Information-Processing Psychology, Artificial Intelligence, and the Cognitive Systems Paradigm
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Applications of Digital Image Processing in Real Time World
INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 12, DECEMBER 2019 ISSN 2277-8616 Applications Of Digital Image Processing In Real Time World B.Sridhar Abstract :-- Digital contents are the essential kind of analyzing, information perceived and which are explained by the human brain. In our brain, one third of the cortical area is focused only to visual information processing. Digital image processing permits the expandable values of different algorithms to be given to the input section and prevent the problems of noise and distortion during the image processing. Hence it deserves more advantages than analog based image processing. Index Terms:-- Agriculture, Biomedical imaging, Face recognition, image enhancement, Multimedia Security, Authentication —————————— —————————— 2 REAL TIME APPLICATIONS OF IMAGE PROCESSING 1 INTRODUCTION This chapter reviews the recent advances in image Digital image processing is dependably a catching the processing techniques for various applications, which more attention field and it freely transfer the upgraded include agriculture, multimedia security, Remote sensing, multimedia data for human understanding and analyzing Computer vision, Medical applications, Biometric of image information for capacity, transmission, and verification, etc,. representation for machine perception[1]. Generally, the stages of investigation of digital image can be followed 2.1 Agriculture and the workflow statement of the digital image In the present situation, due to the huge density of population, gives the horrible results of demand of food, processing (DIP) is displayed in Figure 1. diminishments in agricultural land, environmental variation and the political instability, the agriculture industries are trying to find the new solution for enhancing the essence of the productivity and sustainability.―In order to support and satifisfied the needs of the farmers Precision agriculture is employed [2]. -
Health Informatics Principles
Health Informatics Principles Foundational Curriculum: Cluster 4: Informatics Module 7: The Informatics Process and Principles of Health Informatics Unit 2: Health Informatics Principles FC-C4M7U2 Curriculum Developers: Angelique Blake, Rachelle Blake, Pauliina Hulkkonen, Sonja Huotari, Milla Jauhiainen, Johanna Tolonen, and Alpo Vӓrri This work is produced by the EU*US eHealth Work Project. This project has received funding from the European Union’s Horizon 2020 research and 21/60 innovation programme under Grant Agreement No. 727552 1 EUUSEHEALTHWORK Unit Objectives • Describe the evolution of informatics • Explain the benefits and challenges of informatics • Differentiate between information technology and informatics • Identify the three dimensions of health informatics • State the main principles of health informatics in each dimension This work is produced by the EU*US eHealth Work Project. This project has received funding from the European Union’s Horizon 2020 research and FC-C4M7U2 innovation programme under Grant Agreement No. 727552 2 EUUSEHEALTHWORK The Evolution of Health Informatics (1940s-1950s) • In 1940, the first modern computer was built called the ENIAC. It was 24.5 metric tonnes (27 tons) in volume and took up 63 m2 (680 sq. ft.) of space • In 1950 health informatics began to take off with the rise of computers and microchips. The earliest use was in dental projects during late 50s in the US. • Worldwide use of computer technology in healthcare began in the early 1950s with the rise of mainframe computers This work is produced by the EU*US eHealth Work Project. This project has received funding from the European Union’s Horizon 2020 research and FC-C4M7U2 innovation programme under Grant Agreement No. -
Theories of Intelligence, Learning, and Motivation As a Basis for Praxis
Theories of Intelligence, Learning, and Motivation as a Basis for Praxis Dr Eulalee Nderu-Boddington Ph.D. Education Assistant Professor at Prince Sultan University Riyadh Saudi Arabia May 26th 2008 ABSTRACT This paper examines how Piaget, Werner, and Gardner differ regarding the roles of cognition, intelligence, and learning in the developmental process. Piaget believes in the predominance of genetic factors. Werner stresses the influence of biological factors, while Gardner proposes that the environment plays a greater influence in how intelligence and learning are acquired. This paper also surveys research on achievement and learning strategies and their role in student motivation. The development of conceptual understanding is related to prior knowledge, interest, learning goals, and achievement goals. Introduction This paper focuses on the developmental theories of Werner, Gardner, and Piaget, all of whom have significantly influenced the field of education through their differing understandings of how students learn from childhood to adulthood. Most researchers agree that a combination of biology and environment affects personality and intelligence, but they differ in assigning relative importance to these two influences. Although poor nutrition, poor health care, and head injuries have been linked to poor IQ scores, for the most part environmental variables have not been found to account for a substantial portion of observed variations in human intelligence. Therefore, some psychologists believe heredity is the dominant influence on intelligence. They base their views on research that concentrates on variations among people in general cognitive ability or IQ. Others believe that such research overemphasizes the concept of IQ and gives too much credit to genetics (Azar, 1995). -
Draft Common Framework for Earth-Observation Data
THE U.S. GROUP ON EARTH OBSERVATIONS DRAFT COMMON FRAMEWORK FOR EARTH-OBSERVATION DATA Table of Contents Background ..................................................................................................................................... 2 Purpose of the Common Framework ........................................................................................... 2 Target User of the Common Framework ................................................................................. 4 Scope of the Common Framework........................................................................................... 5 Structure of the Common Framework ...................................................................................... 6 Data Search and Discovery Services .............................................................................................. 7 Introduction ................................................................................................................................. 7 Standards and Protocols............................................................................................................... 8 Methods and Practices ............................................................................................................... 10 Implementations ........................................................................................................................ 11 Software ................................................................................................................................ -
Human Intelligence Differences: a Recent History Ian J
Forum TRENDS in Cognitive Sciences Vol.5 No.3 March 2001 127 Historical Perspective Human intelligence differences: a recent history Ian J. Deary Differences among humans in their mental important5. As a result of The Bell Curve’s that it does not emerge (Guilford, abilities are prominent, important, and controversies, the APA put together a task Thurstone, Gardner, Cattell and Horn); that controversial. In part, the controversy force of 11 people to write a report on there is a hierarchy of mental abilities from arises from over-uses and abuses of mental ‘Intelligence: Knowns and Unknowns’. The the general factor through broad ability tests, from insalubrious events in the individuals concerned came from different factors to very specific, narrow abilities history of mental test research, and from research traditions within and outside (Burt, Vernon) or that there is merely a lack of knowledge about what is and is not intelligence and were known to hold very range of uncorrelated narrow abilities currently known concerning human different views on the topic. Yet, they (Guilford)10,11. The resolution of these intelligence. In this article, some of the managed to produce a wide-ranging review debates was available from the 1940s, but well-attested facts about human intelligence article that all contributors signed. It not widely recognized. By 1939, Eysenck differences are summarized. A striking remains a touchstone for disinterested and showed that even Thurstone’s own data limitation of this body of research is that, authoritative information about intelligence contained a general factor that refuted his whereas much is known about the taxonomy differences. -
Information- Processing Conceptualizations of Human Cognition: Past, Present, and Future
13 Information- Processing Conceptualizations of Human Cognition: Past, Present, and Future Elizabeth E Loftus and Jonathan w: Schooler Historically, scholars have used contemporary machines as models of the mind. Today, much of what we know about human cognition is guided by a three-stage computer model. Sensory memory is attributed with the qualities of a computer buffer store in which individual inputs are briefly maintained until a meaningful entry is recognized. Short-term memory is equivalent to the working memory of a computer, being highly flexible yet having only a limited capacity. Finally, long-term memory resembles the auxiliary store of a computer, with a virtually unlimited capacity for a variety of information. Although the computer analogy provides a useful framework for describing much of the present research on human cogni- tion, it is insufficient in several respects. For example, it does not ade- quately represent the distinction between conscious and non-conscious thought. As an alternative. a corporate metaphor of the mind is suggested as a possible vehiclefor guiding future research. Depicting the mind as a corporation accommodates many aspects of cognition including con- sciousness. In addition, by offering a more familiar framework, a corpo- rate model is easily applied to subjective psychological experience as well as other real world phenomena. Currently, the most influential approach in cognitive psychology is based on analogies derived from the digital computer. The information processing approach has been an important source of models and ideas but the fate of its predecessors should serve to keep us humble concerning its eventual success. In 30 years, the computer-based information processing approach that cur- rently reigns may seem as invalid to the humlln mind liSthe wax-tablet or tl'kphOlIl' switchhoard mmkls do todoy. -
Distributed Cognition: Understanding Complex Sociotechnical Informatics
Applied Interdisciplinary Theory in Health Informatics 75 P. Scott et al. (Eds.) © 2019 The authors and IOS Press. This article is published online with Open Access by IOS Press and distributed under the terms of the Creative Commons Attribution Non-Commercial License 4.0 (CC BY-NC 4.0). doi:10.3233/SHTI190113 Distributed Cognition: Understanding Complex Sociotechnical Informatics Dominic FURNISSa,1, Sara GARFIELD b, c, Fran HUSSON b, Ann BLANDFORD a and Bryony Dean FRANKLIN b, c a University College London, Gower Street, London; UK b Imperial College Healthcare NHS Trust, London; UK c UCL School of Pharmacy, London; UK Abstract. Distributed cognition theory posits that our cognitive tasks are so tightly coupled to the environment that cognition extends into the environment, beyond the skin and the skull. It uses cognitive concepts to describe information processing across external representations, social networks and across different periods of time. Distributed cognition lends itself to exploring how people interact with technology in the workplace, issues to do with communication and coordination, how people’s thinking extends into the environment and sociotechnical system architecture and performance more broadly. We provide an overview of early work that established distributed cognition theory, describe more recent work that facilitates its application, and outline how this theory has been used in health informatics. We present two use cases to show how distributed cognition can be used at the formative and summative stages of a project life cycle. In both cases, key determinants that influence performance of the sociotechnical system and/or the technology are identified. We argue that distributed cognition theory can have descriptive, rhetorical, inferential and application power. -
Augmented Cognition for Bioinformatics Problem Solving
Augmented Cognition for Bioinformatics Problem Solving Olga Anna Kuchar and Jorge Reyes-Spindola Michel Benaroch Pacific Northwest National Laboratory Center for Creation and Management of Digital P.O. Box 999, 902 Battelle Blvd. Ventures Richland, WA, 99352 Martin J. Whitman School of Management Syracuse {olga.kuchar, jorge.reyes.spindola}@pnl.gov University, Syracuse, NY, 13244 [email protected] Abstract We describe a new computational cognitive model that has been developed for solving complex problems in bioinformatics. This model addresses bottlenecks in the information processing stages inherent in the bioinformatics domain due to the complex nature of both the volume and type of data and the knowledge required in solving these problems. There is a restriction on the amount of mental tasks a bioinformatician can handle when solving biology problems. Bioinformaticians are overwhelmed at the amount of fluctuating knowledge, data, and tools available in solving problems, but to create an intelligent system to aid in this problem-solving task is difficult because of the constant flux of data and knowledge; thus, bioinformatics poses challenges to intelligent systems and a new model needs to be created to handle such problem-solving issues. To create a problem-solving system for such an environment, one needs to consider the scientists and their environment, in order to determine how humans can function in such conditions. This paper describes our experiences in developing a complex cognitive system to aid biologists in knowledge discovery. We describe the problem domain, evolution of our cognitive model, the model itself, how this model relates to current literature, and summarize our ongoing research efforts. -
(IMIA) on Education in Health and Medical Informatics
This document has been published in Methods of Information in Medicine 39(2000), 267-277. Updated version October 2000, with corrections in footnote of section 4.2 Recommendations of the International Medical Informatics Association (IMIA) on Education in Health and Medical Informatics International Medical Informatics Association, Working Group 1: Health and Medical Informatics Education Abstract: The International Medical Informatics Association (IMIA) agreed on international recommendations in health informatics / medical informatics education. These should help to establish courses, course tracks or even complete programs in this field, to further develop existing educational activities in the various nations and to support international initiatives concerning education in health and medical informatics (HMI), particularly international activities in educating HMI specialists and the sharing of courseware. The IMIA recommendations centre on educational needs for health care professionals to acquire knowledge and skills in information processing and information and communication technology. The educational needs are described as a three-dimensional framework. The dimensions are: 1) professionals in health care (physicians, nurses, HMI professionals, ...), 2) type of specialisation in health and medical informatics (IT users, HMI specialists) and 3) stage of career progression (bachelor, master, ...). Learning outcomes are defined in terms of knowledge and practical skills for health care professionals in their role (a) as IT user and (b) as HMI specialist. Recommendations are given for courses/course tracks in HMI as part of educational programs in medicine, nursing, health care management, dentistry, pharmacy, public health, health record administration, and informatics/computer science as well as for dedicated programs in HMI (with bachelor, master or doctor degree). -
AI Thinks Like a Corporation—And That's Worrying
Topics Current edition More Subscribe Log in or sign up Search Open Future Manage subscription Open Voices AI thinks like a corporation—and that’s worrying Arti!cial intelligence was born of organisational decision-making and state power; it needs human ethics, says Jonnie Penn of the University of Cambridge Open Future Nov 26th 2018 | by BY JONNIE PENN Arti!cial intelligence is everywhere but it is considered in a wholly ahistorical way. To understand the impact AI will have on our lives, it is vital to appreciate the context in which the !eld was established. After all, statistics and state control have evolved hand in hand for hundreds of years. Consider computing. Its origins have been traced not only to analytic philosophy, pure mathematics and Alan Turing, but perhaps surprisingly, to the history of public administration. In “The Government Machine: A Revolutionary History of the Computer” from 2003, Jon Agar of University College London charts the development of the British civil service as it ballooned from 16,000 employees in 1797 to 460,000 by 1999. He noticed an uncanny similarity between the functionality of a human bureaucracy and that of the digital electronic computer. (He confessed that he could not tell whether this observation was trivial or profound.) Get our daily newsletter Upgrade your inbox and get our Daily Dispatch and Editor's Picks. Email address Sign up now Both systems processed large quantities of information using a hierarchy of pre-set but adaptable rules. Yet one predated the other. This suggested a telling link between the organisation of human social structures and the digital tools designed to serve them. -
Relationship Between Spirituality, Religion and Spiritual Intelligence
Relationship between Spirituality, Religion and Spiritual Intelligence: Intelligence of the 21stcentury (A Comparative Analysis) Sharmila Dhote Introduction: For long, the world gave much importance to Intelligence Quotient. The higher the figure, the belief went, the greater the intelligence. This attitude is a legacy of the early 20th century when psychologists devised tests to measure intelligence. These tests primarily measured intellectual or rational intelligence (used to solve logical problems). In mid-1990s, Daniel Goleman revealed findings in neuroscience and psychology that stressed the importance of Emotional Quotient (EQ). This makes us aware of our feelings and that of others. Goleman argued that EQ was a basic requirement for the use of IQ. If the areas of our brain that feel are damaged, our ability to think effectively is diminished. In 2000, however, authors Dana Zohar and Ian Marshall introduced a new dimension to human intelligence namely, SpiritualQuotient (or SQ), the ultimate intelligence. This is the intelligence used to solve problems of meaning and value. “Is my job giving me the fulfillment I seek?” “Am I relating to the people in my life in a way that contributes to their happiness and mine?” Answers to these questions determine whether we will find happiness or not. IQ and EQ are inadequate in such issues. IQ and EQ give way to spiritual intelligence, the ultimate intelligence that can add value and meaning to your life. Definitions Of Spiritual Intelligence Definitions of spiritual intelligence rely on the concept of spirituality as being distinct from religiosity. 55 Danah Zohar defined 12 principles underlying spiritual intelligence: Self-awareness: Knowing what I believe in and value, and what deeply motivates me. -
The Dual-Process Theory of Human Intelligence
The Dual-Process (DP) Theory of Human Intelligence The Dual-Process (DP) theory of human intelligence (Davidson &Kemp, 2011; S.B. Kaufman, 2009, 2011, 2013) incorporates modern dual-process theories of cognition (see Epstein, 1994; Evans, 2008, 2010; Evans & Frankish, 2009; Kahneman, 2011; Kahneman & Frederick, 2002, 2005; Stanovich, 2004, 2011— but also see Keren & Schul, 2009; Kruglanski & Grigerezner, 2011; Osman, 2004) into a theory of human intelligence. By doing so, the Dual-Process theory organizes many constructs relating to both explicit and implicit cognition that are at least partially separable and are meaningfully related to a wide range of socially valued intelligent behaviors. In particular, performance across a wide range of intelligent behaviors—across the arts and sciences—are predicted by a hierarchical structure of goal-directed and spontaneous cognitive processes. Goal-directed processes consume limited attentional resources, whereas spontaneous processes are not dependent on input from higher-level control processes (see Stanovich & Toplak, 2012). The theory has a few key tenets. The first tenet is that there are meaningful and adaptive individual differences in both goal-directed and spontaneous cognitive processes. The second tenet is that both goal-directed and spontaneous cognitive processes jointly determine all intelligent behaviors, although in varying degrees depending on the behavior. A third tenet is that neither mode of thought is more “intelligent” than any other across the board, but what is important is the ability to flexibly switch mode of thought depending on the situation (for applications of this idea to creativity, see Gabora, 2003, 2010; Gabora & S. B. Kaufman, 2010; Howard-Jones & Murray, 2003; Martindale, 1995, Vartanian, 2009).