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Books on the topic 'Threat (Psychology) Cognitive psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

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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2

H, Ross Brian, and Markman Arthur B, eds. Cognitive psychology. 4th ed. Hoboken, NJ: John Wiley & Sons, 2005.

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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

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9

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

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10

Cognitive psychology. London: SAGE Publications, 2007.

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11

1954-, Mio Jeffery Scott, ed. Cognitive psychology. 5th ed. Australia: Cengage Learning/Wadsworth, 2009.

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12

Catling, Jonathan. Cognitive psychology. Harlow, England: Prentice Hall, 2011.

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13

Best, John B. Cognitive psychology. 2nd ed. St. Paul: West Pub. Co., 1989.

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14

Cognitive psychology. Fort Worth: Harcourt Brace College Publishers, 1996.

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15

Solso, Robert L. Cognitive psychology. 6th ed. Boston: Allyn and Bacon, 2001.

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16

Best, John B. Cognitive psychology. St. Paul: West Pub. Co., 1986.

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17

H, Ross Brian, and Markman Arthur B, eds. Cognitive psychology. 3rd ed. Fort Worth: Harcourt College Publishers, 2000.

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18

Solso, Robert L. Cognitive psychology. 3rd ed. Boston: Allyn and Bacon, 1991.

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19

Cognitive psychology. Exeter: Crucial, 2003.

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20

Ben, Dyson, ed. Cognitive psychology. Harlow, England: Pearson Prentice Hall, 2008.

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21

Best, John B. Cognitive psychology. 3rd ed. St. Paul, MN: West Pub. Co., 1992.

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22

Payne, David G. Cognitive psychology. Boston: Houghton Mifflin, 1998.

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23

Cognitive psychology. 2nd ed. Boston: Allyn and Bacon, 1997.

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24

Cognitive psychology. Boston: Allyn and Bacon, 1994.

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25

Cognitive psychology. 5th ed. Belmont, CA: Brooks/Cole Wadsworth, 1999.

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26

Kellogg, Ronald Thomas. Cognitive psychology. Thousand Oaks: Sage Publications, 1995.

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27

Sternberg, Robert J. Cognitive psychology. 3rd ed. Australia: Thomson/Wadsworth, 2003.

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28

1954-, Mio Jeffery Scott, ed. Cognitive psychology. 4th ed. Australia: Thomson/Wadsworth, 2006.

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29

Jon, May, ed. Cognitive psychology. London: BIOS Scientific Publishers, 2004.

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30

Cognitive psychology. 2nd ed. Oxford: Oxford University Press, 2012.

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31

Gellatly, Angus, and Nick Braisby. Cognitive psychology. 2nd ed. Oxford: Oxford University Press, 2012.

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32

Cognitive psychology. 4th ed. Boston: Allyn and Bacon, 1995.

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33

Cognitive psychology. 4th ed. Minneapolis: West Pub. Co., 1995.

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34

Medin, Douglas L. Cognitive psychology. 2nd ed. Fort Worth, TX: Harcourt Brace College Publishers, 1997.

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35

Psychology of threat. Hauppauge, N.Y: Nova Science Publishers, 2012.

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36

Salvati, Giacomo, and Valeria Rabuano. Cognitive psychology perspectives. Edited by Salvati Giacomo and Rabuano Valeria. Hauppauge, NY: Nova Science, 2009.

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37

Barone, David F., James E. Maddux, and C. R. Snyder. Social Cognitive Psychology. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5843-9.

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38

Essential cognitive psychology. Hove, East Sussex: Psychology Press, 2000.

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39

Open University. [D309 Course Team]. D309 Cognitive psychology. Milton Keynes: Open University, 1996.

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40

Smith, Derek J. Applied cognitive psychology. Cardiff: University of Wales Institute, Cardiff, 1998.

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41

Lox, Curt. Perceived uncertainty and importance as cognitive determinants of state responses in female intercollegiate volleyball players. 1991.

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42

Anderson, Amanda. Psychology contra Morality. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198755821.003.0002.

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This chapter summarizes key elements of the challenge psychology has posed to morality beginning with Freud and extending to three consequential claims of the current literature on social psychology and cognitive science: the undermining of deliberative moral agency by intuitive or automatic processes; the post-hoc or rationalizing nature of moral reasoning; and the emphasis on psychological mechanisms of self-justification. A clear resonance between the challenge to rational agency in the history of literary studies and the claims of more recent forms of psychology is established, leading to discussion of those elements of moral experience that elude both of these frameworks. Focusing on the importance of moral experience in time (especially with respect to slow processes such as grief or repair), this chapter establishes the persistent importance of moral understanding and moral transformation, both in ordinary life and in literary genres and modes.

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43

Henricks, Thomas S. The Psychology of Play. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039072.003.0005.

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This chapter explores the psychology of play, with particular emphasis on one of the contexts that support play and provide the terms for its explorations: the psyche. It first highlights key themes that are pertinent to psychological interpretations of play before discussing three classic descriptions of how play is “minded”: Jean Piaget's cognitive-moral behavior theory, Sigmund Freud's expressive behavior theory, and Lev Vygotsky's imaginative-performance theory. The chapter also considers the perspectives of some psychologists and human development theorists who advance the theories presented above by offering their own integrative visions of play. These scholars include Erik Erikson, Jerome Bruner, Greta Fein, Dorothy and Jerome L. Singer, and Brian Sutton-Smith. The chapter concludes with an assessment of play's role in therapy and how it helps people explore the implications of self, in its individual and collective dimensions.

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44

Deigh, John. From Psychology to Morality. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190878597.001.0001.

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The essays in this collection belong to the tradition of naturalism in ethics. Its program is to explain moral thought and action as wholly natural phenomena, that is, to explain such thought and action without recourse to either a reality separate from that of the natural world or volitional powers that operate independently of natural forces. Naturalism’s greatest exponent in ancient thought was Aristotle. In modern thought Hume and Freud stand out as the most influential contributors to the tradition. All three thinkers made the study of human psychology fundamental to their work in ethics. All three built their theories on studies of human desires and emotions and assigned to reason the role of guiding the actions that spring from our desires and emotions toward ends that promise self-fulfillment and away from ends that are self-destructive. The collection’s essays draw inspiration from their ideas and are arranged to follow the lead of Aristotle’s and Hume’s ethics. The first three survey and examine general theories of emotion and motivation. The next two focus on emotions that are central to human sociability. Turning to distinctively cognitive powers necessary for moral thought and action, the sixth and seventh essays discuss the role of empathy in moral judgment and defend Bernard Williams’s controversial account of practical reason. The final five essays use the studies in moral psychology of the previous essays to treat questions in ethics and social philosophy. The treatment of these questions exemplifies the implementation of a naturalist program in these disciplines.

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45

Üskül, Ayse K., and Shigehiro Oishi, eds. Socio-Economic Environment and Human Psychology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190492908.001.0001.

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This edited volume underlines the value of attending to socioecological approaches in understanding the relationship between the economic environment and human psychology by including state-of-the art research that focuses on the role played by (a) type of ecology and associated economic activity/structure (e.g., farming, herding), (b) socioeconomic status and inequality (e.g., poverty, educational attainment), (c) economic conditions (e.g., wealth, urbanization), and (d) ecological and economic threat (e.g., disasters, resource scarcity) in the shaping of different psychological processes including subjective well-being, construction of the self, endorsement of honor, cognitive styles, responses to social exclusion, food intake, decision-making, health behaviors, and academic outcomes, among others. By doing so the book highlights the importance of situating the individual directly in the everyday realities afforded by economic conditions and settings that provide the material basis of psychological outcomes and contribute to bridging the psychological with the external circumstances. The volume brings together research from different subfields of psychology (cultural, social, developmental) but also from economics, anthropology, evolutionary sciences, and epidemiology that recognizes the importance of individuals’ daily economic realities and their psychological adjustment to those. Reflecting the different (inter)disciplinary approaches presented across the contributions, this volume also showcases the different methods researchers utilize including archival, experimental (lab-based and field), correlational, observational, and agent-based modeling. The findings summarized in this volume have important policy implications, as they point to specific policy agendas that might help improve the psychological and physical health of citizens.

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46

Okasha, Samir. 6. Philosophical problems in physics, biology, and psychology. Oxford University Press, 2013. http://dx.doi.org/10.1093/actrade/9780192802835.003.0006.

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‘Philosophical problems in physics, biology, and psychology’ examines three philosophical questions that are specific to particular sciences. Firstly, the debate between Gottfried Leibniz (1646–1716) and Isaac Newton (1642–1727), two of the outstanding scientific intellects of the 17th century, concerning the nature of space and time is discussed. Secondly, the problem of biological classification is considered beginning with the Linnaen taxonomic system and then moving on to the rival taxonomic schools: the cladists and the pheneticists. Finally, the modularity of mind hypothesis in cognitive psychology is addressed. The work of philosopher and psychologist Jerry Fodor and linguist Noam Chomsky is used to illustrate this topic.

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47

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

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

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48

Upton, Dominic, Jonathan Ling, and Jonathan Catling. Psychology Express: Cognitive Psychology. Pearson Education, Limited, 2011.

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49

Graham, Christopher D. Investigating the psychology of assistive device use in ALS: Suggestions for improving adherence and engagement. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198757726.003.0012.

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In ALS, assistive devices—such as wheelchairs, augmentative, and alternative communication devices (AAC) and environmental controls—are often used to compensate for the functional impairments caused by the condition. These devices may help maintain meaningful functioning and help preserve quality of life. Yet adherence to and uptake of such devices is sub-optimal. Drawing on the literature from ALS and other diseases, this chapters explores the psychosocial challenges of assistive device use, and factors that might affect usage—cognitive impairment and mood, threats to identity, social context, illness adjustment/acceptance, and the desire to maintain control over one’s health care. Methods that clinicians can use to intervene to improve non-adherence are then suggested—bio-psychosocial assessment (formulation) informed by cognitive and mood screens, voice-banking for appropriate accents in AAC devices, increasing illness acceptance via counselling, or acceptance and commitment therapy, and empathetic clinician-facilitated discussions with patient-significant other dyads and families.

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50

Wessells, Michael G. Cognitive Psychology. Addison Wesley Publishing Company, 1998.

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