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Books on the topic 'Need for cognitive closure'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 February 2023

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1

Turner, Deborah L. Cognitive set, absorption, and achievement as moderators of the perceptual closure effect in picture priming. St. Catharines, Ont: Brock University, Dept. of Psychology, 1997.

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2

A child's brain: The need for nurture. Thousand Oaks, Calif: Corwin Press, 2010.

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3

West, DeFoyd Katherine, ed. Entertaining 101: Everything you need to know to entertain with style and grace. New York: Doubleday, 1997.

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4

The insomnia workbook: A comprehensive guide to getting the sleep you need. Oakland, CA: New Harbinger Publications, Inc., 2008.

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5

Silberman, Stephanie A. The insomnia workbook: A comprehensive guide to getting the sleep you need. Oakland, CA: New Harbinger Publications, Inc., 2008.

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6

Sleeplessness: Assessing sleep need in society today. Switzerland: Palgrave Macmillan, 2016.

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7

How to pass psychometric tests: This book gives you the three things you need to pass a psychometric test--information, confidence and plenty of practice. 3rd ed. Oxford, U.K: How To Books, 2011.

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8

Elena, Oumano, ed. Why do I need you to love me in order to like myself: How to stop your need for approval from destroying your relationship and your life. Stamford, CT: Longmeadow Press, 1992.

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9

Smart parenting, smarter kids: The one brain book you need to help your child grow brighter, healthier, and happier. New York: Free Press, 2012.

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10

Smart parenting, smarter kids: The one brain book you need to help your child grow brighter, healthier, and happier. New York: Free Press, 2011.

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11

Why we believe what we believe: Our biological need for meaning, spirituality, and truth. New York, NY: Free Press, 2006.

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12

Joyce-Beaulieu, Diana, and Brian A. Zaboski. Applied Cognitive Behavioral Therapy in Schools. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197581384.001.0001.

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One-quarter of students will experience mental health needs during their education, and many schoolchildren will never receive professional help at all. Because youth spend most of their time in school, school-based practitioners are in a unique position to remediate these needs. In this text, readers will learn the theoretical and practical applications of cognitive behavioral therapy (CBT), a scientifically based intervention for problems like behavioral dysregulation, anxiousness, emotional disturbances, trauma, family conflict, and the typical trials and tribulations of growing up. After offering practitioners invaluable micro skills (e.g., rapport building, relaxation techniques) and establishing a foundation of cultural competence, this text presents core CBT skills—behavioral activation, cognitive restructuring, and exposure and response prevention—essential for new and veteran practitioners alike. The text thoroughly addresses technological advancements in CBT, including therapy apps, e-readers, and virtual games. Rounding out the intervention process, it concludes by describing therapeutic closure and offering additional treatment options for more severe case presentations. With numerous school-based examples, detailed case presentations, and printable resources, this text provides both a thorough introduction and an excellent review of contemporary school-based CBT.
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13

Emden, Richard van. Missing: The Need for Closure after the Great War. Pen & Sword Books Limited, 2019.

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14

Emden, Richard Van. Missing: The Need for Closure after the Great War. Pen & Sword Books Limited, 2019.

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15

Emden, Richard Van. Missing: The Need for Closure after the Great War. Pen & Sword Books Limited, 2019.

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16

Emden, Richard Van. Missing: The Need for Closure after the Great War. Pen & Sword Books Limited, 2019.

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17

Emden, Richard Van. Missing: The Need for Closure after the Great War. Pen & Sword Books Limited, 2019.

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18

Collins Need to Know? Cognitive Behavioural Therapy (Collins Need to Know?). HarperCollins UK, 2008.

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19

Lau, Hi-Po Bobo, and Cecilia Cheng. The Yin-Yang of Stress. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199348541.003.0020.

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Dialectical thinking refers to the (primarily East Asian) tendency to tolerate contradiction, expect change, and perceive interconnections. Drawing upon a process-oriented approach to coping, in this chapter, two pathways through which dialectical thinking may influence East Asians’ ways of coping are proposed. First, dialectical (and holistic) thinking may enable East Asians to attribute events to both situational and dispositional factors. This breadth in attribution may lead to the perception of less personal control, as well as a weaker association between perceived personal control and coping outcomes among East Asians than among Westerners. In addition, dialectical thinking may facilitate complex cognitive processes such as differentiation and integration, and a reduced need for closure. In turn, this facilitates flexibility in appraising the controllability of stressful events and deployment of situation-appropriate coping responses (i.e., coping flexibility). Areas for future research are also discussed in the chapter.
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20

Reed, Stephen K. Cognitive Skills You Need for the 21st Century. Oxford University Press, Incorporated, 2020.

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21

Reed, Stephen K. Cognitive Skills You Need for the 21st Century. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197529003.001.0001.

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Cognitive Skills You Need for the 21st Century begins with the Future of Jobs Report 2018 of the World Economic Forum that describes trending skills through the year 2022. To assist with the development of these skills, the book describes techniques that should benefit everyone. The 20 chapters occupy 6 sections on acquiring knowledge (comprehension, action, categorization, abstraction), organizing knowledge (matrices, networks, hierarchies), reasoning (visuospatial reasoning, imperfect knowledge, strategies), problem-solving (problems, design, dynamics), artificial intelligence (data sciences, explainable AI, information sciences, general AI), and education (complex systems, computational thinking, continuing education). Classical research, recent research, personal anecdotes, and a few exercises provide a broad introduction to this critical topic.
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22

Waltzman, Rand. The Weaponization of Information: The Need for Cognitive Security. RAND Corporation, 2017. http://dx.doi.org/10.7249/ct473.

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23

Riegler, Alexander. Understanding Representation in the Cognitive Sciences: Does Representation Need Reality? Springer, 2013.

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24

Alexander, Riegler, Peschl Markus F, and Stein Astrid von, eds. Understanding representation in the cognitive sciences: Does representation need reality? New York: Kluwer Academic/Plenum, 1999.

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25

(Editor), Alexander Riegler, Markus Peschl (Editor), and Astrid von Stein (Editor), eds. Understanding Representation in the Cognitive Sciences - Does Representation Need Reality? Springer, 1999.

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26

Peschl, Markus, Astrid von Stein, and Alexander Riegler. Understanding Representation in the Cognitive Sciences: Does Representation Need Reality? Springer London, Limited, 2007.

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27

Cognitive dysfunction and the need for long-term care: Implications for public policy. Washington, DC: Public Policy Institute, American Association of Retired Persons, 1994.

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28

Journals, Jaygo. Every Day I Need Closure: Realtor Notebook, Blank Paperback Book for Real Estate Agent, 150 Pages, College Ruled. Independently Published, 2019.

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29

Journals, Jaygo. Every Day I Need Closure: Realtor Journal, Blank Paperback Notebook for Real Estate Agent, 150 Pages, College Ruled. Independently Published, 2019.

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30

Thagard, Paul. Cognitive Science. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.16.

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Cognitive science is the interdisciplinary study of mind and intelligence, embracing psychology, neuroscience, linguistics, philosophy, anthropology, and computer modeling (artificial intelligence). After a review of the history of the field and its contributing disciplines, this chapter examines some of the main theoretical and experimental advances that cognitive science has accomplished over the past half-century, deriving lessons that might be useful for researchers in any emerging interdisciplinary area. The intellectual benefits of interdisciplinary research dramatically outweigh the personal and social difficulties of operating in more than one field. For theoretical, experimental, and practical progress, the separate disciplines that study the mind need to be interdependent, relying on each other for ideas and methods that complement their own.
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31

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

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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.
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32

Harrison, Guy P. Good thinking: What you need to know to be smarter, safer, wealthier, and wiser. 2015.

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33

Journals, Jaygo. Every Day I Need Closure: Realtor 2020 Weekly Planner , Paperback 8. 5 X 11, Real Estate Agent Calendar Schedule Organizer. Independently Published, 2019.

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34

Hollmann, Willem B. Constructions in Cognitive Sociolinguistics. Edited by Thomas Hoffmann and Graeme Trousdale. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195396683.013.0027.

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This chapter explores some of the ways in which cognitive linguists have interfaced with sociolinguistics in order to enrich and refine their analyses. It describes cognitive linguistic research on English and Dutch where the analysis benefits from taking a broader, social perspective than is usual for cognitive linguists. Furthermore, it discusses work on Lancashire dialect to illustrate some ways in which a cognitive perspective can be used to actually feed back into sociolinguistic theory and practice. The chapter also stresses the need for greater dialogue between construction grammarians and sociolinguistics in order to achieve a psychologically and socially plausible account of linguistic variation.
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35

Whittal, Maureen L., and Melisa Robichaud. Cognitive Treatment for OCD. Edited by Gail Steketee. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195376210.013.0076.

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The cornerstone of cognitive treatment (CT) for OCD is based upon the knowledge that unwanted intrusions are essentially a universal experience. As such, it is not the presence of the intrusion that is problematic but rather the associated meaning or interpretation. Treatment is flexible, depending upon the nature of the appraisals and beliefs, but can include strategies focused on inflated responsibility and overestimation of threat, importance and control of thoughts, and the need for perfectionism and certainty. The role of concealment and the relationship to personal values are important maintaining and etiological factors. The short-term and long-term treatment outcome is reviewed, along with predictors of treatment response and mechanisms of action, and the chapter concludes with future directions regarding CT for OCD.
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36

Walsh, David. Smart Parenting, Smarter Kids: The One Brain Book You Need to Help Your Child Grow Brighter, Healthier, and Happier. Free Press, 2011.

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37

Metzger, Heath. Dialectical Behavior Therapy: What You Need to Know about DBT and a Simple Guide to Cognitive Behavioral Therapy. Independently Published, 2020.

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38

Metzger, Heath. Dialectical Behavior Therapy: What You Need to Know About DBT and a Simple Guide to Cognitive Behavioral Therapy. Primasta, 2020.

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39

Hopkins, Ramona O., and James C Jackson. Cognitive Impairment Following Critical Illness. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199653461.003.0019.

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Millions of individuals each year survive critical illness, many of whom will develop post-intensive care syndrome which includes new or worsening impairments in physical, psychiatric, or cognitive functioning. Cognitive impairments are common in survivors of critical illness, are often severe, and persist years after hospital discharge. Cognitive impairments improve in some patients and, in others, appear stable over time, rather display a pattern of progressive decline. Cognitive impairment contributes to clinically significant functional decrements as well as decreased quality of life. The biological mechanisms of cognitive impairment are not well defined, although numerous risk factors have been identified. As the number of ICU survivors increases, there is a growing population of patients with cognitive impairments following critical illness, underscoring the need to address cognitive impairments through prevention, treatment, and rehabilitation. Interventions to prevent or reduce the severity of cognitive impairments (i.e. sedation, delirium, and early mobility protocols) need to be investigated. Although there are very limited examples in which rehabilitation is used in ICU populations, it may hold the potential to facilitate improvements in cognition, particularly among individuals with deficits in memory, attention, and executive functioning. Despite over a decade of focused investigation, fundamental questions pertaining to cognitive impairments after critical illness exist. Research is needed on methods to proactively identify those at risk for cognitive impairment and to develop methods which will robustly prevent and improve deficits in ICU survivors.
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40

Banks, Sarah. Cognitive Interventions in Parkinson’s Disease. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.003.0005.

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People with Parkinson’s disease frequently demonstrate cognitive impairments, ranging from isolated cognitive impairments to frank dementia. Cognitive dysfunction in Parkinson’s disease has a clear impact on quality of life and independence; hence, there is a need to develop treatments that will reliably improve this important nonmotor symptom. Executive functions are the most frequently impacted cognitive domain, and they have been shown in other populations to be amenable to cognitive interventions. This chapter reviews the literature on cognitive interventions in Parkinson’s disease, and it places the literature into the context of cognitive impairment in Parkinson’s disease. It also reviews studies of cognitive interventions for other conditions. Current gaps in our understanding are highlighted, and proposals for future directions of research in this field are provided.
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41

Operskalski, Joachim T., and Aron K. Barbey. Cognitive Neuroscience of Causal Reasoning. Edited by Michael R. Waldmann. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399550.013.16.

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The era of functional neuroimaging promised to shed light on dark corners of the brain’s inner workings, breathing new life into subfields of psychology beset by controversy. Although revelations from neuroscience provide the foundation for current views on many aspects of human cognition, there continue to be areas of study in which a mismatch between the questions asked by psychologists and neuroscientists renders the implications of neuroscience research unclear. Causal reasoning is one such topic, for which decades of cognitive neuroscience findings have revealed a heterogeneity of participating brain regions and networks across different experimental paradigms. This chapter discusses (i) three cognitive and computational models of causal reasoning (mental models, causal models, and force composition theory), (ii) experimental findings on causal judgment and reasoning using cognitive neuroscience methods, and (iii) the need for a multidisciplinary approach to understanding the nature and mechanisms of causal reasoning.
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42

Murphy, Ann P. The Parents Answer Book: Everything You Need to Know About Your Child's Physical, Emotional, and Cognitive Development, Health, and Safety. Golden Books Family Entertainment, 1998.

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43

McBride, Melinda, and Keith Darrow. Hearing Transformation: The Facts You Need to Know to Change Your Life, Improve Relationships, Maintain Your Independence, and Improve Cognitive Function. Independently Published, 2018.

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44

Winston, Diana, and Micki Fine. Need to Please: Mindfulness Skills to Gain Freedom from People Pleasing and Approval Seeking. New Harbinger Publications, 2013.

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45

Winston, Diana, and Micki Fine. Need to Please: Mindfulness Skills to Gain Freedom from People Pleasing and Approval Seeking. New Harbinger Publications, 2013.

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46

The need to please: Mindfulness skills to gain freedom from people pleasing & approval seeking. 2013.

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47

Nedelcu, Andrei. Only Cognitive Behavioral Therapy Book You'll Ever Need: 2022 Life-Changing CBT Strategies to Overcome Depression, Anxiety, Insomnia, Intrusive Thoughts, and Anger. Independently Published, 2022.

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48

Darrow, Keith, Karen Melton, and Michelle Woodward. Stop Accepting Isolation: The Facts You Need to Know to Change Your Life, Improve Relationships, Maintain Your Independence, and Improve Cognitive Function. Independently Published, 2019.

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49

Hopkins, Ramona O., Maria E. Carlo, and James C. Jackson. Critical Illness and Long-Term Cognitive Impairment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199398690.003.0003.

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Evidence from dozens of studies of thousands of individuals suggest that as many as half of critical illness survivors experience significant deficits in memory, executive functioning, attention, and processing speed that persist years after discharge from the intensive care unit (ICU). This chapter reviews the prevalence, characteristics, possible mechanisms, and risk factors for long-term cognitive impairment after critical illness. Some key risks factors—notably, delirium—may be modifiable, whereas others, such as genetic markers, are not. Cognitive impairments are associated with psychiatric disorders, including depression, anxiety, and posttraumatic stress disorder. The impact of critical illness–related cognitive impairment on individuals and society includes financial costs, inability to return to work, impairments in instrumental activities of daily living (financial management, medication management, shopping, home care), reduced quality of life, and caregiver burden. Efforts need to be directed not only at modifying risk factors but also at attempting to prevent, treat, and remediate deficits.
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50

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

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