Relevant bibliographies by topics / Cognitive evaluation theory (CET)

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

Academic literature on the topic 'Cognitive evaluation theory (CET)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Cognitive evaluation theory (CET)"

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Byrne, Sarah, Peter Trower, Max Birchwood, Alan Meaden, and Angela Nelson. "Command Hallucinations: Cognitive Theory, Therapy, and Research." Journal of Cognitive Psychotherapy 17, no. 1 (March 2003): 67–84. http://dx.doi.org/10.1891/jcop.17.1.67.58271.

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Command hallucinations (CH) are a distressing and high-risk group of symptoms that have long been recognized but little understood, with few effective treatments. Research shows that cognitive behavior therapy (CBT) is a promising treatment for hallucinations in general and therefore has a potential role in the treatment of CH. We propose that the development of an effective CBT for CH would be enhanced by a theory specific to this uniquely problematic symptom. In this article we describe and apply such a theory from evolutionary psychology, namely social rank theory, and review recent evidence for its application to hallucinations in general. Second, we present a treatment protocol developed in accordance with the principles of the theory specifically for CH, and describe an illustrative case. Finally, we outline the design and methodology of a new, randomized, controlled trial currently being undertaken to test the efficacy of the treatment. Further developments both in the protocol and in its evaluation are discussed.
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Harvey, Allison G. "A Cognitive Theory and Therapy for Chronic Insomnia." Journal of Cognitive Psychotherapy 19, no. 1 (March 2005): 41–59. http://dx.doi.org/10.1891/jcop.19.1.41.66332.

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The aim of this article is to review progress toward developing a cognitive theory of and therapy for chronic insomnia. The article will begin with a brief overview of cognitive behavior therapy for insomnia (CBT-I), the current treatment of choice, which devotes approximately one session to cognitive therapy. On the basis of (a) the conclusion from a recent review of psychological treatments for insomnia that cognitive therapy has received insufficient attention and evaluation and (b) the evidence that cognitive therapy for a range of other psychological disorders has improved treatment outcome, the remainder of the article describes another approach to the treatment of insomnia: cognitive therapy for insomnia (CT-I). This treatment is derived from a cognitive model that specifies five processes that function to maintain insomnia: worry (also known as cognitive arousal), selective attention and monitoring, distorted misperception of sleep and daytime deficits, unhelpful beliefs about sleep, and counterproductive safety behaviors. The aim of the treatment is to reverse all five maintaining processes during both the dayandthe night.
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Hitt, David, Tayyeb Tahir, Lyndon Davies, Jo Delahay, and Mark Kelson. "The clinical effectiveness of a cognitive behavioural therapy intervention in a work setting: a 5-year retrospective analysis of outcomes." Journal of Research in Nursing 23, no. 4 (February 5, 2018): 360–72. http://dx.doi.org/10.1177/1744987117745580.

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Background The National Institute for Health and Clinical Excellence (NICE) guidance recommends Cognitive Behavioural Therapy (CBT) as part of multidisciplinary occupational mental health interventions for people with long-term or recurrent short-term sickness absence from work (NICE, 2009). Despite this, there is a paucity of data for both randomised trials for CBT and literature that supports the transferability of CBT into occupational environments. Aims This service evaluation aimed to evaluate the clinical effectiveness of CBT by analysing data from a partnership scheme between a local authority and a local heath board using a routine employee population. Methods A clinical cohort of 81 employees referred through the partnership scheme completed CBT over a 5-year period via a CBT nurse therapist. A sample of 76 employees was included in the evaluation who completed pre-/post-measures to establish outcome. Of these, 30 were followed up at a 3-year point, completing the same measures. Results Each of the clinical measures yielded significant outcomes at 95% confidence intervals, and large effect sizes using Cohen’s d both at post-test and follow-up. No significant difference was shown between post-treatment and follow-up outcomes. CBT was demonstrated to be clinically effective within an occupational mental health setting. Conclusions In conclusion, partnership schemes with a focus on mental health between public sector agencies can have a positive outcome for the funding agency as well as individual employees.
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Grugeon-Allys, Brigitte, and Julia PILET. "La problématique de l’évaluation et de la régulation : apports de la TADThe issue of evaluation and regulation: contributions of the ATD." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 138–55. http://dx.doi.org/10.23925/1983-3156.2020v22i4p138-155.

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RésuméDans cet article, nous étudions en quoi la TAD permet de faire évoluer la problématisation de l’évaluation des apprentissages et de la régulation de l’enseignement. En effet, ces questions étaient principalement abordées dans une approche psycho-cognitive, sans prendre en compte l’assujettissement de l’élève à une institution et la nécessité d’évaluer les rapports personnels à un savoir donné confrontés au rapport institutionnel, à différents niveaux de codétermination. Nous étudions les potentialités d’une analyse praxéologique des tâches, et plus particulièrement au niveau technologico-théoriques, au regard d’une étude épistémologique du domaine de savoir pour d’une part, caractériser des évaluations valides (Grugeon-Allys et Grapin, à paraître) et d’autre part, décrire les praxéologies à enseigner, enseignées et apprises (Grugeon-Allys et al., 2012). De la mise en relation de ces praxéologies, nous dégageons des aspects épistémologiques à travailler par les élèves pour organiser la régulation de l’enseignement en fonction de leurs besoins d’apprentissages (Pilet, 2015 ; Grugeon-Allys, 2016).Mots-clés : Théorie Anthropologique du Didactique, Évaluation, Niveaux de codétermination. AbstractIn this article, we study how TDA impacts the problematization of the evaluation of learning and the regulation of teaching. Indeed, these questions were mainly addressed in a psycho-cognitive approach, without taking into account the student's subordination to an institution and the need to evaluate personal relationships with a given knowledge confronted with the institutional relationship, at different levels of co-determination. We study the potentialities of a praxeological analysis of tasks, and more particularly at the technological-theoretical level, with regard to an epistemological study of the field of knowledge, on the one hand, to characterize valid evaluations (Grugeon-Allys and Grapin, to be published) and on the other hand, to describe the praxeologies to be taught, taught and learned (Grugeon-Allys et al. 2012). From the linking of these praxeologies, we identify epistemological aspects to be worked on by the students in order to organize the regulation of teaching according to their learning needs (Pilet, 2015; Grugeon-Allys, 2016).Keywords: Anthropological Theory of Didactics, Evaluation, Levels of codetermination.
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Abayaratne, Dasal, Russell Birkett, and John Davies. "Do core psychiatry trainee cognitive behaviour therapy cases meet training needs? An evaluation of core psychiatry trainee delivered CBT cases in Sheffield: implications for training and services." BJPsych Open 7, S1 (June 2021): S304. http://dx.doi.org/10.1192/bjo.2021.804.

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AimsThis evaluation aims to understand if Cognitive Behaviour Therapy (CBT) cases for Core Psychiatry Trainees (CPTs) in Sheffield provide good training in therapy skills and if these can be integrated into general psychiatric practice.BackgroundCompletion of psychotherapy cases part of the curriculum for CPTs, with cognitive behavior therapy being one of the common modalities used. Whilst there is evidence that trainees often provide competent therapy it is unclear what cases are appropriate and how these contribute to wider CPT learning objectives.MethodCPTs who had completed a clinical case in CBT at a tertiary psychotherapy service were identified. All were surveyed and patient demographics and outcomes also collated.ResultThe results showed a significant impact on trainees understanding of CBT, applying theory to clinical context, and changed future practice. Despite being complex, 64% of patients needed no further therapy and 42% were discharged from mental health services.ConclusionThe evaluation demonstrates the positive outcomes for patients, trainees, future clinical practice, and a move towards collaboration as laid out in the Five-year forward view for mental health. This suggests that medical trainees have a valuable contribution, and role despite minimal experience in CBT.
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Rodríguez-Mercedes, Silvanys L., Camerin A. Rencken, Khushbu F. Patel, Gabrielle G. Grant, Erin M. Kinney, Frederick J. Stoddard, Lewis E. Kazis, Jeffrey C. Schneider, and Colleen M. Ryan. "3 Development of School-Aged Life Impact Burn Recovery Evaluation (SA-LIBRE 5–12) Profile: Item Pool." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S7—S8. http://dx.doi.org/10.1093/jbcr/irab032.008.

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Abstract Introduction The transition from early childhood to teen years (5–12) is a critical time of development, which can be made particularly challenging by a burn injury. Currently, few validated standardized measures exist for this age group. This study aimed to generate item pools to create a computer adaptive test (CAT) assessing post-burn recovery in school-aged children. Methods Item pool development was based on the School-Aged Life Impact Burn Recovery Evaluation (SA-LIBRE5-12) Conceptual Model and the World Health Organization’s International Classification of Functioning, Disability, and Health for Children and Youth. Additional elements included a literature review, expert consensus meetings, and parent cognitive interviews. Candidate items assessing health outcomes were extracted from existing legacy measures during the literature review. Details of expert consensus meetings and parent cognitive interviews are in Table 1. Results Items assessing health outcomes (n=3,732) were extracted during the literature review. Experts binned items across three domains: 1) Physical Functioning (55 items), 2) Psychological Functioning (80 items), and 3) Family and Social Functioning (57 items). Six cognitive interviews were conducted. Qualitative data resulted in further review of 86 items. The results of the cognitive interviews indicated that item stems and response choices were interpretable by respondents. Conclusions This study developed an item pool (n=192) to assess post-burn recovery of school-aged children. The next step in the SA-LIBRE5-12 CAT Profile development will be field-testing for the calibration and item response theory-based validation of the assessment.
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Westbrook, David, Freda McManus, Gavin Clark, and James Bennett-Levy. "Preliminary Evaluation of an Online Training Package in Cognitive Behaviour Therapy: Satisfaction Ratings and Impact on Knowledge and Confidence." Behavioural and Cognitive Psychotherapy 40, no. 4 (November 28, 2011): 481–90. http://dx.doi.org/10.1017/s1352465811000701.

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Background: Online CBT training is in its infancy. The initial studies have varied program characteristics and trainee groups, but results appear promising. At this stage, there is a need to evaluate programs with different characteristics to determine which are useful, and which are not. Method: This paper reports a preliminary evaluation of an online CBT training package, OCTC Online, which is distinguished from other online programs by its particularly strong focus on video presentations by trainers, accompanying PowerPoint slides, and video demonstrations of key clinical techniques. Participants (N = 94) completed online rating scales and questionnaires assessing (a) their satisfaction with the training; (b) their self-rated knowledge and confidence about the topics discussed (pre- and post-training); and (c) a multiple choice questionnaire (MCQ) objective test of knowledge (also pre- and post-training). Results: Results showed that on average students were highly satisfied with the online training modules, their self-rated confidence increased significantly, and so did their scores on the MCQ. Conclusions: The study has significant limitations but nevertheless contributes to the growing body of evidence that online training may have a useful part to play in enhancing therapists’ knowledge of CBT theory and techniques, and their confidence in using the techniques.
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Cordeiro, Lisa, Adrienne Villagomez, Deanna Swain, Sophia Deklotz, and Nicole Tartaglia. "Adaptive Skills in FXS: A Review of the Literature and Evaluation of the PEDI-Computer Adaptive Test (PEDI-CAT) to Measure Adaptive Skills." Brain Sciences 10, no. 6 (June 6, 2020): 351. http://dx.doi.org/10.3390/brainsci10060351.

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As adaptive skills (AS) are dynamic and may indicate the success of an intervention, they are a common domain measured in clinical trials. Typical interview tools for measuring AS are time-consuming, and questionnaire measures often lead to inconsistent information. The present study was designed to evaluate the feasibility, validity and test-retest performance of the Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) in Fragile X syndrome (FXS). The PEDI-CAT is administered via tablet and uses the item response theory to efficiently determine the items administered. The PEDI-CAT was administered to 42 individuals with FXS (27 males; 15 females) aged 1.6–50.9 years (M = 14.9; SD = 11.2), followed by the Vineland-3 (VABS-3) interview for comparison. Administration was efficient (M = 21.7 min; SD = 9.5; range 8–45 min; mode = 19). Males and females did not significantly differ on the PEDI-CAT domains, except for daily activities (t(40) = −2.22, p = 0.037). Floor effects were significant for both measures, although the PEDI-CAT showed more floor effects in the mobility (35.7%) and social-cognitive (50%) domains. PEDI-CAT daily activities, mobility, social-cognitive and responsibility domains were all significantly correlated with most of the VABS-3 domains (all rho > 0.5; p < 0.01). Test-rest of the PEDI-CAT was comparable to the VABS-3. Results suggest that the PEDI-CAT is efficient, and minimal training is needed to administer it; however, it lacks specificity and shares a high rate of floor effects with the VABS-3.
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Li, Qiwei, Heath Harllee, and Becky P. Knight. "IMPROVING COLLEGE STUDENTS’ ATTITUDES TOWARD AGING POPULATIONS: USING CBT-BASED GERONTOLOGICAL PEDAGOGY." Innovation in Aging 3, Supplement_1 (November 2019): S727—S728. http://dx.doi.org/10.1093/geroni/igz038.2665.

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Abstract The U.S. is facing a shortage of aging-related professionals. Lack of positive attitudes among undergraduate students towards the older population may restrict them from participating as aging professionals. However, research majorly focused on the attitudes among students already in the medical training fields instead of improvement of the attitudes among undergraduate students who potentially will devote themselves to be aging professionals. We seek to enhance attitudes toward the aging population through gerontological coursework at the undergraduate level. The introductory course is based on Cognitive Behavioral theory (CBT) which emphasizes to unlearn false concepts. Therefore, the class exposes students to positive aging images in contemporary films and literature demonstrating concepts such as successful aging, retirement, gender issues, and aging as minorities, etc. Students review their perceptions of the aging population at the beginning and end of the semester, presenting five words that best describe the aging images. The variances of occurrence of negative to positive descriptions are analyzed as an evaluation of the class. The class also stimulates civic responsibilities of the students toward the aging population with concepts such as generational equities by conducting team-based discussions. The results report increased positive words and improved attitudes on in-class team projects and post-class evaluations. The implication of the course outcomes is that discussing and exposing the positive images, and justifying typical aging-related behaviors significantly improves students’ attitudes toward the aging population, and may encourage undergraduate students to select an aging profession. Qualitative evaluation of the course will be conducted in future semesters.
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Bremer, V., P. Chow, B. Funk, F. Thorndike, and L. Ritterband. "1204 Analyzing User Journey Data In Digital Health: Predicting Dropout From A Digital CBT-I Intervention." Sleep 43, Supplement_1 (April 2020): A460. http://dx.doi.org/10.1093/sleep/zsaa056.1198.

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Abstract Introduction Intervention dropout is an important factor for the evaluation and implementation of digital therapeutics, including in insomnia. Large amounts of individualized data (logins, questionnaires, EMA data) in these interventions can combine to create user journeys - the data generated by the path an individual takes to navigate the digital therapeutic. User journeys can provide insight about how likely users are to drop out of an intervention on an individual level and lead to increased prediction performance. Thus, the goal of this study is to provide a step-by-step guide for the analysis of user journeys and utilize this guide to predict intervention dropout, illustrated with an example from a data in a RCT of digital therapeutic for chronic insomnia, for which outcomes have previously been published. Methods Analysis of user journeys includes data transformation, feature engineering, and statistical model analysis, using machine learning techniques. A framework is established to leverage user journeys to predict various behaviors. For this study, the framework was applied to predict dropouts of 151 participants from a fully automated web-based program (SHUTi) that delivered cognitive behavioral therapy for insomnia. For this task, support vector machines, logistic regression with regularization, and boosted decision trees were applied at different points in 9-week intervention. These techniques were evaluated based on their predictive performance. Results After model evaluation, a decision tree ensemble achieved AUC values ranging between 0.6-0.9 based on application of machine earning techniques. Various handcrafted and theory-driven features (e.g., time to complete certain intervention steps, time to get out of bed after arising, and days since last system interaction contributed to prediction performance. Conclusion Results indicate that utilizing a user journey framework and analysis can predict intervention dropout. Further, handcrafted theory-driven features can increase prediction performance. This prediction of dropout could lead to an enhanced clinical decision-making in digital therapeutics. Support The original study evaluating the efficacy of this intervention has been reported elsewhere and was funded by grant R01 MH86758 from the National Institute of Mental Health.
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Dissertations / Theses on the topic "Cognitive evaluation theory (CET)"

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Norberg, Daniella, and Andreas Svensson. "Motivation och arbetstillfredsställese hos förskollärare." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34398.

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Syftet med studien var att undersöka den upplevda motivationen och arbetstillfredsställelsen hos förskolepersonal. Undersökningen genomfördes med en kvalitativ metod med hjälp av semistrukturerade intervjuer med totalt nio respondenter. Teorierna som användes var Warr´s vitaminmodell, Self - Determination Theory (SDT) samt subteorin Cognitive evaluation theory (CET). Resultatet visade att samtliga respondenter upplevde hög motivation kopplat till sitt arbete samt upplevde hög arbetstillfredsställelse. Majoriteten av respondenterna lyfte upp goda relationer med barn, föräldrar och kollegor som betydelsefulla för motivationen. Analysen visade att belöningar påverkade motivationen olika mycket, och den verbala belöningen var den belöning som majoriteten av respondenternas uttryckte vara deras främsta källa till motivation. Studien tydde vidare på att autonomi var viktigt för respondenternas upplevda arbetstillfredsställelse. Respondenterna uppgav att arbetstillfredsställelsen ökade när det fanns en högre grad av kontroll kopplat till arbetet. Studien visar även att det fanns en bra sammanhållning i organisationen, vilket kan vara en bidragande faktor till den höga motivation och arbetstillfredsställelse som rådde i organisationen när undersökningen genomfördes. Slutligen diskuterades det om den inre motivation som respondenterna uppvisade är så pass hög att respondenterna skulle kunna arbeta utan lön.
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Frey, Terrell Kody. "CAT IN THE CLASSROOM: UNDERSTANDING INSTRUCTOR BEHAVIOR AND STUDENT PERCEPTIONS THROUGH COMMUNICATION ACCOMMODATION THEORY." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/85.

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Adjusting one’s communication is a fundamental requirement for human interaction (Gasiorek, 2016a). Individuals adapt communication behavior according to the circumstances surrounding the situation, resulting in different patterns and forms of speech relative to spouses, family members, coworkers, or friends. Yet, researchers in instructional communication have not yet substantially applied adjustment as a theoretical lens for understanding instructor-student classroom interactions (Gasiorek & Giles, 2012; Soliz & Giles, 2014; Soliz & Bergquist, 2016). Apart from overlooking this useful theoretical approach, instructional communication scholarship can also be improved by accounting for 1) shifting group identities in higher education that change how instructors and students communicate, 2) incomplete conceptualizations of student perceptions in existing research, and 3) a consistent lack of concern for the hierarchical structure of educational data. This dissertation seeks to resolve these limitations through an application of one of the most prominent theories of adjustment: communication accommodation theory (CAT; Giles, 1973; Giles, Willemyns, Gallois, & Anderson, 2007a). The research specifically extends the CAT framework to an instructional setting by investigating how student perceptions of instructor nonaccommodation across several modes of communication (i.e., nonverbal, linguistic/verbal, content, support) influence information processing ability, relationships with instructors, and beliefs about instructors. Data were collected from 573 undergraduate students across 38 sections of a basic communication course (BCC). Students completed an online questionnaire assessing perceptions of the appropriateness of their instructor’s behavior (i.e., nonaccommodation), extraneous load, communication satisfaction, instructor-student rapport, instructor credibility, and instructor communication competence. The results first forward a nuanced measure for assessing nonaccommodation in a manner consistent with the theoretical propositions of CAT. Second, a series of analyses using hierarchical linear modeling (HLM; Raudenbush & Bryk, 2002) showed significant associations between perceptions of nonaccommodation across modes and students’ reported classroom outcomes. Interestingly, several of the individual, direct relationships disappeared when multiple modes of nonaccommodation were considered simultaneously, introducing the possibility that individuals may prioritize the appropriateness of certain behaviors within context. The data hierarchy (i.e., students enrolled in course sections) did exert some influence on the relationships between variables, yet the majority of variance accounted for across models occurred at the student level. Implications of the results related to both theory and practice within the basic communication course are presented in the discussion.
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Gamboz, Nadia. "Evaluation of inhibitory processes in cognitive aging." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324217.

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Eden, Joel Uzi Atwood Michael E. "The distributed cognitive walkthrough : the impact of differences in cognitive theory on usability evaluation /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2823.

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Laurie, Antony Dyson. "Cognitive approaches to the explanation of gambling behaviour : an evaluation." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/1132.

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This thesis investigates three hypotheses in relation to the cognitive explanation of normal and problematic gambling behaviour. The "strong cognitive hypothesis" takes the view that if cognitive processes alone account for different levels of play, then the order of the events experienced during a task may be a good predictor of the levels of play. Four large scale experiments are presented focusing on the Illusion of Control, particularly the order effects originally observed by Langer and Roth (1975). Drawing on Hogarth and Einhom's (1992) belief adjustment model an adjusted methodology is employed making the paradigm resemble the real gambling decision making task more closely. The results of the Illusion of Control experiments suggest that the strong cognitive hypothesis can account for gambling in general, but there is no consistent support in favour of its role in explaining differential levels of play. Three questiormaire studies are then presented investigating the two alternative hypotheses assessed in this thesis. The "weak cognitive hypothesis" stipulates that an additional individual differences element is necessary to supplement the strong cognitive hypothesis in order to explain differential levels of gambling behaviour. Individual differences in the level of everyday general dissociation, the enjoyment and engagement in two forms of processing (Rational or Experiential, Epstein 1990), and in the extent to which heuristics and biases are used when making decisions are investigated. Factor analysis for the heuristics and biases investigation, particularly in relation to the understanding of the principle of randomness, reveals some evidence for the weak cogmtive hypothesis. Strongest evidence emerges in relation to the "integrative hypothesis" which stipulates that cognitive factors and processes are only important in relation to and interaction with other variables. The questioimaire studies investigate the role of erroneous beliefs and their relationship with the dissociation experienced within the gambling task. Using Structural Equation Modelling techniques, the results lead towards the generation of a new model of differential levels of gambling and the causal links between these variables and the loss of control are discussed.
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Wolfe, Megan Elizabeth. "An evaluation of an exercise adherence intervention using the social cognitive theory." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1229800264.

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Kim, John. "Trophies, Plaques, and Rewards: An Application of Cognitive Evaluation Theory to Volunteer Motivation." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2973.

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Using Cognitive Evaluation Theory, this research evaluated the impact non-monetary extrinsic incentives in the form of department t-shirts had on the intrinsic motivation of Virginia career and volunteer firefighters. Intrinsic motivation was measured using the Work Extrinsic and Intrinsic Motivation Scale (WEIMS). The survey was administered to a randomly selected sample of firefighters. Data was analyzed using multiple regression analysis. Results suggested that the department t-shirt did not have a statistically significant impact on intrinsic motivation of both career and volunteer firefighters. Additionally, this study suggested that volunteer firefighters did not perceive salary as an inequitable reward. This was exhibited by the higher levels of intrinsic motivation by volunteer firefighters than career firefighters. This was also found in the comparisons of volunteer firefighters from combination and volunteer fire departments. Finally, delays in the distribution of non-monetary extrinsic incentives did not have an impact on intrinsic motivation of both career and volunteer firefighters.
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Wolfe, Megan E. "An Evaluation of an Exercise Adherence Intervention Using the Social Cognitive." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1229800264.

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Hortz, Brian Vincent. "Evaluation of a social cognitive theory based physical activity intervention targeting leisure time physical exercise." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123087047.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xvii, 339 p.; also includes graphics. Includes bibliographical references (p. 305-315). Available online via OhioLINK's ETD Center
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Warner, Julie Anne. "An Outcome and Follow-up Evaluation of ‘Food Fit’: A Theory Based Childhood Overweight Prevention Curriculum." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243963290.

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Books on the topic "Cognitive evaluation theory (CET)"

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Stich, Stephen P. The fragmentation of reason: Preface to a pragmatic theory of cognitive evaluation. Cambridge, Mass: MIT Press, 1990.

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Kelly, Kevin T. The logic of reliable inquiry. New York: Oxford University Press, 1996.

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Falmagne, Jean-Claude, David Eppstein, Christopher Doble, Dietrich Albert, and Xiangen Hu. Knowledge spaces: Applications in education. Heidelberg: Springer, 2013.

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Falmagne, Jean-Claude. Knowledge Spaces: Applications in Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Book chapters on the topic "Cognitive evaluation theory (CET)"

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Deci, Edward L., and Richard M. Ryan. "Cognitive Evaluation Theory." In Intrinsic Motivation and Self-Determination in Human Behavior, 43–85. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7_3.

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Deci, Edward L., and Richard M. Ryan. "Cognitive Evaluation Theory." In Intrinsic Motivation and Self-Determination in Human Behavior, 87–112. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7_4.

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Grodal, Torben. "Docudrama and the Cognitive Evaluation of Realism." In Cognitive Theory and Documentary Film, 75–91. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90332-3_5.

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Bedny, Inna. "Application of Systemic-Structural Activity Theory to Evaluation of Innovations." In Advances in Neuroergonomics and Cognitive Engineering, 256–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20473-0_25.

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Abuhamdeh, Sami. "Flow Theory and Cognitive Evaluation Theory: Two Sides of the Same Coin?" In Advances in Flow Research, 137–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-53468-4_5.

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Zhang, Liming, Ngaihong Chan, and Yilin Chu. "Cognitive Load Theory Based Effectiveness Evaluation on Dynamic Math Teaching." In Hybrid Learning, 427–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14657-2_39.

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Abuhamdeh, Sami. "A Conceptual Framework for the Integration of Flow Theory and Cognitive Evaluation Theory." In Advances in Flow Research, 109–21. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2359-1_6.

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Spiro, Rand J., Hannah A. Klautke, Cui Cheng, and Aric Gaunt. "Cognitive Flexibility Theory and the Assessment of 21st-Century Skills." In Handbook on Measurement, Assessment, and Evaluation in Higher Education, 631–37. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315709307-50.

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Zhao, Yuan, and Wuyi Yue. "Performance Evaluation of Cognitive Radio Networks with a Finite Buffer Setting for Primary Users." In Queueing Theory and Network Applications, 168–79. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68520-5_11.

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Xie, Fang, Sijuan Zheng, Xiaoping Jin, Dongwei Zhao, and Chunlin Liu. "Experiment and Evaluation of Occupant Cognitive State Based on Situational Awareness Theory." In Lecture Notes in Electrical Engineering, 219–25. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5963-8_32.

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Conference papers on the topic "Cognitive evaluation theory (CET)"

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"WEAK MEASUREMENT THEORY AND MODIFIED COGNITIVE COMPLEXITY MEASURE." In 2th International Conference on Evaluation of Novel Approaches to Software Engineering. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0002585400190024.

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Xu, Yitian, and Laisheng Wang. "Fuzzy Comprehensive Evaluation Model based on Rough Set Theory." In 2006 5th IEEE International Conference on Cognitive Informatics. IEEE, 2006. http://dx.doi.org/10.1109/coginf.2006.365607.

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Tang, Dedong, and Jun Peng. "Evaluation about measurement uncertainty of vertical metal oil tank based on grey system theory." In Cognitive Computing (ICCI-CC). IEEE, 2011. http://dx.doi.org/10.1109/coginf.2011.6016146.

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Lin, Chih-Yi, and Cheng-Hung Wang. "Evaluation of System Ease of Use Scaffolding Theory on Mobile Games App." In 2018 1st International Cognitive Cities Conference (IC3). IEEE, 2018. http://dx.doi.org/10.1109/ic3.2018.00032.

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Liu, Jing, Xiaodan Zhao, Jun Han, and Na Shu. "The Research for E-Learning Evaluation Based on Fuzzy Theory." In 2010 International Conference on Intelligent Computing and Cognitive Informatics (ICICCI 2010). IEEE, 2010. http://dx.doi.org/10.1109/icicci.2010.81.

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Kumar, V., C. Ramana, S. Afrin, J. Ortega, Neelam Agarwal, and Victor Udoewa. "Touchpad in Education: Dynamic Learning Framework Assessment and Content Development for the Undergraduate Fluid Mechanics." In ASME 2013 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/fedsm2013-16257.

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Abstract:
This paper presents a dynamic learning framework (DLF) based on dynamic course contents and assessment methods using latest web-based technologies with keeping in mind the recent advancement in touchpad computing devices (such as IPAD and Android based tablets). In the DLF framework, the effectiveness is assessed via evaluating the learning outcomes of increasing the learnability of high level concepts in the Bloom’s Taxonomy of cognitive learning. It proposes to address the challenges is creating a fluid mechanics module that incorporates all levels of the Bloom’s cognitive taxonomy. This is achieved via integration of mathematical, conceptual and visual contents. The lower level concepts (i.e., Remembering, Understanding, and Applying) are computerized and tested using Computer Adaptive Testing (CAT) algorithm. Our targeted audiences are from a predominantly Hispanic cultural setting and in undergraduate mechanical engineering courses. To capitalize on unique cultural setting and linguistic needs, the assessment is prepared in bi-lingual (Spanish and English) with localized problems. A pre-assessment of students’ learning styles was performed to assess their learning preference and the presentation was tuned to average audiences. It was observed that about 10% of the students used bi-lingual instructions in the exam which was conducted as an extra-credit option to paper based exam in order to assess the DLF framework. Students were also asked to contribute questions to generate a question database with localized problems.
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Ye, Fang, and Xun Zhang. "Evidence-theory-based collaborative spectrum sensing with efficient creditability evaluation in cognitive radio networks." In 2017 Progress in Electromagnetics Research Symposium - Fall (PIERS - FALL). IEEE, 2017. http://dx.doi.org/10.1109/piers-fall.2017.8293109.

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Kelly, Diane, Jaime Arguello, Ashlee Edwards, and Wan-ching Wu. "Development and Evaluation of Search Tasks for IIR Experiments using a Cognitive Complexity Framework." In ICTIR '15: ACM SIGIR International Conference on the Theory of Information Retrieval. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2808194.2809465.

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Nakahira, Katsuko T., and Muneo Kitajima. "Understanding Relationships between Reading Behavior and Difficulty Level of Musical Score based on Cognitive-behavioral Science - Competency Level Evaluation via Musical Score Reading Processes." In International Conference on Human Computer Interaction Theory and Applications. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006129900670074.

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Yang, Rumei, Wei Wei, and Mollie R. Cummins. "Application of Cognitive Load Theory to the Design and Evaluation of Usability Study of mHealth Applications: Opportunities and Challenges." In 2017 IEEE International Conference on Healthcare Informatics (ICHI). IEEE, 2017. http://dx.doi.org/10.1109/ichi.2017.77.

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