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Rozprawy doktorskie na temat „Cognitive development”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Blumen, Sheyla. "The development of cognitive abilities following the new outcomes of psychological theories." Pontificia Universidad Católica del Perú, 1997. http://repositorio.pucp.edu.pe/index/handle/123456789/101522.

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The most representative models of cognitive development following the new outcomes of psychological theories are presented. Then a brief analysis of the models in terms of six factors related to different areas in psychology and social sciences (importance of each stage, processes, knowledge, individual differences, context and limits in the cognitive development) is developed. Finally, an integration of the model developed by Sincoff and Sternberg (1989) is presented.<br>Se presentan los modelos más representativos del desarrollo cognitivo según los avances en las teorías psicológicas. Luego

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2

Akagi, Mikio Shaun Mikuriya. "Cognition in practice| Conceptual development and disagreement in cognitive science." Thesis, University of Pittsburgh, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10183682.

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<p> Cognitive science has been beset for thirty years by foundational disputes about the nature and extension of cognition—e.g. whether cognition is necessarily representational, whether cognitive processes extend outside the brain or body, and whether plants or microbes have them. Whereas previous philosophical work aimed to settle these disputes, I aim to understand what conception of cognition scientists could share given that they disagree so fundamentally. To this end, I develop a number of variations on traditional conceptual explication, and defend a novel explication of cognition

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Lee, Saebyul. "Learning Abstract Numbers in Concrete Environment." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482751226985893.

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Vilnay, R. "Cognitive levels in reading development." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378527.

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Briscoe, Josephine Mary. "Cognitive development after preterm birth." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266900.

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Magis, Weinberg Lucía Inés. "Cognitive control development in adolescence." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10040027/.

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Adolescence is a transitional period in which an increasing ability to coordinate basic cognitive control abilities is also particularly challenged by contextual factors in the environment. The aim of this dissertation was to examine the development of complex cognitive control in adolescence in relation to different socio-affective contexts at the behavioural and neural level. The dissertation presents three functional magnetic resonance imaging (fMRI) experiments. The first studies explored transient and sustained aspects of cognitive control, and how the context influences behaviour and bra

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Blakey, Emma. "Deconstructing complex cognition : the development of cognitive flexibility in early childhood." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/12451/.

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The goal of this research was to gain a more comprehensive understanding of how cognitive flexibility (CF) develops in early childhood. Previous research on cognitive flexibility development has tended to focus solely on studying 3- to 4-year-olds on a single paradigm that involves children switching from one task to another while resolving response conflict. For example, children switch from sorting coloured shapes by a rule (e.g., colour) to sorting the same stimuli by a new rule (e.g., shape). This has led to the pervasive, but simplistic idea that children achieve CF when they overcome per

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8

Smith, Mary Clare. "Relationships among Cognitive, Spiritual, and Wisdom Development in Adults." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1340804343.

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VAN, CLEAVE MATTHEW JAMES. "THE ROLE OF LANGUAGE IN COGNITIVE DEVELOPMENT." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1186060901.

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Khan, Manizeh. "Thinking in Words: Implicit Verbal Activation in Children and Adults." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10786.

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The relationship between language and thought has long been a topic of interest and controversy in cognitive science. In this dissertation, I address one aspect of this issue: when is language present during internal thought? Simple introspection tells us that we sometimes use inner speech, but is this the exception or the rule? Using eye-tracking measures, we investigated whether infants, children and adults implicitly activate verbal labels while silently looking at pictures of objects. In the first study, 4-year-olds, 7-year-olds and adults completed a working memory task. While the two old

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11

Barrett, Frank J. "The development of the cognitive organization." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1054652909.

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Weber, Raymond Joseph. "Development of a cognitive array system." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/weber/WeberR0510.pdf.

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This thesis proposes a design for a cognitive array system for next generation wireless communication systems, combining the techniques of cognitive radios and adaptive array systems. This novel array system allows for the possibility of greater spectral usage and reuse, and improved communication ranges. In this thesis, numerous algorithms were studied to map an RF environment in both spatial and spectral domains that would be useful in this system. Towards this goal, direction of arrival estimation, frequency sensing and spectral hole finding algorithms were studied, in addition to a joint f

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13

Wassenberg, Renske. "Differential cognitive development: a neuropsychological approach." Maastricht : Maastricht : Neuropsych Publishers ; University Library, Universiteit Maastricht [host], 2007. http://arno.unimaas.nl/show.cgi?fid=8689.

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14

Wänström, Linda. "Intelligence and models for cognitive development /." Stockholm : Department of Statistics, Stockholm University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7199.

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Ward, Paul. "The development of perceptual-cognitive expertise." Thesis, Liverpool John Moores University, 2002. http://researchonline.ljmu.ac.uk/4967/.

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Dawda, Darek. "The literacy hypothesis and cognitive development /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2635.

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Teufel, Christoph Rupert. "Mental attribution : its role in socio-cognitive development and adult social cognition." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611347.

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Parker, Deborah A. (Deborah Ann). "Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.

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Past research has shown that there are differences between children's ability to express verbally moral judgment or social cognitive principles (cognitive-expression) and their ability to understand and utilize these principles when making evaluations about others (cognitive-reception). This study investigated these differences.

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Molzhon, Andrea. "Exploring the Influence of Socioeconomic Status on the Executive Function and Theory of Mind Skills of Preschoolers." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4226.

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Executive function (EF) and theory of mind (ToM) skills develop rapidly during the preschool years and have been found to directly and indirectly contribute to school readiness. Evidence indicates that EF may influence ToM development, though this relation may not be consistent across children from different backgrounds. Additionally, socioeconomic status (SES) has been shown to affect preschoolers’ EF, while the literature is mixed regarding the effects – if any – that SES may have on ToM development. Though the relation between EF and ToM appears robust across the literature, the possible ef

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Merryfield, Jessica L. "Let's play Designing spaces for cognitive development /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1148070735.

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Thesis (Master of Architecture)--University of Cincinnati, 2006.<br>Title from electronic thesis title page (viewedJuly 17, 2006). Includes abstract. Keywords: children's design, architecture, cognitive development. Includes bibliographical references.

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Ouyang, Sining, and 欧阳斯宁. "Effect of music on children's cognitive development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193786.

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Background Music as a part of our daily life, it can make people feel pleasure, peaceful, or exciting. Children as the future generation in our society are expected to have optimal development and growth. During childhood, cognitive development plays an important role in construction of thought processing ability and it is associated with physical development and nervous system development. As we know music is considered to be the efflorescence of human thought, this project aims to evaluate the effect of music listening and training on children’s cognitive development, as well as investigate

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22

Strauss, Clara Yolanda. "Depression and the development of cognitive coping." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364546.

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23

Combrink, Aneri. "Cognitive development in planning theory / A. Combrink." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4564.

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This study reconsiders cognitive development in planning theory, in order to expose the underlying cognitive framework through which academics communicate in planning literature. A cognitive framework develops over time and through experience within the minds of theorists and readers of planning theory. This framework forms the basis for orientation and interpretation of planning literature by the reader. This is illustrated by describing the various perspectives within planning theory and the connotations they have with different levels of theorising. The different perspectives involve the na

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Dunham, Lesley Ann. "Cognitive development in relation to science education." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/3701/.

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Various skills have been considered quintessential to the scientific method. The need for these skills was highlighted by Armstrong at the beginning of the century and continues to be re-iterated to the present day within the criteria of the National Curriculum. Pupils as scientists are expected to make accurate and meaningful observations; record results from experiments formulated to test hypotheses, controlling all the relevant variables except the one under investigation; identify patterns within the results and recognise anomalies; draw valid conclusions from the data collected and extrap

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25

Mitchell, Ryan A. "Bisexual Identity Development| A Social Cognitive Process." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600585.

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<p> This study explored how bisexual individuals used media and other frames of reference to understand their own sexuality. It also sought to understand how bisexual individuals felt about the representation in the media and if they had a preferred image in mind. Semi-structured interviews were conducted with six individuals recruited from universities and LGBT-oriented groups and their answers were analyzed through social cognitive theory and sexual identity development models. The study found that, for the participants interviewed, media examples of bisexuality and bisexual individuals were

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Tikhanoff, Vadim. "Development of cognitive capabilities in humanoid robots." Thesis, University of Plymouth, 2009. http://hdl.handle.net/10026.1/2807.

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Building intelligent systems with human level of competence is the ultimate grand challenge for science and technology in general, and especially for the computational intelligence community. Recent theories in autonomous cognitive systems have focused on the close integration (grounding) of communication with perception, categorisation and action. Cognitive systems are essential for integrated multi-platform systems that are capable of sensing and communicating. This thesis presents a cognitive system for a humanoid robot that integrates abilities such as object detection and recognition, whi

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Öhman, Mattias. "Essays on Cognitive Development and Medical Care." Doctoral thesis, Uppsala universitet, Nationalekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-305627.

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This thesis consists of four self-contained papers. Essay I (with Linuz Aggeborn): Fluoridation of the drinking water is a public policy whose aim is to improve dental health. Although the evidence is clear that fluoride is good for dental health, concerns have been raised regarding potential negative effects on cognitive development. We study the effects of fluoride exposure through the drinking water in early life on cognitive and non-cognitive ability, education and labor market outcomes in a large-scale setting. We use a rich Swedish register dataset for the cohorts born 1985-1992, togethe

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MERRYFIELD, JESSICA L. "LET'S PLAY: DESIGNING SPACES FOR COGNITIVE DEVELOPMENT." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148070735.

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29

Westermann, Gert. "Constructivist neural network models of cognitive development." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/22733.

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In this thesis I investigate the modelling of cognitive development with Constructivist neural networks. I argue that the constructivist nature of development, that is, the building of a cognitive system through active interactions with its environment, is an essential property of human development and should be considered in models of cognitive development. I evaluate this claim on the basis of evidence from cortical development, cognitive development, and learning theory. In an empirical evaluation of this claim, I then present a constructivist neural network model of the acquisition of the

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FitzGibbon, Lily. "The development of cognitive flexibility in childhood." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/9335/.

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The experiments presented in this thesis explored the processes that contribute to cognitive flexibility between the ages of three and eleven years. A new paradigm, the Switching, Inhibition and Flexibility Task (SwIFT) has been used to test whether the paradigms that we use to study cognitive flexibility can lead to incidental, or unexpected performance costs. The roles of core executive demands and incidental task demands on preschool children’s cognitive flexibility performance were explored in the first section of this thesis. Perseveration, which is the most common pattern of failure for

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31

Wilcox, Teresa Gaynelle. "Cognitive development in preterm and fullterm infants." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186201.

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The purpose of this project was to investigate four markers of early cognitive development in preterm and fullterm infants with uncomplicated pre- and peri-natal medical histories. These included object memory, location memory, memory and manual search, and inhibitory control of reaching. In addition, the relation between behavioral organization at term and the development of these abilities was investigated. For all test sessions, the PT infants were tested at corrected age (age since expected due date) rather than chronological age (age since birth). The Assessment of Preterm Infant Behavior

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Miser, Tracey Marie. "Attention, Memory, and Development of Inductive Generalization." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460404591.

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Gudbjornsdottir, G. "Cognitive development, gender, class and education : A longitudinal study of Icelandic early and late cognitive developers." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377067.

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Watson-Jones, Rachel. "The ritualistic child : imitation, affiliation, and the ritual stance in human development." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:2b00ce6b-f281-4644-83fb-ef484701b5f6.

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Researchers have long argued that ritual plays a crucial role in marking social identities and binding individuals together in a system of shared actions and beliefs. The psychological processes underlying how and why ritual promotes group bonding and influences in- and out-group biases have not yet been fully elucidated. The research presented in this thesis was designed to examine the social and cognitive developmental underpinnings of conventional/ ritualistic behavior. Because learning cultural conventions is essential for participation in group behavior and for signaling group membership

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Hobbs, Kathryn Virginia. "Infants' and toddlers' reasoning about others: Connections to prosocial development and language." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13065030.

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Often overlooked in the study of theory of mind (ToM) development, the understanding of motivational states, such as goals and desires, is both an important capacity in its own right and also a likely precursor to more advanced social and cognitive skills. This dissertation explored infants' and toddlers' reasoning about agents' motivational states, linking those representations to the domains of language and prosocial development. Parts I and II of the dissertation asked about toddlers' abilities to use representations of others' motivational states to guide helping behaviors. Part I used a s

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Plebanek, Daniel Joseph. "Paying Attention to Development: Understanding Developmental Differences in Selectivity." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499425770379572.

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Skeat, Lizbeth Cara. "Cognitive Development in Student Leaders and Non-leaders." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32555.

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This study examined cognitive development in student leaders and non-leaders. Participants included 60 students (30 student leaders and 30 non-leaders). Each group contained equal numbers of males and females. The Measure of Epistemological Reflection (MER) (Baxter Magolda & Porterfield, 1985) was administered to participants to measure certain indicators of cognitive development. Cognitive development refers to the increase in cognitive complexity that may occur in students during their college years and includes students' ways of making meaning from what they learn. Students' ways of makin

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Powell, Lindsey Jane. "Infants' Understanding of Social Affiliation and Behavioral Conformity." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10626.

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This dissertation engages in two major hypotheses regarding infants' naïve theory of social relationships. First, it proposes that infants may apply a domain-specific understanding to represent and reason about social groups defined by affiliation amongst their members. Second, it argues that infants may have an understanding of the causal role that behavioral conformity plays in promoting affiliation, and that this understanding may help to determine how infants reason about the coalitional social groups referred to in the first hypothesis. Experiments across three chapters address differe

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Svirko, Elena. "Individual differences in complex grammar acquisition : causes and consequences." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:b0b039d2-5025-4f48-8aa5-546b6bd29090.

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A longitudinal study lasting 3.5 years was conducted to investigate complex grammar development, focusing on acquisition of the passive and type 3 conditionals, and its relationship with a number of domain-general, domain-specific and environmental factors. 128 children (M = 5 years 10 months) were tested at the beginning and towards the end of each school year starting from Year 1. The administered measures included established tests of fluid intelligence, short-term and working memory, seriation, grammar, vocabulary, literacy and arithmetic, plus newly-developed tests of passive and conditio

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Nightingale, Zoe C. "Cognitive rehearsal, cognitive bias and the development of fear in high trait-anxious children." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6944/.

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Previous research has shown that high trait-anxious children, relative to low trait-anxious children, are at an increased risk of developing fear due to threatening information (Field, 2006b; Field and Price-Evans, 2009). However, the mechanism that underlies this relationship remains unknown. Cognitive models of vulnerability to anxiety propose that biases in the processing of threat-relevant material play a part in the aetiology and maintenance of anxiety disorders (Beck and Clark, 1997; Eysenck, 1992) and as such could potentially explain the relationship between trait-anxiety and fear deve

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Sanghvi, Hari Galen. "Cognitive interference in social interaction : development and validation of the social interference questionnaire /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/9110.

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Farah, Hanna Ibrahim. "Applying cognitive patterns to support software tool development." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27354.

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This research was motivated by the development of a set of cognitive patterns [3], and the hypothesis that those patterns could lead to innovative and useful features in software development environments. Cognitive patterns are descriptions of ways people think and act when exploring or explaining software. In this research we focused on the Temporal Details cognitive patterns, which describe the dynamics of the changes in someone's mental model. The main objective of this research, therefore, is to determine to what extent software engineering tool features could be derived from the cognitive

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Martin, Michelle M. "The development of cognitive inhibition in bilingual children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56190.pdf.

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Thomas, Charles Nolan. "The relationships between cognitive deficits and spiritual development." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Östergren, Rickard. "Mathematical Learning Disability : Cognitive Conditions, Development and Predictions." Doctoral thesis, Linköpings universitet, Psykologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-96799.

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The purpose of the present thesis was to test and contrast hypotheses about the cognitive conditions that support the development of mathematical learning disability (MLD). Following hypotheses were tested in the thesis: a) domain general deficit, the deficit is primarily located in the domain general systems such as the working memory, b) number sense deficit, the deficit is located in the innate approximate number system (ANS), c) numerosity coding deficit, the deficit is located to a exact number representation system, d) access deficit, the deficit is in the mapping between symbols and the

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Vadehra, Pooja. "Co-resident grandparents and children's early cognitive development." Thesis, The University of North Carolina at Greensboro, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722563.

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<p>VADEHRA, POOJA, Ph.D. Co-resident Grandparents and Children?s Early Cognitive Development. (2015). Directed by Dr. Danielle Crosby. 112 pp. Cross-cultural research on parent?maintained multigenerational families with co-resident grandparents has shown largely positive outcomes for children, but few studies have explored the potential impact of this type of household structure on children in the American context. The goals of the current study were to investigate the association between grandparent co-residency in stable two-parent families and children?s early cognitive development (at ages

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Sorrentino, Christina M. 1967. "Individuation, identity and proper names in cognitive development." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9674.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1999.<br>Includes bibliographical references (p. 193-199).<br>The ability to individuate entities (i.e. conceptualize one entity as distinct from two) and trace their identity (i.e. judge that an entity is the same one as an entity encountered before) is a fundamental component of the human mind and is critical to proper name reference (i.e. a proper name, like lvfax, refers to a unique individual, namely Max). Philosophers have proposed that sortals-concepts which refer to kinds of individuals-suppor

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Lamont, Alexandra Mary. "The development of cognitive representations of musical pitch." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624265.

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Hong, Namkyung. "Language-specificity and young preschoolers' social-cognitive development." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/85189/.

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This thesis investigated the role of linguistic access in reference to mental states in children’s social understanding. The importance of access to, or an understanding of, mentalistic language has been stressed regarding the development of children’s social understanding (e.g., Astington & Baird, 2005). It was predicted that the exposure to the mental-state terms using specific grammatically embedded forms specifying certainty and/or the origins of information would enhance Korean children’s social understanding. There has been a vast body of research, showing the predictive role of executiv

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Graham, James T. "Development of Functional Requirements for Cognitive Motivated Machines." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1455711952.

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