Relevant bibliographies by topics / Cognitive interests

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cognitive interests'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 May 2022

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Journal articles on the topic "Cognitive interests"

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Diedrich, Jennifer, Aljoscha C. Neubauer, and Anna Ortner. "The Prediction of Professional Success in Apprenticeship: The Role of Cognitive and Non-Cognitive Abilities, of Interests and Personality." International Journal for Research in Vocational Education and Training 5, no. 2 (August 30, 2018): 82–110. http://dx.doi.org/10.13152/ijrvet.5.2.1.

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Context: We addressed the issue of person-job-fit by focussing on both professional success and work satisfaction. Publications studying the predictive validity of (cognitive) ability, personality, or vocational interest alone have shown relationships with professional success or work satisfaction for each predictor separately. Nevertheless, these predictors have rarely been studied simultaneously. Methods: To this end we tested the incremental validity of abilities, traits, and interests in a sample from diverse occupations: In 648 apprentices and students from five different branches (Food, Tech, People, Office, Craft) the (incremental) contributions of 3 intelligence factors (verbal, numerical, spatial), 3 alternative abilities (social-emotional, creative, practical), 4 conscientiousness facets, other big five factors (O, E, A, N), and of 14 professional interests were analysed regarding prediction of GPA in professional schools and school/job satisfaction. Results: Intelligence and conscientiousness were best predictors, followed by social-emotional competence and interests, whereas other traits provided marginal contributions. Predictors varied between branches, mostly following expectations. The test battery allowed a very good prediction of apprenticeship success (max. 37%), but for some branches prediction was considerably lower.Conclusion: Criteria for person-job-fit are not swappable, neither are the predictors. Professional success was mostly predicted by a different predictor set -namely ability and the personality dimension of conscientiousness- then satisfaction, which was mostly predicted by non-interest in a certain occupation. As a practical implication, we conclude that choosing the right candidate for a certain branch one needs to use a broad set of predictor variables. Besides cognitive ability also personality and vocational interests had predictive validity for an individuals person-job-fit.
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Durante, Daniela Giareta, and Antonio Carlos Coelho. "Epistemic Matrices In The Construction Of Knowledge On Learning in Organizations." Administração: Ensino e Pesquisa 21, no. 3 (September 1, 2020): 255–81. http://dx.doi.org/10.13058/raep.2020.v21n3.1767.

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Our critical epistemic review examines how researchers deal with the creation of knowledge regarding learning in organizations from the standpoint of cognitive interests. We adopted the epistemic matrices’ analytical model elaborated by Paes de Paula (2016), who handles the creation of knowledge based on cognitive interests and epistemic reconstruction, as an alternative to the paradigms of Burrel and Morgan (1979). The object of analysis were dissertations defended in Brazilian stricto sensu graduate programs in Administration. The identification of cognitive interests in the dissertations was based on sociological approaches classified by the circle of epistemic matrices, which encompasses pure sociological approaches and sets of overlapping closed curves, forming hybrid sociological approaches. The latent and clear content of sociological approaches were collected and analyzed using the qualitative data analysis software Atlas.ti 7. We conclude that the technical and practical interests guide the creation of knowledge regarding learning in organizations – putting aside the emancipatory interest in our discussions. We also conclude that, in order to make contributions for the advancement of knowledge, our study must go beyond the aggregation of cognitive interests; it is necessary to investigate the postulates of sociological approaches to which the interests are connected.
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Jacobsen, John Kurt. "Much Ado About Ideas: The Cognitive Factor in Economic Policy." World Politics 47, no. 2 (January 1995): 283–310. http://dx.doi.org/10.1017/s0043887100016117.

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This article examines recent works that investigate how ideas acquire influence over economic policy choice. The revival of interest in the “material power of ideas” stems from discontent with the inability of rational interest-based models to explain particular policy outcomes, except by resorting to auxiliary assumptions. The works under review primarily apply “ideas approaches” as supplementary analytical devices to clarify the dynamics of policy choices. These studies succeed in illuminating the interpenetration of interests and ideas in order to plumb the problematic variability of interest formation and the degree of public influence over economic policy parameters. The bolder thesis that ideas have a force of their own (independent of all interests) is, however, misconceived and unproved.
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Li, Xia, Yuan Fang, Qi Qiu, and Shixing Qian. "The Relation Between Cognition and Interests in Arts Among Chinese Older Adults." Innovation in Aging 4, Supplement_1 (December 1, 2020): 567. http://dx.doi.org/10.1093/geroni/igaa057.1873.

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Abstract This study aims to examine the association between arts related interests and cognition among older Chinese. Data were drawn from 3,243 participants (Mage=71.1, SD=7.8) in the China Longitudinal Aging Study collected in 2011. About 54.4% were female, the average education was eighth grade, 560 interested in music, 86 interested in drawing, and 69 interested in both. Those interested in music or drawing were more likely to enjoy tea and exercise like Taichi, and less likely to smoke or drink (p < 0.01). Those interested in both reported best cognitive function, and those interested in music or drawing had better cognitive function than those without these interests (p< 0.01). However, the difference in cognition between those interested in music and those without diminished after education was controlled. The effect of arts hobbies in cognition among older Chinese remains to be further examined within the context of education and associated lifestyle factors.
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Jee, Benjamin D., and Florencia K. Anggoro. "Comic Cognition: Exploring the Potential Cognitive Impacts of Science Comics." Journal of Cognitive Education and Psychology 11, no. 2 (2012): 196–208. http://dx.doi.org/10.1891/1945-8959.11.2.196.

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Increasing people’s interest and involvement in science is a growing concern in education. Although many researchers and educators seek innovations for classroom instruction, much could be gained by harnessing the activities that people perform at their leisure. Although new media are constantly emerging, comic book reading remains a popular activity for children and adults. Recently, there has been an explosive increase in the creation of educational comic books, including many about science. This rapid increase in science comics far outstrips our understanding of how comics impact people’s beliefs and interests in science. In this theoretical article, we draw on research from cognitive science and education to discuss heretofore unexplored cognitive impacts of science comics. We propose several ways in which learning could be enhanced or impaired through reading science comics and discuss several broader issues related to the use of comic books in education, including individual differences and informal learning.
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Rini, Thalia Ayu. "The Dynamics of Special Interests Development in Autistic Student." JPK (Jurnal Pendidikan Khusus) 15, no. 2 (November 10, 2019): 74–78. http://dx.doi.org/10.21831/jpk.v15i2.26907.

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The purpose of this case study was to describe the dynamics of special interests development in an autistic student at Dian Amanah Special School Yogyakarta. This study collected data about: 1) form of special interests; 2) model of interest’s development; 3) and consequence of special interests. Data were collected by observation, interview, and documentation technique. Data were analyzed data reduction, data display, and drawing conclusion/verification. The results showed 1) subject has 2 form of special interests on music and people; 2) special interests on music triggered by family and persisted by maintenance factor such as environmental opportunity, perception of ability, cognitive reward, and emotional reward while special interests on people triggered by other interests and persisted by maintenance factor such as environmental opportunity, cognitive reward, and emotional reward; 3) special interests on music viewed positively because there was perception of ability while SI on people viewed negatively due to behavioral problem.
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Ivashkevych, Eduard, and Liana Onufriieva. "Social Intelligence of a Teacher as a Factor of the Stimulation of Cognitive Interests of Students." Collection of Research Papers "Problems of Modern Psychology", no. 54 (December 3, 2021): 34–56. http://dx.doi.org/10.32626/2227-6246.2021-54.34-56.

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Zola, Nilma, A. Muri Yusuf, and Firman Firman. "Konsep social cognitive career theory." JRTI (Jurnal Riset Tindakan Indonesia) 7, no. 1 (January 20, 2022): 24. http://dx.doi.org/10.29210/30031454000.

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<em>Social Cognitive Career Theory</em> (SCCT) is a career development model that describes how individual inputs, contextual affordances, and sociocognitive variables influence the establishment of occupational interests, career objectives, and behaviors. SCCT emphasizes the relevance of learning experiences, self-efficacy, and outcome expectations in the career development process, and is based on Bandura's social cognitive theory. SCCT is also interested in the relationships between sociocognitive characteristics, professional interests, and other career outcomes, as well as race/ethnicity, gender, and predispositions. Existing research generally supports specific SCCT approaches; nevertheless, a study of the literature found significant SCCT research limitations. The goal is for counselors to have a better grasp of the complicated mechanisms through which people establish career interests.
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Quimby, Julie L., Jane L. Wolfson, and Nazar D. Seyala. "Social Cognitive Predictors of African American Adolescents' Career Interests." Journal of Career Development 33, no. 4 (June 2007): 376–94. http://dx.doi.org/10.1177/0894845307300414.

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Kilby, Richard W. "Interests: Psychology's Blind Spot?" Perceptual and Motor Skills 79, no. 3 (December 1994): 1139–49. http://dx.doi.org/10.2466/pms.1994.79.3.1139.

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It is suggested that interests have been taken for granted by psychologists and deserve recognirion because they are important in our lives. Different types of interests have different natures and origins and this brief report is limited to intellectual interests. They are described as combining two uniquely human activities—an ever-reaching-out intellect and an emotional coloring which is giving them significance. A consequence is that new interest, with its motivation, is being produced spontaneously and regularly. A number of specific interest-influencing determinants are mentioned and exemplified with brief reports on the interests of some biological and anthropological scientists.
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Dissertations / Theses on the topic "Cognitive interests"

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Plaufcan, Melissa R. "An Examination of Social Cognitive Precursors of Lesbians’ Vocational Interests." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1310435272.

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Hasan, Nadia T. "Understanding Women's Leadership Interests and Goals Using Social Cognitive Career Theory." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302706677.

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Major, Jason Timothy. "Cognitive abilities, personality and interests : their interrelations and impact on occupation." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9877.

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Cognitive ability, personality and interests are three distinct topics of investigation for psychology. In the past two decades, however, there have been growing appeals for research and theories that address the overlap among these domains (Ackerman & Heggestad, 1997; Armstrong, Day, McVay, & Rounds, 2008). One example of such a theory is PPIK theory (intelligence-as-process, personality, interests, and intelligence-as-knowledge) by Ackerman (1996). Integrative theories have the potential of not only increasing our theoretical understanding of the development of these individual differences, but of and improving vocational guidance through better prediction of future occupation (Armstrong, Su, & Rounds, 2011; Johnson & Bouchard, 2009). The research of this thesis was centered on examining the links among cognitive ability, personality and interests. The data came from Project TALENT (PT), a nationally-representative sample of approximately 400,000 American high school students from 1960 (Flanagan et al., 1962). A secondary topic was whether an integrated view could improve the prediction of attained occupation. This was tested with occupational data from follow-up PT surveys, conducted 11 years after high school. The first study addressed the structure of the PT intelligence tests. Three popular models of intelligence were compared through factor analysis: the Extended Fluid-Crystallized (Gf-Gc), Cattell-Horn-Carroll (CHC) and Verbal- Perceptual-Image Rotation (VPR) models. The VPR model provided the best fit to the data. The second study was an investigation of linear and nonlinear intelligence-personality associations in Project TALENT. The ten PT personality scales were related to the Big Five personality factors through content examination, consistent with previous research (Reeve, Meyer, & Bonaccio, 2006). Through literature review of studies on intelligence and the Big Five, 17 hypotheses were made about linear associations and quadratic associations of personality traits with general intelligence (g). The majority of the hypotheses were supported in all four grade samples: 53% in male samples, and 58% in female samples. The most notable finding, contrary to previous research, was that quadratic associations explained substantive variance above and beyond linear effects for Sociability, Maturity, Vigor and Leadership in males, and Sociability, Maturity and Tidiness in females. The third study examined associations between cognitive ability and interests, and their capacity to predict occupational type. Specifically, Ackerman’s PPIK theory suggests that there are two “trait complexes” that are combinations of cognitive abilities and interests (termed science/math and intellectual/cultural). Trait complexes were derived from PT data separately by latent class analysis and factor analysis. It was hypothesized that they should have validity equal to or greater than individual intelligence and interests scores in predicting attained occupation. Instead, trait complexes derived through latent class analysis predicted substantially less variance in occupation than individual scales. The factor-analytic trait complexes performed more like the scales, but one trait complex (which involved g centrally) was inconsistent with PPIK theory. Overall, the trait complexes of PPIK theory were not supported. The results of the three studies are discussed in the context of existing integrative theories, and suggestions for future research are provided.
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Quong, Terrence Edward. "School leadership and cognitive interests: the development of a leadership framework based on Habermas' theory of knowledge-constitutive interests." University of Southern Queensland, Faculty of Education, 2003. http://eprints.usq.edu.au/archive/00001488/.

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This dissertation reports on an exploration of school leadership from the perspective of how school leaders bring multiple cognitive interests to bear in their leadership practice. By analysing the discourse of practising school leaders this study has enabled insight to be gained into school leaders’ reflections-on-actions in given leadership situations. On the basis of the analysis of discourse it is concluded in this study that school based leadership, and school leadership preparation, can be enhanced when illuminated through a cognitive perspective grounded in Habermas’ theory of knowledge-constitutive interests (1971). Recommendations are given in this dissertation for the development of an approach to school leadership preparation built on a cognitive interests framework. Based in qualitative research techniques the main evidentiary material was elicited by the use of semi-structured interviews, and the collection of narratives, and was analysed with a variation of Membership Categorisation Analysis (Sacks, 1972).
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Tai, Wing-yin, and 戴詠賢. "The impact of teaching styles on students' learning styles and career interests." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49858786.

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This research aimed to investigate whether or not intellectual styles are value-laden and if they are malleable. This aim was achieved through understanding the types of intellectual styles that teachers and students prefer each other to use in the teaching-learning process. It was further achieved by examining whether or not teaching styles affect students’ learning styles and their career interests. This research employed a mixture of experimental and longitudinal designs as well as a combination of quantitative and qualitative procedures. It was composed of one pilot study and three main studies. The pilot study was intended to evaluate the two inventories (the Preferred Thinking Styles in Learning Inventory, PTSLI, and the Preferred Thinking Styles in Teaching Inventory, PTSTI) used in the first study. The purpose of Study One was to identify teachers’ preferences for students’ learning styles and students’ preferences for teachers’ teaching styles. A total of 226 teachers and 268 students participated in Study One. A series of data analyses revealed that the PTSLI and the PTSTI were applicable to Chinese secondary school teachers and students. The pilot study and Study One consistently revealed that teachers and students preferred each other to use Type I styles in learning and teaching, respectively. These findings also indicated that styles are value-laden. Study Two was an experimental study to examine the impact of teaching styles on students’ learning styles and on their career interests. A total of seven teachers and 464 students participated in the control group, whereas the experimental group was composed of six teachers and 219 students. Classroom instruction was implemented in each participating teacher’s school for one semester (6 months). A pre-test and post-test were conducted before and after the classroom instruction. Students’ learning styles were measured by the Thinking Styles Inventory-Revised II in both tests. At the time of post-test, students also completed the Self-Directed Search that assessed their career interests. In a series of repeated-measures MANOVA, t-test, one-way ANOVA, and paired t-tests conducted in Study Two, changes in students’ learning styles in both the control and the experimental groups were identified. Students in the experimental group demonstrated a trend towards Type I learning styles, whereas students in the control group increased their use of Type II learning styles after the instruction period. Furthermore, teachers’ teaching styles had a direct impact on students’ development of particular types of career interests. Students in the experimental group developed a wider range of career interests than students in the control group. Study Three was a qualitative study conducted among 16 students to explore how and why their learning styles underwent changes. Findings from Studies Two and Three supported the contention that styles are malleable. Results demonstrated that students in the control group showed more features of using Type II learning styles, whereas students in the experimental group gradually increased their use of Type I learning styles after the instruction period. Contributions and implications of the findings are discussed.
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Mandy, W. P. L. "Repetitive interests, behaviours and activities in autism : their relationship to social-communication impairments, and to cognitive inflexibility." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1446019/.

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Autism is currently conceptualised as a unitary syndrome, in which social- communication impairments are found alongside repetitive interests, behaviours and activities (RIBAs). This relies upon the validity of the assumption that social- communication impairments and RIBAs co-occur at an above chance level as a result of sharing underlying causes. In the current review it is argued that the evidence for this assumption is scarce: the very great majority of RIBA research has not been intended for or suited to its examination. In fact only three studies are fit to address directly the question of the relationship between social-communication impairment and RIBA, and these contradict each other. In consequence, further relevant evidence was sought in the behavioural and molecular genetic literature. This approach suggested that the correlation between social-communication impairments and RIBAs has been exaggerated in the current consensus about the autism syndrome, and that these aspects of autism may well share largely independent underlying causes. Some clinical and research implications are discussed.
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Ericksen, Julia A. "Women pursuing nontraditional careers: A social cognitive career theory perspective." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1392656839.

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Hein, Barbara Pauline. "An investigation of the vocational interests of high-performing science-oriented adolescents with respect to cognitive style, attitudes, and beliefs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0027/MQ31435.pdf.

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Favero, Douglas. "Deformação sistemática da linguagem como possibilidade da emancipação da espécie humana." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8356.

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Submitted by Maike Costa (maiksebas@gmail.com) on 2016-07-06T11:42:18Z No. of bitstreams: 1 arquivo total.pdf: 795142 bytes, checksum: 3b485aee72e45c02be94126ea00229fa (MD5)
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The main objective of this work is to show which is the guiding human interest of Knowledge. Habermas in his work Knowledge and Human Interest aims to analyze the prehistory of Modern Positivism in order to recover the possibility of a renewed Theory of Knowledge through the self-reflection of the Sciences discredited by positivism. The main thesis is that all knowledge has connection with an human interest that guides that knowledge at the theoretical level according to the natural sciences or at the practical level according to the cultural sciences. Habermas analyzes the connection between knowledge and human interest in order to support the claiming that the critique of knowledge is only possible as a theory of human society. The Freudian psychoanalysis is triggered by Habermas in order to justify from a theoretical point of view the connection between knowledge and human interest showing that the legitimation of individual neuroses has its connection with the social practices. What is behind the practices in the final analysis is the power that is exercised by the wrong communication, the right interpretation of wrong communication highlights the fundamental human interests of human species, namely: the interest for emancipation.
O objetivo primordial desta dissertação é mostrar qual é o interesse orientador do conhecimento. Habermas, em sua obra Conhecimento e Interesse, pôde analisar a pré-história do positivismo moderno com o objetivo de recuperar a possibilidade de uma renovada teoria do conhecimento através da autorreflexão das ciências, recusar a reflexão isto é o positivismo. A tese principal é a de que todo conhecimento tem conexão com um interesse que o orienta, seja no âmbito teórico, de acordo com as ciências da natureza, seja no âmbito prático, de acordo com as ciências culturais. Habermas pôde analisar a conexão entre conhecimento e interesse com o propósito de apoiar a afirmação de que a crítica do conhecimento só é possível como teoria da sociedade. A psicanálise freudiana é acionada, por Habermas, com o propósito de fundamentar teoricamente a conexão entre conhecimento e interesse, evidenciando que as legitimações das neuroses individuais tem sua conexão com as legitimações societárias. O que está atrás das legitimações, em última analise, é o poder que se exerce pela comunicação deformada. A adequada interpretação desta comunicação deformada evidencia o interesse fundamental da espécie humana, a saber: o interesse pela emancipação.
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Devenport, Jane M. "Use of the Power Card Strategy as an Intervention with an Elementary School Student with Asperger Syndrome: Increasing On-Task Behavior in the General Education Setting." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000496.

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Books on the topic "Cognitive interests"

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Morris, Clifford. Perceived cognitive interests by grade eight pupils within Howard Gardner's framework. [[Kanata, Ont.]]: C. Morris, J. Dionne, 1993.

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Stubbart, Charles I. Designing strategic planning systems: Cognitive elaboration, cognitive reduction, and the quality of strategic thinking under conditions of uncertainty, complexity, conflicting interests, and emotional involvement. [Urbana]: College of Commerce and Business Administration,University of Illinois at Urbana-Champaign, 1986.

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Barrett, James. The aptitude test workbook: Discover your potential and improve your career options with practice psychometric tests. 2nd ed. London: Kogan Page, 2008.

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Barrett, James. The Aptitude Test Workbook. London: Kogan Page Publishers, 2008.

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Barrett, James. The aptitude test workbook. London: Kogan Page, 2004.

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Hein, Barbara Pauline. An investigation of the vocational interests of high-performing science-oriented adolescents with respect to cognitive style, attitudes, and beliefs. Sudbury, Ont: Laurentian University, Human Development Department, 1997.

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How to pass advanced aptitude tests: Assess your potential and analyse your career options with graduate and managerial level psychometric tests. Philadelphia: Kogan Page Limited, 2008.

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Barrett, James. How to Pass Advanced Aptitude Tests. London: Kogan Page Publishers, 2008.

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Cognitive style: A review of some central theories and a discussion of the concept, supported by two empirical Norwegian studies. Bergen, Norway: Norwegian School of Economics and Business Administration, 1985.

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Sychev, Vasiliy. General cognitive theory. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1819022.

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For its 125th anniversary, the famous magazine "Science" has published a list of the greatest mysteries that modern science has not yet solved. In the second place, the authors of the journal, the best scientists in the world, placed the question of the biological basis of consciousness. The general cognitive theory presented in this monograph provides an answer to this important question, as well as to many other equally important ones. Is it possible to create an artificial intelligence that can realize itself? How do we master the language? How has the culture been preserved for thousands of years? For students and teachers, as well as anyone interested in the problems of the peculiarities of the functioning of the psyche and its formation.
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Book chapters on the topic "Cognitive interests"

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Philip, Gill. "4. “Drugs, traffic, and many other dirty interests”." In Human Cognitive Processing, 63–80. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hcp.26.05phi.

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Zou, Ling, Han Wang, Pei Chen, and Bo Wei. "A Method of Film Clips Retrieval Using Image Queries Based on User Interests." In Cognitive Internet of Things: Frameworks, Tools and Applications, 77–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04946-1_9.

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Vallerani, Francesco. "Predoni a casa nostra e il geografo solidale: Massimo Quaini tra terra e acqua." In Il pensiero critico fra geografia e scienza del territorio, 141–53. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-322-2.11.

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In accordance with the main goals of this collection of essays in honour of Massimo Quaini, the text focuses on a peculiar character of the Ligurian geographer’s sensibility, his attention to landscape protectionresearch activity developed in the context of the humanistic geography. Starting from a personal narrative based on his own reminiscences and neglected memories, the author tries to shed light on the relationships between civil commitment and cultural reflection which characterize environmental sensitivity, bringing together his interests with Quaini’s emotional geographies. Finally, some of Quaini’s everyday practicalities are highlighted as the easiest doorway to improve the cognitive procedures of cultural geography.
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Glasgow, David. "Cognitive sexual interest and aversion." In Working with Sex Offenders, 11–26. Abingdon, Oxon; New York, NY: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315673462-2.

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Forstner, Bertalan, Gergely Csúcs, Imre Kelényi, and Hassan Charaf. "Peer-to-Peer Information Retrieval Based on Fields of Interest." In Cognitive Wireless Networks, 235–49. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5979-7_12.

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Vodnala, Srinivas, Shubhankar Majumdar, and Pallab Kumar Nath. "Region of Interest-Based Encryption of Biomedical Image." In Data Intelligence and Cognitive Informatics, 851–61. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8530-2_67.

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Vodnala, Srinivas, Shubhankar Majumdar, and Pallab Kumar Nath. "Region of Interest-Based Encryption of Biomedical Image." In Data Intelligence and Cognitive Informatics, 851–61. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8530-2_67.

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Neenan, Michael, and Windy Dryden. "Cbt Is Not Interested In The Client’S Past Or Childhood Experiences." In Cognitive Behaviour Therapy, 42–43. Third edition. | London; New York: Routledge, Taylor & Francis Group, 2021. | Series: 100 key points and techniques: Routledge, 2020. http://dx.doi.org/10.4324/9781003134053-19.

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Shimotomai, Takayuki, Kasumi Abe, Ayami Yokoyama, Takayuki Nagai, and Takashi Omori. "Estimation of Children’s Interest Dynamics While Communicating with Robots." In Advances in Cognitive Neurodynamics (III), 599–606. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4792-0_80.

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Venna, Saritha Reddy, Suresh Thommandru, and Ramesh Babu Inampudi. "Finger Vein Detection Using Gabor Filter and Region of Interest." In Cognitive Science and Artificial Intelligence, 55–65. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6698-6_6.

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Conference papers on the topic "Cognitive interests"

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CLINCIU, AUREL ION. "Interests, cognitive and personality factors in academic performance at high school level." In Psychology and the realities of the contemporary world. Romanian Society of Experimental Applied Psychology, 2016. http://dx.doi.org/10.15303/rjeap.2016.si1.a67.

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Saveljeva, Nina Nikolaevna, and Yanina Alexandrovna Gelman. "GTST-TIPS tecnology in solution of cognitive interests of elder preschool children." In VIII International research and practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112383.

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Yang Qinghong, Yuan Dule, and Zhang Junyu. "The research of personalized learning system based on learner interests and cognitive level." In 2014 9th International Conference on Computer Science & Education (ICCSE). IEEE, 2014. http://dx.doi.org/10.1109/iccse.2014.6926516.

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Nurgalieva, A. I. "Organization of research activity as a way to enhance cognitive interests of students in chemistry." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-12-2019-15.

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Wen, Jie, Zheng Zhang, Yong Xu, Bob Zhang, Lunke Fei, and Guo-Sen Xie. "CDIMC-net: Cognitive Deep Incomplete Multi-view Clustering Network." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/447.

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In recent years, incomplete multi-view clustering, which studies the challenging multi-view clustering problem on missing views, has received growing research interests. Although a series of methods have been proposed to address this issue, the following problems still exist: 1) Almost all of the existing methods are based on shallow models, which is difficult to obtain discriminative common representations. 2) These methods are generally sensitive to noise or outliers since the negative samples are treated equally as the important samples. In this paper, we propose a novel incomplete multi-view clustering network, called Cognitive Deep Incomplete Multi-view Clustering Network (CDIMC-net), to address these issues. Specifically, it captures the high-level features and local structure of each view by incorporating the view-specific deep encoders and graph embedding strategy into a framework. Moreover, based on the human cognition, \emph{i.e.}, learning from easy to hard, it introduces a self-paced strategy to select the most confident samples for model training, which can reduce the negative influence of outliers. Experimental results on several incomplete datasets show that CDIMC-net outperforms the state-of-the-art incomplete multi-view clustering methods.
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Berga, Linda, and Ivars Austers. "Non-Cognitive Predictors of Subjective Job Performance in a Sample of Managers, Client Support and Administrative Support Specialists." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.07.

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The present study was designed to distinguish non-cognitive predictors of job performance for various job groups in order to develop a method for identification of the suitability of an employee for positions and career development in organizational settings. This study included personality traits, vocational interests, grit, growth mindset, resistance to change, goal orientation and self-efficacy as potential predictors of job performance from several individual characteristics related to training, learning and job performance found in the literature. The study sample included customer service specialists, support specialists and managers from five different companies in Latvia. The results show that grit, social, conventional, and enterprising interests are significant predictors of subjective job performance. Personality traits, self-efficacy, growth mindset, resistance to change and goal orientation did not predict job performance in this sample. The relationship between subjective job performance and personality traits for conscientiousness and neuroticism is weak. The results are partly in line with other studies. Possible explanations of results and future directions are offered.
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Nasevich, Elena Vasilevna. "Development of Personality, Cognitive Skills and Creative Abilities of Preschoolers Through the Implementation of Family Projects." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75193.

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The experience of organizing project activities aimed at supporting and developing the intellectual and creative potential of over-fives, as well as family values, interests and involving parents in joint activities with children is presented in the article. This work is designed for educators and teachers working with preschoolers.
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Петрова, Екатерина Евгеньевна, and Анжелика Алексеевна Никитина. "NON-CONTINUOUS TEXT IN FOREIGN LANGUAGE TEACHING IN TERTIARY EDUCATION." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Октябрь 2021). Crossref, 2021. http://dx.doi.org/10.37539/ecs299.2021.36.46.003.

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В данной статье исследуются возможности более эффективного развития навыков чтения при обучении иностранному языку в высшей школе посредством привлечения несплошных текстов. Авторы разработали ряд заданий, преобразовав традиционный линейный текст в несплошной и провели опрос студентов, который показал, что данный вид работы лучше отвечает интересам и когнитивным особенностям современных студентов. This article examines the possibilities for more effective development of reading skills in foreign language teaching in higher education by using non-continuous texts. The authors developed a series of tasks, transforming a traditional linear text into a non-continuous one and conducted a survey of students, which showed that this type of work better meets the cognitive characteristics and interests of modern students.
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Baltazar, Ana Catarini Lopes, Amanda Mansur Rosa, Ana Luiza Soares Henriques de Almeida, Isabela Guedes, Luciana Maria Campos e. Silva, Suelen Darlane Vieira, Rafael Felipe Silva Rodrigues, and Maíssa Ferreira Diniz. "Non-pharmacological therapy in the management of behavioral and cognitive symptoms of dementia: a literature review." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.494.

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Background: Pharmacological treatments for dementia, such as antipsychotics and benzodiazepines, cause significant side effects. Therefore, the search for non-pharmacological alternatives for relieving behavioral and psychological symptoms of dementia is increasing. Up to 90% of patients with dementia are affected by one or more symptoms: behavior change, disturbing vocalization, restlessness, rambling, apathy, among others. Objectives: Analyze the effectiveness of non-pharmacological measures in the management of dementia. Design and Setting: Review of the literature. Methods: The PubMed database was used with the descriptors “non pharmacological interventions”, and “dementia”. From the 450 found, 9 articles published between 2015 and 2019 were selected. Results: Some non-pharmacological measures reported were art therapy, music therapy, aromatherapy, behavioral therapy and physical exercises. However, intervention methods varied between studies as they used different teoric bases and investigated individually the effect of personalized activities. The best results were found when the treatment was adapted to the interests and skills of the participants, mainly regarding apathy and agitation. In addition, a study has shown that an organized non-pharmacological intervention program was also effective in controlling external and intrinsic symptoms, including hallucination and delirium. Conclusion: Studies focusing on alternative approaches reveal that different non-pharmacological interventions are able to reduce psychological symptoms and behavioral disorders. Therefore, they should be considered as first option interventions for treatment. In addition, these variants of precise treatment for greater visibility and more comprehensive studies.
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Sakurai, Ryo, Ryo Sakurai, Takahiro Ota, Takahiro Ota, Takuro Uehara, Takuro Uehara, Kenichi Nakagami, and Kenichi Nakagami. "WHAT AFFECTS PUBLIC WILLINGNESS TO CONSERVE COASTAL AREAS?" In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b4316217352.

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Public involvement in conservation and management of coastal areas is important especially in those countries, such as Japan, where fishermen are decreasing. Both local residents living adjacent to the ocean and urban residents could contribute to sustainable management of coastal areas through various activities. In order to effectively foster public participation in sustainable management of coastal areas, factors that affect people’s behavioral intentions for coastal conservation need to be identified. We conducted studies to understand cognitive factors affecting residents’ 1) willingness to invest in time and efforts to make a coastal area a better place, and 2) willingness to make financial sacrifices for the sake of the coastal area. Questionnaire survey was distributed around Hinase Bay (western part of Japan). Total of 2,851 responses were collected. Multiple regression analysis revealed that residents’ willingness to know more about wildlife of the coastal area had the strongest effect on their behavioral intentions for conservation of the coastal area. Our findings followed the findings of the previous study conducted in northern part of Japan and revealed that residents living in different regions showed similar cognitive mechanism regarding their intentions for conserving coastal areas. Suggestions for fostering public participation in coastal conservation included promoting wildlife and biodiversity of coastal ecosystems to residents. These outreach programs could increase residents’ interests and curiosity toward wildlife which would consequently raise their willingness to contribute to coastal conservation.
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Reports on the topic "Cognitive interests"

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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Durik, Amanda, Steven McGee, Edward Hansen, and Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, April 2014. http://dx.doi.org/10.51420/conf.2014.1.

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This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.
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Patton, Amy, Kylie Dunavan, Kyla Key, Steffani Takahashi, Kathryn Tenner, and Megan Wilson. Reducing Stress, Anxiety, and Depression for NICU Parents. University of Tennessee Health Science Center, May 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0012.

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This project aims to appraise evidence of the effectiveness of various practices on reducing stress, anxiety, and depression among parents of infants in the neonatal intensive care unit (NICU). The project contains six research articles from both national and international journals. Study designs include one meta-analysis, one randomized controlled trial, one small scale randomized controlled trial, one prospective phase lag cohort study, on pretest-posttest study, and one mixed-methods pretest-posttest study. Recommendations for effective interventions were based on best evidence discovered through quality appraisal and study outcomes. All interventions, except for educational programs and Kangaroo Care, resulted in a statistically significant reduction of either stress, anxiety, and/ or depression. Family centered care and mindfulness-based intervention reduced all barriers of interest. There is strong and high-quality evidence for the effect of Cognitive Behavioral Therapy on depression, moderate evidence for the effect of activity-based group therapy on anxiety, and promising evidence for the effect of HUG Your Baby on stress.
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Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко, and Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.

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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Fernandez, Katya, Marian Ruderman, and Cathleen Clerkin. Building Leadership resilience: The CORE Framework. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2043.

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Effectively building resilience in today’s increasingly uncertain and complex world is crucial, especially for those in leadership positions. The current paper offers the following insights for leaders interested in building resilience: • A brief overview of what we know about resilience and burnout. This overview is informed by decades of research in leadership development. • A new, integrated framework for cultivating resilience in leaders: The CORE (Comprehensive Resilience) Framework. This framework is focused on four areas (physical, mental, emotional, and social) and takes a whole-self approach to resilience by developing a diverse set of responses to change and disruption. • A review of the eight practices designed to help build resilience within the CORE framework: sleep, physical activity, mindfulness, cognitive reappraisal, savoring, gratitude, social connection, and social contact. These practices were selected because there is empirical evidence of their effectiveness specifically in leaders and because they are simple, both in nature and in how they can integrated into daily life. Each practice review also includes tips for how to incorporate these practices into daily life. • A discussion of the practical and future applications of the CORE framework.
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Chen, Stanley, Yaobin Chen, Renran Tian, Lingxi Li, Donglin Liu, Jue Zhou, and Dan Shen. Alternate Interchange Signing Study for Indiana Highways. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317439.

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The main objectives of this research were to (1) understand signing issues from the perspective of drivers and (2) develop recommendations for improving interchange signing in Indiana to aid driver understanding and increase the safety and efficiency of highway traffic operations. An online survey with specific questions was designed and distributed through email, social media, online newspapers, and a survey company with the goal of better understanding driver thinking when approaching decision-making areas on the interstate. The analysis of the survey results revealed the following. •Drivers usually do not know the interchange types as they approach an interchange on the freeway. •Drivers are most interested in which lanes they should be in when approaching an interchange, even in advance of typical signing locations. •Drivers do not like signs that require cognitive work since it will delay their driving decision by creating uncertainty. •Different drivers need different types of information from signs, such as cardinal direction, destination name, road name, and lane assignments. Therefore, a perfect sign for one driver may be confusing or information overload for another driver. •In some instances, a driver who is familiar with the area is confused by the signs because the sign information contradicts the driver’s knowledge.
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