Relevant bibliographies by topics / Elaboration cognitive

Contents

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

Academic literature on the topic 'Elaboration cognitive'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Elaboration cognitive.'

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.

Journal articles on the topic "Elaboration cognitive"

1

Buchs, Céline, Fabrizio Butera, Gabriel Mugny, and Céline Darnon. "Conflict Elaboration and Cognitive Outcomes." Theory Into Practice 43, no. 1 (February 2004): 23–30. http://dx.doi.org/10.1207/s15430421tip4301_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kalyuga, Slava. "Knowledge elaboration: A cognitive load perspective." Learning and Instruction 19, no. 5 (October 2009): 402–10. http://dx.doi.org/10.1016/j.learninstruc.2009.02.003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Langacker, Ronald W. "Baseline and elaboration." Cognitive Linguistics 27, no. 3 (August 1, 2016): 405–39. http://dx.doi.org/10.1515/cog-2015-0126.

Full text
Abstract:
AbstractMany aspects of language and cognition involve an asymmetry describable in terms of a baseline (B) and various dimensions and levels of elaboration (E). The baseline has some kind of priority – being already established, in place, or under control – and is generally more substantive than elaborating elements. B/E organization is reflected in the control cycle, a very general cognitive model with many manifestations in everyday experience. Since elaboration produces a higher-level baseline, B/E organization involves successive strata, each a substrate for the next, which draws on additional conceptual resources creating a wider range of potential. Seriality and hierarchy represent special cases of this layered organization: in a serial structure each element provides the substrate for interpreting the next; and in composition, component structures function as a dual baseline for apprehending the more elaborate composite structure. B/E organization is characteristic of both individual structures and systems of opposing elements. Recognizing it eliminates the need to posit “zero” elements, as the zero member of a system is simply the baseline structure.
APA, Harvard, Vancouver, ISO, and other styles
4

Barone, David F., and Philinda Smith Hutchings. "Cognitive elaboration: Basic research and clinical application." Clinical Psychology Review 13, no. 2 (January 1993): 187–201. http://dx.doi.org/10.1016/0272-7358(93)90040-s.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fernyhough, Charles. "What is internalised? Dialogic cognitive representations and the mediated mind." Behavioral and Brain Sciences 28, no. 5 (October 2005): 698–99. http://dx.doi.org/10.1017/s0140525x05300124.

Full text
Abstract:
Two aspects of Tomasello et al.'s account would benefit from further elaboration: (1) the construction of dialogic cognitive representations through social interaction, and (2) the cognitive consequences of operating with such representations. Vygotskian ideas on internalisation and verbal mediation may help us better to understand how dialogic cognitive representations can transform human cognition.
APA, Harvard, Vancouver, ISO, and other styles
6

Kirchhoff, Brenda A., Melissa L. Schapiro, and Randy L. Buckner. "Orthographic Distinctiveness and Semantic Elaboration Provide Separate Contributions to Memory." Journal of Cognitive Neuroscience 17, no. 12 (December 2005): 1841–54. http://dx.doi.org/10.1162/089892905775008670.

Full text
Abstract:
Orthographic distinctiveness and semantic elaboration both enhance memory. The present behavioral and functional magnetic resonance imaging (fMRI) studies examined the relationship between the influences of orthographic distinctiveness and semantic elaboration on memory, and explored whether they make independent contributions. As is typical for manipulations of processing levels, words studied during semantic encoding were better remembered than words studied during nonsemantic encoding. Notably, orthographically distinct words were better recalled and received more remember responses on recognition memory tests than orthographically common words regardless of encoding task, suggesting that orthographic distinctiveness has an additive effect to that of semantic elaboration on memory. In the fMRI study, ortho-graphic distinctiveness and semantic elaboration engaged separate networks of brain regions. Semantic elaboration modulated activity in left inferior prefrontal and lateral temporal regions. In contrast, orthographic distinctiveness modulated activity in distinct bilateral inferior prefrontal, extrastriate, and parietal regions. Orthographic distinctiveness and semantic elaboration appear to have separate behavioral and functional-anatomic contributions to memory.
APA, Harvard, Vancouver, ISO, and other styles
7

Ford, Jaclyn Hennessey, John A. Morris, and Elizabeth A. Kensinger. "Effects of Emotion and Emotional Valence on the Neural Correlates of Episodic Memory Search and Elaboration." Journal of Cognitive Neuroscience 26, no. 4 (April 2014): 825–39. http://dx.doi.org/10.1162/jocn_a_00529.

Full text
Abstract:
Successful retrieval of an event includes an initial search phase in which the information is accessed and a subsequent elaboration phase in which an individual expands on event details. Traditionally, functional neuroimaging studies examining episodic memory retrieval either have not made a distinction between these two phases or have focused on the initial search process. The current study used an extended retrieval trial to compare the neural correlates of search and elaboration and to examine the effects of emotion on each phase. Before scanning, participants encoded positive, negative, and neutral images paired with neutral titles. After a 30-min delay, participants engaged in a scanned recognition task in which they viewed the neutral titles and indicated whether the title had been presented with an image during the study phase. Retrieval was divided into an initial memory search and a subsequent 5-sec elaboration phase. The current study identified neural differences between the search and elaboration phases, with search being associated with widespread bilateral activations across the entire cortex and elaboration primarily being associated with increased activity in the medial pFC. The emotionality of the retrieval target was more influential during search relative to elaboration. However, valence influenced when the effect of emotion was greatest, with search engaging many more regions for positive events than negative ones, but elaboration engaging the dorsomedial pFC more for negative events than positive events.
APA, Harvard, Vancouver, ISO, and other styles
8

Patnaik, Esha. "Elaboration Likelihood Model: The Cognitive Route to Advertising Effect." International Journal of Interdisciplinary Social Sciences: Annual Review 1, no. 1 (2006): 133–40. http://dx.doi.org/10.18848/1833-1882/cgp/v01i01/51780.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Barden, Jamie, and Zakary L. Tormala. "Elaboration and Attitude Strength: The New Meta-cognitive Perspective." Social and Personality Psychology Compass 8, no. 1 (January 2014): 17–29. http://dx.doi.org/10.1111/spc3.12078.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Denessen, Eddie, Simon Veenman, Janine Dobbelsteen, and Josie Van Schilt. "Dyad Composition Effects on Cognitive Elaboration and Student Achievement." Journal of Experimental Education 76, no. 4 (July 2008): 363–86. http://dx.doi.org/10.3200/jexe.76.4.363-386.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Elaboration cognitive"

1

Sarnoff, Tamar Jill. "METAPHOR, COGNITIVE ELABORATION AND PERSUASION." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194626.

Full text
Abstract:
Metaphors have long been a subject of interest to philosophers, scholars and researchers. Recent insights into the nature and function of metaphor have spurred new interest in the persuasive effects of metaphor. To date, research on the relation between metaphors and attitudes has produced mixed findings. This paper argues that there are several limitations in previous models and designs and this work attempted to resolve several of them. The rationale for the study is based on the Elaboration Likelihood Model (ELM) of persuasion, which argues that cognitive elaboration is a strong predictor of attitudes. Researchers have posited that metaphors should evoke more cognitive elaboration than literal counterparts. This paper reports the results of a study that tested the relationship between metaphors, cognitive elaboration, and attitudes. Participants were exposed to one of 72 message conditions and responded to a set of psychological and attitude scales. Many of the hypotheses were not supported, including tests of the amount of cognitive effort that subjects reported and results related to attitude change by metaphor type. Results indicated that attitudes were stable across time, which is consistent with the ELM.
APA, Harvard, Vancouver, ISO, and other styles
2

Hinman, Nova G. "The Impact of Trait Cognitive Defusion and Cue Elaboration on Chocolate Craving and Cognitive Resources." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1521831497166375.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Crespin, Timothy R. "Cognitive convergence in developing groups : the role of sociocognitive elaboration /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958844243.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jeridi, Ines. "Publicité conjointe : effets de la congruence des marques sur les attitudes du récepteur." Thesis, Paris Est, 2013. http://www.theses.fr/2013PEST0051.

Full text
Abstract:
Malgré l'expansion des publicités conjointes, la littérature y afférente demeure embryonnaire et reflète certaines divergences, notamment par rapport aux termes employés pour caractériser la relation entre les marques partenaires (fit, cohérence perceptuelle, complémentarité, congruence).Cette recherche tente d'élucider le processus de formation et de changement d'attitudes en publicité conjointe en trois étapes : (1) en justifiant en quoi le concept de congruence est le plus intéressant pour caractériser la relation entre les marques partenaires, (2) en explorant les dimensions qui sous-tendent la congruence perçue des marques, et (3) en modélisant ce processus sur la base d'une intégration du modèle ELM en persuasion publicitaire et de la théorie de la congruence de Mandler.Les résultats montrent d'abord que la perception de la congruence des marques s'effectue via les aspects fonctionnels et symboliques de l'alliance. Ensuite, les analyses menées à l'issue d'une expérimentation auprès de 1517 consommateurs, montrent principalement que l'incongruence fonctionnelle n'affecte pas les attitudes post-exposition envers les marques à images fortes et positives. Toutefois, cette incongruence peut exercer une influence négative sur l'attitude envers l'alliance et sur l'attitude envers l'annonce, si elle n'est pas résolue
In spite of the joint advertising expansion, the literature remains embryonic and reflects some divergences, especially in the various terms used to describe the relationship between the brand partners (fit, perceived consistency, complementarity, congruity).This research tries to clarify the process of attitude formation and change in joint advertising, in three steps: (1) by justifying how the congruity concept is the most interesting to characterize the relationship between the brand partners, (2) by exploring the dimensions that underlie the perceived congruity, and (3) by modelizing this process on the basis of an integration of ELM model and Mandler's theory.First, the results show that the perception of the brand congruity is made through the functional and symbolic aspects of the alliance. Then, the analyses of an experiment on 1517 consumers show primarily that the functional incongruity doesn't affect the post-exposition attitudes towards brands having strong and positive images. However, this incongruity can exert a negative influence on the attitude towards the alliance and on the attitude towards the ad, if it is not resolved
APA, Harvard, Vancouver, ISO, and other styles
5

Micheti, Anca. "Medium-Related Differences in Cognitive Responses: A Comparison of Radio and Television." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1103143051.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sandoval, Agnes. "Uppfattar vi samma budskap olika beroende på vilken yrkesgrupp avsändaren tillhör?" Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-9351.

Full text
Abstract:

Forskning visar att budskap uppfattas olika beroende på perifera egenskaper. Syftet var att undersöka om man uppfattar personer från olika yrkesgrupper olika kopplade till samma budskap. En enkät inleddes med ett citat från en tidningsartikel. Deltagarna (N = 84) bedömde personen bakom uttalandet i fråga om grad av främlingsfientlighet respektive omsorg; i hälften angavs att en åklagare uttalat sig, i andra hälften en familjepedagog. Resultatet visade att det fanns en tendens till huvudeffekt att åklagaren skattades som fientligare än familjepedagogen samt en tendens att de med annan etnicitet skattade budskapet mer fientligt än etniskt svenska. Studien stödjer delvis antagandet att yrkesgrupp har betydelse för hur budskap uppfattas.

APA, Harvard, Vancouver, ISO, and other styles
7

Pourcin, Laure. "Evaluation cognitive de la lecture chez le collégien : Elaboration d'un outil diagnostique." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3094.

Full text
Abstract:
Cette thèse est centrée sur l'évaluation des capacités de lecture et reliées à la lecture des collégiens normo-lecteurs français. Le premier objectif est d'identifier les capacités engagées dans la compréhension écrite. Dans les premiers grades (6 et 7), les capacités de compréhension écrite sont surtout expliquées par celles de compréhension orale, de conscience morphologique et de lecture de mots irréguliers, mais pas par la lecture de pseudomots, quelle que soit la mesure (précision ou temps). Ce dernier résultat se retrouve dans les grades supérieurs (8 et 9) dans lesquels la lecture de mots irréguliers n'a plus d'incidence sur la compréhension écrite. Le second objectif est d'élaborer un outil diagnostique des capacités de lecture, et des capacités reliées, chez les collégiens (6 à 9). L'examen des capacités d'identifications des mots écrits montre que les effets de régularité et de lexicalité sont significatifs, quelle que soit la mesure, et le niveau scolaire. Les effets de longueur varient selon la lexicalité: quel que soit le niveau scolaire, les pseudomots longs sont lus moins précisément et moins rapidement que les courts alors que les mots irréguliers longs ne sont jamais pénalisés. Le niveau de lecture (mesuré à l'aide d'un test Français de référence) est déterminé surtout par les capacités de lecture de pseudomots, et également par celles de conscience phonémique mais uniquement lorsque les temps sont pris en compte. La construction cohérente de l'outil est vérifiée à l'aide d'une classification hiérarchique de variables. L'ensemble des résultats souligne l'importance de considérer pour toutes évaluations les temps de traitement en plus de la précision
The aim of this thesis was to evaluate the reading and reading-related skills of French middle school students (Grades 6 to 9). The first objective was to identify the capacity involved in reading comprehension at the middle school level. In the first grades (Grades 6 and 7), the results show that reading comprehension skills are largely predicted by listening comprehension, morphological awareness, and irregular word reading, but not pseudoword reading skills, whatever the measure (accuracy or time). This latter result is found in the higher grades (Grades 8 and 9) in which irregular word reading has no impact on reading comprehension, again regardless of the measure. The second objective was to develop a diagnostic evaluation tool for word-level reading and reading-related skills in middle school students. The examination of word-level reading skills at middle school showed significant effects of both regularity and lexicality, whatever the measure and independently of grade. The effect of length depends on lexicality: long pseudowords are read less accurately and more slowly than short ones, whereas long irregular words are read as well as short ones. Reading level (assessed by a French "gold standard" test) is mainly predicted by pseudoword reading skills, and also by phonemic awareness, for response times. The consistent structure (validity) of the tool is verified using a new statistical method: hierarchical classification of variables. The overall results underline the importance of considering response times in addition to accuracy in all assessments
APA, Harvard, Vancouver, ISO, and other styles
8

Mahut, Théo. "Elaboration d'une méthodologie Kansei à travers les interactions physiques et digitales." Thesis, Paris, ENSAM, 2017. http://www.theses.fr/2017ENAM0057/document.

Full text
Abstract:
L’expérience que les utilisateurs vivent est récemment devenu un facteur majeur de différenciation entre les entreprises de produits et de services (comme Toyota Motor Europe), menant à des recherches plus approfondies dans les domaines de l’expérience utilisateur et de l’interaction. Ces recherches prônent une plus grande considération de la perception subjective plutôt que les propriétés objectives des produits.Partant de cette approche de la ‘recherche en design’ à travers la perception subjective, cette étude tente de comprendre et de formaliser l’influence réciproque entre interaction et expérience utilisateur, définissant quels paramètres affectent les réactions subjectives. À partir de ces paramètres, cette recherche a isolée les propriétés physiques et digitales d’un produit dans le but de mettre en avant ces effets sur les réactions affectives et cognitives d’un utilisateur.Grâce à cette approche, cette recherche aboutit à des apports à la fois scientifique et industriel: cette recherche a rendu possible la formalisation de l’interdépendance entre l’expérience utilisateur et les interactions; la mise en place d’une taxonomie des produits interactifs à travers l’approche métaphorique des interaction physique et digitale; et la matérialisation d’une méthodologie et d’outils pour à la fois évaluer et créer des interactions à partir de l’approche expérientielle
Users’ experience with products recently became a major differentiation factor for products and services companies (such as Toyota Motor Europe), leading to deeper researches on both user experience and interaction. These researches preach for a deeper consideration of the subjective perception rather than artifacts’ objective properties.From this approach of ‘design research’ through the subjective perception, this study intends to understand and formalize the reciprocal influence between Interaction and user experience, highlighting which parameters are affecting subjective reactions. From these parameters, this research isolated the artifact’s physical and digital properties in order to highlight its effects on user’s affective and cognitive reactions.By doing so, this research resulted in both academic and industrial contributions. In terms of the former, it made possible to formalize the interdependency between User Experience and Interactions, to define a taxonomy of interactive products through the metaphorical approach of physical and digital interactions and to materialize a methodology with tools for both evaluating and designing interactions from the User Experience perspective
APA, Harvard, Vancouver, ISO, and other styles
9

Cuevas, Haydee. "TRANSFORMING LEARNING INTO A CONSTRUCTIVE COGNITIVE AND METACOGNITIVE." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3931.

Full text
Abstract:
This study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level elaboration) sentences from a list of key training concepts. Results consistently highlighted the benefit of presenting participants with low-level elaboration queries, as compared to the no-query or high-level elaboration queries. In terms of post-training cognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly more accurate knowledge organization (indicated by similarity to an expert model), better acquisition of perceptual knowledge, and superior performance on integrative knowledge assessment involving the integration and application of task-relevant concepts. Consistent with previous studies, no significant differences in performance were found on basic factual knowledge assessment. Presentation of the low-level elaboration queries also significantly improved the training program's instructional efficiency, that is, greater performance was achieved with less perceived cognitive effort. In terms of post-training metacognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly greater metacomprehension accuracy and more effective metacognitive self-regulation during training. Contrary to predictions, incorporating the high-level elaboration queries into the training consistently failed, with only a few exceptions, to produce significantly better post-training outcomes than the no-query or the low-level elaboration query training conditions. The results of this study are discussed in terms of the theoretical implications for garnering a better understanding of the cognitive and metacognitive factors underlying the learning process. Practical implications for training design are presented within the context of cognitive load theory. Specifically, the increased cognitive processing of the training material associated with the high-level elaboration queries may have imposed too great a cognitive load on participants during training, minimizing the cognitive resources available for achieving a deeper, integrative understanding of the training concepts and hindering successful performance on the cognitive measures. The discussion also highlights the need for a multi-faceted approach to training evaluation.
Ph.D.
Department of Psychology
Arts and Sciences
Psychology
APA, Harvard, Vancouver, ISO, and other styles
10

Goldberg, Julie R. "Eye-opening dependent elaboration and refinement of the cortical projection to the superficial superior colliculus in rats." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/46664.

Full text
Abstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, February 2009.
Includes bibliographical references.
The superior colliculus (SC) is a multi-layered midbrain structure responsible for multimodal integration and orienting behavior in mammals. The superficial layers of the SC (sSC) receive direct visual input from retinal ganglion cells (RGC) as well as input from pyramidal cells in layer V of the ipsilateral visual cortex (VC). The retinal input is refined well before eye opening (EO) and RGC axons arborize topographically to form an appropriate map of visual space. The projection from VC is still broad and unrefined at the time of EO, however. In both sSC and VC, physiological and biochemical evidence indicate considerable synaptic refinement in response to EO, which occurs naturally at the end of the second postnatal week. These studies use anterograde filling of corticocollicular axons in combination with controlled eyelid opening and reclosing paradigms to compare the corticocollicular projections of age-matched eye-opened and eye-sutured littermates. Reconstructions of individual corticocollicular axons in rat pups and statistically sampled arborization patterns across the colliculus at set times before and after controlled eye-lid opening, show that the onset of pattern vision is critical for the establishment of registration between the cortical and collicular maps of visual space. Moreover, if pattern vision is delayed by prolonging eye-lid closure the cortical projection withdraws to single axon cylinders. A latent plasticity remains, however; the corticocollicular axons can reestablish topologically appropriate arborization if eye opening occurs within at least a week of its normal occurrence.
by Julie R. Goldberg.
Ph.D.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Elaboration cognitive"

1

Stubbart, Charles I. Designing strategic planning systems: Cognitive elaboration, cognitive reduction, and the quality of strategic thinking under conditions of uncertainty, complexity, conflicting interests, and emotional involvement. [Urbana]: College of Commerce and Business Administration,University of Illinois at Urbana-Champaign, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Stein, Victoria. Elaboration: Using what you know. Berkeley, CA: Center for the Study of Writing, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Papastamou, Stamos, Antonis Gardikiotis, and Gerasimos Prodromitis. Majority and Minority Influence: Societal Meaning and Cognitive Elaboration. Taylor & Francis Group, 2016.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Majority and Minority Influence: Societal Meaning and Cognitive Elaboration. Taylor & Francis Group, 2016.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Recanati, François. Cognitive dynamics. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198714217.003.0011.

Full text
Abstract:
This chapter offers an elaboration and defense of the mental-file approach to singular thought. Mental files are supposed to account for both cognitive significance and coreference de jure. But these two roles generate conflicting constraints: files must be fine-grained to play the first role and coarse-grained to play the second role. To reconcile the constraints, we need to distinguish two sorts of file (static files and dynamic files), and two forms of coreference de jure (strong and weak). Dynamic files are sequences of file-stages united by the weak coreference de jure relation. It is at the synchronic level, that of file-stages, that the stronger coreference de jure is to be found. The resulting view is compared to that of Papineau, according to whom only dynamic files are needed, and to that of Ninan, according to whom there are proper dynamic files that exhibit strong coreference de jure.
APA, Harvard, Vancouver, ISO, and other styles
6

Moss-Wellington, Wyatt. Cognitive Film and Media Ethics. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197552889.001.0001.

Full text
Abstract:
Cognitive Film and Media Ethics provides a grounding in the use of cognitive science to address key questions in film, television, and screen media ethics. This book extends prior works in cognitive media studies to answer normative and ethically prescriptive questions: what could make media morally good or bad, and what, then, are the respective responsibilities of media producers and consumers? Moss-Wellington makes a primary claim that normative propositions are a kind of rigor, in that they force media theorists to draw more active ought conclusions from descriptive is arguments. Cognitive Film and Media Ethics presents the rigors of normative reasoning, cognitive science, and consequentialist ethics as complementary, arguing that each seeks progressive elaboration on its own models of causality, and causal projections are crucial for any reflection on our moral responsibilities in the world. A hermeneutics of “ethical cognitivism” is applied in the latter half of the book, with each essay addressing a different case study in film, television, news, and social media: cinema that sets out to inspire moral dissonance in the viewer, satirical and humorous depictions of family drama in film and television, the politics of the romantic comedy, formal aspects of screen media bullying in an era dubbed the “television renaissance,” and contemporary problems in the conflation of news and social media. Cognitive Film and Media Ethics synthesizes current research in social psychology, anthropology, memory studies, emotion and cognition, personality and media selection, and evolutionary biology, integrating wide-ranging concepts from the various disciplines that make up cognitive theory to provide new vantages on the applied ethics of film and screen media.
APA, Harvard, Vancouver, ISO, and other styles
7

Gärdenfors, Peter, Mauri Kaipainen, Frank Zenker, and Antti Hautamäki. Conceptual Spaces: Elaborations and Applications. Springer, 2019.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Goddard, Leslie Ruth. INTERACTION OF TYPE OF PERSUASIVE MESSAGE (TRADITIONAL VS. FISHBEIN AND AJZEN) AND THE METHOD OF COGNITIVE ELABORATION ON BEHAVIORAL INTENTION, ATTITUDE AND SUBJECTIVE NORM RELATED TO CARING FOR QUADRIPLEGIC PATIENTS. 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Harvey, Sarah, and Chia-yu Kou. Social Processes and Team Creativity. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190222093.003.0005.

Full text
Abstract:
Team interaction provides a strong context for the production of new ideas that can both stimulate and interfere with creativity. In this chapter, we review four social processes demonstrated in prior research to influence team creative output: participation and conflict, interpersonal interactions, cognitive stimulation, and evaluation. We then introduce a situated model of team creativity and suggest that the way those social processes are produced may be more important than the processes themselves for understanding team creativity. The situated model provides new insights into how social processes influence team creativity and highlights six processes that have been relatively underexplored in prior literature on team creativity: collective attention, coordination, idea elaboration and integration, engagement, creating shared meaning, and problem construction.
APA, Harvard, Vancouver, ISO, and other styles
10

Smith, Sharon Dianthy. An investigation of elaborative and coherence inferences from an artificial knowledge base. 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Elaboration cognitive"

1

Knott, Alistair, Jon Oberlander, Michael O’Donnell, and Chris Mellish. "Beyond elaboration." In Human Cognitive Processing, 181. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/hcp.8.10kno.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fuson, Karen C. "The Number-Word Sequence: An Overview of Its Acquisition and Elaboration." In Springer Series in Cognitive Development, 33–60. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3754-9_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

van Bussel, Frans J. J., and Pim J. M. Uffing. "Sequencing and Elaboration in Computer-Based Vocabulary Learning Environments." In Cognitive Modelling and Interactive Environments in Language Learning, 159–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77575-8_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Conway, Michael. "Individual Differences in Attentional Resources and Social Cognition: Elaboration and Complexity in Representations of Others and Self." In Generative Mental Processes and Cognitive Resources, 5–38. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4373-8_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Faber, Pamela, and Ricardo Mairal Usón. "Methodological criteria for the elaboration of a functional lexicon-based grammar of the semantic domain of cognitive verbs." In Studies in Language Companion Series, 3. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/slcs.43.03fab.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Yang, Xue, Wei T. Yue, and Choon Lin Sia. "Cognitive Elaboration on Potential Outcomes and Its Effects on Employees’ Information Security Policy Compliance Intention–Exploring the Key Antecedents." In Lecture Notes in Business Information Processing, 180–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29873-8_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Chattaraman, Veena, Wi-Suk Kwon, Alexandra Green, and Juan E. Gilbert. "Inferring a User’s Propensity for Elaborative Thinking Based on Natural Language." In Advances in Neuroergonomics and Cognitive Engineering, 319–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94866-9_32.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Piccinno, Marco. "Learning Between Real and Virtual. Narrative and Cognitive Elaborations of University Teaching." In Communications in Computer and Information Science, 126–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67435-9_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Staszewski, James J. "Exceptional Memory: The Influence of Practice and Knowledge on the Development of Elaborative Encoding Strategies." In Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance, 252–85. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3268-1_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Pressley, Michael, Eileen Wood, and Vera Woloshyn. "Elaborative Interrogation and Facilitation of Fact Learning: Why Having a Knowledge Base Is One Thing and Using It Is Quite Another." In Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance, 200–221. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3268-1_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Elaboration cognitive"

1

Bergier, Jean-Yves, and Colette Faucher. "Persuasive communication from a military force to local civilians: A PsyOps system based on the Elaboration Likelihood Model." In 2016 IEEE 15th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2016. http://dx.doi.org/10.1109/icci-cc.2016.7862029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lesnichaya, Marina A., Oksana A. Kolchina, and Henrietta A. Kondzharyan. "Elaboration of Municipal Development Trajectories for Every Type of Municipal Territories on the Base of Cognitive Modeling*." In 2019 IEEE Conference of Russian Young Researchers in Electrical and Electronic Engineering (EIConRus). IEEE, 2019. http://dx.doi.org/10.1109/eiconrus.2019.8657278.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

PARK, Hyejune, and Seeun Kim. "Do Augmented and Virtual Reality Technologies Increase Purchase Intention?: The Role of Cognitive Elaboration and Shopping Modes." In Pivoting for the Pandemic. Iowa State University Digital Press, 2020. http://dx.doi.org/10.31274/itaa.12345.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cuadrado, Isabel, and Andreea A. Constantin. "A Problem-Based Learning Implementation to a Psychology Course in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12897.

Full text
Abstract:
The present work describes a Problem-Based Learning (PBL) activity implemented in an undergraduate course of Psychology of Groups. Additionally, considering the findings on the effects of PBL on cognitive and motivational components, we also explored the effect of the PBL activity on students’ information processing strategies and intrinsic motivation using a pre-post design. Only 28 students (25% men) completed the measures at both point times (pre and post-activity). Although no significant pre-post differences was found for any of the measured variables, the observed trend of change revealed mixed results. While for some cognitive strategies (e.g., critical thinking, information management, information transference) a trend towards improvement could be observed between the pre-post phases, for strategies of information elaboration and information acquisition the trend was reversed. Despite the non significant results, the present work contributes to the field of research on PBL in higher education by describing and testing the effects of a PBL activity implemented in a social discipline, a field in which PBL implementation is rather scarce.
APA, Harvard, Vancouver, ISO, and other styles
5

Appolonia, Lorenzo, M. Chiara Ceriotti, Daniela Lattanzi, Antonio Mazzeri, and Barbara Scala. "Studi sul recupero delle superfici decorate dell’architettura delle facciate della Cavallerizza e del Castello di San Giorgio in Palazzo Ducale di Mantova." In FORTMED2020 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2020. http://dx.doi.org/10.4995/fortmed2020.2020.11496.

Full text
Abstract:
Studies on the recovery of the decorated surfaces of the architecture of the facades of the Cavallerizza and the Castle of San Giorgio in the Ducal Palace of MantuaThe contribution aims to present the path of knowledge on the external surfaces of the Courtyard of the Cavallerizza and the Castle of San Giorgio in Palazzo Ducale in Mantua, the subject of an upcoming conservation project. In particular, the results emerged through the autopsy and stratigraphic survey of areas selected by sample, relating to the technique of execution and the constituent materials of the fin­ishes. From this survey, the characteristics of the original structure have been defined so as to have a clear relationship with respect to integration or degradation. At the same time, following specific evi­dence and to support the cognitive operations carried out in situ, in-depth diagnostic investigations were carried out in order to support and clarify the contents detected previously by interpreting the scientific data on the nature of the materials and the degradation present. The re-elaboration and critical analysis of the data acquired through various in-depth techniques, as well as providing indications for interven­ing on the causes of degradation, has supported the designers in the development of intervention meth­ods and in the choice of the most suitable materials for conservation, based on the state of conservation of the nearby areas and the interfaces with the substrate. The scientific data have been compared with the historiographic information in order to have an objective comparison.
APA, Harvard, Vancouver, ISO, and other styles
6

Bardasz, Theodore, and Ibrahim Zeid. "Analogical Problem Solving in Mechanical Design: The Knowledge Base Model." In ASME 1991 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/cie1991-0022.

Full text
Abstract:
Abstract Mechanical design activities can be categorized as two classes: creating new designs for new problems and modifying old designs to fit new problems. A vast majority of mechanical design activities can be associated with the latter class. In most cases, it is more effective to modify the design process that created the mechanical artifact than it is to modify the mechanical artifact itself. A scheme for design automation that uses Analogical Problem Solving (APS) as its intelligent agent offers an effective method to solve both classes of mechanical design. It is particularly suited to the latter class of design activities. It would rely heavily on a design knowledge base for storing design cases generated while solving design problems, and retrieving design cases that are applicable in a new design problem context. In this paper, a cognitive model of memory for storing design plans is presented. The memory model is four layers deep: product design plans, assembly design plans, mechanical component design plans, and recurring engineering problems. The storage and retrieval mechanism is based on some of the more popular work found in Case Based Reasoning. To alleviate the user(s) from operating in a restricted vocabulary set, a semantic network is integrated into the memory model for use as an elaboration and cross-reference mechanism. Mechanical design plans for products, assemblies, mechanical components and recurring engineering problems can be stored and retrieved from the memory model using information found in the description of the design problem. Sample examples are presented to demonstrate the potential of the memory model.
APA, Harvard, Vancouver, ISO, and other styles
7

McCauley, Brian, Li Ping Thong, Mathews Nkhoma, and Nhan Nguyen. "Vietnam Run: An Alternative Approach to Mobile Learning." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3773.

Full text
Abstract:
Aim/Purpose: How to spread an anti-littering message amongst Vietnamese youth. Background: We outline the design of a mobile game aimed at educating the target audience on the value of not littering. Methodology : We use key theory from the literature to inform the design of the game. Contribution: This paper outlines an approach to education that could provide value in re-conceptualizing mobile learning in future. A unique mobile game, Vietnam Run, was designed and developed for the Vietnamese audience, and its game design considerations outlined. There is a lack of studies conducted in the area of mobile serious games within the context of Vietnam. This paper addresses the existing gap in the present literature from that perspective. The game design considerations outlined in this paper could be adapted and applied to the future development of similar mobile serious games in Vietnam. Findings: Localization as a starting point increases value when a key problem and target audience has been identified. Social cognitive theory and elaboration likelihood model forms the overarching theory that defines game design to sustain player interest and engagement. Recommendations for Practitioners: Academic theory can provide a conceptual starting point for designing educational tools. Recommendation for Researchers: Application of theory in real world applications lends credence and delivers measurable impact in order to demonstrate value of previous work. Impact on Society: It is anticipated that Vietnam Run will have value in spreading positive anti-littering message within Vietnam and provide a starting point for future projects that can expand the aims of this project further. Future Research: The future success of the game will be analyzed through media reach, game downloads and in-game analytics in order to provide a strong conceptual basis for future work in this area.
APA, Harvard, Vancouver, ISO, and other styles
8

Ploder, Christian, Lisa Ehrhardt, Laura Gamper, and Christoph Hazy. "INSTRUCTIONAL DESIGN OF KNOWLEDGE NUGGETS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end053.

Full text
Abstract:
Throughout their careers, all students experience the same set of learning routines within the same time frame and following the same pedagogical approach based on identical materials. In contrast, Knowledge Nuggets provide students with different opportunities to achieve specific learning outcomes through self-directed learning activities. An individual student's skill inventory could improve the full individualization of the Knowledge Nugget delivery at the start of each class. Knowledge Nuggets are considered learning materials organized within small, defined topics. This granularity makes the content easier to consume at an individual pace. Depending on their scope and size, these Knowledge Nuggets can vary. The level does not indicate the amount of content or the shared knowledge's difficulty but how the learning is prepared and conveyed. The simplest way (level 1) to share knowledge is only to provide text within a document. The next higher level 2 includes a slideshow explained in more detail by playing an audio podcast - so the combination of visual with audio should attend two senses in parallel. The slides contain images or diagrams in addition to keywords. Video tutorials are the most advanced ways to share knowledge. This type of tutoring allows instructors to visually illustrate content to minimize complexity by combining text, speech, images, and animation. With level 3 (video tutorials), it is possible to address more senses simultaneously. However, all three levels offer the same characteristics: practicality, reproducibility, and manageable time. These characteristics are of great relevance to be accepted as training methods in any educational program. The progressive redistribution of dimensions occurs in elaboration, the use of technology, and the cognitive load. The paper aims to determine why the different levels are essential for the overall picture and how the measurement of learning success can be measured.
APA, Harvard, Vancouver, ISO, and other styles
9

Avila Forero, Juan Sebastian. "Design of training materials for teaching anatomy." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.2955.

Full text
Abstract:
The present work is part of the Doctoral Research in Design, Manufacturing and Industrial Projects Management of the Universidad Politecnica de Valencia (UPV) and is incorporated in the PhD project called ¨The implementation of digital design and manufacturing technologies in the teaching of anatomy¨. It is based on the experience as a thesis director in the Design Faculty of the University El Bosque in Bogota. The project discussed thereafter aims to strengthen the skills of students in Industrial design. With a strong technological component, the project’s method relies on the elaboration of a design project, in order to deepen the knowledge of organic 3D modeling techniques and digital sculpture, taking advantage of the boom in digital manufacturing. The project focuses on strengthening the students’ communicative and interactive skills with third parties, it particularly empowers the cognitive abilities needed to work in an interdisciplinary environment. Here the study case concentrates on education in health sciences, specifically the teaching and learning of anatomy in different disciplines. In the initial phase of the project, 3-dimensional physical teaching materials were selected to provide the pedagogical approach to Anatomy and Dental Morphology classes of the Faculty of Dentistry. Said materials constituted the starting point for further experiences and indeed it triggered the implementation of various similar projects with other departments at the UEB, all aiming to facilitate the experience of teaching - learning, guaranteeing students a theoretical and practical training through three-dimensional resources. The main feature of such training consists in a better comprehension of information, thanks to a direct and concrete interaction. This article seeks to illustrate the use given to digital design and manufacturing technology to expand the range of opportunities that could be transmitted to students in academia and such process could permeate non-traditional fields for future industrial designers, demystifying their profile solely as form-esthetics configurators toward eventually emerging as leading projects coordinators in a multidisciplinary field of work. 3D printers of fused deposition modeling (FDM) can create complex didactic models. The present paper will discuss the results of the first year and a half of work based on the academic results of design students under the direction of Professor XXX, PhD student at the UPV.DOI: http://dx.doi.org/10.4995/IFDP.2016.2955
APA, Harvard, Vancouver, ISO, and other styles
10

Pickard, Matthew D., Jeffrey L. Jenkins, and Jay F. Nunamaker Jr. "Embodied Agents and the Predictive Elaboration Model of Persuasion--The Ability to Tailor Embodied Agents to Users' Need for Cognition." In 2012 45th Hawaii International Conference on System Sciences (HICSS). IEEE, 2012. http://dx.doi.org/10.1109/hicss.2012.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Elaboration cognitive"

1

Kim, JW, M. Chadha, and H. Gil de Zúñiga. News Media Use and Cognitive Elaboration. The Mediating Role of Media Efficacy. Revista Latina de Comunicación Social, January 2018. http://dx.doi.org/10.4185/rlcs-2018-1251en.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Elaboration cognitive' for particular source types:
Journal articles Dissertations / Theses Books
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!

To the bibliography