Theory of mind and relational complexity

Cognitive complexity and control theory and relational complexity theory attribute developmental changes in theory of mind (TOM) to complexity. In 3 studies, 3-, 4-, and 5-year-olds performed TOM tasks (false belief, appearance-reality), less complex connections (Level 1 perspective-taking) tasks, and transformations tasks (understanding the effects of location changes and colored filters) with content similar to TOM. There were also predictor tasks at binary-relational and ternary-relational complexity levels, with different content. Consistent with complexity theories: (a) connections and transformations were easier and mastered earlier than TOM; (b) predictor tasks accounted for more than 80% of age-related variance in TOM; and (c) ternary-relational items accounted for TOM variance, before and after controlling for age and binary-relational items. Prediction did not require hierarchically structured predictor tasks.

An analysis of relational complexity in an air traffic control conflict detection task

Theoretical analyses of air traffic complexity were carried out using the Method for the Analysis of Relational Complexity. Twenty-two air traffic controllers examined static air traffic displays and were required to detect and resolve conflicts. Objective measures of performance included conflict detection time and accuracy. Subjective perceptions of mental workload were assessed by a complexity-sorting task and subjective ratings of the difficulty of different aspects of the task. A metric quantifying the complexity of pair-wise relations among aircraft was able to account for a substantial portion of the variance in the perceived complexity and difficulty of conflict detection problems, as well as reaction time. Other variables that influenced performance included the mean minimum separation between aircraft pairs and the amount of time that aircraft spent in conflict.

How Organizations Engage with External Complexity: A Political Action Perspective

This paper offers a new insight into how organizations engage with external complexity. It applies a political action perspective that draws attention to the hitherto neglected question of how the relative power organizational leaders enjoy within their environments is significant for the actions they can take on behalf of their organizations when faced with external complexity. It identifies cognitive and relational complexity as two dimensions of the environment with which organizations have to engage. It proposes three modes whereby organizations may engage with environmental complexity that are conditioned by an organization's power within its environment. It also considers the intention associated with each mode, as well as the implications of these modes of engagement for how an organization can learn about its environment and for the use of rationality and intuition in its strategic decision-making. The closing discussion considers how this analysis integrates complexity and political action perspectives in a way that contributes to theoretical development and provides the basis for a dynamic political co-evolutionary approach. © The Author(s) 2011.

Quantifying the complexity of relative clause and cleft sentences

Explanations of the difficulty of relative-clause sentences implicate complexity but the measurement of complexity remains controversial. Four experiments investigated how far relational complexity (RC) theory, that has been found valid for cognitive development and human reasoning, accounts for the difficulty of 16 types of English, object- and subject-extracted relative-clause constructions. RC corresponds to the number of nouns assigned to thematic roles in the same decision. Complexity estimates based on RC and those based on maximal integration cost (MIC) were strongly correlated and accounted for similar variance in sentence difficulty (subjective ratings, comprehension accuracy, reading times). Consistent with RC theory, sentences that required more than 4 role assignments in the same decision were extremely difficult for many participants. Performance on nonlinguistic relational tasks predicted comprehension of object-extracted sentences, before and after controlling for subject-extractions. Working memory tasks predicted comprehension of object-extractions before controlling for subjectextractions. The studies extend the RC approach to a linguistic domain.

Some framework ideas for software engineering education

This paper presents various ideas aimed at improving the conceptual framework for Software Engineering Education. They are centered on gradually seeing Software Engineering through a 3-p (problem-process-product), a 4-p (people (producars)-problem,process,product) and a 5-p (people (producers)-"problem, process, product, people (users)diagram. These diagrams include concepts such as the rate of change of a problem, the relational complexity of a problem, triphase processes with dominant phases, degrees of software evolution,levels of complexity (with the recognition of disorganized complexity), among others.

How many variables can humans process?

The conceptual complexity of problems was manipulated to probe the limits of human information processing capacity. Participants were asked to interpret graphically displayed statistical interactions. In such problems, all independent variables need to be considered together, so that decomposition into smaller subtasks is constrained, and thus the order of the interaction. directly determines conceptual complexity. As the order of the interaction increases, the number of variables increases. Results showed a significant decline in accuracy and speed of solution from three-way to four-way interactions. Furthermore, performance on a five-way interaction was at chance level. These findings suggest that a structure defined on four variables is at the limit of human processing capacity.

Motivating film title translation: a cognitive análisis

This proposal is a non-quantitative study based on a corpus of real data which offers a principled account of the translation strategies employed in the translation of English film titles into Spanish in terms of cognitive modeling. More specifically, we draw on Ruiz de Mendoza and Galera’s (2014) work on what they term content (or low-level) cognitive operations, based on either ‘stands for’ or ‘identity’ relations, in order to investigate possible motivating factors for translations which abide by oblique procedures, i.e. for non-literal renderings of source titles. The present proposal is made in consonance with recent findings within the framework of Cognitive Linguistics (Samaniego 2007), which evidence that this linguistic approach can fruitfully address some relevant issues in Translation Studies, the most outstanding for our purposes being the exploration of the cognitive operations which account for the use of translation strategies (Rojo and Ibarretxe-Antuñano 2013: 10), mainly expansion and reduction operations, parameterization, echoing, mitigation and comparison by contrast. This fits in nicely with a descriptive approach to translation and particularly with skopos theory, whose main aim consists in achieving functionally adequate renderings of source texts.

Reconstructing institutional complexity in practice:a relational model of institutional work and complexity

This article develops a relational model of institutional work and complexity. This model advances current institutional debates on institutional complexity and institutional work in three ways. First, it provides a relational and dynamic perspective on institutional complexity by explaining how constellations of logics - and their degree of internal contradiction - are constructed rather than given. Second, it refines our current understanding of agency, intentionality and effort in institutional work by demonstrating how different dimensions of agency interact dynamically in the institutional work of reconstructing institutional complexity. Third, it situates institutional work in the everyday practice of individuals coping with the institutional complexities of their work. In doing so, it reconnects the construction of institutionally complex settings to the actions and interactions of the individuals who inhabit them. © The Author(s) 2013.

Designing relational pedagogies with jam2jamXO

This paper examines the affordances of the philosophy and practice of open source and the application of it in developing music education software. In particular I will examine the parallels inherent in the ‘openness’ of pragmatist philosophy in education (Dewey 1916, 1989) such as group or collaborative learning, discovery learning (Bruner 1966) and learning through creative activity with computers (Papert 1980, 1994). Primarily I am interested in ‘relational pedagogies’ (Ruthmann and Dillon In Press) which is in a real sense about the ethics of the transaction between student and teacher in an ecology where technology plays a more significant role. In these contexts relational pedagogies refers to how the music teacher manages their relationships with students and evaluates the affordances of open source technology in that process. It is concerned directly with how the relationship between student and teacher is affected by the technological tools, as is the capacity for music making and learning. In particular technologies that have agency present the opportunity for a partnership between user and technology that enhances the capacity for expressive music making, productive social interaction and learning. In this instance technologies with agency are defined as ones that enhance the capacity to be expressive and perform tasks with virtuosity and complexity where the technology translates simple commands and gestures into complex outcomes. The technology enacts a partnership with the user that becomes both a cognitive and performative amplifier. Specifically we have used this term to describe interactions with generative technologies that use procedural invention as a creative technique to produce music and visual media.

Entrepreneurship, ties and relational networks: the case of a public-private cross-border tourism product

The thesis aims to understand the processes of entrepreneurship that try to create businesses or products with a high degree of complexity. This complexity comes from the fact that these products or initiatives can only be viable with the concurrence of a large number of heterogeneous actors (public, private, from different regions, etc..) which interact in a relational context. A case with these characteristics is the Camí dels Bons Homes. The thesis analyzes the evolution of the relational network from the point of view of its structure and content of its links. The results show and explain the observed changes in the network structure and the changes in the ties content. This analysis of the content of ties contributes to a new systematization and operationalization of ties’ content. Moreover this analysis takes in account negative ties, a less discussed issue in literature.

On the Time Complexity of the Problem Related to Reducts of Consistent Decision Tables

In recent years, rough set approach computing issues concerning reducts of decision tables have attracted the attention of many researchers. In this paper, we present the time complexity of an algorithm computing reducts of decision tables by relational database approach. Let DS = (U, C ∪ {d}) be a consistent decision table, we say that A ⊆ C is a relative reduct of DS if A contains a reduct of DS. Let s = be a relation schema on the attribute set C ∪ {d}, we say that A ⊆ C is a relative minimal set of the attribute d if A contains a minimal set of d. Let Qd be the family of all relative reducts of DS, and Pd be the family of all relative minimal sets of the attribute d on s. We prove that the problem whether Qd ⊆ Pd is co-NP-complete. However, the problem whether Pd ⊆ Qd is in P .

A bridge over troubling waters in education: the complexity of a "students as co-researchers" project

“Students as co-researchers” is a mode of engagement between students and teachers in school systems that has been likened to a bridge. This article explores the bridge metaphor with reference to one school’s experience of a students as co-researchers project involving students and teachers in the school and a university partner. We use the bridge metaphor, inspired by the imagist poet Ezra Pound, to explore particular challenges faced in this project, and to envision new modes of teacher/student relationships in education. We argue that the purpose of building such a bridge between students and teachers is not an instrumental one (to reach the other side), but rather that the bridge offers up zones of affective relational encounters between students and teachers.