Relevant bibliographies by topics / Threat (Psychology) Cognitive psychology

Contents

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

Academic literature on the topic 'Threat (Psychology) Cognitive psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Threat (Psychology) Cognitive psychology"

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Berjot, S., C. Roland-Levy, and N. Girault-Lidvan. "Cognitive Appraisals of Stereotype Threat." Psychological Reports 108, no. 2 (April 2011): 585–98. http://dx.doi.org/10.2466/04.07.21.pr0.108.2.585-598.

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Using the cognitive appraisal conceptualisation of the transactional model of stress, the goal was to assess how victims of stereotype threat respond to this situation in terms of primary appraisals (threat/challenge) and to investigate whether those appraisals may mediate the relation between stereotype threat and performance. Results show that, while participants from North Africa living in France did appraise the situation more as a threat and less as a challenge, only challenge appraisal mediated between stereotype threat and performance.
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Rouel, Melissa, Richard J. Stevenson, and Evelyn Smith. "Examination of Responses Involved in Contamination Aversion Based on Threat Type." Journal of Social and Clinical Psychology 37, no. 2 (February 2018): 83–106. http://dx.doi.org/10.1521/jscp.2018.37.2.83.

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There is evidence that different types of contaminants produce different responses and have different motivations for avoidance. Contaminants directly associated with disease (direct contaminants) are motivated by disgust avoidance, whereas contaminants indirectly associated with disease (indirect contaminants) and contaminants associated with harmful substances (harm contaminants) are motivated by harm avoidance and threat estimations. This study aims to confirm this distinction between contaminant types and examine the role of cognitive load, awareness and time on processing these threats. One hundred and four participants completed three chain of contagion tasks with direct, indirect, and harm contaminants. Cognitive load, awareness of contamination and time were manipulated during the tasks. Consistent with previous findings, direct contaminants produced stronger disgust responses, while harm and indirect contaminants produced stronger threat estimations. Increasing cognitive load did not impact processing of any type of contaminant. There was evidence that a time delay reduced the spread of contagion for all contaminants. This highlights the importance of time in altering the perception of contamination threat. Implications and future research directions are discussed.
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McNally, Richard J., Christopher D. Hornig, Emily C. Hoffman, and Edmund M. Han. "Anxiety sensitivity and cognitive biases for threat." Behavior Therapy 30, no. 1 (1999): 51–61. http://dx.doi.org/10.1016/s0005-7894(99)80045-8.

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Stein, Janice Gross. "Building Politics into Psychology: The Misperception of Threat." Political Psychology 9, no. 2 (June 1988): 245. http://dx.doi.org/10.2307/3790955.

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Krahe, Barbara. "Cognitive Coping With the Threat of Rape: Vigilance and Cognitive Avoidance." Journal of Personality 73, no. 3 (June 2005): 609–44. http://dx.doi.org/10.1111/j.1467-6494.2005.00323.x.

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Murphy, Mary C., Claude M. Steele, and James J. Gross. "Signaling Threat." Psychological Science 18, no. 10 (October 2007): 879–85. http://dx.doi.org/10.1111/j.1467-9280.2007.01995.x.

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This study examined the cues hypothesis, which holds that situational cues, such as a setting's features and organization, can make potential targets vulnerable to social identity threat. Objective and subjective measures of identity threat were collected from male and female math, science, and engineering (MSE) majors who watched an MSE conference video depicting either an unbalanced ratio of men to women or a balanced ratio. Women who viewed the unbalanced video exhibited more cognitive and physiological vigilance, and reported a lower sense of belonging and less desire to participate in the conference, than did women who viewed the gender-balanced video. Men were unaffected by this situational cue. The implications for understanding vulnerability to social identity threat, particularly among women in MSE settings, are discussed.
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Riskind, John H., and Nathan L. Williams. "Cognitive Case Conceptualization and Treatment of Anxiety Disorders: Implications of the Looming Vulnerability Model." Journal of Cognitive Psychotherapy 13, no. 4 (January 1999): 295–315. http://dx.doi.org/10.1891/0889-8391.13.4.295.

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This article describes an approach to cognitive case conceptualization and treatment that is based on the “looming vulnerability” model of anxiety. The model assumes that much of what produces anxiety for people in everyday life, as well as in cases of pathological anxiety, is “looming” from their point of reference, or changing dynamically and step-by-step in time to become increasingly risky. That is, they have a “sense of looming vulnerability” to threat—perceptions of threat as moving toward an endpoint or rapidly rising in risk. Anxious individuals manifest biases in their primary cognitive appraisals (a painful sense that perceived threats are rapidly approaching, changing, or escalating in risk), and in consequence, feel “pressed” to urgently cope with or neutralize the looming threat. The net result of their sense of urgency is that they often select maladaptive, rigid coping strategies (e.g., avoidance and escape) and underestimate their personal efficacy to effectively deal with the oncoming dynamic threats (i.e., biased secondary appraisal). We suggest that anxiety is often based on dynamic, story-like scripts, called progressive threat scripts. The present article identifies several ways that cognitive therapists can conceptualize, identify, and modify features of patients’ mental simulations of present or developing threat (i.e., distance, motion, speed, and perspective). The article also addresses several features of anxious patients’ response to threat that are relevant to cognitive case conceptualization and treatment (i.e., generating alternative simulations, time structuring, proactive coping, and the enhancement of dynamic personal efficacy for dealing with rapidly rising risk).
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van Niekerk, Jan K., André T. Möller, and Charl Nortje. "Self-Schemas in Social Phobia and Panic Disorder." Psychological Reports 84, no. 3 (June 1999): 843–54. http://dx.doi.org/10.2466/pr0.1999.84.3.843.

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A modified Stroop color-naming task was used to investigate whether social phobia and panic disorder are associated with a hypervigilance to social and physical threat-related cues, respectively, as predicted by Beck's cognitive theory of anxiety disorders. Color-naming latencies of 13 individuals with social phobia and 15 with panic disorder for words representing social and physical threats, respectively, were compared to matched neutral control words. The results did not support the hypothesis that the self-schemas of individuals with panic disorder are hypersensitive to information association with physical threat and that persons with social phobia are overly concerned with social threat.
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Manuel, G. Calvo, and M. Dolores Castillo. "Mood congruent Bias in Interpretation of Ambiguity Strategic Processes and Temporary Activation." Quarterly Journal of Experimental Psychology Section A 50, no. 1 (February 1997): 163–82. http://dx.doi.org/10.1080/713755684.

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Three experiments investigated the tendency of high-anxiety individuals to interpret ambiguous information in a threatening fashion. Priming ambiguous sentences (concerned with ego-threat, physical-threat, or non-threat events) were presented, followed by a disambiguating sentence in which a target word either confirmed or disconfirmed the consequence implied by the priming context. The sentences were presented word-by-word at a predetermined pace. Subjects read the sentences and pronounced the target word (naming task), which appeared either 500 msec or 1,250 msec after the onset of the last word (pre-target word) in the priming context. Results indicated that high-anxiety subjects named target words confirming threats faster than low-anxiety subjects, relative to non-threat words. Furthermore, this interpretative bias is: (a) strategic, rather than automatic, as it occurred with a 1,250-msec SOA, but not with a 500-msec SOA; (b) temporary, as it was found under evaluative stress conditions increasing state anxiety, but not with non-stress; and (c) specific to ego-threats, as it happened with ambiguous information concerning self-esteem and social evaluation, rather than with physical-threat-related information.
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Tipples, Jason, Andrew W. Young, Philip Quinlan, Paul Broks, and Andrew W. Ellis. "Searching for threat." Quarterly Journal of Experimental Psychology Section A 55, no. 3 (August 2002): 1007–26. http://dx.doi.org/10.1080/02724980143000659.

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In a series of experiments, a visual search task was used to test the idea that biologically relevant threatening stimuli might be recognized very quickly or capture visuo-spatial attention. In Experiment 1, there was evidence for both faster detection and faster search rates for threatening animals than for plants. However, examination of the basis of this effect in Experiment 2 showed that it was not due to threat per se, as detection and search rate advantages were found for pleasant rather than threatening animals compared to plants. In Experiment 3, participants searched for the plants and pleasant and threatening animals used in Experiments 1 and 2, among a fixed heterogeneous selection of non-target items. There was no search rate or detection advantage for threatening animals compared to pleasant animals or plants. The same targets and non-targets as those used in Experiment 3 were also used in Experiment 4. In Experiment 4, participants searched for targets that were presented either close to or distant from an initial fixation point. There was no evidence for a “threat” detection advantage either close to or distant from the cross. Finally, an experiment was conducted in which target categories (fruit, flowers, and animals) were not pre-specified prior to each trial block. There were no differences in reaction times to detect pleasant animals, threatening animals, or fruit. We conclude that the visual search paradigm does not readily reveal any biases that might exist for threatening stimuli in the general population.
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Dissertations / Theses on the topic "Threat (Psychology) Cognitive psychology"

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Chamorro, Emilia. "Theories of Nightmares in Cognitive Neuroscience and Psychology." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11496.

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Dreaming is a complex, multimodal and sequentially organized model of the waking world (Metzinger, 2003). Nightmares are a category of dreams involving threatening scenarios, anxiety and other negative emotions (Hartmann, 1998; Nielsen & Levin, 2007). Dreams and nightmares are explored in this present thesis in the light of psychology and modern cognitive neuroscience as to their nature, function and neural correlates. The three main dream theories and their leading investigations are reviewed to evaluate their evidence and overall explanatory power to account for the function of dreams and nightmares. Random Activation Theories (RATs) claim dreams are biological epiphenomena and by-products of sleep underlying mechanisms (Crick & Mitchison, 1983; Flanagan, 1995, 2000a, 2000b, Hobson & McCarley, 1997). Mood regulation theories consider that the psychological function of dreams is to regulate mood and help with the adaptation of individuals to their current environment such as solving daily concerns and recovery after trauma exposure (Hartmann, 1996; Levin, 1998; Stickgold, 2008; Kramer, 1991a, 1991b, 2014). Threat Simulation Theories of dreams present the evolutionary function for dreaming as a simulating off-line model of the world used to rehearse threatening events encountered in the human ancestral environment (Revonsuo, 2000a). With the threat-simulation system, threats were likely to be recognized and avoidance skills developed to guarantee reproductive success. TST consider nightmares to reflect the threat-simulation system fully activated (Revonsuo, 2000a). Supported by a robust body of evidence TST is concluded to be the most plausible theory at the moment to account as a theoretical explanation of dreams and nightmares
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Bissel, Raymond C. "Ego-Threat and Cognitive Coping| Using the Framework of Attachment Theory." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981586.

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This thesis seeks to explore the association between ego threat and coping in terms of cognitive strategies and behavioral tendencies. Moreover, the current study is also intended to use attachment dimensions as an underlying mechanism to understand the impact of ego threat on coping. Within the internal working models of attachment theory, the current study seeks to examine two major questions: (1) what strategies individuals use to cope with ego threatening events: and (2) how attachment associates with coping strategies during various ego-threats conditions? The results had a significant impact when individuals were presented with ego threat scenarios suggest that individuals are most likely to use state coping of emotion focused disengagement followed closely by state coping disengagement while experiencing an ego-threat condition. However, all state coping strategies (e.g., state coping engagement, state coping disengagement, state coping problem focused engagement, state coping emotion focused engagement, state coping problem focused disengagement, and state coping emotion focused disengagement) had a significant impact when individuals were presented with ego-threat scenarios. The results of association between attachment dimensions and state coping strategies across ego-threat conditions were not significant. Further this study implies ego-threat conditions make it more likely for individuals to use dysfunctional coping strategies such as state coping disengagement and emotion focused disengagement. Overall, the study has implications for enhancing our understanding of internal working models of attachment and the tendency for ego-threat to impact coping strategies, emphasizes the potency of ego-threatening events as they impact self-view and efficacy of coping solutions.

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Parren, Nora. "The Cognitive Naturalness of Witchcraft Beliefs : An intersection of religious cognition, threat perception, and coalitional psychology." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2049/document.

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Contenu1) (Introduction) Parren, N. (2017). Le naturel cognitif (possible) des croyances de sorcellerie: une exploration de la littérature existante. Journal de la cognition et de la culture, 17 (5), 396-418.2) Boyer, P., & Parren, N. (2015). L'information liée à la menace suggère la compétence: un facteur possible dans la propagation des rumeurs. PloS un, 10 (6), e0128421.3) Parren, N., & Boyer, P. (Soumis). Préférence pour les sources d'informations liées aux menaces. PloS un4) Parren, N., & Boyer, P. (Soumis). L'effet de vérité: fluidité ou consensus implicite? Conscience et Cognition5) Parren, N., van Leeuwen, F., Miton, H., & Boyer, P. (manuscrit non publié) Mésaventure, Agence, et Contre-Intuitivité Minimale6) Conclusion chapitre
1) (Introduction) Parren, N. (2017). The (possible) Cognitive Naturalness of Witchcraft Beliefs: An Exploration of the Existing Literature. Journal of Cognition and Culture, 17(5), 396-418.2) Boyer, P., & Parren, N. (2015). Threat-related information suggests competence: a possible factor in the spread of rumors. PloS one, 10(6), e0128421.3) Parren, N., & Boyer, P. (Submitted). Preference for Sources of Threat-Related Information. PloS one4) Parren, N., & Boyer, P. (Submitted). The Truth Effect: Fluency or Implicit Consensus? Consciousness and Cognition5) Parren, N., van Leeuwen, F., Miton, H., & Boyer, P. (unpublished manuscript) Misfortune, Agency, and Minimal Counter-Intuitiveness6) Conclusion chapter
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Isgrigg, Adrienne L. "Diagnosis Threat and Cognitive Performance During Pregnancy." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1282334665.

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Burns, Katherine M. "Emergency Preparedness Self-Efficacy and the Ongoing Threat of Disasters." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635102.

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The three studies that follow were designed to advance the field's knowledge of positive coping patterns in response to insidious, ongoing natural and human-generated disaster threat. They will address the following three aims: 1) to create a psychometrically sound measure of self-efficacy as it applies to human-generated and natural disaster events; 2) to test a theory-driven moderation model of emergency preparedness self-efficacy and its role in the relationship between perceived risk and psychological outcomes; and, 3) to examine how the role of emergency preparedness self-efficacy might vary in ethnically diverse populations. Although numerous assessments of disaster mental health functioning exist, the field has lacked continuity of measurement across disasters; a parsimonious, all-hazard measure is needed in order to identify important psychological risk and resilience factors across disasters. In Paper 1, the psychometric properties of the Emergency Preparedness Self-Efficacy (EPSE) scale are evaluated; this scale assesses an individual's perceived self-efficacy with respect to preparation for, and response to emergencies arising in natural and human-generated disasters. Results from undergraduate and community samples suggest reliability and validity of this emergency preparedness self-efficacy measure. Paper 2 examines the moderating roles of both general self-efficacy and domain-specific (emergency preparedness) self-efficacy on the relationship between the ongoing perceived risk of human-made disaster (terrorism) and mental health outcomes. As hypothesized, emergency preparedness self-efficacy (but not general self-efficacy) moderated the relationship between perception of risk and anxiety and perception of risk and general distress. Greater emergency preparedness self-efficacy reduced the impact of risk perception on both mental health outcomes, highlighting the protective function of the contextually specific belief in one's capacity to overcome hardship and exercise control. Paper 3 examines how the moderating effect of emergency preparedness self-efficacy might differ for the ethnic minority subgroup as compared to the Caucasian subgroup. Results revealed that the relationship between perceived risk and anxiety was stronger for individuals with lower levels of emergency preparedness self-efficacy, compared to those with higher levels of emergency preparedness self-efficacy, in the Caucasian subsample. However, the relationship between perceived risk and anxiety did not differ according to level of emergency preparedness self-efficacy in the ethnic minority subgroup. Although preliminary, findings reveal a differing role of self-efficacy in response to ongoing terrorism threat for Caucasian versus ethnic minority individuals. Limitations of these studies are noted and recommendations for future research are provided. However, in combination, these studies provide evidence to support the psychometric properties of a scale for self-efficacy for disasters, which is noticeably absent from the field; highlight intervention opportunities at the individual level; and, demonstrate the need to tailor interventions to differing protective mechanisms across cultural populations.

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Kennedy, Simon G. "The relationship between anxiety vulnerability and stress in the cognitive processing of threat-related information /." Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00000336.

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Richards, Helen. "Visual attention and cognitive biases to threat in anxiety." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/187379/.

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Anxiety disorders are prevalent throughout the lifespan and are associated with a number of negative effects on an individual’s quality of life. A large body of research has adopted a cognitive approach to explore factors that are involved in the development and maintenance of elevated anxiety. Cognitive theories of anxiety emphasise the importance of attentional processes and propose that anxiety is characterised by selective attention to threat (e.g., Mogg & Bradley, 1998), impaired attentional control (Eysenck, Derakshan, Santos & Calvo, 2007) and/or hypervigilance and enhanced threat detection (Eysenck, 1992). This thesis utilised eye movement and reaction time measures to explore the relationship between anxiety and the cognitive mechanisms underlying the localisation and detection of threat. Across four studies the results showed that anxiety was not associated with an enhanced ability to locate threatening stimuli (Experiments 1 and 4). Anxiety was associated with impaired attentional control; individuals with higher levels of anxiety were slower to orient attention towards a task-relevant stimulus in the presence of a threatening distractor (Experiment 2). This effect was apparent even when threatening distractors were presented in peripheral locations, indicating that anxious individuals were able to detect threat within a broad focus of attention. Furthermore, by adopting a broad focus of attention, individuals with higher levels of anxiety were able to integrate threatening information from multiple locations across the visual field; thereby facilitating threat detection in the presence of multiple (vs. single) threats (Experiment 3). Taken together, the findings indicate that anxiety is characterised by a tendency to maintain a broad focus of attention, where this strategy leads to enhanced threat detection and increased distraction from task-irrelevant threat across the visual field
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Broomfield, Niall McIntyre. "Trait anxiety and orienting to threat : a cognitive psychophysiological analysis." Thesis, University of Sheffield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297390.

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Kuhlman, B. Brian. "The test-taking pupil| Effects of depletion, difficulty, and threat on pupil responsivity." Thesis, The University of Utah, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640140.

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Pupil dilation measures provide a useful index of test-taking processes. Prior research has established a simple positive relationship between pupil dilation magnitude and (i) threat levels, (ii) task difficulty levels, and (iii) working memory capacity. Surprisingly few studies have investigated the interaction of these three pupil response drivers. Do they add in a linear fashion, like separate weights on a single scale (as the "load" metaphor suggests), or is their relationship more complicated? To test of this question, I used a 2 X (2 X 3) mixed experimental design with random assignment to working memory resource depletion and nondepletion groups. These groups completed two versions of the same task, where response inhibition is required repeatedly in the depleting but is not required in the nondepleting version. Next, all subjects completed a test (90 factor-multiple judgment items) that employed two levels of difficulty (easy and difficult) and three levels of threat (safe, partially cued threat, and fully cued threat). Test-taking pupil data were collected at 60 Hz using a Tobii eye-tracker. Results indicated that levels of threat and task difficulty independently contribute to pupil response magnitude and they do not moderate one another. Apparently, the effects of difficulty and threat are not moderated by resource depletion; however, this study lacked power to detect anything less than a strong depletion effect. Results indicate that test-taking pupil responses are sensitive to testing conditions (e.g., threat and difficulty), but it remains unclear whether these responses are also sensitive to priming conditions (e.g., resource depletion).

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Scane, Christopher Michael. "Trauma, dissociation and psychosis : investigating the role of cognitive inhibition during threat processing." Thesis, University of Hull, 2016. http://hydra.hull.ac.uk/resources/hull:14400.

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This Portfolio Thesis comprises three parts. Parts one and two are conceptually linked by their focus on the effect of anxiety on cognitive processes in psychosis. Part one is a systematic literature review. Biological views of psychoses such schizophrenia still dominate, but more recently research into the psychological aspects of psychosis has burgeoned. Literature in the field suggests that anxiety interacts with cognitive processes and increases the likelihood of cognitive biases associated with psychosis. The systematic literature review investigates how anxiety affects the cognitive processes associated with the onset and maintenance of psychosis. Part two is an empirical paper. Understanding the interactions between social, emotional and cognitive processes in psychosis holds promise in terms of improving psychosocial interventions. Current research suggests a link between childhood trauma, dissociation and psychosis. Studies of dissociative populations suggest cognitive inhibition, which is implicated in hallucinations, may be adversely affected by threat in psychotic populations. The empirical paper investigates the effect of anxiety on cognitive inhibition in participants with various levels of hallucination-proneness, and the associations between childhood trauma, dissociation and hallucination-proneness. It was hoped that the findings would contribute to the understanding of psychotic experiences and assist in the formulation and treatment of psychosis. Part three comprises the appendices.
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Books on the topic "Threat (Psychology) Cognitive psychology"

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Uruntaeva, Galina. Preschool psychology: a practical course. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/979875.

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The textbook is devoted to the problems of studying the mental development of preschool children (the specifics of the organization, principles, methods). It consists of three sections, which present methods aimed at studying the main activities of a preschooler (play, work, drawing, designing, communication of a child with adults and peers), cognitive processes (attention, speech, perception, memory, imagination, thinking), the most important areas of personality (self-awareness, will, emotional and moral development). Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training "Psychological and pedagogical education" (qualification "bachelor"), it can also be useful for practical psychologists, educators of preschool educational organizations and anyone who is interested in the mental development of a preschooler, the formation of his personality.
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H, Ross Brian, and Markman Arthur B, eds. Cognitive psychology. 4th ed. Hoboken, NJ: John Wiley & Sons, 2005.

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Kellogg, Ronald Thomas. Cognitive psychology. 2nd ed. London: Sage Publications, 2003.

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Kimberly, MacLin M., and MacLin Otto H. 1958-, eds. Cognitive psychology. 7th ed. Boston: Pearson/A and B, 2005.

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Sternberg, Robert J. Cognitive psychology. 2nd ed. Fort Worth: Harcourt Brace College Publishers, 1999.

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Cognitive psychology. 2nd ed. Boston: Allyn and Bacon, 1988.

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Cognitive psychology. 2nd ed. Thousand Oaks, Calif: Sage Publications, 2003.

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1976-, Sternberg Karin, and Mio Jeffery Scott 1954-, eds. Cognitive psychology. 6th ed. Belmont, CA: Wadsworth/Cengage Learning, 2011.

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Cognitive psychology. 5th ed. Boston: Allyn and Bacon, 1998.

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Cognitive psychology. London: SAGE Publications, 2007.

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Book chapters on the topic "Threat (Psychology) Cognitive psychology"

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Bosse, Tibor, and Koen Schnitfink. "The Effect of Simulated Threat on Task Performance During Emotion Recognition." In Engineering Psychology and Cognitive Ergonomics, 107–16. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20373-7_11.

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Liu, Xi, and Alastair Gale. "Searching for Possible Threat Items to Safe Air Travel: Human Error and Training." In Engineering Psychology and Cognitive Ergonomics, 750–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73331-7_82.

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Solovey, Erin T., Pallavi Powale, and M. L. Cummings. "A Field Study of Multimodal Alerts for an Autonomous Threat Detection System." In Engineering Psychology and Cognitive Ergonomics: Cognition and Design, 393–412. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58475-1_29.

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Wang, Chunhui, Shanguang Chen, Yuqing Liu, Dongmei Wang, Shoupeng Huang, and Yu Tian. "Modeling and Simulating Astronaut’s Performance in a Three-Level Architecture." In Engineering Psychology and Cognitive Ergonomics, 713–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91122-9_56.

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Jiang, Zhiyang, and Wenjun Hou. "Color Ergonomics Research in Harsh Environment Under Three Task Modes." In Engineering Psychology and Cognitive Ergonomics, 176–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22507-0_14.

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Ward, Tony, and Arnaud Plagnol. "Invaded by Threat: Anxiety and Obsessive-Compulsive Thoughts." In Cognitive Psychodynamics as an Integrative Framework in Counselling Psychology and Psychotherapy, 161–89. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25823-8_8.

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Dynel, Marta. "When Both Utterances and Appearances are Deceptive: Deception in Multimodal Film Narrative." In Perspectives in Pragmatics, Philosophy & Psychology, 205–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56696-8_12.

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AbstractThis article gives a comprehensive theoretical account of deception in multimodal film narrative in the light of the pragmatics of film discourse, the cognitive philosophy of film, multimodal analysis, studies of fictional narrative and – last but not least – the philosophy of lying and deception. Critically addressing the extant literature, a range or pertinent notions and issues are examined: multimodality, film narration and the status of the cinematic narrator, the pragmatics of film construction (notably, the characters’ communicative level and the one of the collective sender and the recipient), the fictional world and its truth, the recipient’s film engagement and make believing, as well as narrative unreliability. Previous accounts of deceptive films are revisited and three main types of film deception are proposed with regard to the two levels of communication on which it materialises, the characters’ level and the recipient’s level, as well as the intradiegetic and/or the extradiegetic narrator involved. This discussion is illustrated with multimodally transcribed examples of deception extracted from the American television seriesHouse.In the course of the analysis, attention is paid to how specific types of deception detailed in the philosophy of language (notably, lies, deceptive implicature, withholding information, covert ambiguity, and covert irrelevance) are deployed through multimodal means in the three types of film deception (extradiegetic deception, intradiegetic deception, and a combination of both when performed by both cinematic and intradiegetic narrators). Finally, inspired by the discussion of Hitchcock’s controversial lying flashback scene inStage Fright, as well as films relying on tacit intradiegetic, unreliable narrators (focalising characters) an attempt is made to answer the thorny question of when the extradiegetic (cinematic) narrator can perform lies (through mendacious multimodal assertions) addressed by the collective sender to the recipient, and not just only other forms of deception, as is commonly maintained.
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Schacter, Daniel, Daniel Gilbert, Daniel Wegner, and Bruce Hood. "Cognitive development." In Psychology, 428–72. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40673-6_11.

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Shekhar, Shashi, and Hui Xiong. "Cognitive Psychology." In Encyclopedia of GIS, 97. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-35973-1_144.

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Ludlow, Amanda, and Roberto Gutierrez. "Cognitive Psychology." In Developmental Psychology, 65–77. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32501-3_5.

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Conference papers on the topic "Threat (Psychology) Cognitive psychology"

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Vanajan, Anushiya Chaturi, and Alvin Lai Oon Ng. "Effectiveness of a three-week brief Mindfulness- Based Stress Reduction among university students." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-1865_cbp16.36.

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Chiker, Vera A., and Natalia V. Volkova. "New Hire on-boarding in Russian Companies: Differences of Cognitive and Social-Psychological Attitudes Across Three Generations." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-1865_cbp16.7.

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van der Weel, Ruud, and Audrey Van der Meer. "Only Three Fingers Write, But The Whole Brain Works: Is the pen mightier than the word?" In 6th Annual International Conference on Cognitive and Behavioral Psychology (CBP 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-1865_cbp17.1.

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Kotani, Masafumi. "Manufacturing Organizational Memory: Logged Conversation Thread." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2768.

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Though not especially media-rich, mailing lists remain in use and retain popularity for their built-in technological controls and their capability to “reply” to a message (“continuing a thread”). The motivation for extracting knowledge fragments from the unstructured text of mailing lists is compelling, though successes doing so may be considered only partial because it requires mental processing, or a certain cognitive effort, that complicates automation. Cognitive psychology distinguishes the Long Term Memory (LTM), which may be compared to text thread storage, from the Working Memory (WM), which initiates the retrieval of knowledge fragments stored in the LTM. Searching by subject, date, and time stamp ranges, and by keyword-inclusive fragments, constitutes the commonly used methods for executing sequential LTM retrieval. Retrieval can, however, be greatly enhanced by automatically gleaning certain classes of threads from the entire structure and displaying them alongside other properties. Here, we describe automatic “class” extraction and its effect on OM manufacturing and LTM retrieval.
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Chen, Zhongxia, Xiting Wang, Xing Xie, Tong Wu, Guoqing Bu, Yining Wang, and Enhong Chen. "Co-Attentive Multi-Task Learning for Explainable Recommendation." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/296.

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Despite widespread adoption, recommender systems remain mostly black boxes. Recently, providing explanations about why items are recommended has attracted increasing attention due to its capability to enhance user trust and satisfaction. In this paper, we propose a co-attentive multi-task learning model for explainable recommendation. Our model improves both prediction accuracy and explainability of recommendation by fully exploiting the correlations between the recommendation task and the explanation task. In particular, we design an encoder-selector-decoder architecture inspired by human's information-processing model in cognitive psychology. We also propose a hierarchical co-attentive selector to effectively model the cross knowledge transferred for both tasks. Our model not only enhances prediction accuracy of the recommendation task, but also generates linguistic explanations that are fluent, useful, and highly personalized. Experiments on three public datasets demonstrate the effectiveness of our model.
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Yi, Xiaoyuan, Maosong Sun, Ruoyu Li, and Zonghan Yang. "Chinese Poetry Generation with a Working Memory Model." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/633.

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As an exquisite and concise literary form, poetry is a gem of human culture. Automatic poetry generation is an essential step towards computer creativity. In recent years, several neural models have been designed for this task. However, among lines of a whole poem, the coherence in meaning and topics still remains a big challenge. In this paper, inspired by the theoretical concept in cognitive psychology, we propose a novel Working Memory model for poetry generation. Different from previous methods, our model explicitly maintains topics and informative limited history in a neural memory. During the generation process, our model reads the most relevant parts from memory slots to generate the current line. After each line is generated, it writes the most salient parts of the previous line into memory slots. By dynamic manipulation of the memory, our model keeps a coherent information flow and learns to express each topic flexibly and naturally. We experiment on three different genres of Chinese poetry: quatrain, iambic and chinoiserie lyric. Both automatic and human evaluation results show that our model outperforms current state-of-the-art methods.
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Vodopyanova, N. E., O. O. Gofman, A. N. Gusteleva, and D. V. Serezin. "Analysis of the difficulties of distance learning of students and search for ways to coping with them." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.419.435.

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Changes taking place in the world transform the usual way of life and force one to adapt to new forms of work, training, leisure, etc. Despite the fact that information and communication technologies have been a popular educational tool for a long time, the transition of students from full-time to distance learning (DL) in connection with the coronavirus pandemic created a situation of high tension for a number of objective and subjective reasons: uncertainty, a threat to health, lack of real communication, technical difficulties of the DL. All of this in aggregate is considered by us as a stressful situation (SS) and determines the relevance of the study of personality factors that contribute to coping with new stresses. The purpose of the study is to identify factors of SS and resources to control it from the standpoint of maintaining the health and vitality of students. Methods: semi-standardized expert interviews with teachers, author’s questionnaire «Difficulties and resources to overcome them», questionnaire «Health» a short version of the vitality test (Osin & Rasskazova, 2013), assessment of motivation and attitude towards professional activity students (Krylova & Ignatkova, 2017). The study was carried out online in May 2020 during the transition exclusively to DUO. Sample: expert interviews with 30 teachers from universities in St. Petersburg, Tver, Yuzhno-Sakhalinsk; 82 students (age 18 — 30 years) of the Faculty of Psychology of St. Petersburg State University, College of Physical Culture and Sports of St. Petersburg State University, Sakhalin College of Arts. Results. Among the most stressful factors of emergency situations, students included social isolation, new conditions and requirements for self-organizing training, the cognitive difficulties of control tasks in an online format, an epidemiological threat to health, and an experience of anxiety and uncertainty. From the perspective of the subject-resource approach, the personal resources of coping with emergencies are determined. The obtained results formed the basis for recommendations and reconstructions of the educational process.
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Murphy, Dominic. "Cognitive Science Without Cognitive Psychology." In 9th Conference of the Australasian Society for Cognitive Science. Sydney: Macquarie Centre for Cognitive Science, 2010. http://dx.doi.org/10.5096/ascs200938.

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Gang, Getrude C. Ah, and Jaimond Lambun. "FOSTERING POSITIVE ATTITUDES TOWARDS SELF-CARE AMONG THE YOUTH IN BONGOL VILLAGE DURING THE RECOVERY MOVEMENT CONTROL ORDER." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact042.

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"One of the major concerns among the relevant public authorities during the 2019 coronavirus disease (Covid-19) pandemic is the attitude and behavior of the Malaysian society regarding compliance with self-care Covid-19. Although the number of Covid-19 cases is decreasing, public authorities, such as the Malaysian Ministry of Health continually remind people to adhere to the Standard Operating Procedure (SOP) for Covid-19 to reduce the number of cases. To support the authorities’ efforts, a one-day self-care Covid-19 programme involving 10 youths (3 males & 7 females) with a mean age of 17.35 (SD=3.36) was implemented in Bongol village, Tamparuli. To adhere the Covid-19 SOP regulation which prohibits a large number of people from gathering in a confined, crowded and closed spaces, only a few participants were involved. The programme, which was conducted at the Bongol village community hall, involved various organized activities emphasising the three elements of attitude: cognitive, affective, and psychomotor. Before the programme began, all the participants were registered, and their body temperatures scanned to ensure that they were free from any Covid-19 symptoms. Each participant was given a mask and a small bottle of hand sanitiser that could be used throughout the programme. The activities comprised an ice-breaker, a talk on personal self-hygiene, a 20.02-minute self-care video produced by 28 psychology students, personal self-reflections by the participants, a group exercise, a community song, and a two-way discussion on self-care. The Covid-19 self-care programme, implemented with guidance from the Yale Attitude Change Model, emphasizes the practical issue of ‘who says what to whom and with what effects. The participants’ attitude was measured before and after they completed the one-day programme. The results of a Wilcoxon signed-ranked test study showed that there is a significant difference between the participants’ pre- and post-study attitudes towards self-care. The study results showed that the Covid-19 self-care programme, which is based on the social psychology approach, can help foster positive youth attitudes towards self-care. In regard to the authorities’ efforts to lower the number of Covid-19 cases to zero, it is suggested that each party needs (either governmental and non-governmental agencies) to support the Covid-19 campaign and programme by sharing and delivering self-care messages in creative ways to Malaysian communities, especially those in rural areas."
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Colling, Lincoln, and Reece Roberts. "Cognitive psychology does not reduce to neuroscience." In 9th Conference of the Australasian Society for Cognitive Science. Sydney: Macquarie Centre for Cognitive Science, 2010. http://dx.doi.org/10.5096/ascs20097.

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Reports on the topic "Threat (Psychology) Cognitive psychology"

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Sanders, William R. Cognitive Psychology Principles for Digital Systems Training. Fort Belvoir, VA: Defense Technical Information Center, June 2001. http://dx.doi.org/10.21236/ada394031.

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Schunn, C. D. A Review of Human Spatial Representations Computational, Neuroscience, Mathematical, Developmental, and Cognitive Psychology Considerations. Fort Belvoir, VA: Defense Technical Information Center, December 2000. http://dx.doi.org/10.21236/ada440864.

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Cognitive inflexibility contributes to both externalising and internalising difficulties in ASD. ACAMH, December 2020. http://dx.doi.org/10.13056/acamh.14234.

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Children with autism spectrum disorder (ASD) commonly experience internalising and externalising symptoms, but the underlying cognitive mechanisms are unclear. In their latest study published in the Journal of Child Psychology and Psychiatry, Ann Ozsivadjian and colleagues examined the role of three cognitive factors that might contribute to these difficulties.
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The contribution of complex trauma to psychopathology and cognitive deficits – In conversation Dr. Stephanie Lewis. ACAMH, June 2021. http://dx.doi.org/10.13056/acamh.16093.

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In this podcast we talk to Dr. Stephanie Lewis, Editor of The Bridge, and Clinical Lecturer in Child and Adolescent Psychiatry at the Institute of Psychiatry, Psychology and Neuroscience (IoPPN), King’s College London. The main conversation is around complex trauma and Stephanie's paper that was recently published in the British Journal of Psychiatry.
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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13666.

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Tochukwu Nweze, lecturer in the Department of Psychology, University of Nigeria, Nsukka and, PhD student in MRC Cognition and Brain Sciences Unit, University of Cambridge talks about his recent paper on parentally deprived Nigerian children having enhanced working memory ability, how important is it to study cultural differences in cognitive adaption during and following periods of adversity, and how can mental health professionals translate this understanding of difference into their work.
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