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Cognitive computing is part of AI and cognitive applications consists of cognitive services, which are building blocks of the cognitive systems. These applications mimic the human brain functions, for example, recognize the speaker, sense the tone of the text. On this paper, we present the similarities of these with human cognitive functions. We establish a framework which gathers cognitive functions into nine intentional processes from the substructures of the human brain. The framework, underpins human cognitive functions, and categorizes cognitive computing functions into the functional hierarchy, through which we present the functional similarities between cognitive service and human cognitive functions to illustrate what kind of functions are cognitive in the computing. The results from the comparison of the functional hierarchy of cognitive functions are consistent with cognitive computing literature. Thus, the functional hierarchy allows us to find the type of cognition and reach the comparability between the applications.

The purpose of this paper is to clarify the conceptual issues of information behaviour research by reviewing the approaches to information interaction in the context of information seeking and retrieval (IS&R).

The study uses the conceptual analysis focussing on four pioneering models for interactive IS&R proposed by Belkin, Ingwersen and Ingwersen and Järvelin.

A main characteristic of models for information interaction is the tripartite setting identifying information resources accessible through information systems, intermediary/interface and user. Dialogue is a fundamental constituent of information interaction. Early models proposed by Belkin and Ingwersen focussed on the dialogue occurring in user-intermediary interaction, while more recent frameworks developed by Ingwersen and Järvelin devote more attention to dialogue constitutive of user-information system interaction.

As the study focusses on four models developed within the period of 1984-2005, the findings cannot be generalised to depict the phenomena of information interaction as a whole. Further research is needed to model the specific features of information interaction occurring in the networked information environments in particular.

The study pioneers by providing an in-depth analysis of the ways in which pioneering researchers have conceptualised the phenomena of interaction in the context of IS&R. The findings contribute to the elaboration of the conceptual space of information behaviour research.

How does the human brain absorb information and turn it into skills of its own in psychotherapy? In an attempt to answer this question, the authors will review the intricacies of processing channels in psychotherapy and propose the term transprocessing (as in transduction and processing combined) for the underlying mechanisms. Through transprocessing the brain processes multimodal memories and creates reparative solutions in the course of psychotherapy. Transprocessing is proposed as a stage-sequenced mechanism of deconstruction of engrained patterns of response. Through psychotherapy, emotional-cognitive reintegration and its consolidation is accomplished. This process is mediated by cellular and neural plasticity changes.

The purpose of this study isto synthesize recent empirical research investigating memory of stressful critical incidents (both simulated and occurring in the field) among law enforcement officers.

The study used the approach of systematic state-of-the-art review.

In total, 20 studies of police and military officers show reduced detail and accuracy of high- versus low-stress incidents, especially for peripheral versus target information. Decrements in memory performance were mediated by the extent of physiological stress responses. Delayed recall accuracy was improved among officers that engaged in immediate post-incident rehearsal, including independent debriefing or reviewing body-worn camera footage.

Most studies were not found through systematic database searches, highlighting a need for broader indexing and/or open access publishing to make research more accessible.

By understanding how stress physiology enhances or interferes with memory encoding, consolidation and recall, evidence-based practices surrounding post-incident evidence gathering are recommended.

The current review addresses common public misconceptions of enhanced cognitive performance among police relative to the average citizen.

The current work draws from scientific knowledge about the pervasive influence of stress physiology on memory to inform existing practices surrounding post-incident evidence gathering among police.

The purpose of this paper is to elaborate the picture of situational relevance of music information from a performing musician’s point of view by delving into its diverse layers within the context of Doctor of Music students’ information seeking.

Music-related information is approached through six modes that categorize music information sources based on their levels of abstraction. Situational relevance of the modes of music information is examined in relation to the situational requirements of accomplishing a dissertation on music task consisting of both a series of concerts and a written thesis. The empirical material was collected by interviewing Finnish doctoral students in the field of music performance.

A set of situational relevance types related to each mode of music information were identified. As a whole, the differences between the perceived importance of the modes varied a little.

The goal of the present paper is not to create a generalizable list of situational relevance types suggested by modes of music information, but to show that the modes may suggest diverse situational relevance types of their own when evaluated by performing musicians.

The present paper provides a rare account on performing musicians’ vocational and school-related information seeking. For studies of music information retrieval, the present paper offers new contextual facets explaining why diverse music information could be relevant to musicians. For studies of music-related information seeking, the present study offers new insights on why performing musicians have information needs regarding certain types of music information sources.

Primary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement of information-seeking skills, is crucial. The aim of this paper is to understand better the interplay between cognitive appraisals and emotions in the constructivist process of learning and achieving information-seeking skills.

In-depth semi-structured interviews were conducted with six Swedish primary teacher students. The analysis of qualitative data was deductive and theory-driven, guided by Kuhlthau's information search process model, Scherer's semantic space of emotions and Pekrun's control-value theory of achievement emotions.

Anger/frustration, enjoyment and boredom were identified as activity emotions and anxiety, hopelessness and hope as prospective outcome emotions. The retrospective outcome emotions found were pride, joy, gratitude, surprise and relief. The appraisals eliciting the achievement emotions were the control appraisals uncertainty/certainty (activity and prospective outcome) and oneself/other (retrospective), and value appraisals negative/positive intrinsic motivation (activity) and failure/success (prospective and retrospective). The interplay between appraisals and emotions was complex and dynamic. The processes were individually unique, non-linear and iterative, and the appraisals did not always elicit emotions.

The study has theoretical and methodological implications for information behaviour research in its application of appraisal theories and the Geneva affect label coder. In addition, it has practical implications for academic librarians teaching information-seeking skills.

The purpose of this paper is to evaluate four visualizations that represent affective states of students.

An empirical-experimental study approach was used to assess the usability of affective state visualizations in a learning context. The first study was conducted with students who had knowledge of visualization techniques (n=10). The insights from this pilot study were used to improve the interpretability and ease of use of the visualizations. The second study was conducted with the improved visualizations with students who had no or limited knowledge of visualization techniques (n=105).

The results indicate that usability, measured by perceived usefulness and insight, is overall acceptable. However, the findings also suggest that interpretability of some visualizations, in terms of the capability to support emotional awareness, still needs to be improved. The level of students’ awareness of their emotions during learning activities based on the visualization interpretation varied depending on previous knowledge of information visualization techniques. Awareness was found to be high for the most frequently experienced emotions and activities that were the most frustrating, but lower for more complex insights such as interpreting differences with peers. Furthermore, simpler visualizations resulted in better outcomes than more complex techniques.

Detection of affective states of students and visualizations of these states in computer-based learning environments have been proposed to support student awareness and improve learning. However, the evaluation of visualizations of these affective states with students to support awareness in real life settings is an open issue.

Companies are increasingly implementing business process management systems (BPMSs) to support their processes. However, there is a gap in the literature regarding whether users also use BPMSs to manage the knowledge needed for processes to be completed. This study aims to analyze the factors that cause users to use BPMSs to manage the knowledge required in business processes.

The paper proposes an original model that integrates two successful information system models applied to BPMSs and knowledge management systems. To test the hypotheses derived from this new model, data were collected from 242 mature BPMS users from 12 Spanish and Latin American companies. Structural equation modeling with AMOS was used to examine the model.

Users’ perceived usefulness of a BPMS when using it for knowledge management (KM) is the only factor influencing them to use it for KM.

This study has practical implications for managers wishing to successfully implement a BPMS to support processes and for employees to use the knowledge embedded in the tool. The latter will only happen if users perceive the tool’s usefulness for KM.

To the best of the authors’ knowledge, this model is the first empirically validated model to successfully analyze BPMS users’ tendency to use BPMSs as a tool to support necessary KM in processes.

This study aimed to investigate the learning strategies adopted by Saudi university students and explore the differences in the use of learning strategies due to gender and academic achievement.

The study utilized a cross-sectional descriptive analytic approach and adopted the brief “ACRA-C” learning strategies scale. The study sample consisted of 365 students enrolled at a Saudi university selected using the random clustering technique.

The study revealed that microstrategies and study habits are the most preferred strategies by Saudi university students. Statistically significant differences in the use of learning strategies were found between male and female students in favor of the female students. The study also found that learning strategies are a significant predictor of students' academic achievement.

The study was limited to one college in one Saudi university. Future studies should use larger samples from different colleges and universities in Saudi Arabia and incorporate a variety of measures of academic achievement, such as students' grades in specific courses rather than the overall grade average.

While there are a number of studies that investigated the use of learning strategies by students, there is a lack of such research in the higher education context of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by looking at the use of learning strategies by university students in Saudi Arabia and the relationship between strategy use, gender and academic achievement.