AttentionAttention is the concentration of awareness on some phenomenon to the exclusion of other stimuli. It is a process of selectively concentrating on a discrete aspect of information, whether considered subjective or objective. William James (1890) wrote that "Attention is the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought. Focalization, concentration, of consciousness are of its essence.
Visual spatial attentionVisual spatial attention is a form of visual attention that involves directing attention to a location in space. Similar to its temporal counterpart visual temporal attention, these attention modules have been widely implemented in video analytics in computer vision to provide enhanced performance and human interpretable explanation of deep learning models. Spatial attention allows humans to selectively process visual information through prioritization of an area within the visual field.
LearningLearning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.
Cognitive inhibitionCognitive inhibition refers to the mind's ability to tune out stimuli that are irrelevant to the task/process at hand or to the mind's current state. Cognitive inhibition can be done either in whole or in part, intentionally or otherwise. Cognitive inhibition in particular can be observed in many instances throughout specific areas of cognitive science. The early models of what would become the study and concept of cognitive inhibition were developed by Sigmund Freud.
Visual temporal attentionVisual temporal attention is a special case of visual attention that involves directing attention to specific instant of time. Similar to its spatial counterpart visual spatial attention, these attention modules have been widely implemented in video analytics in computer vision to provide enhanced performance and human interpretable explanation of deep learning models.
Cognitivism (psychology)In psychology, cognitivism is a theoretical framework for understanding the mind that gained credence in the 1950s. The movement was a response to behaviorism, which cognitivists said neglected to explain cognition. Cognitive psychology derived its name from the Latin cognoscere, referring to knowing and information, thus cognitive psychology is an information-processing psychology derived in part from earlier traditions of the investigation of thought and problem solving.
Salience (neuroscience)Salience (also called saliency) is that property by which some thing stands out. Salient events are an attentional mechanism by which organisms learn and survive; those organisms can focus their limited perceptual and cognitive resources on the pertinent (that is, salient) subset of the sensory data available to them. Saliency typically arises from contrasts between items and their neighborhood. They might be represented, for example, by a red dot surrounded by white dots, or by a flickering message indicator of an answering machine, or a loud noise in an otherwise quiet environment.
Animal cognitionAnimal cognition encompasses the mental capacities of non-human animals including insect cognition. The study of animal conditioning and learning used in this field was developed from comparative psychology. It has also been strongly influenced by research in ethology, behavioral ecology, and evolutionary psychology; the alternative name cognitive ethology is sometimes used. Many behaviors associated with the term animal intelligence are also subsumed within animal cognition.
Cognitive flexibilityCognitive flexibility is an intrinsic property of a cognitive system often associated with the mental ability to adjust its activity and content, switch between different task rules and corresponding behavioral responses, maintain multiple concepts simultaneously and shift internal attention between them. The term cognitive flexibility is traditionally used to refer to one of the executive functions. In this sense, it can be seen as neural underpinnings of adaptive and flexible behavior.
Learning stylesLearning styles refer to a range of theories that aim to account for differences in individuals' learning. Although there is ample evidence that individuals express personal preferences for how they prefer to receive information, few studies have found any validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning, but differ in how the proposed styles should be defined, categorized and assessed.
