Here is the Cem07 congress Archive

Organized in Medina Yasmine Hammamet Tunisia

 

Would it be possible to solve a maths problem without expressing a given emotion be it pleasure or stress or whatever? To what extent does this emotion affect the resolution processes and their effectiveness? Could we learn a poem by heart without being motivated to do so? To what extent does this emotion impinge the learning processes? Is it possible to produce a given emotional reaction with no information processing of the various social and emotional variables of the given situation?

Many a question is to be asked at the dawn of a new era in psychology; an era where emotion, motivation and cognition intertwine to build up a new vision of the human personality and cognition, and to explain how they both operate. Be it so, could we hope to understand the human cognitive functioning without understanding that what orientates it?!

Having split emotion and motivation from cognition for a long time, researchers do realize now the urge of encompassing all the variables of personality for a better understanding of performance. This approach is likely to alter the performances evaluation, in various fields, as well as the task's latent cognitive activity.

The merit of this conference is to call researchers from various theoretical venues and cross-disciplinary subject fields to embark on an approach integrating cognition, emotion and motivation. This conference appreciates contributions noticeably supporting this orientation and showing how cognitive and non-cognitive factors interact in multifarious contexts.

Theme 1: Cognition in emotional and motivational contexts

• In the light of the distinction drawn by Kosslyn and Koenig between the concepts of «Wet mind» and «Dry mind», how do the so-called « hot » cognition (Abelson, 1963) and the « cold » cognition manifest?
• Is there really a cold human cognition with no connection to emotion or motivation?
• What are the regulating monitoring effects of emotion and motivation on the cognitive processes?
• How do the adapting functions of emotion and motivation appear manifest?
• What type of relation is there between the attentive and emotional processes?
• What is the effect of the interaction between the cognitive processes, on one hand, and the elementary processes of emotional evaluation and motivational control on planning and « self-control »?
• What effect does it have on the organisation of acts?
• What impact does affective valence (positive or negative) have on memory, perception, attention, comprehension, problem-solving and decision taking?
• How is cognition deeply rooted in the biological, corporal and sensational? To what extent could knowing be qualified as a sensational act? What repercussions could it have on conscience?
• Will the ‘subjective' be the focal element in conducting all the information processing acts?

Theme 2: Intelligence and personality

• Is intelligence just a matter of performance or competence?
• Could we design intelligence gauging tools encompassing both the affective and conative aspects?
• How do capabilities and potentialities take part in the structuring and functioning of intelligence?
• What is the role of the non cognitive factors, motivation and personalisation, in the functioning of intelligence?
• What do intelligence tests measure, performance or competence?
• Is everyday performance different from that the performance deployed in tests?
• Could the ‘in traits structure' be sufficient to account for the dynamics of the personality processes? Wouldn't we rather embrace the triadic vision « Emotion-Motivation-Cognition » of Matthew and Zeidner (2004)?
• To what extent do the non cognitive factors affect the processes of organisation and activation of knowledge?

Theme 3: Development of intellectual competences

• Is the Piagetian conception still sound?
• Is it true that cognition provides structure and that the affective provides the valence / energy of a given activity?
• Do the cognitive structures undergo a consistent and invariant development that follows an unchangeable trajectory?
• Can we speak of a developmental variability within the intellectual functioning as expressed in terms of the various paths people apprehend in their development?
• Is it possible, in the light of cognitive aptitudes, to speak of affective and motivational ones?
• Is it possible, in the light of cognitive potentials, to speak of affective and motivational ones?
• At which stage could the conative and cognitive integrate to construe conceptual thinking (and not a preconceptual one as suggested by Piaget ) in the early stages of life?
• To what extent do the chronopsychological rhythms affect the cognitive processes?
• How can a constructivist approach account for the actions that are liable to connect the sum total of personality components to a particular functional context as well as the evolution of these actions in the course of time?
• What will the evolution of the intellectual competences be like in the light of the research on expertise and its role in the acquisition of competences?
• What part does field-dependent knowledge take in the cognitive, affective and social evolution?

Theme 4: Cognition in social contexts

• How does the cognition situational nature appear?
• How are the high order cognitive functions such as reasoning and problem solving socially construed and culturally rooted?
• What are the effects of beliefs and values on the intellectual functioning and development?
• Do the western and eastern cultures generate different cognitive styles and thinking modes?
• What is the relationship between bilingualism and information processing?
• What differences are there between an everyday current performance and a laboratory on-task performance?

Theme 5: Methods, techniques & tools

• How can an instrument exactly measure the cognitive and non cognitive aspects in the process of task achievement?
• How can we detect and gauge the regulating processes in the course of cognitive activities?
• How can a method, a technique or a tool evaluate the share of each component or dimension (cognition, emotion and motivation) in the performance realization taking context into consideration?

 

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