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

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Lucas, Jennifer L., Melissa A. Blazek, Amber B. Raley, and Christi Washington. "The lack of representation of educational psychology and school psychology in introductory psychology textbooks." Educational Psychology 25, no. 4 (August 2005): 347–51. http://dx.doi.org/10.1080/01443410500041318.

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12

Engelkamp, Johannes, and Marc Jeannerod. "From Cognitive Psychology to Cognitive Neuroscience." American Journal of Psychology 114, no. 1 (2001): 150. http://dx.doi.org/10.2307/1423387.

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13

Dik, Bryan J., William F. O’Connor, Adelyn B. Shimizu, and Ryan D. Duffy. "Personal Growth and Well-Being at Work: Contributions of Vocational Psychology." Journal of Career Development 46, no. 1 (September 22, 2017): 31–47. http://dx.doi.org/10.1177/0894845317730642.

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Positive psychology’s focus on human strengths, personal growth, and well-being is frequently applied to career development and the workplace. Such applications also fall within the purview of vocational psychology, yet despite its clear historic and contemporary emphases that support positive psychology goals, the impact of vocational psychology theory, research, and practice on positive psychology has fallen short of its potential. We encourage greater cross-fertilization by explicating how major theoretical paradigms within vocational psychology (person–environment fit, developmental/relational/constructivist perspectives, and social–cognitive career theory) support positive psychology aims. We also summarize recent work on three vocational psychology constructs (work volition, career adaptability, and a sense of calling) that may help to broaden and advance positive psychology’s applications to career development and work behavior. Finally, we discuss future directions for ongoing research related to the vocational and positive psychology intersection, and we outline several implications for career counseling practice.

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14

Kuhn, Deanna, and David Dean, Jr. "Metacognition: A Bridge Between Cognitive Psychology and Educational Practice." Theory Into Practice 43, no. 4 (November 2004): 268–73. http://dx.doi.org/10.1207/s15430421tip4304_4.

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15

Friesen, Norm. "Discursive Psychology and Educational Technology: Beyond the Cognitive Revolution." Mind, Culture, and Activity 16, no. 2 (April 2, 2009): 130–44. http://dx.doi.org/10.1080/10749030802707861.

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16

Stillings, Neil A. "Inquiry and cognitive psychology." New Directions for Teaching and Learning 1989, no. 38 (1989): 47–54. http://dx.doi.org/10.1002/tl.37219893808.

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17

Wettersten. "New Social Tasks for Cognitive Psychology; Or, New Cognitive Tasks for Social Psychology." American Journal of Psychology 127, no. 4 (2014): 403. http://dx.doi.org/10.5406/amerjpsyc.127.4.0403.

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18

Morawski, Jill G., and Gail Agronick. "A Restive Legacy: The History of Feminist Work in Experimental and Cognitive Psychology." Psychology of Women Quarterly 15, no. 4 (December 1991): 567–79. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00431.x.

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In the last century feminist psychologists have contributed to refining and improving research in experimental psychology. While the accomplishments are cause for celebration during the American Association of Psychology's (APA) Centennial year, especially given the sexism that has accompanied scientific practices, we need to examine more carefully the difficulties—past and present—that attend feminist efforts in the discipline. This brief article explores the strategies that feminist researchers have used to eliminate androcentrism and sexism from experimental and, more recently, cognitive psychology. Such historical reassessment not only reveals the multiple and insightful means by which feminist psychologists have proceeded, but also indicates that feminist work must continue to focus on epistemological and theoretical problems as well as methodological ones.

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19

Regehr, G., and G. R. Norman. "Issues in cognitive psychology." Academic Medicine 71, no. 9 (September 1996): 988–1001. http://dx.doi.org/10.1097/00001888-199609000-00015.

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20

van der Doef, P. L. M. "Cognitive psychology and emotional disorders." Kind en adolescent 13, no. 4 (December 1992): 166–67. http://dx.doi.org/10.1007/bf03060482.

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21

GUSELTSEVA, Marina. "Transdisciplinary Approach in Modern Psychology." Main Issues Of Pedagogy And Psychology 18, no. 2 (December 2, 2020): 11–22. http://dx.doi.org/10.24234/miopap.v18i2.375.

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The paper looks at key transformations of the contemporary situation requiring new methodological strategies in psychology, and evolution of science in the 20th century from interdisciplinary to trans-disciplinary. The latter takes the form of a strategy for analyzing complex and dynamic phenomena with the help of combined methods and contextual application of research optics borrowed from related disciplines. Methodologically trans-disciplinarily serves as the basis for the integration of cognitive practices and research techniques, development of the holistic outlook, with the expansion of intellectual capacity as its educational side-effect. Conceptually trans-disciplinarily is expressed in several interpretations. Piaget, one of the founders of the approach, viewed it as a higher and more complex stage of integration of knowledge than interdisciplinarity. Contemporary interpretations of trans-disciplinarily vary from emphasizing the fluidity of cognitive space to general principles of cognitive activity seeking mathematical expression. The trans-disciplinary start of contemporary science is characterized by the fact that each discipline is viewed as both a sovereign and open system; development of cognition takes place in the antinomies of tradition and innovation: changes and breakthroughs happen by means of borrowing experience from related disciplines while preserving own scientific identity. Key characteristics of trans-disciplinarily are cognitive movement through disciplines; transparence of disciplinary boundaries: the dissolution of dominant paradigms. Human life space in a transitive society, which is variable, multi-dimensional and complex, can only be understood on the basis of comparison and integration of knowledge within the framework of the transdisciplinary approach.

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22

Glick, Joseph. "Postmodern psychology: Cultural psychology and apprenticeship." Cognitive Development 6, no. 3 (July 1991): 343–53. http://dx.doi.org/10.1016/0885-2014(91)90043-d.

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23

Turetsky, Kate M., Stacey Sinclair, Jordan G. Starck, and J. Nicole Shelton. "Beyond students: how teacher psychology shapes educational inequality." Trends in Cognitive Sciences 25, no. 8 (August 2021): 697–709. http://dx.doi.org/10.1016/j.tics.2021.04.006.

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24

Embretson, Susan, and Joanna Gorin. "Improving Construct Validity With Cognitive Psychology Principles." Journal of Educational Measurement 38, no. 4 (December 2001): 343–68. http://dx.doi.org/10.1111/j.1745-3984.2001.tb01131.x.

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25

Goodglass, Harold. "Cognitive psychology and clinical aphasiology." Aphasiology 4, no. 1 (January 1990): 93–95. http://dx.doi.org/10.1080/02687039008249056.

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26

Sternberg, Robert J., and Martin J. Dennis. "Elaborating Cognitive Psychology through Linkages to Psychology as a Helping Profession." Teaching of Psychology 24, no. 4 (October 1997): 246–49. http://dx.doi.org/10.1207/s15328023top2404_3.

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Many psychology students are interested in psychology as a helping profession. Teachers of cognitive psychology can establish links from the cognitive course to psychology as a helping profession that will motivate students both to take the course and to learn more effectively in the course because of personal meaningfulness. Teachers of cognitive psychology can establish at least 6 major links throughout the course.

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27

Wilson, Barbara, and Karalyn Patterson. "Rehabilitation for cognitive impairment: Does cognitive psychology apply?" Applied Cognitive Psychology 4, no. 4 (July 1990): 247–60. http://dx.doi.org/10.1002/acp.2350040403.

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28

Fontana, David. "Education and Psychology: Plato, Piaget and scientific psychology." Educational Psychology 6, no. 1 (January 1986): 79–82. http://dx.doi.org/10.1080/0144341860060109.

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29

Nebel, Steve, Sascha Schneider, Janine Schledjewski, and Günter Daniel Rey. "Goal-Setting in Educational Video Games." Simulation & Gaming 48, no. 1 (November 30, 2016): 98–130. http://dx.doi.org/10.1177/1046878116680869.

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Background. The increased usage of educational video games with their strong graphical and technical potential raises the question of how to optimize the instructional elements of gameplay. In this article, the instructional goal was analyzed with the theoretical background of both motivational psychology (goal-setting theory) and cognitive psychology (goal-free effect). Aim. We compared different goal types within an educational video game specifically produced for this context, using MINECRAFT as a content creation tool. Method. Within a quantitative, empirical experiment, 87 students divided into three goal groups (specific learning goal, specific performance goal, goal-free condition) played the video game for nearly three hours per test session to gain knowledge about basic elements of computer science and basic electric engineering. Results. The results show effects of goal-setting on cognitive load and affective measures. Having specific learning goals lowered extraneous and intrinsic cognitive load. Additionally, players following a specific learning goal reported having significantly more fun, indicating the affective impacts of goal-setting. Conclusions. The outcomes of this study have practical implications for the creation of educational video games and theoretical implications for further work within the field of instructional psychology.

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30

Halpern, Diane F. "Assessing Student Outcomes for Psychology Majors." Teaching of Psychology 15, no. 4 (December 1988): 181–86. http://dx.doi.org/10.1207/s15328023top1504_1.

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Numerous state legislatures, accrediting agencies, and public interest groups now require postsecondary institutions to produce evidence that they are providing a quality education for their students. One quality indicator is a measure of the “value added” to the cognitive development of students by the educational program. This approach emphasizes the educational gains made by students in each academic major and from the general education portion of their degree. Psychology departments are often expected to take the lead in assessing educational outcomes because learning assessments are a natural outgrowth of several fields of concentration in psychology–human learning, adult development, psychometrics, and program evaluation. When outcomes are used to improve psychology curricula or departmental policies, they become a powerful tool for improving teaching and learning.

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31

Shavinina, Larisa, and Even Loarer. "Psychological Evaluation of Educational Multimedia Applications." European Psychologist 4, no. 1 (March 1999): 33–44. http://dx.doi.org/10.1027//1016-9040.4.1.33.

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This paper describes the psychological evaluation of educational multimedia applications, which has the potential to be a new direction for applied psychology, arising as it does at the intersection of multimedia technology, education, and psychology, including general, cognitive, developmental, educational, and personality psychology. The paper analyzes the current situation in the field of educational multimedia, and proposes a framework for psychological evaluation of educational multimedia applications. The proposed approach to psychological evaluation of the quality of educational multimedia products involves the following five dimensions: (1) the individual; (2) the learning approach or model; (3) specific characteristics of multimedia technology; (4) the environment; and (5) the relationship among the previous four dimensions.

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32

Kirkby, Robert J., and Ji Lui. "Sport Psychology in China." Perceptual and Motor Skills 79, no. 2 (October 1994): 760–62. http://dx.doi.org/10.2466/pms.1994.79.2.760.

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Although psychology has been established in China since 1920, sport psychology as an organized discipline is only a decade old. Psychology departments are found in only five of China's approximately 1100 tertiary educational institutions. Although sport psychology in not taught in any of the psychology departments, it is taught within at least 50 departments of physical education. Unlike the Western world where much of the focus of sport psychology is on exercise, in China the concentration is restricted mainly to sporting activities. An analysis of three major Chinese journals in 1992 showed that 24 papers in sport psychology had been published (versus 18 papers in cognition and perception, the next most frequent area). This indicated that, in terms of number of publications, sport was the most researched area of Chinese psychology.

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33

Dryll, Elżbieta. "The Warsaw study in socio-cognitive psychology of education." European Journal of Psychology of Education 4, no. 3 (September 1989): 429–38. http://dx.doi.org/10.1007/bf03172674.

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34

Surprenant, Aimée M., and Ian Neath. "T. V. Moore’s (1939)Cognitive Psychology." Psychonomic Bulletin & Review 4, no. 3 (September 1997): 342–49. http://dx.doi.org/10.3758/bf03210791.

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35

Goldman, Alvin I. "Consciousness, Folk Psychology, and Cognitive Science." Consciousness and Cognition 2, no. 4 (December 1993): 364–82. http://dx.doi.org/10.1006/ccog.1993.1030.

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36

Simons, Daniel J. "Approaches to cognitive psychology. Book Reviews." Applied Cognitive Psychology 11, no. 3 (June 1997): 270–71. http://dx.doi.org/10.1002/(sici)1099-0720(199706)11:3<270::aid-acp467>3.0.co;2-y.

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37

Davies, Graham M. "25 years of Applied Cognitive Psychology." Applied Cognitive Psychology 25, S1 (January 2011): S1—S3. http://dx.doi.org/10.1002/acp.1772.

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38

Berry, Dianne C. "Donald Broadbent and applied cognitive psychology." Applied Cognitive Psychology 9, no. 7 (1995): S1—S4. http://dx.doi.org/10.1002/acp.2350090702.

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39

Hammond, Kenneth R., Roger Lowenstein, and Salvatore Rizzello. "Cognitive Psychology and Economics Courting Disaster." American Journal of Psychology 115, no. 2 (2002): 304. http://dx.doi.org/10.2307/1423441.

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40

Hughes, Jan N., Robert J. Hall, and Ruth L. Gottesman. "Cognitive-Behavioral Psychology in the Schools." Journal of Developmental & Behavioral Pediatrics 11, no. 3 (June 1990): 155???158. http://dx.doi.org/10.1097/00004703-199006000-00011.

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41

Rait, Shami, Jeremy J. Monsen, and Garry Squires. "Cognitive Behaviour Therapies and their implications for applied educational psychology practice." Educational Psychology in Practice 26, no. 2 (June 2010): 105–22. http://dx.doi.org/10.1080/02667361003768443.

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42

Yates, Gregory C. R., and Margaret Chandler. "The Cognitive Psychology of Knowledge: Basic Research Findings and Educational Implications." Australian Journal of Education 35, no. 2 (August 1991): 131–53. http://dx.doi.org/10.1177/000494419103500203.

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43

Choi, Eun young. "Design Framework for Math Educational Serious game Based on Cognitive Psychology." Cartoon and Animation Studies 45 (December 31, 2016): 299–320. http://dx.doi.org/10.7230/koscas.2016.45.299.

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44

Parsons, Lawrence M. "Integrating cognitive psychology, neurology and neuroimaging." Acta Psychologica 107, no. 1-3 (April 2001): 155–81. http://dx.doi.org/10.1016/s0001-6918(01)00023-3.

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45

Pollio, Howard R., Michael K. Smith, and Marilyn R. Pollio. "Figurative language and cognitive psychology." Language and Cognitive Processes 5, no. 2 (April 1990): 141–67. http://dx.doi.org/10.1080/01690969008402102.

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46

Shavinina, Larisa V. "A New Wave of Innovations in Psychology: High Intellectual and Creative Educational Multimedia Technologies." Review of General Psychology 5, no. 3 (September 2001): 291–315. http://dx.doi.org/10.1037/1089-2680.5.3.291.

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This article describes high intellectual and creative educational multimedia technologies (HICEMTs), which will constitute one of the innovative breakthroughs in science and technology of the 21st century and will lead to a new wave of innovations in psychology. HICEMTs appear at the intersection of many subdisciplines of psychology (including general, cognitive, developmental, educational, personality, media, cyber, and applied), education, and multimedia. The general and specific nature of HICEMTs is considered. The importance of HICEMTs is discussed from technological, economic, societal, educational, and psychological perspectives.

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47

Costello, Shane. "Supervision and Collaborative Practice in Educational and Developmental Psychology." Educational and Developmental Psychologist 35, no. 1 (June 14, 2018): i—ii. http://dx.doi.org/10.1017/edp.2018.5.

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Psychologists have a vital role to play in schools. From identifying and treating complex psychopathology, through to using psychology as a tool to enrich lives by improving learning, facilitating positive developmental trajectories, and supporting social justice and advocacy, a school psychologist works in a complex and diverse space. In this way, any single day could include questions such as whether a child is socially and intellectually prepared to progress into the next grade; consulting with educators about managing challenging behaviours; conducting comprehensive assessments for cognitive, academic, and psychosocial referrals; writing reports and liaising with other health professionals; providing diagnoses to parents and guardians; providing counselling and evidence-based interventions for young people, teachers, and even parents; and responding to crises and life-threatening events.

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48

Genovese, Jeremy E. C. "Piaget, Pedagogy, and Evolutionary Psychology." Evolutionary Psychology 1, no. 1 (January 1, 2003): 147470490300100. http://dx.doi.org/10.1177/147470490300100109.

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Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” ( Geary and Bjorklund, 2000 ) culturally determined abilities that are difficult to acquire. Thus, it is unreasonable to expect that intrinsic motivation will suffice for most students for most higher level academic tasks. In addition, a case is made that educational psychology must incorporate the insights of evolutionary psychology.

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49

Furnham, Adrian. "Advertising: The contribution of applied cognitive psychology." Applied Cognitive Psychology 33, no. 2 (September 13, 2018): 168–75. http://dx.doi.org/10.1002/acp.3458.

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50

MILLER, EDGAR, and POLYXENI KARONI. "The Cognitive Psychology of Delusions: A Review." Applied Cognitive Psychology 10, no. 6 (December 1996): 487–502. http://dx.doi.org/10.1002/(sici)1099-0720(199612)10:6<487::aid-acp414>3.0.co;2-g.

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