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Of all publications in the section: 44
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Article
Utochkin I. S. The Russian Journal of Cognitive Science. 2016. Vol. 3. No. 1-2. P. 4-20.

Observers are able to extract summary statistical properties, such as numerosity or the average, from spatially overlapping subsets of visuals objects. However, this ability is limited to about two subsets at a time, which may be primarily caused by the limited capacity of parallel representation of those subsets. In our study, we addressed several issues regarding subset representation. In four experiments, we presented observers with arrays of dots of one to six colors and instructed them to judge the number of colors. We measured both speed and accuracy of those judgments. Following standard criteria used for the interpretation of object enumeration data, we recognized two modes of subset representation: a) parallel, effortless and strategy-independent representation of no more than two subsets, and b) serial representation modulated by different attentional strategies and a working memory template. We also found an advantage of large sets over small ones, demonstrating that subset representation can be formed based on some statistical accumulation of information from individual objects.

Added: Jul 4, 2016
Article
Котов А. А., Носов А. В. Российский журнал когнитивной науки. 2017. Т. 4. № 2-3. С. 39-48.

Studies with an ecological approach have shown that during the perception of an object, motor programs relevant to that object become activated and reflect possible actions the object allows for, or affordances. Furthermore, there appears to be a compatibility effect in some experimental tasks. When objects are sorted by a feature that is irrelevant for the motor action related to the object, responses made by the hand possibly involved in the action with the object were faster than responses made by other hand. It is unclear whether the object’s category membership (typical or border member of the category) has an impact on the compatibility effect. In this study, a stimulus–response compatibility (SRC) task was preceded by a category learning task. In the experimental condition, pictures of pans were shown to the participants, who had to assign the pictures to one of two artificial categories. The objects differed in side height (a feature relevant for categorization but irrelevant for motor actions with the object) and by handle orientation (a feature irrelevant for categorization but relevant for motor actions with the object). In the control condition, no category learning task was performed. In both conditions, participants performed the SRC task (immediately after the category learning task in the experimental condition): they divided the pictures of pans by handle color, using the right or the left hand when responding. The handle’s orientation (to the left or to the right) could match to the hand required for the answer (matching trials), or not match to it (mismatching trials). The side height also varied: it could correspond to typical members of the artificial category (easily learnable) or to the category’s border members (not easily learnable). No categorical membership impact on the compatibility effect was found. These results are discussed considering the role of learning processes in motor activation and the affordances of object.

Added: Feb 14, 2018
Article
Здорова Н. С., Каприелова А. В., Лопухина А. А. и др. Российский журнал когнитивной науки. 2021. Т. 8. № 1–2. С. 4-13.

Phonological and orthographic processing are reported to be among the strongest predictors of reading development across different Indo-European languages. The relative impact of these factors can be modulated by cross-linguistic script and orthographic differences, as evidenced by many studies in European languages. The present study investigates the effect of phonological and orthographic processing on reading speed in 6- to 12-year-old (1 – 5 grades) Russian-speaking children (N = 117), taking into account age as a factor as well. Phonological and orthographic processing were assessed with behavioral tests. The results revealed that both skills predict reading speed in Russian. Moreover, the age of young readers can also be a non-linguistic predictor of reading speed in Russian, especially in children between 6 and 10 years old. Children aged 10 to 12 also demonstrated some variability in reading speed, although an increase in reading speed was no longer observed.

Added: Oct 28, 2021
Article
Котов А. А. Российский журнал когнитивной науки. 2018. Т. 5. № 2. С. 35-44.

Nameability (ease of naming an object or a feature) is one of the factors supporting new category formation. The effect of a part’s nameability (Zettersten and Lupyan, 2018) depends on the greater success of defining a visual categorical feature of an object part, such as color or shape, among different features with basic names (e.g.,“red”) than among the features with less basic names (e.g, “mustard”). In this study we replicated this effect, and additionally we showed that it is restricted by the type of category rule: the nameability of features did not improve the accuracy of learning in the condition with probabilistic rules. But the nameability of features improved the accuracy of learning in the condition with rules based on one categorical feature. In the second experiment we showed that a verbal interference task eliminates this effect in learning the rules based on one categorical feature. In summary, our results explain how verbal processes (availability of names in long- term memory and verbalization) help us to learn new categories.We discuss the possible sources of the effects of nameability on category learning in the course of ontogenetic development.

Added: Oct 8, 2019
Article
Худякова М. В. Российский журнал когнитивной науки. 2020. Т. 7. № 3. С. 78-88.

In clinical linguistics, spoken discourse analysis is a crucial part of diagnostics as well as fundamental research of speech produced by people with various language impairments. The most common features for assessment are speech fluency, speech failures, errors, and syntactic complexity measures. However, several studies have shown that some of these parameters can be affected by fatigue or physical stress. Our study on narrative and procedural spoken discourse by healthy speakers with different levels of fatigue has shown a significant effect of fatigue level on speech tempo, and the elicitation task significantly affected multiple characteristics of spoken discourse.

Added: Feb 17, 2021
Article
Агрис А., Ацаркина Н., Лопухина А. А. Российский журнал когнитивной науки. 2018. Т. 5. № 4. С. 47-56.

An international conference organized biannually by the Interregional Association for Cognitive Studies (IACS) brings together scholars from all over Russia as well as their international colleagues. The present review covers the 8th International Conference on Cognitive Science that was held in October 2018 in Svetlogorsk, Russia. We provide an overview of the plenary talks and highlight the main topics of oral and poster presentations, as well as talks from interdisciplinary workshops that took place during the final two days of the conference. The special focus of this review is neurocognitive research. Noteably, both the talks and poster presentations featured many studies in neurolinguistics and psycholinguistics, as well as research in cognitive development and animal cognition, further developing cultural and evolutionary perspectives on cognition.

Added: Jun 12, 2020
Article
Кронгауз М. А. Российский журнал когнитивной науки. 2018. Т. 5. № 1. С. 14-21.

This article analyzes the similarities between the scientific biographies of Benjamin Lee Whorf, one of the authors of the hypothesis of linguistic relativity, and Daniel Everett, who described the Pirahã language. It discusses their roles in contemporary scientific communities and society in general, as well as their views and achievements. The analysis examines the similarity of their scientific destinies, the tremendous success of their theoretical constructions, outstepping the boundaries of linguistics, and the associated critical impact on their reputations. However questionable might be the accuracy of specific observations, it does not change the value of the discussions they provoked. The role of the hypothesis of linguistic relativity in science is determined not by its verity, but by the array of studies for which it has become both a methodology and an incentive. Everett participates in the construction of its new version, that is a complex and interdisciplinary study of language and culture in correlation with the norms of behavior and thinking.

Added: Oct 7, 2018
Article
Уточкин И. С., Юревич М. А., Булатова М. Е. Российский журнал когнитивной науки. 2016. Т. 3. № 3. С. 58-76.

This article reviews the research in visual working memory (VWM) over the past 20 years. We describe research methodologies in the field and focus on commonly used paradigms such as change detection and continuous report (including the use of mixed models for analysis) that aim to measure the capacity and precision of VWM. We also consider the organization of units of storage in VWM; in particular, we describe feature binding and representing multiple objects as ensemble summary statistics. We review theories that try to explain the nature of VWM limitations: structural theories (slot-based), resource theories, hybrid theories (slot and resource theories), and a recently suggested hierarchical encoding theory. Theories aiming to explain forgetting mechanisms in VWM are reviewed. We also discuss the neural correlates of VWM encoding and storage, as well as neurophysiological models of VWM that are substantially influenced by the mentioned theories.

Added: Oct 16, 2016
Article
Яковлев А. Ю., Тюрина Н. А., Уточкин И. С. Российский журнал когнитивной науки. 2020. Т. 7. № 3. С. 4-24.
Added: Jan 8, 2021
Article
Котов А. А., Котова Т. Н., Власова Е. Ф. Российский журнал когнитивной науки. 2015. Т. 2-3. С. 44-52.

Since pre-school age, children rely on contextual information while generalizing information about new objects. It is still uncertain what underlies this inductive selectivity; whether it is associative learning, which depends on the numbers of features that an object has, or conceptual learning, which depends on the features’ content. In the first experiment, we varied the contextual information and found that 4-5-year-olds rely more on contextual features of the object (shape and colour of the background), but not on spatial ones (location). In the second experiment we varied the combination of context features and showed that, given a lack of information about an object (shape only), children rely on contextual spatial features more than on the object’s features. Moreover, they prefer not to rely on contextual information at all if the object’s information was modified (same shape but different colour). Together, these results indicate the dependence of inductive selectivity on conceptual learning, not only associative learning.

Added: Oct 20, 2015
Article
Поддьяков А. Н. Российский журнал когнитивной науки. 2017. Т. 4. № 2-3. С. 49-59.

This paper discusses the design of exploratory objects that stimulate curiosity and exploration without instructions or explicitly posed problems. It is proposed that such an object can be considered as a specially designed meta-affordance as a challenge to curiosity and exploratory activity containing a variety of different affordances of lower levels. The concepts of deexploratory and counter-exploratory objects are also introduced. Deexploratory objects prevent non-desirable curiosity and exploration. Counter-exploratory objects are designed to do damage during their exploration. It is concluded that the comparison of objects having different specially designed exploratory, deexploratory and counter-exploratory components provide an opportunity to better understand practices of guided activity (management, manipulation) with positive and negative intentions. English full text: https://www.researchgate.net/publication/322644152_Exploratory_and_Counter-Exploratory_Objects_Design_of_Meta-Affordances

Added: Jan 23, 2018
Article
Гершкович В. А., Фаликман М. В. Российский журнал когнитивной науки. 2018. Т. 5. № 4. С. 28-46.

The paper briefly introduces the history of cognitive psychology from its emergence in the 1950s until the present. The unique contribution of cognitive psychology to psychological science is discussed. The main lines of cognitive psychology criticism and self-criticism are outlined: they include the single representational format in the information processing system, the limited resources of this system, and the degree of similarity in information processing between living and artificial systems. A number of state of the art research areas have emerged as a response to these criticisms: among them are embodied cognition, situated cognition, social and distributed cognition, emotional cognition, and many others. Possible scenarios of the further development of cognitive psychology and cognitive science are analyzed.

Added: Feb 2, 2020
Article
Люсин Д. В., Сучкова Е. А. Российский журнал когнитивной науки. 2019. Т. 6. № 3. С. 43-49.

The review covers the studies implemented at the intersection of cognitive and affective sciences that were presented at the conference of the International Society for Research on Emotion (ISRE) in July 2019 in Amsterdam. Three groups of studies are described: (1) interaction between emotional and cognitive processes — the most popular topics were the relationships between emotions and executive functions, memory, and decision making; (2) emotion perception including biological and social determinants of emotion perception, cross-cultural specificity of emotional expressions, and the role of facial mimicry; and (3) affective computing — the design of systems used for recognition and simulation of human emotions. The conference demonstrates the popularity of studies of the interactions between emotion and cognition. 

Added: Jun 27, 2020
Article
Логинов Н. И., Иванов В. Д. Российский журнал когнитивной науки. 2016. Т. 3. № 4. С. 67-72.
Added: Jul 20, 2018
Article
Сучкова Е. А. Российский журнал когнитивной науки. 2018. Т. 5. № 2. С. 45-56.

The aim of the current study was to provide an empirical evidence of an emotional state’s influence on the updating of affective information in working memory. The emotional congruence effect was expected: participants in a happy emotional state would be more successful in updating positive information compared to negative and neutral information. It was also expected that participants in a negative emotional state would show the opposite pattern of results. The sample included 66 subjects (age: M = 18.56; SD = 1.02). To measure updating, an affective n-back task was applied with positive, negative and neutral words as stimuli. To induce an emotional state, a combination of autobiographical memories and music listening was used. No emotional congruence effect has been obtained. The pattern of results for reaction times and accuracy was similar in both groups; most likely, it was partially caused by the sequence effect. In all types of trials, participants responded faster after emotion induction. The accuracy of responses to negative (M = 0.83; SD = 0.12) was significantly different compared to positive (M = 0.78; SD = 0.16) and neutral trials (M = 0.73; SD = 0.21). The results show that the updating of emotional stimuli is more effective compared to neutral stimuli; among emotional stimuli, updating negative stimuli is more effective compared to positive stimuli. 

Added: Feb 10, 2019
Article
Арсалиду М., Асланов И. А., Грищук Д. В. и др. Российский журнал когнитивной науки. 2020. Т. 7. № 4. С. 20-30.
Added: Dec 24, 2020
Article
Светлана Валентиновна Дорофеева, Виктория Алексеевна Решетникова, Серебрякова М. Н. и др. Российский журнал когнитивной науки. 2019. Т. 6. № 1. С. 14-24.

Standardized tests with normative data have become the gold standard for assessing reading skills and for diagnosing a specific reading disorder (developmental dyslexia) in many languages. For Russian, there is one such reading assessment test called the Standardized Assessment of Reading Skills, developed by A.N. Kornev and first published in 1997. However, the most recent available normative data on this methodology were collected more than a decade ago, and researches did not control for several important variables. Furthermore, no details have been published about the diagnostic validity of this test. We used the test to assess reading skills in 90 typically developing Russian primary school children in 2018. In this article, we present the results of testing typically developing children, including updated values of reading fluency and, for the first time, metrics of reading comprehension and weighted error scores. Additionally, we tested 50 children with clinically diagnosed developmental dyslexia and provide information about the sensitivity and specificity of the Standardized Assessment of Reading Skills.

Added: Feb 4, 2020
Article
Юрченко А. Н. Российский журнал когнитивной науки. 2019. Т. 6. № 4. С. 4-15.

This paper explores language comprehension and production in patients with temporal lobe epilepsy, a neurological disorder characterized by an epileptogenic focus near language areas or their homologues in the brain. Behavioral studies have shown that language processing in patients with temporal lobe epilepsy could be impaired across language domains — from single words to discourse. Neuroimaging data suggest that temporal lobe epilepsy may lead to changes in the lateralization and localization of language functions, reorganization of functional connections, and alterations in cortical structure and white matter tracts. The severity of language impairments and the degree of functional and structural reorganization in the brain correlate with clinical factors, including lateralization of the epileptogenic focus, age at seizure onset, disease duration, and frequency of epileptiform activity.

Added: Apr 16, 2020
Article
Котова Т. Н., Юдина Т. О., Котов А. А. Российский журнал когнитивной науки. 2014. Т. 1. № 1-2. С. 48-55.

At the age of 12-24 months, infants are actively interested in objects used by adult, despite the number of experienced difficulties in achieving their goals. What is making the child attempt to handle an object for designated purpose while watching the adult? One of the evident explanations concerns the efficiency of the adult’s behavior and child’s desire to achieve the same result. However, widely known researches prove that a child is guided not exclusively by result, but also by adult’s intention.  In our study, we verified the reason guiding a child’s choice in ambiguous condition modeled by situations opposing intentional and efficient behavior style of the adult. We discovered, that 16-20 months  old infants preferred copying adult’s intentional action (even if the action was not providing for an attractive result), but not accidental (even if the action was providing for an attractive result). However, the tendency of following the intention is developing in process of growing, as no similar pattern is observed at 12-16 months children. Here we also discuss the found out phenomenon in terms of its relation to the existing data on overimitation effect's research including the age range of its manifestation. Our data allow assuming that development of infant experience acquisition through interaction with an adult is, probably not carried out by complication of instrumental activity but through adjoining the child’s learning process of action planning while acquiring the experience.

Added: Dec 15, 2014
Article
Тихонов Р. В., Андриянова Н. Российский журнал когнитивной науки. 2018. Т. 5. № 2. С. 57-63.

The Implicit Learning Seminar is an annual scientific event that brings together researchers of unconscious cognition from different countries. Axel Cleeremans, Zoltan Dienes, Elisabeth Norman, and other well-known figures in the field of implicit learning regularly participate in the seminar. Its informal atmosphere, narrow topic range and small number of participants are ideal for discussing issues that go beyond what is usually presented in scientific articles. Special attention is paid to the results of “failed” experiments, in addition to discussions of theoretical frameworks, methodological issues, and empirical studies. The article describes the seven-year history of the seminar and gives a brief overview of the topics discussed in the May 2018 event which was held in Cluj-Napoca, Romania.

Added: Feb 19, 2019
Article
Поздняков И. С. Российский журнал когнитивной науки. 2018. Т. 5. № 3. С. 18-36.

Transcranial electrical stimulation (TES) is a group of non­invasive brain stimulation methods that apply weak electric currents through the scalp to interfere with brain activity. TES methods include transcranial direct current stimulation (tDCS), transcranial alternating current stimulation (tACS) and transcranial random noise stimulation (tRNS). These methods are prominent in contemporary cognitive neuroscience, but the specific mechanisms of TES neuromodulation are still unclear. This review is devoted to the history of TES, the most established effects of TES, as well as the possibilities and limitations of TES applications for research in cognitive neuroscience, for neurorehabilitation and treatment of neurological and psychiatric disorders, and for cognitive enhancement in healthy people.

Added: Oct 23, 2019