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Books on the topic 'Cognitive criterion'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Shinner, P. A. Standardising the selection of parcel delivery drivers: The criterion-related validity of a cognitive ability test anda personality questionnaire. UMIST, 1996.

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2

J, Chandler Michael, and Chapman Michael 1947-, eds. Criteria for competence: Controversies in the conceptualization and assessment of children's abilities. L. Erlbaum Associates, 1991.

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3

Kislicyna, Natal'ya, and Ekaterina Novikova. Genres sports discourse: linguistic and cognitive aspect. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077732.

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The monograph is devoted to the study of the phenomenon of "discourse" from the perspective of its institutionality. The focus of research interest is sports discourse, presented in the form of a complex conceptual space with a particular genre-stylistic and pragmatic characteristics. As a material of study are sports articles, sports interviews and sports commentary, considered as genres of sports discourse, allocated according to criteria focus of the text and its function. The use of frame analysis, content analysis and conversational analysis have shown the peculiarities of represent

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4

George, B. E. E. An evaluation of the criteria and components of the assessment models employed by educational psychologists in their determination of the cognitive abilities and educational needs of children with moderate learning difficulties. University of Birmingham, 1995.

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5

Schuster, Peter. Relevance Theory Meets Markedness: Considerations On Cognitive Effort As A Criterion For Markedness In Pragmatics (European University Studies, Volume 259). Peter Lang Pub Inc, 2003.

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6

Schuster, Peter. Revelance theory meets markedness: Considerations on cognitive effort as a criterion for markedness in pragmatics. 2003.

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7

Weiskopf, Daniel A. The Explanatory Autonomy of Cognitive Models. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199685509.003.0003.

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Psychology and neuroscience offer distinctive ways of modeling the mind/brain. However, cognitive and neural models often have significantly different structures, raising challenging questions about how they should be integrated to provide a complete picture of how the mind/brain system is organized. According to a certain mechanistic perspective, cognitive models should be viewed as being sketchy, incomplete versions of the fuller and more adequate models produced by neuroscience. Psychology is essentially an approximation to the mechanistic explanations given in neuroscience. Cognitive model

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8

Relevance Theory Meets Markedness: Considerations on Cognitive Effort As a Criterion for Markedness in Pragmatics (European University Studies, Volume 259). Peter Lang Pub Inc, 2003.

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9

Bliwise, Donald L., and Michael K. Scullin. Sleep and cognition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198778240.003.0004.

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Possible associations between sleep and cognition are provocative across different domains and hold the promise of prevention or reversibility. A vast array of studies has been reported. Evidence is suggestive but hardly definitive. We provide an overview of this literature, adopting the framework of Hill’s perspective on epidemiological causation. With rare exception, formal meta-analyses have yet to appear. Apparent consistency of findings suggests relationships, but the diversity of findings involving specific components of cognitive function raises interpretative caution. Large effect size

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10

Goldberg, Sanford C. Core Criteria I. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198793670.003.0004.

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Chapter 3 deals with the first issue one faces in the task of articulating the explicit epistemic criteria for belief: the problem of the criterion. It is tempting to suppose that a belief can be normatively proper from the epistemic point of view only if the believer can certify for herself the reliability of every belief-forming process on which she relied. But insisting on this quickly leads to the threat of an infinite regress. This chapter defends a foundationalist response to this problem, according to which we enjoy a default (albeit defeasible) permission to rely on certain cognitive p

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11

Tse, Peter Ulric. Neural Basis of Free Will: Criterial Causation. MIT Press, 2013.

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12

Tse, Peter Ulric. Neural Basis of Free Will: Criterial Causation. MIT Press, 2013.

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13

Tse, Peter Ulric. The Neural Basis of Free Will: Criterial Causation. The MIT Press, 2015.

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14

Schmitt, Neal. Combining Cognitive and Noncognitive Measures. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0012.

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The use of noncognitive measures enhances the prediction of various individual outcomes. Although structured measures of noncognitive constructs are routinely used in employee selection, they are rarely used to predict college student success. Situational judgment, biodata measures, and other methods of measurement address constructs that add to the prediction of grade point average and are major correlates of other student outcomes. Employers and college administrators indicate that outcomes other than task performance and grades are important. Because noncognitive attributes are the best pre

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15

Gergen, Kenneth J. Human Essence. Edited by Martijn van Zomeren and John F. Dovidio. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190247577.013.14.

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This chapter opens with a social constructionist perspective on human essences. As proposed, essences are not given in nature, but constructed within cultural traditions. Thus, the major challenge is not that of “getting it right” about the essence, but generating accounts that may contribute to society. A criterion of reflective pragmatism is proposed in which questions of contribution and critique prevail. In this light the chapter places in critical light the bio-cognitive and neurological explanations of human nature, especially focusing on the ideological and political implications of the

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16

Dell'Aversana, Paolo. Neurobiological Background of Exploration Geosciences: New Methods for Data Analysis Based on Cognitive Criteria. Elsevier Science & Technology Books, 2017.

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17

Dell'Aversana, Paolo. Neurobiological Background of Exploration Geosciences: New Methods for Data Analysis Based on Cognitive Criteria. Elsevier Science & Technology Books, 2017.

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18

(Editor), Michael Chandler, and Michael Chapman (Editor), eds. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Lawrence Erlbaum, 1991.

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19

O’Brien, John T., and Louise Grayson. Mild Cognitive Impairment and predementia syndromes. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199644957.003.0032.

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Mild cognitive impairment is a term used to describe a condition or conditions where subjects have recognisable degrees of objective cognitive impairment which fall short of current standardised definitions for either a dementia syndrome in general, or for particular disorders such as Alzheimer’s disease, dementia with Lewy bodies or frontotemporal dementia. This chapter summarises some of the key issues surrounding the historical development of pre-dementia syndromes, considers the conceptual issues related to the use of the term mild cognitive impairment as a diagnosis, summarises what is kn

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20

Gelfand, Michele J., Chi-Yue Chiu, and Ying-Yi Hong, eds. Handbook of Advances in Culture and Psychology, Volume 10. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197689783.001.0001.

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Abstract Volume 10 of the Handbook of Advances in Culture and Psychology showcases contributions from internationally renowned culture scholars who span the discipline of culture and psychology and related disciplines and represent diversity in the theory and study of culture within psychology. The volume includes cutting-edge contributions on cultural evolution, culture and emotion, culture, cognition, and ritual, culture and human development, individualism-collectivism and group creativity, and criteria and methods for assessing cultural universality of cognitive representations.

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21

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 nonconsc

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22

Hodges, John R. The Addenbrooke’s Cognitive Examination—Revised and Supplementary Test Suggestions. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780192629760.003.0007.

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Chapter 7 describes the use of the revised version of the Addenbrooke’s Cognitive Examination: ACE-R. The original test was developed in our clinics in the 1990s and was shown to be sensitive to early Alzheimer’s disease (AD) and to differentiate AD from frontotemporal dementia (FTD). This chapter also describes the ACE-R together with scoring criteria and normative data followed by suggestions for ‘add-on’ bedside tasks that test areas not well covered by the ACE-R.

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23

The Neural Basis Of Free Will Criterial Causation. MIT Press Ltd, 2013.

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24

Chandler, Michael, and Chapman Michael. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Taylor & Francis Group, 2013.

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25

Chandler, Michael, and Chapman Michael. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Taylor & Francis Group, 2013.

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26

Chandler, Michael, and Chapman Michael. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Taylor & Francis Group, 2016.

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27

Chandler, Michael, and Chapman Michael. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Taylor & Francis Group, 2013.

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28

Chandler, Michael, and Chapman Michael. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Taylor & Francis Group, 2013.

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29

Abrahams, Sharon, and Christopher Crockford. Cognitive and behavioural dysfunction in ALS and its assessment. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198757726.003.0008.

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Cognitive and behavioural dysfunction in amyotrophic lateral sclerosis (ALS) occurs in up to half of patients with a spectrum from ALS with no cognitive or behavioural impairment to ALS with frontotemporal dementia (FTD). ~ 15% have a full blown ALS-FTD syndrome, while ~ 35% show milder and specific deficits on verbal fluency, executive and language functions and social cognition. Patients may show a behavioural syndrome that ranges from mild specific difficulties to changes that fulfil diagnostic criteria for behavioural variant-FTD. Apathy is the most prevalent symptom, but disinhibition, pe

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30

Hodges, John R. The Addenbrooke’s Cognitive Examination: Revised and Supplementary Test Suggestions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749189.003.0007.

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This chapter discusses the use of the third version of the Addenbrooke’s Cognitive Examination, ACE-III, which has evolved from the early ACE via the ACE-R. The major difference between the ACE-III and earlier versions is the removal of the MMSE which was previously incorporated within the longer test. The chapter describes the ACE-III in full together with scoring criteria and normative data. The ACE-III is freely available and can be downloaded from http://www.ftdrg.org. It has been translated into over 20 languages and is in widespread use in cognitive clinics around the world. The section

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31

Cuthbert, Bruce N. The Nimh Research Domain Criteria Project. Edited by Dennis S. Charney, Eric J. Nestler, Pamela Sklar, and Joseph D. Buxbaum. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190681425.003.0071.

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The Research Domain Criteria (RDoC) project grew from recognized deficiencies in currently used diagnostic schemes for mental illness, such as the Diagnostic and Statistical Manual of Mental Disorders (DSM). While the latter is based on a series of signs and symptoms of illnesses that can co-occur in groups of individuals, without consideration of underlying biological factors, RDoC is based on the increasing ability to relate normal as well as abnormal behavior to particular molecules and circuits in the brain across animal species and humans. Behavioral domains include negative valence syste

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32

Waldemar, Gunhild. Diagnosing Alzheimer’s disease in clinical practice. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198779803.003.0006.

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The diagnostic evaluation in a patient with cognitive impairment suspected of having Alzheimer’s disease (AD) should include investigations aimed at 1) confirming and characterizing the cognitive impairment using cognitive tests with particular attention to typical (episodic memory impairment) and atypical presentations of AD; 2) checking the diagnostic criteria for AD and considering biomarkers to document AD pathology; and 3) differential diagnosis: ruling out other conditions which could cause cognitive impairment. With the advent of CSF and imaging biomarkers for AD, it may be possible to

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33

Ratcliff, Roger, and Philip Smith. Modeling Simple Decisions and Applications Using a Diffusion Model. Edited by Jerome R. Busemeyer, Zheng Wang, James T. Townsend, and Ami Eidels. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199957996.013.3.

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The diffusion model is one of the major sequential-sampling models for two-choice decision-making and choice response time in psychology. The model conceives of decision-making as a process in which noisy evidence is accumulated until one of two response criteria is reached and the associated response is made. The criteria represent the amount of evidence needed to make each decision and reflect the decision maker’s response biases and speed-accuracy trade-off settings. In this chapter we examine the application of the diffusion model in a variety of different settings. We discuss the optimali

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34

Waldemar, Gunhild. Diagnosing Alzheimer’s disease in clinical practice. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199569854.003.0005.

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• In the current clinical criteria, the diagnosis of Alzheimer’s disease (AD) is a clinical diagnosis based on characteristic symptoms and signs, and the exclusion of other causes.• AD must be differentiated from cognitive impairment due to depression, metabolic conditions, substance abuse, and other neurodegenerative or vascular brain diseases...

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35

Taylor, John-Paul, and Alan Thomas. Alzheimer’s disease. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199644957.003.0033.

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Alzheimer’s disease (AD) is a well recognised clinicopathological entity and the most common cause of dementia. This chapter critiques the several sets of newly proposed criteria for making the diagnosis of (AD) at different stages in the disease process, in the context of demand for earlier diagnosis and emerging biomarkers. The differential diagnosis and types of different cognitive symptoms are reviewed and the prevalence and pattern of the many non-cognitive symptoms associated with AD are considered. The management of non-cognitive symptoms is also updated, especially the circumstances in

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36

Nie, Pei Huey, and David L. Sultzer. Treatments for Neurocognitive Disorders. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199342211.003.0026.

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Dementia, or neurocognitive disorders, refers to a number of clinical syndromes originating in brain pathology and characterized by cognitive deficits and functional impairment. This chapter provides an update on treatment options in addition to a brief summary of dementia types and an overview of the diagnostic criteria for cognitive disorders. The diagnosis of dementia is ultimately a clinical one and includes a multidimensional perspective; as such, treatment requires a comprehensive approach. This chapter addresses two aspects of the treatment of neurocognitive disorders: pharmacological i

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37

Craighead, W. Edward, Benjamin N. Johnson, Sean Carey, and Boadie W. Dunlop. Psychosocial Treatments for Major Depressive Disorder. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199342211.003.0013.

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Behavior therapy, cognitive-behavioral therapy, and interpersonal psychotherapy have each been shown by at least two randomized controlled trials, as well as by numerous meta-analytic reports, to be effective psychosocial interventions for patients meeting criteria for major depressive disorder. All three psychosocial treatments have yielded substantial reductions in scores on the two major depression rating scales, significant decreases in percentage of patients meeting depression criteria at posttreatment, and substantial maintenance of effects well after treatment has ended. The data for ou

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38

Karahanna, Elena. Evaluative criteria and user acceptance of end-user information technology: A study of end-user cognitive and normative pre-adoption beliefs. 1994.

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39

Brady, Sara J., and Eric Y. Drogin. Civil Commitment of Older Persons. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199374656.003.0008.

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Older persons experience higher rates of psychiatric illness than the general population. Consequently, they are disproportionately affected by issues at the intersection of psychiatry and law. Case law, statutes, and regulations that address involuntary hospitalization do not typically address the unique challenges faced by this population in terms of available resources, cognitive styles, or manifestations of age-related or other psychiatric disorders. This chapter reviews the scope of civil commitment issues, legal standards for due process and compelled treatment criteria, forensic assessm

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40

Thomas, Alan, and Tom Dening. The concept of dementia. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199644957.003.0029.

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Recent developments have led to earlier assessment of people with cognitive impairment and earlier diagnosis of dementia. This has renewed discussion about the boundaries of dementia and its major causes and their relationship to ageing and also resulted in the publication of new sets of diagnostic criteria for dementia in general and the subtypes of dementia, e.g. Alzheimer’s disease. This chapter therefore consists of four contributions bringing different perspectives on the concept of dementia and its recognition and diagnosis.

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41

Halmi, Katherine A. Psychological Comorbidities of Eating Disorders. Edited by W. Stewart Agras and Athena Robinson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190620998.013.13.

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Psychological comorbidity of eating disorders may be conceptualized in varying facets including psychiatric diagnosis, specific behaviors, traits, affect regulation, and cognitive characteristics. Although the Diagnostic and Statistical Manual, fifth edition (DSM-5) modified some criteria for psychiatric diagnoses, these modifications should have little effect over the previous rates of DSM-IV comorbidities and thus do not necessitate repeat large sample comorbidity studies. This chapter presents facets of psychological comorbidities of the three major eating disorders: anorexia nervosa (AN),

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42

Galynker, Igor. Suicide Crisis Syndrome. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190260859.003.0007.

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Research has shown that the suicide crisis syndrome (SCS) is a suicide-specific diagnosable condition that is associated with imminent suicidal behavior. This chapter proposes Diagnostic and Statistical Manual of Mental Disorders criteria for SCS and provides a detailed description of its proposed structure and symptoms. Discussion of long-term versus short-term suicide risk and of suicide warning signs is followed by a discussion of the lack of predictive validity of self-reported suicidal ideation and intent with regard to imminent suicidal behavior. The core of the chapter consists of detai

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43

Sahlén, Birgitta, Kristina Hansson, Viveka Lyberg-Åhlander, and Jonas Brännström. Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0006.

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Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor list

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44

Smart, Paul. Emerging Digital Technologies. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198769811.003.0015.

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This chapter explores the cognitive and epistemic implications of emerging digital technologies from the standpoint of two philosophical positions: active externalism and virtue reliabilism. Emerging digital technologies (especially those associated with the Internet and World Wide Web) are important because they help to highlight issues that are not so easily revealed by the rather mundane and technologically low-grade examples favored by the philosophical community. The present analysis suggests that the general thrust of technology design is largely consistent with the criteria that have be

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45

Agras, W. Stewart, and Athena Robinson. Introduction. Edited by W. Stewart Agras and Athena Robinson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190620998.013.30.

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This chapter provides a brief introduction to and overview of the contents of the Handbook. Several issues are highlighted, including changes since the previous edition of this volume, namely, the revised Diagnostic and Statistical Manual (DSM-5); the research domain criteria (RDoC), and recent technological innovations such as Internet treatment and the use of virtual reality related to eating disorders. Chapters on selective eating, bariatric surgery, and cognitive remediation have also been added. Themes carried forward from the previous edition of the Handbook are presented in updated chap

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46

Bölte, Sven, Luise Poustka, and Hilde M. Geurts. Autism spectrum disorder. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0024.

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Autism spectrum disorder (ASD) is an early onset and persistent condition defined by alterations in social communication and social interation alongside repetitive, restricted stereotypic behaviours and interests causing disabilities. Until recently, research on the co-occurrence of ADHD with ASD has been limited by DSM-IV criteria, allowing no dual diagnosis of these two neurodevelopmental disorders. Since the DSM-5 permits a double diagnosis of ADHD plus ASD, research on their comorbidity has substantially increased. In addition to shared and distinct aetiological factors, studies have revea

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47

Beauchaine, Theodore P., and Sheila E. Crowell, eds. The Oxford Handbook of Emotion Dysregulation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190689285.001.0001.

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Emotion dysregulation—which is often defined as the inability to modulate strong affective states including impulsivity, anger, fear, sadness, and anxiety—is observed in nearly all psychiatric disorders. These include internalizing disorders such as panic disorder and major depression, externalizing disorders such as conduct disorder and antisocial personality disorder, and various other disorders including schizophrenia, autism, and borderline personality disorder. Among many affected individuals, precursors to emotion dysregulation appear early in development, and often predate the emergence

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48

Rafii, Michael S. Alzheimer’s Disease. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199937837.003.0016.

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Alzheimer’s disease (AD) is the most common cause of dementia worldwide, and is characterized by a protracted asymptomatic phase estimated to begin approximately 15 to 20 years. Clinically, AD initially manifests itself by progressive memory impairment, specifically, a loss of episodic memory function characterized by impaired free recall that does not improve with cueing. This is followed by a gradual decline in other cognitive domains leading to functional dependency, which essentially defines the dementia phase of the illness and has been the cornerstone of diagnostic criteria. About 50% of

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49

Poland, Jeffrey, and Barbara Von Eckardt. Mapping the Domain of Mental Illness. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, et al. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0044.

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We argue that dominant research approaches concerning mental illness, which are centered on traditional categories of psychiatric classification as codified in the DSM-IV, have serious empirical, conceptual, and foundational problems. These problems have led to a classification scheme and body of research findings that provide a very poor map of the domain of mental illness, a map that, in turn, undermines clinical and research pursuits. We discuss some current efforts to respond to these problems and argue that the DSM-5 revision process is not very promising, whereas the NIMH Research Domain

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50

Kristjánsson, Kristján. Educating Emotions. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809678.003.0009.

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Chapter 9 rehearses Aristotle’s somewhat unsystematic remarks about emotion education. Moreover, the chapter subjects to critical scrutiny six different discourses on emotion education in addition to Aristotle’s: care ethics; social and emotional learning; positive psychology; emotion-regulation discourse; academic-emotions discourse; and social intuitionism. Four differential criteria are used to analyse the content of the discourses: valence of emotions to be educated; value ontology; general aims of emotion education; and self-related goals. Possible criticisms of all the discourses are pre

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