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Books on the topic 'Cognition implicite'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Jin, Zheng. Exploring implicit cognition: Learning, memory, and social cognitive processes. Information Science Reference, an impring of IGI Global, 2015.

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2

P, Dienes Zoltan, ed. Implicit learning: Theoretical and empirical issues. L. Erlbaum Associates, 1993.

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3

Meulemans, Thierry. L' Apprentissage implicite: Une approche cognitive, neuropsychologique et développementale. Solal, 1998.

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4

F, Clark Leslie, ed. Structures and procedures of implicit knowledge. Ablex Pub. Corp., 1985.

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5

Gawronski, Bertram. Handbook of implicit cognition: Measurement, theory, and applications. Guilford Press, 2010.

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6

Implicit learning and tacit knowledge: An essay on the cognitive unconscious. Oxford University Press, 1993.

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7

Beyerchen, Alan. Why metaphors matter: Understanding the power of implicit comparison and its uses within the Marine Corps. Marine Corps University, 1997.

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8

The "life map" as an implicit cognitive structure underlying behavior: A new tool for psychological understanding. Edwin Mellen Press, 2011.

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9

Geoffrey, Underwood, ed. Implicit cognition. Oxford University Press, 1996.

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10

Underwood, Geoffrey, ed. Implicit Cognition. Oxford University Press, 1995. http://dx.doi.org/10.1093/acprof:oso/9780198523109.001.0001.

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11

Banse, Rainer, and Roland Imhoff. Implicit Cognition and Relationship Processes. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195398694.013.0021.

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12

Wiers, Reinout Willem Henry Jon, 1966- and Stacy Alan W, eds. Handbook of implicit cognition and addiction. Sage Publications, 2006.

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13

Payne, B. Keith, and C. Darryl Cameron. Implicit Social Cognition and Mental Representation. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199730018.013.0011.

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14

Handbook of Implicit Cognition and Addiction. SAGE Publications, Inc., 2006. http://dx.doi.org/10.4135/9781412976237.

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15

Stephan, Lewandowsky, Dunn John C, Kirsner Kim, and Conference on "Implicit Memory : Theoretical Issues" (1988 : Perth, W.A.), eds. Implicit memory: Theoretical issues. L. Erlbaum, 1989.

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16

Implicit Memory: Theoretical Issues. Taylor & Francis Group, 2016.

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17

(Editor), Stephan Lewandowsky, John C. Dunn (Editor), and Kim Kirsner (Editor), eds. Implicit Memory: Theoretical Issues. Lawrence Erlbaum, 1989.

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18

Waters, Andrew J., and Adam M. Leventhal. Clinical relevance of implicit cognition in addiction. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198569299.003.0009.

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Chapter 9 explores the clinical relevance of implicit cognition in addiction, including the associations between drug dependence and implicit measures, relationships with clinical outcomes, and the effects of treatment on implicit measures. The chapter also presents a discussion on the clinical and measurement issues involved.

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19

Bertram, Gawronski, and Payne B. Keith, eds. Handbook of implicit cognition: Measurement, theory, and applications. Guilford Press, 2010.

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20

Stacy, Alan W., and Reinout W. Wiers. An implicit cognition, associative memory framework for addiction. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198569299.003.0002.

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This chapter outlines a framework that applies basic research on implicit cognition and associative memory to addictive behaviours. The framework helps provide a basis for continued development of cognitive theories of addiction, and suggests how the approach can foster prevention and cessation efforts. Findings and theories from neural systems, memory, implicit processes and addiction research are considered in an attempt to derive basic principles for the framework. Measurement domains are briefly summarized. Concepts from this framework are compared with related ideas, from expectancy and c

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21

Bertram, Gawronski, and Payne B. Keith, eds. Handbook of implicit cognition: Measurement, theory, and applications. Guilford Press, 2010.

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22

Mulligan, Neil W. Implicit Memory (Essays in Cognitive Psychology). Psychology Press, 2008.

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23

PhD, Graf Peter, and Masson Michael E. J, eds. Implicit memory: New directions in cognition, development, and neuropsychology. L. Erlbaum Associates, 1993.

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24

(Editor), Peter Graf, and Michael E.J. Masson (Editor), eds. Implicit Memory: New Directions in Cognition, Development, and Neuropsychology. Lawrence Erlbaum, 1993.

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25

(Editor), Peter Graf, and Michael E.J. Masson (Editor), eds. Implicit Memory: New Directions in Cognition, Development, and Neuropsychology. Lawrence Erlbaum, 1993.

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26

Kim, Kirsner, ed. Implicit and explicit mental processes. L. Erlbaum, 1998.

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27

Dina, Tirosh, ed. Implicit and explicit knowledge: An educational approach. Ablex Pub. Corp., 1994.

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28

Brownstein, Michael. Implicit Mind: Cognitive Architecture, the Self, and Ethics. Oxford University Press, Incorporated, 2018.

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29

Tirosh, Dina. Implicit & Explicit Knowledge: An Educational Approach (Human Development). Ablex Publishing, 1994.

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30

Lassiter, Daniel. Concluding remarks. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198701347.003.0009.

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This chapter summarizes the main message of the book. It briefly discusses the surprising connections between formal semantics and cognitive science that are implicit in the book’s conclusion that probabilistic and decision-theoretic concepts are deeply implicated in modal semantics.

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31

István, Czigler, and Winkler István, eds. Unconscious memory representations in perception: Processes and mechanisms in the brain. John Benjamins Pub. Company, 2010.

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32

Brownstein, Michael. The Implicit Mind. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190633721.001.0001.

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Heroes are often admired for their ability to act without having “one thought too many,” as Bernard Williams put it. Likewise, the unhesitating decisions of masterful athletes and artists are part of their fascination. Examples like these make clear that spontaneity can represent an ideal. However, recent literature in empirical psychology has shown how vulnerable our spontaneous inclinations can be to bias, shortsightedness, and irrationality. How can we make sense of these different roles that spontaneity plays in our lives? The central contention of this book is that understanding these two

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33

Berry, Dianne C. Implicit Learning: Theoretical And Empirical Issues (Essays in Cognitive Psychology). Psychology Press, 1993.

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34

Mattavelli, Giulia, Alessia Celeghin, and Noemi Mazzoni, eds. Explicit and Implicit Emotion Processing: Neural Basis, Perceptual and Cognitive Mechanisms. Frontiers Media SA, 2021. http://dx.doi.org/10.3389/978-2-88966-177-0.

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35

Carruthers, Peter. Language in Cognition. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0016.

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The article discusses the ways in which natural language might be implicated in human cognition. The Soviet psychologist Lev Vygotsky developed his ideas on the interrelations between language and thought, both in the course of child development and in mature human cognition. One of Vygostky's ideas concerned the ways in which the language deployed by adults can scaffold children's development, yielding what he called a ‘zone of proximal development’. He argued that what children can achieve alone and unaided is not a true reflection of their understanding. Vygotsky focused on the overt speech

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36

Hodges, John R. Distributed Cognitive Functions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749189.003.0001.

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This chapter discusses cognitive functions with a largely distributed neural basis within the framework of contemporary cognitive neuroscience. The following are described: arousal/attention, memory (short-term, or working memory; episodic memory; semantic memory; and implicit memory), and higher-order cognitive function such as planning, problem-solving and set-shifting, motivation, inhibitory control, social cognition, and emotion processing. Each function in placed in the context of its neural basis, with a brief description of the disorders that may affect these cognitive abilities. Method

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37

Implicit Learning and Tacit Knowledge: An Essay on the Cognitive Unconscious (Oxford Psychology Series, No 19). Oxford University Press, USA, 1996.

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38

Loudermilk, Brandon C. Psycholinguistic Approaches. Edited by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0007.

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The fundamental goal of the study of sociolinguistic cognition is to characterize the computational stages and cognitive representations underlying the perception and production of sociolinguistic variation. This chapter discusses psycholinguistic approaches in four sections. The first section discusses different methods for examining how dialectal variation is represented, perceived, and learned. The second section reviews studies investigating the role of sociolinguistic stereotypes in speech processing. The third section explores the attitudinal aspects of language variation by presenting t

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39

Coghill, David, Maggie Toplak, Sinead Rhodes, and Nicoletta Adamo. Cognitive functioning in ADHD. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0010.

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Inhibition, memory, temporal discounting, decision-making, timing, and intraindividual variability in reaction time have emerged as key cognitive domains for understanding neurocognitive deficits in individuals with ADHD. In the domain of inhibition, motor inhibition has been studied most extensively, with deficits demonstrated in both restraint and cancellation. Working memory difficulties have been identified using a broad range of tasks. Decision-making has been less well studied, but risky decision-making and temporal discounting have displayed relatively consistent effects. Motor timing,

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40

Eisenberg, Melvin A. Behavioral Economics and Contract Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199731404.003.0011.

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Chapter 11 concerns behavioral economics. Classical contract law was implicitly based on a rational-actor or expected-utility model of psychology. Under this model, actors who make decisions in the face of uncertainty rationally maximize their expected utility, with all future benefits and costs properly discounted to present value. Rationality, in turn, requires that when consequences are uncertain their likelihood must be evaluated without violating the basic rules of probability theory. Within the last half century a great body of theoretical and empirical work in cognitive psychology, know

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41

McCusker, Chris. Towards understanding loss of control. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198569299.003.0005.

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Chapter 5 discusses an automatic network theory of addictive behaviours, including cognitive social learning theory and the expectancy construct, anomalies and limitations in traditional cognitive and expectancy theories, autonomic cue-reactivity phenomena, and methods of cognitive assessment, automatic cognitive processes in addictive behaviours, implicit memory structures and processes in addictive behaviours.

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42

Baune, Bernhard T. Cognitive Dimensions of Major Depressive Disorder. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198835554.001.0001.

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Cognitive Dimensions of Major Depressive Disorder (MDD) examines the key clinical and pathophysiological characteristics and treatment options of MDD. The volume emphasizes that while the traditional model of depression implicates mood as the primary symptom cluster, a more recently published conceptual understanding of depression has been extended to consider cognitive function as more than just a symptom. It furthers our understanding of the central role of the cognitive dimension for the pathophysiology, diagnosis, and treatment of MDD. It reviews the key cognitive dimensions of depression

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43

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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44

Munafò, Marcus R., and Brian Hitsman. Neurocircuitry of attentional processes in addictive behaviours. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198569299.003.0008.

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Chapter 8 discusses neurocircuitry of attentional processes in addictive behaviours. It reviews implicit measures of nicotine addiction and smoking behaviour (cognitive measures, and measures of attentional bias, and evidence from neuroimaging studies, including fMRI, PET and single photon emission computed tomography (SPECT)), and reviews the utility of these implicit measures in studies which are informative with respect to the neurobiological mechanisms underlying nicotine addiction and cigarette smoking.

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45

Mathews, Andrew. Information-processing biases in emotional disorders. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780192627254.003.0003.

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Chapter 3 discusses information-processing biases in emotional disorders, including the nature of information-processing in cognition and emotion, biases in information-processing (perceptual encoding, interpretation of meaning, implicit and explicit memory), automatic and controlled processing, content specificity, differences among disorders, the distinction between normal and abnormal mood, and links between research and treatment.

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46

Baune, Bernhard T., and Catherine Harmer, eds. Cognitive Dimensions of Major Depressive Disorder. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198810940.001.0001.

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The lifetime prevalence of 15% for major depressive disorder (MDD) within the general population is among the highest among all mental disorders. MDD is also one of the leading causes of disability and has been estimated to affect 300 million people worldwide. Clinical, functional, and biological correlates of MDD are frequently investigated almost exclusively based on research that defines depression as a categorical disorder assessed by established diagnostic instruments. Given the phenotypic and biological heterogeneity of depression, a refocus of the clinical phenotype of depression is req

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47

Goswami, Usha. 5. Learning and remembering, reading and number. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199646593.003.0006.

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‘Learning and remembering, reading and number’ considers children’s developing knowledge of their own cognition (meta-cognition) as they start education. How is memory developed? Children develop various kinds of memory, and all are important for learning in school. Psychologists divide memory into three main categories: semantic memory (generic, factual knowledge about the world), episodic memory (the ability to retrieve autobiographical events), and implicit or procedural memory (habits and skills). How do children deal with learning to read and write? How early do children think in terms of

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48

Hegarty, Peter, Y. Gavriel Ansara, and Meg-John Barker. Nonbinary Gender Identities. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190658540.003.0003.

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This chapter concerns nonbinary genders; identities and roles between or beyond gender categories such as the binary options ‘women and men,’ for example. We review the emerging literature on people who do not identify with such binary gender schemes, unpack the often-implicit logic of thinking about others through the lens of gender binary schemes, and briefly describe some other less-researched, but longstanding cultural gender systems which recognize nonbinary genders. This chapter makes the case that consideration of nonbinary genders is germane to several core topics in psychology includi

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49

Vervaeke, John, Leo Ferraro, and Arianne Herrera-Bennett. Flow as Spontaneous Thought. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.8.

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Flow is an experience encountered in many areas of human endeavor; it is reported by athletes and artists, writers and thinkers. Paradoxically, it appears to involve significant energy expenditure, and yet it is reported to feel almost effortless. It is a prototypical instance of spontaneous thought. The flow experience has been extensively documented and studied by many scholars, most prominently Csikszentmihalyi, who characterized it as “optimal experience.” This chapter builds on the work of Csikszentmihalyi and others by providing a cognitive scientific account of flow, a framework that or

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50

Mastroianni, George R. Social Psychology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190638238.003.0009.

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Chapter 9 examines social-psychological approaches to understanding the Holocaust. Since Stanley Milgram’s obedience experiments were published in the early 1960s, social-psychological formulations based on obedience and social influence have dominated the psychology of the Holocaust. There is also a significant critical literature that challenges some of the findings and interpretation of Milgram and Phillip Zimbardo as they apply to the Holocaust. Social cognition is the study of thinking as situated in a social milieu and offers a fruitful framework for considering the ways Germans thought

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