1,721,237 research outputs found
La mente che negozia
No full textQuesto libro tratta i processi psicologici alla base delle modalità di approccio delle trattative e degli effetti strategici degli accordi. Esamina le fallacie cognitive in cui possono cadere i negoziatori e gli effetti delle differenze culturali e di genere sull'implementazione delle strategie negoziali. Oggi è infatti fondamentale considerare le differenze culturali nella gestione delle trattative. Nel mercato globale le negoziazioni avvengono continuamente sia all'interno che attraverso i confini culturali; e nonostante ciò la ricerca sulle strategie negoziali si è sviluppata fondamentalmente all'interno della cultura occidentale che rappresenta a malapena il 30% dell'umanità. Il testo dedica spazio anche alle strategie comunicative finalizzate a ottenere risorse dalla controparte o a generarle con essa e al ruolo giocato dalle terze parti sul processo negoziale
We are what we eat: How food is represented in our mind/brain
No full textDespite the essential role of food in our lives, we have little understanding of the way our knowledge about food is organized in the brain. At birth, human infants exhibit very few food preferences, and do not yet know much about what is edible and what is not. A multisensory learning development will eventually turn young infants into omnivore adults, for whom deciding what to eat becomes an effortful task. Recognizing food constitutes an essential step in this decisional process. In this paper we examine how concepts about food are represented in the human brain. More specifically, we first analyze how brain-damaged patients recognize natural and manufactured food, and then examine these patterns in the light of the sensory-functional hypothesis and the domain-specific hypothesis. Secondly, we discuss how concepts of food are represented depending on whether we embrace the embodied view or the disembodied view. We conclude that research on food recognition and on the organization of knowledge about food must also take into account some aspects specific to food category, the relevance of which has not been sufficiently recognized and investigated to date
Neural correlates of the energetic value of food during visual processing and response inhibition
No full textPrevious research showed that human brain regions involved in reward and cognitive control are responsive to visually presented food stimuli, in particular high-energy foods. However, it is still to be determined whether the preference towards high-energy foods depends on their higher energy density (kcal/gram), or is based on the difference in energy content of the food items (total amount of kcal). Here we report the results of an fMRI study in which normal-weight healthy participants processed food images during a one-back task or were required to inhibit their response towards food stimuli during a Go/No-Go task. High-energy density (HD) and low-energy density (LD) foods were matched for energy content displayed. Food-related kitchen objects (OBJ) were used as control stimuli. The lateral occipital complex and the orbitofrontal cortex showed consistent higher activity in response to HD than LD foods, both during visual processing and response inhibition. This result suggests that images of HD foods, even when the amount of food shown is not associated with a higher energy content, elicit preferential visual processing - possibly involving attentional processes - and trigger a response from the reward system. We conclude that the human brain is able to distinguish food energy densities of food items during both active visual processing and response inhibition
Cognitive and non-cognitive factors influencing the numeracy gender gap in higher education
No full textIn recent years, an important debate has developed on the role that digital technologies are playing and can play in the transformation of education and its institutions. Digital platforms, distance learning, blended learning, online training technologies are part of a significant restructuring and reculturing of the educational worlds. Digital technologies have restructured learning practices, educational content and the forms of educational governance which are immersed in public spaces and global markets. On the one hand, the digital governance of education contributes to changing and reconfiguring educational practices and the management of education on a local, national, international and transnational scale. On theother hand, technologies make possible the interconnection of multiple modes and shapes of formal, informal and non-formal education and training, producing forms of re-spatialization of education, locating the classroom within a digital learning ecosystem and favouring the emergence of different models of blended or hybrid learning
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