Relevant bibliographies by topics / Educational psychology; Cognitive psychology

Contents

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

Academic literature on the topic 'Educational psychology; Cognitive psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Educational psychology; Cognitive psychology"

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Goetz, Ernest T., and Steven P. Chatman. "Coverage of Cognitive Psychology in Educational Psychology Textbooks." Educational Psychologist 20, no. 1 (January 1985): 41–46. http://dx.doi.org/10.1207/s15326985ep2001_6.

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Muirhead, Brent. "Cognitive Psychology - An Educational Insight." i-manager’s Journal on Educational Psychology 1, no. 1 (July 15, 2007): 1–14. http://dx.doi.org/10.26634/jpsy.1.1.452.

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Halford, Graeme S. "Applications of Cognitive Developmental Theory and Data to Educational Psychology." Australian Educational and Developmental Psychologist 8, no. 1 (May 1991): 7–8. http://dx.doi.org/10.1017/s0816512200026304.

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Recent developments in Cognitive Psychology and in the new discipline of Cognitive Science (an integration of Cognitive Psychology, Computer Science, Linguistics, Philosophy of Mind, and Cognitive Neuroscience) have made it appropriate to consider new ways in which Cognitive Development and Educational Psychology can benefit each other. Cognitive Development can contribute to Educational Psychology by specifying cognitive processes entailed in educationally relevant tasks, by analysing processing loads, and by indicating more efficient ways of using available capacity. Cognitive Psychology and Cognitive Science have now produced some penetrating theories of the cognitive processes that underlie a wide variety of intellectual activities. Although there is still much work remaining to be done, these developments can be used to analyse the strategies children and adults use in solving problems in areas such as mathematics and science. This can result in benefits in both learning and remediation. Educational Psychology can benefit Cognitive Development by offering alternativeconcepts, by providing realistic problems for analysis, and by providing a testing ground for its theories. I will illustrate these ideas in the area of mathematics.
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Posner, Michael I., Patrick Bourke, and Ulric Neisser. "Cognitive Psychology." American Journal of Psychology 105, no. 4 (1992): 621. http://dx.doi.org/10.2307/1422917.

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Walberg, Herbert J. "Review of Educational Psychology: A Cognitive Approach." Contemporary Psychology: A Journal of Reviews 33, no. 2 (February 1988): 173. http://dx.doi.org/10.1037/025452.

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Baek, Sun-Geun. "Implications of cognitive psychology for educational testing." Educational Psychology Review 6, no. 4 (December 1994): 373–89. http://dx.doi.org/10.1007/bf02213421.

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Sánchez-Miguel, Emilio, and Jesús-Nicasio García-Sánchez. "The Decade 1989–1998 in Spanish Psychology: An Analysis of Research in Development and Educational Psychology." Spanish Journal of Psychology 4, no. 2 (November 2001): 182–202. http://dx.doi.org/10.1017/s1138741600005746.

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In this study, we identified 67 research trends that meet the criteria of this special issue. In the following pages, all the research trends will be reviewed, grouped into five categories: personal and social development, cognitive and linguistic development, developmental and educational contexts, cognition and instruction, and development and learning disabilities. A general overview of the area is obtained by dividing each category into subcategories, thus arranging the identified research trends in a four-level hierarchical structure. Taking into account this analysis, in our Conclusions section, we note the regularities with regard to the issues that have been studied the most, the predominant type of works, and, more important, the most noteworthy imbalances. We reached six conclusions: (1) Research on educational changes predominates over the study of developmental changes; (2) the study of formal education is predominant over informal education; (3) cognitive-linguistic aspects predominate over personal and social aspects; (4) application of knowledge predominates over the generation of new knowledge; (5) new educational-practice proposals predominate over the study of these educational practices; and (6) the study of change is not related to the proposals that promote change.
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Wright, Daniel B. "Learning From Others in an Educational Context:Findings From Cognitive Psychology." Journal of Cognitive Education and Psychology 15, no. 1 (2016): 146–57. http://dx.doi.org/10.1891/1945-8959.15.1.146.

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Students are often placed in groups to facilitate learning. Understanding the cognitive processes involved when students learn from others is important for creating group situations that facilitate learning. Research from cognitive psychology predicts who will learn most from whom and in what situations. It also provides a set of methods that education researchers can use to further explore “Learning from Others.” However, because the goals of cognitive psychologists and educators often differ, it is important to apply cognitive psychology research cautiously within an educational context.
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Weaver, Kenneth A. "Capturing the Fervor of Cognitive Psychology's Emergence." Teaching of Psychology 25, no. 2 (April 1998): 136–38. http://dx.doi.org/10.1207/s15328023top2502_17.

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Giving students a sense of the fervor surrounding cognitive psychology's rapid emergence between 1950 and 1970 is difficult when examining the discrete events presented in cognitive psychology textbooks. The following small-group activity requires students to tabulate the references in Neisser (1967) by decade of publication. The resulting frequency histogram visually portrays the explosive growth of cognitive research in the 1960s, provides students with a richer sense of cognitive psychology's recent history, and reflects Neisser's monumental achievement of publishing his seminal book.
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Riding, R. J., and C. F. Buckle. "Computer Developments and Educational Psychology." Educational Psychology 7, no. 1 (January 1987): 5–11. http://dx.doi.org/10.1080/0144341870070102.

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Dissertations / Theses on the topic "Educational psychology; Cognitive psychology"

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Clark, Kevin Michael. "An embodied cognitive analysis of social situativity." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3163017.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005.
Adviser: Donald J. Cunningham. Title from dissertation home page (viewed Oct. 18, 2006). Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0486.
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Vitális, Emese Éva. "Mental imagery, learning styles, and text comprehension : studies in educational and cognitive psychology /." [ Nijmegen ] : [ Quickprint ], 2004. http://catalogue.bnf.fr/ark:/12148/cb40223804j.

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Salzman, Stephanie Ann. "Meta-Analysis Of Studies Investigating The Effects Of Father Absence On Children's Cognitive Development." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3389.

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The purpose of the present study was the integration of the father-absence research to determine the effects of father absence on children's cognitive development as assessed by standardized intelligence, aptitude, and achievement tests and school grades. The study used the quantitative integrative review methodology of meta-analysis through which the findings from individual studies were integrated and relations between the study findings and characteristics were explored. The meta-analytic approach involved transforming the findings of individual studies to a common metric (i.e., effect size), describing and coding the characteristics of the studies, and then using the analysis of variance and multiple regression analysis to determine whether there were overall effects, subsample effects, and relations among the characteristics of the studies and the study findings. Extensive manual and computer searches uncovered 137 father-absence studies representing 9,955,118 father-absent and father-present subjects from preschool to college age. Analysis of the study findings at the highest level of aggregation yielded a mean effect size of -.26 reflecting a .26 standard deviation superiority of the father-present subjects over the father-absent subjects. Mean effect sizes were found to differ significantly as a function of age of the child at onset of the father absence, age of the subjects at time of study, sample size, sample geographic distribution, and number of matched/controlled factors in each study. Five significant correlations between study characteristics and study effect sizes were obtained: (1) larger effect sizes were associated with father-absence onset during 7-12 years of age; (2) larger effect sizes were identified with younger study subjects; (3) larger effect sizes were associated with smaller study sample sizes; (4) larger effect sizes were related to narrow geographic distributions of study samples; and (5) larger effect sizes were associated with a greater number of matched or controlled factors in the study. Only 14% of the total variance in the study effect sizes was accounted for by the composite set of predictors (i.e., study characteristics).
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Mojardin, Heraldez Ambrocio 1963. "Age differences in forgetting false memories." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/291922.

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This study replicated and extended the results of some recent studies concerned with the effects of repeated testing in false-memory creation (e.g. Brainerd and Reyna, 1996), and recent studies concerned with the persistence of false memories over time (Brainerd and Reyna, 1996; McDermott, 1996; Payne et al., 1996). One hundred and twenty children of ages 6, 9 and 12 listened to a series of sentences and took three recognition tests (Immediate, One-week, One-month). Participants made recognition decisions about four items: (1) targets, (2) distractors with the same meaning as targets but different words, (3) distractors with different meaning than targets, but the same words, and (4) distractors with different meaning than targets and different words. Analysis of variance of hits and false alarms showed effects of repeated testing on both. Stochastic dependency analyses showed greater long-term persistence for false alarms than for hits. The effects of testing repetition in creating false memories and the persistence of false memories increased with age. Results are discussed using Fuzzy-Trace Theory as a theoretical framework.
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Bowman, Shennen. "Correlation of Cognitive Load with the Physical Learning Environment for Undergraduate College Students in an Introduction to Psychology Class." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10937852.

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A gap in the knowledge of literature was found in that no research had been performed examining the effect different physical learning environments have on cognitive load levels. This is important because high cognitive load levels are known to affect learning. The purpose of this quantitative correlational study is to examine the relationship between the overall, intrinsic, and extraneous cognitive load and the physical learning environment (online and traditional classrooms) of undergraduate college students in an Introduction to Psychology class, at a medium-sized liberal arts college. Cognitive load theory provides a framework that has been used extensively to promote learning. Cognitive load refers to the total amount of mental activity imposed onto the learner. Research noted what has not been examined is how different physical learning environments may affect cognitive load. For this study, the physical learning environment is the place where learning takes place. Three research questions sought a correlation between cognitive load levels and the physical learning environment, online or traditional classroom. The Leppink scale was used to measure cognitive load. A survey was sent, one week in December, until the minimum sample size was determined. Data were determined using a Spearman correlation. The findings indicated no significant relationship exists between Overall Cognitive Load and the physical learning environment (r s = –0.011, p > 0.05), Intrinsic Cognitive Load and the physical learning environment (rs = –0.082, p > 0.05), and Extraneous Cognitive Load and the physical learning environment (rs = 0.086, p > 0.05). Recommendations for future research include looking at gender differences and testing at different times during the semester.

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Kalra, Priya. "Implicit Learning: Development, Individual Differences, and Educational Implications." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16460206.

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This dissertation attempts to link models from cognitive neuroscience with problems and models from education research as well as to advance our understanding of implicit learning. In addition to a review of the current understanding of implicit learning from psychology and neuroscience, an essay on the potential applications of implicit learning to education and two empirical studies comprise this document. The first study compares implicit learning in adults and children to address the question of developmental invariance in implicit learning. One novel aspect of this study is the use of a battery of implicit learning tasks, as well as comparison explicit learning tasks. Although gross differences were not found between adults and children in the implicit learning tasks, nevertheless first-level item analysis revealed that children and adults may differentially exploit stimulus frequency information to perform the tasks. The second study uses parallel forms of multiple implicit learning tasks to determine the reliability of implicit learning tasks for adult participants. Contrary to the prevailing view of implicit learning, stable individual differences were found. Correlations between individual implicit learning and certain non-cognitive traits (such as conscientiousness) were found, but IQ was not correlated with implicit learning. Finally, the implications of these findings for basic research as well as for the possibility of applying implicit learning to K-12 instruction are discussed.
Human Development and Education
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Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.

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Denton, Stephen E. "Exploring active learning in a Bayesian framework." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380073.

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Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences the Dept. of Cognitive Science, 2009.
Title from PDF t.p. (viewed on Jul 19, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: B, page: 7870. Advisers: John K. Kruschke; Jerome R. Busemeyer.
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Sims-Cutler, Kristin. "The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687595.

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Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predict important student outcomes, such as high school completion. The General Abilities Index (GAI) is an SLD diagnostic method that can identify cognitive processing deficits. This study examined the relationships between cognitive processing deficits and the GAI method, high school completion status, performance on state standards assessments, and SLD eligibility. Using a multivariate, nonexperimental design, this study analyzed 149 datasets from records of students tested for an SLD between 1996 to 2013. A GLM analysis found that several types of cognitive processing deficits predicted math and writing performance on the state standards assessment and predicted not being diagnosed with an SLD, while the GAI method failed to predict any relationship with the dependent variables. Positive social changes from this study may include improved SLD diagnostic practices and improved educational interventions that target the cognitive processing deficits. Improved educational outcomes for SLD persons may reduce the high rates of unemployment, substance abuse, and incarceration experienced by the adult SLD population.

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Beasley, Vista. "Self-presentational concern as an antecedent of athletic injury." Thesis, The Florida State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1552803.

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This study was an initial investigation of the relationship between self-presentational concern and chronic injury. An experiment with two manipulations was conducted to determine how situational self-presentational concerns affected expressions of toughness that may be linked to health-damaging behaviors that cause chronic injury. Covariates of self-presentational concerns and mental toughness were measured and determined to be equivalent across groups so that effects could be attributed to the manipulations. For a manipulation of situational self-presentational concerns, collegiate middle-distance and distance runners assigned to experimental groups read a passage. The passage was based on the components of a self-presentation model, impression motivation and impression construction. It indicated the need for runners to score high on toughness questionnaires to be evaluated favorably by coaches and governing bodies of the sport in order to achieve goals. All participants completed two questionnaires pertaining to mental toughness and tough attitude toward training through pain and injury. Expressions of mental toughness related to confidence and control were higher for participants exposed to heightened levels of situational self-presentational concerns than participants lacking the exposure. For a second manipulation, participants in one of the experimental groups were additionally exposed to a prototype describing the performance of the most successful runners on the mental toughness questionnaire. Expression of mental toughness of these participants did not differ significantly from other participants, failing to provide evidence of the prototype-matching process. Participants' expression of tough attitude toward training through pain and injury did not differ in relation to exposure to either manipulation. The results support the integration of self-presentational concerns related to mental toughness as a psychological antecedent in a model linking stressful, athletic situations and chronic injury.

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Books on the topic "Educational psychology; Cognitive psychology"

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Educational psychology: A cognitive approach. [San Francisco]: HarperCollins, 1987.

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Educational psychology: A cognitive approach. Boston: Little, Brown, 1987.

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Snow, Richard E. Implications of cognitive psychology for educational measurement. Stanford, Ca: Center for Educational Research at Stanford, 1988.

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Gagné, Ellen D. The cognitive psychology ofschool learning. 2nd ed. New York: HarperCollins College Publishers, 1993.

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Gagné, Ellen D. The cognitive psychology of school learning. Boston: Little, Brown, 1985.

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Walker, Yekovich Carol, and Yekovich Frank R, eds. The cognitive psychology of school learning. 2nd ed. New York: HarperCollins College Publishers, 1993.

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Cognitive processes in education. 2nd ed. New York: HarperCollins Publishers, 1992.

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Cognitive load theory. Cambridge: Cambridge University Press, 2010.

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Science cognitive et formation. Sillery, Québec: Presses de l'Université du Québec, 1990.

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Brien, Robert. Cognitive science and instruction. Englewood Cliffs, N.J: Educational Technology Publications, 1994.

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Book chapters on the topic "Educational psychology; Cognitive psychology"

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Notterman, Joseph M., and Henry N. Drewry. "Cognitive Psychology." In Psychology and Education, 143–60. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1250-3_10.

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Sweller, John. "Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design." In Evolutionary Psychology, 291–306. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29986-0_12.

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Di Vesta, Francis J. "The Cognitive Movement and Education." In Historical Foundations of Educational Psychology, 203–33. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_11.

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Stricker, Lawrence J. "Research on Cognitive, Personality, and Social Psychology: I." In Methodology of Educational Measurement and Assessment, 391–412. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58689-2_13.

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Kogan, Nathan. "Research on Cognitive, Personality, and Social Psychology: II." In Methodology of Educational Measurement and Assessment, 413–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58689-2_14.

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Bjorklund, David F., and Courtney Beers. "The Adaptive Value of Cognitive Immaturity: Applications of Evolutionary Developmental Psychology to Early Education." In Evolutionary Psychology, 3–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29986-0_1.

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Schunk, Dale H. "Social cognitive theory." In APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues., 101–23. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13273-005.

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Woolcott, Geoff. "Modern Cognitive Psychology and Learning and Memory Processes." In Reconceptualising Information Processing for Education, 9–12. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7051-3_2.

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Malott, Curry Stephenson. "Paradigms and Knowledge: Understanding the Field of Cognitive Studies and Educational Psychology." In Critical Pedagogy and Cognition, 7–65. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0630-9_2.

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Malott, Curry Stephenson. "The Social Construction of Educational Psychology (Continued): Implications for Teacher Education." In Critical Pedagogy and Cognition, 79–94. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0630-9_4.

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Conference papers on the topic "Educational psychology; Cognitive psychology"

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Kytnarová, Lucie. "Aphasia And Nonlinguistic Cognitive Rehabilitation: Case Study." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.37.

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Kim, Alla. "Cognitive Style And Ei Training By Computer Program “Emotrain”." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.63.

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Kibal’chenko, Irina A. "Semantic And Cognitive Content Of The “Work” Concept: Content Analysis Results." In 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.24.

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Vinter, Kati. "Associations Between Academic Burnout And Social-Cognitive Factors: Does General Cognitive Ability Matter?" In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.5.

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Kibal’chenko, I. A. "Cognitive Content Of The “Family” Concept In Youth." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.41.

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Pereira, Cristina Maria Gonçalves. "Cognitive And Motivational Constructs In Portuguese And Chinese Students: An Exploratory Case Study." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.37.

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Massey-Hastings, Nicole, and Mudita Rastogi. "Initial Pilot Study Findings: Choosing the Childfree or Parenting Lifestyle (CCOPL): A Manualized Psycho-educational Primary Intervention for Couples Regarding Reproductive Decisions." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2013. http://dx.doi.org/10.5176/2251-1865_cbp13.18.

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Plevová, Irena. "Possibilities Of Assessing Cognitive Abilities Of Primary-Aged Children In Pedagogical Practice." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.58.

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Trifu, Antonia Ioana. "Identity Loss And Cognitive Restructuration On Patients With Post-Traumatic Cerebral Disorder." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.85.

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Trifu, Antonia Ioana. "The Comorbidity Of Schizophrenia And Alcohol: From Cognitive Destruction To Social Isolation." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.87.

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Reports on the topic "Educational psychology; Cognitive psychology"

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Kulikova, T. I. Additional educational (professional) program "Management Psychology". Science and Innovation Center Publishing House, September 2016. http://dx.doi.org/10.12731/kulikova.01092016.22128.

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Sanders, William R. Cognitive Psychology Principles for Digital Systems Training. Fort Belvoir, VA: Defense Technical Information Center, June 2001. http://dx.doi.org/10.21236/ada394031.

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Tobias, Sigmund. Implications of Wellness Models for Educational and School Psychology. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada226128.

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Schunn, C. D. A Review of Human Spatial Representations Computational, Neuroscience, Mathematical, Developmental, and Cognitive Psychology Considerations. Fort Belvoir, VA: Defense Technical Information Center, December 2000. http://dx.doi.org/10.21236/ada440864.

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KUZNETSOVA, GALINA, ALYONA TOLMACHEVO, and NATALYA KOLESOVA. EDUCATIONAL AND METHODICAL GRANT FOR TEACHERS OF THE PRESCHOOL EDUCATIONAL ORGANIZATIONS "PSYCHOLOGY AND PEDAGOGICAL MAINTENANCE OF INTERACTION WITH FAMILIES OF PUPILS WITH DISABILITIES OF HEALTH". ChIPPKRO, 2020. http://dx.doi.org/10.12731/psikhologo-pedagogicheskoe-soprovozhdenie.

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Cognitive inflexibility contributes to both externalising and internalising difficulties in ASD. ACAMH, December 2020. http://dx.doi.org/10.13056/acamh.14234.

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Children with autism spectrum disorder (ASD) commonly experience internalising and externalising symptoms, but the underlying cognitive mechanisms are unclear. In their latest study published in the Journal of Child Psychology and Psychiatry, Ann Ozsivadjian and colleagues examined the role of three cognitive factors that might contribute to these difficulties.
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How useful are Ofsted ratings for predicting educational outcomes and wellbeing at secondary school? ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13604.

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“The factors parents care about most when selecting a school – their child’s educational achievement and wellbeing – are negligibly predicted by Ofsted ratings”, says Sophie von Stumm, lead researcher of a new study published in the Journal of Child Psychology and Psychiatry.
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The contribution of complex trauma to psychopathology and cognitive deficits – In conversation Dr. Stephanie Lewis. ACAMH, June 2021. http://dx.doi.org/10.13056/acamh.16093.

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In this podcast we talk to Dr. Stephanie Lewis, Editor of The Bridge, and Clinical Lecturer in Child and Adolescent Psychiatry at the Institute of Psychiatry, Psychology and Neuroscience (IoPPN), King’s College London. The main conversation is around complex trauma and Stephanie's paper that was recently published in the British Journal of Psychiatry.
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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13666.

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Tochukwu Nweze, lecturer in the Department of Psychology, University of Nigeria, Nsukka and, PhD student in MRC Cognition and Brain Sciences Unit, University of Cambridge talks about his recent paper on parentally deprived Nigerian children having enhanced working memory ability, how important is it to study cultural differences in cognitive adaption during and following periods of adversity, and how can mental health professionals translate this understanding of difference into their work.
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