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Published: 4 June 2021
Last updated: 31 January 2023

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1

International Symposium on Attention and Performance (XVIII 1998 Berkshire, England). Control of cognitive processes: Attention and performance XVIII. Cambridge, Mass: MIT Press, 2000.

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2

(Cloe), Taddei-Ferretti C., ed. Biocybernetics of vision: Integrative mechanisms and cognitive processes : proceedings of the International School of Biocybernetics, Casamicciola, Napoli, Italy, 16-22 October 1994. Singapore: World Scientific, 1997.

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3

Liu, Jinkun. Radial Basis Function (RBF) Neural Network Control for Mechanical Systems: Design, Analysis and Matlab Simulation. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013.

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4

B, Ivry Richard, and Mangun G. R. 1956-, eds. Cognitive neuroscience: The biology of the mind. 2nd ed. New York: Norton, 2002.

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5

European Conference on Cognitive Science Approaches to Process Control (5th 1995 Espoo, Finland). 5th European Conference on Cognitive Science Approaches to Process Control: Espoo, Finland, August 30-September 1, 1995. Espoo: VTT, 1995.

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6

Information processing and human-machine interaction: An approach to cognitive engineering. New York: North-Holland, 1986.

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7

The hidden brain: How our unconscious minds elect presidents, control markets, wage wars, and save our lives. New York: Spiegel & Grau, 2009.

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8

Biba, Anna. Methods of preparing children to learn Russian at school. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/991911.

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The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material. Meets the requirements of Federal state educational standards of higher education of the latest generation. For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.
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9

(Editor), Stephen Monsell, and Jon Driver (Editor), eds. Control of Cognitive Processes: Attention and Performance XVIII. The MIT Press, 2000.

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10

Remembering: Attributions, Processes, Control in Human Memory. Taylor & Francis Group, 2014.

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11

(Editor), Giuliana Mazzoni, and Thomas O. Nelson (Editor), eds. Metacognition and Cognitive Neuropsychology: Monitoring and Control Processes. Lawrence Erlbaum, 1998.

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12

Nelson, Thomas O., and Giuliana Mazzoni. Metacognition and Cognitive Neuropsychology: Monitoring and Control Processes. Taylor & Francis Group, 2014.

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13

Nelson, Thomas O., and Giuliana Mazzoni. Metacognition and Cognitive Neuropsychology: Monitoring and Control Processes. Taylor & Francis Group, 2014.

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14

Giuliana, Mazzoni, and Nelson Thomas O, eds. Metacognition and cognitive neuropsychology: Monitoring and control processes. Mahwah, N.J: L. Erlbaum, 1998.

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15

Nelson, Thomas O., and Giuliana Mazzoni. Metacognition and Cognitive Neuropsychology: Monitoring and Control Processes. Taylor & Francis Group, 2014.

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16

Nelson, Thomas O., and Giuliana Mazzoni. Metacognition and Cognitive Neuropsychology: Monitoring and Control Processes. Taylor & Francis Group, 2014.

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17

Nelson, Thomas O., and Giuliana Mazzoni. Metacognition and Cognitive Neuropsychology: Monitoring and Control Processes. Taylor & Francis Group, 2014.

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18

Developing Cognitive Control Processes Mechanisms Implications And Interventions. John Wiley and Sons Ltd, 2013.

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19

Remembering: Attributions, Processes, and Control in Human Memory. Taylor & Francis Group, 2014.

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20

III, Henry L. Roediger, Colleen M. Kelley, D. Stephen Lindsay, and Andrew P. Yonelinas. Remembering: Attributions, Processes, and Control in Human Memory. Taylor & Francis Group, 2014.

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21

III, Henry L. Roediger, Colleen M. Kelley, D. Stephen Lindsay, and Andrew P. Yonelinas. Remembering: Attributions, Processes, and Control in Human Memory. Taylor & Francis Group, 2014.

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22

III, Henry L. Roediger, Colleen M. Kelley, D. Stephen Lindsay, and Andrew P. Yonelinas. Remembering: Attributions, Processes, and Control in Human Memory. Taylor & Francis Group, 2014.

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23

III, Henry L. Roediger, Colleen M. Kelley, D. Stephen Lindsay, and Andrew P. Yonelinas. Remembering: Attributions, Processes, and Control in Human Memory. Taylor & Francis Group, 2014.

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24

Hecker, U., Stefan Dutke, and Grzegorz Sedek. Generative Mental Processes and Cognitive Resources: Integrative Research on Adaptation and Control. Springer London, Limited, 2012.

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25

Generative Mental Processes and Cognitive Resources: Integrative Research on Adaptation and Control. Springer, 2012.

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26

Roberto, Schmid, Zambarbieri Daniela, and European Conference on Eye Movements (5th : 1989 : University of Pavia, Italy), eds. Oculomotor control and cognitive processes: Normal and pathological aspects. Amsterdam: North-Holland, 1991.

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27

(Editor), U. von Hecker, S. Dutke (Editor), and Grzegorz Sedek (Editor), eds. Generative Mental Processes and Cognitive Resources: Integrative Research on Adaptation and Control. Springer, 2000.

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28

Ulrich, Hecker, Dutke Stephan 1959-, and Sedek Grzegorz, eds. Generative mental processes and cognitive resources: Integrative research on adaptation and control. Dordrecht: Kluwer Academic, 2000.

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29

Zelazo, Philip David, and Maria D. Sera. Developing Cognitive Control Processes: Mechanisms, Implications, and Interventions, Volume 37. Wiley & Sons, Limited, John, 2013.

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30

Zelazo, Philip David, and Maria D. Sera. Developing Cognitive Control Processes: Mechanisms, Implications, and Interventions, Volume 37. Wiley & Sons, Incorporated, John, 2013.

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31

Bryant, Madeline L. Handbook on Emotion Regulation: Processes, Cognitive Effects and Social Consequences. Nova Science Publishers, Incorporated, 2015.

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32

Forgas, Joseph P., Dianne M. Tice, and Roy F. Baumeister. Psychology of Self-Regulation: Cognitive, Affective, and Motivational Processes. Taylor & Francis Group, 2015.

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33

P, Forgas Joseph, Baumeister Roy F, and Tice Dianne M, eds. Psychology of self-regulation: Cognitive, affective, and motivational processes. New York: Routledge, 2009.

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34

Forgas, Joseph P., Dianne M. Tice, and Roy F. Baumeister. Psychology of Self-Regulation: Cognitive, Affective, and Motivational Processes. Taylor & Francis Group, 2011.

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35

Forgas, Joseph P., Dianne M. Tice, and Roy F. Baumeister. Psychology of Self-Regulation: Cognitive, Affective, and Motivational Processes. Taylor & Francis Group, 2011.

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36

Forgas, Joseph P., Dianne M. Tice, and Roy F. Baumeister. Psychology of Self-Regulation: Cognitive, Affective, and Motivational Processes. Taylor & Francis Group, 2011.

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37

Forgas, Joseph P., Dianne M. Tice, and Roy F. Baumeister. Psychology of Self-Regulation: Cognitive, Affective, and Motivational Processes. Taylor & Francis Group, 2011.

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38

Forgas, Joseph P., Dianne M. Tice, and Roy F. Baumeister. Psychology of Self-Regulation: Cognitive, Affective, and Motivational Processes. Taylor & Francis Group, 2011.

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39

Sera, Maria, and Philip David Zelazo. Minnesota Symposia on Child Psychology : Developing Cognitive Control Processes: Mechanisms, Implications, and Interventions. Wiley & Sons, Incorporated, John, 2013.

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40

Schmid, Roberto. Oculomotor Control and Cognitive Processes: Normal and Pathological Aspects (Studies in Visual Information Processing). North-Holland, 1991.

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41

Zelazo, Philip David, and Maria D. Sera. Minnesota Symposia on Child Psychology, Volume 37 : Developing Cognitive Control Processes: Mechanisms, Implications, and Interventions. Wiley & Sons, Incorporated, John, 2013.

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42

Zelazo, Philip David, and Maria D. Sera. Minnesota Symposia on Child Psychology, Volume 37 : Developing Cognitive Control Processes: Mechanisms, Implications, and Interventions. Wiley & Sons, Incorporated, John, 2013.

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43

Hamilton, Nancy A., Ruth Ann Atchley, Lauren Boddy, Erik Benau, and Ronald Freche. Emotion Regulation and Cognitive Control in Pain Processing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0003.

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Chronic pain is a multidimensional phenomenon characterized by deficits at the behavioral, social, and affective levels of functioning. Depression and anxiety disorders are overrepresented among pain patients, suggesting that pain affects processes of emotion regulation. Conceptualizing the experience of chronic pain within a motivational organizing perspective offers a useful framework for understanding the emotional experiences of individuals living with chronic pain and how they balance harm-avoidant goals with generative approach oriented goals. To that end this chapter also integrates theories of emotion regulation (ER) and cognitive control to shed additional light on the problem of living with chronic pain, and it introduces a theory, consistent with findings from affective neuroscience, suggesting that painful flare-ups may be driven by anticipatory pain reactions in addition to somatic signals.
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44

McCusker, Chris. Towards understanding loss of control. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198569299.003.0005.

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Chapter 5 discusses an automatic network theory of addictive behaviours, including cognitive social learning theory and the expectancy construct, anomalies and limitations in traditional cognitive and expectancy theories, autonomic cue-reactivity phenomena, and methods of cognitive assessment, automatic cognitive processes in addictive behaviours, implicit memory structures and processes in addictive behaviours.
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45

Nutt, David J., and Liam J. Nestor. Neurobiological processes in addiction. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198797746.003.0004.

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The brain is involved in controlling necessary motivational and cognitive processes optimized for survival. These processes can be disrupted by substances of addiction. The key neural substrates underlying these processes are made up of a network of four independent and overlapping brain circuits. These circuits govern reward processing, motivation and/or drive, learning and memory, and cognitive control. Anomalies within these circuits may also pre-date the addiction state, and facilitate the progress from experimentation to substance addiction. The subsequent excessive and chronic use of substances further exacerbates these abnormalities. Therefore, these brain circuits and key psychological processes related to their functioning must be understood if we are to develop and test new pharmacological and psychological treatment approaches in substance addiction.
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46

Mitchell, Karen J. The Cognitive Neuroscience of Source Monitoring. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.2.

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Source monitoring is a metamemory function that includes processes for encoding and organizing the content of memories, and processes that selectively revive, cumulate, and evaluate that content in the service of making attributions about the origin of the information (e.g., perception vs imagination). Neuroimaging techniques, especially functional magnetic resonance imaging (fMRI), are encouraging rapid developments in understanding the neural mechanisms supporting source monitoring. This chapter reviews current findings, placing them in historical context. It highlights key issues of particular relevance, including: neural reinstatement—the match between brain activity at encoding and later remembering; the role of lateral parietal cortex in cumulating multiple features and attending to information during remembering; functional specificity of the prefrontal cortex with respect to cognitive control; and identifying functional networks that support source monitoring. Suggestions are made for clarifying the big picture and increasing the specificity of our understanding of source monitoring and its neural architecture.
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47

Windt, Jennifer M., and Ursula Voss. Spontaneous Thought, Insight, and Control in Lucid Dreams. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.26.

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Dreams are sometimes described as an intensified form of spontaneous waking thought. Lucid dreams may seem to be a counterexample, because metacognitive insight into the fact that one is now dreaming is often associated with the ability to deliberately control the ongoing dream. This chapter uses conceptual considerations and empirical research findings to argue that lucid dreaming is in fact a promising and rich target for the future investigation of spontaneous thought. In particular, the investigation of dream lucidity can shed light on the relationship between metacognitive insight and control, on the one hand, and the spontaneous, largely imagistic cognitive processes that underlie the formation of dream imagery, on the other hand. In some cases, even lucid insight itself can be described as the outcome of spontaneous processes, rather than as resulting from conscious and deliberate reasoning. This raises new questions about the relationship between metacognitive awareness and spontaneous thought.
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48

Grant, Jon E., and Marc N. Potenza, eds. The Oxford Handbook of Impulse Control Disorders. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195389715.001.0001.

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Impulsivity, to varying degrees, is what underlies human behavior and decision-making processes. As such, a thorough examination of impulsivity allows us to better understand modes of normal behavior and action as well as a range of related psychopathological disorders, including kleptomania, pyromania, trichotillomania, intermittent explosive disorder, and pathological gambling—disorders grouped under the term "impulse control disorders" (ISDs). Recent efforts in the areas of cognitive psychology, neurobiology, and genetics have provided a greater understanding of these behaviors and given way to improved treatment options. The Oxford Handbook of Impulse Control Disorders provides a clear understanding of the developmental, biological, and phenomenological features of a range of ICDs, as well as detailed approaches to their assessment and treatment. Bringing together founding ICD researchers and leading experts from psychology and psychiatry, this volume reviews the biological underpinnings of impulsivity and the conceptual challenges facing clinicians as they treat individuals with ICDs.
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49

Butz, Martin V., and Esther F. Kutter. Decision Making, Control, and Concept Formation. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.003.0012.

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While attention controls the internal, mental focus of attention, motor control directs the bodily control focus. Our nervous system is structured in a cascade of interactive control loops, where the primary self-stabilizing control loops can be found directly in the body’s morphology and the muscles themselves. The hierarchical structure enables flexible and selective motor control and the invocation of motor primitives and motor complexes. The learning of motor primitives and complexes again adheres to certain computational systematicities. Redundant behavioral alternatives are encoded in an abstract manner, enabling fast habitual decision making and slower, more elaborated planning processes for realizing context-dependent behavior adaptations. On a higher level, behavior can be segmented into events, during which a particular behavior unfolds, and event boundaries, which characterize the beginning or the end of a behavior. Combinations of events and event boundaries yield event schemata. Hierarchical combinations of event schemata on shorter and longer time scales yield event taxonomies. When developing event boundary detectors, our mind begins to develop environmental conceptualizations. Evidence is available that suggests that such event-oriented conceptualizations are inherently semantic and closely related to linguistic, generative models. Thus, by optimizing behavioral versatility and developing progressively more abstract codes of environmental interactions and manipulations, cognitive encodings develop, which are supporting symbol grounding and grammatical language development.
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50

Snyder, James. Coercive Family Processes and the Development of Child Social Behavior and Self-Regulation. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.10.

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This chapter (1) examines the multiple ways in which coercive processes may be manifested during family interaction in addition to their more blatant, aversive forms, including emotion dismissing, invalidating, intrusive/controlling social actions; (2) assesses the role of higher cognitive processing and control in coercive social interaction in the context of previous assumptions that coercive processes are primarily overlearned and automatic; (3) examines the utility of extensions of environmental main effects models of coercive processes by explicitly focusing on synergistic models that involve child temperamental self-regulatory capacities (reflecting underlying molecular genetic and neurobiological mechanisms); and (4) assesses the role of coercive family processes in relation to borderline features and trauma/PTSD.
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