Thematische Bibliographien / Cognitive psychology

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Cognitive psychology“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Cognitive psychology"

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Martín-Loeches, Manuel. „La Neurociencia Cognitiva, la Psicología Cognitiva y nuestro Sistema Cognitivo Cognitive Neuroscience, Cognitive Psychology, and our Cognitive System“. Cognitiva 16, Nr. 2 (01.09.2004): 211–17. http://dx.doi.org/10.1174/0214355042248884.

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Gillund, Gary. „Applied Cognitive Psychology and Cognitive Psychology Applied“. Contemporary Psychology: A Journal of Reviews 35, Nr. 2 (Februar 1990): 151–52. http://dx.doi.org/10.1037/028269.

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Saefudin, Iing. „Corruption in Perspective of Social Psychology and Psychology Cognitive Theory“. International Journal of Psychosocial Rehabilitation 24, Nr. 4 (28.02.2020): 5379–86. http://dx.doi.org/10.37200/ijpr/v24i4/pr201634.

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Posner, Michael I., Patrick Bourke und Ulric Neisser. „Cognitive Psychology“. American Journal of Psychology 105, Nr. 4 (1992): 621. http://dx.doi.org/10.2307/1422917.

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Riddoch, M. Jane. „Cognitive Psychology“. Physiotherapy 82, Nr. 9 (September 1996): 547. http://dx.doi.org/10.1016/s0031-9406(05)66292-x.

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Rabbitt, Patrick. „Cognitive Psychology“. Ageing and Society 12, Nr. 2 (Juni 1992): 237–49. http://dx.doi.org/10.1017/s0144686x00004864.

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Lu, Zhong-Lin, und Barbara Dosher. „Cognitive psychology“. Scholarpedia 2, Nr. 8 (2007): 2769. http://dx.doi.org/10.4249/scholarpedia.2769.

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Smith, Edward E. „Cognitive psychology“. Artificial Intelligence 25, Nr. 3 (März 1985): 247–53. http://dx.doi.org/10.1016/0004-3702(85)90073-6.

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Stern, Elsbeth. „Cognitive Psychology and Cognitive Science“. Contemporary Psychology: A Journal of Reviews 36, Nr. 6 (Juni 1991): 485–86. http://dx.doi.org/10.1037/029811.

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Johnson, Marcia K. „Cognitive Neuroscience: Applied Cognitive Psychology“. Journal of Applied Research in Memory and Cognition 5, Nr. 2 (Juni 2016): 110–20. http://dx.doi.org/10.1016/j.jarmac.2016.02.003.

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Dissertationen zum Thema "Cognitive psychology"

1

Rohenkohl, Gustavo. „Cognitive neuroscience, experimental psychology“. Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547508.

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Robertson, Toby Andrew. „The social psychology of contradictions“. Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337682.

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Durrheim, Kevin. „Rethinking cognitive style in psychology“. Doctoral thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/13472.

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Bibliography: leaves 240-257.
This thesis proposes to answer a single question: do the stylistic features of cognition operate independently of cognitive contents? The question itself has a history, and the way it has been framed, and the types of answers it has attracted have been related to ideological and political interests. Chapter 1 reviews four social psychological theories of the relationship between cognitive style and ideological beliefs - authoritarianism, extremism theory, context theory, and value pluralism theory. It argues that these (empiricist) accounts have been bedeviled by a tension between theoretical universalism and political critique, and have fostered the view that cognitive traits are stable, general, and pervasive properties of individual psychology. Chapter 2 focuses on the construct of intolerance of ambiguity, and shows how - in the manner of Danziger's (1985) "methodological circle" - universalistic assumptions have become incorporated into measurement instruments; and how all evidence of individual variability in cognitive style has been accommodated by interactionist models of personality, leaving the empiricist view intact. Roy Bhaskar's critical realism is used as an alternative to a empiricist psychology, and Michael Billig's rhetorical psychology is used as an alternative to universalistic theories of cognitive style. A measurement procedure is developed which can assess cross-content variability in ambiguity tolerance. Three studies are performed in order to justify a move towards an anti-universalistic conception of cognitive style. Study l evaluates the hypothesized generality of ambiguity tolerance on a sample of university students. Factor analysis and correlational matrices show that ambiguity tolerance toward different authorities is domain specific, and that different factors are related to each other positively, negatively, and orthogonally. Study 2 employs the same sample, and uses polynomial regression analysis to show that the relationship between ambiguity tolerance and ideological conservatism is highly variable across content domain. Study 3 replicates these central findings with another student sample and with different scale contents. The results of all three studies arc contrary to the predictions of the social psychological accounts of cognitive style. They show that expressions of cognitive style are context- and content-dependent, and suggest that the empiricist "thing-like" ontology be replaced with a praxis- and concept-dependent ontology.
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Harrison, David J. „Connectionism, folk psychology and cognitive architecture“. Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322924.

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Dewhurst, Joseph Edmund. „From folk psychology to cognitive ontology“. Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25916.

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This thesis examines the relationship between folk psychology and scientific psychology, and argues that the conceptual taxonomy provided by the former is unsuitable for fine-grained cognitive scientific research. I avoid traditional eliminativism by reserving a role for folk psychology as a socio-normative discourse, where folk psychological concepts primarily refer to behaviour rather than to mental states, and also exert a regulative influence on behaviour. In the first half of this thesis I develop a positive account of folk psychology as a broad discourse that includes mental state attributions, behavioural predictions, narrative competency, and regulative mechanisms. In the second half I argue that the conceptual taxonomy provided by this discourse has led to theoretical confusions in both philosophy and cognitive science, and I propose a systematic methodology for developing a novel ‘cognitive ontology’ that is better suited for contemporary scientific research. What is folk psychology? In chapter 1 I survey the history of the term folk psychology and demonstrate that the term only really came into general usage following the work of Fodor and Churchland in the 1970s and 80s. I also argue that it is a mistake, stemming from this era, to identify folk psychology exclusively with propositional attitude psychology, which is just one particular way in which the folk might understand one another. If folk psychology is not just propositional attitude psychology, what else might it be? In chapter 2 I consider what I call the ‘universality assumption’, i.e. the assumption that folk psychological intuitions are shared across all cultures and languages. If this assumption were justified then it might provide partial support for the claim that folk psychology presents an accurate account of human cognition. However, there is significant evidence of variation in folk psychological intuitions, suggesting that folk psychology might be at least partially biased by cultural and linguistic influences. If folk psychology is not the same in every culture, how come it is so successful at predicting behaviour? In chapter 3 I look at various ways in which folk psychological discourse can play a regulative or normative role by exerting an influence on our behaviour. This role helps to explain how folk psychology can be predictively successful even if it fails to accurately describe the fine-grained details of human cognition, as via regulative mechanisms it is able to become a kind of self-fulfilling prophecy. How well does folk psychology match up with our scientific understanding of cognition? In chapter 4 I present evidence of cases where folk psychological concepts have served to mislead or confuse theoretical debates in philosophy of mind and cognitive science. I consider several case studies, including the false belief task in social cognition, the taxonomisation of sensory modalities, the extended cognition debate, and the recently emerging ‘Bayesian brain’ hypothesis. If folk psychological concepts do not refer to entities in our scientific theories, then what do they refer to? In chapter 5 I examine the status of folk psychological kinds as natural kinds, and argue that even under a very liberal account folk psychological kinds probably do not constitute viable scientific kinds. However, due to the regulative mechanisms described in chapter 3, they do constitute what Hacking has described as ‘human’ or ‘interactive’ kinds, which exhibit complex looping effects. What kinds of concepts should cognitive science use, if not folk psychological concepts? Finally, in chapter 6 I look at recent developments in ‘cognitive ontology’ revision and argue that we should adopt a systematic methodology for constructing novel concepts that better reflect our current best understanding of cognitive systems. In closing I consider the relationship between these novel concepts and the ontology presented by folk psychological discourse.
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Rowlands, Mark. „Anomalism, supervenience, and explanation in cognitive psychology“. Thesis, University of Oxford, 1989. http://ora.ox.ac.uk/objects/uuid:d22daaac-1094-424e-91ce-dc39e9da644f.

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This thesis defends the claim that the principle of methodological solipsism can play no role in the formation of the theories of cognitive psychology. Corresponding to this negative claim, but assuming a comparatively minor role, will be the positive claim that a scientific psychology ought to deal in explanations which relate mental states in virtue of their semantic contents. The basis of the case against methodological solipsism is the claim that the explanatory properties invoked by this principle are indivlduation dependent on properties of semantic content. In Chapter I the idea of methodological solipsism will be discussed, and two forms distinguished. One of the versions of methodological solipsism identified invokes the explanatory notion of the narrow content of a mental state. The other version invokes the notion of formal or syntactic properties possessed by mental states. In both cases it will be argued that these properties can be identified only by way of the semantic contents of their associated mental states. The notion of narrow content will be discussed in Chapter II. The case against that version of methodological solipsism which invokes syntactic properties will be constructed in Chapters III-V. The latter argument constitutes the bulk of the thesis, and derives from considerations centred around the principles of anomalism, supervenience, and the relation between them. These arguments are intended to be of independent interest as solutions to certain persistent problems in the philosophy of mind.
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Dillon, Andrew, und Marian Sweeney. „The Application of cognitive psychology to CAD“. Cambridge University Press, 1988. http://hdl.handle.net/10150/106215.

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This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. and Sweeney, M. (1988) The application of cognitive psychology to CAD. In D. Jones and R.Winder (eds.) People and Computers IV. Cambridge: Cambridge University Press, 477-488. Abstract: The design of usable human-computer interfaces is one of the primary goals of the HCI specialist. To date however interest has focussed mainly on office or text based systems such as word processors or databases. Computer aided design (CAD) represents a major challenge to the human factors community to provide suitable input and expertise to an area where the users goals and requirements are cognitively distinct from more typical HCI. The present paper is based on psychological investigations of the engineering domain, involving an experimental comparison of designers using CAD and the more traditional drawing board. By employing protocol analytic techniques it is possible to shed light on the complex problem-solving nature of design and to demonstrate the crucial role of human factors in the development of interfaces which facilitate the designers in their task. A model of the cognition of design is proposed which indicates that available knowledge and guidelines alone are not sufficient to aid CAD developers and the distinct nature of the engineering designer's task merits specific attention. (This is a paper presented at HCI 1988 and the book is a record of all the proceedings at this conference, the major annual European conference on human-computer interaction.)
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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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Lyons, Jack Coady. „Epistemological consequences of a faculty psychology“. Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289041.

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Traditional epistemology has devoted much attention to the distinctions between perception and inference and between basic and non-basic beliefs. Hot, I develop a different and more general distinction, between what I call "privileged" and "nonprivileged" beliefs; privileged beliefs are justifiable by means of an otherwise substandard argument while nonprivileged beliefs require support by a generally adequate argument for their justification I argue that even coherentists are tacitly committed to this distinction (although they may deny the existence of basic beliefs) and that one of the chief problems for simple reliabilist theories is that they imply that all beliefs are privileged. Any adequate epistemology has to count some beliefs as privileged and some as nonprivileged, and I suggest a way to modify reliabilist theories to accommodate this result. The privileged/nonprivileged belief distinction suggests a framework theory about the structure of epistemic justification, a theory which improves on foundationalism, coherentism, and reliabilism in certain respects. Yet it raises the question of which beliefs are privileged and which are nonprivileged. I argue that whether or not a belief is privileged is determined by the etiology of that belief, and in particular, by the intrinsic nature and the etiology of the psychological faculty that produced that belief. A belief, therefore, is privileged if and only if it is the output of a certain kind of cognitive faculty, or system. Consequently, the beliefs produced by these faculties are such that it is possible to be justified in holding them even in the absence of a generally adequate argument. This does not mean that all the outputs of all such faculties are justified, for such beliefs might still require (and lack) inferential support or be subject to non-inferential requirements, like reliability And of course, all such beliefs are potentially subject to defeat from other justified beliefs. The kind of cognitive faculties I have in mind includes, but is not restricted to, "modules", in Jerry Fodor's sense. The etiological, faculty-oriented view defended hat argues for distinctive, versions of externalism and naturalism in epistemology and holds some promise of illuminating certain traditional epistemological problems.
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Leonhard, Margaret L. „Cognitive and Affective Variables Associated with Exercise“. Xavier University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1383574668.

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Bücher zum Thema "Cognitive psychology"

1

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

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

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

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Barsalou, Lawrence W. Cognitive psychology: An overview for cognitive scientists. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1992.

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H, Ross Brian, und Markman Arthur B, Hrsg. Cognitive psychology. 4. Aufl. Hoboken, NJ: John Wiley & Sons, 2005.

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H, Ross Brian, und Markman Arthur B, Hrsg. Cognitive psychology. 3. Aufl. Fort Worth: Harcourt College Publishers, 2000.

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H, Ross Brian, und Markman Arthur B, Hrsg. Cognitive psychology. 3. Aufl. New York: John Wiley & Sons, 2002.

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Hunt, R. Reed. Fundamentals of cognitive psychology. 6. Aufl. Boston: McGraw-Hill, 1999.

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Chizuko, Izawa, und International Congress of Applied Psychology (22nd : 1990 : Kyoto, Japan), Hrsg. Cognitive psychology applied. Hillsdale, N.J: L. Erlbaum Associates, 1993.

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

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Buchteile zum Thema "Cognitive psychology"

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Downey, Geraldine, Jamil Zaki und Kathy R. Berenson. „Cognitive Psychology“. In Psychiatry, 433–53. Chichester, UK: John Wiley & Sons, Ltd, 2008. http://dx.doi.org/10.1002/9780470515167.ch26.

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Dwyer, Diana, und Jane Scampion. „Cognitive Psychology“. In Psychology A Level, 28–73. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13450-2_3.

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Notterman, Joseph M., und Henry N. Drewry. „Cognitive Psychology“. In Psychology and Education, 143–60. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1250-3_10.

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Shekhar, Shashi, und 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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Ormerod, Thomas C., und Linden J. Ball. „Cognitive Psychology“. In The SAGE Handbook of Qualitative Research in Psychology, 572–89. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526405555.n33.

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Ludlow, Amanda, und 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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Caron, Jean. „Cognitive psychology“. In Handbook of Pragmatics, 116–23. Amsterdam: John Benjamins Publishing Company, 1995. http://dx.doi.org/10.1075/hop.m.cog4.

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Richards, Graham, und Paul Stenner. „Cognitive Psychology“. In Putting Psychology in Its Place, 75–84. 4. Aufl. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003093848-8.

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Caron, Jean. „Cognitive psychology“. In Handbook of Pragmatics, 185–94. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/hop.m2.cog4.

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Grocott, Lisa. „Cognitive Psychology“. In Design for Transformative Learning, 145–61. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429429743-13.

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Konferenzberichte zum Thema "Cognitive psychology"

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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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Lammel, Annamaria, Elisa Gutierrez, Emilie Dugas und Frank Jamet. „Cultural and Environmental Changes: Cognitive Adaptation to Global Warming“. In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/uowv9273.

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The present paper uses a methodological and theoretical perspective on cognitive and cross-cultural psychology as it basis. Our research covers an important area: the role of cognition on the human adaptation to global warming. We draw the general hypothesis that human cognition, mediated by culture, can adapt to changes in the environment. However, we believe that accelerated global climatic changes create cognitive vulnerability because culture cannot provide proper knowledge and cognitive tools. We present some results of our fundamental research on cognitive adaptation to climate change from a cross-environmental and cross-cultural perspective. We specifically highlight some preliminary comparative analysis between adults of New Caledonia and Paris on the representation of climate and climate change followed by the human capacity to adapt to this condition. In addition, we provide an intra-cultural comparison on representation of climate, taking into consideration important geographic and climatic differences in France. Preliminary results suggest that culture and environmental experiences have focal impacts on cognitive adaptation. Our findings show that Parisian adults present greater cognitive vulnerability, thus less adaptive cognition. In the light of cross-cultural psychology, we consider that this fact is due, on one hand, to the analytic way of thinking dominated by an urban occidental population and, on the other hand, to the absence of bi-metric representations.
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Benet-Martínez, Verónica, und Fiona Lee. „Exploring the Consequences of Biculturalism: Cognitive Complexity“. In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/gcsn1314.

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To explore the possible socio-cognitive consequences of biculturalism, we examined the complexity of cultural representations in monocultural and bicultural individuals. Study 1 found that Chinese-American biculturals’ free descriptions of both American and Chinese cultures were higher in cognitive complexity than that of Anglo-American monoculturals, but the same effect was not apparent in descriptions of culturally-neutral entities (landscapes). Using the same procedures, Study 2 found that the cultural representations of biculturals with low levels of Bicultural Identity Integration (BII; or biculturals with conflicted cultural identities) were more cognitively complex than that of biculturals with high BII (biculturals with compatible cultural identities). This work shows that biculturalism and BII have meaningful cognitive consequences; further it suggests that exposure to more than one culture increases individuals’ ability to detect, process, and organize everyday cultural meaning, highlighting the potential benefits of multiculturalism.
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Colling, Lincoln, und 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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Oskooyee, Koosha S., Mansour R. Kashani, Negar Aref, Mahsa Ghaemi, Ali Valehi und Farnaz J. Moghaddam. „Robots in love: Evolutionary psychology, artificial life, and cognitive robotics“. In 2012 11th IEEE International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2012. http://dx.doi.org/10.1109/icci-cc.2012.6311193.

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Carod, Nadina Martinez, und Alejandra Cechich. „A Cognitive Psychology Approach for Balancing Elicitation Goals“. In 6th IEEE International Conference on Cognitive Informatics. IEEE, 2007. http://dx.doi.org/10.1109/coginf.2007.4341895.

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Ng, Adrian K. T. „Cognitive psychology and human factors engineering of virtual reality“. In 2017 IEEE Virtual Reality (VR). IEEE, 2017. http://dx.doi.org/10.1109/vr.2017.7892349.

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TSALLIS, CONSTANTINO, und ALEXANDRA C. TSALLIS. „ENTROPY, A UNIFYING CONCEPT: FROM PHYSICS TO COGNITIVE PSYCHOLOGY“. In First Interdisciplinary Chess Interactions Conference. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814295895_0002.

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Huang, Zairong. „Aristotle’s “De Anima” - Theoretical Significance in Contemporary Cognitive Psychology“. In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.027.

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Guo, Liu. „Foreign Language Learning and Teaching Based on Cognitive Psychology“. In 2015 International Conference on Education Technology and Economic Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icetem-15.2015.39.

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Berichte der Organisationen zum Thema "Cognitive psychology"

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Sanders, William R. Cognitive Psychology Principles for Digital Systems Training. Fort Belvoir, VA: Defense Technical Information Center, Juni 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, Dezember 2000. http://dx.doi.org/10.21236/ada440864.

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Mcbride, Emma E., und Jeffrey M. Greeson. RU Mindful: Mindfulness, Stress, and Cognitive Functioning in College Students. Rowan University Libraries, Juni 2023. http://dx.doi.org/10.31986/issn.2689-0690_rdw.dat.2.

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This dataset is derived from an anonymous, cross-sectional, IRB-approved, online survey study of 534 college students. Collected in 2018-2019, the data include self-reported measures of dispositional (trait) mindfulness, perceived stress, cognitive functioning, and GPA, along with demographic variables. Results from these data were originally published by McBride & Greeson (2021) in the journal Current Psychology.
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Hardani, Rika, Diana Setiyawati und Yuli Fajar Susetyo. The Effect of Emotion Self-Regulation on Academic Achievement During Adolescence: a Protocol for a Systematic Literature Review And Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, März 2022. http://dx.doi.org/10.37766/inplasy2022.3.0073.

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Review question / Objective: The research uses the PICOS method to determine the topic and research objectives. PICOS stands for population, intervention, comparison, outcomes and study. PICOS is one of the guidelines that is often used in quantitative research in systematic research literature reviews (Eriksen & Frandsen, 2018). This study intends to determine how the influence of adolescent self-regulation of emotions on academic achievement. Condition being studied: In the process of achieving high academic achievement, apart from the role of cognitive factors, non-cognitive factors also play an important role. In psychology, there are non-cognitive variables called emotion self-regulation. Many previous studies have investigated this matter. However, researchers have not found a systematic literature review that discusses the effect of emotion self-regulation on adolescent academic achievement.
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McGinn, Noel. Why We Should End Reforms in Education. Inter-American Development Bank, April 2002. http://dx.doi.org/10.18235/0011021.

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Education reforms are a constant social and political activity. Teachers have received more training, classes are smaller, more students have textbooks and they are of better quality. Curricula have been revised in accord with developments in cognitive psychology and advances in science. Literacy rates have risen notably and the average level of education in the population has grown steadily. Despite the many reforms carried out, and despite objective evidence of improved access and inputs, criticisms of public education have grown more intense and extensive. Why have reforms become more common even as they are unsatisfying?
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Rollo, Greta, und Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, Juni 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students' progress through each construct as described in this paper can be tracked and used to inform teaching and learning.
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SOLOVEVA, N., und V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev und Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, Juli 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Yatsymirska, Mariya. MODERN MEDIA TEXT: POLITICAL NARRATIVES, MEANINGS AND SENSES, EMOTIONAL MARKERS. Ivan Franko National University of Lviv, Februar 2022. http://dx.doi.org/10.30970/vjo.2022.51.11411.

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The article examines modern media texts in the field of political journalism; the role of information narratives and emotional markers in media doctrine is clarified; verbal expression of rational meanings in the articles of famous Ukrainian analysts is shown. Popular theories of emotions in the process of cognition are considered, their relationship with the author’s personality, reader psychology and gonzo journalism is shown. Since the media text, in contrast to the text, is a product of social communication, the main narrative is information with the intention of influencing public opinion. Media text implies the presence of the author as a creator of meanings. In addition, media texts have universal features: word, sound, visuality (stills, photos, videos). They are traditionally divided into radio, TV, newspaper and Internet texts. The concepts of multimedia and hypertext are related to online texts. Web combinations, especially in political journalism, have intensified the interactive branching of nonlinear texts that cannot be published in traditional media. The Internet as a medium has created the conditions for the exchange of ideas in the most emotional way. Hence Gonzo’s interest in journalism, which expresses impressions of certain events in words and epithets, regardless of their stylistic affiliation. There are many such examples on social media in connection with the events surrounding the Wagnerians, the Poroshenko case, Russia’s new aggression against Ukraine, and others. Thus, the study of new features of media text in the context of modern political narratives and emotional markers is important in media research. The article focuses review of etymology, origin and features of using lexemes “cмисл (meaning)” and “сенс (sense)” in linguistic practice of Ukrainians results in the development of meanings and functional stylistic coloring in the usage of these units. Lexemes “cмисл (meaning)” and “сенс (sense)” are used as synonyms, but there are specific fields of meanings where they cannot be interchanged: lexeme “сенс (sense)” should be used when it comes to reasonable grounds for something, lexeme “cмисл (meaning)” should be used when it comes to notion, concept, understanding. Modern political texts are most prominent in genres such as interviews with politicians, political commentaries, analytical articles by media experts and journalists, political reviews, political portraits, political talk shows, and conversations about recent events, accompanied by effective emotional narratives. Etymologically, the concept of “narrative” is associated with the Latin adjective “gnarus” – expert. Speakers, philosophers, and literary critics considered narrative an “example of the human mind.” In modern media texts it is not only “story”, “explanation”, “message techniques”, “chronological reproduction of events”, but first of all the semantic load and what subjective meanings the author voices; it is a process of logical presentation of arguments (narration). The highly professional narrator uses narration as a “method of organizing discourse” around facts and impressions, impresses with his political erudition, extraordinary intelligence and creativity. Some of the above theses are reflected in the following illustrations from the Ukrainian media: “Culture outside politics” – a pro-Russian narrative…” (MP Gabibullayeva); “The next will be Russia – in the post-Soviet space is the Arab Spring…” (journalist Vitaly Portnikov); “In Russia, only the collapse of Ukraine will be perceived as success” (Pavel Klimkin); “Our army is fighting, hiding from the leadership” (Yuri Butusov).
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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, Oktober 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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