Relevant bibliographies by topics / Cognitive strategies

Contents

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

Academic literature on the topic 'Cognitive strategies'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Cognitive strategies"

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Amirkhiabani, Gholamali, and Graham D. Hendry. "Cognitive Strategies." Perceptual and Motor Skills 78, no. 2 (April 1994): 491–500. http://dx.doi.org/10.2466/pms.1994.78.2.491.

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The term ‘cognitive strategies’ is problematic and needs clarification. Although it has been used in various studies in psychology and education, there is little agreement as to what is meant by ‘cognitive strategy.’ There is no clear-cut differentiation in the literature between ‘cognitive strategies,’ ‘metacognition,’ ‘skills,’ ‘schemas,’ ‘tasks,’ and other related concepts. Some researchers assume that people know and are aware or conscious of what strategies they are using, while others emphasize involuntary and unconscious aspects of strategies. In this article, paradigms which are involved in studies of cognitive strategies are considered. Because use of this concept is problematic and vague, the study of cognition is less focused than is desirable, and important problems in the field are overlooked.
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SETHURAMAN, Mekala, and Geetha RADHAKRISHNAN. "Promoting Cognitive Strategies in Second Language Writing." Eurasian Journal of Educational Research 20, no. 88 (July 30, 2020): 1–17. http://dx.doi.org/10.14689/ejer.2020.88.5.

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Anshel, Mark H. "Cognitive‐behavioural Strategies:." Journal of Managerial Psychology 7, no. 6 (June 1992): 11–16. http://dx.doi.org/10.1108/02683949210018322.

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Panteleev, A. F. "Cognitive Strategies in Attractions." Philosophy. Psychology. Pedagogy 18, no. 2 (2018): 200–205. http://dx.doi.org/10.18500/1819-7671-2018-18-2-200-205.

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Sirmaci, Nur, and Mehriban Ceylan. "The effects of cognitive awareness strategies taught with cognitive coaching method on achievement, attitudes and cognitive awareness skills of students." International Journal of Academic Research 6, no. 1 (January 30, 2014): 374–79. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.50.

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Gamoneda Lanza, Amelia. "Desaprendizaje e inestabilidad. Perspectivas para una teoría cognitiva de la lectura poética." Signa: Revista de la Asociación Española de Semiótica 28 (June 28, 2019): 105. http://dx.doi.org/10.5944/signa.vol28.2019.25043.

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La lectura poética explora técnicas que rescatan procesos cognitivos básicos y aún no automatizados que todo aprendizaje lector activa. Asimismo, la lectura poética sostiene e incentiva los estados de inestabilidad cognitiva por los que ha de pasar cualquier proceso mental. Se configuran así estrategias cognitivas de desaprendizaje de automatismos y de irresolución de interpretaciones que tienen como resultado el extrañamiento y la complejidad, y que se analizarán en el contexto de un poema de Baudelaire.This poetic reading explores techniques which rediscover basic cognitive processes which up to now have not been automated and which all readers draw upon. At the same time, the poetic reading sustains and incentivizes the state of cognitive instability through which every mental process passes. In this way the article shows cognitive strategies of unlearning of methods already learned and strategies of maintaining irreconcilable interpretations which result in estrangement and complexity, and which will be analyzed in the context of a poem by Baudelaire.
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Hutchins, Edwin. "Ecological Cognition and Cognitive Ecology." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 22 (July 2000): 566–69. http://dx.doi.org/10.1177/154193120004402218.

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The Ecological Cognition perspective emphasizes the fact that human cognition is adaptive to the constraints of the context of task performance. People are good at developing strategies for task performance that take advantage of the informational affordances of the task environment. Therefore, if we wish to understand human cognition, we must look beyond the skin and skull of the individual to the material and social structures with which the mind interacts. Of course, material artifacts and social arrangements are elements of adaptive processes as well. Material artifacts are often crystallizations of regularities in the task environment and they develop over time, changing adaptively to fit the constraints of the task, the properties of the task performers, and the other artifacts employed in the task performance. Such changes in the material artifacts change the informational affordances of the task environment, which creates new opportunities for the development of strategies. Thus, human cognition and the material supports of human cognition must be seen as a co-adaptive system. Similarly, in complex work settings where two or more persons jointly perform tasks, social arrangements are enacted anew each time a socially distributed task is performed. Strategies for the social division of cognitive labor are also part of this co-adaptive system, both constraining and being constrained by mental and material artifacts. These interlocked co-adaptive systems suggest a cognitive ecology. It's a compelling way of talking about such systems. Can it be more than a metaphor?
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Logie, Robert H. "Cognitive training: Strategies and the multicomponent cognitive system." Journal of Applied Research in Memory and Cognition 1, no. 3 (September 2012): 206–7. http://dx.doi.org/10.1016/j.jarmac.2012.07.006.

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Newby, Timothy J., and Donald A. Stepich. "Designing instruction: Practical strategies—5. Teaching cognitive strategies." Performance + Instruction 29, no. 1 (January 1990): 44–45. http://dx.doi.org/10.1002/pfi.4160290114.

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Dumas, Julie A. "Strategies for Preventing Cognitive Decline in Healthy Older Adults." Canadian Journal of Psychiatry 62, no. 11 (July 13, 2017): 754–60. http://dx.doi.org/10.1177/0706743717720691.

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Objective: Many advances have been made in the understanding of age-related changes in cognition. As research details the cognitive and neurobiological changes that occur in aging, there is increased interest in developing and understanding methods to prevent, slow, or reverse the cognitive decline that may occur in normal healthy older adults. The Institute of Medicine has recently recognized cognitive aging as having important financial and public health implications for society with the increasing older adult population worldwide. Cognitive aging is not dementia and does not result in the loss of neurons but rather changes in neurotransmission that affect brain functioning. The fact that neurons are structurally intact but may be functionally affected by increased age implies that there is potential for remediation. Method and Results: This review article presents recent work using medication-based strategies for slowing cognitive changes in aging. The primary method presented is a hormonal approach for affecting cognition in older women. In addition, a summary of the work examining modifiable lifestyle factors that have shown promise in benefiting cognition in both older men and women is described. Conclusions: Much work remains to be done so that evidence-based recommendations can be made for slowing cognitive decline in healthy older adults. The success of some of these methods thus far indicates that the brains of healthy older adults are plastic enough to be able to respond to these cognitive decline prevention strategies, and further work is needed to define the most beneficial methods.
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Dissertations / Theses on the topic "Cognitive strategies"

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Makány, Tamás. "Strategies of human spatial cognition : cognitive and behavioural trade-offs." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/66157/.

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Human spatial strategies are heuristics that allocate cognitive and behavioural resources for navigation tasks. These spatial strategies help the individual optimize its interactions with the surrounding space through functional trade-offs between the memory costs of planning routes and the cost involved in actually travelling that distance. These trade-offs result in visitation patterns of initial exploration of the space and subsequently determine navigation efficiency. The purpose of this thesis was to observe, identify and describe patterns of spatial exploration, understand the trade-offs and strategy optimizations they encompass and empirically quantify their performance both in physical and abstract (i.e., virtual, computational model and informational) spaces. The first study presented a novel methodology of identifying spatial exploration patterns based on cluster analyses in a physical room and measured navigation efficiencies according to a spatial strategy trade-off between memory demands and distances travelled. Two exploration patterns were found that determined subsequent navigation. Explorers with an ‘axial’ pattern were more memory efficient and followed a fixed route sequence to find objects; whereas ‘circular’ pattern explorers were more distance efficient with less overall travel on more flexible route choices. The following two studies used the same experimental design and methodology to further examine the effect of spatial constraints on cognitive and behavioural resource optimization, specifically looking at the issues of exploration on forced routes in a physical space and in an effortless virtual space. In both spaces, the efficiency trade-off observed in the first study was affected. On the one hand, forced physical exploration reduced navigational control and overwrote individually preferred spatial strategy optimizations. On the other hand, effortless virtual exploration resulted in preference towards optimization of cognitive resources over distances travelled. These presented examples of spatial environmental biases. Following the three behavioural studies, an agent-based model is presented. It formalized the main hypothesis of this thesis that human spatial cognition is optimized by spatial strategies via simulating exploration patterns with memory and distance heuristics. The model also replicated the behavioural findings and allowed further insights into the trade-off observed in the first study. The lessons learnt from the model and the three behavioural studies were then tested in a practical e-learning environment. The application of the theoretical findings provides further understanding into human spatial cognition. In the study, three different spatial layout website designs were analysed for their navigational and learning utilities both immediately and 2-weeks post exploration. This web based navigational study revealed the role of spatial control in long-term retention and other cognitive benefits. Together these studies present important insights to human spatial cognition and its implications.
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任春華 and Chun-wa Yum. "Learning strategies and cognitive engagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41717053.

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Yum, Chun-wa. "Learning strategies and cognitive engagement." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41717053.

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Sedgwick, Whitney A. (Whitney Ann). "Cognitive pain coping strategies of rowers." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35223.

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This study investigated rowers' cognitive pain coping strategies during a 2,000 metre ergometer race. The concepts of association and dissociation were expanded upon by devising five thought categories: performance dissociation (PerfD), pain association (PaA), pain dissociation (PaD), psychological performance association (PsyA), and technical performance association (TechA). Sixteen rowers, five males and eleven females, between the ages of 19 and 27 years, rowed at maximum intensity for four race segments of 500 m, 1,000 m, and 2,000 m on separate occasions. A forty-one item Thoughts During Rowing Questionnaire was administered upon completion of each distance. Subjects' average thought category scores were analyzed by a 4 x 5 (Distance x Thought category) MANOVA. Results indicated significant (p $<$.005) effects for distance and thought category, and an interaction. Results suggest that while racing, rowers rarely dissociate from their performances. As pain awareness rises, rowers dissociate from pain and associate with the psychological or technical aspects of their performances.
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Egan, Vincent. "Intelligence, inspection time, and cognitive strategies." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/19719.

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It has been argued that the negative correlation between IQ scores and perceptual intake speed (as measured by Inspection Time (IT)), is not due to common variance between mental speed and IQ, but because of differential strategy use during IT. This thesis examined the effect of IQ and reported cognitive strategies on experimental measurements of IT to test strategic theories of intelligence. Experiments 1 and 2 considered the general claims made by strategy theorists about performance on experimental tasks; that performance strategies are driven by an executive 'metacognitive' process; that higher-IQ subjects are more likely to report strategies; that individuals who use strategies have general advantages on all tasks due to this conceptual approach; and that developing effective strategies for tasks requires a period of practice and feedback during which techniques can be refined. It was found that strategy users were not advantaged on all IT tasks, and that the IQs for subjects who reported IT performance strategies (or not) were the same. An IT task which limited practice and gave false feedback did not affect strategy reporters more than those who did not report strategies. These studies suggested that strategic effects were specific to particular IT tasks, rather than generalised to all IT measures, and were not due to metacognitive processes. Experiments 3 and 4 investigated whether the perception and use of apparent motion cues seen after an IT stimulus was due to metacognitive processes directing the use of specific cues, or whether these cues were epiphenomenal to more basic mental processes. Both studies demonstrated that individuals who report apparent motion cues during IT tasks have shorter ITs than individuals who do not report these cues. When IT was performed in conjunction with a parallel, attention-demanding task, ITs tended to be shorter for apparent motion reporters compared to non-reporters, despite previously defined motion reporters not being able to report them during the dual-task condition. This suggested that the perception of apparent motion cues was not dependent on focussed attention to the IT task. These results were discussed in relation to theories of attentional resources. Experiment 4 looked at the response latencies (RT) of IT and IT-like tasks, in order to measure the time taken for the assumed subcomponents of strategic processing to occur. Subtraction of the tasks from one another did not isolate a specific strategy processing stage associated with using apparent motion to guide IT discriminations. Though static measures of RT within IT did not discriminate strategy users from non-users, dynamic measures of RT within IT, based on the rate of change of RT with increasing difficulty of IT, tended to be faster for apparent motion reporters. These individuals were not faster on an unmasked version of IT. As the experiment could not identify a specific processing stage associated with the use of apparent motion, it was concluded that the perception and response to IT-related apparent motion cues were preconscious in origin. Pooled results from experiments 3 and 4 provided a sample of 75 subjects for whom the same IT and IQ measures have been taken. The overall IT/IQ correlation (Pearson's r) was -0.39 (P&60 .01); when the sample was divided according to the reported use of apparent motion cues to guide IT discriminations or not, IT/IQ correlations were the same for both groups; r = -0.44 (P< .01). There was no difference in IQ between the two groups (t&61 -0/72, n.s.). The IT/IQ correlation is therefore not because of the inclusion or exclusion of individuals reporting apparent motion; nor does IQ account for the difference between these groups, despite IT being faster among apparent motion reporters (t = 2.97, P< .005). This thesis has thus shown that perception of apparent motion cues from two-line visual IT stimuli does not reflect metacognitive processes directing the use of these cues.
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Raschellà, Alessandro. "Cognitive management frameworks and spectrum management strategies exploiting cognitive radio paradigm." Doctoral thesis, Universitat Politècnica de Catalunya, 2015. http://hdl.handle.net/10803/308138.

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Cognitive Radio (CR) paradigm represents an innovative solution to mitigate the spectrum scarcity problem by enabling Dynamic Spectrum Access (DSA), defined in order to conciliate the existing conflicts between the ever-increasing spectrum demand growth and the currently inefficient spectrum utilization. The basic idea of DSA is to provide proper solutions that allow sharing radio spectrum among several radio communication systems with sake of optimizing the overall spectrum utilization. This dissertation addressed the problem of modelling cognitive management frameworks that provide innovative strategies for spectrum management suitable to different scenarios and use cases in the context of DSA/CR Networks (CRNs). The first solution presented in this dissertation initially addressed the development of a framework that provides spectrum management strategies for Opportunistic Networks (ONs) defined as extended infrastructures created temporarily to serve specific regions following the policies dictated by the operator. The development of systems based on the CR paradigm to support the ONs is considered a key aspect to allow autonomous decisions and reconfiguration ability mechanisms because of the temporarily nature of these networks and the highly dynamic nature of the radio environment. Then, in order to expand the design of cognitive management frameworks providing spectrum management solutions that have applicability in a number of different scenarios and use cases, a cognitive management framework that exploits the Partially Observable Markov Decision Process (POMDP) concept has been proposed to combine the CR capabilities of radio environment awareness with a statistical characterization of the system dynamic. Finally, the framework based on POMDPs has been further extended with new functionalities able to characterize the environment dynamic through long-term predictions carried out exploiting the so-called belief vector. These frameworks as a whole aimed at demonstrating that a reliable characterization of the radio environment that combines awareness of its surrounding with a statistical evaluation of the system dynamics is able to guarantee an effcient utilization of the available spectrum resources. From a methodological point of view, the development and assessment of the proposed cognitive management frameworks and the corresponding spectrum management solutions involved analytical studies, system-level simulations and a real-time platform implementation. Overall, the research conducted in the context of this dissertation has revealed that proper cognitive management functionalities can be extremely beneficial to support spectrum management in a wide variety of scenarios and use cases.
El paradigma de radio cognitiva (CR) representa una solución innovadora para mitigar el problema de escasez de los recursos radio, permitiendo el acceso dinámico al espectro (DSA), definido con el fin de conciliar los conflictos existentes entre el crecimiento de la demanda de espectro, cada vez mayor, y la utilización de los recursos radio actualmente ineficiente. La idea básica del DSA es proporcionar soluciones adecuadas que permitan compartir el espectro radioeléctrico entre varios sistemas de comunicaciones radio con el objetivo de optimizar la utilización general del espectro. Esta tesis doctoral aborda el problema de la modelización de marcos de gestión cognitiva que proporcionan estrategias innovadoras y adecuadas para la gestión del espectro en diferentes escenarios y casos de uso en el contexto de las redes de radio cognitiva (CRN). La primera solución que se presenta en esta tesis aborda inicialmente el desarrollo de un marco que ofrece estrategias de gestión del espectro para redes oportunistas (ONs) definidas como infraestructuras extendidas, creadas temporalmente para servir a regiones específicas siguiendo las políticas dictadas por el operador. Debido a la naturaleza temporal de estas redes y a la naturaleza altamente dinámica del entorno radio, el desarrollo de sistemas basados en el paradigma de CR para apoyar las ONs se considera un aspecto clave que permite decisiones autónomas y mecanismos de reconfiguración. Luego, con el fin de ampliar el diseño de los marcos de gestión cognitiva para proporcionar soluciones de gestión del espectro con aplicabilidad en una serie de diferentes escenarios y casos de uso, se ha propuesto un marco de gestión cognitiva que explota el concepto de Partially Observable Markov Decision Process (POMDP) para combinar las capacidades de conocimiento del entorno radio del CR, con una caracterización estadística de la dinámica del sistema. Finalmente, el marco basado en el POMDP se ha ampliado con nuevas funcionalidades capaces de caracterizar el entorno dinámico a través de predicciones a largo plazo llevadas a cabo explotando el concepto de belief vector. Estos marcos en su conjunto tienen el objetivo de demostrar que una caracterización fiable del entorno radio que combina el conocimiento de su entorno con una evaluación estadística de la dinámica del sistema, es capaz de garantizar una utilización eficiente de los recursos disponibles del espectro. Desde un punto de vista de la metodología, el desarrollo y la evaluación de los marcos de gestión cognitiva propuestos y las correspondientes soluciones de gestión del espectro han involucrado estudios analíticos, simulaciones y la implementación de una plataforma que permite evaluaciones en tiempo real. En general, la investigación llevada a cabo en el contexto de esta tesis doctoral ha revelado que funcionalidades adecuadas de gestión cognitiva pueden ser extremadamente eficientes para apoyar la gestión del espectro en una amplia variedad de escenarios y casos de estudio.
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Bearman, Christopher Richard. "Cognitive strategies in the case analysis method :." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420710.

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Day, J. D. "Exploring the nature of cognitive resilience strategies." Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/20003/.

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Where improving the safety or performance of a system, there is a tendency to focus on negative aspects surrounding human performance or interaction: errors, threats, past incidents or identified issues and flaws. This does not, however, tell the whole story. Users frequently deploy a variety of resilient interventions, devising and implementing strategies to improve performance and mitigate threats such as errorparticularly during complex or challenging circumstances. In so doing, users can and do make an active, positive contribution to the wider resilience of a system. To date, the subject of how individual actors within a system leverage such resilience strategies to improve the functioning of said system is a topic that has received only limited direct investigation. An initial study was undertaken as a probing investigation to test the notion of user-configured cues as a means to facilitate individual resilience. The insights from this study challenged an existing foundational categorisation scheme, which we then sought to expand and refine in collaboration with its original authors, to better represent and articulate 10 different types of resilience strategy. As a means to broaden our real-world pool of strategy accounts, a diary study was then conducted, the resulting data being used to both inform and validate a new iteration of the scheme. Stemming from challenges of the applicability of the scheme to complex resilience cases, we introduced the notion of a new type of compound strategy, and developed a framework to support their analysis by deconstructing them to examine their motivational and functional components. A final controlled laboratory study was undertaken to apply our insights. The resultant refined categorisation scheme and conceptual framework enrich our understanding of the phenomenon of user or individual resilience and could potentially be leveraged to inform and support the design of future technical and sociotechnical systems.
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Jones, Matthew Steven. "Cognitive Strategies Used During Moderate Intensity Running." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435670465.

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Salovaara, H. (Hanna). "Achievement goals and cognitive learning strategies in dynamic contexts of learning." Doctoral thesis, University of Oulu, 2005. http://urn.fi/urn:isbn:9514277635.

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Abstract This study investigates secondary school students' motivational achievement goals and cognitive learning strategies in inquiry-based computer supported collaborative learning. The study undertakes a contextual approach where students' context specific interpretations are highlighted. Achievement goals and cognitive learning strategies are introduced within a theoretical framework of self-regulated learning to explain their interrelationship and magnitude within a learning process. The research design was a longitudinal, quasi intervention design involving multiple methods, namely quantitative self-reports and qualitative process oriented interviews. Empirical parts of the study are reported in four individual articles. The purpose of Study I was to recognise strategic patterns emerging in students' computer supported collaborative inquiries. The results indicated that strategies were adjusted according to the demands of the learning situation. Although students' inquiry processes were dominated by surface-level strategies, also deeper level and metacognitive strategies were reported. Study II investigated students' use of cognitive learning strategies in two pedagogically different learning contexts. The results suggest that inquiry-based computer supported collaborative learning activities may enhance the use of deeper level cognitive strategies, such as monitoring, sharing information and creating representations. Study III examined the changes in students' motivational achievement goal interpretations and the situational dynamics of students' goals and strategies over a period of three years. The data show how the students' interpretations of their goals and strategies vary during different years of the study. The students seem to develop both individual and contextual goals, as well as strategies, to self-regulate in the new pedagogical culture. Study IV looked at the congruence between students' general achievement goals and their context specific goals. The findings indicate incongruence between general level goal orientations and contextual goal interpretations and, thus, underline the importance of subjective interpretations of achievement goals. The results indicate that both achievement goals and cognitive learning strategies have contextual characteristics and illustrate the need to understand the interplay of motivational and cognitive processes. The results also show the importance of longitudinal research for pointing out some of the motivational and cognitive effects of the pedagogical interventions. Finally, the results of the study suggest that the social dimension of students' cognitive and motivational processes and self-regulation should be studied in more detail
Tiivistelmä Tutkimuksessa tarkastellaan yläasteen oppilaiden motivationaalisia tavoitteita ja kognitiivisia oppimisstrategioita tietokoneavusteisen kollaboratiivisen oppimisen sekä tutkivan pedagogisen lähestymistavan periaatteita noudattavissa oppimistilanteissa. Teoreettisesti tutkimus nojautuu sosiokognitiiviseen näkemykseen oppimisesta ja korostaa kontekstuaalista lähestymistapaa, jossa painotetaan oppijoiden yksilöllisten ja kontekstiin sidottujen tulkintojen merkitystä. Taustalla on näkemys oppimisen kontekstien ainutlaatuisuudesta, jatkuvasta muuttumisesta ja dynaamisuudesta, joka puolestaan vaikuttaa oppimisen motivationaalisiin ja tiedollisiin prosesseihin. Tutkimus koostuu neljästä itsenäisestä empiirisestä artikkelista sekä tutkimuksen teoreettisen taustan, tavoitteet, menetelmät ja tulokset kokoavasta yhteenveto-osasta. Tutkimuksen teoreettisessa osassa pyritään hahmottamaan motivationaalisten saavutustavoitteiden sekä kognitiivisten oppimisstrategoiden välisiä yhteyksiä sekä niiden merkitystä oppimisprosessin kokonaisuudessa. Tutkimuksen keskeiset käsitteet, motivationaaliset tavoitteet ja kognitiiviset oppimisstrategiat esitetään osana oppimisen itsesäätelyn teoreettista viitekehystä. Kolmivuotisessa tutkimuksessa toteutettiin pedagoginen interventio, jossa ryhmä oppilaita työskenteli yläasteen ajan tietokoneavusteisen kollaboratiivisen oppimisympäristön tukemana tutkivan oppimisen mallia noudattaen äidinkielen tunneilla. Oppilaiden motivaatiota ja kognitiivisia oppimistrategioita tarkasteltiin useiden menetelmien avulla. Pääosan tutkimuksen aineistosta muodostavat oppilaiden toistetut kvantitatiiviset itsearviot sekä kvalitatiiviset prosessisuuntautuneet haastattelut. Kokonaisuudessaan neljässä empiirisessä artikkelissa raportoidun tutkimuksen tulokset osoittavat, että sekä motivationaalisiin tavoitteisiin että kognitiivisiin oppimisstrategioihin liittyy tilannesidonnainen ulottuvuus, jossa oppijoiden omilla henkilökohtaisilla tulkinnoilla on suuri merkitys. Lisäksi tutkimuksen tulokset kuvasivat motivaation ja kognitiivisten strategioiden vuorovaikutusta oppimisessa ja nostivat esiin tarpeen tarkastella oppimista eri osaprosessien välisen dynamiikan kautta. Tutkimuksen pitkittäistulokset osoittavat pitkäjänteisen tutkimuksen olevan tarpeen pedagogisten interventioiden sekä oppimiskontekstien dynamiikan tutkimisessa. Erityisesti haastatteluaineistosta esiin nostetut tulokset osoittavat sosiaalisen kontekstin merkitystä oppimisen kognitiivisissa ja motivationaalisissa prosesseissa sekä oppimisen itsesäätelyssä
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Books on the topic "Cognitive strategies"

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1944-, Foy David W., ed. Treating PTSD: Cognitive-behavioral strategies. New York: Guilford Press, 1992.

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Scholz, Roland W. Cognitive Strategies in Stochastic Thinking. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3825-0.

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Howard, Fillit, and Butler Robert N. 1927-, eds. Cognitive decline: Strategies for prevention. 2nd ed. London: Greenwich Medical Media, 1997.

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Cognitive strategies in stochastic thinking. Dordrecht: D. Reidel, 1987.

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M, Dattilio Frank, and Freeman Arthur 1942-, eds. Cognitive-behavioral strategies in crisis intervention. New York: Guilford Press, 1994.

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Wenzel, Amy, Keith S. Dobson, and Pamela A. Hays. Cognitive behavioral therapy techniques and strategies. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14936-000.

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Cognitive-behavioral strategies in crisis intervention. 3rd ed. New York: Guilford, 2010.

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Stephen, Rayner, ed. Cognitive styles and learning strategies: Understanding style differences in learning and behaviour. London: D. Fulton Publishers, 1998.

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J, Hoover John, ed. Cognitive learning strategies for minority handicapped students. Lindale, Tex: Hamilton Publications, 1987.

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Coping successfully: Cognitive strategies for older caregivers. New York: Garland Pub., 1995.

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Book chapters on the topic "Cognitive strategies"

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Hazlett-Stevens, Holly. "Cognitive Strategies." In Psychological Approaches to Generalized Anxiety Disorder, 107–40. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-76870-0_6.

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Fleszar, Sara, and Linda D. Cameron. "Cognitive Strategies." In Encyclopedia of Behavioral Medicine, 498–500. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_1120.

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Cameron, Linda D., and Lana Jago. "Cognitive Strategies." In Encyclopedia of Behavioral Medicine, 453. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_1120.

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Fleszar, Sara, and Linda D. Cameron. "Cognitive Strategies." In Encyclopedia of Behavioral Medicine, 1–2. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6439-6_1120-2.

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Antony, Martin M., and Richard P. Swinson. "Cognitive strategies." In Phobic disorders and panic in adults: A guide to assessment and treatment., 239–64. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10348-007.

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Brown, Jeffrey L. "Cognitive–Behavioral Strategies." In Behavioral Sport Psychology, 113–26. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0070-7_7.

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Alexander, Kelly, Sara Henley, and Kay Newman. "Cognitive behaviouralbased strategies." In Developing Resilience for Social Work Practice, 93–109. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1057/978-1-137-30250-2_6.

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Mackiewicz, Jo, and Isabelle Kramer Thompson. "Cognitive Scaffolding Strategies." In Talk about Writing, 106–25. Second edition. | New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351272643-6.

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Kingdon, David G., Douglas Turkington, and Aaron T. Beck. "Coping Strategies." In Cognitive-Behavioral Therapy of Schizophrenia, 82–92. London: Psychology Press, 2022. http://dx.doi.org/10.4324/9781003210528-11.

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Richard, Norann. "Cognitive and Behavioral Strategies." In Pain, 371–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99124-5_81.

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Conference papers on the topic "Cognitive strategies"

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Damljanovic, Zoran. "Cognitive radio access discovery strategies." In Digital Signal Processing (CSNDSP). IEEE, 2008. http://dx.doi.org/10.1109/csndsp.2008.4610780.

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Hidalgo-Herrero, M., I. Rodriguez, and F. Rubio. "Testing learning strategies." In Fourth IEEE Conference on Cognitive Informatics, 2005. (ICCI 2005). IEEE, 2005. http://dx.doi.org/10.1109/coginf.2005.1532634.

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Murphy, Alexander R., Bryan C. Watson, Megan E. Tomko, Ethan C. Hilton, and Julie S. Linsey. "A Review of Design-Related Literature Concerning Cognitive Processes, Prototyping Strategies, and Modeling Processes." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-66994.

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Abstract In industry and academia, designers and engineers use prototyping at various stages in the design process to evaluate progress, archive process, assess viability, and communicate mental models to a team. Cognitive processes not only play a huge role during the design process, but also have causal relationships with various prototyping strategies. However, these causal relationships are not well understood in the design field. This paper presents a review of design-field literature related to cognitive processes, prototyping strategies, and modeling processes to identify literature consensus, consolidate experimental results, and expose gaps in the literature. After analysis of the literature, Fixation, Team Cognition, Iterative Prototyping, and Rapid Prototyping are the most well researched areas, especially when compared to their effects on cognitive processes. Sunk Cost, Requirement Relaxation, and Expertise are areas that could be better understood. The relationships between relevant cognitive processes, prototyping strategies, and modeling processes are consolidated into a data visualization that invites researchers and novices alike to explore the field of design in a fresh way that could spark new research endeavors or provoke interest in the field. This literature review and analysis reveals trends in design research through a novel approach with an emphasis on cognition, as well as provides a consolidated cannon of work that gives a sense of what has already been done on these topics and what is still left to explore.
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Pozna, Claudiu, and Radu-Emil Precup. "Novel design of cognitive system strategies." In 2012 4th IEEE International Symposium on Logistics and Industrial Informatics (LINDI 2012). IEEE, 2012. http://dx.doi.org/10.1109/lindi.2012.6319489.

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Gomez, Adan A., and Manuel F. Caro. "Meta-Modeling Process of Pedagogical Strategies in Intelligent Tutoring Systems." In 2018 IEEE 17th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2018. http://dx.doi.org/10.1109/icci-cc.2018.8482046.

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Verbeke, Pieter, and Tom Verguts. "Different computational strategies for different reinforcement learning problems." In 2022 Conference on Cognitive Computational Neuroscience. San Francisco, California, USA: Cognitive Computational Neuroscience, 2022. http://dx.doi.org/10.32470/ccn.2022.1027-0.

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Firouzabadi, Sina, Marco Levorato, Daniel O'Neill, and Andrea Goldsmith. "Learning Interference Strategies in Cognitive ARQ Networks." In GLOBECOM 2010 - 2010 IEEE Global Communications Conference. IEEE, 2010. http://dx.doi.org/10.1109/glocom.2010.5683502.

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Romero Lopez, Oscar J., and Angelica de Antonio Jimenez. "Hybridization of cognitive models using evolutionary strategies." In 2009 IEEE Congress on Evolutionary Computation (CEC). IEEE, 2009. http://dx.doi.org/10.1109/cec.2009.4983351.

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Boninelli, Maria Luisa. "HOW TO DEVELOP COGNITIVE STRATEGIES IN CLASS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1406.

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Berthoz, Alain. "Cognitive strategies for spatial memory of navigation." In the 2008 ACM symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1450579.1450582.

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Reports on the topic "Cognitive strategies"

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Bier, Asmeret Brooke. A cognitive and economic decision theory for examining cyber defense strategies. Office of Scientific and Technical Information (OSTI), January 2014. http://dx.doi.org/10.2172/1147206.

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Gordon, Sallie E. Expert Systems: Their Impact on Performance and Cognitive Strategies in Diagnostic Inference. Fort Belvoir, VA: Defense Technical Information Center, November 1987. http://dx.doi.org/10.21236/ada188518.

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Fernandez, Katya, and Cathleen Clerkin. The Stories We Tell: Why Cognitive Distortions Matter for Leaders. Center for Creative Leadership, June 2021. http://dx.doi.org/10.35613/ccl.2021.2045.

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"This study explored whether leaders’ thought patterns (specifically cognitive distortions) and emotion regulation strategies (specifically cognitive reappraisal, cognitive defusion, and expressive suppression) relate to their work experiences. Findings suggest that leaders’ cognitive distortions are related to their work experiences and that emotion regulation strategies can help leaders mitigate the effects of cognitive distortions. More specifically, the results of this study offer the following insights: • Leaders’ cognitive distortions related to all examined workplace topics (role ambiguity, role conflict, social support, perceived organizational support, job satisfaction, and burnout). • Leaders’ use of emotion regulation strategies (cognitive reappraisal and cognitive defusion) mitigated the impact their cognitive distortions had on burnout, specifically. • Attempting to suppress emotional responses was relatively ineffective compared to the other two emotion regulation strategies (cognitive reappraisal and cognitive defusion). These insights suggest that certain emotion regulation strategies may be helpful in ameliorating the deleterious effects of cognitive distortions on leaders’ burnout. The current paper provides an overview of the different cognitive distortions and emotion regulation strategies explored and includes advice on what leaders can do to more effectively notice and manage cognitive distortions that emerge during distressing situations. "
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Higgs, John R., and Jr. The Effects of Embedded Generative Learning Strategies and Collaboration on Knowledge Acquisition in a Cognitive Flexibility-Based Computer Learning Environment. Fort Belvoir, VA: Defense Technical Information Center, August 1998. http://dx.doi.org/10.21236/ada350892.

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Forsythe, George B. Cognitive Frames of Reference and Strategic Thinking. Fort Belvoir, VA: Defense Technical Information Center, April 1991. http://dx.doi.org/10.21236/ada234381.

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Cunha, Lúcio, Júlio Costa, Elisa A. Marques, João Brito, Michele Lastella, and Pedro Figueiredo. The Impact of Sleep Interventions on Athletes Performance: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0069.

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Review question / Objective: The aim of this systematic review is to analyze the impact of sleep interventions on athletes’ performance. Condition being studied: Athletic performance after a sleep intervention (e.g., sleep hygiene, sleep extension or nap). Eligibility criteria: This review will be conducted based on the PRISMA guidelines and the PICOS approach.Articles will be eligible if they were published or in-press in peer-reviewed journals (i.e., abstracts published in conference proceedings, books, theses, and dissertations will be not considered), published in English language, and abstract was available for screening. No gender or age restriction will be applied. The PICOS approach will be established as follows: Population: Individual or team sports athletes; Intervention: Strategies to improve or extend sleep; Comparators: Control group or a baseline phase without sleep intervention; Outcomes: Subjective and/or objective measurement of sleep and physical and/or cognitive performance.
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Doane, Stephanie M. Augmenting Cognition: Optimizing Strategic Visual Processing. Fort Belvoir, VA: Defense Technical Information Center, March 2007. http://dx.doi.org/10.21236/ada464667.

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Markessini, Joan. Strategic Leadership in a Changing World Order: Requisite Cognitive Skills. Fort Belvoir, VA: Defense Technical Information Center, April 1995. http://dx.doi.org/10.21236/ada296863.

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Bykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim, and Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4441.

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The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.
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Brown, Mark N. The Impact of Strategic Culture and Cognition on U.S. Outcomes. Fort Belvoir, VA: Defense Technical Information Center, March 2010. http://dx.doi.org/10.21236/ada519858.

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