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Journal articles on the topic 'Cognitive-developmental approach'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Thompson, Karen L., and James W. Varni. "A developmental cognitive-biobehavioral approach to pediatric pain assessment." Pain 25, no. 3 (1986): 283–96. http://dx.doi.org/10.1016/0304-3959(86)90233-2.

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12

Okada, Hiroyuki. "Cognitive Developmental Approach toward a Robot that Understands Language." Journal of the Robotics Society of Japan 39, no. 5 (2021): 427–32. http://dx.doi.org/10.7210/jrsj.39.427.

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13

Castles, Anne, Saskia Kohnen, Lyndsey Nickels, and Jon Brock. "Developmental disorders: what can be learned from cognitive neuropsychology?" Philosophical Transactions of the Royal Society B: Biological Sciences 369, no. 1634 (2014): 20130407. http://dx.doi.org/10.1098/rstb.2013.0407.

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The discipline of cognitive neuropsychology has been important for informing theories of cognition and describing the nature of acquired cognitive disorders, but its applicability in a developmental context has been questioned. Here, we revisit this issue, asking whether the cognitive neuropsychological approach can be helpful for exploring the nature and causes of developmental disorders and, if so, how. We outline the key features of the cognitive neuropsychological approach, and then consider how some of the major challenges to this approach from a developmental perspective might be met. In

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14

Parsons, Michael J. "The Place of a Cognitive Developmental Approach to Aesthetic Response." Journal of Aesthetic Education 20, no. 4 (1986): 107. http://dx.doi.org/10.2307/3332612.

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15

Bachkirova, Tatiana. "Cognitive-developmental approach to coaching: an interview with Robert Kegan." Coaching: An International Journal of Theory, Research and Practice 2, no. 1 (2009): 10–22. http://dx.doi.org/10.1080/17521880802645951.

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16

Roberts, Warren P. "A comparative and developmental approach to cognitive universals: A possible role for heterochrony." Behavioral and Brain Sciences 21, no. 4 (1998): 585–86. http://dx.doi.org/10.1017/s0140525x98401274.

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From a developmental and comparative perspective, folk biology is a core “meme.” The universality and resistance to change in such core “memes” may be a function of the developmental timing of cognitive domains during childhood. Evidence from cognitive development in humans, monkeys, and apes is discussed. Suggestions for a developmental research program are offered.

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17

Rowe, Helga A. H. "Cognitive Developmental and Educational Research: The Need for a Wholistic Approach." Australian Educational and Developmental Psychologist 8, no. 1 (1991): 11–13. http://dx.doi.org/10.1017/s0816512200026328.

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A marked impression gained when one reviews the developmental literature with a view to decidina what knowledge might be relevant to education is the large number of single issue and unconnected theories and the apparently frequent overturning of theories. At least every ten years we witness a major change in the basic theories guiding research and development in both developmental and educational psychology.Witnessing this heavy turn-over from a sideline, one might be excused for feeling concerned that the fabric of psychological knowledge may not be able to withstand the hard wear and tear r

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18

Deering, Catherine Gray. "A Cognitive Developmental Approach to Understanding How Children Cope With Disasters." Journal of Child and Adolescent Psychiatric Nursing 13, no. 1 (2000): 7–16. http://dx.doi.org/10.1111/j.1744-6171.2000.tb00070.x.

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19

Morgan, Barbara, and Victoria Foster. "Career Counseling for Reentry Dual Career Women: A Cognitive Developmental Approach." Journal of Career Development 26, no. 2 (1999): 125–36. http://dx.doi.org/10.1177/089484539902600203.

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20

Bishop, D. V. M. "Cognitive Neuropsychology and Developmental Disorders: Uncomfortable Bedfellows." Quarterly Journal of Experimental Psychology Section A 50, no. 4 (1997): 899–923. http://dx.doi.org/10.1080/713755740.

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Cognitive neuropsychology provides a theoretical framework and methods that can be of value in the study of developmental disorders, but the “dissociation” logic at the centre of this approach is not well suited to the developmental context. This is illustrated with examples from specific language impairment. Within the developing language system there is ample evidence for interaction between levels of representation, with modularity emerging in the course of development. This means that one typically is seeking to explain a complex pattern of associated impairments, rather than highly select

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21

Murohashi, Harumitsu. "Editorial: Cognitive science approach to developmental disorders: From “discrete diagnostic” to “dimensional”." Japanese Psychological Research 55, no. 2 (2013): 95–98. http://dx.doi.org/10.1111/jpr.12013.

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22

Matteson, M. A., A. D. Linton, B. L. Cleary, S. J. Barnes, and M. J. Lichtenstein. "Management of problematic behavioral symptoms associated with dementia: A cognitive developmental approach." Aging Clinical and Experimental Research 9, no. 5 (1997): 342–55. http://dx.doi.org/10.1007/bf03339613.

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23

Aley, Kristen E. "Developmental Approach to Pediatric Transplantation." Progress in Transplantation 12, no. 2 (2002): 86–91. http://dx.doi.org/10.1177/152692480201200203.

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Children who need or who have received an organ transplant endure many hospitalizations, procedures, and surgeries. These experiences are often traumatic for children, repeatedly causing intense fear and anxiety. How stressful situations are perceived and responded to by children depend on their cognitive, physical, emotional, and social development. Alternatively, the introduction and repetition of stressful hospitalizations and medical experiences can delay development in any of these areas. It is important that healthcare professionals recognize potentially stressful situations and know how

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24

Sangster, Claire A., Claire Beninger, Helene J. Polatajko, and Angela Mandich. "Cognitive Strategy Generation in Children with Developmental Coordination Disorder." Canadian Journal of Occupational Therapy 72, no. 2 (2005): 67–77. http://dx.doi.org/10.1177/000841740507200201.

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Background. Developmental coordination disorder (DCD) is a condition of impaired quality of movement and occupational performance. It has been hypothesized that the difficulties experienced by children with DCD may in part be due to an impaired ability to use cognitive strategies to solve occupational performance problems. Cognitive Orientation to daily Occupational Performance (CO-OP) is a verbally-based approach to helping children remediate this difficulty. The current pilot study investigated the use of cognitive strategies in children with DCD to determine whether cognitive strategy use i

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25

Dionne, Jacques. "L’intervention cognitive-développementale auprès des adolescents délinquants." Criminologie 29, no. 1 (2005): 45–70. http://dx.doi.org/10.7202/017380ar.

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In the last decades, many types of intervention, seeking to alter the subject's level of cognition, have been developed for the rehabilitation of young delinquents. Among these different cognitive models, some are inspired by developmental-cognitive psychology, which has been used to improve rehabilitation and prevention initiatives. This article's objective is to make the developmental-cognitive approach known, in order to make intervention models more accurate and to help these youngsters improve their ability in building and maintaining interpersonal relationships, as well as their sense of

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26

Poehner, Matthew E., Rémi A. van Compernolle, Olga Esteve, and James P. Lantolf. "A Vygotskian Developmental Approach to Second Language Education." Journal of Cognitive Education and Psychology 17, no. 3 (2018): 238–59. http://dx.doi.org/10.1891/1945-8959.17.3.238.

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This article considers the pedagogical research informed by the writings of L. S. Vygotsky concerned with the teaching and learning of languages beyond the first (L2). Following a brief overview of developments in the application of Vygotskian theory to explicating processes of L2 development in instructional settings, we consider more recent scholarship that has employed the theory as a principled basis for reconceptualizing L2 education. Three lines of research are brought into focus: Concept-Based Instruction (CBI), Dynamic Assessment (DA), and a Vygotskian approach to the preparation of L2

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27

Kahlaoui, Noureddine. "Lexical Organization and Access: A Developmental Cognitive Approach to the Acquisition of Morphology." Studies in English Language Teaching 1, no. 2 (2013): 275. http://dx.doi.org/10.22158/selt.v1n2p275.

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<p><em>The present paper represents a further step in the work of Kahlaoui (2000) on lexical organization and access. It was argued in this paper that the distinction between regular and irregular morphology is counter cognitive as it deprives a good deal of the lexical elements from being processed via rule abstraction (Plunkett &amp; Marchman, 1993) only because they are processed by minor rules (Mohanan, 1986). The lexicon is the modular mental component of a speaker's linguistic knowledge. It was also argued that the poor performance of dysphasic speakers on regular morphol

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28

Inverarity, Kathy. "Why does Schizophrenia Develop at Late Adolescence? A Cognitive-Developmental Approach to Psychosis." Australian Social Work 57, no. 4 (2004): 419–21. http://dx.doi.org/10.1111/j.0312-407x.2004.00175.x.

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29

Paek, Eun Jin, and Laura L. Murray. "A Novel Cognitive-Linguistic Approach to Addressing Developmental Reading Disorders: A Pilot Study." Communication Sciences & Disorders 23, no. 3 (2018): 609–28. http://dx.doi.org/10.12963/csd.18533.

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30

Hurd, Angela. "A developmental cognitive neuropsychological approach to the assessment of information processing in autism." Child Language Teaching and Therapy 12, no. 3 (1996): 288–99. http://dx.doi.org/10.1177/026565909601200304.

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31

Denny, B. Michael, and Susan Thomas. "The Relationship of Proportional Reasoning Ability to Self-Concept: A Cognitive Developmental Approach." Journal of Early Adolescence 6, no. 1 (1986): 45–54. http://dx.doi.org/10.1177/0272431686061004.

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32

Berry, Sharon L., Jennifer R. Hayford, Caroline K. Ross, Lauren M. Pachman, and John V. Lavigne. "Conceptions of Illness by Children with Juvenile Rheumatoid Arthritis: A Cognitive Developmental Approach." Journal of Pediatric Psychology 18, no. 1 (1993): 83–97. http://dx.doi.org/10.1093/jpepsy/18.1.83.

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33

Downs, Roger M., and Lynn S. Liben. "The Development of Expertise in Geography: A Cognitive-Developmental Approach to Geographic Education." Annals of the Association of American Geographers 81, no. 2 (1991): 304–27. http://dx.doi.org/10.1111/j.1467-8306.1991.tb01692.x.

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34

Sreena, S., and M. Ilankumaran. "Developmental Speaking as A Strategy to Enhance Communication Skills – A Cognitive Based Approach." International Journal of Engineering & Technology 7, no. 4.36 (2018): 613. http://dx.doi.org/10.14419/ijet.v7i4.36.24210.

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Language is a particular system of communication used by human beings. It consists of development, acquisition, maintenance and use of complex systems of communication. Learning a language is not only a matter of motivation, ability and background but also it depends on the social and linguistic environment of the learners. Human beings are separated to other species in the name of communication skills. Listening skills made the people understand what another person speaks. Speaking skills are helpful to convey the wishes and idea of one person to the other in the correct way. Reading skill is

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35

Leggett, Janice. "From ritual to repertoire—A cognitive-developmental systems approach with behavior-disordered children." Behaviour Research and Therapy 29, no. 4 (1991): 373–74. http://dx.doi.org/10.1016/0005-7967(91)90079-i.

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36

Lubovskiy, V. I., I. A. Korobeynikov, and S. M. Valyavko. "Psychological Diagnostics of Developmental Disorders: A New Concept." Психологическая наука и образование 21, no. 4 (2016): 50–60. http://dx.doi.org/10.17759/pse.2016210406.

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The authors propose a fundamentally new, theoretically grounded and empirically supported approach to psycho-pedagogical diagnostics of developmental disorders. It is shown that in Russia psychological diagnostics of developmental disorders still has no proper theoretical foundations and is carried out rather intuitively and empirically, even on the stage of differential diagnosis. The situation abroad is quite similar despite the use of standardized intelligence tests as they can only measure quantitative differences in subjects’ performance. The authors emphasize core components of cognitive

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37

Kaveh, Atiyeh, Ramazan Hasanzadeh, and Bahram Mirzaeian. "The Effectiveness of Developmental Therapies (VAK Learning Style) with Cognitive Information Processing Approach in Treatment of Cognitive Dyslexia." journal of counseling research 19, no. 74 (2020): 182–211. http://dx.doi.org/10.29252/jcr.19.74.182.

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38

Decety, Jean, and Meghan Meyer. "From emotion resonance to empathic understanding: A social developmental neuroscience account." Development and Psychopathology 20, no. 4 (2008): 1053–80. http://dx.doi.org/10.1017/s0954579408000503.

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AbstractThe psychological construct of empathy refers to an intersubjective induction process by which positive and negative emotions are shared, without losing sight of whose feelings belong to whom. Empathy can lead to personal distress or to empathic concern (sympathy). The goal of this paper is to address the underlying cognitive processes and their neural underpinnings that constitute empathy within a developmental neuroscience perspective. In addition, we focus on how these processes go awry in developmental disorders marked by impairments in social cognition, such as autism spectrum dis

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39

Diessner, Rhett. "Selflessness: Congruences between the Cognitive–Developmental Research Program and the Bahá’í Writings." Journal of Baha’i Studies 3, no. 2 (1990): 1–13. http://dx.doi.org/10.31581/jbs-3.2.1(1990).

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This article aims to illustrate four major concepts shared by the protagonists of cognitive-developmentalism, such as Piaget, Kohlberg, and Kegan, and the primary authors of the sacred writings of the Bahá’í Faith—Bahá’u’lláh, ‘Abdu’l-Bahá, and Shoghi Effendi. These concepts include: a developmental teleology, the stage-like nature of development, the importance of an epistemic focus, and selflessness. As the Bahá’í teachings stress a developmental approach to self and a universal approach to moral education, and as the Faith is rapidly growing, it would be helpful for psychologists and educat

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40

Zygouris, Nikolaos Christos, Filippos Vlachos, Antonios N. Dadaliaris, et al. "A Neuropsychological Approach of Developmental Dyscalculia and a Screening Test Via a Web Application." International Journal of Engineering Pedagogy (iJEP) 7, no. 4 (2017): 51. http://dx.doi.org/10.3991/ijep.v7i4.7434.

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Traditional definitions of Developmental Dyscalculia state that a child must substantially underachieve on mathematical abilities tests relative to the level expected given age, education and intelligence. However, cognitive developmental neuropsychological studies nowadays suggest that not only core numerical but also cognitive skills of children with developmental dyscalculia present deficits. The main aim of the research protocol was to construct a battery of six tests that can be delivered by computer in order to screen children’s arithmetic and cognitive skills. The hypothesis of the stud

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41

Ramsundhar, Nerica, and Kirsty Donald. "An approach to the developmental and cognitive profile of the child with spina bifida." South African Medical Journal 104, no. 3 (2014): 221. http://dx.doi.org/10.7196/samj.8048.

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42

Asada, Minoru. "Beginning of words emerges from caregiver-infant interactions -An approach from cognitive developmental robotics-." Journal of Japanese Society of Stomatognathic Function 22, no. 2 (2016): 95–103. http://dx.doi.org/10.7144/sgf.22.95.

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43

Meyer, Heather Ann, Ron Avi Astor, and William J. Behre. "Teachers' reasoning about school fights, contexts, and gender: an expanded cognitive developmental domain approach." Aggression and Violent Behavior 9, no. 1 (2004): 45–74. http://dx.doi.org/10.1016/s1359-1789(02)00115-5.

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44

Bigler, Rebecca S., and Lynn S. Liben. "A Cognitive-Developmental Approach to Racial Stereotyping and Reconstructive Memory in Euro-American Children." Child Development 64, no. 5 (1993): 1507. http://dx.doi.org/10.2307/1131549.

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45

Wine, Jeri Dawn. "Misjudgments and misunderstandings of the cognitive developmental approach to gender: A response to Sayers." New Ideas in Psychology 5, no. 2 (1987): 273–74. http://dx.doi.org/10.1016/0732-118x(87)90027-4.

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46

Esposito, Concetta, Gaetana Affuso, Mirella Dragone, and Dario Bacchini. "Effortful Control and Community Violence Exposure as Predictors of Developmental Trajectories of Self-serving Cognitive Distortions in Adolescence: A Growth Mixture Modeling Approach." Journal of Youth and Adolescence 49, no. 11 (2020): 2358–71. http://dx.doi.org/10.1007/s10964-020-01306-x.

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Abstract Self-serving cognitive distortions are biased or rationalizing beliefs and thoughts that originate from the individual persistence into immature moral judgment stages during adolescence and adulthood, increasing the individual’s engagement in antisocial or immoral conducts. To date, the literature examining trajectories of cognitive distortions over time and their precursors is limited. This study sought to fill this gap, by examining effortful control and community violence exposure as individual and environmental precursors to developmental trajectories of cognitive distortions in a

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47

Myerson, Nicole N., Neville J. King, Bruce J. Tonge, David A. Heyne, Dawn A. Young, and Helen Papadopoulos. "Cognitive-behavioural Treatment for Young People Who Have Been Sexually Abused: Developmental Considerations." Behaviour Change 17, no. 1 (2000): 37–47. http://dx.doi.org/10.1375/bech.17.1.37.

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AbstractThis article describes the application of cognitive behavioural therapy to three sexually abused young people. We emphasise developmental influences and the nuances of the therapeutic approach. An exposure-based treatment approach was used with the youths. A multimodal assessment evaluation was conducted at pretreatment and posttreatment, and at a 3-month follow-up. Results on outcome measures indicated a positive therapeutic effect for the youths.

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48

Ramsay, Russell J., and Anthony L. Rostain. "A Cognitive Therapy Approach for Adult Attention Deficit/Hyperactivity Disorder." Journal of Cognitive Psychotherapy 17, no. 4 (2003): 319–34. http://dx.doi.org/10.1891/jcop.17.4.319.52537.

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While attention deficit/hyperactivity disorder (ADHD) is the most prevalent behavioral disorder of childhood, the past decade has seen a rise in the number of adults presenting for treatment with difficulties related to ADHD. Few treatments (particularly psychosocial treatments) offered to adult patients with ADHD, however, have been empirically tested, much less been grounded in an overarching treatment model that captures the complexity of the various neurobiological, developmental, and psychological issues germane to this clinical population. The purpose of this article is to introduce a co

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49

MÜLLER, RALPH-AXEL. "Neurocognitive studies of language impairments: The bottom-up approach." Applied Psycholinguistics 26, no. 1 (2005): 65–78. http://dx.doi.org/10.1017/s014271640505006x.

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Neurocognitive studies can approach gene-based developmental language impairments from two angles, which are complementary and ideally combined in a research program. One approach aims at an optimal phenotypic description of a disorder and from there proceeds to a biological and developmental understanding. Complementary to such a top-down approach, a bottom-up perspective will primarily focus on potential etiological pathways and attempt to explain complex outcome phenotypes in terms of elementary developmental disturbances. My paper is dedicated to this latter approach. I argue that in behav

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50

Westerveld, Michael. "Disorders of Epileptic Origin From A Developmental Perspective." Journal of the International Neuropsychological Society 12, no. 5 (2006): 762–63. http://dx.doi.org/10.1017/s1355617706240931.

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Cognitive and Behavioral Disorders of Epileptic Origin in Children. Thierry Deonna and Eliane Roulet-Perez. (Eds.). 2005. MacKeith Press, distributed by Cambridge University Press, 256 pp., £50.00; $90.00 HB.Understanding the effects of epilepsy, a neurological disorder frequently beginning in childhood, is particularly important because it may disrupt the development of foundations for later cognitive and psychological functions. Despite the prevalence of seizure disorders and the importance of the developmental period in which seizures frequently begin, surprisingly little information about

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