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Books on the topic 'Cognition. eng'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Knowing children: Experiments in conversation and cognition. 2nd ed. Psychology Press, 1997.

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2

tr, Carrillo Maricarmen, ed. Para comprender a Jean Piaget. Trillas, 1993.

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3

How the child's mind develops. Routledge, 2002.

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4

David, Cohen. How the child's mind develops. Routledge, 2001.

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5

Sousa, David A. Un cerveau pour apprendre-- différemment. Chenelière éducation, 2006.

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6

Learning to read: A cognitive approach to reading and poor reading. Croom Helm, 1985.

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7

Danielle, Bellemare, Marot Odette, Université de Montréal. Faculté des sciences infirmières., Centre hospitalier Côte-des-Neiges, and Colloque sur les soins infirmiers aux malades atteints de déficits cognitifs (1987), eds. Un Défi simplement humain: Des soins pour les personnes âgées atteintes de déficits cognitifs. Éditions du Renouveau pédagogique, 1988.

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8

Tardif, Jacques. Pour un enseignement stratégique: L'apport de la psychologie cognitive. Logiques, 1997.

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9

Tardif, Jacques. Pour un enseignement stratégique: L'apport de la psychologie cognitive. Éditions Logiques, 1992.

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10

Tardif, Jacques. Pour un enseignement stratégique: L'apport de la psychologie cognitive. Éditions Logiques, 1992.

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11

D, Rousseau Robert Ph, ed. Psychologie cognitive: Une approche de traitement de l'information. Télé-université, 1989.

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12

D, Rousseau Robert Ph, ed. Psychologie cognitive: Une approche de traitement de l'information. Presses de l'Université du Québec, 2012.

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13

Teach your child how to think. Penguin, 1993.

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14

Bono, Edward De. Cómo enseñar a pensar a tu hijo. Ediciones Paidós, 1994.

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15

Bono, Edward De. Teach your child how to think. Viking, 1992.

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16

Bono, Edward De. Teach your child how to think. Viking, 1993.

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17

Teach your child how to think. Viking, 1992.

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18

Uittenhove, Kim, and Patrick Lemaire. Numerical Cognition during Cognitive Aging. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.045.

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This chapter provides an overview of age-related changes and stabilities in numerical cognition. For each component (i.e. approximate and exact number system, quantification, and arithmetic) of numerical cognition, we review changes in participants’ performance during normal and pathological aging in a wide variety of tasks (e.g. number comparison, subitizing, counting, and simple or complex arithmetic problem-solving). We discuss both behavioral and neural mechanisms underlying these performance variations. Moreover, we highlight the importance of taking into account strategic variations. Ind

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19

E, Hochberg Julian, ed. Perception and cognition at century's end. Academic Press, 1998.

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20

Perception and Cognition at Century's End. Elsevier, 1998. http://dx.doi.org/10.1016/b978-0-12-301160-2.x5000-x.

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21

Koo, Minkyung, Jong An Choi, and Incheol Choi. Analytic versus Holistic Cognition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199348541.003.0004.

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This chapter summarizes research on analytic versus holistic thinking, including locus of attention, causal perception, perception of change, tolerance of contradiction, and categorization—constructs that are widely studied in social psychology and other related fields, such as consumer psychology. The chapter also reviews the literature on the Analysis-Holism Scale (AHS): how it was developed and how it differs from scales that measure other cultural differences (e.g., individualism versus collectivism; independent versus interdependent self; dialectical versus linear self). Empirical evidenc

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22

Carter, J. Adam, and Jesper Kallestrup. Extended Circularity: A New Puzzle for Extended Cognition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198769811.003.0003.

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Mainstream epistemology has typically presumed a traditional picture of the metaphysics of mind, whereby cognitive processes (e.g., memory storage and retrieval) play out within the bounds of skull and skin. Contemporary thinking in the philosophy of mind and cognitive science decreasingly favors this simple “intracranial” picture. Likewise, proponents of active externalist approaches to the mind—e.g., the hypothesis of extended cognition (HEC)—have largely proceeded without asking what epistemological ramifications should arise once cognition is understood as criss-crossing between brain and

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23

Hochberg, Julian. Perception and Cognition at Century's End: History, Philosophy, Theory (Handbook of Perception and Cognition, Second Edition). Academic Press, 1998.

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24

Hochberg, Julian. Perception and Cognition at Century's End: History, Philosophy, Theory (Handbook of Perception and Cognition, Second Edition). 2nd ed. Academic Press, 1998.

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25

Busemeyer, Jerome R., Zheng Wang, James T. Townsend, and Ami Eidels, eds. The Oxford Handbook of Computational and Mathematical Psychology. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199957996.001.0001.

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A comprehensive and authoritative review on most important developments in computational and mathematical psychology that have impacted many other fields in past decades. Written in tutorial style by leading scientists in each topic area, with an emphasis on examples and applications. Each chapter is self-contained and aims to engage readers with various levels of modeling experience. The Handbook covers the key developments in elementary cognitive mechanisms (e.g., signal detection, information processing, reinforcement learning), basic cognitive skills (e.g., perceptual judgment, categorizat

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26

Haan, Michelle de. Infant EEG and Event-Related Potentials. Taylor & Francis Group, 2013.

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27

Chi, Michelene T. H., D. Stephen Lindsay, Francis T. Durso, Susan T. Dumais, and Raymond S. Nickerson. Handbook of Applied Cognition. Wiley & Sons, Incorporated, John, 2000.

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28

Lewandowsky, Stephan, Timothy J. Perfect, Francis T. Durso, Susan T. Dumais, and Raymond S. Nickerson. Handbook of Applied Cognition. Wiley & Sons, Incorporated, John, 2007.

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29

Thomas, Durso Francis, and Nickerson Raymond S, eds. Handbook of applied cognition. Wiley, 1999.

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30

Thompson, Evan. Looping Effects and the Cognitive Science of Mindfulness Meditation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495794.003.0003.

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Cognitive neuroscience tends to conceptualize mindfulness meditation as inner observation of a private mental realm of thoughts, feelings, and body sensations, and tries to model mindfulness as instantiated in neural networks visible through brain imaging tools such as EEG and fMRI. This approach confuses the biological conditions for mindfulness with mindfulness itself, which, as classically described, consists in the integrated exercise of a whole host of cognitive and bodily skills in situated and ethically directed action. From an enactive perspective, mindfulness depends on internalized s

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31

Kvanvig, Jonathan L. Non‐Cognitive Accounts. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809487.003.0003.

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If we are unsatisfied with cognitive accounts of faith worth having, as argued in the last chapter, we will want to see what the options are for a non‐cognitive account of the matter. To that end, we can begin with an account of the contours of the logical space of non‐cognitivism that are relevant here. Specific non‐cognitive accounts are differentiated froma more generic, functional and non‐cognitive account, arguing for the superiority of the latter.

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32

Fox, Susan H., and Marina Picillo. “I See Them Sitting on My Bed, Doctor”. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190607555.003.0012.

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Many movement disorders specialists would consider dementia with Lewy bodies to be on one end of a spectrum of presentations associated with Lewy body pathology. Parkinson’s disease with preserved cognition sits at the other end of the spectrum, and over time it can be associated with a greater cortical Lewy body burden and related cognitive impairment. It is unclear what determines to what degree cognitive impairment is involved in a given patient, and the arbitrary time-based division between Parkinson’s disease and dementia with Lewy bodies is imperfect, although it serves to help recogniti

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33

Tamura, Manjula Kurella, Mark L. Unruh, and Ea Wha Kang. Cognitive function, depression, and psychosocial adaptation. Edited by Jonathan Himmelfarb. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199592548.003.0272.

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Psychiatric complications of end-stage renal disease are common, often debilitating, and potentially preventable. Patients with end-stage renal disease are at higher risk for psychiatric disorders compared to patients with other chronic health conditions, and those who suffer from psychiatric complications are at higher risk for death and dialysis withdrawal. Both dementia and depression also reduce quality of life and impair adherence to prescribed therapies. In addition, patients with end-stage renal disease are confronted with multiple stressors related to their illness and treatment. This

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34

narrator, Cashman Marc, ed. The end of Alzheimer's: The first program to prevent and reverse cognitive decline. 2017.

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35

Ottati, Victor, and Chase Wilson. Open-Minded Cognition and Political Thought. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228637.013.143.

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Dogmatic or closed-minded cognition is directionally biased; a tendency to select, interpret, and elaborate upon information in a manner that reinforces the individual’s prior opinion or expectation. Open-minded cognition is directionally unbiased; a tendency to process information in a manner that is not biased in the direction of the individual’s prior opinion or expectation. It is marked by a tendency to consider a variety of intellectual perspectives, values, attitudes, opinions, or beliefs—even those that contradict the individual’s prior opinion. Open-Minded Cognition is assessed using m

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36

Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie. L. Erlbaum, 1994.

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37

R, Brown Donald, Claire Ellen Weinstein, and Paul R. Pintrich. Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J. Mckeachie. Taylor & Francis Group, 2016.

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38

Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J. Mckeachie. Lawrence Erlbaum, 1994.

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39

Magerko, Brian. A Computationally Motivated Approach to Cognition Studies in Improvisation. Edited by Benjamin Piekut and George E. Lewis. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199892921.013.22.

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This chapter presents the guiding design rationale for the Georgia Institute of Technology’s Digital Improv Project, which studies human cognition as a means of informing the creation of interactive narrative experiences. This work serves as an example of studying human co-creativity with the end goal of developing computer/human systems that have similar control, knowledge, and status in a creative task. The chapter describes the novel iterative design and development model used in the project and its relevance to practices in the broader interactive narrative community.

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40

Rosati, Alexandra G. Ecological variation in cognition: Insights from bonobos and chimpanzees. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198728511.003.0011.

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Bonobos and chimpanzees are closely related, yet they exhibit important differences in their wild socio-ecology. Whereas bonobos live in environments with less seasonal variation and more access to fallback foods, chimpanzees face more competition over spatially distributed, variable resources. This chapter argues that bonobo and chimpanzee cognition show psychological signatures of their divergent wild ecology. Current evidence shows that despite strong commonalities in many cognitive domains, apes express targeted differences in specific cognitive skills critical for wild foraging behaviours

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41

Drane, Daniel L., and Dona E. C. Locke. Mechanisms of Possible Neurocognitive Dysfunction. Edited by Barbara A. Dworetzky and Gaston C. Baslet. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190265045.003.0005.

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This chapter covers what is known about the possible mechanisms of neurocognitive dysfunction in patients with psychogenic nonepileptic seizures (PNES). It begins with a review of all research examining possible cognitive deficits in this population. Cognitive research in PNES is often obscured by noise created by a host of comorbid conditions (e.g., depression, post-traumatic stress disorder, chronic pain) and associated issues (e.g., effects of medications and psychological processes that can compromise attention or broader cognition). More recent studies employing performance validity tests

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42

(Editor), Russell Ames, ed. Research on Motivation in Education: Goals and Cognitions. Academic Press, 1989.

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43

Carvalho, André F., Gilberto S. Alves, Cristiano A. Köhler, and Roger S. McIntyre. Cognitive Enhancement in Major Depressive Disorder. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.003.0010.

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Major depressive disorder (MDD) is a chronic and disabling illness often associated with elevated rates of non-recovery and substantial psychosocial burden. Cognitive impairment is a common residual manifestations of MDD. Overactivation of the hypothalamic–pituitary–adrenal axis, along with immune–inflammatory imbalances, a decrease in neurotrophin signaling, and an increase in oxidative and nitrosative stress, leads to neuroprogression and cognitive deterioration in MDD. “Cognitive remission” has been proposed as a novel treatment target for MDD. Cognitive remediation therapy has provided enc

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44

Döpfner, Manfred, and Saskia van der Oord. Cognitive–behavioural treatment in childhood and adolescence. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0036.

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Cognitive–behavioural treatment (CBT) in children and adolescents includes: (1) psychoeducation of the patient and their parents/teachers; (2) family-based psychosocial interventions, in particular behavioural parent training; (3) psychosocial interventions in school settings (e.g. classroom interventions and teacher training; academic interventions); (4) cognitive behaviour therapy of the child/adolescent (e.g. social skills training, organizational skills training). A multimodal psychosocial treatment approach, utilizing a combination of several of the CBT interventions, is described. ADHD a

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45

Alosco, Michael L., and Robert A. Stern, eds. The Oxford Handbook of Adult Cognitive Disorders. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780190664121.001.0001.

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The prevalence of cognitive impairment caused by neurodegenerative diseases and other neurologic disorders associated with aging is expected to rise dramatically between now and year 2050, when the population of Americans aged 65 or older will nearly double. Cognitive impairment also commonly occurs in other neurologic conditions, as well as in non-neurologic medical disorders (and their treatments), idiopathic psychiatric illnesses, and adult neurodevelopmental disorders. Cognitive impairment can thus infiltrate all aspects of healthcare, making it necessary for clinicians and clinical resear

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46

Dillon, Kirsten H., Patricia A. Resick, and Candice M. Monson. Psychotherapy: Cognitive Processing Therapy (CPT). Edited by Charles B. Nemeroff and Charles R. Marmar. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190259440.003.0031.

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This chapter discusses cognitive processing therapy (CPT), a trauma-focused, cognitive-behavioral treatment for post-traumatic stress disorder (PTSD). CPT focuses primarily on identifying and challenging maladaptive beliefs that have developed about and as a result of the trauma, in order to help the client adopt a more balanced set of beliefs. Based on its long history of research support, CPT is one of the leading evidence-based treatments for PTSD. The chapter covers the theoretical background for CPT, describes the therapy, and presents a summary of research findings. Studies of CPT across

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47

Buhlmann, Ulrike, and Andrea S. Hartmann. Cognitive and Emotional Processing in Body Dysmorphic Disorder. Edited by Katharine A. Phillips. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190254131.003.0022.

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According to current cognitive-behavioral models, body dysmorphic disorder (BDD) is characterized by a vicious cycle between maladaptive appearance-related thoughts and information-processing biases, as well as maladaptive behaviors and negative emotions such as feelings of shame, disgust, anxiety, and depression. This chapter provides an overview of findings on cognitive characteristics such as dysfunctional beliefs, information-processing biases for threat (e.g., selective attention, interpretation), and implicit associations (e.g., low self-esteem, strong physical attractiveness stereotype,

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48

End of Alzheimer's Program: The First Protocol to Enhance Cognition and Reverse Decline at Any Age. Penguin Publishing Group, 2020.

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49

Bredesen, Dale. End of Alzheimer's: The First Program to Prevent and Reverse Cognitive Decline. Penguin Publishing Group, 2020.

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50

End of Alzheimer's: The First Program to Prevent and Reverse Cognitive Decline. Penguin Random House, 2017.

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