Academic literature on the topic 'Cognitive and computational psychology not elsewhere classified'
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Journal articles on the topic "Cognitive and computational psychology not elsewhere classified"
DeVivo, Renée, Lauren Zajac, Asim Mian, Anna Cervantes-Arslanian, Eric Steinberg, Michael L. Alosco, Jesse Mez, Robert Stern, and Ronald Killany. "Differentiating Between Healthy Control Participants and Those with Mild Cognitive Impairment Using Volumetric MRI Data." Journal of the International Neuropsychological Society 25, no. 08 (May 27, 2019): 800–810. http://dx.doi.org/10.1017/s135561771900047x.
Full textThomas, Michael, and Annette Karmiloff-Smith. "Are developmental disorders like cases of adult brain damage? Implications from connectionist modelling." Behavioral and Brain Sciences 25, no. 6 (December 2002): 727–50. http://dx.doi.org/10.1017/s0140525x02000134.
Full textLehar, Steven. "Directional Harmonic Theory: A Computational Gestalt Model to Account for Illusory Contour and Vertex Formation." Perception 32, no. 4 (April 2003): 423–48. http://dx.doi.org/10.1068/p5011.
Full textDissertations / Theses on the topic "Cognitive and computational psychology not elsewhere classified"
Green, Mike. "The days of our lives: deep acting, surface acting and actors' health : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology at Massey University, Albany, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1068.
Full textWoodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.
Full text(9790292), Michael Cvirn. "The effects of temperature, sleep restriction, and physical activity on the sleep architecture and cognitive performance of volunteer firefighters during various simulation wildland fireground tours." Thesis, 2018. https://figshare.com/articles/thesis/The_effects_of_temperature_sleep_restriction_and_physical_activity_on_the_sleep_architecture_and_cognitive_performance_of_volunteer_firefighters_during_various_simulation_wildland_fireground_tours/13447676.
Full text(11177388), Zahra Sajedinia. "A COMPUTATIONAL MODEL OF TEAM-LEVEL NEGOTIATION: WITH AN APPLICATION IN CREATIVE PROBLEM SOLVING." Thesis, 2021.
Find full text(9182093), Elizabeth A. Wiemers. "TITRATING COGNITIVE CONTROL: TRIAL-LEVEL DYNAMIC USE OF PROACTIVE AND REACTIVE COGNITIVE CONTROL." Thesis, 2020.
Find full textCognitive control is accomplished by a set of higher-order cognitive processes that are recruited to aid in the completion of various tasks. A popular proposed mechanism is the Dual Mechanisms of Control (Braver, Gray, & Burgess, 2007), proposing proactive and reactive mechanisms. While neuroscience studies provide evidence that these are two distinct processes, it remains unclear whether the processes are competing, or whether they can be used together. That is, are the two processes able to both be enacted to some degree? Further, whether these mechanisms can be titrated to produce a gradient-like use of control on a trial-level basis is unknown. These are the two primary pursuits of this dissertation. Experiment 1 shows the titrated pattern of control use, indicating (a) sensitivity to task demands, and (b) dynamic use of proactive and reactive control at the trial level, in a new task. Further, a novel contribution is the observation of ability to titrate the use of control. Additional experiments relate performance on this task to working memory (Experiment 2), replicate the findings in an online format (Experiment 3), and differentiate performance from distance effects commonly seen in relative judgment tasks (Experiment 4). This work has implications for the understanding of how cognitive control functions and how dynamically the use of these mechanisms can be adjusted.
(10711986), Michelle E. Coverdale. "The Effect of Choice on Memory and Value for Consumer Products." Thesis, 2021.
Find full text(9836804), Madeline Sprajcer. "The impact of on-call work on anxiety, sleep, and cognitive performance in a laboratory environment." Thesis, 2019. https://figshare.com/articles/thesis/The_impact_of_on-call_work_on_anxiety_sleep_and_cognitive_performance_in_a_laboratory_environment/13452683.
Full text(11186220), Julianna Gesun. "Beyond Surviving: Developing and Testing a Model of Thriving for Engineering Students." Thesis, 2021.
Find full text(12826875), Roslyn T. McCarthy. "Effects of explanatory style optimism and self-esteem training on children's psychological and academic wellbeing." Thesis, 2000. https://figshare.com/articles/thesis/Effects_of_explanatory_style_optimism_and_self-esteem_training_on_children_s_psychological_and_academic_wellbeing/20022584.
Full textExplanatory style optimism and Self -Esteem theorists both claim to be able positively to influence the child's psychological well-being. This study was conducted to compare the effects of Optimism training and Self -Esteem training with children. Participants were 157 children (83 boys and 74 girls) attending Grade 6. Participants in Class groups were assigned to one of three conditions for
training in Optimism (n = 51), Self -Esteem (n ----49) and a Control group (n = 57). Children completed self -report questionnaires on explanatory style (CASQ), depression (CES-DC), global self-esteem (RSE), and domain self-esteem (PH). Peer ratings on each participant were conducted via a sociogram, school achievement was assessed using the Milton Spelling Age test, and participants completed three hypothetical questions based on Flavell's theory of metacognition. This battery of tests was completed on three occasions: before training, immediately after the training and six months following the training. Comparison of the two theoretical models showed that the Optimism model fitted the data better than the Self -Esteem model. Optimism training was more effective than Self -Esteem training in increasing optimism, and decreasing depression with a follow-on effect to social skills and aspects of domain self-esteem. Implications for education are that Optimism training may have a greater influence on the child's psychological welfare than existing Self -Esteem programs.
(6996329), Garrett M. O'Day. "Improving Problem Solving with Retrieval-Based Learning." Thesis, 2019.
Find full textRecent research asserts that the mnemonic benefits gained from retrieval-based learning vanish for complex materials. Subsequently, it is recommended that students study worked examples when learning about complex, problem-centered tasks. The experiments that have evaluated the effectiveness of studying worked examples tend to overlook the mental processing that students engage in when completing retrieval-based learning activities. In contrast, theories of transfer-appropriate processing emphasize the importance of compatibility between the cognitive processing required by the test and the cognitive processing that is activated during learning. For learners to achieve optimal test performance, according to transfer-appropriate processing, they need to study in such a way that they are engaging in the same mental processing that will be required of them when tested. This idea was used to generate testable predictions that compete against the claim that the retrieval practice effect disappears for complex materials, and these competing predictions were evaluated in three experiments that required students to learn about the Poisson probability distribution.
In Experiment 1, students learned the general procedure for how to solve these problems by either repeatedly recalling the procedural steps or by simply studying them. The retrieval practice condition produced better memory for the procedure on an immediate test compared to the study only condition. In Experiment 2, students engaged in the same learning activities as Experiment 1, but the test focused on their problem- solving ability. Students who practiced retrieval of the procedural steps experienced no benefit on the problem-solving test compared to the study only condition. In Experiment 3, students learned to solve Poisson probability problems by studying four worked examples, by studying one worked example and solving three practice problems, or by studying one worked example and solving three practice problems with feedback. Students were tested on their problem-solving ability one week later. The problem- solving learning activities outperformed the worked example condition on the final problem-solving test. Taken together, the results demonstrate a pronounced retrieval practice effect but only when the retrieval-based learning activities necessitated the same mental processing that was required during the final assessment, providing support for the transfer-appropriate processing account.