Postdictable concepts are those concepts that can be justified after having been seen. [1] [2] [3] [4] Upal labeled a counterintuitive concept as postdictable if the postdiction process is successful making sense of the concept i.e., the reader is successfully able to construct a justification given the reader's background knowledge, level of motivation and interest, and the cognitive resources (including time) available to the reader. According to the context-based model of minimal counterintuiveness, postdictable counterintuitive concepts are minimally counterintuitive and are remembered well. Those counterintuitive concepts that are not postdictable in a given context are considered to be maximally counterintuitive and are not remembered well by people. Thus the concept of a flying elephant is postdictable (and thus minimally counterintuitive) when set up in the context of Operation Dumbo Drop because it can be justified in that context. The concept of a "square triangle that only exists on Wednesdays and eats cats" however does not make any sense and is therefore not postdictable.
Cognitive psychology is the scientific study of mental processes such as attention, language use, memory, perception, problem solving, creativity, and reasoning.
Semantics is the study of meaning, reference, or truth. The term can be used to refer to subfields of several distinct disciplines, including philosophy, linguistics and computer science.
Categorization is the human ability and activity of recognizing shared features or similarities between the elements of the experience of the world, organizing and classifying experience by associating them to a more abstract group, on the basis of their traits, features, similarities or other criteria. Categorization is considered one of the most fundamental cognitive abilities, and as such it is studied particularly by psychology and cognitive linguistics.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Hindsight bias, also known as the knew-it-all-along phenomenon or creeping determinism, is the common tendency for people to perceive past events as having been more predictable than they actually were. People often believe that after an event has occurred, they would have predicted or perhaps even would have known with a high degree of certainty what the outcome of the event would have been before the event occurred. Hindsight bias may cause distortions of memories of what was known or believed before an event occurred, and is a significant source of overconfidence regarding an individual's ability to predict the outcomes of future events. Examples of hindsight bias can be seen in the writings of historians describing outcomes of battles, physicians recalling clinical trials, and in judicial systems as individuals attribute responsibility on the basis of the supposed predictability of accidents.
Semantic memory is one of the two types of explicit memory. Semantic memory refers to general world knowledge that we have accumulated throughout our lives. This general knowledge is intertwined in experience and dependent on culture. Semantic memory is distinct from episodic memory, which is our memory of experiences and specific events that occur during our lives, from which we can recreate at any given point. For instance, semantic memory might contain information about what a cat is, whereas episodic memory might contain a specific memory of petting a particular cat. We can learn about new concepts by applying our knowledge learned from things in the past. The counterpart to declarative or explicit memory is nondeclarative memory or implicit memory.
Postdiction involves explanation after the fact. In skepticism, it is considered an effect of hindsight bias that explains claimed predictions of significant events such as plane crashes and natural disasters. In religious contexts, theologians frequently refer to postdiction using the Latin term vaticinium ex eventu. Through this term, skeptics postulate that many biblical prophecies appearing to have come true may have been written after the events supposedly predicted, or that the text or interpretation may have been modified after the event to fit the facts as they occurred.
Reading comprehension is the ability to process text, understand its meaning, and to integrate with what the reader already knows. Fundamental skills required in efficient reading comprehension are knowing meaning of words, ability to understand meaning of a word from discourse context, ability to follow organization of passage and to identify antecedents and references in it, ability to draw inferences from a passage about its contents, ability to identify the main thought of a passage, ability to answer questions answered in a passage, ability to recognize the literary devices or propositional structures used in a passage and determine its tone, to understand the situational mood conveyed for assertions, questioning, commanding, refraining etc. and finally ability to determine writer's purpose, intent and point of view, and draw inferences about the writer (discourse-semantics).
Memory has the ability to encode, store and recall information. Memories give an organism the capability to learn and adapt from previous experiences as well as build relationships. Encoding allows a perceived item of use or interest to be converted into a construct that can be stored within the brain and recalled later from long-term memory. Working memory stores information for immediate use or manipulation which is aided through hooking onto previously archived items already present in the long-term memory of an individual.
Sentence processing takes place whenever a reader or listener processes a language utterance, either in isolation or in the context of a conversation or a text. Many studies of the human language comprehension process have focused on reading of single utterances (sentences) without context. Extensive research has shown that language comprehension is affected by context preceding a given utterance as well as many other factors.
Reciprocal teaching is an instructional activity that takes the form of a dialogue between teachers and students regarding segments of text for the purpose of constructing the meaning of text. Reciprocal teaching is a reading technique which is thought to promote students' reading comprehension. A reciprocal approach provides students with four specific reading strategies that are actively and consciously used to support comprehension: Questioning, Clarifying, Summarizing, and Predicting. Palincsar (1986) believes the purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text.
Reciprocal teaching is best represented as a dialogue between teachers and students in which participants take turns assuming the role of teacher. -Annemarie Sullivan Palincsar
Cognitive science of religion is the study of religious thought and behavior from the perspective of cognitive science, and often engages with evolutionary science, which it assumes is its foundation. The field employs methods and theories from a wide range of disciplines, including cognitive psychology, evolutionary psychology, cognitive anthropology, artificial intelligence, developmental psychology, and archaeology. Scholars in this field seek to explain how human minds acquire, generate, and transmit religious thoughts, practices, and schemas by means of ordinary cognitive capacities.
Parallel constraint satisfaction processes (PCSP) is a model that integrates the fastest growing research areas in the study of the mind; Connectionism, neural networks, and parallel distributed processing models.
Embodied cognition is the theory that many features of cognition, whether human or otherwise, are shaped by aspects of the entire body of the organism. The features of cognition include high level mental constructs and performance on various cognitive tasks. The aspects of the body include the motor system, the perceptual system, bodily interactions with the environment (situatedness), and the assumptions about the world that are built into the structure of the organism.
Muhammad Afzal Upal is a writer and a cognitive scientist with contributions to cognitive science of religion, machine learning for planning, and agent-based social simulation.
Cognitive anthropologist Pascal Boyer argued that minimally counterintuitive concepts (MCI) i.e., concepts that violate a few ontological expectations of a category such as the category of an agent, are more memorable than intuitive and maximally counterintuitive (MXCI) concepts. A number of experimental psychology studies have found support for Boyer's hypothesis. Upal labelled this as the minimal counterintuitiveness effect or the MCI-effect.
The context-based model of the counterintuitiveness effect is a cognitive model of The Minimal Counterintuitiveness Effect i.e., the finding by many cognitive scientists of religion that minimally counterintuitive concepts are more memorable for people than intuitive and maximally counterintuitive concepts
Seductive details are often used in textbooks, lectures, slideshows, and other forms of educational content to make a course more interesting or interactive. Seductive details can take the form of text, animations, photos, illustrations, sounds or music and are by definition: (1) interesting and (2) not directed toward the learning objectives of a lesson. John Dewey, in 1913, first referred to this as “fictitious inducements to attention.” While illustrated text can enhance comprehension, illustrations that are not relevant can lead to poor learning outcomes. Since the late 1980s, many studies in the field of educational psychology have shown that the addition of seductive details results in poorer retention of information and transfer of learning. Thalheimer conducted a meta-analysis that found, overall, a negative impact for the inclusion of seductive details such as text, photos or illustrations, and sounds or music in learning content. More recently, a 2020 paper found a similar effect for decorative animations This reduction to learning is called the seductive details effect. There have been criticisms of this theory. Critics cite unconvincing and contradictory evidence to argue that seductive details do not always impede understanding and that seductive details can sometimes be motivating for learners.
The Interpretive Theory of Translation (ITT) is a concept from the field of Translation Studies. It was established in the 1970s by Danica Seleskovitch, a French translation scholar and former Head of the Paris School of Interpreters and Translators. A conference interpreter herself, Seleskovitch challenged the view prevailing at the time that translation was no more than a linguistic activity, one language being merely transcoded into another. She described translation as a triangular process: from one language to sense and from sense to the other language. She coined the name Interpretive Theory of Translation and, even before Translation Studies became a field in its own right, introduced the process of translation into the vast area of cognitive research. In order to verify the first observations made as a practitioner, Seleskovitch went on to write a doctoral thesis. Soon, a handful of conference interpreters interested in research joined her at ESIT.
Cognitive science of new religious movements is the study of new religious movements from the perspective of cognitive science. The field employs methods and theories from a variety of disciplines, including cognitive science of religion, sociology of religion, scientific study of religion, anthropology, and artificial life. Scholars in the field seek to explain the origin and evolution of new religious movements in terms of ordinary universal cognitive processes.