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Books on the topic 'Cognitive attributions'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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1

Levy, Gary D. Gender schema, gender constancy and sex-stereotype knowledge: the roles of cognitive factors in sex-stereotype attributions. Syracuse University, 1987.

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2

Hewstone, Miles. Causal attribution: From cognitive processes to collective beliefs. Basil Blackwell, 1989.

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3

Causal attribution: From cognitive processes to collective beliefs. B. Blackwell, 1990.

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4

1976-, Silvia Paul J., and Lalwani Neal, eds. Self-awareness & causal attribution: A dual systems theory. Kluwer Academic Publishers, 2001.

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5

Matthews, Robert J. The measure of mind: Propositional attitudes and their attribution. Oxford University Press, 2007.

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6

Matthews, Robert J. The measure of mind: Propositional attitudes and their attribution. Oxford University Press, 2010.

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7

Millman, Zeeva. Integrating attribution theory, social cognitive theory, and training in self-talk to enhance job search behavior. National Library of Canada = Bibliothèque nationale du Canada, 1995.

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8

Houghton, Judith Mary. The role of temporal lobe structures in the attribution of affect and social cognition. University of Birmingham, 2000.

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9

Hutto, Daniel D. Folk psychological narratives: The sociocultural basis of understanding reasons. MIT Press, 2008.

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10

Hutto, Daniel D. Folk psychological narratives: The sociocultural basis of understanding reasons. MIT Press, 2007.

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11

Hutto, Daniel D. Folk psychological narratives: The socio-cultural basis of understanding reasons. MIT Press, 2007.

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12

Wissen durch Denken?: Über den naiven Empirismus im Denken von Vorschulkindern. Aschendorff, 1986.

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13

Selbstkonzept und Gedächtnisleistung im Alter: Eine Trainingsstudie. Lang, 2003.

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14

Inglehart, Marita Rohr. Kritische Lebensereignisse: Eine sozialpsychologische Perspektive. W. Kohlhammer, 1988.

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15

Inglehart, Marita Rohr. Reactions to critical life events: A social psychological analysis. Praeger, 1991.

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16

F, Rotatori Anthony, ed. Treatment and prevention of childhood sexual abuse: A child-generated model. Taylor & Francis, 1995.

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17

Remembering: Attributions, Processes, Control in Human Memory. Taylor & Francis Group, 2014.

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18

Remembering: Attributions, Processes, and Control in Human Memory. Taylor & Francis Group, 2014.

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19

McHoskey, John W. The group attribution error: The role of target issue, an analysis of its cognitive foundations, and the generality of attributions. 1990.

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20

Mitchell, Karen J. The Cognitive Neuroscience of Source Monitoring. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.2.

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Source monitoring is a metamemory function that includes processes for encoding and organizing the content of memories, and processes that selectively revive, cumulate, and evaluate that content in the service of making attributions about the origin of the information (e.g., perception vs imagination). Neuroimaging techniques, especially functional magnetic resonance imaging (fMRI), are encouraging rapid developments in understanding the neural mechanisms supporting source monitoring. This chapter reviews current findings, placing them in historical context. It highlights key issues of particular relevance, including: neural reinstatement—the match between brain activity at encoding and later remembering; the role of lateral parietal cortex in cumulating multiple features and attending to information during remembering; functional specificity of the prefrontal cortex with respect to cognitive control; and identifying functional networks that support source monitoring. Suggestions are made for clarifying the big picture and increasing the specificity of our understanding of source monitoring and its neural architecture.
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21

Ruskin, Danielle Alexandra. Attributions, emotions, and discipline practices in parents of children with and without ADHD: Support for Weiner's cognitive-emotion-action model? 2001.

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22

Harvey, Allison G., Edward Watkins, Warren Mansell, and Roz Shafran. Reasoning. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198528883.003.0004.

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Chapter 4 discusses reasoning. This includes the interpretation of ambiguous stimuli, self-report paradigms, cognitive-experimental paradigms, attributions, expectancies and heuristics, covariation and illusory correlation, and the evidence for the presence of these reasoning processes across psychological disorders (anxiety disorders, somatoform disorders, eating disorders, mood disorders, psychotic disorders, and substance-related disorders).
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23

Carlston, D. E., and Wyer R. S. Jr. Social Cognition, Inference, and Attribution. Taylor & Francis Group, 2018.

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24

Carlston, D. E., and Wyer R. S. Jr. Social Cognition, Inference, and Attribution. Taylor & Francis Group, 2018.

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25

Turri, John. Primate Social Cognition and the Core Human Knowledge Concept. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190865085.003.0013.

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The author reviews recent work from armchair and cross-cultural epistemology on whether humans possess a knowledge concept as part of a universal “folk epistemology.” The work from armchair epistemology fails because it mischaracterizes ordinary knowledge judgments. The work from cross-cultural epistemology provides some defeasible evidence for a universal folk epistemology. He argues that recent findings from comparative psychology establish that humans possess a species-typical knowledge concept. More specifically, recent work shows that knowledge attributions are a central part of primate social cognition, used to predict others’ behavior and guide decision-making. The core primate knowledge concept is that of truth detection (across different sensory modalities) and retention (through memory), and may also include rudimentary forms of indirect truth discovery through inference. In virtue of their evolutionary heritage, humans inherited the primate social-cognitive system and thus share this core knowledge concept.
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26

Reeder, Glenn D. Attribution as a Gateway to Social Cognition. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199730018.013.0006.

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27

Jr., Robert S. Wyer (Editor) and Thomas K. Srull (Editor), eds. Social Intelligence and Cognitive Assessments of Personality: Advances in Social Cognition, Volume II (Advances in Social Cognition). Lawrence Erlbaum, 1989.

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28

Azzouni, Jody. Attributing Knowledge. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197508817.001.0001.

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The word “know” is revealed as vague, applicable to fallible agents, factive, and criterion-transcendent. It is invariant in its meaning across contexts and invariant relative to different agents. Only purely epistemic properties affect its correct application—not the interests of agents or those who attribute the word to agents. These properties enable “know” to be applied correctly—as it routinely is—to cognitive agents ranging from sophisticated human knowers, who engage in substantial metacognition, to various animals, who know much less and do much less, if any, metacognition, to nonconscious mechanical devices such as drones, robots, and the like. These properties of the word “know” suffice to explain the usage phenomena that contextualists and subject-sensitive invariantists invoke to place pressure on an understanding of the word that treats its application as involving no interests of agents, or others. It is also shown that the factivity and the fallibilist-compatibility of the word “know” explain Moorean paradoxes, the preface paradox, and the lottery paradox. A fallibility-sensitive failure of knowledge closure is given along with a similar failure of rational-belief closure. The latter explains why rational agents can nevertheless believe A and B, where A and B contradict each other. A substantial discussion of various kinds of metacognition is given—as well as a discussion of the metacognition literature in cognitive ethology. An appendix offers a new resolution of the hangman paradox, one that turns neither on a failure of knowledge closure nor on a failure of KK.
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29

Jr., Robert S. Wyer (Editor) and Thomas K. Srull (Editor), eds. Social Intelligence and Cognitive Assessments of Personality: Advances in Social Cognition, Volume II (Advances in Social Cognition, Vol 2). Lawrence Erlbaum, 1989.

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30

Daley, Raymond Aloysious. Aged based stereotypes: Cognitive structures and the attribution of ratings. 1986.

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31

de, Montmollin Germaine, ed. Psychologie sociale cognitive: Des conduites observées aux dispositions attribuées. Editions du Centre national de la recherche scientifique, 1987.

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32

Barlow, David H., Kristen K. Ellard, Christopher P. Fairholme, et al. Unified Protocol for Transdiagnostic Treatment of Emotional Disorders. Oxford University Press, 2010. http://dx.doi.org/10.1093/med:psych/9780199772674.001.0001.

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This online patient workbook is a radical departure from disorder-specific treatments of various emotional disorders, and is designed to be applicable to all anxiety and unipolar mood disorders, as well as other disorders with strong emotional components, such as many somatoform and dissociative disorders. It covers the Unified Protocol (UP), which capitalizes on the contributions made by cognitive-behavioral theorists by distilling and incorporating the common principles of CBT present in all evidenced based protocols for specific emotional disorders, as well as drawing on the field of emotion science for insights into deficits in emotion regulation. It discusses the seven modules of UP, and focuses on four core strategies: becoming mindfully aware of emotional experience; reappraising rigid emotion laden attributions; identifying and preventing behavioral and emotional avoidance; and facilitating exposure to both interoceptive and situational cues associated with emotional experiences.
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33

B, Pryor John, and Day Jeanne D, eds. The Development of social cognition. Springer-Verlag, 1985.

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34

John B. Pryor Jeanne D. Day. The Development of Social Cognition. Springer, 2011.

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35

Barlow, David H., Todd J. Farchione, Christopher P. Fairholme, et al. Unified Protocol for Transdiagnostic Treatment of Emotional Disorders. Oxford University Press, 2010. http://dx.doi.org/10.1093/med:psych/9780199772667.001.0001.

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This online therapist guide is a radical departure from disorder-specific treatments of various emotional disorders, and is designed to be applicable to all anxiety and unipolar mood disorders, as well as other disorders with strong emotional components, such as many somatoform and dissociative disorders. It covers the Unified Protocol (UP), which capitalizes on the contributions made by cognitive-behavioral theorists by distilling and incorporating the common principles of CBT present in all evidenced based protocols for specific emotional disorders, as well as drawing on the field of emotion science for insights into deficits in emotion regulation. It covers the seven modules of UP, and focuses on four core strategies to help patients: becoming mindfully aware of emotional experience; reappraising rigid emotion laden attributions; identifying and preventing behavioral and emotional avoidance; and facilitating exposure to both interoceptive and situational cues associated with emotional experiences.
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36

Duval, Thomas Shelley. Self-Awareness & Causal Attribution: A Dual Systems Theory. Springer, 2012.

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37

Silvia, Paul J., Thomas Shelley Duval, and Neal Lalwani. Self-Awareness & Causal Attribution: A Dual Systems Theory. Springer, 2001.

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38

Self-Awareness & Causal Attribution: A Dual Systems Theory. Springer, 2011.

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39

Dan, Sperber, Premack David, and Premack Ann J, eds. Causal cognition: A multidisciplinary debate. Clarendon Press, 1995.

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40

The Measure of Mind: Propositional Attitudes and Their Attribution. Oxford University Press, USA, 2007.

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41

Kuhlmann, Beatrice G., and Ute J. Bayen. Metacognitive Aspects of Source Monitoring. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.8.

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Source monitoring involves attributing remembered information to a source, such as determining who told you something. Source-monitoring is a highly inferential process, involving the evaluation of memory for contextual features but also drawing onto more general knowledge and beliefs (Johnson, Hashtroudi, and Lindsay, 1993). After an introduction to the typical laboratory paradigm of source monitoring and the measurement of the cognitive states involved through multinomial modeling, we review research on metacognitive influences on this inferential source-monitoring process. We also consider means of metacognitive control over source encoding through encoding strategies. Moving on to metacognitive monitoring processes, we review research on predictions of later source memory (judgments of source) and on the monitoring of source-attribution accuracy at test. The chapter concludes with questions for future research.
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42

McNamara, Patrick, and Magda Giordano. Cognitive Neuroscience and Religious Language. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190636647.003.0005.

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Communication between deities and human beings rests on the use of language. Religious language has peculiarities such as the use of a formal voice, reductions in first-person and elevation of third-person pronoun use, archaistic elements, and an abundance of speech acts—features that reflect and facilitate the binding of the individual to conceived ultimate reality and value, decentering the Self while focusing on the deity. Explorations of the neurologic correlates of these cognitive and linguistic processes may be useful to identify constraints on neurocognitive models of religious language, and metaphor. The key brain regions that may mediate religious language include neural networks known to be involved in computational assessments of value, future-oriented simulations, Self-agency, Self-reflection, and attributing intentionality of goals to others. Studies indicate that some of the areas involved in those processes are active during personal prayer, whereas brain regions related to habit formation appear active during formal prayer. By examining religious language, and the brain areas engaged by it, we aim to develop more comprehensive neurocognitive models of religious cognition.
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43

S, Wyer Robert, and Srull Thomas K, eds. Social intelligence and cognitive assessments of personality. L. Erlbaum Associates, 1989.

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44

(Editor), Dan Sperber, David Premack (Editor), and Ann James Premack (Editor), eds. Causal Cognition: A Multidisciplinary Approach (Symposia of the Fyssen Foundation). Oxford University Press, USA, 1995.

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45

Y, Abramson Lyn, ed. Social cognition and clinical psychology: A synthesis. Guilford Press, 1988.

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46

Hutto, Daniel D. Folk Psychological Narratives: The Sociocultural Basis of Understanding Reasons. MIT Press, 2012.

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47

Hutto, Daniel D. Folk Psychological Narratives: The Sociocultural Basis of Understanding Reasons. MIT Press, 2012.

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48

Folk Psychological Narratives: The Sociocultural Basis of Understanding Reasons (Bradford Books). The MIT Press, 2008.

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49

Hutto, Daniel D. Folk Psychological Narratives: The Sociocultural Basis of Understanding Reasons. MIT Press, 2012.

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50

Hutto, Daniel D. Folk Psychological Narratives: The Sociocultural Basis of Understanding Reasons. MIT Press, 2012.

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