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Books on the topic 'Cognitive thought research'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

The adaptive character of thought. Hillsdale, N.J: L. Erlbaum Associates, 1990.

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2

Holyoak, Keith James. Mental leaps: Analogy in creative thought. Cambridge, Mass: MIT Press, 1995.

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3

Wagman, Morton. Language and thought in humans and computers: Theory and research in psychology, artificial intelligence, and neural science. Westport, Conn: Praeger, 1998.

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4

Mulcahy, R. F. Cognitive Education Project : summary report. Edmonton, AB: Alberta Education, 1993.

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5

Translation of thought to written text while composing: Advancing theory, knowledge, research methods, tools, and applications. New York: Psychology Press/Taylor & Francis Group, 2012.

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6

Finding metaphor in grammar and usage: A methodological analysis of theory and research. Amsterdam: J. Benjamins Pub. Co., 2007.

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7

Plata, Sergio. Visions of applied mathematics: Strategy and knowledge. Oxford: Peter Lang, 2007.

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8

Laveault, Dany. Incidences pedagogiques des habiletes cognitives du maitre. Ottawa: Faculty of Education, University of Ottawa, 1987.

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9

Habitus in habitat II: Other sides of cognition. Bern: Peter Lang, 2011.

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10

Thinking skills: Research and practice. Washington, D.C: NEA Professional Library, National Education Association, 1986.

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11

Salaschek, Ulrich. Der Mensch als neuronale Maschine?: Hirnbilder, Menschenbilder, Bildungsperspektiven. Bielefeld: Transcript, 2012.

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12

Kislicyna, Natal'ya, and Ekaterina Novikova. Genres sports discourse: linguistic and cognitive aspect. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077732.

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The monograph is devoted to the study of the phenomenon of "discourse" from the perspective of its institutionality. The focus of research interest is sports discourse, presented in the form of a complex conceptual space with a particular genre-stylistic and pragmatic characteristics. As a material of study are sports articles, sports interviews and sports commentary, considered as genres of sports discourse, allocated according to criteria focus of the text and its function. The use of frame analysis, content analysis and conversational analysis have shown the peculiarities of representation of speech and thoughts of individuals, operating in the conditions of specific discursive practices. Addressed to specialists in the field of language theory, cognitive linguistics, decorology, pragmatics, teachers, postgraduates and students.
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13

Mind and motion: The bidirectional link between thought and action. Amsterdam: Elsevier Science, 2009.

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14

Robinson, Sarah, Juhani Pallasmaa, and Matteo Zambelli, eds. La mente in architettura. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-286-7.

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Although we spend more than ninety percent of our lives inside buildings, we understand very little about how the built environment affects our behavior, thoughts, emotions, and well-being. We are biological beings whose senses and neural systems have developed over millions of years; it stands to reason that research in the life sciences, particularly neuroscience, can offer compelling insights into the ways our buildings shape our interactions with the world. In Mind in Architecture, leading thinkers from architecture and other disciplines, including neuroscience, cognitive science, psychiatry, and philosophy, explore what architecture and neuroscience can learn from each other.
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15

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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16

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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17

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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18

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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19

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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20

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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21

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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22

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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23

Generative Mental Processes and Cognitive Resources: Integrative Research on Adaptation and Control. Springer, 2012.

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24

Putz, Martin, and Roslyn Frank. Cognitive Models in Language and Thought: Ideology, Metaphors and Meanings (Cognitive Linguistic Research). Walter de Gruyter, 2003.

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25

(Editor), U. von Hecker, S. Dutke (Editor), and Grzegorz Sedek (Editor), eds. Generative Mental Processes and Cognitive Resources: Integrative Research on Adaptation and Control. Springer, 2000.

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26

Ulrich, Hecker, Dutke Stephan 1959-, and Sedek Grzegorz, eds. Generative mental processes and cognitive resources: Integrative research on adaptation and control. Dordrecht: Kluwer Academic, 2000.

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27

Mulcahy, R. F. Cognitive Education Project. Alberta Education, 1993.

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28

Thagard, Paul, and Keith J. Holyoak. Mental Leaps: Analogy in Creative Thought. The MIT Press, 1994.

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29

Cognitive Informatics And Wisdom Development Interdisciplinary Approaches. Information Science Publishing, 2011.

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30

(Editor), Lauren B. Resnick, and Leopold E. Klopfer (Editor), eds. Toward the Thinking Curriculum: Current Cognitive Research (Ascd Yearbook). Association for Supervision & Curriculum Deve, 1989.

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31

Modes of Thinking for Qualitative Data Analysis. Taylor & Francis Group, 2016.

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32

Freeman, Melissa. Modes of Thinking for Qualitative Data Analysis. Taylor & Francis Group, 2016.

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33

(Editor), Mervyn Skuy, Mandia Mentis (Editor), and Reuven Feuerstein (Editor), eds. Bridging Learning In & Out of the Classroom (Manual Series (Cognitive Research Program (University of the Witwatersrand)).). Corwin Press, 1998.

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34

Lifshitz, Michael, Eli Sheiner, and Laurence J. Kirmayer. Cultural Neurophenomenology of Psychedelic Thought. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.4.

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This chapter explores psychedelics as catalysts of spontaneous thought. Classic serotonergic psychedelics such as psilocybin, LSD, and ayahuasca can induce potent alterations in cognition and perception. The chapter reviews research on these substances through the lens of cultural neurophenomenology, which aims to trace how neurobiology and sociocultural factors interact to shape experience. After a decades-long hiatus, the scientific study of psychedelics is rediscovering the potential of these substances to promote creative insight, evoke mystical experiences, and improve clinical outcomes. Moreover, neuroimaging experiments have begun to unravel the influence of psychedelics on large-scale connectivity networks of the human brain. Tapping perspectives from the social sciences, the chapter underscores how culture and context constrain the flexible cognitive states brought about by psychedelics. This integrative approach suggests that seemingly spontaneous psychedelic thought patterns reflect a complex interaction of biological, cognitive, and cultural factors—from pharmacology and brain function to ritual, belief, and expectation.
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35

Vervaeke, John, Leo Ferraro, and Arianne Herrera-Bennett. Flow as Spontaneous Thought. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.8.

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Flow is an experience encountered in many areas of human endeavor; it is reported by athletes and artists, writers and thinkers. Paradoxically, it appears to involve significant energy expenditure, and yet it is reported to feel almost effortless. It is a prototypical instance of spontaneous thought. The flow experience has been extensively documented and studied by many scholars, most prominently Csikszentmihalyi, who characterized it as “optimal experience.” This chapter builds on the work of Csikszentmihalyi and others by providing a cognitive scientific account of flow, a framework that organizes and integrates the various cognitive processes and features that serve to make flow an optimal experience. In particular, it is argued that flow is characterized by a dynamic cascade of insight, coupled with enhanced implicit learning. This model seeks to integrate the phenomenological accounts of flow with the existing body of cognitive research.
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36

J, Gilhooly K., and Keane Mark T. 1961-, eds. Advances in the psychology of thinking. New York: Harvester Wheatsheaf, 1992.

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37

Keane, Mark T., and Kenneth J. Gilhooly. Advances in the Psychology of Thinking. Prentice-Hall, 1992.

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38

K, Britton Bruce, Pellegrini Anthony D, University of Georgia. Cognitive Studies Group., and University of Georgia. Institute for Behavioral Research., eds. Narrative thought and narrative language: A publication of the Cognitive Studies Group and the Institute for Behavioral Research at the University of Georgia. Hillsdale, N.J: L. Erlbaum, 1990.

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39

Keefe, Richard S. E., Avi (Abraham) Reichenberg, and Jeffrey Cummings, eds. Cognitive Enhancement in CNS Disorders and Beyond. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.001.0001.

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This book compiles a series of educational and thought-provoking chapters from the world's leading cognitive and clinical scientists to describe the latest research on cognitive impairments in a host of pathological conditions that affect CNS functioning, the available treatments for these impairments, and how new treatments are being tested. This volume advances the field toward the availability of cognitive enhancing drugs and devices that will benefit those who need them most and others who may believe that these techniques can help them to thrive. Psychological science and cognitive neuroscience have become the most popular endeavor of students worldwide, are the focus of attention of our greatest scientific accomplishments, and are the emphasis of many publications in the mainstream media. Because humans depend on cognitive abilities for survival, quality of life, and productivity, improving them has never been more important. Those with impairments in key aspects of cognition suffer dearly because they are unable to obtain and retain information, unable to make sound decisions based on the information at hand, and unable to plan future activities. The availability of pharmacological and behavioral interventions that can improve cognitive abilities and provide impaired individuals with the social, occupational, and functional quality of life that the rest of us enjoy has potential far-reaching implications. Such interventions can also benefit those who want to boost current cognitive abilities to higher levels, perhaps as a means to hone skills in providing products for others or to gain an edge on competition.
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40

Windt, Jennifer M., and Ursula Voss. Spontaneous Thought, Insight, and Control in Lucid Dreams. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.26.

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Dreams are sometimes described as an intensified form of spontaneous waking thought. Lucid dreams may seem to be a counterexample, because metacognitive insight into the fact that one is now dreaming is often associated with the ability to deliberately control the ongoing dream. This chapter uses conceptual considerations and empirical research findings to argue that lucid dreaming is in fact a promising and rich target for the future investigation of spontaneous thought. In particular, the investigation of dream lucidity can shed light on the relationship between metacognitive insight and control, on the one hand, and the spontaneous, largely imagistic cognitive processes that underlie the formation of dream imagery, on the other hand. In some cases, even lucid insight itself can be described as the outcome of spontaneous processes, rather than as resulting from conscious and deliberate reasoning. This raises new questions about the relationship between metacognitive awareness and spontaneous thought.
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41

Intrusive Thoughts in Clinical Disorders: Theory, Research, and Treatment. The Guilford Press, 2004.

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42

Antrobus, John S. How Does the Waking and Sleeping Brain Produce Spontaneous Thought and Imagery, and Why? Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.36.

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Although mind-wandering and dreaming often appear as trivial or distracting cognitive processes, this chapter suggests that they may also contribute to the evaluation, sorting, and saving of representations of recent events of future value to an individual. But 50 years after spontaneous imagery—night dreaming—was first compared to concurrent cortical EEG, there is limited hard evidence on the neural processes that produce either visual dreaming imagery or the speech imagery of waking spontaneous thought. The authors propose here an outline of a neurocognitive model of such processes with suggestions for future research that may contribute to a better understanding of their utility.
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43

Benedek, Mathias, and Emanuel Jauk. Spontaneous and Controlled Processes in Creative Cognition. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.22.

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Creative cognition has long been hypothesized to rely on spontaneous as well as controlled cognitive processes. This chapter starts by giving a brief overview of pertinent dual process models of creative thought. It then reviews empirical research supporting the relevance of controlled and spontaneous processes in creative cognition (mostly defined by divergent thinking and insight problem solving). The relevance of controlled processes is mainly supported by verbal protocol studies and individual differences research on executive functions and intelligence. The relevance of spontaneous processes is mainly supported by research on incubation and neuroscientific investigations. The chapter concludes by considering potential ways of interaction between goal-directed, controlled thought and undirected, spontaneous thought, both from the short-term perspective of immediate creative problem solving as well as from the long-term perspective of extended creative work.
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44

Nadin, Mihai. Mind: Anticipation and chaos = Antizipation und Chaos (Milestones in thought and research). Belser Presse, 1991.

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45

Stan, Dylan, and Kalina Christoff. The Mind Wanders with Ease. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.2.

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Although mind-wandering has received increased attention in the field of cognitive neuroscience, definitions have not always aligned. Most have emphasized the contents of thought, treating it as synonymous with either task-unrelated thought or stimulus-independent thought. Such definitions miss an important aspect of what it means to let one’s mind wander: the easeful way that thoughts move about. A more recent definition looks, instead, at the dynamics of thought—the way that thoughts unfold over time—positioning mind-wandering as a type of spontaneous thought. By doing so, it is therefore more readily equipped to incorporate this quality of ease. While the term mind-wandering can sometimes refer either to a momentary event or to an ongoing activity, both usages, this chapter argues, will be unsatisfactory if they do not address this gentle mode of movement. Some benefits that ease can provide for future research are proposed.
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46

Northoff, Georg. How Does the Brain’s Spontaneous Activity Generate Our Thoughts? Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.9.

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Recent investigations have demonstrated the psychological features (e.g. cognitive, affective, and social) of task-unrelated thoughts, as well as their underlying neural correlates in spontaneous activity, which cover various networks and regions, including the default-mode and central executive networks. Despite impressive progress in recent research, the mechanisms by means of which the brain’s spontaneous activity generates and constitutes thoughts remain unclear. This chapter suggests that the spatiotemporal structure of the brain’s spontaneous activity can integrate both content- and process-based approaches to task-unrelated or spontaneous thought—this amounts to what is described as the “spatiotemporal theory of task-unrelated thought” (STTT). Based on various lines of empirical evidence, the STTT postulates two main spatiotemporal mechanisms, spatiotemporal integration and extension. The STTT provides a novel brain-based spatiotemporal theory of task-unrelated thought that focuses on the brain’s spontaneous activity, including its spatiotemporal structure, which allows integrating content- and process-based approaches.
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47

Beaty, Roger E., and Rex E. Jung. Interacting Brain Networks Underlying Creative Cognition and Artistic Performance. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.10.

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Cognitive neuroscience research has begun to address the potential interaction of brain networks supporting creativity by employing new methods in brain network science. Network methods offer a significant advance compared to individual region of interest studies due to their ability to account for the complex and dynamic interactions among discrete brain regions. As this chapter demonstrates, several recent studies have reported a remarkably similar pattern of brain network connectivity across a range of creative tasks and domains. In general, such work suggests that creative thought may involve dynamic interactions, primarily between the default and control networks, providing key insights into the roles of spontaneous and controlled processes in creative cognition. The chapter summarizes this emerging body of research and proposes a framework designed to account for the joint influence of controlled and spontaneous thought processes in creativity.
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48

Irving, Zachary C., and Evan Thompson. The Philosophy of Mind-Wandering. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.19.

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This chapter provides an introduction to the philosophy of mind-wandering. It begins with a philosophical critique of the standard psychological definitions of mind-wandering as task-unrelated thought or stimulus-independent thought. Although these definitions have helped bring mind-wandering research onto center stage in psychology and cognitive neuroscience, they have substantial limitations. They do not account for the dynamics of mind-wandering, task-unrelated thought that does not qualify as mind-wandering, or the ways in which mind-wandering can be task-related. The chapter reviews philosophical accounts that improve upon the current psychological definitions, in particular an account of mind-wandering as “unguided thinking.” It critically assesses the view that mind-wandering can be defined as thought lacking meta-awareness and cognitive agency, as well as the view that mind-wandering is disunified thinking. The definition of mind-wandering as unguided thinking not only is conceptually and phenomenologically precise, but also can be operationalized in a principled way for empirical research.
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49

Consciousness Emerging: The Dynamics of Perception, Imagination, Action, Memory, Thought, and Language (Advances in Consciousness Research). John Benjamins Publishing Co, 2002.

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50

Prinz, Jesse. Hume and Cognitive Science. Edited by Paul Russell. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199742844.013.19.

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This contribution is concerned with the relevance of Hume’s empirical approach to the study of the mind for contemporary cognitive science. It is argued that Hume’s views, empirically founded as they were on observation and introspection and concerning ideas and concepts, passion and sympathy, and moral sentimentalism, find considerable support in the findings of contemporary research. To this extent, Hume may well be considered a precursor to many of today’s cognitive scientists, even though they do not generally draw directly from his work. The fundamental significance of Hume’s own work is that it shows that philosophy has always had an empirical dimension.
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