Log in

Relevant bibliographies by topics / Cognitive evaluation theory (CET) / Journal articles

To see the other types of publications on this topic, follow the link: Cognitive evaluation theory (CET).

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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Cognitive evaluation theory (CET).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Rencken, Camerin A., Silvanys L. Rodríguez-Mercedes, Khushbu F. Patel, Gabrielle G. Grant, Erin M. Kinney, Robert L. Sheridan, Keri J. Brady, et al. "1 Development of the School-Aged Life Impact Burn Recovery Evaluation (SA-LIBRE: 5–12) Profile: A Conceptual Model Framework." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S6—S7. http://dx.doi.org/10.1093/jbcr/irab032.006.

Full text

Abstract:

Abstract Introduction Pediatric burn injuries can alter the trajectory of the survivor’s entire life. Patient-centered outcome measures are helpful to capture and assess their unique physical and psychosocial needs and long-term recovery. This study aimed to develop a conceptual model framework to measure outcomes most important to pediatric burn survivors aged 5 to 12 years as a part of the SA-LIBRE5-12 Computer Adaptive Test (CAT) development. Methods This study used a systematic literature review guided by the WHO International Classification of Functioning – Child and Youth. Previously established domains in the American Burn Association/Shriners Hospitals for Children Burn Outcomes Questionnaire5-18 further guided framework development. Individual interviews with parents and clinicians were conducted to obtain perspectives on domains most important to assess following a burn injury in children aged 5 to 12 years. One clinician focus group was completed to identify gaps in the preliminary framework, and semi-weekly expert consensus meetings were conducted to solidify the framework. Qualitative data were analyzed by grounded theory methodology in NVivo 12 software. Results The literature review identified 82 articles. Eight parents and seven clinicians participated in individual interviews, four clinicians participated in one focus group, and three consultants were included in the expert consensus meetings. The consultants included a burn surgeon, psychiatrist, and health services researcher. Three major domains emerged from the grounded theory approach, including: 1) Physical Functioning: fine motor and upper extremity, gross motor and lower extremity, pain, skin sensitivity, sleep and fatigue, and physical resilience; 2) Psychological Functioning: cognitive, behavioral, emotional, resilience, and body image; and 3) Family and Social Functioning: school, peer relations, community participation, family relationships, and parental satisfaction. Conclusions The comprehensive literature review, clinician and parent individual interviews, clinician focus group, and expert consensus meetings resulted in a conceptual model framework for parent-reported health outcomes after a burn injury in school-aged children aged 5 to 12 years. The framework will be used to develop item banks for a CAT-based assessment of school-aged children’s health and developmental outcomes.

APA, Harvard, Vancouver, ISO, and other styles

12

Vilarroya, Oscar. "Belling the cat: Why reuse theory is not enough." Behavioral and Brain Sciences 33, no. 4 (August 2010): 293–94. http://dx.doi.org/10.1017/s0140525x1000110x.

Full text

Abstract:

AbstractI agree with Anderson's approach to reuse theories. My main concern is twofold. Anderson assumes certain nomological regularities in reuse phenomena that are simply conjectures supported by thin evidence. On the other hand, a biological theory of reuse is insufficient, in and of itself, to address the evaluation of particular models of cognition, such as concept empiricism or conceptual metaphor.

APA, Harvard, Vancouver, ISO, and other styles

13

Silberfeld, Michel, Derek Stephens, and Keith O'Rourke. "Cognitive Deficit and Mental Capacity Evaluation." Canadian Journal on Aging / La Revue canadienne du vieillissement 13, no. 4 (1994): 539–49. http://dx.doi.org/10.1017/s0714980800006383.

Full text

Abstract:

RÉSUMÉCette étude examine la relation entre le MMSE comme moyen de mesurer le déficit cognitif et deux méthodes d'évaluation de la compétence médico-légale. Les résultats, qui se fondent sur l'évaluation de 60 patients sur le plan de la capacité financière effectuée par une tribune multidisciplinaire et l'évaluation de 41 cas publiés sur leur capacité de consentement au moyen du HCAT, font l'objet d'une analyse en utilisant une régression logistique et des courbes ROC basées sur les résultats binaires de capacité ou d'incapacité. Le déficit cognitif ne constitue pas un bon indicateur des résultats obtenus sur la capacité mentale tant par la méthode de la tribune multidisciplinaire que celle du HCAT. La relation entre les déficits cognitifs et les méthodes pour l'attribution du pouvoir décisionnel n'est pas claire. Le document discute en partie des raisons de cet écart.

APA, Harvard, Vancouver, ISO, and other styles

14

Huang, Yueh-Min, and Ming-Yuan Hsieh. "An Interdisciplinary Research on Students’ Employability in Technology Education to Advance Higher Education Enrollment Sustainability." Sustainability 12, no. 5 (February 28, 2020): 1806. http://dx.doi.org/10.3390/su12051806.

Full text

Abstract:

Nowadays, with respect to the rapid development of technology education, the rigorous issue of students’ employability, and the swift awareness of University Social Responsibility (USR), a majority of higher education institutions have necessarily dedicated themselves to discovering the most effective sustainable strategies in order to survive in the current hyper-competitive and low birthrate era. Therefore, this research creatively employed the Social Cognitive Theory (SCT) to interdisciplinarily and mutually assay the correlationships among technology education, students’ employability, and institutions’ developmental sustainability. Further, it also cross-applied and consolidated the Factor Analysis (FA) approach and the Entropy Analysis (EA) model to comprehensively probe in-depth into the results from a large-scale questionnaire completed by various experts in order to delve into the most critical determinants of students’ employability in technology education to advance higher education enrollment sustainability. As a result, the most valuable finding of this research is to directly point out “poverty, unemployment, and educational equitability” as the three most materially considered factors by students during their higher education institution selection process. As a result, higher education institutions have necessarily developed the Concurrent Usages Convenience Technological Feature (CUCTF, Information Immediacy Usability Openness Technological Feature (IIUOTF), Course-Professionalization Technology Assessment (CPTA), and Course-evaluation Technology Analysis System (CTAS) of technology education to strengthen the covered Self-control Capability (SCC), Communication Expression Ability (CEA), Active Attitude and Ambition (AAA), and Problem-solving Ability (PSA) of students’ employability to interdisciplinarily explore the most critical determinants of students’ employability in technology education to advance higher education enrollment sustainability.

APA, Harvard, Vancouver, ISO, and other styles

15

Cabrera, Santiago Pedro, Yolanda Guadalupe Aranda-Jiménez, Edgardo Jonathan Suárez-Domínguez, and Rodolfo Rotondaro. "Bloques de Tierra Comprimida (BTC) estabilizados con cal y cemento. Evaluación de su impacto ambiental y su resistencia a compresión." Revista Hábitat Sustentable 10, no. 2 (December 30, 2020): 70–81. http://dx.doi.org/10.22320/07190700.2020.10.02.05.

Full text

Abstract:

This work presents the evaluation of the environmental impact and compressive strength of Compressed Earth Blocks (CEB) stabilized with hydrated aerial lime and Portland cement. For this, 12 series of blocks stabilized with different proportions of lime and cement were manufactured and the Life Cycle Analysis (LCA) methodology was used. After conducting these assays and simulations, it could be concluded that, using earth and sand typical of the city of Santa Fe (Argentina), stabilized with certain percentages of Portland cement between 5 and 10% in weight, CEB can be produced with sufficient levels of strength for them to be used in load-bearing walls, in this way minimizing the negative environmental impact associated with their manufacturing. It is also concluded that the stabilization with aerial lime does not increase the CEB’s compressive strength and, on the contrary, significantly increases their negative impact on the environment.

APA, Harvard, Vancouver, ISO, and other styles

16

Heshmati, Saeideh, Zita Oravecz, Sarah Pressman, William H. Batchelder, Chelsea Muth, and Joachim Vandekerckhove. "What does it mean to feel loved: Cultural consensus and individual differences in felt love." Journal of Social and Personal Relationships 36, no. 1 (August 11, 2017): 214–43. http://dx.doi.org/10.1177/0265407517724600.

Full text

Abstract:

Cultural consensus theory is a statistical framework (CCT) for the study of individual differences in the knowledge of culturally shared opinions. In this article, we demonstrate how a CCT analysis can be used to study individual differences and cultural consensus on what makes people feel loved, or more generally any social behaviors that are governed by cognitive schemata. To highlight the advantages of the method, we describe a study in which people reported on their everyday experiences of feeling loved. Our unique approach to understanding this topic is to focus on people’s cognitive evaluations on what feeling loved (both romantically and nonromantically) entails by exploring the shared agreement regarding when one is most likely to feel loved and the individual differences that influence knowledge of these shared agreements. Our results reveal that people converge on a consensus about indicators of expressed love and that these scenarios are both romantic and nonromantic. Moreover, people show individual differences in (1) the amount of knowledge they have about this consensus and (2) their guessing biases in responding to items on love scenarios, depending on personality and demographics—all conclusions made possible by the CCT method.

APA, Harvard, Vancouver, ISO, and other styles

17

Rummel, Amy, and Richard Feinberg. "RE-EVALUATION OR REINFORCEMENT?: A NEW LOOK AT COGNITIVE EVALUATION THEORY." Social Behavior and Personality: an international journal 18, no. 1 (January 1, 1990): 65–79. http://dx.doi.org/10.2224/sbp.1990.18.1.65.

Full text

Abstract:

Cognitive Evaluation Theory was developed to explain the detrimental effects of extrinsic rewards on intrinsic motivation, a phenomenon contrary to Reinforcement Theory prediction. However, it was suggested that if a person's intrinsic or extrinsic motivational orientation was taken into account, Reinforcement Theory might be able to explain this phenomenon. A 2 (extrinsic x intrinsic motivational orientation) by 2 (competence feedback x controlling feedback) was employed to examine the effect of motivational orientation on intrinsic motivation. Use of the Jonckheere Test of Order suggested that the detrimental effect of extrinsic rewards on intrinsic motivation might be explained within the reinforcement paradigm.

APA, Harvard, Vancouver, ISO, and other styles

18

Evangelidis, Ioannis, and Stijn M. J. van Osselaer. "Interattribute evaluation theory." Journal of Experimental Psychology: General 148, no. 10 (October 2019): 1733–46. http://dx.doi.org/10.1037/xge0000552.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Manjarres-Posada, Natalia I., Dora J. Onofre-Rodríguez, and Raquel A. Benavides-Torres. "Social Cognitive Theory and Health Care: Analysis and Evaluation." International Journal of Social Science Studies 8, no. 4 (June 23, 2020): 132. http://dx.doi.org/10.11114/ijsss.v8i4.4870.

Full text

Abstract:

Social Cognitive Theory explains how different personal, environmental and cognitive factors influence human behavior and it has been an important source of knowledge in the social and health sciences. It has been employed in research and practice in nursing, the science of caring. However, no critical analysis has been conducted to show the impact of Social Cognitive Theory in nursing. This article aims to conduct an analysis and evaluation of Social Cognitive Theory using the Fawcett and DeSanto-Madeya methodological framework and a systematic search of the literature. Social Cognitive Theory showed that even though is a non-disciplinary theory of health sciences, the clarity and simplicity of its content facilitates its use in understanding and addressing different phenomena of caring, the creation of middle-range theories and in professional education. The contribution of Social Cognitive Theory in nursing science has focused mainly on two aspects: firstly, on improving disciplinary knowledge with the practical context of health caring by understanding human behavior and its integration in interventions for the promotion, prevention and treatment of health, and secondly, on nursing professionals’ education, highlighting the relevance of the interdisciplinary nature of knowledge.

APA, Harvard, Vancouver, ISO, and other styles

20

He, Xiaoyu. "Non-English Majors’ Listening Teaching based on Lexical Chunks Theory and Schema Theory." English Language Teaching 9, no. 2 (January 14, 2016): 142. http://dx.doi.org/10.5539/elt.v9n2p142.

Full text

Abstract:

<p>English listening is seen as a vital means of linguistic input for Chinese EFL (English as a Foreign Language) learners, which lays a solid foundation for English learning and communication with English speakers. Besides, with increasing of scores of the listening part in the newly-reformed CET-4 and CET-6 (CET refers to college English test in China and both tests are the evaluation criteria of non-English majors’ English proficiency), it is urgent to improve non-English majors’ listening abilities in language teaching. However, students find listening to English stressful and painful and it is hard for them to process information quickly enough when listening. Meanwhile, their listening abilities cannot be improved effectively by the traditional English listening teaching methods. Researchers at home and abroad have discussed listening strategies, but seldom study the combination of lexical chunks theory and schema theory in improving non-English majors’ listening. Therefore, this research first proposes a lexical chunks schema-oriented listening teaching method which can effectively improve non-English majors’ listening abilities and then conducts an empirical study to verify its effectiveness. As the lexical chunks schema-oriented listening teaching method suggests, activities about memorization, recognition and reconstruction of lexical chunks, activation of the existed schema and building up new schema should be carried out in pre-listening, while-listening and post-listening in the listening class.</p>

APA, Harvard, Vancouver, ISO, and other styles

21

Riley, Gina, and Rebecca Maree English. "The role of self-determination theory and cognitive evaluation theory in home education." Cogent Education 3, no. 1 (March 28, 2016): 1163651. http://dx.doi.org/10.1080/2331186x.2016.1163651.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Qiu, Kai, Jianning Su, Xinxin Zhang, and Wenjin Yang. "Evaluation and Balance of Cognitive Friction: Evaluation of Product Target Image Form Combining Entropy and Game Theory." Symmetry 12, no. 9 (August 21, 2020): 1398. http://dx.doi.org/10.3390/sym12091398.

Full text

Abstract:

With the great progress of product development technology, product forms have been greatly enriched by cognitive differences; users and designers have formed a “cognitive friction” phenomenon in the product evaluation process, which results in designers being unable to grasp user emotions accurately and risks of product development failure. This paper aims to balance the cognitive differences between cognitive subjects (users and designers) and evaluates the product image form. First, image entropy is used to evaluate and extract the weight of the product target image. Second, fuzzy Theil entropy is used to evaluate the cognitive friction between cognitive subjects, and its existence and size are visually presented. Then, a cognitive friction balance model is built by combining game theory, the comprehensive evaluation weight between cognitive subjects is obtained, and the product image form is ranked and optimized. Finally, all the research steps are described in the form of a household hair dryer. The results show that fuzzy Theil entropy and game theory have significant advantages in the evaluation and balance of cognitive friction in product design. Thus, the cognitive friction evaluation and balance model constructed from the fuzzy Theil entropy and game theory do not only enable different cognitive subjects to achieve cognitive symmetry, but also screen out product forms that meet the cognitive needs of users. This finding provides the theoretical basis and practical significance for the establishment of a closed-loop model in cognitive friction balance and the reduction of cognitive differences between cognitive subjects in the entire process of product design. It also introduces new ways of thinking and methods for cognitive science research.

APA, Harvard, Vancouver, ISO, and other styles

23

Gelepithis, Petros A. M. "Criteria and evaluation of cognitive theories." Behavioral and Brain Sciences 26, no. 5 (October 2003): 607–9. http://dx.doi.org/10.1017/s0140525x03270138.

Full text

Abstract:

I have three types of interrelated comments. First, on the choice of the proposed criteria, I argue against any list and for a system of criteria. Second, on grading, I suggest modifications with respect to consciousness and development. Finally, on the choice of “theories” for evaluation, I argue for Edelman's theory of neuronal group selection instead of connectionism (classical or not).

APA, Harvard, Vancouver, ISO, and other styles

24

Rummel, Amy, and Richard Feinberg. "COGNITIVE EVALUATION THEORY: A META-ANALYTIC REVIEW OF THE LITERATURE." Social Behavior and Personality: an international journal 16, no. 2 (January 1, 1988): 147–64. http://dx.doi.org/10.2224/sbp.1988.16.2.147.

Full text

Abstract:

Rewards have been shown to impair performance of a reinforced behavior. The work surrounding these detrimental effects of rewards has not been met with unanimous support. Does this phenomenon described in Deci's Cognitive Evaluation Theory concerning the detrimental effects of reward exist? Is Deci's Cognitive Evaluation Theory adequate to explain this phenomenon? A meta-analysis was employed to determine the existence of the detrimental effects of extrinsic rewards on intrinsic motivation. Results from this analysis showed that within strictly defined parameters the phenomenon defined by Deci exists. Implications from this analysis exemplify researchers' need for closer supervision of the operationalization of variables based on the theoretical framework.

APA, Harvard, Vancouver, ISO, and other styles

25

Pham, Michel Tuan. "Heuristiques et biais décisionnels en marketing." Recherche et Applications en Marketing (French Edition) 11, no. 4 (December 1996): 53–69. http://dx.doi.org/10.1177/076737019601100403.

Full text

Abstract:

La théorie économique classique offre une perspective principalement normative de la prise de décision. La psychologie cognitive et sociale en offre une perspective essentiellement descriptive. Cet article présente une synthèse structurée d'un troisième courant de recherches, situé au croisement des deux courants précédents, et connu sous le nom de ‘ Théorie du comportement décisionnel ’. ( Behavioral Decision Theory). Ces recherches montrent que les preneurs de décisions s'écartent souvent des normes prescrites par la théorie économique. Cet article en explique les raisons et explore ce que ces recherches impliquent pour la prise de décision en marketing.

APA, Harvard, Vancouver, ISO, and other styles

26

Tosi, Donald J., Steven M. Judah, and Michael A. Murphy. "The Effects of a Cognitive Experiential Therapy Utilizing Hypnosis, Cognitive Restructuring, and Developmental Staging on Psychological Factors Associated with Duodenal Ulcer Disease: A Multivariate Experimental Study." Journal of Cognitive Psychotherapy 3, no. 4 (January 1989): 273–90. http://dx.doi.org/10.1891/0889-8391.3.4.273.

Full text

Abstract:

This study evaluated the effects of a Cognitive Experiential Therapy (CET)—in the pastreferred to as Rational Stage Directed Hypnotherapy (RSDH)—Cognitive Restructuring (CR), Hypnosis Only (HO), and a no-treatment control condition on the duodenal ulcer syndrome. CET or RSDH is a systematic, stage-directed therapy that employs hypnosis and the cognitive restructuring of self-defeating cognitive, emotional, physiological, and behavioral tendencies. Seven criterion variables were assessed using two standardized instruments and ques-tionnaire data. The standardized instruments included the Millon Behavioral Health Inventory (MBHI) and the Common Beliefs Survey ID (CBS III). Twenty-five volunteer duodenal ulcer patients served as subjects for the study. The research design, a 4 X 3 factorial design with repeated measures, consisted of four treatment levels (Control, CR, HO, and RSDH) and three time periods (pretest, posttest, and follow-up) over which the subjects were observed. MANOVA on residualized change scores revealed a significant treatment effect. Univariate effects were observed on the MBHI personality coping styles, CBS III evaluation and locus of control scales, and gastrointestinal disturbance. GET appeared to have an ameliorative effect on psychological factors associated with duodenal ulcer.

APA, Harvard, Vancouver, ISO, and other styles

27

Dyrlund, Allison K., and Steven R. Wininger. "An Evaluation of Barrier Efficacy and Cognitive Evaluation Theory as Predictors of Exercise Attendance." Journal of Applied Biobehavioral Research 11, no. 3-4 (July 2006): 133–46. http://dx.doi.org/10.1111/j.1751-9861.2007.00001.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Conner, Travis, and Jeffrey Lee Rasmussen. "Punish and Forgive: Causal Attribution and Positivity Bias in Response to Cat and Dog Misbehavior." Society & Animals 15, no. 4 (2007): 311–28. http://dx.doi.org/10.1163/156853007x235500.

Full text

Abstract:

AbstractCollege students (N = 366) judged dog or cat misbehavior (soiling or predation) via questionnaire items. Common factor analysis yielded 3 dimensions of student response: (a) the sinner (including the variable of animals' intention); (b) the sin (including the variable of recommended punishment); and (c) mercy (including the variable of recommended forgiveness). Correlations among sinner, sin, and mercy factor scores supported predictions from causal attribution theory. Nevertheless, cross-tabulation analysis revealed that nearly 90% of all respondents endorsed mercy (generally high forgive ratings), regardless of the extent to which the animals were seen as sinners (high versus low intent ratings), or evaluations of the level of sin (high versus low punish ratings). Absolutely high average mercy scores indicated an animal positivity bias. Results thus evoked the adage that "the quality of mercy is not strained." That is, regarding errant companion animals, cognitive responses to punish and to forgive are not always mutually exclusive options.

APA, Harvard, Vancouver, ISO, and other styles

29

Shi, Wei, Brian L. Connelly, and Robert E. Hoskisson. "External corporate governance and financial fraud: cognitive evaluation theory insights on agency theory prescriptions." Strategic Management Journal 38, no. 6 (October 27, 2016): 1268–86. http://dx.doi.org/10.1002/smj.2560.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

dos Santos, Camila Batista, Eberval Gadelha Figueiredo, and Manoel Jacobsen Teixeira. "Cognitive rehabilitation and head injury." Arquivos Brasileiros de Neurocirurgia: Brazilian Neurosurgery 30, no. 02 (June 2011): 51–54. http://dx.doi.org/10.1055/s-0038-1626492.

Full text

Abstract:

AbstractThe present study aims to present the cognitive benefits and the importance of the use of compensatory strategies for a better functional adaptation and for the quality of life in patient that underwent cognitive rehabilitation (CR), after a severe cranioencephalic trauma. A 24 years-old male carried out neuropsychological evaluation after eight months of car accident. CR program developed for one year and four months, with constant establishment of goal, cognitive training and use of compensatory strategies for the difficulties in the daily tasks. It is possible to notice through the neuropsychological revaluation that the cognitive profits with the CR were global, including reaching expected performance for his age group in some functions. There was also observed, reach of great part of the stipulated goals, adaptation to the difficulties in the daily activities through the use of the strategies and consequently improves in the quality of life. This is a case that shows the contribution of the CR for patients who suffered CET, even after the process of spontaneous recuperation, in a moment that, from the clinical point of view, constant sequels keeps in mind.

APA, Harvard, Vancouver, ISO, and other styles

31

Chae, Sangho, Thomas Y. Choi, and Daesik Hur. "Buyer Power and Supplier Relationship Commitment: A Cognitive Evaluation Theory Perspective." Journal of Supply Chain Management 53, no. 2 (March 10, 2017): 39–60. http://dx.doi.org/10.1111/jscm.12138.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Polson, Peter G., Clayton Lewis, John Rieman, and Cathleen Wharton. "Cognitive walkthroughs: a method for theory-based evaluation of user interfaces." International Journal of Man-Machine Studies 36, no. 5 (May 1992): 741–73. http://dx.doi.org/10.1016/0020-7373(92)90039-n.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Kushev, Trayan, Manju K. Ahuja, and Robert E. Carter. "A Social Cognitive Perspective on Opportunity Evaluation." Journal of Entrepreneurship 28, no. 1 (December 5, 2018): 35–67. http://dx.doi.org/10.1177/0971355718810570.

Full text

Abstract:

This study uses social cognitive theory as basis to propose an integrative, multilevel research model that examines how entrepreneurs evaluate opportunities. We use a conjoint experiment coupled with hierarchical linear modelling to empirically test the model. Results indicate that age, gender, social capital relatedness and dispositional regulatory focus will have an impact on evaluation decisions. The study contributes to the extant research on opportunity evaluation by examining how entrepreneurs evaluate opportunities and by providing an integrative framework for the field of entrepreneurship.

APA, Harvard, Vancouver, ISO, and other styles

34

Rorer, Leonard G. "Rational-emotive theory: II. explication and evaluation." Cognitive Therapy and Research 13, no. 6 (December 1989): 531–48. http://dx.doi.org/10.1007/bf01176066.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Sandal, Nukhet A., Enyu Zhang, Carolyn C. James, and Patrick James. "Poliheuristic Theory and Crisis Decision Making: A Comparative Analysis of Turkey with China." Canadian Journal of Political Science 44, no. 1 (March 2011): 27–57. http://dx.doi.org/10.1017/s0008423910001083.

Full text

Abstract:

Abstract.Poliheuristic theory (PH) is an innovative attempt to conceptualize decision making in a way that recognizes patterns deriving from both cognitive and rational schools of thought about how foreign policy is made. Crisis decision making, a setting in which the political aspects emphasized by PH can be expected to operate, is the subject of this article. The study focuses on Turkey and China, two important states that frequently are characterized as sui generis and possibly unsuited to comparative analysis in the context of any overarching theory. As will become apparent, PH is capable of explaining crisis decision making for China and Turkey and the common pattern we explore is perhaps only the tip of the iceberg when it comes to cross-national application of the theory within the crisis domain.Résumé.La théorie poliheuristique (PH) est une tentative novatrice de concevoir la prise de décision en reconnaissant l'apport des modes de comportement issus des écoles de pensée cognitive et rationnelle. Cet article porte sur la politique étrangère en temps de crise et offre un cadre politique au sein duquel les modes de comportement identifiés par la théorie poliheuristique devraient normalement opérer. Plus particulièrement, l'étude se concentre sur le cas de la Chine et de la Turquie, deux États souvent considérés comme singuliers et possiblement inadaptés à l'analyse théorique de la politique étrangère comparée. Toutefois, comme cet article le démontre, la PH est en mesure d'expliquer de manière comparée la prise de décision de la Chine et de la Turquie en temps de crise. Les conclusions de recherche laissent penser que cette étude pourrait bien être le prélude de nombreuses recherches employant la PH dans le domaine de la politique étrangère comparée en temps de crise.

APA, Harvard, Vancouver, ISO, and other styles

36

Mehta, Purvi, and Manoj Sharma. "Evaluation of a Social Cognitive Theory-Based Yoga Intervention to Reduce Anxiety." International Quarterly of Community Health Education 32, no. 3 (July 2012): 205–17. http://dx.doi.org/10.2190/iq.32.3.d.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Cao, Aijuan. "Construction of Hangzhou Silk Cognitive Evaluation System Based on the Grounded Theory." Asian Social Science 14, no. 7 (June 22, 2018): 92. http://dx.doi.org/10.5539/ass.v14n7p92.

Full text

Abstract:

The article adopts the grounded theory research method, where it takes “how people perceive and evaluate Hangzhou Silk” as the research subject, and uses data that was obtained through interviews and investigations as data source. With the systematic analysis of the original data, this paper gradually extracts and summarizes the content dimension and evaluation results of consumers' cognition evaluation on Hangzhou silk using the quantitative analysis software NVivo 11.0. Finally, based on the eight dimensions of the above research, this study combs and analyzes the logical relationship between them, and constructs the cognition evaluation system of Hangzhou silk. The research conclusion enriches and expands the research scope in the field of silk cognition research.

APA, Harvard, Vancouver, ISO, and other styles

38

Lowe, E. J., and Stephen P. Stich. "The Fragmentation of Reason: Preface to a Pragmatic Theory of Cognitive Evaluation." Philosophical Quarterly 42, no. 166 (January 1992): 98. http://dx.doi.org/10.2307/2220454.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

YILMAZ, Serhat, and And ALGÜL. "EVALUATION OF DISASTER NEWS IN THE CONTEXT OF THE SOCIAL COGNITIVE THEORY." TURKISH ONLINE JOURNAL OF DESIGN ART AND COMMUNICATION 9, no. 2 (April 1, 2019): 234–48. http://dx.doi.org/10.7456/10902100/016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Amaya, Megan, and RL Petosa. "An evaluation of a worksite exercise intervention using the social cognitive theory." Health Education Journal 71, no. 2 (June 10, 2011): 133–43. http://dx.doi.org/10.1177/0017896911409731.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Farhadi, Mehran, and Narges Zamani. "Comparative Evaluation of Motion, Cognitive and Non-Planning Impulsivity in Hollander Theory." Health Research Journal 1, no. 3 (September 1, 2016): 141–49. http://dx.doi.org/10.18869/acadpub.hrjbaq.1.3.143.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Gonzálvez-García, Francisco, and Christopher S. Butler. "Situating Valency Theory in functional-cognitive space." Review of Cognitive Linguistics 16, no. 2 (November 5, 2018): 348–98. http://dx.doi.org/10.1075/rcl.00015.gon.

Full text

Abstract:

Abstract This article builds on the work reported in Butler and Gonzálvez-García (2014), in which 16 functional and/or cognitive/constructionist theories were compared on the basis of questionnaires completed by experts and a reading of the literature on each approach. The aim is to extend this work to cover Valency Theory (VT henceforth), arguably the most widely used approach to the study of German syntax. We first report on a statistical analysis (correlation, multidimensional scaling and hierarchical cluster analysis) of the data from the questionnaires completed by two VT experts, in relation to those completed by experts in other approaches. We then present an analysis of each item in the questionnaire in relation to VT, leading to a positive or negative evaluation for each questionnaire item. The results are again analysed statistically. The picture that emerges is of a theory which, though distinctive, has clear relationships with a broad group of cognitively-oriented approaches.

APA, Harvard, Vancouver, ISO, and other styles

43

Wang, Mengrui. "Evolutionary game theory based evaluation system of green building scheme design." Cognitive Systems Research 52 (December 2018): 622–28. http://dx.doi.org/10.1016/j.cogsys.2018.08.011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

McFall, Richard M., Teresa A. Treat, and Richard J. Viken. "Contributions of Cognitive Theory to New Behavioral Treatments." Psychological Science 8, no. 3 (May 1997): 174–76. http://dx.doi.org/10.1111/j.1467-9280.1997.tb00406.x.

Full text

Abstract:

Although clinical, social, and cognitive psychologists all use the concept of ‘cognition’, they often use it in different ways to refer to different phenomena We offer a heuristic framework for distinguishing among three general uses of the word cognition, and apply this framework to an evaluation of the experiential avoidance concept presented by Hayes and Gifford (this issue) While acknowledging the promise of such work, we raise concerns about its possible limitations We recommend that clinical applications of the cognition concept be grounded in the theories and methods of contemporary cognitive and neural sciences In support of our recommendation, we present three examples from experiments from our own research

APA, Harvard, Vancouver, ISO, and other styles

45

Mandigo, James L., and Nicholas L. Holt. "Putting Theory into Practice: How Cognitive Evaluation Theory Can Help Us Motivate Children in Physical Activity Environments." Journal of Physical Education, Recreation & Dance 71, no. 1 (January 2000): 44–49. http://dx.doi.org/10.1080/07303084.2000.10605984.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Branscum, Paul, Manoj Sharma, Lihshing Leigh Wang, Bradley Wilson, and Liliana Rojas-Guyler. "A Process Evaluation of a Social Cognitive Theory–Based Childhood Obesity Prevention Intervention." Health Promotion Practice 14, no. 2 (July 5, 2012): 189–98. http://dx.doi.org/10.1177/1524839912437790.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Esbensen, A. J., and B. A. Benson. "An evaluation of Beck's cognitive theory of depression in adults with intellectual disability." Journal of Intellectual Disability Research 51, no. 1 (January 2007): 14–24. http://dx.doi.org/10.1111/j.1365-2788.2006.00860.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Krosnick, Jon A., and Duane F. Alwin. "An Evaluation of a Cognitive Theory of Response-Order Effects in Survey Measurement." Public Opinion Quarterly 51, no. 2 (1987): 201. http://dx.doi.org/10.1086/269029.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Naismith, Laura M., Faizal A. Haji, Matthew Sibbald, Jeffrey J. H. Cheung, Walter Tavares, and Rodrigo B. Cavalcanti. "Practising what we preach: using cognitive load theory for workshop design and evaluation." Perspectives on Medical Education 4, no. 6 (October 21, 2015): 344–48. http://dx.doi.org/10.1007/s40037-015-0221-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Xiong, Juan. "Comprehensive Evaluation of Xiaoman Zhu’s Emotional Education Theory." Science Insights Education Frontiers 7, no. 1 (October 27, 2020): 775–92. http://dx.doi.org/10.15354/sief.20.or050.

Full text

Abstract:

Professor Xiaoman Zhu is the theoretical initiator and the promoter of contemporary emotional education in China. Since the 1980s and 1990s, she has led the research on China’s emotional education and has put forward many pioneering insights, forming a rich and systematic emotional education theory. She has been involved in guiding several experimental schools and research bases for a long time committed to the proper combination of emotional education theory and school education. She infiltrated it into moral education, teacher education, textbooks, courses, etc., and her theory has been widely recognized. This paper evaluates the source, theoretical basis, and practice of Xiaoman Zhu’s emotional education as a whole, intending to construct a theoretical cognitive framework to describe Xiaoman Zhu’s educational thought and theory in a more comprehensive manner.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!