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Journal articles on the topic 'Elaboration cognitive'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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11

Hunt, James M., Anindya Chatterjee, and Jerome B. Kernan. "Deliberative vs Disingenuous Subjects on the Social Desirability of Need for Cognition." Perceptual and Motor Skills 77, no. 1 (August 1993): 95–98. http://dx.doi.org/10.2466/pms.1993.77.1.95.

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Petty and Cacioppo's need for cognition scale (NCS)—both long version and short version—correlated significantly with the social desirability scale of Crowne and Marlowe. Inasmuch as need for cognition is an important individual-difference variable in Petty and Cacioppo's elaboration likelihood model of attitude change, caution seems warranted whenever this model is used in settings associated with cognitive achievement, lest subjects disingenuously feign cognitive need in a socially desirable attempt to appear “smart” or deliberative.

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12

Toyota, Hiroshi. "Effects of Between-Item, Within-Item, and Autobiographical Elaborations on Incidental Free Recall." Perceptual and Motor Skills 85, no. 3_suppl (December 1997): 1279–87. http://dx.doi.org/10.2466/pms.1997.85.3f.1279.

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Effects of types of elaboration on incidental free recall were investigated. The subjects performed an orienting task involving three rating conditions followed by an unexpected free recall test. Three rating conditions were designed to force between-item elaboration, within-item elaboration, and autobiographical elaboration. Between-item elaboration led to better recall than autobiographical elaboration, which in turn led to better recall than within-item elaboration. The above result was discussed in terms of both generative and discriminative processes in retrieval.

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13

Stoltenberg, Cal D., Mark M. Leach, and Avery Bratt. "The Elaboration Likelihood Model and Psychotherapeutic Persuasion." Journal of Cognitive Psychotherapy 3, no. 3 (January 1989): 181–99. http://dx.doi.org/10.1891/0889-8391.3.3.181.

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The psychotherapeutic process has long been considered a context for persuasion. The Elaboration Likelihood Model of Persuasion provides an integrative framework from which to examine the process of persuasion in psychotherapy. Various source, message, recipient, and context factors interact in a complex manner to produce attitude change. Two routes to persuasion are presented and their relevance for psychotherapy are discussed. The central route requires more effort and more active cognitive processing on the part of the client, resulting in relatively permanent attitudes that are predictive of subsequent behavior. The peripheral route requires minimal cognitive effort, relying on cues in the situation or rather simple decision rules. Attitudes resulting from this route are relatively temporary and are not predictive of subsequent behavior. Both routes to persuasion are characteristic of the psychotherapeutic process. The role of affect in information processing and methods for encouraging central route processing are discussed.

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14

Toyota, Hiroshi, and Tomoko Tatsumi. "Changes across Age Groups in Self-Choice Elaboration and Incidental Memory." Perceptual and Motor Skills 96, no. 2 (April 2003): 517–27. http://dx.doi.org/10.2466/pms.2003.96.2.517.

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This study investigated differences in the self-choice elaboration and an experimenter-provided elaboration on incidental memory of 7- to 12-yr.-olds. In a self-choice elaboration condition 34 second and 25 sixth graders were asked to choose one of the two sentence frames into which each target could fit more congruously, whereas in an experimenter-provided elaboration they were asked to judge the congruity of each target to each frame. In free recall, sixth graders recalled targets in bizarre sentence frames better than second graders for self-choice elaboration condition. An age difference was not found for the experimenter-provided elaboration. In cued recall self-choice elaboration led to better performance of sixth graders for recalling targets than an experimenter-provided elaboration in both bizarre and common sentence frames. However, the different types of elaboration did not alter the recall of second graders. These results were interpreted as showing that the effectiveness of a self-choice elaboration depends on the subjects' age and the type of sentence.

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15

Scruggs, Thomas E., Margo A. Mastropieri, G. Sharon Sullivan, and L. Susan Hesser. "Improving Reasoning and Recall: The Differential Effects of Elaborative Interrogation and Mnemonic Elaboration." Learning Disability Quarterly 16, no. 3 (August 1993): 233–40. http://dx.doi.org/10.2307/1511329.

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This investigation sought to determine whether elaborative interrogation techniques would facilitate recall of information relevant to, but not included in, mnemonic and representational pictures. Fifty-three adolescents with learning disabilities or mild mental retardation were taught information about nine reasons for dinosaur extinction, ranked in order of plausibility. In the direct teaching condition, students were provided with each ordered reason and an explanation for why that reason may have resulted in dinosaur extinction. In the elaborative interrogation condition, students were provided with each ordered reason and prompted and questioned to provide an explanation for each. In the mnemonic elaborative interrogation condition, students were provided with mnemonic peg-words to facilitate recall of the ordered reasons for dinosaur extinction and also coached and prompted to provide explanations. Students' recall of ordered reasons was higher in the mnemonic elaborative interrogation condition, and students in the two elaborative interrogation conditions recalled more explanations than did students in the direct teaching condition. Further, students in both elaborative interrogation conditions more accurately linked reasons with explanations for those reasons. Findings are discussed with respect to previous findings of mnemonic instruction. Implications for teaching students with mild cognitive disabilities are provided.

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16

Kim, Bumsoo, Matthew Barnidge, and Yonghwan Kim. "The communicative processes of attempted political persuasion in social media environments." Information Technology & People 33, no. 2 (October 29, 2019): 813–28. http://dx.doi.org/10.1108/itp-03-2018-0157.

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Purpose The purpose of this paper is to investigate the process by which social media news use leads individuals to engage in attempted political persuasion, examining the mediating roles of cognitive elaboration, political knowledge, political efficacy and political interest. Design/methodology/approach The study relies on a nationally representative two-wave online survey collected before the 2016 US Presidential Election. Serial mediation is tested using the PROCESS macro. Findings The study finds significant indirect effects of social media news use on political persuasion via cognitive elaboration, political knowledge, political efficacy and political interest. Research limitations/implications Causal inferences should be made with caution. While the measurement of cognitive elaboration is based on prior literature, it is a complex mental process that could be measured more directly in future research. Social implications The findings imply that social media news use contributes to a potentially discursive environment in which cross-cutting views may drive argumentation. Thus, the study sheds light on how social media contribute to persuasive political conversation. Originality/value The study applies the O-S-R-O-R model to political persuasion and highlights the processes of reflection, understanding and elaboration that convert news use into attempted persuasion.

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17

Werner, Carol M., Robert Stoll, Paul Birch, and Paul H. White. "Clinical Validation and Cognitive Elaboration: Signs That Encourage Sustained Recycling." Basic and Applied Social Psychology 24, no. 3 (September 2002): 185–203. http://dx.doi.org/10.1207/s15324834basp2403_2.

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18

Fisher, Kathleen M. "Elaboration of Cognitive Knowledge of Biology from Childhood to Adulthood." Journal of General Psychology 112, no. 4 (October 1985): 389–97. http://dx.doi.org/10.1080/00221309.1985.9711027.

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19

Cuevas, Haydee M., and Stephen M. Fiore. "Enhancing Learners' Cognitive and Metacognitive Processes via Self-Generated Elaboration." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 50, no. 17 (October 2006): 1968–72. http://dx.doi.org/10.1177/154193120605001754.

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20

Grist, Rebecca M., and Andy P. Field. "The mediating effect of cognitive development on children's worry elaboration." Journal of Behavior Therapy and Experimental Psychiatry 43, no. 2 (June 2012): 801–7. http://dx.doi.org/10.1016/j.jbtep.2011.11.002.

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21

ZANONE, P. "Elaboration of a cognitive model in a visuomanual tracking task." Behavioural Brain Research 26, no. 2-3 (November 1987): 244–45. http://dx.doi.org/10.1016/0166-4328(87)90233-6.

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22

Peters, Sarah, and Signy Sheldon. "Interindividual Differences in Cognitive Functioning Are Associated with Autobiographical Memory Retrieval Specificity in Older Adults." GeroPsych 33, no. 1 (March 2020): 15–29. http://dx.doi.org/10.1024/1662-9647/a000219.

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Abstract. We examined whether interindividual differences in cognitive functioning among older adults are related to episodic memory engagement during autobiographical memory retrieval. Older adults ( n = 49, 24 males; mean age = 69.93; mean education = 15.45) with different levels of cognitive functioning, estimated using the Montreal Cognitive Assessment (MoCA), retrieved multiple memories (generation task) and the details of a single memory (elaboration task) to cues representing thematic or event-specific autobiographical knowledge. We found that the MoCA score positively predicted the proportion of specific memories for generation and episodic details for elaboration, but only to cues that represented event-specific information. The results demonstrate that individuals with healthy, but not unhealthy, cognitive status can leverage contextual support from retrieval cues to improve autobiographical specificity.

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23

Schmidt, Henk G., and Silvia Mamede. "How cognitive psychology changed the face of medical education research." Advances in Health Sciences Education 25, no. 5 (November 26, 2020): 1025–43. http://dx.doi.org/10.1007/s10459-020-10011-0.

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AbstractIn this article, the contributions of cognitive psychology to research and development of medical education are assessed. The cognitive psychology of learning consists of activation of prior knowledge while processing new information and elaboration on the resulting new knowledge to facilitate storing in long-term memory. This process is limited by the size of working memory. Six interventions based on cognitive theory that facilitate learning and expertise development are discussed: (1) Fostering self-explanation, (2) elaborative discussion, and (3) distributed practice; (4) help with decreasing cognitive load, (5) promoting retrieval practice, and (6) supporting interleaving practice. These interventions contribute in different measure to various instructional methods in use in medical education: problem-based learning, team-based learning, worked examples, mixed practice, serial-cue presentation, and deliberate reflection. The article concludes that systematic research into the applicability of these ideas to the practice of medical education presently is limited and should be intensified.

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24

Farris, Sarah M. "Evolution of brain elaboration." Philosophical Transactions of the Royal Society B: Biological Sciences 370, no. 1684 (December 19, 2015): 20150054. http://dx.doi.org/10.1098/rstb.2015.0054.

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Large, complex brains have evolved independently in several lineages of protostomes and deuterostomes. Sensory centres in the brain increase in size and complexity in proportion to the importance of a particular sensory modality, yet often share circuit architecture because of constraints in processing sensory inputs. The selective pressures driving enlargement of higher, integrative brain centres has been more difficult to determine, and may differ across taxa. The capacity for flexible, innovative behaviours, including learning and memory and other cognitive abilities, is commonly observed in animals with large higher brain centres. Other factors, such as social grouping and interaction, appear to be important in a more limited range of taxa, while the importance of spatial learning may be a common feature in insects with large higher brain centres. Despite differences in the exact behaviours under selection, evolutionary increases in brain size tend to derive from common modifications in development and generate common architectural features, even when comparing widely divergent groups such as vertebrates and insects. These similarities may in part be influenced by the deep homology of the brains of all Bilateria, in which shared patterns of developmental gene expression give rise to positionally, and perhaps functionally, homologous domains. Other shared modifications of development appear to be the result of homoplasy, such as the repeated, independent expansion of neuroblast numbers through changes in genes regulating cell division. The common features of large brains in so many groups of animals suggest that given their common ancestry, a limited set of mechanisms exist for increasing structural and functional diversity, resulting in many instances of homoplasy in bilaterian nervous systems.

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Atã, Pedro, and João Queiroz. "Semiosis is cognitive niche construction." Semiotica 2019, no. 228 (May 7, 2019): 3–16. http://dx.doi.org/10.1515/sem-2018-0092.

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AbstractHere we describe Peircean post-1903 semiosis as a processualist conception of meaning, and relate it to contemporary active externalism in Philosophy of Cognitive Science, especially through the notion of cognitive niche construction. In particular, we shall consider the possibility of integrating (a) the understanding of “semiosis as process” within Peirce’s mature semiotics with (b) an elaboration of the concept of cognitive niche from the point of view of niche construction theory and process biology research.

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26

Street, Marc D., Scott C. Douglas, Scott W. Geiger, and Mark J. Martinko. "The Impact of Cognitive Expenditure on the Ethical Decision-Making Process: The Cognitive Elaboration Model." Organizational Behavior and Human Decision Processes 86, no. 2 (November 2001): 256–77. http://dx.doi.org/10.1006/obhd.2001.2957.

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27

Pamungkas, Yoma Bagus. "Proses Informasi pada Peringatan Kesehatan dalam Kemasan Rokok." Interaksi: Jurnal Ilmu Komunikasi 6, no. 1 (December 28, 2017): 29. http://dx.doi.org/10.14710/interaksi.6.1.29-37.

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Consumption of tobacco use is very high, no exception in Indonesia. Therefore, the government through the Ministry of Health decreed the regulation of health warning in the each cigarette package. The regulation includes the Pictorial Health Warning (PHW) and Health Information Message (HIM) which aims to reduce interest smoke. The purpose of this article is to examine more deeply about how an information process that occurs in health warnings on cigarette packaging can be conveyed to the smokers to reduce smoking. In explaining the process, The Author uses the concept of Attention and Message Processing, Elaborative Processing, Cognitive Response Theory, Fear Appeals and Fear Arousal. The result shows that on health warnings indicate that there is coherence between external stimuli (fear appeal) which described by Elaboration Likelihood Model (ELM) with cognitive meaning by smokers, so that can evoke fear in their self to quite smoking. Keywords : Pictorial Health Warning Label (PHW), Health Information Message (HIM), Attention and Message Processing, Elaborative Processing, Cognitive Respon Theory, Fear Appeals dan Fear Arousal

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Warren, Michael W., Alva T. Hughes, and Shirley B. Tobias. "Autobiographical Elaboration and Memory for Adjectives." Perceptual and Motor Skills 60, no. 1 (February 1985): 55–58. http://dx.doi.org/10.2466/pms.1985.60.1.55.

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Adjective recall was compared for three rating tasks that encouraged varying degrees of autobiographical elaboration: autobiography (subjects were instructed to remember an autobiographical episode for which the adjective described how they felt or behaved and to date the episode), self-reference (subjects rated how often the adjective was self-descriptive), and pleasantness (subjects rated the degree of pleasantness of the adjective). Subjects in both the autobiography and self-reference conditions recalled significantly more words than subjects in the pleasantness condition ( ns = 16).

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Watts, Fraser N., Robert Sharrock, and Lorna Trezise. "Detail and Elaboration in Phobic Imagery." Behavioural Psychotherapy 14, no. 2 (April 1986): 115–23. http://dx.doi.org/10.1017/s0141347300014543.

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It is hypothesized that phobics have cognitive representations of phobic stimuli that are relatively lacking in detail and elaboration, and that this is reflected in imagery relating to them. In a study of verbal imagery for coping with a spider, the accounts of phobics were found to be briefer and to include fewer stages. In a study of stimulus imagery, vividness was separated into its two components of (a) awareness of the image and (b) degree of detail, following a similar distinction proposed by Klinger. Awareness, but not detail, was found to be greater in phobics, though the hypothesis of less detail in phobics was not confirmed. It is suggested that a lack of elaboration of phobic imagery is likely to impede anxiety reduction in imaginal desensitization, and to reduce the effectiveness of imaginal representations of coping behaviour.

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Hoosain, Rumjahn. "Language, Orthography and Cognitive Processes: Chinese Perspectives for the Sapir-Whorf Hypothesis." International Journal of Behavioral Development 9, no. 4 (December 1986): 507–25. http://dx.doi.org/10.1177/016502548600900407.

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The traditional approach to the Sapir-Whorf hypothesis looks at language and categorically different perception or interpretation of the environment. Another aspect of linguistic relativity relates language to the process of cognition itself, including the ease or facility of cognitive processes. With particular reference to the Chinese language and its unique orthography, some evidence for language-related differences in the manner of information processing is reviewed. These include visual form perception, manipulation of numbers, and memory versus manipulation and elaboration of verbal information. These differences have implications for cognitive development as well as cross-cultural testing and comparison.

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Fink, Gerhard, and Maurice Yolles. "Affect and cognition, part 1: “cross-fire” interaction model." Kybernetes 47, no. 1 (January 8, 2018): 80–98. http://dx.doi.org/10.1108/k-07-2017-0262.

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Purpose The purpose of this study is to develop a generic cultural socio-cognitive trait theory of a “plural affect agency” (the emotional organisation). Interaction between the cognitive and the affective personality is modelled. Design/methodology/approach James Gross’ (1988) model of Emotion Regulation is integrated with Normative Personality Theory in the context of Mindset Agency Theory: The agency has a “cognitive system” and an emotion regulating “affective system” which interact (Fink and Yolles, 2015). Findings Processes of emotion regulation pass through three stages: “Identification”, “Elaboration” and “Execution”. In a social environment, emotions are expressed through actions. The results of actions (feedback, goal achievement) are assessed through affective operative intelligence in the light of pursued goals. Research limitations/implications The theory will provide guidance for analysis of cultural differentiation within social systems (e.g. societies or organisations), with reference to identification, elaboration and execution of “emotion knowledge”. Practical implications Understanding interdependencies between cognition and emotion regulation is a prerequisite of managerial intelligence and strategic cultural intelligence, in demand for interaction and integration processes across social systems. Originality/Value The model provides a framework which links emotion expression and emotion regulation with cognition analysis. In part 2 of this paper, based on this theory a typology can be developed which for given contexts allows ex ante expectations of typical patterns of behaviour to be identified.

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Nekmat, Elmie, Karla K. Gower, Shuhua Zhou, and Miriam Metzger. "Connective-Collective Action on Social Media: Moderated Mediation of Cognitive Elaboration and Perceived Source Credibility on Personalness of Source." Communication Research 46, no. 1 (October 12, 2015): 62–87. http://dx.doi.org/10.1177/0093650215609676.

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Taking the logic of online connective action from an information-processing viewpoint, an online experiment ( N = 208) was done to examine whether individuals’ cognitive elaboration on messages received from different sources (personal: friends, family, vs. impersonal: organization) mediates their willingness to engage in connective-type collective activities on social media (e.g., commenting, “Liking”); and whether this indirect influence is biased by perceived source credibility. Results revealed significant influence from personal sources. Cognitive elaboration positively mediates this influence and was conditionally affected by high source credibility. Direct influence from personal issue involvement and perceived self and technological efficacy was also observed. Theoretical contributions (i.e., cognitive demands at individual level) and practical implications (i.e., enhancing organizational credibility, popularity of easy-to-do acts) are discussed.

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Campos, Alfredo, and María José Pérez. "High and Low Imagers and Their Scores on Creativity." Perceptual and Motor Skills 68, no. 2 (April 1989): 403–6. http://dx.doi.org/10.2466/pms.1989.68.2.403.

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We studied the relation between vividness of imagery and four aspects of creativity, fluency, flexibility, originality, and elaboration. We studied too the difference in creativity of high and low imagers. We obtained for 122 children (69 boys and 53 girls) significant, but low correlations, between imagery vividness and creativity for girls (fluency = .30, flexibility = .32, originality = .24, elaboration = .33) and in the total group (fluency = .24, flexibility = .23, originality = .14, elaboration = .21), but not for boys (fluency = .13, flexibility = .09, originality = .02, elaboration = .11). Differences between high ( n = 35) and low ( n = 45) imagers in creativity were significant.

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34

Wyer, Robert S. "Language and advertising effectiveness: Mediating influences of comprehension and cognitive elaboration." Psychology and Marketing 19, no. 7-8 (May 31, 2002): 693–712. http://dx.doi.org/10.1002/mar.10031.

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McDonough, Ian M., and David A. Gallo. "Autobiographical elaboration reduces memory distortion: Cognitive operations and the distinctiveness heuristic." Journal of Experimental Psychology: Learning, Memory, and Cognition 34, no. 6 (November 2008): 1430–45. http://dx.doi.org/10.1037/a0013013.

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Chow, Cheris W. C., and Chung-Leung Luk. "Effects of Comparative Advertising in High-and Low-Cognitive Elaboration Conditions." Journal of Advertising 35, no. 2 (May 2006): 55–67. http://dx.doi.org/10.1080/00913367.2006.10639229.

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37

Zhang, Yixiang, Yulin Fang, Kwok-Kee Wei, and Wei He. "Cognitive elaboration during wiki use in project teams: An empirical study." Decision Support Systems 55, no. 3 (June 2013): 792–801. http://dx.doi.org/10.1016/j.dss.2013.03.004.

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Sun, Chuen-Tsai, Shu-Hao Ye, and Yu-Ju Wang. "Effects of commercial video games on cognitive elaboration of physical concepts." Computers & Education 88 (October 2015): 169–81. http://dx.doi.org/10.1016/j.compedu.2015.05.002.

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Balzer, William K., Leslie B. Hammer, Kenneth E. Sumner, Todd R. Birchenough, Sandra Parham Martens, and Patrick H. Raymark. "Effects of Cognitive Feedback Components, Display Format, and Elaboration on Performance." Organizational Behavior and Human Decision Processes 58, no. 3 (June 1994): 369–85. http://dx.doi.org/10.1006/obhd.1994.1042.

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40

Zezelj, Iris. "Dual elaboration models in attitude change processes." Psihologija 38, no. 3 (2005): 255–78. http://dx.doi.org/10.2298/psi0503255z.

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This article examines empirical and theoretical developments in research on attitude change in the past 50 years. It focuses the period from 1980 till present as well as cognitive response theories as the dominant theoretical approach in the field. The postulates of Elaboration Likelihood Model, as most-researched representative of dual process theories are studied, based on review of accumulated research evidence. Main research findings are grouped in four basic factors: message source, message content, message recipient and its context. Most influential criticisms of the theory are then presented regarding its empirical base and dual process assumption. Some possible applications and further research perspectives are discussed at the end.

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Toyota, Hiroshi, and Yasuko Kikuchi. "Encoding Richness of Self-Generated Elaboration and Spacing Effects on Incidental Memory." Perceptual and Motor Skills 101, no. 2 (October 2005): 621–27. http://dx.doi.org/10.2466/pms.101.2.621-627.

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The present study investigated encoding variability in self-generated elaboration on incidental memory as a function of the type of presentation which was either massed or spaced. The subjects generated different answers to a “why” question for the first and the second presentations of a target sentence in a self-generated elaboration condition. In an experimenter-provided elaboration condition they then rated the appropriateness of the different answers provided by the experimenter for the first and second presentations. This procedure was followed by two free recall tests, one of which was immediate and the other delayed. A self-generated elaboration effect was observed in both the spaced and the massed presentations. These results indicated that the self-generated elaboration effect was facilitated, even in the massed presentation because the different answers to the first and the second presentations led to a richer encoding of each target.

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Bartsch, Lea M., Vanessa M. Loaiza, Lutz Jäncke, Klaus Oberauer, and Jarrod A. Lewis-Peacock. "Dissociating refreshing and elaboration and their impacts on memory." NeuroImage 199 (October 2019): 585–97. http://dx.doi.org/10.1016/j.neuroimage.2019.06.028.

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Curseu, Petru Lucian, and Helen Pluut. "A systematic investigation of absorptive capacity and external information search in groups." Team Performance Management: An International Journal 24, no. 7/8 (October 8, 2018): 411–34. http://dx.doi.org/10.1108/tpm-09-2017-0047.

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Purpose This paper aims to test the influence of external information search (EIS) on knowledge elaboration and group cognitive complexity (GCC) under the moderating effect of absorptive capacity (AC is indicated by prior knowledge base and gender diversity). Design/methodology/approach The results of three studies (one field study and two experimental studies) are reported. The first study tests the interaction between EIS and the two dimensions of AC on group knowledge elaboration in a sample of 65 organizational groups. In the second study, EIS was directly manipulated and the interaction with AC in a sample of 65 groups was tested. In the last experimental study, the AC of the boundary spanner (highest level of expertise versus lowest level of expertise) was manipulated and the effects of EIS in a sample of 37 groups were tested. Findings The first study reveals a significant interaction between EIS and prior knowledge base on knowledge elaboration and points toward a compensatory interplay of EIS and AC on GCC. The results of the second study indicate that EIS increases the time spent on task, as well as the efficiency of knowledge integration (GCC per unit of time). Furthermore, EIS has the strongest positive effect on GCC in groups in which at least one of the AC dimensions is average or high. The results of the last study show that the AC of the boundary spanner compensates for the lack of absorptive capacity of the group and also show that the cognitive distance between the boundary spanner and the rest of the group has a negative influence on the efficiency of knowledge integration in groups. Research limitations/implications The limitations of Study 1, common to non-experimental research (related to causality), are dealt with in the second and third studies that establish causality between EIS and GCC. Practical implications The paper has important implications for the management of information search effort in organizational groups, in particular the groups are advised to: engage in EIS to increase their cognitive repertoire and cognitive complexity, delegate, when possible, their most competent members to engage in boundary spanning activities as they will maximize the cognitive benefits of EIS and finally minimize the cognitive dissimilarity between the boundary spanner and the rest of the group to facilitate the effective integration of novel insights into the group cognition. Originality/value This study is among the first empirical attempts to uncover the causal effect of EIS on knowledge elaboration and GCC in groups and to uncover the role of the boundary spanner in the EIS efforts.

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Annett, Judith M., and Alan W. Lorimer. "Primacy and Recency in Recognition of Odours and Recall of Odour Names." Perceptual and Motor Skills 81, no. 3 (December 1995): 787–94. http://dx.doi.org/10.2466/pms.1995.81.3.787.

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This study examined the serial position curve for recognition of odours and recall of odour names, both with and without instructions for verbal elaboration. Participants were allocated to one of two experimental conditions, either with instructions to rehearse verbally the stimuli or with no elaboration instructions. After presentation of 17 odours, either recognition or free recall of the odours was tested immediately after presentation of the last target odour. Recognition showed evidence of primacy for the verbal elaboration condition and recency for both instruction conditions. Recall of odour names showed evidence of primacy for the verbal elaboration conditions and recency for both conditions. Instructions to verbalize did not significantly affect over-all performance for either test condition.

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Miller, Zachary D., Wayne Freimund, and Robert B. Powell. "Measuring Elaboration and Evaluating Its Influence on Behavioral Intentions." Journal of Interpretation Research 23, no. 1 (April 2018): 27–44. http://dx.doi.org/10.1177/109258721802300103.

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The focus of this study is on developing a scale that measures elaboration as originally conceptualized by Vezeau et al. (2015), and then tests whether the elaboration scale is able to predict a variety of related behaviors. Confirmatory factor analysis was used to investigate the validity and reliability of the scale. The results suggest that the scale was successful in improving upon previous research in that all theoretical constructs were present in the second-order model of elaboration. Additionally, structural equation modeling was used to examine the predictive validity of the elaboration scale, which was successful in predicting a variety of related behaviors. This research advances the theoretical understanding and measurement of elaboration. Results can be used for evaluating interpretation efforts, including the assessment of programs and materials. Additionally, the results provide further evidence of elaboration as a measured construct and opens a variety of new avenues for research in environmental interpretation and informal education. Practitioners can use this research to reinforce or change attitudes and behaviors of visitors to those more consistent with an agency or organization mission by promoting interest, awareness, and cognitive engagement (collectively termed elaboration) in their interpretive products.

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Annett, Judith M., Lindsay Ford, and Mervyn Gifford. "Human Memory for Odour following Monorhinal Presentation with and without Verbal Elaboration." Perceptual and Motor Skills 82, no. 2 (April 1996): 378. http://dx.doi.org/10.2466/pms.1996.82.2.378.

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Toyota, Hiroshi. "Self-Corrected Elaboration Effects on Incidental Memory." Perceptual and Motor Skills 99, no. 2 (October 2004): 536–44. http://dx.doi.org/10.2466/pms.99.2.536-544.

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TOYOTA, HIROSHI. "SELF-CORRECTED ELABORATION EFFECTS ON INCIDENTAL MEMORY." Perceptual and Motor Skills 99, no. 5 (2004): 536. http://dx.doi.org/10.2466/pms.99.5.536-544.

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TOYOTA, HIROSHI. "SELF-CORRECTED ELABORATION EFFECTS ON INCIDENTAL MEMORY." Perceptual and Motor Skills 99, no. 6 (2004): 536. http://dx.doi.org/10.2466/pms.99.6.536-544.

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Kim, Sung-Il, and Lani M. Van Dusen. "The Role of Prior Knowledge and Elaboration in Text Comprehension and Memory: A Comparison of Self-Generated Elaboration and Text-Provided Elaboration." American Journal of Psychology 111, no. 3 (1998): 353. http://dx.doi.org/10.2307/1423446.

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