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Livres sur le sujet « Cognitive process skills »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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1

Lipe, Saundra K. Critical thinking in nursing: A cognitive skills workbook. Lippincott Williams & Wilkins, 2004.

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2

Biba, Anna, and Galina Razumova. Teaching Russian and developing meta-subject skills of students in inclusive primary education classes. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1871394.

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The monograph attempts to identify and substantiate the content and complex of spelling teaching tools for younger schoolchildren with a pronounced general underdevelopment of speech with the simultaneous development of their academic independence. To solve the problem, both theoretical research methods (analysis of psychological and pedagogical literature, generalization of scientific data) and empirical (observation, conversation, testing, analysis of student activity products) were used. The theoretical basis of teaching and development of students with mild speech underdevelopment in inclu

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E, Snow Richard, Farr Marshall J, United States. Office of Naval Research., U.S. Army Research Institute for the Behavioral and Social Sciences., and Navy Personnel Research and Development Center (U.S.), eds. Conative and affective process analysis. L. Erlbaum, 1987.

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C, Butterfield Earl, ed. Children's writing: Toward a process theory of the development of skilled writing. JAI, 1994.

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B, Smith Linda, ed. A dynamic systems approach to the development of cognition and action. Bradford Books, 1996.

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B, Smith Linda, ed. A dynamic systems approach to the development of cognition and action. MIT Press, 1994.

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Bobyr', Maksim. Design of analog and digital devices. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2146031.

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The textbook contains the material necessary to form students' knowledge of the basics of analog and digital circuit engineering and the principles of building digital nodes, to instill skills in the development and design of digital devices, as well as to perform practical work and a course project in the disciplines "Fundamentals of Electronics", "Electronics", "Circuit Engineering" and "Digital signal processing". Methods for calculating analog circuits and synthesizing discrete combinational devices and automata with memory are considered. Examples of the calculation of analog circuits and

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(Editor), J. Lochhead, and J. Clement (Editor), eds. Cognitive Process Instruction: Research on Teaching Thinking Skills. Lawrence Erlbaum, 1985.

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Lipe, Saundra, and Sharon Beasley. Critical Thinking in Nursing: A Cognitive Skills Workbook. Lippincott Williams & Wilkins, 2003.

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Rasheed, Bebi Walifa Hadiya. The role of cognitive style in the acquisition of process control skills. 1996.

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

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One-quarter of students will experience mental health needs during their education, and many schoolchildren will never receive professional help at all. Because youth spend most of their time in school, school-based practitioners are in a unique position to remediate these needs. In this text, readers will learn the theoretical and practical applications of cognitive behavioral therapy (CBT), a scientifically based intervention for problems like behavioral dysregulation, anxiousness, emotional disturbances, trauma, family conflict, and the typical trials and tribulations of growing up. After o

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80/20: Personal Development, Self Improvement, Social Skills, Logical Reasoning, Cognitive and Emotional Intelligence, Strategic Thinking Process, Adaptive Learning and Habits of Successful Peo. Independently Published, 2022.

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Dyer, Jason. Emotional Intelligence Quotient : 3 in 1: Critical Thinking, Cognitive Therapy and Social Skills Guidebook - the Practical Mind Hacking Process for Analyzing People Through Emotional Agility. Independently Published, 2019.

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Cognitive processes and the use of information: A qualitiative study of higher order thinking and skills used in the research process by students in a gifted program. University Microfilms International, 1993.

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Leadership, Management and Data Science: Personal Development, Self Improvement, Social Skills, Logical Reasoning, GM3, Cognitive and Emotional Intelligence, Strategic Thinking Process, Adaptive Learning and Habits of Successful People. Independently Published, 2022.

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Leadership, Management and Data Science: Personal Development, Self Improvement, Social Skills, Logical Reasoning,TR5 Cognitive and Emotional Intelligence, Strategic Thinking Process, Adaptive Learning and Habits of Successful People. Independently Published, 2022.

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Leadership, Management and Data Strategy: Personal Development, Self Improvement, Social Skills, Logical Reasoning, TR5,Cognitive and Emotional Intelligence, Strategic Thinking Process, Adaptive Learning and Habits of Successful People. Independently Published, 2022.

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Thinking Skills Ages 9-11 (Thinking Skills). Scholastic, 2004.

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Sugden, David, and Helen Soucie. Motor development. Edited by Neil Armstrong and Willem van Mechelen. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.003.0004.

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The development of motor skills in the first two years of life are dramatic, and then become more subtle with time. Chapter 4 describes these changes, and explains how these changes take place. Analysis is done via neuro-maturational theories, information processing, and cognitive terms as well as more recent ecological and dynamical systems viewpoints. The bidirectional influence of other faculties like embodied cognition and movement show that motor development does not occur in isolation. Movement skills are essential to daily life and influence our social, emotional, and cognitive being. T

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Franz, Carleen, Lee Ascherman, and Julia Shaftel. Preschool Assessment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0012.

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This chapter describes the challenges that are unique to the assessment of the young child. A preschool child may not respond to standardized testing in a predictable way. A solid understanding of the developmental patterns of young children is necessary to accurately interpret evaluation results. The difficulties inherent in this process are described, as well as the benefits. The domains of the assessment process are outlined, including cognitive and learning ability, preacademic skill development, motor skills, and speech and language development. Issues related to behavior and attention ar

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Salomon, Gavriel. Interaction of Media, Cognition, and Learning: An Exploration of How Symbolic Forms Cultivate Mental Skills and Affect Knowledge Acquisition. Taylor & Francis Group, 2012.

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Salomon, Gavriel. Interaction of Media, Cognition, and Learning: An Exploration of How Symbolic Forms Cultivate Mental Skills and Affect Knowledge Acquisition. Taylor & Francis Group, 2012.

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Salomon, Gavriel. Interaction of Media, Cognition, and Learning: An Exploration of How Symbolic Forms Cultivate Mental Skills and Affect Knowledge Acquisition. Taylor & Francis Group, 2012.

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Salomon, Gavriel. Interaction of Media, Cognition, and Learning: An Exploration of How Symbolic Forms Cultivate Mental Skills and Affect Knowledge Acquisition. Taylor & Francis Group, 2012.

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Franz, Carleen, Lee Ascherman, and Julia Shaftel. Intellectual Assessment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0009.

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Intellectual assessment includes the broad range of cognitive skills and processes as measured by major intelligence tests. Intelligence testing is an integral part of the assessment process; however, it is often misunderstood. A great deal of weight is assigned to the scores, and decisions are often made that are not justified by the results. It is important for the clinician to understand the nature of the process, the types and interpretations of the scores, and the limitations, to avoid common fallacies. Two of the predominant tests, the Wechsler Intelligence Scale for Children-V and the W

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Riley, Ellyn A., C. Elizabeth Brookshire, and Diane L. Kendall. Acquired Alexias: Mechanisms of Reading. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.12.

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Reading is one of the most important cognitive skills an individual can acquire and the process of reading has been debated much in the psycholinguistic, neurolinguistic, and educational literature for many years now. Much of this literature has discussed the process of reading, proposed theoretical models to describe its components, and identification of neuroanatomic underpinnings. In this chapter we have attempted to provide a review of both dual-route and connectionist models of alexia, outline specific types of peripheral and central alexias, provide a brief overview of the neural substra

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Franz, Carleen, Lee Ascherman, and Julia Shaftel. The Psychoeducational Evaluation. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0008.

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This chapter describes the content and procedures of a comprehensive psychoeducational evaluation. Components include the referral question, review of records, history, observation, and assessment. Rating scales, standardized tests, and interviews make up the assessment portion of the evaluation process. The entire process must use multiple measures and assess multiple viewpoints and settings. Cognitive, academic, behavioral, social skills, and executive functions may be included in the assessment. A thorough integration of the findings from multiple sources must be accomplished to reach meani

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Lindemann, Oliver, and Martin H. Fischer. Cognitive Foundations of Human Number Representations and Mental Arithmetic. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.61.

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The chapters in this section of the volume reveal the striking variety of human numerical cognition. The section comprises four chapters that focus on different aspects of the representation of numerical knowledge, as well as three chapters that examine the several cognitive processes involved in the manipulation of numbers during simple mental arithmetic. They show how chronometric analyses, in combination with clever experimental designs, can reveal the cognitive processes and representations underlying this impressive collection of cognitive skills. Our goal in this overview chapter is to h

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Schmidt, Randell K. A Guided Inquiry Approach to High School Research. ABC-CLIO, LLC, 2013. http://dx.doi.org/10.5040/9798400660535.

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This book helps educators foster academic success and college readiness: it demonstrates how to instruct high school students to find, process, and think about new information, and then synthesize that knowledge. When students are able to manage topics of high interest by choosing their own subject matter, they learn how to effectively perform pre-collegiate research through a process that they find fun and rewarding. Ideal for high school-level teachers and school librarians, this book provides a unique, holistic approach to guided inquiry that guides students step-by-step through the cogniti

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Gallagher, Shaun. Enactivist Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198794325.001.0001.

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Enactivist Interventions explores central issues in the contemporary debates about embodied cognition, addressing interdisciplinary questions about intentionality, representation, affordances, the role of affect, and the problems of perception and cognitive penetration, action and free will, higher-order cognition, and intersubjectivity. It argues for a rethinking of the concept of mind, drawing on pragmatism, phenomenology, and cognitive science. It interprets enactivism as a philosophy of nature that has significant methodological and theoretical implications for the scientific investigation

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Kane, Robert L., and Thomas D. Parsons, eds. The Role of Technology in Clinical Neuropsychology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190234737.001.0001.

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Neuropsychology as a field has been slow to embrace and exploit the potential offered by technology to either make the assessment process more efficient or to develop new capabilities that augment the assessment of cognition. The Role of Technology in Clinical Neuropsychology details current efforts to use technology to enhance cognitive assessment with an emphasis on developing expanded capabilities for clinical assessment. The first sections of the book provide an overview of current approaches to computerized assessment along with newer technologies to assess behavior. The next series of ch

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Goswami, Usha. 6. The learning brain. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199646593.003.0007.

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‘The learning brain’ looks at the influence of personal experience on how we apply logical reasoning and how we learn to detach logic from our own experience. Schooling helps children to become ‘reflective learners’. Self-reflective learning behaviour, or meta-cognitive behaviour, refers to the ability to reflect on personal information-processing skills, to monitor personal cognitive performance, and the ability to be aware of demands from different kinds of cognitive tasks. Children also learn ‘executive function’ skills, which are processes that enable a child to gain strategic control over

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Toblin, Robin L., and Amy B. Adler. Resilience Training as a Complementary Treatment for PTSD. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190205959.003.0012.

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Resilience can be viewed as a process in which behaviors or attitudes can lead to a more positive outcome in the face of a traumatic stressor. Universal and targeted resilience training programs (e.g., primary and secondary prevention programs) can be adapted to complement evidence-based treatments (EBTs) for post-traumatic stress disorder (PTSD), tertiary interventions. Using a skill-focus for resilience may increase optimism and self-efficacy for individuals, and therefore, their engagement in the homework and self-examination required by EBTs. Resilience topics that seem especially fitting

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Pachankis, John E., Audrey Harkness, Skyler Jackson, and Steven A. Safren. Transdiagnostic LGBTQ-Affirmative Cognitive-Behavioral Therapy. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/med-psych/9780197643303.001.0001.

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Abstract This book covers the principles and techniques that mental health practitioners can use to affirmatively respond to the distinct stressors that their LGBTQ clients often face. It outlines a clear step-by-step approach that teaches skills for enhancing LGBTQ clients’ mental well-being by undoing the deep impact that early and ongoing LGBTQ-related stress can have on basic psychological processes. It also provides essential tools for helping therapists effectively and affirmatively respond to the unique needs of their LGBTQ clients. The book is accompanied by a workbook that presents co

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Smith, Paul. The Development of a Taxonomy of the Life Skills Required to Become a Balanced Self-Determined Person. Univ of Toronto, 1985.

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Apple, Robin F., and W. Stewart Agras. Overcoming Your Eating Disorder: Workbook. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195311686.001.0001.

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Based on the principles of Cognitive-Behavioral Therapy, this newly revised and updated online workbook will teach patients skills needed to overcome an eating disorder and establish healthy habits. Through daily self-monitoring, this online guide enables patients to regularize eating and expand the variety of foods consumed, maintaining a healthy weight, and reducing the desire to binge and purge. Also included are techniques for solving problems, challenging negative thoughts, and addressing concerns about weight and shape. It can also be used to share information with family and carers to h

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Watson, Tessa. The World is Alive! Music Therapy with Adults with Learning Disabilities. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.22.

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This chapter describes music therapy work with adults with learning disabilities. This group of people have a cognitive disability that will not change, bringing with it challenges to living a fulfilled and satisfying life and sometimes associated health issues. A wide range of issues, from severe communication problems, bereavement, mental health problems, challenging behavior, to end-of-life issues require music therapists to bring a wide range of skills and approaches to their work. This chapter presents the diagnosis and history of this population, and the history of music therapy work in

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Effects of cognitive learning strategies and reinforcement: On the acquisition of closed motor skills in older adults. 1991.

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Effects of cognitive learning strategies and reinforcement on the acquisition of closed motor skills in older adults. 1991.

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Effects of cognitive learning strategies and reinforcement on the acquisition of closed motor skills in older adults. 1991.

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Effects of cognitive learning strategies and reinforcement on the acquisition of closed motor skills in older adults. 1990.

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Harter, Susan. Developmental and Prosocial Dimensions of Hypo-egoic Phenomena. Edited by Kirk Warren Brown and Mark R. Leary. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199328079.013.6.

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This chapter provides a developmental perspective on phenomena that involve a hypo-egoic perspective—such as perspective taking, prosocial behavior, empathy, true-self behavior, and self-coherence—with a focus on whether hypo-egoic processes that have been described in adult populations also exist in childhood and adolescence. The chapter examines the extent to which children and adolescents have the cognitive skills to engage in various hypo-egoic behaviors and explores the motives that might underlie hypo-egoic phenomena at different developmental levels. Along the way, the development of sk

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Aasgaard, Trygve, and Stine C. Blichfeldt Ærø. Songwriting Techniques in Music Therapy Practice. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.20.

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Songwriting in music therapy practice encompasses various techniques whereby clients, children, adults, or older people are assisted, individually or in groups, to create lyrics and music and to perform and/or record their own songs. The most common clinical areas for songwriting in contemporary practice are psychiatry, autistic spectrum disorder, developmental disability, oncology, dementia, and neurorehabilitation. Frequent therapeutic goals are related to validating experiences, externalizing thought, fantasies, and emotions or to develop cognitive skills. Specific goals may not always be c

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Beeson, Pélagie M., and Kindle Rising. Acquired Dysgraphias: Mechanisms of Writing. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.13.

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Acquired dysgraphia refers to disorders of spelling or writing due to neurological damage in individuals with normal premorbid literacy skills. Dysgraphia can result from the disruption of central cognitive processes that also support spoken language and reading, so that spelling impairments frequently co-occur with aphasia and acquired alexia. The ability to produce written words can also be affected by damage to peripheral processes necessary to plan and execute the appropriate hand movements for letter generation or typing. In this chapter, we review the cognitive processes that support spe

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Jones, Sam, and Ricardo Santos. Updating great expectations: The effect of peer salary information on own-earnings forecasts. UNU-WIDER, 2020. http://dx.doi.org/10.35188/unu-wider/2020/895-5.

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How jobseekers set their earnings expectations is central to job search models. To study this process, we track the evolution of own-earnings forecasts over 18 months for a representative panel of university-leavers in Mozambique and estimate the impact of a wage information intervention. We sent participants differentiated messages about the average earnings of their peers, obtained from prior survey rounds. Demonstrating the stickiness of (initially optimistic) beliefs, we find an elasticity of own-wage expectations to this news of around 7 per cent in the short term and 16 per cent over the

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Bruno, Michael A. Error and Uncertainty in Diagnostic Radiology. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190665395.001.0001.

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Diagnostic radiology is a medical specialty that is primarily devoted to the diagnostic process, centered on the interpretation of medical images. This book reviews the high level of uncertainty inherent to radiological interpretation and the overlap that exists between the uncertainty of the process and what might be considered “error.” There is also a great deal of variability inherent in the physical and technological aspects of the imaging process itself. The information in diagnostic images is subtly encoded, with a broad range of “normal” that usually overlaps the even broader range of “

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Nosofsky, Robert M., and Thomas J. Palmeri. An Exemplar-Based Random-Walk Model of Categorization and Recognition. Edited by Jerome R. Busemeyer, Zheng Wang, James T. Townsend, and Ami Eidels. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199957996.013.7.

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In this chapter, we provide a review of a process-oriented mathematical model of categorization known as the exemplar-based random-walk (EBRW) model (Nosofsky & Palmeri, 1997a). The EBRW model is a member of the class of exemplar models. According to such models, people represent categories by storing individual exemplars of the categories in memory, and classify objects on the basis of their similarity to the stored exemplars. The EBRW model combines ideas ranging from the fields of choice and similarity, to the development of automaticity, to response-time models of evidence accumulation

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LeFevre, Jo-Anne, Emma Wells, and Carla Sowinski. Individual Differences in Basic Arithmetical Processes in Children and Adults. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.005.

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This chapter describes the four main sources of individual differences in arithmetic that have been identified through research with children and adults. Numerical quantitative knowledge invokes basic cognitive processes that are either numerically specific or are recruited to be used in quantitative tasks (e.g. subitizing, discrimination acuity for approximate quantities). Attentional skills, including executive attention and various aspects of working memory are important, especially for more complex procedures. Linguistic knowledge is used within arithmetic to learn number system rules and

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Di Paolo, Ezequiel A., Thomas Buhrmann, and Xabier E. Barandiaran. Mastery: learning to act and perceive. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198786849.003.0004.

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If action and perception depend on the mastery of the laws of sensorimotor contingencies, then any theory of cognition that starts from this premise will not be complete unless it offers an explanation of how such mastery is achieved and of what exactly constitutes it. This chapter takes inspiration from Piaget’s theory of equilibration to develop an account of mastery as the progressive growth and refinement of an agent’s sensorimotor repertoire, involving processes of assimilation and accommodation. A new interpretation is provided of these Piagetian concepts in dynamical systems terms. The

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Limpo, Teresa, and Thierry Olive, eds. Executive Functions and Writing. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198863564.001.0001.

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Executive functions are a set of cognitive processes we use to act on information, manage resources, and plan and monitor our own behaviour, all with the aim of achieving an end goal. These are skills that develop from infancy. While ‘reading’ has been extensively studied in psychology literature, ‘writing’ has been somewhat neglected, despite a lack of capability in this area being linked to poverty and social exclusion. This book is the first to provide a comprehensive state-of-the-art review concerning the relationship between executive function skills and writing. It explores its role acro

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