, discriminant, and construct validity.Conclusions: By addressing limitations of existing coping scales, CACSS is believed to contribute to the literature as a developmentally appropriate and multidimensional tool. 相似文献
864.
M. Francois Potgieter F. Cornelius van Rooyen 《Mental health, religion & culture》2017,20(10):1055-1067
Distress is experienced, understood and communicated differently across various cultures. The aim of the study was to investigate the role of culture, religion and spirituality in patients’ understanding of and coping with mental problems. A quantitative survey was done at a psychiatric institution. A questionnaire was designed to explore patients’ cultural and religious beliefs about mental illness, and how these beliefs and perceptions influenced their actions in search for recovery. Questionnaires were completed by 94 patients. The majority of participants were Christian (79.8%), followed by African traditionalists (17.0%). Seventy-two per cent believed that faith in God, and 34.4% that help from religious leaders, could contribute to mental wellness. Approximately a third (29.0%) believed that by keeping their ancestors happy, they would be protected from sickness and bad luck. Mental healthcare providers’ sensitivity to cultural and religious beliefs will translate into a more comprehensive management plan, ensuring a satisfying therapeutic relationship. 相似文献
865.
Mindfulness-based interventions have grown in prominence over the past decade. Evidence of their efficacy has been an important driver of their widespread acceptance and proliferation. Although secularised, these mindfulness-based interventions are derived from and influenced by Eastern spiritual traditions, particularly Buddhism. For this reason, there is a need to explore the acceptability of such approaches among individuals firmly committed to theistic traditions such as Judaism, Christianity and Islam. This article examines the rise of mindfulness-based interventions, exploring the sparse literature concerning the acceptability of such approaches among individuals with theistic perspectives divergent from both secular worldviews and Buddhist narratives. Finally, the article proposes several bridging concepts that might help practitioners of mindfulness-based approaches communicate key aspects of these interventions in a manner more culturally attuned and religiously resonant with the worldviews of Muslim clients. 相似文献
866.
The article’s main focus is the performance of Sufi rituals at the Sufi Dargahs (shrines) and the objectives behind that recital. The study tries to locate the reasons behind the visitation of Sufi Dargahs. It is an attempt to find out the reasons devotees visit Sufi Dargahs and conduct Sufi practices and explores the ways the rituals become a source of peace for them. To get the actual findings, anthropological research was conducted and most of the data were collected while visiting the two prominent Chishti Sufi Dargahs of West Punjab, Pakistan: Dargahs of Baba Farid Ganj Shakar and Khawaja Shams ud Din Sialvi. The study is an effort to find out how the culture of Dargah influences the local community actions. 相似文献
867.
W. R. Klemm 《Mental health, religion & culture》2017,20(1):1-19
Science and religion commonly reside in either an awkward peaceful co-existence or in bitter conflict. That conflict emerges especially in college students as they acquire knowledge about physical, biological, and social sciences. Most college students bring their shallow childhood religious instruction to their college classes. Neuroscience can help students realise how their religious views are affected by their biology, conditioning, experiences, culture, education, emotions, and cognitive processes. In turn, religion can provide world views that challenge neuroscience and remind us of how much remains unknown and may even be unknowable. This report summarises the author’s three semesters’ experience of teaching an upper-division undergraduate essay and discussion course in which students discover how neuroscience and religion inform each other. 相似文献
868.
Rhiannon Graybill Meredith Minister Beatrice Lawrence 《Teaching Theology & Religion》2017,20(1):70-88
Sexual violence on campus is a major issue facing students, faculty, and administrators, and institutions of higher education are struggling to respond. This forum brings together three responses to the problem, with a focus on the religious studies classroom. The responses move from the institution to the faculty to the classroom, exploring three separate but linked spaces for responding to sexual violence. The first contribution (Graybill) critiques common institutional responses to sexual violence. The second contribution (Minister) advocates for long‐term, classroom‐based responses to sexual violence and describes a faculty/staff workshop response. The third contribution (Lawrence) emphasizes the classroom, examining the issues that arise when perpetrators of sexual assault are part of the student body. Read together, the pieces offer a comprehensive view of the complicated intersections of sexual violence, the university, and pedagogical issues in religious studies. 相似文献
869.
This study explored experiences of shame in the context of racial and cultural belonging. Participants were a multiracial purposive sample of 11 South Africans (five females and six males, four white, two coloured, two Indian and three black Africans; in the age range between 40 to 61 years). The participants completed a semi-structured interview on their perceptions of shame in the context of family and community. The interview data were analysed utilising interpretive phenomenological analysis (IPA). Participants from all racial groups considered shame experiences primarily in relation to violation of family and community norms and values. Findings show that male white Afrikaans-speaking participants narrated shameful experiences mainly with regard to the violation of religious (Calvinist) norms and values. Furthermore, the violation of racially constructed boundaries was also likely with females with an Indian and white Afrikaans culture background. Overall, the findings suggest white Afrikaans culture to be less shaming of individuals in comparison to black, coloured, or Indian cultures. Shame beliefs appear to be culturally nuanced in their salience to members or racial-ethno groupings. 相似文献
870.
Robert John Russell 《Theology & Science》2017,15(4):378-394
The Boyle Lectures were created to promote natural theology, where science leads to belief in God. Russell's 2017 Boyle Lecture moves in the ‘opposite’ direction, showing how theological convictions held, often implicitly, by research scientists can play a creative role in both the construction of scientific theories and the choice between existing theories. As examples, Russell explores the conflicts over Big Bang versus Steady-State cosmologies, and between Einstein and Bohr about quantum mechanics. Against the claim that these influences die off once the conflict is over, Russell shows that they continue to be inherited by successive generations of scientists. 相似文献