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Books on the topic 'Cognition functions'

Author: Grafiati

Published: 15 January 2025

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1

J, Brosnan Mark, ed. Cognitive functions: Classic readings in representation and reasoning. Dartford: Greenwich University Press, 1996.

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2

G, Steely Donald, ed. Inferred functions of performance and learning. Mahwah, N.J: Lawrence Erlbaum Associates, 2004.

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3

Adele, Diamond, and National Institute of Mental Health (U.S.), eds. The Development and neural bases of higher cognitive functions. New York, N.Y: New York Academy of Sciences, 1990.

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4

Institute), Nobel Symposium (103rd 1997 Karolinska. Towards an understanding of integrative brain functions: Analyses at multiple levels : proceedings of the Nobel Symposium 103 : held at the Nobel Forum, Karolinska Institute, Stockholm, Sweden, 4-6 June 1997. Amsterdam: Elsevier, 1998.

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5

Frank, Rösler, ed. Neuroimaging of human memory: Linking cognitive processes to neural systems. Oxford: Oxford University Press, 2009.

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6

Frank, Rösler, ed. Neuroimaging of human memory: Linking cognitive processes to neural systems. Oxford: Oxford University Press, 2009.

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7

Kosslyn, Stephen Michael. Wet mind: The new cognitive neuroscience. New York: Free Press, 1995.

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8

L, Sonnier Isadore, ed. Methods and techniques of holistic education. Springfield, Ill., U.S.A: C.C. Thomas, 1985.

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9

Brosnan, Mark J. Cognitive Functions. Greenwich University Press, 1997.

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10

Whitehurst, Grover J., and Barry J. Zimmerman. Functions of Language and Cognition. Elsevier Science & Technology Books, 2014.

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11

Watts, Michael M. Oxytocin: Biochemistry, Functions and Effects on Social Cognition. Nova Science Publishers, Incorporated, 2020.

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12

Watts, Michael M. Oxytocin: Biochemistry, Functions and Effects on Social Cognition. Nova Science Publishers, Incorporated, 2020.

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13

Hodges, John R. Distributed Cognitive Functions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749189.003.0001.

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This chapter discusses cognitive functions with a largely distributed neural basis within the framework of contemporary cognitive neuroscience. The following are described: arousal/attention, memory (short-term, or working memory; episodic memory; semantic memory; and implicit memory), and higher-order cognitive function such as planning, problem-solving and set-shifting, motivation, inhibitory control, social cognition, and emotion processing. Each function in placed in the context of its neural basis, with a brief description of the disorders that may affect these cognitive abilities. Methods of assessment at the bedside and by using neuropsychological tasks are also outlined.

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14

Steely, Donald, and Siegfried Engelmann. Inferred Functions of Performance and Learning. Lawrence Erlbaum, 2003.

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15

Steely, Donald, and Siegfried Engelmann. Inferred Functions of Performance and Learning. Taylor & Francis Group, 2003.

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16

P, Das J., and Sasi B. Misra. Cognitive Planning and Executive Functions: Applications in Management and Education. SAGE Publications India Pvt, Ltd., 2015.

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17

Cognitive Planning and Executive Functions: Applications in Management and Education. SAGE Publications India Pvt, Ltd., 2014.

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18

Hodges, John R. Distributed Cognitive Functions. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780192629760.003.0001.

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19

Lachmann, Thomas, and Tina Weis. Reading and Dyslexia: From Basic Functions to Higher Order Cognition. Springer, 2019.

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20

Reading and Dyslexia: From Basic Functions to Higher Order Cognition. Springer, 2018.

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21

Kövecses, Zoltán. Metaphor, Cognition, Culture. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190879228.003.0002.

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The chapter reports on work concerned with the issue of how conceptual metaphor theory (CMT) functions as a link between culture and cognition. Three large areas are investigated to this effect. First, work on the interaction between conceptual metaphors, on the one hand, and folk and expert theories of emotion, on the other, is surveyed. Second, the issue of metaphorical universality and variation is addressed, together with that of the function of embodiment in metaphor. Third, a contextualist view of conceptual metaphors is proposed. The discussion of these issues leads to a new and integrated understanding of the role of metaphor and metonymy in creating cultural reality and that of metaphorical variation across and within cultures, as well as individuals.

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22

BUTCHER, LEVIN, and DECKER. Neurotransmitter Interactions and Cognitive Functions. Birkhauser, 1992.

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23

Inferred Functions of Performance and Learning. Taylor & Francis Group, 2012.

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24

Steely, Donald, and Siegfried Engelmann. Inferred Functions of Performance and Learning. Taylor & Francis Group, 2003.

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25

Steely, Donald, and Siegfried Engelmann. Inferred Functions of Performance and Learning. Taylor & Francis Group, 2003.

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26

Steely, Donald, and Siegfried Engelmann. Inferred Functions of Performance and Learning. Taylor & Francis Group, 2003.

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27

Steely, Donald, and Siegfried Engelmann. Inferred Functions of Performance and Learning. Taylor & Francis Group, 2003.

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28

Steely, Donald, and Siegfried Engelmann. Inferred Functions of Performance and Learning. Taylor & Francis Group, 2003.

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29

Kalchman, Mindy. Using a neo-Piagetian framework for learning and teaching mathematical functions. 2001.

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30

(Editor), Evelin Witruk, Angela D. Friederici (Editor), and Thomas Lachmann (Editor), eds. Basic Functions of Language, Reading and Reading Disability (Neuropsychology and Cognition). Springer, 2002.

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31

Cinematic narration and its psychological impact: Functions of cognition, emotion and play. Newcastle: Cambridge Scholars, 2009.

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32

Naninck, E. F. G., P. J. Lucassen, and Aniko Korosi. Consequences of Early-Life Experiences on Cognition and Emotion. Edited by Turhan Canli. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199753888.013.003.

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Perinatal experiences during a critical developmental period program brain structure and function “for life,” thereby determining vulnerability to psychopathology and cognition in adulthood. Although these functional consequences are associated with alterations in HPA-axis activity and hippocampal structure and function, the underlying mechanisms remain unclear. The parent-offspring relationship (i.e., sensory and nutritional inputs by the mother) is key in mediating these lasting effects. This chapter discusses how early-life events, for example, the amount of maternal care, stress, and nutrition, can affect emotional and cognitive functions later in life. Interestingly, effects of perinatal malnutrition resemble the perinatal stress-induced long-term deficits. Because stress and nutrition are closely interrelated, it proposes that altered stress hormones and changes in specific key nutrients during critical developmental periods act synergistically to program brain structure and function, possibly via epigenetic mechanisms. Understanding how the adult brain is shaped by early experiences is essential to develop behavioural and nutritional preventive therapy.

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33

Executive Functions in Children's Everyday Lives: A Handbook for Professionals in Applied Psychology. Oxford University Press, 2017.

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34

Kompa, Nikola A. Language, Cognition, and the Way We Think. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350176881.

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The cognitive potency of the human mind can be fully appreciated only if it is conceived of as a linguistic mind. This is the starting of Nikola Kompa’s investigation into the relationship between language and cognition. Underpinned by philosophical ideas from Plato to Ockham, and from Locke to Vygotsky, Kompa use theories within the philosophy of language, mind, and cognitive science and draws on neuro-psychology and psycholinguistic studies within cognitive studies to explore core ideas about language and cognition. How did language transform our ancestors into creatures of considerable cognitive and social accomplishment? How does language augment cognition? Is language only a means of communicationg our ideas or is a means of thinking itself? Her study has repercussions for a broad range of questions, from how humans differ from other animals and what a cognitive architecture looks like if it approximates the achievements of the human mind, to questions of education and cross-cultural communication. Theorizing and forming hypotheses about how language and cognition might have coevolved, how the availability of (symbolic) labels enhance various cognitive functions, what the cognitive function of inner speech might be and how inner speech an thought relate to each other, Kompa addresses the perennial philosophical question of what the benefits of having a language might be, and brings into sharper relief the intimate connection between linguistic and other cognitive functions. Informed by recent discussions on language evolution, labels, and inner speech, this timely contribution helps us understand more about how language changes the way we think.

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35

The New Phrenology: The Limits of Localizing Cognitive Processes in the Brain (Life and Mind: Philosophical Issues in Biology and Psychology). The MIT Press, 2003.

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36

The New Phrenology: The Limits of Localizing Cognitive Processes in the Brain (Life and Mind: Philosophical Issues in Biology and Psychology). The MIT Press, 2001.

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37

Muller, Ulrich, and Bryan Sokol. Self- and Social-Regulation: The Development of Social Interaction, Social Understanding, and Executive Functions. Oxford University Press, 2009.

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38

Iarocci, Grace, Arlene Young, Ulrich Muller, Jeremy Carpendale, and Bryan Sokol. Self- and Social-Regulation: The Development of Social Interaction, Social Understanding, and Executive Functions. Oxford University Press, Incorporated, 2009.

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39

Toivanen, Juhana. Perception and the Internal Senses: Peter of John Olivi on the Cognitive Functions of the Sensitive Soul. BRILL, 2013.

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40

Fessler, Daniel M. T., and Edouard Machery. Culture and Cognition. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0021.

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The article provides an overview on the approaches used to study the relation between culture and cognition. Psychological universals can be defined as those traits, processes, dispositions, or functions that recur across cultures, with at least a subset of each population exhibiting the trait. The strongest test of the universality of a given psychological trait is to search for it across maximally disparate cultures because traits may recur across cultures due to cultural influences alone. One methodological concern, however, is that whether or not a trait is identified in different cultures will depend in part on how the trait is defined. Some traits may be psychological universals because they are homologies. A trait is generatively entrenched if its development is a necessary condition for the development of other traits. Most modifications of a generatively entrenched trait are selected against because they prevent the development of these other traits. The approximate number sense, evident in cultures as diverse as small-scale hunter-horticulturalist societies and modern, technologically complex societies, is also present in numerous animal species. A number of uniquely human psychological traits are also universal because their development has been canalized during the evolution of human cognition. Natural selection selects against development pathways that rely on specific environmental inputs when these environmental inputs vary, when variation in these environmental inputs cause the development of variable traits, and when there is a single optimally adaptive variant.

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41

Collins, Robert O. Prefrontal Cortex: Developmental Differences, Executive and Cognitive Functions and Role in Neurological Disorders. Nova Science Publishers, Inc., 2013.

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42

Non-invasive predictors of cerebral dominance. 1989.

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43

Coello, Yann, and Angela Bartolo. Language and Action in Cognitive Neuroscience. Taylor & Francis Group, 2012.

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44

Coello, Yann, and Angela Bartolo. Language and Action in Cognitive Neuroscience. Taylor & Francis Group, 2012.

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45

(Editor), Vicki Anderson, and Rani Jacobs (Editor), eds. Executive Functions and the Frontal Lobes: A Lifespan Perspective (Studies on Neuropsychology, Neurology, and Cognition). Psychology Press, 2008.

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46

Maley, Corey J., and Gualtiero Piccinini. A Unified Mechanistic Account of Teleological Functions for Psychology and Neuroscience. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199685509.003.0011.

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Functions play an important explanatory role in both psychology and neuroscience. Any effort to integrate psychology and neuroscience must provide an account of functions and how they explain in psychology and neuroscience. Yet the ontological foundations for function attributions and functional explanation remain unsettled. In this chapter, we contribute to an integrated science of cognition and behavior by offering a unified account of the teleological functions of multi-level mechanisms. The account applies to both biological traits and artifacts. Teleological functions are stable causal contributions towards the goals of organisms belonging to a reference class within a biological population. The paradigmatic goals of organisms are survival and inclusive fitness, although organisms may have additional goals. Truthmakers for claims about teleological functions are non-teleological features of the world.

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47

Anderson, Vicki, Anderson Peter J, and Rani Jacobs. Executive Functions and the Frontal Lobes: A Lifespan Perspective. Taylor & Francis Group, 2010.

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48

Estes, William K. Handbook of Learning and Cognitive Processes: Linguistic Functions in Cognitive Theory. Taylor & Francis Group, 2014.

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49

Estes, William K. Handbook of Learning and Cognitive Processes: Linguistic Functions in Cognitive Theory. Taylor & Francis Group, 2016.

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50

Estes, William K. Handbook of Learning and Cognitive Processes: Linguistic Functions in Cognitive Theory. Taylor & Francis Group, 2014.

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