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Danilov, Igor Val; Mihailova, Sandra – Journal of Intelligence, 2022
This theoretical article aims to create a conceptual framework for future research on digital methods for assessing cognition in children through estimating shared intentionality, different from assessing through behavioral markers. It shows the new assessing paradigm based directly on the evaluation of parent-child interaction exchanges…
Descriptors: Intelligence, Cognitive Ability, Children, Parent Child Relationship
Danilov, Igor Val; Mihailova, Sandra – Online Submission, 2021
Empirical evidence shows the efficiency of coordinated interaction in mother-infant dyads through unintentional movements: social entrainment, early imitation. The growing body of the literature evidently shows an impact of arousal on group performance and spreading emotion from one individual to another organism, called emotional contagion. The…
Descriptors: Brain, Psychological Patterns, Intelligence, Intention
Danilov, Igor Val; Mihailova, Sandra – Online Submission, 2021
One of the most intriguing questions in cognitive science is the Primary Data Entry (PDE) problem: where does social knowledge come from? After birth, an organism meets with reality, which is transcendental, staying beyond any experience and understanding of this pure reason. Basic approaches to the study of cognition are cognitivism,…
Descriptors: Cognitive Science, Intelligence, Models, Intention
Danilov, Igor Val; Mihailova, Sandra – Online Submission, 2020
This study presents, for the first time, (a) the analysis of the modern literature on the reciprocal impact of emotional arousal and interactional synchrony that creates the synergy of this tandem increasing group productivity; (b) the empirical results of 10 online experiments with 41 dyads. These online experiments in different languages found a…
Descriptors: Electronic Learning, Educational Technology, Emotional Response, Interaction
Danilov, Igor Val.; Mihailova, Sandra – Online Submission, 2019
The article observes studies of word categorization in 3- to 4-months-old infants questioning their main conclusion that young infants may categorize words themselves. The review shows that there is no bilateral communication between them and adults as well as any perceptual interaction that can help infants acquire language. And yet language…
Descriptors: Infants, Language Acquisition, Classification, Communication Skills