The living cognition paradigm: An application to computational modeling of drivers mental activities

Thierry Bellet 1, * P. Mayenobe 2 D. Gruyer 3 J.C. Bornard 4 B. Claverie 5
* Auteur correspondant
1 COGNITIQUE
IFSTTAR/LESCOT - Laboratoire d'Ergonomie et de Sciences Cognitives pour les Transports
4 COGNITIQUE
IMS - Laboratoire de l'intégration, du matériau au système, INRETS/LESCOT - Laboratoire d'Ergonomie et de Sciences Cognitives pour les Transports
5 COGNITIQUE
IMS - Laboratoire de l'intégration, du matériau au système
Abstract : This paper was dedicated to the living cognition issues which concern the ability of a cognitive model to simulate human operator's mental activities, while dynamically interacting with the external environment. After introducing the theoretical foundations of this paradigm, an integrative cognitive simulation model of the driver was presented i.e., COSMODRIVE (cognitive simulation model of the driver). The central process that supports the living cognition in this model is the deployment of a cognitive schema, corresponding to the driver's mental representation of the driving situation as instantiated in the working memory. This dynamic mental model, defined as the driver's situational awareness, is used by the driver for perceptive exploration of the road scene, decision-making, anticipation and action planning, in order to interact with the road environment. This dynamic process of regulation is based on both implicit and explicit mental simulations and illustrated through an example in the last section of the paper.
Type de document :
Article dans une revue
US-China Education Review B 4, 2011, 1 (4), pp.568-578
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https://hal.archives-ouvertes.fr/hal-00668868
Contributeur : Nelly Troadec <>
Soumis le : vendredi 10 février 2012 - 15:35:36
Dernière modification le : jeudi 11 janvier 2018 - 06:27:11

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  • HAL Id : hal-00668868, version 1

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Thierry Bellet, P. Mayenobe, D. Gruyer, J.C. Bornard, B. Claverie. The living cognition paradigm: An application to computational modeling of drivers mental activities. US-China Education Review B 4, 2011, 1 (4), pp.568-578. 〈hal-00668868〉

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