How Minds Work: A Cognitive Theory of Everything - a Tutorial on the IDA Model of Cognition

The IDA model of cognition is a fully integrated artificial cognitive system reaching across the full spectrum of cognition, from low-level perception/action to high-level reasoning. Extensively based on empirical data, it accurately reflects the full range of cognitive processes found in natural cognitive systems. As a source of plausible explanations for very many cognitive processes, the IDA model provides an ideal tool to think with about how minds work. This online tutorial offers a reasonably full account of the IDA conceptual model, including background material. It also provides a high-level account of the underlying computational “mechanisms of mind” that constitute the IDA computational model.

Teaching Cognitive Modeling Using PDP++

PDP++ is a freely available, open source software package designed to support the development, simulation, and analysis of research-grade connectionist models of cognitive processes. It supports most popular parallel distributed processing paradigms and artificial neural network architectures, and it also provides an implementation of the LEABRA computational cognitive neuroscience framework. Models are typically constructed and examined using the PDP++ graphical user interface, but the system may also be extended through the incorporation of user-written C++ code. This article briefly reviews the features of PDP++, focusing on its utility for teaching cognitive modeling concepts and skills to university undergraduate and graduate students. An informal evaluation of the software as a pedagogical tool is provided, based on the author’s classroom experiences at three research universities and several conference-hosted tutorials.

Knowledge Exchange in Intra-Organizational Innovation Communities: The Role of Cognitive and Affective States

Many aspects in the area of designing platforms for intra-organizational innovation communities are not well understood. In this article, we examine the impact of technologically induced psychological factors on knowledge exchange in such communities. Using two experimental pretest-posttest experiments, we find that the implementation of (i) technologically induced self-efficacy (expressed by a ‘hurray’ message) and (ii) technologically induced positive affect (expressed by playing some 30 seconds of rock-‘n’-roll music) in the design of the platform results in an influential increase of knowledge exchange. Importantly, the studies suggest that the integration of technologically induced self-efficacy leads to a higher extent of knowledge exchange than technologically induced positive affect. The implications of these results for future research and practice as well as for the design of a platform for such communities are discussed.