Cognitive and Affective Probing for Neuroergonomics

Cognitive Architecture for Affective eLearning Cognitive Architecture for Affective eLearning

Learning is a psychological experience one receives to make behavioral modifications to improve his/her capabilities while gaining knowledge or skills. Even though the traditional learning is a teachercentered pedagogical instruction, the modern learning framework is centered under a student-centered LMS and thus it is weak in cognitive, emotional, behavioral and social measures. Meanwhile, mor...

Neuroergonomics: a review of applications to physical and cognitive work

Neuroergonomics is an emerging science that is defined as the study of the human brain in relation to performance at work and in everyday settings. This paper provides a critical review of the neuroergonomic approach to evaluating physical and cognitive work, particularly in mobile settings. Neuroergonomics research employing mobile and immobile brain imaging techniques are discussed in the fol...

Computational neuroergonomics

Neuroergonomics merges neuroscience and ergonomics for the study of brain and behavior in natural and naturalistic settings. Together with the rapid development of neuroergonomics concepts, technologies, and related data, there is an urgent need to develop computational models of neuroergonomics that can help integrate and interpret empirical findings and make predictions for scientific researc...

Cognitive and affective control

Traditionally, cognition and emotion are seen as separate domains that are independent at best and in competition at worst. The French scientist and philosopher Blaise Pascal (1623–1662) famously said “Le coeur a ses raisons que la raison ne connaît point” (The heart has its reasons that reason does not know). Consistent with this quote, many studies in the past have underscored dissociable eff...

Cognitive and Affective Processes