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Journal articles on the topic 'Cognitive processes'

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Author: Grafiati

Published: 4 June 2021

Last updated: 25 May 2024

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1

Zbrishchak, Svetlana G. "CONCEPTUAL MANAGEMENT: COGNITIVE PROCESSES, COGNITIVE STRUCTURES, COGNITIVE STYLE." SOFT MEASUREMENTS AND COMPUTING 7/2, no. 68 (2023): 31–39. http://dx.doi.org/10.36871/2618-9976.2023.07-2.004.

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The conceptualization of managerial activity is due to the complexity of the modern environment. The basic concepts of cognitive activity are considered: mental representations, cognitive processes, cognitive structures, cognitive style. It is shown that conceptual management is based on the concepts of "shared understanding" and "shared sensemaking", which are formed within the framework Managerial and Organizational Cognition as a model of collective perception and representation of the internal and external environment of the organization.

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2

Kornfeld, Alfred D. "Researching cognitive processes." American Psychologist 52, no. 2 (1997): 178–79. http://dx.doi.org/10.1037/0003-066x.52.2.178.

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3

Révész, Andrea. "Exploring task-based cognitive processes." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 2 (December 16, 2021): 266–88. http://dx.doi.org/10.1075/task.21017.rev.

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Abstract This paper argues that TBLT researchers should dedicate more effort to investigating the cognitive processes in which L2 learners engage during task work to facilitate theory-construction and to inform pedagogical practices. To help achieve this, a review follows of various subjective (questionnaires, interviews, think-aloud/stimulated recall protocols) and objective (dual-task methodology, keystroke-logging, eye-tracking) methods that are available to TBLT researchers to examine cognitive processes underlying task-based performance. The paper concludes that, to obtain a more valid understanding of task-generated cognitive processes, it is best to combine various methods to overcome the limitations of each. Finally, some methodological recommendations are provided for future cognitively-oriented TBLT research.

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4

Cavanagh, Patrick. "The cognitive impenetrability of cognition." Behavioral and Brain Sciences 22, no. 3 (June 1999): 370–71. http://dx.doi.org/10.1017/s0140525x99272020.

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Cognitive impenetrability is really two assertions: (1) perception and cognition have access to different knowledge bases; and (2) perception does not use cognitive-style processes. The first leads to the unusual corollary that cognition is itself cognitively impenetrable. The second fails when it is seen to be the claim that reasoning is available only in conscious processing.

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5

Davou, Bettina, and Marie-Ange Widdershoven-Zervakis. "Effects of mourning on cognitive processes." Educational and Child Psychology 21, no. 3 (2004): 61–76. http://dx.doi.org/10.53841/bpsecp.2004.21.3.61.

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The death of a person significant in one’s life is above everything else a break in attachment. Attachment, as defined by Bowlby (1971, 1975, 1981), is not only a bond of evolutionary significance but also the context within which emotional, cognitive and interpersonal development occurs. Recent research from several academic fields (e.g. developmental, clinical, cognitive and educational) has shown how closely linked these processes are, so that a break in attachment affects them all. Inevitably, the loss of a significant person has an effect on learning, especially if we see learning as based on human interactions, emotion and cognition. Drawing on recent theories and research, in this paper we attempt to explain how the emotions accompanying loss may affect cognition. By use of two clinical examples, we aim to show how both the cognitive and the emotional state of the child may be expressed in the context of a therapeutic relationship.

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6

Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES." Oriental Journal of Education 02, no. 01 (May 1, 2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.

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In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achievements that humanity has achieved. Basically, from this period, the independent activity of the child begins to intensify. The education given to children of kindergarten age is a period of mastering their complex movements, formation of elementary hygiene, cultural and labor skills, development of speech and formation of the R with the first bud of social morality and aesthetic taste.

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7

Oklander, Boris, and Moshe Sidi. "On cognitive processes in cognitive radio networks." Wireless Networks 20, no. 2 (June 9, 2013): 319–30. http://dx.doi.org/10.1007/s11276-013-0555-3.

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8

Tryon, Warren W. "Cognitive Processes in Cognitive and Pharmacological Therapies." Cognitive Therapy and Research 33, no. 6 (May 6, 2009): 570–84. http://dx.doi.org/10.1007/s10608-009-9243-0.

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9

Gafarova, Z. Z., M. A. Bozorova, Sh Sh Jumayeva, L. I. Idiyeva, and L. U. Radjabova. "Synchronous Translation – a Complex Set of Cognitive Processes." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 31, 2020): 403–7. http://dx.doi.org/10.37200/ijpr/v24i1/pr200143.

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10

Furs, L. A. "COGNITION AND COGNITIVE DYNAMICS." Voprosy Kognitivnoy Lingvistiki, no. 3 (2021): 52–58. http://dx.doi.org/10.20916/1812-3228-2021-3-52-58.

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The article considers the principle of cognitive dynamics in the knowledge construction. This principle underlies various modification processes during the processing of knowledge by human consciousness and emphasizes the processuality of his mental activity. The procedural nature of cognitive dynamics is provided by a person’s ability to process knowledge on the basis of associative links and patterns of cause-and-effect relationships. This principle is associated with the procedural function of metamemory and is activated when there is a complication of the structures of static declarative knowledge. The procedural function is represented by the metonymic, metaphorical and metaphtonymic construction of knowledge. In turn, the metaphtonymic model is characterized by metonymic or metaphorical expansion. The operation of the principle of cognitive dynamics is illustrated by examples when a lexeme implements a secondary function in a context, when a linguistic unit is used as a part of a phraseological unit, as well as in the processes of modifying the categorial meaning of a verb and in the course of constructing evaluative knowledge represented by a syntactic construction. It also takes place in the construction of a polymodal text. The processes of cognitive dynamism reflect the features of a person’s cognitive operations to process knowledge transmitted in communication. They reveal the connection of language with perception, memory, thinking, human experience, which, in turn, allows to show the specificity of human cognitive activity, which is not accessible to direct observation. In general, the configuration of knowledge as a result of cognitive dynamism is a complex process regulated by both cognitive and metacognitive parameters.

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11

WILSON, G. TERENCE. "Cognitive Processes in Addiction." Addiction 82, no. 4 (April 1987): 343–53. http://dx.doi.org/10.1111/j.1360-0443.1987.tb01491.x.

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12

Wong, Bernice Y. L. "Cognitive Processes in Reading." Contemporary Psychology: A Journal of Reviews 31, no. 8 (August 1986): 622–23. http://dx.doi.org/10.1037/024983.

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13

Logie, Robert H., and Alan D. Baddeley. "Cognitive processes in counting." Journal of Experimental Psychology: Learning, Memory, and Cognition 13, no. 2 (1987): 310–26. http://dx.doi.org/10.1037/0278-7393.13.2.310.

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14

CICCHETTI, DOMENIC V. "Cognitive Processes in Depression." American Journal of Psychiatry 147, no. 8 (August 1990): 1081—a—1081. http://dx.doi.org/10.1176/ajp.147.8.1081-a.

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15

Lovibond, P. F. "Cognitive Processes in Extinction." Learning & Memory 11, no. 5 (September 1, 2004): 495–500. http://dx.doi.org/10.1101/lm.79604.

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16

Newman, Cory F. "Cognitive Processes in Depression." Journal of Nervous and Mental Disease 177, no. 8 (August 1989): 498. http://dx.doi.org/10.1097/00005053-198908000-00008.

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17

Heesacker, Martin, and Jeff E. Harris. "Cognitive Processes in Counseling." Counseling Psychologist 21, no. 4 (October 1993): 687–711. http://dx.doi.org/10.1177/0011000093214013.

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18

Massey, J. T., R. A. Drake, J. T. Lurito, and A. P. Georgopoulos. "Cognitive spatial-motor processes." Experimental Brain Research 83, no. 2 (January 1991): 439–45. http://dx.doi.org/10.1007/bf00231170.

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19

Massey, J. T., R. A. Drake, and A. P. Georgopoulos. "Cognitive spatial-motor processes." Experimental Brain Research 83, no. 2 (January 1991): 446–52. http://dx.doi.org/10.1007/bf00231171.

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20

Lichstein, Kenneth L. "Cognitive Processes in Relaxation." Contemporary Psychology: A Journal of Reviews 36, no. 8 (August 1991): 716. http://dx.doi.org/10.1037/030075.

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21

Minogue, K., H. McNamara, and D. Flynn. "Hysteresis in Cognitive Processes." IEEE Transactions on Magnetics 45, no. 11 (November 2009): 5228–30. http://dx.doi.org/10.1109/tmag.2009.2031069.

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22

John, Martha Tyler. "Chapter One: Cognitive Processes." Activities, Adaptation & Aging 11, no. 3-4 (August 10, 1988): 19–47. http://dx.doi.org/10.1300/j016v11n03_02.

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23

Lam, Dominic. "Cognitive processes in depression." Behaviour Research and Therapy 28, no. 4 (1990): 369. http://dx.doi.org/10.1016/0005-7967(90)90097-3.

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24

Kolk, H. "Psychology of cognitive processes." Acta Psychologica 75, no. 2 (November 1990): 197–98. http://dx.doi.org/10.1016/0001-6918(90)90112-s.

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25

Hall, J. C., C. Ellis, and J. Hamdorf. "Surgeons and cognitive processes." British Journal of Surgery 90, no. 1 (January 2003): 10–16. http://dx.doi.org/10.1002/bjs.4020.

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26

Katahanova, Ulia Fedorovna, and Liubov Vladimirovna Kultsova. "Cognitive processes in the artistic and educational environment." Interactive science, no. 5 (39) (May 27, 2019): 29–31. http://dx.doi.org/10.21661/r-496961.

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The article discusses the features of the cognitive processes of students, including the process of cognition in context with the artistic and educational environment that ensures the reflection of the phenomena of the objective world in solving the upcoming life tasks. The impact of an insufficiently objective attitude to the discipline «Visual arts» in school teaching practice, which influences the development of cognitive-visual (visual-cognitive) thinking of students, is shown. It is in the artistic and educational environment that the skills of visual perception of various information are formed using the pictorial language of images, clarity, sign and symbolic systems that promote the conscious use of concepts and inference in any academic discipline. As a result, it is shown that the development of cognitive processes includes the formation of internal motivational activity of children, methods of perception of visual information associated with information exchange, inspired by cognitive metaphor and cognitive load, as a result, children's intellectual development, including cognition, explanation and understanding of educational information.

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27

Kalyta, Alla, and Оleksandr Klymenyuk. "SYNERGISM AND SUPERVENIENCE IN COGNITIVE PROCESSES." RESEARCH TRENDS IN MODERN LINGUISTICS AND LITERATURE 3 (December 15, 2020): 17–27. http://dx.doi.org/10.29038/2617-6696.2020.3.17.27.

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The paper presents the results of the authors’ original philosophical and linguistic consideration of the links between synergism and supervenience during cognitive processes of the human’s speakingand-thinking activities. Within the framework of an interdisciplinary approach to the study of linguistic phenomena, the authors describe the influence of a multifactorial nature of cause-and-effect relationships on psycho-energetic features of the cognition mechanism functioning. On the basis of previously stated postulates, the authors have formed a systemic cybernetic model of the structure and complex interaction of causing factors that affect the self-development of cognitive processes in the human’s psyche. The paper outlines the specificity of cognitive processes taking place in the four spheres (existential, mental, transcendental, consciousness) of the individual’s spiritual being as well as reveals the essence of methodological potential of the cybernetic model proposed by the authors as a universal interdisciplinary tool for planning and carrying out lingua-cognitive research. Practicalrecommendations are given for the system planning of a new topic of interdisciplinary lingual-andenergetic research of the features of cognitive processes of speaking-and-thinking self-development, materialized in the person’s speech and communicative behavior.

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28

McLaughlin, Anne Collins, and Vicky E. Byrne. "A Fundamental Cognitive Taxonomy for Cognition Aids." Human Factors: The Journal of the Human Factors and Ergonomics Society 62, no. 6 (May 21, 2020): 865–73. http://dx.doi.org/10.1177/0018720820920099.

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Objective This study aimed to organize the literature on cognitive aids to allow comparison of findings across studies and link the applied work of aid development to psychological constructs and theories of cognition. Background Numerous taxonomies have been developed, all of which label cognitive aids via their surface characteristics. This complicates integration of the literature, as a type of aid, such as a checklist, can provide many different forms of support (cf. prospective memory for steps and decision support for alternative diagnoses). Method In this synthesis of the literature, we address the disparate findings and organize them at their most basic level: Which cognitive processes does the aid need to support? Which processes do they support? Such processes include attention, perception, decision making, memory, and declarative knowledge. Results Cognitive aids can be classified into the processes they support. Some studies focused on how an aid supports the cognitive processes demanded by the task (aid function). Other studies focused on supporting the processes needed to utilize the aid (aid usability). Conclusion Classifying cognitive aids according to the processes they support allows comparison across studies in the literature and a formalized way of planning the design of new cognitive aids. Once the literature is organized, theory-based guidelines and applied examples can be used by cognitive aid researchers and designers. Application Aids can be designed according to the cognitive processes they need to support. Designers can be clear about their focus, either examining how to support specific cognitive processes or improving the usability of the aid.

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29

Manza, Peter, Ehsan Shokri-Kojori, and Nora D. Volkow. "Reduced Segregation Between Cognitive and Emotional Processes in Cannabis Dependence." Cerebral Cortex 30, no. 2 (June 18, 2019): 628–39. http://dx.doi.org/10.1093/cercor/bhz113.

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Abstract Addiction is characterized by an erosion of cognitive control toward drug taking that is accentuated by negative emotional states. Here we tested the hypothesis that enhanced interference on cognitive control reflects a loss of segregation between cognition and emotion in addiction. We analyzed Human Connectome Project data from 1206 young adults, including 89 with cannabis dependence (CD). Two composite factors, one for cognition and one for emotion, were derived using principal component (PC) analyses. Component scores for these PCs were significantly associated in the CD group, such that negative emotionality correlated with poor cognition. However, the corresponding component scores were uncorrelated in matched controls and nondependent recreational cannabis users (n = 87). In CD, but not controls or recreational users, functional magnetic resonance imaging activations to emotional stimuli (angry/fearful faces > shapes) correlated with activations to cognitive demand (working memory; 2-back > 0-back). Canonical correlation analyses linked individual differences in cognitive and emotional component scores with brain activations. In CD, there was substantial overlap between cognitive and emotional brain–behavior associations, but in controls, associations were more restricted to the cognitive domain. These findings support our hypothesis of impaired segregation between cognitive and emotional processes in CD that might contribute to poor cognitive control under conditions of increased emotional demand.

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30

Bazarbaeva, Albina. "COGNITIVE STYLISTICS ISSUES." American Journal Of Social Sciences And Humanity Research 4, no. 4 (April 1, 2024): 36–41. http://dx.doi.org/10.37547/ajsshr/volume04issue04-06.

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Cognitive stylistics stands out for its unique methodology, in which linguistic analyses in a systemic context are based on theories that link linguistic choices to cognitive structures and processes. Cognitive stylistics is a subsection of linguistics that studies the relationship between language and cognitive processes such as perception, comprehension, remembering and thinking. It aims to identify how cognitive mechanisms influence linguistic phenomena such as text structure, choice of linguistic devices, use of metaphors, metonymy and other linguistic techniques.

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31

Haykin, Simon. "Cognitive Dynamic Systems." International Journal of Cognitive Informatics and Natural Intelligence 5, no. 4 (October 2011): 33–43. http://dx.doi.org/10.4018/jcini.2011100103.

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The main topics covered in this paper address the following four issues: 1) Distinction between how adaptation and cognition are viewed with respect to each other, 2) With human cognition viewed as the framework for cognition, the following cognitive processes are identified: the perception-action cycle, memory, attention, intelligence, and language. With language being outside the scope of the paper, detailed accounts of the other four cognitive processes are discussed, 3) Cognitive radar is singled out as an example application of cognitive dynamic systems that “mimics” the visual brain; experimental results on tracking are presented using simulations, which clearly demonstrate the information-processing power of cognition, and 4) Two other example applications of cognitive dynamic systems, namely, cognitive radio and cognitive control, are briefly described.

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32

Safran, Jeremy D., T. Michael Vallis, Zindel V. Segal, and Brian F. Shaw. "Assessment of core cognitive processes in cognitive therapy." Cognitive Therapy and Research 10, no. 5 (October 1986): 509–26. http://dx.doi.org/10.1007/bf01177815.

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33

Rozencwajg, Paulette, and Denis Corroyer. "Cognitive Processes in the Reflective-Impulsive Cognitive Style." Journal of Genetic Psychology 166, no. 4 (December 2005): 451–63. http://dx.doi.org/10.3200/gntp.166.4.451-466.

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34

Wenestam, Claes-Göran. "A critique of research on cognition and cognitive processes." British Journal of Educational Psychology 63, no. 1 (February 1993): 34–45. http://dx.doi.org/10.1111/j.2044-8279.1993.tb01040.x.

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35

Reiter-Palmon, Roni, Anne E. Herman, and Francis J. Yammarino. "Beyond cognitive processes: Antecedents and influences on team cognition." Research in Multi Level Issues 7, no. 7 (2007): 305–13. http://dx.doi.org/10.1016/s1475-9144(07)00012-4.

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36

Olton, D. S., A. L. Markowska, K. Pang, S. Golski, M. L. Voytko, and L. K. Gorman. "Comparative cognition and assessment of cognitive processes in animals." Behavioural Pharmacology 3, no. 4 (August 1992): 307???318. http://dx.doi.org/10.1097/00008877-199208000-00006.

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37

Wessler, Richard L., and Sheenah W. R. Hankin-Wessler. "Nonconscious Algorithms in Cognitive and Affective Processes." Journal of Cognitive Psychotherapy 3, no. 4 (January 1989): 243–54. http://dx.doi.org/10.1891/0889-8391.3.4.243.

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Nonconscious algorithms are stored routines for handling social information without the person’s awareness. In the author’s Cognitive Appraisal Therapy, Personal Rules of Living are nonconscious algorithms implicated in affect and action as (1) mediators of emotional experiences, (2) components in an interdependent system of cognition, affect, and action, and(3)preferenda. Motivational aspects of emotion are discussed in relation to the seeking of negative experiences for security of familiar affective states (Security-Seeking Maneuver). Clinical examples illustrate the interplay of these concepts with self-image and the task of cognitive psychotherapy.

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38

Pase, Matthew P., and Con Stough. "An evidence-based method for examining and reporting cognitive processes in nutrition research." Nutrition Research Reviews 27, no. 2 (September 30, 2014): 232–41. http://dx.doi.org/10.1017/s0954422414000158.

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Cognitive outcomes are frequently implemented as endpoints in nutrition research. To reduce the number of statistical comparisons it is commonplace for nutrition researchers to combine cognitive test results into a smaller number of broad cognitive abilities. However, there is a clear lack of understanding and consensus as to how best execute this practice. The present paper reviews contemporary models of human cognition and proposes a standardised, evidence-based method for grouping cognitive test data into broader cognitive abilities. Both Carroll's model of human cognitive ability and the Cattell–Horn–Carroll (CHC) model of intelligence provide empirically based taxonomies of human cognition. These models provide a cognitive ‘map’ that can be used to guide the handling and analysis of cognitive outcomes in nutrition research. Making use of a valid cognitive nomenclature can provide the field of clinical nutrition with a common cognitive language enabling efficient comparisons of cognitive outcomes across studies. This will make it easier for researchers, policymakers and readers to interpret and compare cognitive outcomes for different interventions. Using an empirically derived cognitive nomenclature to guide the creation of cognitive composite scores will ensure that cognitive endpoints are theoretically valid and meaningful. This will increase the generalisability of trial results to the general population. The present review also discusses how the CHC model of cognition can also guide the synthesis of cognitive outcomes in systematic reviews and meta-analysis.

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39

Turk, Dennis C., and Peter Salovey. "Cognitive structures, cognitive processes, and cognitive-behavior modification: I. client issues." Cognitive Therapy and Research 9, no. 1 (February 1985): 1–17. http://dx.doi.org/10.1007/bf01178747.

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40

Rayner, Keith, Gery d'Ydewalle, and Johan Van Rensbergen. "Eye Movements and Cognitive Processes." American Journal of Psychology 108, no. 3 (1995): 460. http://dx.doi.org/10.2307/1422903.

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41

Egorova, Polina. "Intercultural features of cognitive processes." nauka.me, no. 4 (2020): 0. http://dx.doi.org/10.18254/s241328880013304-8.

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42

Pallet, V., and K. Touyarot. "Vitamin A and cognitive processes." Nutrition and Aging 3, no. 1 (May 21, 2015): 21–31. http://dx.doi.org/10.3233/nua-150048.

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43

Liu, Xiaodong, and Xiangyan Zhou. "Researching Cognitive Processes of Translation." Across Languages and Cultures 22, no. 1 (May 27, 2021): 129–33. http://dx.doi.org/10.1556/084.2021.00009.

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44

KENNARD, C., S. K. MANNAN, P. NACHEV, A. PARTON, D. J. MORT, G. REES, T. L. HODGSON, and M. HUSAIN. "Cognitive Processes in Saccade Generation." Annals of the New York Academy of Sciences 1039, no. 1 (April 2005): 176–83. http://dx.doi.org/10.1196/annals.1325.017.

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45

Jarrett, Matthew A., Ansley Tullos Gilpin, Jillian M. Pierucci, and Ana T. Rondon. "Cognitive and reactive control processes." International Journal of Behavioral Development 40, no. 1 (March 10, 2015): 53–57. http://dx.doi.org/10.1177/0165025415575625.

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Attention-deficit/hyperactivity disorder (ADHD) can be identified in the preschool years, but little is known about the correlates of ADHD symptoms in preschool children. Research to date suggests that factors such as temperament, personality, and neuropsychological functioning may be important in understanding the development of early ADHD symptomatology. The current study sought to extend this research by examining how cognitive and reactive control processes predict ADHD symptoms. Data were drawn from a larger study that measured the cognitive, social, and emotional functioning of preschool children. Eighty-seven children (aged 4–6 years) were evaluated using teacher report and laboratory task measures relevant to cognitive control (i.e., conscientiousness, working memory) and reactive control (i.e., neuroticism, delay of gratification) processes. In multiple regression analyses, cognitive control variables added unique variance in the prediction of both inattention and hyperactivity, but only reactive control variables added unique variance in the prediction of hyperactivity. The current findings align with past research suggesting that cognitive control processes (e.g., conscientiousness) are related to both inattention and hyperactivity/impulsivity, while reactive control processes (e.g., neuroticism) are more strongly related to hyperactivity/impulsivity in preschool children. Future longitudinal research utilizing various methods and measures is needed to understand how cognitive and reactive control processes contribute to ADHD symptom development.

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46

Whitehead, Peter S., Gene A. Brewer, and Chris Blais. "Are cognitive control processes reliable?" Journal of Experimental Psychology: Learning, Memory, and Cognition 45, no. 5 (May 2019): 765–78. http://dx.doi.org/10.1037/xlm0000632.

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47

Kent, Gerry. "Cognitive processes in dental anxiety." British Journal of Clinical Psychology 24, no. 4 (November 1985): 259–64. http://dx.doi.org/10.1111/j.2044-8260.1985.tb00658.x.

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48

Cynx, Jeffrey. "Cognitive processes in bird song." Journal of the Acoustical Society of America 115, no. 5 (May 2004): 2406. http://dx.doi.org/10.1121/1.4780954.

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49

Riordan-Eva, Paul. "The Physiology of Cognitive Processes." Journal of Neuro-Ophthalmology 26, no. 3 (September 2006): 235. http://dx.doi.org/10.1097/01.wno.0000235571.03884.a5.

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50

Brewin, Chris R. "Cognitive change processes in psychotherapy." Psychological Review 96, no. 3 (July 1989): 379–94. http://dx.doi.org/10.1037/0033-295x.96.3.379.

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