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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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

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2

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

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3

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

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4

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

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5

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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6

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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7

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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8

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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9

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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10

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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11

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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12

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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13

(Editor), Jacqueline Leighton, and Mark Gierl (Editor), eds. Cognitive Diagnostic Assessment for Education: Theory and Applications. Cambridge University Press, 2007.

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14

Stich, Stephen. The Fragmentation of Reason: Preface to a Pragmatic Theory of Cognitive Evaluation (Bradford Books). The MIT Press, 1993.

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15

Barba, Douglas A. Informational and controlling self-initiated feedback and the mediating effects of anxiety: A test of cognitive evaluation theory. 1998.

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16

Lösel, Friedrich, and Martin Schmucker. Treatment of sex offenders. Edited by Teela Sanders. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190213633.013.23.

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This essay discusses various treatments for sexual offenders and their success in reducing reoffending. Overall, research reveals a positive treatment effect that indicates up to 25 per cent less recidivism in treatment versus control groups. Cognitive-behavioral therapy, relapse prevention, and programs based on the Risk–Need–Responsivity model have the strongest evidence base, although the studies and findings are heterogeneous and outcomes vary depending on many factors. Most promising are programs that involve treatment in the community and in forensic hospitals, delivered in a partly individualized mode, implemented with sound integrity, targeting medium- to high-risk offenders, addressing young individuals, and being evaluated in well-documented small studies. In contrast, programs in prisons, delivered merely in a group format, including low-risk offenders, and evaluations in large samples show smaller or no effects. Recent developments aim to modernize and widen standard programs toward more differentiated interventions, but more sound evaluation research is needed.

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17

Bennett-Levy, James, David Richards, Paul Farrand, Helen Christensen, Kathy Griffiths, David Kavanagh, Britt Klein, et al., eds. Oxford Guide to Low Intensity CBT Interventions. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199590117.001.0001.

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This Guide documents the drive to democratise psychotherapy. Its 62 chapters by world leaders in the field detail how to help the many, not just a privileged few. They draw together a wealth of evidence on ways to give short cost-effective therapy and prevent mental health problems, especially depression and anxiety. The result is a rich work of reference. It includes historical, organisational and training aspects, assessment, monitoring, homework and evaluation, self-help by books and by computer, and government initiatives to broaden access to help. The Guide focuses on short forms of cognitive behaviour therapy (CBT). It depicts progress in the broadening of access, but adds a caveat. For one reason or another, a huge proportion of sufferers do not use readily available health services. Using examples of the STEPS program to explore imaginative efforts to reach such people in deprived multi-ethnic areas in Glasgow via brief-advice clinics, education classes with over 100 attendees, and links to employment, financial and interest groups, and other community facilities. Additionally, the Australian ‘beyondblue’ website initiative outlines impressive ways to increase community awareness of depression and its low intensity. The volume covers further refreshingly diverse means of delivering care. They include brief face-to-face individual therapy, group work, contact by phone, email, SMS, and bulletin boards, as well as self-help books and computer-aided programs. The aim is to ‘get more bang for our buck’ - to help as many sufferers as possible in the minimum time needed from practitioners who are trained to provide low intensity services and measure outcome.

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18

Wenzel, Amy, Scott Stuart, and Hristina Koleva. Psychotherapy for Psychopathology During Pregnancy and the Postpartum Period. Edited by Amy Wenzel. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199778072.013.22.

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Psychotherapy is often the treatment of choice for perinatal women who wish to limit their fetus’s or infant’s medication exposure. The vast majority of empirical research that has examined psychotherapy for perinatal women has focused on depression. Interpersonal psychotherapy (IPT) and cognitive behavioral therapy (CBT) have been examined in several studies to determine their efficacy in perinatal depression and anxiety. Recent research has begun to examine the manner in which psychotherapies can be delivered in alternative formats (e.g., teletherapy) in order to overcome problems with treatment retention and compliance. Suggestions for future research include large-scale randomized controlled trials that compare two active approaches to psychotherapy, mediation studies to uncover the mechanisms of change associated with the successful treatment of perinatal women, and randomized controlled trials evaluating the efficacy of psychotherapy for mental health disorders other than depression.

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19

Kennedy, Paul. Session 1: Introduction to Stress and Coping. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195339734.003.0002.

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Chapter 2 outlines the first session of coping effectiveness training (CET) for spinal cord injury (SCI). This session introduces stress, common reactions to stress, and the influencers of stress, as well as the stressful effects of SCI in particular. The cognitive theory of stress and coping is also explored.

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20

Falmagne, Jean-Claude, David Eppstein, Christopher Doble, Dietrich Albert, and Xiangen Hu. Knowledge Spaces: Applications in Education. Springer, 2015.

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21

Falmagne, Jean-Claude, Christopher Doble, and Dietrich Albert. Knowledge Spaces: Applications in Education. Springer, 2013.

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22

Lehman, Frank. Pantriadic Wonder. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190606398.003.0006.

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This chapter focuses on the wider cultural and psychological ramifications of chromaticism in film music. It is argued that pantriadicism strives for a specific affect: wonderment, and with it two subsidiary psychological states, frisson and awe. Both literary and cognitive/psychological accounts are given for this affect’s connection with harmony, with particular emphasis on the relationship of emotion and musical expectation. Frisson and awe have distinctive temporal profiles, leading to an evaluation of theoretical and empirical work on subjective temporality in connection with chromaticism. The analytical ramifications of this theory of chromatic temporality are examined with respect to a single large-scale case study, Howard Shore’s music for the Lord of the Rings trilogy. In the process, the author finds ways of integrating two traditionally separate analytical approaches: transformational networks and cognitive models of musical expectation.

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