Relevant bibliographies by topics / Cognitive-developmental approach

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Cognitive-developmental approach'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Cognitive-developmental approach"

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Matteson, Mary Ann, Adrianne D. Linton, and Susan J. Barnes. "Cognitive Developmental Approach to Dementia." Image: the Journal of Nursing Scholarship 28, no. 3 (1996): 233–40. http://dx.doi.org/10.1111/j.1547-5069.1996.tb00357.x.

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Casey, Betty Jo, Wendy A. Rogers, and Arthur D. Fisk. "Cognitive Skill Acquisition: A Developmental Approach." Proceedings of the Human Factors Society Annual Meeting 31, no. 8 (1987): 857–61. http://dx.doi.org/10.1177/154193128703100802.

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Twenty-eight studies from five different categories of tasks were examined for age-dependent training effects across the ages of seven to ninety. Four general patterns of results emerged from these studies. First, sensorimotor differences were found across the age groups. Second, although there were definite age differences, practice effects were evident for all ages. Third, ability-dependent differences within age groups were observed. These differences may be eliminated with consistent training. Finally, performance on certain task components, primarily those utilizing well-developed automat
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Allen, Seth. "Expertise in Sport: A Cognitive-Developmental Approach." Journal of Education 187, no. 1 (2007): 9–29. http://dx.doi.org/10.1177/002205740718700103.

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Temple, Elise. "The developmental cognitive neuroscience approach to the study of developmental disorders." Behavioral and Brain Sciences 25, no. 6 (2002): 771. http://dx.doi.org/10.1017/s0140525x02420134.

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Functional magnetic resonance imaging studies of developmental disorders and normal cognition that include children are becoming increasingly common and represent part of a newly expanding field of developmental cognitive neuroscience. These studies have illustrated the importance of the process of development in understanding brain mechanisms underlying cognition and including children in the study of the etiology of developmental disorders.
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Lemeignan, Gérard, and Annick Weil‐Barais. "A developmental approach to cognitive change in mechanics." International Journal of Science Education 16, no. 1 (1994): 99–120. http://dx.doi.org/10.1080/0950069940160107.

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Itakura, Shoji, Hika Kuroshima, Masaharu Kato, Yutaro Sato, and Mitsuhiko Iahikawa. "Physiological approach in developmental and comparative cognitive science." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): SS—042—SS—042. http://dx.doi.org/10.4992/pacjpa.83.0_ss-042.

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Berg, Ann, and Gerald Coleman. "A Cognitive Approach to Teaching the Developmental Student." Journal of Basic Writing 4, no. 2 (1985): 4–23. http://dx.doi.org/10.37514/jbw-j.1985.4.2.03.

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ISHIGURO, HIROSHI, TAKASHI MINATO, YUICHIRO YOSHIKAWA, and MINORU ASADA. "HUMANOID PLATFORMS FOR COGNITIVE DEVELOPMENTAL ROBOTICS." International Journal of Humanoid Robotics 08, no. 03 (2011): 391–418. http://dx.doi.org/10.1142/s0219843611002514.

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One of the most promising approaches to understand human cognitive and developmental mechanisms is a synthetic approach using humanoid robots; an approach to understand the human cognitive functions by realizing them with the robots. Humans are so complicated and it is difficult to mimic the well-developed human by robotic technologies. Therefore, it is necessary to understand how humans develop the complicated functions during the developmental process. We may be able to develop infant functions and make them evolve by tracing the human developmental process. This new study requires robot pla
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Astuti, Rita. "Are We all Natural Dualists? A Cognitive Developmental Approach*." Journal of the Royal Anthropological Institute 7, no. 3 (2001): 429–47. http://dx.doi.org/10.1111/1467-9655.00071.

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Blair, R. "A cognitive developmental approach to morality: investigating the psychopath." Cognition 57, no. 1 (1995): 1–29. http://dx.doi.org/10.1016/0010-0277(95)00676-p.

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Dissertations / Theses on the topic "Cognitive-developmental approach"

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Nash, Avril Susan. "Understanding children's thinking about alcohol advertisements on television : a cognitive developmental approach." Thesis, University of Hertfordshire, 2005. http://hdl.handle.net/2299/14279.

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A theoretical understanding of the nature of knowledge and its development in children was applied to an under-researched area: children's thinking about television alcohol advertisements. Methodologies were developed which recognise that children have multiple ways of thinking about things, that learning is a dynamic process and that knowledge is not always available for verbal report. Research took two complementary routes. Firstly, cross-sectional studies with children aged 7 to 10 tapped into children's implicit, pre-explicit and explicit knowledge, by means of a categorisation study, a st
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Bougher, Lori Diane. "Reassessing the family's role in individual political development : a developmental and cognitive approach." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610623.

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Heintz, Grove Jane Elizabeth. "A developmental approach to understanding the underlying cognitive and language variables associated with reading disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ53749.pdf.

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Chase, Nicole Marie. "A cognitive development approach to professional ethics training for counselor education students." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539618273.

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The study examined the effects of integrating a cognitive-developmental approach with professional ethics training on the moral and conceptual development, self-presentation styles, and ethical decision-making skills of graduate counseling students. The sample was comprised of students who enrolled in counseling courses at the College of William and Mary. The ethics intervention group was compared to two groups; one group who received the traditionally taught ethics course, and one group who had not taken the ethics course at William and Mary. Instruments used included the Defining Issues Test
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Smith, Hannah. "A developmental cognitive neuroscience approach to the investigation of conduct problems and classroom behaviour for learning." Thesis, Goldsmiths College (University of London), 2017. http://research.gold.ac.uk/20630/.

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With a high prevalence of conduct problems (CP) in school-aged children, effective interventions for these youths are of great importance. This thesis considers CP in the context of the classroom, including examinations of executive function (EF) and emotion-related skills; the development and evaluation of a classroom-based intervention to improve behaviours for learning; and an EEG investigation of cognitive control and emotion regulation (ER). The heterogeneous nature of CP is considered throughout, with an examination of the callous-unemotional (CU) traits subtype. In two experimental stud
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Ametti, Merelise Rose. "Parsing Heterogenity In Non-Episodic, Pediatric Irritability: A Transdiagnostic, Research Domain Criteria Informed Approach." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1083.

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Background: Approximately 7% of clinically referred youth exhibit profound impairment in the ability to regulate their affect, behavior, and cognition. This phenotype – often referred to as dysregulation – has been associated with a multitude of negative outcomes. Symptom overlap between dysregulation and other psychological disorders has generated debate regarding whether DP constitutes a distinct syndrome characterized by intense, persistent irritability or is merely the combination of symptoms from disruptive or mood disorders. In order to elucidate this question, the current study examined
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Lock, Sally, and n/a. "A Developmental Approach to the Prevention of Anxiety Disorders During Childhood." Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040615.140812.

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The studies presented in this thesis sought to investigate a number of developmental factors that influence the efficacy of preventive intervention for child anxiety disorders. Preventive intervention has emerged as a vital step forward in clinical research following data indicating anxiety disorders are among the most common forms of psychopathology in youngsters (Kashani & Orvaschel, 1990; Mattison, 1992). Several risk and protective factors associated with childhood anxiety disorders have been identified, along with effective treatment protocols (Kendall, 1994; Howard & Kendall, 1996; Barre
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Lyubova, Natalia. "Developmental approach of perception for a humanoid robot." Palaiseau, École nationale supérieure de techniques avancées, 2013. http://www.theses.fr/2013ESTA0003.

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Les robots de service ou d'assistance doivent évoluer dans un environnent humain en constant changement, souvent imprévisible. Ils doivent donc être capables de s'adapter à ces changements, idéalement de manière autonome, afin de ne pas dépendre de la présence constante d'une supervision. Une telle adaptation en environnements non structurés nécessite notamment une détection et un apprentissage continu des nouveaux objets présents, que l'on peut imaginer inspirés des enfants, basés sur l'interaction avec leur parents et la manipulation motivée par la curiosité. Notre travail vise donc à concev
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Freeman, Dan. "Advertising's influence on socio-cultural brand associations: A developmental and social information processing approach." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279823.

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Socio-cultural brand associations (e.g., brand personality) often drive the preferences and choices of consumers. While previous research suggests that the people and social situations represented in advertisements play an important role in shaping consumers' socio-cultural brand associations, extant theorizing offers little insight into the specific mental mechanisms involved in producing such outcomes. In attempting to address this important shortcoming, my dissertation develops a new conceptual framework for investigating social information processing, the Controlled-Automatic Meaning (or C
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Leichtman, Robin. "Men Making Meaning of Eating Disorders: A Qualitative Study." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1412671510.

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Books on the topic "Cognitive-developmental approach"

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Reid, D. Kim. Teaching the learning disabled: A cognitive developmental approach. Allyn and Bacon, 1988.

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Cognitive science: A developmental approach to the simulation of the mind. Lawrence Erlbaum, 1995.

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Harrop, Chris. Why does schizophrenia develop at late adolescence?: A cognitive-developmental approach to psychosis. Wiley, 2003.

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Miller, Arnold. From ritual to repertoire: A cognitive-developmental systems approach with behavior-disordered children. Wiley, 1989.

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1960-, Walker Iain, and Donaghue Ngaire, eds. Social cognition: An integrated approach. 2nd ed. SAGE, 2006.

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1939-, Colombo Jorge A., ed. Poverty and brain development during childhood: An approach from cognitive psychology and neuroscience. American Psychological Association, 2009.

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Lipina, Sebastián J. Poverty and brain development during childhood: An approach from cognitive psychology and neuroscience. American Psychological Association, 2009.

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Relational psychophysics in humans and animals: A comparative-developmental approach. Psychology Press, 2006.

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Gamlin, Peter J. A developmental approach to teaching metaphorical thinking: Implications for promoting the generalization of knowledge. Dept. of Applied Psychology, Ontario Institute for Studies in Education, 1988.

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Kim, Reid D., ed. Teaching the learningdisabled: A cognitive developmental approach. Allyn and Bacon, 1988.

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Book chapters on the topic "Cognitive-developmental approach"

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Bachkirova, Tatiana, and Elaine Cox. "A cognitive-developmental approach for coach development." In Handbook of Coaching Psychology. Routledge, 2018. http://dx.doi.org/10.4324/9781315820217-45.

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Romero, A., F. Bellas, A. Prieto, and R. J. Duro. "A Re-description Based Developmental Approach to the Generation of Value Functions for Cognitive Robots." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92639-1_56.

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Morgan, Sam B. "Child Neuropsychology and Cognitive Developmental Theory." In Cognitive Approaches to Neuropsychology. Springer US, 1988. http://dx.doi.org/10.1007/978-1-4684-5577-9_11.

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Kuniyoshi, Yasuo. "Constructive Developmental Science: A Trans-Disciplinary Approach Toward the Fundamentals of Human Cognitive Development and Its Disorders, Centered Around Fetus Simulation." In Springer Tracts in Advanced Robotics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28872-7_17.

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Mulligan, Joanne, Lieven Verschaffel, Anna Baccaglini-Frank, et al. "Whole Number Thinking, Learning and Development: Neuro-cognitive, Cognitive and Developmental Approaches." In New ICMI Study Series. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63555-2_7.

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Chaves, Covadonga. "Wellbeing and Flourishing." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_11.

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AbstractThe presence of childhood and adolescent mental illness has risen significantly in recent years. The challenges that modern society poses necessitate providing children with the cognitive, social, and emotional competencies that help them avoid future mental illness as well as flourish socially and professionally. Positive psychology has introduced models of mental health in childhood to incorporate both the ‘treatment/prevention approach’ (i.e., treating and preventing mental disorders; removing negative states) as well as the ‘promotion approach’ (promoting life satisfaction; increasing positive states). In that sense, wellbeing can be defined as feeling good, functioning well, and doing good for others. Flourishing implies feeling satisfied with life and having the ability to live to the fullest. School and family contexts are important in the promotion of wellbeing in childhood. Nowadays, there is evidence that points to the positive association between levels of wellbeing and students’ academic performance, social abilities, and physical and psychological health. Many of the lifelong habits, beliefs, behaviours, and attitudes that a person carries are established in the family context. In this chapter, advances in the incorporation of positive psychology in these developmental environments are reviewed. Special attention is paid to the efficacy of interventions in preventing future psychological problems as well as in promoting childhood wellbeing, and the importance of political commitment to the achievement of generalized and sustainable changes over time is analysed.
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"Theory of Mind and Executive Functioning: A Developmental Neuropsychological Approach." In Developmental Social Cognitive Neuroscience. Psychology Press, 2016. http://dx.doi.org/10.4324/9780203805428-12.

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"The Biology of Temperament: An Integrative Approach." In Handbook of Developmental Cognitive Neuroscience. The MIT Press, 2008. http://dx.doi.org/10.7551/mitpress/7437.003.0060.

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"Introducing the Developmental Cognitive Behavioral Therapy Approach." In Developmental Cognitive Behavioral Therapy with Adults. Routledge, 2013. http://dx.doi.org/10.4324/9780203941331-4.

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"Mechanisms of Change: A Cognitive Neuroscience Approach to Declarative Memory Development." In Handbook of Developmental Cognitive Neuroscience. The MIT Press, 2008. http://dx.doi.org/10.7551/mitpress/7437.003.0040.

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Conference papers on the topic "Cognitive-developmental approach"

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McColl, Derek, and Goldie Nejat. "A Socially Assistive Robot That Can Interpret Body Language." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48031.

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Socially assistive robots can engage in assistive human-robot interactions (HRI) by providing rehabilitation of cognitive, social, and physical abilities after a stroke, accident or diagnosis of a social, developmental or cognitive disorder. However, there are a number of research issues that need to be addressed in order to design such robots. In this paper, we address one main challenge in the development of intelligent socially assistive robots: A robot’s ability to identify human non-verbal communication during assistive interactions. In this paper, we present a unique non-contact automate
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Babkina, N. V. "Children with developmental delay: self-regulation development through education." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.777.789.

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This article focuses on the current issue of psychological and educational support of children with developmental delay (DD) in today’s educational environment. Approach to diagnosing and intervention in case of this type of mental dysontogenesis was analysed. The study shows that the disorder-related character typical for children with DD plays a primary role in the underdevelopment of conscious self-regulation. The study validated the differentiated approach to revealing specific educational needs of children with DD in compliance with their type of mental development and their level of self
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