Aims and Scope
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) is an international, high quality, peer reviewed open access journal which publishes articles in all areas of cognitive science, perception, natural language understanding, inference, memory processes, learning, problem solving, planning, connectionism, and other areas of interdisciplinary concern related in education, pedagogy and psychology.
All articles are published in English and undergo a peer-review process.
The scope of IJCRSEE is focused on cognitive research both in topics covered as well as disciplinary perspective:
- Cognitive Research in Education
- Cognitive Pedagogics
- Cognitive Psychology
- Cognitive Linguistics
- Cognitive Culture Studies
- Cognitive Neurophysiology
- Cognitive Aspects: Sport Culture
- Cognitive Aspects: Methodology of Knowledge
- Text Processing and Cognitive Technologies
- Curriculum Development
- Development of Learning Environment
- Education Administration
- Educational Psychology
- Educational Technology
- Elementary Education
- Innovative Pedagogical Models
- Learning Systems Platforms
- Media Education
- Science Education
- Teaching and Learning Technologies
The main objective of the Journal is to discuss global prospects and innovations concerning major issues of cognitive science, to publish new scientific results of cognitive science research, including the studies of cognitive processes, emotions, perception, memory, thinking, problem solving, planning, education and teaching, language and consciousness study, the results of studying man’s cognitive development and the formation of basic cognitive skills in everyday life. The Journal seeks to stimulate the initiation of new research and ideas in cognitive science for the purpose of integration and interaction of international specialists in the development of cognitive science as interdisciplinary knowledge.
IJCRSEE particularly welcomes articles on the results of scientific research in various fields of cognitive science (psychology, artificial intelligence, linguistics, philosophy and neuroscience) catering for international and multidisciplinary audience. Readers include those in cognitive psychology, special education, education, adult education, educational psychology, school psychology, speech and language, and public policy.
Highest priority is given to research reports that are specifically written for a multidisciplinary audience. The audience is primarily researchers in cognitive science and its associated fields, including anthropologists, education researchers, psychologists, philosophers, linguists, computer scientists, neuroscientists, and roboticists. The journal is an specializes in extensive articles that have a major impact on cognitive theory and provide new theoretical advances in cognitive research in education.
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) is currently the only journal in which the focus is the investigation of cognitive research in many area especially in education.
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) makes every effort to ensure the accuracy of all the information (the "Content") contained in its publications. However, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether expressed or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE).
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content.