Where do we go from here? An assessment of navigation performance using a compass versus a GPS unit

The Global Positioning System (GPS) looks set to replace the traditional map and compass for navigation tasks in military and civil domains. However, we may ask whether GPS has a real performance advantage over traditional methods. We present an exploratory study using a waypoint plotting task to compare the standard magnetic compass against a military GPS unit, for both expert and non-expert navigators. Whilst performance times were generally longer in setting up the GPS unit, once navigation was underway the GPS was more efficient than the compass. For mediumto long-term missions, this means that GPS could offer significant performance benefits, although the compass remains superior for shorter missions. Notwithstanding the performance times, significantly more errors, and more serious errors, occurred when using the compass. Overall, then, the GPS offers some clear advantages, especially for non-expert users. Nonetheless, concerns over the development of cognitive maps remain when using GPS technologies

Ontological imagination: transcending methodological solipsism and the promise of interdisciplinary studies

This text is a presentation of the notion of ontological imagination. It constitutes an attempt to merge two traditions: critical sociology and science and technology studies - STS. By contrasting these two intellectual traditions, I attempt to bring together: a humanist ethical-political sensitivity and a posthumanist ontological insight. My starting point is the premise that contemporary world needs new social ontology and new critical theory based on it in order to overcome the unconsciously adapted, “slice-based” modernist vision of social ontology. I am convinced that we need new ontological frameworks of the social combined with a research disposition which I refer to as ontological imagination

What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of attitudes, satisfaction, and loyalty toward this learning experience. The results indicate that NFC has an influence on these variables, significantly moderating how loyalty toward social media learning is formed. For high-NFC students, satisfaction with the learning experience is the most important variable to explain loyalty; whereas for low-NFC students, attitudes have a stronger effect. Different strategies are suggested, according to the learners' NFC levels, for increasing the use of social media in personal learning environments. Practical implications for improving the integration of such informal resources into formal education are discussed.Junta de Andalucía – Programa Andaluz de I + D P12 SEJ 259

Evaluating weaknesses of "perceptual-cognitive training" and "brain training" methods in sport: An ecological dynamics critique

The recent upsurge in "brain training and perceptual-cognitive training," proposing to improve isolated processes, such as brain function, visual perception, and decision-making, has created significant interest in elite sports practitioners, seeking to create an "edge" for athletes. The claims of these related "performance-enhancing industries" can be considered together as part of a process training approach proposing enhanced cognitive and perceptual skills and brain capacity to support performance in everyday life activities, including sport. For example, the "process training industry" promotes the idea that playing games not only makes you a better player but also makes you smarter, more alert, and a faster learner. In this position paper, we critically evaluate the effectiveness of both types of process training programmes in generalizing transfer to sport performance. These issues are addressed in three stages. First, we evaluate empirical evidence in support of perceptual-cognitive process training and its application to enhancing sport performance. Second, we critically review putative modularized mechanisms underpinning this kind of training, addressing limitations and subsequent problems. Specifically, we consider merits of this highly specific form of training, which focuses on training of isolated processes such as cognitive processes (attention, memory, thinking) and visual perception processes, separately from performance behaviors and actions. We conclude that these approaches may, at best, provide some "general transfer" of underlying processes to specific sport environments, but lack "specificity of transfer" to contextualize actual performance behaviors. A major weakness of process training methods is their focus on enhancing the performance in body "modules" (e.g., eye, brain, memory, anticipatory sub-systems). What is lacking is evidence on how these isolated components are modified and subsequently interact with other process "modules," which are considered to underlie sport performance. Finally, we propose how an ecological dynamics approach, aligned with an embodied framework of cognition undermines the rationale that modularized processes can enhance performance in competitive sport. An ecological dynamics perspective proposes that the body is a complex adaptive system, interacting with performance environments in a functionally integrated manner, emphasizing that the inter-relation between motor processes, cognitive and perceptual functions, and the constraints of a sport task is best understood at the performer-environment scale of analysis

Oppressive Things

In analyzing oppressive systems like racism, social theorists have articulated accounts of the dynamic interaction and mutual dependence between psychological components, such as individuals’ patterns of thought and action, and social components, such as formal institutions and informal interactions. We argue for the further inclusion of physical components, such as material artifacts and spatial environments. Drawing on socially situated and ecologically embedded approaches in the cognitive sciences, we argue that physical components of racism are not only shaped by, but also shape psychological and social components of racism. Indeed, while our initial focus is on racism and racist things, we contend that our framework is also applicable to other oppressive systems, including sexism, classism, and ableism. This is because racist things are part of a broader class of oppressive things, which are material artifacts and spatial environments that are in congruence with an oppressive system