Relevant bibliographies by topics / Theory of Cognitive Mediation

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

Academic literature on the topic 'Theory of Cognitive Mediation'

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

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Journal articles on the topic "Theory of Cognitive Mediation"

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Kaufman, Ruth. "The Process of Experiencing Mediated Learning as a Result of Peer Collaboration Between Young Adults With Severe Learning Difficulties." Journal of Cognitive Education and Psychology 5, no. 2 (January 2005): 215–16. http://dx.doi.org/10.1891/194589505787382540.

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Mediated learning is an interpersonal experience in which the mediator’s role is to develop in the mediatee functions essential for learning. The mediator focuses on the mediatee while identifying, analyzing, formulating, and solving problems related to everyday life and formal education frameworks. This study was focused upon the mediators, their experience in mediated learning, and the development of mediational abilities and cognitive functions as a result of social goals.Mediation was carried out in pairs and in a group format. The group was composed of low-functioning young adults suffering from severe learning problems. They acted in pairs, using a peer mediating activity, and also worked in the group to replicate their actions as well as to study the theory of mediated learning, its procedure, and its activities. The tasks were taken from Feuerstein’s cognitive intervention program, Instrumental Enrichment.Such a framework allowed me to identify and capture different aspects of students’ cognitive functioning as well as their inter- and intrapersonal mediation. Each student had to play different roles, sometimes acting as mediator to another member of the group, and thus focusing on his/her difficulties and needs, and at other times being a mediatee and receiving mediation from another group member. In addition, each student participated in the whole group activity reflecting upon, analyzing, and evaluating his/her own and his/her peer’s actions as well as those of others in the group. All this promoted strong experience in mediated learning, in different distances and modalities. Three different instruments were developed as a means of data collection and analysis: the mediation circular profile, the structural hierarchy of deficient cognitive functions map, and the process analysis flow chart.The study unfolded as a microdevelopmental process with students starting at a very low level of cognitive functioning and mediational ability and gradually progressing toward quite sophisticated methods of interaction, mediation, and problem solving. In the course of such microevolution, each group member developed his/her own position and role within the group and in the group activities.The findings support the theory of Structural Cognitive Modifiability while showing that even low-functioning people, who usually play the role of mediatee, can be mediators. By mediating to other people, they improve their own cognitive functioning, abstract level of thinking, and social and communication skills.
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Tzuriel, David. "Mediated Learning Experience and Cognitive Modifiability." Journal of Cognitive Education and Psychology 12, no. 1 (2013): 59–80. http://dx.doi.org/10.1891/1945-8959.12.1.59.

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The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.
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Maxwell, Bruce, and Christine Tappolet. "Rethinking Cognitive Mediation: Cognitive–Behavioral Therapy and the Perceptual Theory of Emotion." Philosophy, Psychiatry, & Psychology 19, no. 1 (2012): 1–12. http://dx.doi.org/10.1353/ppp.2012.0001.

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Kwon, Hyungil Harry, Do Young Pyun, and Kyong Keun Choi. "The mediating role of perceived value in two different price settings." International Journal of Sports Marketing and Sponsorship 15, no. 3 (April 1, 2014): 27–39. http://dx.doi.org/10.1108/ijsms-15-03-2014-b004.

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This study investigates the mediating effect of perceived value in the relationship between team identification and purchase intention towards licensed apparel within two different price settings (market price and 40% above market price). Considering adaptation level theory, cognitive dissonance theory and dual information processing, it is hypothesised that team identification will directly influence purchase intention when the price of a product decreases. Two models (partial mediation and full mediation) were constructed in each price setting and tested using structural equation modelling (SEM). The results indicate that the partial mediation model better fits the data for the 70,000 Won setting and the full mediation model was a better fit for the 90,000 Won setting.
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Gluck, Mark A., and Catherine E. Myers. "Hippocampal mediation of stimulus representation: A computational theory." Hippocampus 3, no. 4 (October 1993): 491–516. http://dx.doi.org/10.1002/hipo.450030410.

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Leng Chua, Bee, Oon-Seng Tan, and Paulina Sock Wah Chng. "Mediated Learning Experience: Questions to Enhance Cognitive Development of Young Children." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 178–92. http://dx.doi.org/10.1891/1945-8959.16.2.178.

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Mediated learning experience (MLE) stresses that the quality of interaction between the child and the environment via a human mediator plays a pivotal role in the cognitive development of the individual. Feuerstein’s theory of structural cognitive modifiability posited that humans have the propensity to change the structure of their cognitive functioning. Therefore, teachers and practitioners can intervene early during early childhood to potentially enhance cognition functions of young children, which will prepare them for successful adaptation to the rapidly changing environment. This article rides on the theoretical underpinnings of Feuerstein’s theory of MLE to elaborate appropriate use of questions to enhance cognitive development during early childhood. Essentially, appropriate conditions foster the mediation of intentionality and reciprocity, meaning, and transcendence, the three parameters necessary for mediated interaction to take place and questions are used to mediate the parameters as we scaffold through teacher–student interactions.
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Garland, Howard. "A cognitive mediation theory of task goals and human performance." Motivation and Emotion 9, no. 4 (December 1985): 345–67. http://dx.doi.org/10.1007/bf00992205.

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Iwaszuk, Marta. "On cognitive tensionsm." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 415–31. http://dx.doi.org/10.15503/jecs2021.2.415.431.

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Aim. The foundation of symbolization is a substitution: a mediation between a Representamen and Object. The paper leverages this core mechanic to examine the substitutions within the conscious and unconscious parts of the mind, which compose every act of thinking. Recognizing it is a single instance: the Ego, which regulates this parallel mediation, the paper focuses on the exploration of dichotomies that result from the necessity to perform two symbolizations simultaneously. Concepts. The study’s theoretical framework is determined by Charles S. Peirce’s (1998) concept of sign and Melanie Klein’s (1948) psychoanalytic theory. From semiotic and psychoanalytic angles, this paper explores possible comprehensions of the object in the quasi-mind (Interpretant in infinite semiosis) and actual realization of code in the act of individual thinking (Ego mediating between conscious and unconscious symbolization). Results and conclusion. The main result of the study is the exposure of dichotomies that structure the shared ground for the conscious and the unconscious symbolization. This, in turn, highlights tangible constraints that the mind is subjected to in the act of thinking. Cognitive value. The study’s main contribution is the high-level scheme of dynamics that hold the Ego in reality through the means of unconscious and conscious symbolization. The study also incorporates into coherent model unexamined aspects of individual sign usage: it deploys psychic continuity into the conscious symbolization process (by basing the model on the instance of Ego), which allows addressing the issues arising at the border of conscious and unconscious symbolization.
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Peng, Changmin, Jeffrey Burr, Sae Hwang Han, Kyungmin Kim, and Jan Mutchler. "Volunteering and Cognitive Health Among Middle-Aged and Older Adults: The Mediating Role of Friendship." Innovation in Aging 4, Supplement_1 (December 1, 2020): 415–16. http://dx.doi.org/10.1093/geroni/igaa057.1340.

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Abstract We lack knowledge about the underlying mechanisms that link formal volunteering to cognitive health. Friendships can be formed and improved through volunteering. Friendship is also beneficial to cognitive health as it often involves sharing information and promoting social interactions. This study investigated the potential mediating role of friendship (i.e., the number of close friends and the quality of friendships) for the association between volunteering (i.e., volunteering status and volunteering hours) and episodic memory among middle-aged and older adults in the United States, using data from the 2014 wave of the Health and Retirement Study (N = 6,029). Moderated mediation models were employed to test the mediation role of friendship for the association between volunteering and cognition for two age groups, middle-aged adults (age 50-64, n = 2,441) and older adults (age 65+, n = 3,588). The results showed that the quality of friendships, but not the number of close friends, mediated the relationship between volunteering (both status and hours) and episodic memory for middle-aged adults. However, mediation effects of friendship were not discovered for older adults. Our findings emphasize the important role of the quality of friendship in understanding the cognitive benefit of volunteering among middle-aged adults. For older adults, the nonsignificant effects of friendship may be consistent with socioemotional selectivity theory, suggesting that older adults may not use volunteering to expand their social networks. Instead, they may participate in volunteer work for other reasons in the context of shrinking social networks.
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Scholten, Marc, and Steven J. Sherman. "Tradeoffs and theory: The double-mediation model." Journal of Experimental Psychology: General 135, no. 2 (2006): 237–61. http://dx.doi.org/10.1037/0096-3445.135.2.237.

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Dissertations / Theses on the topic "Theory of Cognitive Mediation"

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Bagnall, Jamie. "A Field Test of Garland's Cognitive Mediation Theory of Goal Setting." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc501053/.

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The present study examined Garland's cognitive mediation theory of goal setting in a three-minute basketball shooting task. The effects of different goal conditions were also investigated along with achievement motivation and self-motivation as mediating constructs of performance. Subjects (N=150) were males and females, assigned to one of five goal conditions: "do your best", easy, moderate, hard, and improbable. Results indicated no performance differences between the different goal conditions, with subjects in the "do your best" condition performing as well as subjects in the other goal conditions. Results also yielded partial support for Garland's cognitive mediation theory with task goals influencing performance through its influence on performance expectancy. Furthermore, a negative correlation between achievement motivation and performance was found for females in the improbable goal condition and a positive correlation was found between self-motivation and performance for females in the easy goal condition.
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Lyndon, Edward Harry. "Conceptual mediation : a new theory and a new method of conceptual change /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phl988.pdf.

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Williams, David Michael. "Multi-Phase Mediator Analysis of a Social Cognitive Church-Based Physical Activity Intervention." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11173.

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This study tested an integrated social cognitive model of physical activity intention formation, onset, and maintenance among sedentary participants (N = 465) in a church-based, social cognitive, physical activity intervention. Three separate models were tested via structural equation modeling. Each model provided a good fit to the data. The models explained 28%, 19%, and 9% of the variance in intention formation, physical activity onset, and physical activity maintenance, respectively. Consistent with hypotheses, self-efficacy mediated the effect of positive outcome expectancy on behavioral intention, adoption of behavioral strategies mediated the effect of the intervention on physical activity onset, and maintenance of self-efficacy mediated the effect of the intervention on physical activity maintenance. Contrary to hypotheses, change in self-efficacy from baseline to post-assessment and perceived satisfaction with intervention outcomes did not have effects on physical activity onset or maintenance. The findings provide preliminary evidence that physical activity intention formation, onset, and maintenance are distinct processes driven by different determinants before, during, and following a social cognitive physical activity intervention.
Ph. D.
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Brown, Alison Fiona. "An investigation into the pedagogy in a maintained nursery with provision for children with severe and complex additional needs using sociocultural approaches to explore the mediation of cognitive development and inclusion." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5108/.

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The research was a case study into the pedagogy in a maintained nursery with a specialist provision for children with severe and complex additional needs (AN). It used conceptual frameworks developed within a sociocultural approach from Vygotsky’s (1978) theory to investigate the mediation of children’s cognitive development and inclusion, regarded as participation, by the pedagogy and practitioners. Rogoff’s (1995) Three Planes of Analysis was adopted as a unifying conceptual framework to represent the pedagogy. Data was collected from: semi-structured interviews with 13 practitioners working with children with and without AN in the mainstream and specialist provision; observations of Mediated Learning Experiences (MLEs) between practitioners and children with and without AN, and observations of two children, one with and one without AN during a session in the nursery. A thematic analysis of the data (Braun and Clarke, 2006) suggested themes relating to practice, learning and cognitive development and participation within the community plane; mediation of learning and cognitive development within the interpersonal plane and mediation of participation within the personal plane. Cultural Historical Activity Theory (CHAT) (Engeström, 1999) was used to show the interconnected activity systems that constituted the pedagogy within and between these three planes. Implications for EP practice were suggested.
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Scotland, James. "Participating in a shared cognitive space : an exploration of working collaboratively and longer-term performance of a complex grammatical structure." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32739.

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Qatar’s education system has recently been subjected to a process of deep structural reform. One of the beliefs which underpins this reform is the assumption that learner-centred pedagogy is more effective than traditional teacher-centred pedagogy. However, there is limited empirical evidence from a Qatari classroom context regarding the effectiveness of using learner-centred pedagogies. This lack of empirical evidence extends to the teaching of English as a foreign language. This study employed Vygotskian sociocultural theory as a lens to investigate the effects of working collaboratively on learners’ longer-term performance of two grammatical structures, the simple past passive and the present continuous passive, as well as the cognitive processes involved. Interventionist dynamic assessment was used to quantify the linguistic performance of male Arabic undergraduate EFL learners (N = 52) three times (pretest, posttest, and delayed posttest) over a 12-week period. In-between the pretest and the posttest, six form-focused treatment tasks were administered. The experimental group (n = 20) completed the treatment tasks collaboratively; the comparison group (n = 16) completed the treatment tasks individually; and the control group (n = 16) did not complete the treatment tasks. In addition, the genetic method was employed to trace the linguistic development of four participants in the experimental group. These four participants were audio-recorded as they collaboratively completed each treatment session. Mood’s median test (Mood, 1954) found a pretest to posttest statistically significant difference (M = 7.70, df = 1, p = 0.01) between the performances of the experimental and control groups for the structure of the simple past passive which is moderate to large in size (Cramér’s V = 0.46). However for both target structures, no statistically significant difference was found between the experimental group and the comparison group, suggesting that the treatment condition of working collaboratively was not more effective in promoting learners’ linguistic development than the treatment condition of working individually. Additionally, the descriptive statistics revealed high levels of individual variation. Of the four participants who were audio-recorded, the journey of one learner is presented. This data was analysed using a microgenetic approach with LREs (Swain and Lapkin, 1995, 1998, 2002) as the unit of analysis. The microgenetic analysis shows how working collaboratively provides learners with access to a shared cognitive space. Within this space, they can employ language as a cognitive tool to access other-regulation from their peers and deploy their own self-regulatory strategies. The experience of an individual was explored within the context of the linguistic gains made by the collective to whom he belongs. Thus, even though the statistical analysis of the results suggests that working collaboratively is not more effective in facilitating learners’ linguistic development than working individually, the process of language learning has been connected to the outcome of language learning through the results of the descriptive statistics and the microgenetic analysis. This study contributes to a better understanding of: the types of pedagogies that may be effective in a Qatari undergraduate context, why collaborative learning can be effective, how knowledge which is initially social can take on a psychological function, and how the Vygotskian sociocultural methodologies of the genetic method and dynamic assessment can be integrated into an SLA design.
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D'Alessandro, David U. "Development and validation of the Child and Adolescent Dysfunctional Attitudes Scale : tests of Beck's cognitive diathesis-stress theory of depression, of its causal mediation component, and of developmental effects." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84500.

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Beck's cognitive diathesis-stress theory has generated much research into the etiology of depression. Central to the theory are depressogenic schemata that interact with stressors, resulting in increases in depressive symptomatology. These schemata are commonly assessed using the Dysfunctional Attitudes Scale (DAS). Importantly, the DAS was not designed for use in children---it has been validated with adults and contains advanced language. Thus, the Child and Adolescent Dysfunctional Attitudes Scale (CADAS) was developed.
Study 1 sought to psychometrically validate the CADAS. 453 children completed the CADAS item pool and measures assessing divergent validity. The CADAS was readministered 3 weeks later. Items were retained based on item-total correlations, internal consistency, and factor analyses. The finalized CADAS is a 22-item self-report measure with a unidimensional factor structure and sound psychometric properties.
Study 2 tested Beck's theory using the CADAS to assess depressogenic schemata as a vulnerability factor for depression. An independent sample of 241 children completed the CADAS and a measure of depression one week before receiving school report cards (Time 1). The morning after receiving reports (Time 2), stress was assessed by obtaining parents' reactions to reports, and with an index of children's subjective acceptable grades compared to actual grades. Five days later (Time 3), depression was reassessed.
As hypothesized, regression analyses collapsing across age revealed that Time 1 CADAS interacted with Time 2 parental stress to predict changes in depression from Times 1 to 3. High-CADAS children showed greater increases in depression relative to low-CADAS children when facing the stress of parental anger and disappointment regarding their grades. Consistent with cognitive-developmental theory, planned supplemental analyses indicated that the CADAS x stress interaction predicted depressive changes only in older, formal-operational children. The relationship between the CADAS x stress interaction and depressive changes was mediated by negative views of the self, but not by views of the world or of the future.
This work yields a measure of depressogenic schemata in school-aged children that further contributes to understanding their etiology of depression. These schemata, together with negative views of oneself, may be important targets for modification in the cognitive therapy of childhood depression.
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BAUDEL, Roberta Macedo. "Condicionantes e resultados da utilização de um novo sistema de informações gerenciais: um estudo da adoção do SIGProj na Extensão da UFPE." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/18584.

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O presente trabalho propôs pesquisar aspectos decorrentes da adoção de um Sistema de Informação Gerencial (SIGProj), no contexto da Extensão Universitária da UFPE, tomandose como base as premissas da Teoria da Mediação Cognitiva e a perspectiva da Sociomaterialidade. Para essa investigação, realizou-se uma pesquisa quantitativa com dados coletados de 173 extensionistas através de questionário estruturado (online), buscando averiguar os diferentes níveis de apropriação do SIGProj, suas implicações e impactos individuais e institucionais, descrevendo elementos envolvidos nos resultados. A fundamentação teórica abordou três grandes temas: Mudanças Organizacionais, Tecnologias nas Organizações e Universidades Públicas Brasileiras, detalhando sobre Inovação tecnológica, Sistemas de informação, Extensão Universitária e sua Sistematização. O presente trabalho evidenciou a relevância em estudar fenômenos que envolvem a interação entre tecnologias e organizações, em diferentes níveis de análises, verificando como essas tecnologias, recorrentemente reforçam e transformam configurações estruturais da organização, fazendo destaque à Hipercultura como viabilizadora da incorporação e domínio das tecnologias digitais. Com respeito ao tratamento dos dados, realizaram-se análises estatísticas descritivas e inferenciais auxiliadas pela Teoria das Facetas. Os objetivos foram atendidos e as hipóteses foram adequadamente confirmadas, onde características hiperculturais dos extensionistas mostram-se relevantes para a apropriação de uma ferramenta tecnológica, bem como, diferentes formas de apropriação, determinam diferentes práticas na microdinâmica estudada. Dois importantes achados indicaram que a delegação pode apresentar tanto efeito positivo, quanto negativo, a depender do nível de apropriação do indivíduo e que, o uso da ferramenta em situação cumulativa de papeis aumenta o nível dessa apropriação. Considerações finais e recomendações enfatizam a necessidade de melhores interações com a tecnologia digital, a fim de propiciar melhoria nos resultados.
The present work has proposed to research aspects as result of the adoption of a Management Information System, namely SIGProj in the context of The University Extension at UFPE, having as basis the premises of Theory of Cognitive Mediation and the Sociomateriality perspective. In order to conduct the investigation, a quantitative survey was performed by gathering data from 173 members of The Department of Extensão through an online-based structured questionnaire, aiming to explore the different appropriation levels of the SIGProj, its implications, as well as the individual and institutional impacts, thus describing the elements involved in the results. The theoretical foundation addressed three major themes: Organizational Change, Technologies in Organizations and Brazilian Public Universities, while providing details related to the Technological Innovation, Information Systems, University Extension and its Systematization. The present work evidenced the relevance of studying phenomena that encompass the interaction between technologies and organizations at different levels of analyses, by verifying how these technologies recurrently reinforce and transform structural configurations of the organization, with particular emphasis on the Hyperculture as enabler of the assimilation and know-how of the digital technologies. With regard to data processing, descriptive and inferential statistics analysessupported by the Teoria das Facetas were performed. The objectives were accomplished, as well as the hypotheses were properly ratified. Hypercultural characteristics of Extension members evidenced their relevance for the appropriation of a technological tool, as well as different forms of ownership determine different practices in the micro-dynamics covered in the study. Two important findings indicated that the delegation may have positive effects, or negative, depending on the individual mastery level and that the use of the tool in cumulative situation of roles increases the level of this mastery. Conclusions and recommendations emphasize the need for better interaction with digital technology in order to provide improved results.
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ASFORA, Silvia Cauás. "Fatores condicionantes da relação entre indivíduos e a Iead: hipercultura, atitudes, desempenho e satisfação." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17166.

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A Educação a Distancia mediada pela internet (iEaD) é uma modalidade de ensino na qual a mediação didático-pedagógica dos processos de ensino e aprendizagem ocorre com a utilização das Tecnologias de Informação e Comunicação (TIC’s), estando os estudantes e professores desenvolvendo atividades educativas em lugares ou tempos diversos. O objetivo deste estudo é investigar como a hipercultura está relacionada ao sucesso dos indivíduos em atividades de iEaD no contexto de cursos voltados para conteúdos ligados à administração de empresas, considerando as influências intervenientes de variáveis psicossociais e educacionais. O trabalho em questão apoia-se em três estudos hipotético-dedutivos, observacionais e transversais, possuindo como marco teórico a Teoria da Mediação Cognitiva (TMC) e o conceito de hipercultura. A estratégia utilizada na pesquisa foi quantitativa, seguida de análises estatísticas dos dados; quanto ao meio de investigação, foram utilizadas pesquisas de campo tipo survey com coleta de dados primários; para instrumento de coleta de dados, foram utilizados questionários e também bases de dados institucionais de uso e desempenho em sistemas de iEaD. Na análise e interpretação dos dados, foram utilizados métodos estatísticos diversos bem como conceitos da teoria das probabilidades. A sociodemografia das amostras foi caracterizada por meio de estatística descritiva, o mesmo ocorrendo com as principais variáveis dependentes. Testes de hipótese e coeficientes de correlação foram utilizados para avaliar o grau de associação entre pares de variáveis. A análise de aglomerados, análise fatorial, smallest space analysis e a teoria das facetas foram usadas para avaliações multivariadas. Em função dos resultados obtidos, foram empregadas ainda técnicas de regressão múltipla para o levantamento de modelos e análises de confiabilidade para determinar a consistência de indicadores. Os resultados da pesquisa revelaram que o sucesso de alunos no iEaD depende da combinação do grau de internalização da hipercultura dos alunos com o grau de hiperculturalidade do curso. A hiperculturalidade dos alunos está positivamente correlacionada a um melhor desempenho e a uma menor evasão quando os cursos apresentam características mais hiperculturais. Alunos de baixa hiperculturalidade tendem a um melhor desempenho, menor insatisfação e menor evasão em curso menos hiperculturais. Cursos de baixa hiperculturalidade exercem influência negativa nos alunos de alta hiperculturalidade levando-os a um pior desempenho e à evasão. Foi evidenciado também que as atitudes de demandantes do ensino superior em relação ao iEaD são positivamente influenciadas pelo seu grau de internalização da hipercultura e que existe correlação positiva e estatisticamente significativa entre os valores atribuídos a todos os aspectos do iEaD e a disposição em cursar o ensino superior nesta modalidade. Foi também observado que a hipercultura está associada a um determinado tipo de cognição (pensamento visual, busca por atualização e obtenção de notícias) e também associada a determinados tipos de atitudes (abertura, extroversão, sociabilidade)
Internet based distance education (iEaD) comprises teaching methods in which the didactic-pedagogic mediation of the teaching processes occurs with the use of Information and Communication Technology (ICT), with teachers and students developing educational activities in different sites at different times. The main goal of this research work is to investigate the hyperculture related with individuals accomplishments on iEaD, associated to Business Administration courses, considering the influence of psycho-social and educational variables. This research is based on three hypothetic-deductive, observational, and cross-sectional studies, using Cognitive Mediation Theory and Hyperculture as theoretical framework. This research utilizes a quantitative strategy, followed by data statistical analysis. Data collection was driven by students' surveys, as well as online institutions' information regarding iEaD use and performance. Data analysis was based on various statistical methods, and probability theory. The sampling frame socio-demographic aspect, as well as the dependent variables, were defined by descriptive statistics. Hypothesis tests and correlation coefficients were used to measure the degree of association between variables. Multivariate evaluation utilized cluster sample analysis, factorial analysis, smallest space analysis, and facet theory. On the basis of the results, consistency indicators were determined by using multiple regression techniques and reliability analysis. The results obtained showed that students' performance is based on students specific levels of Hyperculture and iEaD courses hyperculture. When students and courses are hypercultural, better performance and lower drop rate were found. Less hypercultural students have better performance with less hypercultural courses. Courses with less hypercultural aspects have a negative influence on hypercultural students showing a lower performance and higher drop rate. Students' attitude towards internet based distance education (iEaD) is influenced by their hypercultural aspects. There is a correlation between iEaD course value and the desire to take online classes for post-secondary education. This research also found that hyperculture is associated with some kinds of cognition (visual thinking, search for up-to-date information, news search), and attitudes (openness, extroversion, socialization).
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Van, Gestel Gregory. "Expanding Mediation Theory : Gang Conflict and Mediation in El Salvador." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352965.

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The field of mediation within peace and conflict studies has remained almost entirely focused on state-based armed conflicts and traditional non-state armed groups (NSAG). This restricts our ability to address other actors and emerging forms of conflict in non-conflict and post-conflict settings. This includes a certain classification of gangs who display strong similarities to typical NSAGs. This study analyses gang mediation and its effects on levels of violence in gang conflicts in El Salvador through the lens of traditional mediation theory from the field of peace and conflict studies. It seeks to answer the question, how does mediation influence levels of violence within gang conflicts? More specifically, addressing the hypotheses that, mediation between gangs, and government support for mediation, will likely lead to lower levels of violence. Using a qualitative comparative case study method, employing a structured, focused comparison between three different time periods in El Salvador, I find support for both hypotheses, showing that gang mediation leads to a significant reduction in violence albeit conditional on government support. In addition, factors such as dialogue, information sharing, leverage, concessions and the signing of an agreement are essential in the process between mediation and lower levels of violence.
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Fu, Ho-ying, and 符可瑩. "The social cognitive mediation of multiple enculturation and values." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31238476.

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Books on the topic "Theory of Cognitive Mediation"

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Alfini, James J. Mediation theory and practice. New Providence, NJ: LexisNexis, 2013.

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

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Ayres, Paul L. (Paul Leslie) and Kalyuga Slava, eds. Cognitive load theory. New York: Springer, 2011.

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Sweller, John, Paul Ayres, and Slava Kalyuga. Cognitive Load Theory. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4.

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Plass, Jan L., Roxana Moreno, and Roland Brunken, eds. Cognitive Load Theory. Cambridge: Cambridge University Press, 2009. http://dx.doi.org/10.1017/cbo9780511844744.

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Sychev, Vasiliy. General cognitive theory. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1819022.

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For its 125th anniversary, the famous magazine "Science" has published a list of the greatest mysteries that modern science has not yet solved. In the second place, the authors of the journal, the best scientists in the world, placed the question of the biological basis of consciousness. The general cognitive theory presented in this monograph provides an answer to this important question, as well as to many other equally important ones. Is it possible to create an artificial intelligence that can realize itself? How do we master the language? How has the culture been preserved for thousands of years? For students and teachers, as well as anyone interested in the problems of the peculiarities of the functioning of the psyche and its formation.
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Murphy, Jane C. Family mediation: Theory and practice. Newark, NJ: LexisNexis, 2009.

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Irving, Howard H. Family mediation: Theory and practice. [Toronto, Ont.]: University of Toronto, Faculty of Social Work and Faculty of Law, 1992.

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Robert, Rubinson, ed. Family mediation: Theory and practice. Newark, NJ: LexisNexis, 2009.

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S, McKnight Marilyn, ed. Family mediation casebook: Theory and process. New York: Brunner/Mazel, 1988.

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Book chapters on the topic "Theory of Cognitive Mediation"

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(Kobus) Kok, Jacobus, and Barney Jordaan. "The Metanarraphors We Lead and Mediate by: Insights from Cognitive Metaphor Theory in the Context of Mediation in a VUCA World." In Contributions to Management Science, 1–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98884-9_1.

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Tzuriel, David. "Peer-Mediation Versus Mother–Child Mediation." In Mediated Learning and Cognitive Modifiability, 355–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75692-5_12.

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von Oertzen, Jürgen. "Grounded Theory in der Mediationswissenschaft." In Mediation erforschen, 207–21. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18685-6_9.

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Hartmann, Henrik. "Grounded Theory als Methodik der empirischen Mediationsforschung." In Mediation erforschen, 187–205. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18685-6_8.

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Gabbay, Dov M., and Karl Schlechta. "Theory Update and Theory Revision." In Cognitive Technologies, 219–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04407-6_8.

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Faux, Robert. "Cognitive Theory." In Encyclopedia of Critical Psychology, 249–53. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_451.

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Ehring, Thomas. "Cognitive Theory." In The Wiley Handbook of Anxiety Disorders, 104–24. Chichester, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118775349.ch8.

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Phillips, Linda M., Stephen P. Norris, and John S. Macnab. "Cognitive Theory." In Visualization in Mathematics, Reading and Science Education, 35–41. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8816-1_4.

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Vilches Such, Virginia, Alain Laurent Verbeke, and Carrie Menkel-Meadow. "Mandatory Workplace Mediation." In Advancing Workplace Mediation Through Integration of Theory and Practice, 145–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42842-0_9.

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Whiting, Harold T. A. "Mediation in Learning Complex Cyclical Actions." In Cognitive and Neuropsychological Approaches to Mental Imagery, 269–77. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-1391-2_25.

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Conference papers on the topic "Theory of Cognitive Mediation"

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Jurčec, Lana, Tajana Ljubin Golub, and Majda Rijavec. "TEACHERS' WELLBEING: THE ROLE OF CALLING ORIENTATION, JOB CRAFTING AND WORK MEANINGFULNESS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact035.

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"People who consider their work as a calling find it fulfilling, purposeful, and socially useful, thus leading to higher levels of well-being. Since work is a central part of the identity of people with calling orientation and represents one of the most important domains of their lives, we assume that they are more prone to craft their job. They tend to make the physical and cognitive changes in the task or relational boundaries of their work in order to make it more meaningful. Both experiencing work as a calling and job crafting are found to be associated with numerous positive outcomes such as increased job satisfaction, psychological well-being and sense of meaning. This study adds to literature by exploring simultaneously the role of both calling orientation and job crafting in primary teacher’s wellbeing. The aim of the study was to explore the relationship between teachers calling orientation, job crafting, work meaningfulness and well-being. In light of the literature on work meaningfulness and psychological well-being, a serial mediation model was proposed with job crafting and work meaningfulness mediating the relationship between teacher calling orientation and teacher flourishing. The sample consisted of 349 primary school teachers (95% female) from public schools in northern western region of Croatia. They have on average 22 years of teaching experience (ranged from 0-43 years). Self-report measures of calling orientation (Work-Life Questionnaire), job crafting (Job Crafting Scale), work meaning (Work Meaningfulness scale) and flourishing (Flourishing Scale) were used. The findings revealed that the job crafting via increasing structural job resources mediated the relationship between calling orientation and work meaningfulness. Furthermore, the results supported the proposed serial mediation between calling orientation and flourishing via increasing structural job resources and increasing work meaningfulness. Based on these findings, several practical implications can be noted. First, interventions aimed at helping teacher view their job as a calling should be promoted in schools. Second, teachers should be encouraged to cultivate job crafting as it is an important path to meaningfulness in work context and overall psychological wellbeing. This is specially the case for increasing structural job resources, such as autonomy and variety at work."
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Saade, Raafat, Fassil Nebebe, and Tak Mak. "Canada - China Cultural Differences in E-learning: A Motivation Perspective." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3346.

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There are relatively few empirical studies that examine cultural differences in students’ beliefs and use of web-based learning systems. Asian and Western countries have different systems of thought which are rooted in their respective national culture. Although there are a number of theories to explain individuals’ behavior within different cultures, there are few that focused on web-based learning differences. In this study, we investigate the motivational differences among Chinese and Canadian online learners. We enhance our body of knowledge in two respects: moderating and mediating effects of intrinsic motivation in the two groups and the use of the ‘cognitive system of thought’ theory to extract meaning from the results.
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Kaptelinin, Victor. "Designing mediation." In ECCE '15: European Conference on Cognitive Ergonomics 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2788412.2788413.

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"Explaining Performance Using a Multi-Media Tool." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4354.

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Aim/Purpose: Multimedia has been accepted as an enhanced learning medium. We present in this paper the application of a multimedia tool to teach the entity relationship diagram and its effect on performance. Background: Based on the theory of flow and, more specifically, cognitive absorption and perceptions (usefulness and, ease of use, attitudes and intentions) we propose a model to explain performance after using a multimedia tool. Methodology: A survey methodology approach was used. Structural equation modeling was performed to test the model hypotheses. Contribution: Empirical work on the effects of multimedia on learning is relatively little and its effect on performance is not studied. Findings: Impact of cognitive absorption on perceptions is strong and intentions play an important role in mediating the relationship between attitudes and performance. Recommendations for Practitioners: Need to consider flow by including competition and gaming into multimedia learning tools. Also, practitioners need to integrate leveling capabilities to the multimedia experience. Recommendation for Researchers: Empirical studies on the impact of flow variables such as boredom, anxiety, enthusiasm on performance.
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Genis, Marta. "NEW PERSPECTIVE FOR EDUCATION: COGNITIVE AND RELATIONAL MEDIATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0085.

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TAYLOR, TOMASZ R. "GRAVITATIONAL MEDIATION OF SUPERSYMMETRY BREAKING IN SUPERSTRING THEORY." In Proceedings of the 10th International Symposium. World Scientific Publishing Company, 2005. http://dx.doi.org/10.1142/9789812701756_0077.

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Nogueira, Tiago do Carmo, Eudes de Souza Campos, and Deller James Ferreira. "Cognition Developing of Computer Higher Education Students Through Gamification in the Algorithm Teaching-Learning Process." In XXVI Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/wei.2018.3484.

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The scientific logical reasoning became an important skill in the students' cognitive development in algorithm teaching-learning processes, stimulating their reasoning and creativity. From this perspective, gamification has been adopted as a mediating tool in this process. Studies report that the inclusion of gamification in algorithm teaching-learning processes stimulates the students to develop new skills, making the knowledge more efficient. Therefore, this paper's purpose is to measure and understand the cognitive development and the experiences lived by students at the addition of gamification in algorithm teaching, evaluating the scientific logical knowledge acquired by them. Consequently, 44 computer higher education students were selected. They were divided into two groups: students that used the Gamification-Mediated Algorithm Teaching Method and those who participated in the traditional teaching method. To evaluate the cognitive development between these two groups, the Scientific Logical Reasoning Test was applied. The results showed that a significant number of students that used the Gamification-Mediated Algorithm Teaching Method reached the transitory intermediary and transitory scientific knowledge levels, with greater right answer rates. We also noticed that both genders gave more right answers using the gamification-mediated algorithm teaching method.
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Fiorina, Jocelyn. "Highlight on Game Theory." In Cognitive Wireless Communications. Società Editrice Esculapio, 2012. http://dx.doi.org/10.15651/978-88-748-8515-2_a.

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Vankova, Katarina. "Study of Civil Dispute Resolutions by Social Mediation Services in Civil Law." In 4th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.9.

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Nilchian, Masih, Vahid Aref, and Mohammad Reza Aref. "Partial cognitive relay channel." In 2009 IEEE Information Theory Workshop on Networking and Information Theory (ITW). IEEE, 2009. http://dx.doi.org/10.1109/itwnit.2009.5158599.

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Reports on the topic "Theory of Cognitive Mediation"

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Zhang, Jiajie, and Todd R. Johnson. Toward A Cognitive Theory of Direct Interaction. Fort Belvoir, VA: Defense Technical Information Center, August 2000. http://dx.doi.org/10.21236/ada381753.

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Sampson, James P., Debra S. Osborn, Emily Bullock-Yowell, Janet G. Lenz, Gary W. Peterson, Robert C. Reardon, V. Casey Dozier, Stephen J. Leierer, Seth C. W. Hayden, and Denise E. Saunders. An Introduction to Cognitive Information Processing Theory, Research, and Practice. Florida State University Libraries, August 2020. http://dx.doi.org/10.33009/fsu.1593091156.

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The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational behavior and career intervention, and CIP theory related to career interventions. The first main section describes CIP theory, including the evolution of CIP theory, the nature of career problems, theoretical assumptions, the pyramid of information processing domains, the CASVE Cycle, and the use of the pyramid and CASVE cycle. The second main section describes CIP theory-based research in examining vocational behavior and establishing evidence-based practice for CIP theory-based career interventions. The third main section describes CIP theory related to career intervention practice, including theoretical assumptions, readiness for career decision making, readiness for career intervention, the differentiated service delivery model, and critical ingredients of career interventions. The paper concludes with regularly updated sources of information on CIP theory.
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Pynadath, David V., Mei Si, and Stacy C. Marsella. Modeling Theory of Mind and Cognitive Appraisal with Decision-Theoretic Agents. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada560223.

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Bier, Asmeret Brooke. A cognitive and economic decision theory for examining cyber defense strategies. Office of Scientific and Technical Information (OSTI), January 2014. http://dx.doi.org/10.2172/1147206.

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Hermo, Santiago, Miika Päällysaho, David Seim, and Jesse Shapiro. Labor Market Returns and the Evolution of Cognitive Skills: Theory and Evidence. Cambridge, MA: National Bureau of Economic Research, August 2021. http://dx.doi.org/10.3386/w29135.

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Murphy, Susan E., Dewey Blyth, and Fred E. Fledler. Cognitive Resource Theory and the Utilization of the Leader's and Group Members' Technical Competence. Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada296671.

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Streufert, Siegfried, and Robert W. Swezey. Aspects of Cognitive Complexity Theory and Research as Applied to a Managerial Decision Making Simulation. Fort Belvoir, VA: Defense Technical Information Center, September 1985. http://dx.doi.org/10.21236/ada161376.

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