Thesis (Ph.D.)--University of Western Sydney, 2008. / A thesis presented to the University of Western Sydney, College of Arts, MARCS Auditory Laboratories, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

Theory of Mind (ToM) refers to the ability to attribute mental states to oneself and other people. In this thesis, I present a new paradigm, the Self/Other Differentiation task, which was designed to assess ToM abilities – specifically, the ability to attribute belief states to the ‘Self' and ‘Other' – in typically developed, healthy adults. By focussing on fully developed ToM abilities, we aimed to increase understanding of how the ToM mechanism is structured and functions in everyday life, and how individual ToM components may differentially relate to executive functioning (EF) abilities. The Self/Other Differentiation task is a computerized false-belief task utilizing a matched- design to allow direct comparison of self-oriented versus other-oriented belief- attribution processes. Using behavioural (response times/error rates) and electrophysiological (EEG) methods, the work presented in this thesis provides evidence of a clear and distinct differentiation in the processing of ‘Self' versus ‘Other' perspectives in healthy ToM. We established a key role of perspective-shifting in ToM, which we hypothesize plays a crucial role in day-to-day communications; shifting from the Self-to-Other perspective was significantly harder (longer and more error prone) than shifting from the Other-to-Self perspective, suggesting that the ‘Self' forms the stem of understanding the ‘Other'. EEG analysis revealed these effects were present across fronto-lateral and occipital-lateral areas of the brain, particularly across the right hemisphere in parietal regions. We provide evidence of these features as universal, core components of the ToM mechanism, with data collected from both Chinese and Western cultures illustrating similar patterns of results. Results regarding the relationship between ToM and EF were mixed, with one study finding that affective EF positively correlates with ToM task performance, whilst non-affective EF does not, and a further two studies finding no such differential relationship. The Self/Other Differentiation task provides the opportunity to establish the features of ‘typical' ToM processes in healthy adults, to further our understanding of how the mature ToM mechanism functions.

Pascal Boyer’s theory of counterintuitive cultural representations asserts that concepts that violate developmentally natural intuitive knowledge structures demand more attention and are more transmittable than other concepts (Boyer and Ramble 2001: 535-64). Grounded in an empirically justified framework of ontological domain knowledge, counterintuitive representations have been identified across human cultures as consistently prevalent in religious beliefs and widely known folktales. Indeed, the ubiquity of counterintuitive representations of supernatural agents in world religions has led some to reason that its presence is a defining factor of “religion” (Atran 2002; Boyer 1994, 2001; Brown 1991; Pyysiäinen, Lindeman and Honkela 2003). The theory has attracted considerable attention from scholars. Boyer discussed and predicted the mnemonic advantages of culturally “familiar” counterintuitive representations (Boyer 2001: 58-105), yet this integral aspect has been poorly investigated, especially because subsequent free-recall studies have focused on novel representations that similarly violate assumptions about our intuitive ontologies. These studies have suffered from a variety of other shortcomings: small sample sizes that poorly represent population demographics and age ranges (most recruited university students); limited investigation of different modes of cultural transmission (most centred on written stimuli); emphasis on free recall at the expense of other measures of memory; and incomplete research into interactions of schema-level effects (e.g. positive and negative emotion, imagery, humour, and inferential potential) on the memorability of counterintuitive ideas. Although the theory claims universality across human cultures, purported differences between holistic and analytic types of cognition suggest that it is likely that East Asians process counterintuitive ideas differently from Westerners. But until this dissertation no data had yet been collected in East Asia. Hence, a large age-representative sample (N = 940), for three studies in both the UK and China, was used to investigate the interaction of template- and schema-level effects for wider forms of transmission biases endemic to cultural groups. The investigation comprised the interaction of the mnemonic effects of familiarity and counterintuitiveness and the impact of schema-level effects, employing a mixing of presentation media (Study #1), template-level preferences when generating schema-level ideas (Study #2), and transmission advantages for supernatural agents (Study #3). Study #1 consisted of two free-recall experiments: a minimal condition (subject-predicate statement) and elaborated condition (additional descriptive elements) of stimuli structure. The results were analysed by hierarchical linear model (HLM), with familiarity, counterintuitiveness, and delay as 2-level fixed factors, and age and schema-level effects as covariates. The findings revealed mixed support for predictions of the typical formulation of Boyer’s hypothesis. However, subsequent analyses revealed a significant interaction of counterintuitiveness x age and of counterintuitiveness x familiarity, for all conditions and cultural sites. Schema-level effects were also found to predict recall rate. Study #2 investigated template-level biases in a statement generation task. An analysis of covariance (ANCOVA) considering counterintuitiveness and the covariate of age revealed that children are significantly more likely to author counterintuitive ideas than older adults, in both UK and China. Study #3 (comparable in design to Study #1) found a significant interaction of counterintuitiveness x ontological category, revealed to be due to participants’ better recall rates, at both locations, for counterintuitive concepts belonging to the ontological category PERSONS. In summary, it appears that the counterintuitive effect is not as straightforward as it has been thought to be, and requires further theoretical development and empirical research to improve understanding about the interactive role of age, schema-level effects, and ontological category in the transmission and cultural epidemiology of such representations.

In this study, the development of a second-order false belief task is investigated by considering the impact of the acquisition of Turkish evidential markers, namely &ndash / DI (direct evidence) and &ndash / mIs (inference or hearsay). A neutral version of the tasks served as a control form. 21 kindergarten children (aged 4-5 years), 47 primary school children (aged 6- 12 years) and 10 adults participated in the study. Our results revealed that there is no effect of acquisition of evidentials on false belief understanding. Together with the other studies, there is a facilitative effect of &ndash / DI (direct evidence) in understanding of stories/narratives in general rather than false belief understanding for the children at the age of 4 to 6/7. In addition to the second-order false belief tasks (FBT_2), a simple working memory task (WST), a complex working memory task (LST), a perspective taking task (PTT) and a double- embedded relative clause task (REL_2) were used in order to investigate the developmental trend of these tasks and their possible relationship with second-order false belief understanding. Also, to the best of our knowledge this is the first time that a REL_2 task has been devised in a Turkish study. The general developmental trend was found for all tasks. Even if some significant correlations were found for FBT_2 score predicted from other tasks, analyses showed that only the contribution of age was significant. Since all of these domains are not related to second-order false belief reasoning but develop at the same time, it is not incompatible with the serial bottleneck hypothesis. In sum, the findings are matching with the modularity view that ToM is a faculty of the human mind at their own pace that does not share intrinsic content with other faculties such as language and working memory (Leslie et al., 2004). However, it develops together with those other faculties and they may constrain the expression of child

Diese Dissertation enthält eine theoretische und empirische Untersuchung der Gestaltung interaktiver Lernmedien. Interaktivität wird hierbei breit definiert und umfasst sowohl minimal interaktive Benutzersteuerungen, die Lernenden eine Änderung der Darstellung von Lerninhalten erlauben, bis hin zu voll immersiven Umgebungen in der virtuellen Realität. Theoretisch ist die Dissertation auf den Modellen der Cognitive Load Theory und dem Ansatz der Embodied Cognition verankert. Der Ansatz der Cognitive Load Theory rät zu einem Instruktionsdesign bei dem die kognitive Belastung innerhalb einer Lernaufgabe begrenzt wird, jedoch stellt Forschung im Paradigma der Embodied Cognition zumeist die Vorteile von Aktivität für kognitive Prozesse heraus. Die Kapitel dieser Dissertation zielen darauf ab, diese zwei scheinbar widersprüchlichen Ansätze miteinander zu versöhnen. Kapitel 1 bietet einen Überblick über die Inhalte dieser Dissertation und beschreibt die Implikationen der Resultate. In Kapitel 2 wird ein weitreichender Überblick über Forschung zu Embodied Cognition im Bereich des Lernens (auch bekannt als Embodied Learning) präsentiert und eine Taxonomie des Embodied Learning wird beschrieben. Ein wichtiger Beitrag von Kapitel 2 ist die Betrachtung, dass eine Gestaltung von interaktiven Lernumgebungen, die nicht gegen die Grundsätze der Cognitive Load Theory verstoßen, möglich ist. Kapitel 3 leistet eine Reflexion über Detailfragen zur Messung der kognitiven Belastung bei Aufgaben, in denen körperliche Faktoren oder Interaktivität eine Rolle spielen. Eine wichtige Behauptung aus Kapitel 3 besteht darin, dass es Unterschiede hinsichtlich der Passung verschiedener Messinstrumente der kognitiven Belastung für Aufgaben mit einem unterschiedlichen Lehransatz geben könnte. Die Passung verschiedener Fragebogeninstrumente zur Erfassung der (extrinsischen) kognitiven Belastung wird in Kapitel 4 empirisch evaluiert. In zwei Experimenten wurde die extrinsische Belastung (d.h. jene kognitive Belastung, die aus der Umsetzung einer Lernaufgabe herrührt) mit zwei verschiedenen Fragebogeninstrumenten gemessen. Die Versuchspersonen nutzten dabei entweder eine nicht-interaktive oder eine interaktive Implementation von Lernaufgaben zur Anatomie. Bei einem der Experimente stellte sich heraus, dass der gemessene Unterschied in der extrinsischen Belastung zwischen den beiden Versionen bei einem der Fragebögen hoch und bei dem anderen gering ausfiel. Basierend auf diesem Ergebnis wird in dem Kapitel empfohlen, die extrinsische Belastung nicht als einen einheitlichen Begriff, sondern als eine Ansammlung unterschiedlicher Belastungsarten zu betrachten. Darüber hinaus werden in den drei Experimenten in Kapitel 4 Hypothesen hinsichtlich der Gestaltung von Lerntests für Medien aufgestellt, die interaktive Komponenten verwenden. Zum Abschluss zielt Kapitel 5 darauf ab, allgemeine Empfehlungen zur Verbesserung von Forschung im Paradigma der Embodied Cognition zu formulieren und greift dabei auf die Taxonomie aus Kapitel 2 zurück. Insgesamt betrachtet verwendet diese Dissertation die Ansätze der Embodied Cognition und der Cognitive Load Theory um die Theorien gegenseitig anzuregen und um Ansätze zur Überarbeitung beider Theorien zu bieten. / This dissertation presents a theoretical and empirical investigation of the design of interactive learning media. Interactivity is understood in a broad sense, ranging from minimally interactive user controls allowing learners to change the display of learning contents up to fully immersive virtual reality environments. Theoretically, this dissertation is grounded in the models of cognitive load theory and embodied cognition. Cognitive load theory advises instructional designers to limit the cognitive load involved in a learning task, but embodied cognition research usually focuses on the benefits of activity for cognitive processes. The chapters in this dissertation aim to bridge the gap between these two seemingly contradicting approaches. Chapter 1 offers an overview of the contents of this dissertation and describes the implications of the results. In Chapter 2, an extended overview of embodiment research in the field of learning (also referred to as embodied learning) is presented and a taxonomy of embodied learning is outlined. Chapter 2 highlights that there may be ways of designing interactive learning settings while not infringing upon the principles of cognitive load theory. Chapter 3 affords a reflection on the intricacies of measuring cognitive load in tasks that involve embodiment or interactivity. An important assertion of Chapter 3 is that there may be differences in the suitability of different cognitive load measurement instruments for tasks differing in their instructional approach. The suitability of different cognitive load survey instruments for measuring (extraneous) cognitive load is empirically evaluated in Chapter 4. In two experiments, extraneous load (i.e., cognitive load brought about by the implementation of a learning task) was measured using two different cognitive load surveys. Participants either used a noninteractive or an interactive implementation of anatomy learning tasks. In one experiment, the difference in extraneous load between the two versions was high for one survey and low for another survey. Based on this result, the chapter recommends to view extraneous load not as a uniform concept, but rather as a collection of different load types. Moreover, the three studies in Chapter 4 test hypotheses concerning the design of tests for media using interactive learning components. Finally, Chapter 5 intends to formulate general recommendations for advancing embodied cognition research, thereby drawing on the taxonomy of Chapter 2. In sum, this dissertation uses embodied cognition and cognitive load theory to inform each other and to provide a starting point for upgrades for both theories.

L'activité neuronale est souvent considérée en neuroscience cognitive par la réponse évoquée mais l'essentiel de l'énergie consommée par le cerveau permet d'entretenir les dynamiques spontanées des réseaux corticaux. L'utilisation combinée d'algorithmes de classification (K means, arbre hirarchique, SOM) sur des enregistrements intracellulaires du cortex visuel primaire du chat nous permet de définir des classes de dynamiques neuronales et de les comparer l'activité évoquée par un stimulus visuel. Ces dynamiques peuvent être étudiées sur des systèmes simplifiés (FitzHugh-Nagumo, systèmes dynamiques hybrides, Wilson-Cowan) dont nous présentons l'analyse. Enfin, par des simulations de réseaux composés de colonnes de neurones, un modèle du cortex visuel primaire nous permet d'étudier les dynamiques spontanées et leur effet sur la réponse à un stimulus. Après une période d'apprentissage pendant laquelle des stimuli visuels sont presentés, des vagues de dépolarisation se propagent dans le réseau. L'étude des correlations dans ce réseau montre que les dynamiques spontanées reflètent les propriétés fonctionnelles acquises au cours de l'apprentissage.

A l'aide de l'imagerie fonctionnelle par résonance magnétique cérébrale (IRMf), il est possible de localiser in vivo les aires visuelles corticales dites "de bas niveau" , sur la base de leur propriété de rétinotopie. La cartographie rétinotopique est un préliminaire essentiel pour interpréter les résultats de nombreuses études sur le traitement de l'information visuelle. Il est donc important de s'assurer de sa robustesse. Nous avons obtenu des cartes rétinotopiques à partir d'acquisitions sur un imageur à 3 T, et mesuré l'accroissement de la variance des signaux fonctionnels induit par l'augmentation du champ magnétique utilisé. Nos résultats confi rment que cet accroissement n'est pas uniquement du à l'augmentation du bruit physiologique, mais aussi à une amélioration de la part de variance attribuable aux stimuli visuels. L'inconvénient majeur de la séquence d'acquisition EPI que nous utilisons est sa sensibilité aux hétérogénéités de champ magnétique qui induit des distorsions géométriques dans les images. Nos analyses révèlent que la méthode de correction des distorsions que nous utilisons évite des erreurs importantes de localisation corticale des activations fonctionnelles, et contribue à la robustesse des études dans les aires visuelles de bas niveau. Sur base des cartes rétinotopiques, nous avons mis en place un cadre novateur de représentation de données individuelles, dans la perspective d'une étude de groupe. Ce cadre permet de s'a ffranchir de la variabilité fonctionnelle inter-individuelle importante des aires visuelles de bas niveau, et de visualiser les résultats d'une étude de groupe dans un système de coordonnées uni fié. Nous avons estimé la robustesse de cette approche et l'avons appliquée à deux études portant sur le traitement local et global de l'information visuelle.

In this thesis, the evolution of adaptive behaviour in artificial agents is studied. More specifically, two types of adaptive behaviours are studied: articulated and cognitive ones. Chapter 1 presents a general introduction together with a brief presentation of the research area of this thesis, its main goals and a brief overview of the experimental studies done, the results and conclusions obtained. On chapter 2, I briefly present some promising methods that automatically generate robot controllers and/or body plans and potentially could help in the development of adaptive robots. Among these methods I present in details evolutionary robotics, a method inspired on natural evolution, and the biological background regarding adaptive behaviours in biological organisms, which provided inspiration for the studies presented in this thesis. On chapter 3, I present a detailed study regarding the evolution of articulated behaviours, i.e., behaviours that are organized in functional sub-parts, and that are combined and used in a sequential and context-dependent way, regardless if there is a structural division in the robot controller or not. The experiments performed with a single goal task, a cleaning task, showed that it is possible to evolve articulated behaviours even in this condition and without structural division of the robot controller. Also the analysis of the results showed that this type of integrated modular behaviours brought performance advantages compared to structural divided controllers. Analysis of robots' behaviours helped to clarify that the evolution of this type of behaviour depended on the characteristics of the neural network controllers and the robot's sensorimotor capacities, that in turn defined the capacity of the robot to generate opportunity for actions, which in psychological literature is often called affordances. In chapter 4, a study seeking to understand the role of reactive strategies in the evolution of cognitive solutions, i.e. those capable of integrating information over time encoding it on internal states that will regulate the robot's behaviour in the future, is presented. More specifically I tried to understand whether the existence of sub-optimal reactive strategies prevent the development of cognitive solutions, or they can promote the evolution of solutions capable of combining reactive strategies and the use of internal information for solving a response delayed task, the double t-maze. The results obtained showed that reactive strategies capable of offloading cognitive work to the agent/environmental relation can promote, rather than prevent the evolution of solutions relying on internal information. The analysis of these results clarified how these two mechanisms interact producing a hybrid superior and robust solution for the delayed response task.

Accentuating the role of managerial cognition in business model design, scholarly work recently conceptualizes business models as cognitive phenomenon reflecting managerial mental models. However, this theoretical position has been largely criticized for its emphasis on the limitations of human cognition, resulting in studies that explore the manifestation of cognitive constraints. To further advance the conceptualization of business models as cognitive structures, this dissertation focuses on the cognitive heuristics undergirding managerial reasoning to counter cognitive biases inherent in the design of new business models. Providing implications for research at the intersection of cognition and business model design, our studies are situated in the context of corporate entrepreneurship initiatives, spawning the entrepreneur at the nexus of individual and idiosyncratic context.:1 Introduction 2 Theoretical framework 2.1 Theoretical perspectives in business model research 2.2 Cognitive view in business model research 3 Scientific contribution 3.1 Article I: Not all are equal – Linking dominant and emergent business model logics in corporate entrepreneurship initiatives 3.2 Article II: Corporate entrepreneurship initiatives: Antagonizing cognitive biases in business model design 3.3 Article III: Situated entrepreneurial cognition in corporate incubators and accelerators: The business model as a boundary object List of appendices Bibliography

A dynamic interpretation of the Prayer of St. Benedict provides a methodology for understanding and explicating Christian faith consistent with enduring elements in the theological tradition and meaningful to the contemporary milieu. Within the overarching structure of the Prayer as a meta-paradigm, are three subsidiary paradigms that describe characteristics of approaches to faith. The structure, content, and intention of the Prayer reveal these to be experiential, critical, and transcendental. Wisdom is asserted as integrating and orienting the discussion, which is a constructed on a Personalist foundation and is a postcritical reflection on faith. Faith is grounded in the affirmations and assumptions of faith, discerned in the enfolding appeals, and the supplications, a basis for an expository discourse on the dimensions of faith. / Systematic Theology & Theological Ethics / M. Th. (Systematic Theology)