To see the other types of publications on this topic, follow the link: Cognitive strategies.
Dissertations / Theses on the topic 'Cognitive strategies'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Cognitive strategies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Makány, Tamás. "Strategies of human spatial cognition : cognitive and behavioural trade-offs." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/66157/.
Full textAbstract:
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.
2
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.
Full text
3
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.
Full text
4
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.
Full textAbstract:
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.
5
Egan, Vincent. "Intelligence, inspection time, and cognitive strategies." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/19719.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full text
8
Day, J. D. "Exploring the nature of cognitive resilience strategies." Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/20003/.
Full textAbstract:
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.
9
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.
Full text
10
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.
Full textAbstract:
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 detailTiivistelmä 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
11
Finnegan, Eimear. "Strategies for overcoming gender stereotypes in cognitive representations." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48914/.
Full textAbstract:
Gender stereotypes are activated spontaneously and unintentionally when certain role nouns are read. For example, people expect a builder to be male and a beautician to be female. Such gender inferences lead to processing difficulties when violations of stereotypical gender occur. The aim of this thesis was to devise strategies aimed at overcoming the activation of gender stereotype biases in English. Across nine studies, a variety of stereotype reduction strategies were investigated in conjunction with a judgement task, devised by Oakhill, Garnham and Reynolds (2005). This judgement task asked participants to decide, without deliberation, whether two terms presented onscreen could refer to one person. In the absence of a stereotype-reduction training, participants consistently showed evidence of succumbing to stereotype biases on stereotype incongruent pairings (e.g. Builder/ Mother) compared to stereotype congruent pairings (e.g. Builder/ Father). However, accuracy and response time performance to these incongruent pairings were found to significantly improve from pre-training levels to post-training levels through the use of stereotype reduction strategies such as providing participants with performance-related feedback (Experiment 1, Experiment 3), social consensus feedback (Experiment 4), combined social and accuracy feedback (Experiment 6) and counter-stereotype pictures (Experiment 8). A number of individual difference measures were also administered with the behavioural tasks. These explored whether individual differences in levels of ambivalent sexism, attitudes towards sexist language, sex role perception, and, among others, sexist pronoun use could moderate performance on the judgement task. The results from these additional tasks are described in Chapter 5. This thesis provides further evidence for the malleability of stereotype biases and delineates specific strategies through which stereotype biases can be overcome, to ultimately result in lower levels of stereotype endorsement.
12
Hinnant, Donald Wayne. "Cognitive Coping Strategies with Chronic Back Pain Patients." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331556/.
Full textAbstract:
Low back pain has long been estimated to be the most prevalent and debilitating source of chronic pain. The present study first reviews the literature addressing the various theories of pain, the physiological and psychological variables important in pain research, and the psychotherapeutic approaches that have been used to date to reduce pain. Thirty-seven hospitalized chronic back pain patients were administered the cold-pressor test and a medical pain stimulus procedure which was medically relevant to their back pathology. A card-sort method was utilized in order to assess the coping strategies employed by the patients during these two pain stimulus tasks. These procedures were repeated following treatment. Coping strategies used by patients during the two pain tasks were compared. Results demonstrated that there was a significant difference in the manner in which patients coped with the two types of pain. Cold-pressor measures of pain threshold and tolerance were not significantly different between pretreatment and post-treatment. These measures were also not positively correlated with treatment outcome. A multiple regression approach demonstrated that particular coping strategies were significantly predictive of treatment outcome. The medical pain stimulus procedure was found to provide more significant pedictor variables than the cold-pressor test. At pre-treatment assessment, patients who relied on dramatized coping strategies were less likely to be successful in treatment. Breathing activity and pain acknowledgement were positive coping techniques highly predictive of successful outcome in this study. The use of computers for assessment and other recommendations for future research were discussed.
13
Barton, John Wesley. "Fluid intelligence and use of cognitive learning strategies /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full text
14
Lindmark, Rebecca. "Your thoughts matter. Smartphone use and cognitive strategies for emotion regulation." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185402.
Full textAbstract:
Regulating emotions is a vital part of everyday life. With the development of modern digital technology such as smartphones, research on emotion regulation has now entered a new era. Emerging questions include how and why different strategies for emotion regulation are being applied in the digital world, and what consequences this may have, when easily accessible tools for emotion regulation now are available at all times and places. This thesis presents a systematic review of current literature on cognitive strategies for emotion regulation in relation to smartphone use. A systematic search was done on PubMed, Scopus and Web of Science. 13 publications met the inclusion criterias. Identified cognitive strategies with significant correlations to smartphone use were blaming others, catastrophizing, cognitive reappraisal, mindfulness, positive reappraisal, rumination, self-blame, and emotional suppression. Findings indicate that engagement in specific cognitive strategies vary in both adaptivity and in correlation to different smartphone uses, implicating especially the adaptiveness of mindfulness in regard to problematic smartphone use. Limitations and implications for further research are discussed.Emotionsreglering är en viktig del av livet. Med utvecklingen av modern digital teknologi som exempelvis smartphones, har nu forskningen om emotionsreglering tagit ett steg in i en ny era. Nya frågor inkluderar hur och varför olika strategier för emotionsreglering appliceras i den digitala världen, och vilka konsekvenser detta kan få, när digitala medel för emotionsreglering nu är tillgängliga på alla tider och platser. Denna rapport presenterar en systematisk litteraturöversikt över kognitiva strategier för emotionsreglering kopplade till smartphoneanvändande. En systematisk sökning gjordes på PubMed, Scopus och Web of Science. 13 artiklar uppfyllde inklusionskriterierna. Kognitiva strategier med signifikant korrelation till smartphoneanvändande var grubbel, katastroftankar, skuldbeläggande av sig själv och andra, undertryckande av känslouttryck, kognitiv omvärdering och medveten närvaro. Fynden indikerar att användandet av specifika kognitiva strategier varierar i både adaptivitet och i korrelation till olika former av smartphoneanvändande, med indikationer om att framför allt medveten närvaro är en adaptiv strategi i kontexten av problematiskt smartphoneanvändande. Begränsningar och implikationer för framtida forskning diskuteras.
15
Kirazci, Sadettin. "Cognitive learning strategies to mimic knowledge of results manipulations." Thesis, Bangor University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263594.
Full text
16
Broad, John. "A neurophysiological and proteomic study of cognitive enhancing strategies." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1361/.
Full textAbstract:
Improving cognitive function is a growing area of interest for pharmaceutical companies. With an ageing population, cognitive decline is becoming a greater problem. Understanding the physiological effects of nootropic drugs and the changes that occur during cognitive enhancement will enable the design of safer treatments to enhance cognition. In this thesis cognitive enhancing strategies are investigated using neurophysiological and proteomic approaches. The effects of two classes of putatively cognitive enhancing drugs on emergent network oscillatory activities in hippocampal slices are investigated. The effect of an enriched environment, which causes an improvement in cognitive function, on the expression level of proteins in the hippocampus is also investigated. The development of a new muscarinic acetylcholine receptor (mAChR) agonist that is selective for the M1 mAChR subtype, called 77-LH-281, has recently been achieved. 77-LH-281 binds to an allosteric site of the M1 mAChR which accounts for its increased selectivity over other mAChR agonists. This agonist causes gamma frequency oscillatory activity in hippocampal slices, a pattern of network activity that the in vivo equivalent of which is associated with cognitive processes. This gamma activity is dependent upon both excitatory and inhibitory networks. 77-LH-281 does not promote epileptiform-like activity in naïve slices as well as a range of models of epileptiform activity, unlike non-subtype selective mAChR agonists like oxotremorine-M. Oxotremorine-M changes the slow inter-ictal-like events following application of 4-AP and NBQX into continuous beta frequency oscillations. This action is not mediated by the M1 mAChR. Thus selective M¬1 mAChR display a preferable range of oscillatory activities compared to non-subtype selective mAChR agonists. Ampakines are a further class of nootropic drugs. Ampakines are positive modulators of AMPA-type glutamate receptors and they cause improvements in cognitive function of laboratory animals and humans. The ampakines investigated in this thesis are CX691, which increases the amplitude of currents through the AMPA receptor, and CX546, which increases the length of time the AMPA receptor is open. These ampakines do not induce oscillatory activity in naïve hippocampal slices, but they increase the frequency of inter-ictal-like epileptiform activity. CX546 also induces ictal-like activity in the 4-AP induced epileptiform event model. Ampakines may therefore promote epileptiform activity in individuals that are susceptible to epilepsy. Exposure to an enriched environment leads to improvements in cognitive performance. This behavioural change is mediated by changes at the level of the proteome. Exposure to an enriched environment changes the expression of many classes of proteins including signalling proteins and proteins that are involved in the structural changes that occur during cognitive enhancement. One of the proteins that significantly changes in expression is a protein that is associated with cognitive deficits, known as MeCP2. MeCP2 is a transcriptional repressor and increases in expression in the enriched environment. This thesis demonstrates the diversity of molecular, cellular and network level approaches that can be used to induce and investigate cognitive enhancement. A combination of these approaches enables the in vitro evaluation of current cognitive enhancing strategies and may lead to the the development of novel approaches to enhance cognitive function.
17
Otto, Philipp Erik. "Cognitive finance : behavioural strategies of spending, saving, and investing." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1444969/.
Full textAbstract:
Research in economics is increasingly open to empirical results. The advances in behavioural approaches are expanded here by applying cognitive methods to financial questions. The field of "cognitive finance" is approached by the exploration of decision strategies in the financial settings of spending, saving, and investing. Individual strategies in these different domains are searched for and elaborated to derive explanations for observed irregularities in financial decision making. Strong context-dependency and adaptive learning form the basis for this cognition-based approach to finance. Experiments, ratings, and real world data analysis are carried out in specific financial settings, combining different research methods to improve the understanding of natural financial behaviour. People use various strategies in the domains of spending, saving, and investing. Specific spending profiles can be elaborated for a better understanding of individual spending differences. It was found that people differ along four dimensions of spending, which can be labelled: General Leisure, Regular Maintenance, Risk Orientation, and Future Orientation. Saving behaviour is strongly dependent on how people mentally structure their finance and on their self-control attitude towards decision space restrictions, environmental cues, and contingency structures. Investment strategies depend on how companies, in which investments are placed, are evaluated on factors such as Honesty, Prestige, Innovation, and Power. Further on, different information integration strategies can be learned in decision situations with direct feedback. The mapping of cognitive processes in financial decision making is discussed and adaptive learning mechanisms are proposed for the observed behavioural differences. The construal of a "financial personality" is proposed in accordance with other dimensions of personality measures, to better acknowledge and predict variations in financial behaviour. This perspective enriches economic theories and provides a useful ground for improving individual financial services.
18
Bender, Scott D. "Feigning Cognitive Deficits on Neuropsychological Evaluations: Multiple Detection Strategies." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2734/.
Full textAbstract:
Individuals undergoing forensic neuropsychological evaluation frequently stand to gain in some manner if neurocognitive dysfunction is diagnosed. As a result, neuropsychologists are customarily asked to test for neurocognitive feigning during the assessment. The current study employed an analogue design with a clinical comparison group to examine the utility of the TOCA (Rogers, 1996) as a measure of feigned neurocognitive impairment. Two groups of simulators (one cautioned about the presence of detection strategies and one not cautioned) were compared to clinical and normal control groups. Fourteen scales were developed based on five detection strategies: symptom validity testing, performance curve, magnitude of error, response time, and floor effect. Each was employed during both verbal and nonverbal tasks. Significant differences were revealed among groups when subjected to ANOVA. Classification rates from subsequent utility estimates and discriminant function analyses on the scales ranged from 58.8% to 100%. Combining strategies yielded a classification rate of 95.7%. The effect of cautioning simulators was modest; however, a trend was noted on some scales for cautioned simulators to appear less obviously impaired than noncautioned. Although the results require crossvalidation, preliminary data suggest that the TOCA is a sensitive and specific measure of feigned neurocognitive performance. Strengths and weaknesses of the study are discussed and directions for future research are proposed.
19
Baker, Karen L. "The effects of cognitive coaching on initially licensed teachers." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-2/bakerk/karenbaker.pdf.
Full text
20
Givens, Karolyn Whittlesey. "Facilitating the cognitive growth of baccalaureate nursing students : using writing strategies for thinking and cognitive development /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162801/.
Full text
21
Dimassi, A. "EFL listening comprehension, cognitive and metacognitive strategies and working memory." Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/29792/.
Full textAbstract:
The purpose of this study is to compare the pedagogic efficiency of two methods for teaching listening comprehension: the cognitive strategy-based instruction method (CSBM) and the metacognitive strategy-based instruction method (MetSBM). Both instruction methods are inspired by cognitive linguistics. While CSBM is a traditional and well-established method for teaching listening comprehension in an EFL context, MetSBM is a relatively recent method. Additionally, this study aims to evaluate the way in which three co-variables – vocabulary knowledge, word recognition, and working memory – contribute to individual differences in listening comprehension. The subjects of this study, 44 female students studying on an intensive English programme at the University of Sharjah in the United Arab Emirates (UAE), were placed in two groups and taught a range of listening comprehension strategies, in accordance with the MSBM and the mainstream CSBM. In order to assess the pedagogical value of both methods, a listening comprehension test (LCT) was used as a pre- and post-test. An adapted Metacognitive Awareness Listening Questionnaire (MALQ) was additionally used to measure the degree of the participants’ metacognitive awareness in relation to their listening comprehension abilities. As for the co-variables, four pre- and post tests were conducted: the Vocabulary Knowledge Test (VKK1) and (VKK2) to measure the students’ vocabulary knowledge, the Aural Word Recognition (AWR) test to measure the participants’ ability to recognise words in a spoken passage, the Orthographic Word Recognition (OWR) test to gauge the students’ ability in recognising written words, and finally a Working Memory Span (WMS) test to measure the participants’ WM capacities while listening for comprehension. The results of the post LCT suggest that the newer MetSBM approach is more effective for teaching and learning how to listen for comprehension than the traditional CSBM. Similarly, MetSBM had a greater impact in raising metacognitive awareness among the participants of the experimental group in relation to their comprehension abilities. In total, my results show that six variables come into play in the experimental participants’ listening comprehension: Aural Word Recognition (AWR), MALQ Planning/Evaluation, Orthographic Word Recognition (OWR), MALQ Problem-solving, MALQ Directed Attention, and Working Memory (WM). With regard to the control participants, four variables were involved with their listening comprehension: Aural Word Recognition, Working Memory, decrease in MALQ Mental Translation, and MALQ Person Knowledge. In the light of these findings, a number of recommendations to teachers, material developers and researchers are provided. My study contributes to the field of listening comprehension in an Arab context, a setting that has so far received little attention. It reveals how listening comprehension has so far been treated in the English syllabuses directed at UAE learners. In addition, it equips English teachers with feasible ways of teaching listening comprehension more efficiently, thereby improving the learners’ ability to apply both cognitive and metacognitive strategies more easily. In addition, the present study helps material developers to include metacognitive strategies as well as word recognition based activities in their listening comprehension materials. Finally, and importantly, my study addresses some of the pitfalls of previous studies on teaching listening strategies within the framework of cognitive linguistics.
22
Lau, Ka-ming, and 劉家明. "Cognitive reading strategies instruction for children with specific language impairment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48273624.
Full textAbstract:
The primarily goal of this study was to examine the patterns of cognitive and
language processing of children with Specific Language Impairment (SLI) and how
they related to their text comprehension, interpreted within constructivism. The study
aimed to characterize the difference in language, character decoding, metacognitive
processing and text comprehension between children with SLI and those under typical
development; to identify the inter-relationships among their language processing,
character decoding, metacognitive processing and text comprehension; and to
investigate how the implementation of cognitive reading strategies instruction change
their language processing, character decoding, metacognitive processing, belief
towards reading and text comprehension. Two studies were carried out.
In Study One, 73 participants were recruited from two Hong Kong primary
schools; they were at second and third grade, 42 were diagnosed of SLI and the other
were under typical development. Standardized instruments were used to tap children’s
language processing and character decoding respectively. Researcher developed
Metacognitive Processing Scale were adopted to rate their metacognitive and deep
processing of text. A set of comprehension test, comprised of forced-choice inferential
questions and two recall tasks, were used to assess their depth in understanding
different types of text. Analyses indicated that SLI students did not only score poorer
in language processing, but also in character decoding, metacognitive processing and
text comprehension. Further analyses of both the entire sample and the SLI sample,
indicated that there were significant correlations between character decoding,
language processing, metacognitive processing with children’s text comprehension
scores.
In Study Two, there were 40 participants recruited from the SLI sample of the
Study One. Cognitive reading strategy instruction program were developed. 21
participants was randomly selected to receive the experimental instruction and the
another 19 were under conventional instruction as control. Besides the measures used
in the Study One, interviews and teacher-reporting questionnaires were used to tap
children’s belief towards reading and their classroom engagement. Analysis of
pre-instruction and post-instruction tests indicated the experimental children showed
significantly better progress on their oral language, text comprehension and belief
about reading. Both the experimental and the control group showed similar progress
on character decoding.
The study offers both theoretical and educational contribution on the literacy
development among the population of SLI. It identifies the role of metacognitive
processing on literacy achievement. It provides the evidence of implementing
cognitively-based reading strategies for literacy instruction for children with SLI
within Chinese context. Upon the introduction of inclusive education, teachers now
face students with much wider diversity, including a significant number of children
with SLI. Possible collaboration between frontline teachers and speech therapists in
designing potential classroom activities is discussed.published_or_final_version
Education
Doctoral
Doctor of Education
23
Fraser, Sydney Gordon. "Cognitive and behavioural strategies in the management of suicidal behaviour." Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/34655.
Full textAbstract:
Study One of this research aimed to assess interpersonal problem-solving ability in individuals who evidenced suicidal behaviour. Suicide attempters were compared with mixed psychiatric outpatients and normal controls on a measure of means-ends problem-solving. The results of Study One suggested that suicidal individuals produced significantly fewer relevant means, story directed responses and sufficient narratives compared to both normal and psychiatric subjects. On qualitative indices of introspection, emotional relevant means and on time and obstacle recognition suicidals were significantly more deficient than control groups. Amongst suicidal subjects greater social dysfunction, stress and affective disturbance was associated with poorer interpersonal problem-solving. A model for the development of suicidal behaviour which suggested possible points of entry for intervention was proposed. In Study Two three treatment strategies for suicidal behaviour - Cognitive Therapy, Problem-solving Training and Psychiatric After Care were compared. In general the results suggested that all treatments were having some positive effects. The most significant changes in problem-solving skills occurred in the group receiving such training but improvement in this area was also noted in the Cognitive Therapy Group. It was proposed that aspects of Cognitive Therapy may have direct influence on problem-solving behaviour. Affective change seen at the end of eight weeks of treatment followed a different time course compared to cognitive change and the maintenance of such change to follow-up was shown to be dependent upon skills learnt during Cognitive Therapy and Problem-solving Training. Problem-solving Training had the most significant impact in improving social dysfunction and all treatments were shown to reduce suicidal ideation but at differing rates. One episode of suicide attempt occurred in the Psychiatric After Care Group representing a 6.25 percent rate of reoccurrence. It was concluded that the acquisition of interpersonal and cognitive skills held implications for the prophylaxis of suicidal behaviour. Suggestions for early primary intervention within the family and education systems were proposed.
24
Litke, Lonnie D. (Lonnie Dale). "Relationship Between Mood State and Cognitive Strategies on Endurance Performance." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc500275/.
Full textAbstract:
The present investigation examined the relationship between elated and depressed moods and dissociation, association, and positive self-talk strategies on endurance performance. Results showed a significant mood main effect with elated subjects performing longer than depressed subjects. Results also revealed a significant cognitive strategy main effect with positive self-talk and dissociation groups producing longer endurance times than association and control groups. A significant interaction between mood and cognitive strategy found that subjects in the positive self-talk and dissociation groups increased their performance time to a greater extent from the depressed to the elated condition than did subjects in the association and control groups. Results are discussed in terms of previous investigations of mood and cognitive strategies on physical performance.
25
Lin, Hui-Ju. "Bilingualism, feedback, cognitive capacity, and learning strategies in L3 development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453905362/viewonline.
Full text
26
Babaei, Alireza. "Statistical interference modeling and coexistence strategies in cognitive wireless networks." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4596.
Full textAbstract:
Thesis (Ph.D.)--George Mason University, 2009.Vita: p. 83. Thesis director: Bijan Jabbari. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Electrical and Computer Engineering. Title from PDF t.p. (viewed Oct. 12, 2009). Includes bibliographical references (p. 79-82). Also issued in print.
27
BAILEY, CATHERINE SUZANNE. "DEVELOPMENT OF SPATIAL MEMORY STRATEGIES IN SQUIRREL MONKEYS (COGNITIVE MAP)." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184043.
Full textAbstract:
When different development rates for psychological processes such as those in spatial memory exist, they can be linked to relevant brain areas via their different developmental rates. The hippocampus and caudate nucleus have been implicated in allocentric and egocentric spatial behavior changes found in youth and old age. Variation in allocentric and egocentric behavior in squirrel monkeys due to age was examined using a quadruple T-maze and animals in three age groups: 0.3 - 4 year olds, (n = 12), 5 - 10 year olds (n=12) and 11 - 17 year olds (n = 12). Subjects were trained to go to one of three goals in the maze from one of two training release locations. When they reached criterion for consistent responding, they were given probe trials pseudorandomly interspersed with the training trials in which they were released from one of the three other locations. The 12 test sessions were divided into three phases consisting of four sessions each. A 3 (age groups) x 3 (probe sites) x 3 (phases) mixed design ANOVA with repeated measures on the second and third factors revealed only a significant effect for probe site (F(1,33) = 14.55, p < .01) sing the Geisser-Greenhouse correction for heterogeneity of variance. The pattern of responding most clearly resembled route and was stable over testing. Age was not significant although there was a trend toward random behavior in young and more route-like behavior in older animals. Intrinsic maze cues effects on responding were examined. These data were analyzed using a 3 (age groups) x 2 (training groups) x 3 (probe sites) mixed design ANOVA with repeated measures on the last factor, and again revealed only a significant probe site effect (F(1,33) = 14.55, p < .01). Thus cues intrinsic to the maze did not affect response pattern. Only 13 subjects clearly used one of the three spatial strategies: 6 route, 3 direction, and 4 place. Of the remaining 23 animals 11 were young, 5 were adult and 7 were mature. Two used a variation of place, three used a combination of strategies, four were idiosyncratic, 10 used proto-route (route-like, but not systematic enough to be route) and three were random. The use of place strategy by animals as young as 4 and as old as approximately 17 implicates hippocampal changes occurring outside this age range.
28
Guynes, Eric C. "Strategies for Shipping Temperature-Sensitive Medical Devices Using Cognitive Mapping." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5872.
Full textAbstract:
Supply chain management (SCM) practitioners who ship temperature-sensitive diagnostic medical devices (DMDs) to clinicians must use effective cold chain management (CCM) strategies to avoid temperature excursions that contribute to medical device errors. Such errors have caused patient harm and death, which costs the U.S. health care system billions of dollars per year. The purpose of this qualitative multiple case study was to explore strategies for selecting and managing cold chain shipping solutions (CCSSs) requiring SCM executives to trade cost for regulatory compliance and predictability when mitigating temperature variations that occur during shipping. The conceptual framework for the study was the 6-change approaches, and its underpinnings that framed the exploration into the strategies some medical device executives use for shipping temperature-sensitive DMD tests and controls. Data were collected from in-depth interviews, field notes, and existing literature. The target population was 3 SCM executives working in California, New Jersey, and Ireland with at least 5 years of CCM experience in the medical device industry. A purposive sampling procedure guided the selection of participants for in-depth interviews. The data analysis included pattern matching techniques, central analysis, and collapse analysis. The results of this study indicated 3 successful strategies: validation of CCSSs, compliant shipping of DMDs, and CCM best practices. The study was socially significant because the findings may prevent medical device failures that have caused U.S. Food and Drug Administration recalls and patient harm.
29
Carlos, Vanessa. "THE INFLUENCE OF CONTROL STRATEGY ON EVENT SEGMENTATION." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/623.
Full textAbstract:
The dual mechanism of cognitive control framework (DMC) describes cognitive control via two strategies: proactive and reactive. Individuals using a proactive strategy, focus on actively maintaining goal-relevant information in memory, whereas reactive individuals store goal-relevant information and retrieve it when cues are present. Reimer and colleagues (2015, 2017) added cue-probe location shifts to the typical AX-CPT, as well as, a virtual-reality environment version of the AX-CPT. Through this, they found that the effect of location shifts vary depending on whether a proactive or reactive mode of control is utilized. Thus, the aim of the present study was to test whether the effect of location shifts on cognitive control depends on type of control strategy used. Two versions of the AX-CPT were used: shift alone and shift with no-go trials. The shift alone AX-CPT examined the influence of location shifts in proactively-biased young adults. The shift with no-go trials AX-CPT examined the influence of location shifts with a manipulation that is known to induce a reactive control strategy (Gonthier et al., 2016). It was hypothesized that cue-probe location shifts would have a differential effect on mode of control. Results demonstrated that type of AX-CPT given, cue-probe location, and type of trial presented individually influenced participant performance. There was also an interaction between AX-CPT type and trial type that provides evidence for a successful manipulation of mode of control. The hypothesized interaction between all variables, however, was not found. Possible limitations of the present study, as well as, future direction were discussed.
30
Daley, Jeffrey Donald. "Effects of modeling cognitive learning strategies to middle school students studying social studies content /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full text
31
Protopsaltis, Aristidis. "Reading in Web-based hypertexts : cognitive processes strategies and reading goals." Thesis, University of Westminster, 2006. https://westminsterresearch.westminster.ac.uk/item/92701/reading-in-web-based-hypertexts-cognitive-processes-strategies-and-reading-goals.
Full textAbstract:
Hypertext is a multi-linear electronic, textual and interactive environment to present information. The objective of such an environment is that readers may browse through linked, cross-referenced, annotated texts in a multi-sequential manner, and thus, it is believed, to improve the learning. However, early and current research findings have revealed some mixed results concerning the alleged advantage of hypertext on learning over paper-based documents. Researchers have identified the lack of research about the cognitive processes and the strategies that readers use during reading as one of the main factors for such results. As a result, there is a need and scope for further research in modelling the cognitive processes involved in reading comprehension and the reading strategies in a hypertext environment. This research addresses some of the gaps in the field by proposing a model that represents the sequence of events that take place during reading in a Web-based hypertext environment. Also, emphasis is placed on the strategies that readers use during hypertext reading and on the potential effect of different reading goals on reading comprehension. The evaluation of the model and the other hypotheses is conducted in two experiments using qualitative and quantitative methods. The first experiment employs the think aloud method. Forty two subjects participated. The results demonstrated that the proposed model precisely describes the sequence of events that take place during hypertext reading. They did not reveal any significant difference between different reading goals and understanding. They revealed four reading strategies: serial, serial overview, mixed, and mixed overview, and they identified three factors that influence the selection of hyperlinks: coherence, link location, and personal interest. The second experiment is an independent samples design experiment with ninety subjects. The results confirmed those found in the first experiment. The current study makes a contribution in the field of hypertext reading by proposing and evaluating a procedural model and by making this model graphic. By doing so it addresses some of the voids in the field, expands our understanding of the reading processes and the reading strategies, and provides practical guideliness which are enhanced to promote design supporting effective learning processes.
32
Campbell, Bruce. "Age Matters: The Cognitive Strategies and Benefits of Learning Among College-Degreed Older Adults." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1140733437.
Full textAbstract:
Thesis (Ph.D.)--Antioch University, 2006.Title from PDF t.p. (viewed Mar. 27, 2007). Advisor: Alan Guskin, Ph.D. Keywords: late life learning, cognitive strategies, mental acuity, benefits of learning, lifespan learning, importance of learning. Includes bibliographical references (p. 217-227).
33
Fendley, Mary E. "Human Cognitive Biases and Heuristics in Image Analysis." Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1257278185.
Full text
34
McKay, Elspeth, and elspeth@rmit edu au. "Instructional strategies integrating cognitive style construct: A meta-knowledge processing model." Deakin University. School of Computing and Mathematics, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061011.122556.
Full textAbstract:
The overarching goal of this dissertation was to evaluate the contextual components of instructional strategies for the acquisition of complex programming concepts. A meta-knowledge processing model is proposed, on the basis of the research findings, thereby facilitating the selection of media treatment for electronic courseware. When implemented, this model extends the work of Smith (1998), as a front-end methodology, for his glass-box interpreter called Bradman, for teaching novice programmers.
Technology now provides the means to produce individualized instructional packages with relative ease. Multimedia and Web courseware development accentuate a highly graphical (or visual) approach to instructional formats. Typically, little consideration is given to the effectiveness of screen-based visual stimuli, and curiously, students are expected to be visually literate, despite the complexity of human-computer interaction.
Visual literacy is much harder for some people to acquire than for others! (see Chapter Four: Conditions-of-the-Learner)
An innovative research programme was devised to investigate the interactive effect of instructional strategies, enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style, on the acquisition of a special category of abstract (process) programming concept. This type of concept was chosen to focus on the role of analogic knowledge involved in computer programming. The results are discussed within the context of the internal/external exchange process, drawing on Ritchey's (1980) concepts of within-item and between-item encoding elaborations.
The methodology developed for the doctoral project integrates earlier research knowledge in a novel, interdisciplinary, conceptual framework, including: from instructional science in the USA, for the concept learning models; British cognitive psychology and human memory research, for defining the cognitive style construct; and Australian educational research, to provide the measurement tools for instructional outcomes.
The experimental design consisted of a screening test to determine cognitive style, a pretest to determine prior domain knowledge in abstract programming knowledge elements, the instruction period, and a post-test to measure improved performance.
This research design provides a three-level discovery process to articulate:
1) the fusion of strategic knowledge required by the novice learner for dealing with contexts within instructional strategies
2) acquisition of knowledge using measurable instructional outcome and learner characteristics
3) knowledge of the innate environmental factors which influence the instructional outcomes
This research has successfully identified the interactive effect of instructional strategy, within an individual's cognitive style construct, in their acquisition of complex programming concepts. However, the significance of the three-level discovery process lies in the scope of the methodology to inform the design of a meta-knowledge processing model for instructional science.
Firstly, the British cognitive style testing procedure, is a low cost, user friendly, computer application that effectively measures an individual's position on the two cognitive style continua (Riding & Cheema,1991).
Secondly, the QUEST Interactive Test Analysis System (Izard,1995), allows for a probabilistic determination of an individual's knowledge level, relative to other participants, and relative to test-item difficulties. Test-items can be related to skill levels, and consequently, can be used by instructional scientists to measure knowledge acquisition.
Finally, an Effect Size Analysis (Cohen,1977) allows for a direct comparison between treatment groups, giving a statistical measurement of how large an effect the independent variables have on the dependent outcomes. Combined with QUEST's hierarchical positioning of participants, this tool can assist in identifying preferred learning conditions for the evaluation of treatment groups.
By combining these three assessment analysis tools into instructional research, a computerized learning shell, customised for individuals' cognitive constructs can be created (McKay & Garner,1999).
While this approach has widespread application, individual researchers/trainers would nonetheless, need to validate with an extensive pilot study programme (McKay,1999a; McKay,1999b), the interactive effects within their specific learning domain. Furthermore, the instructional material does not need to be limited to a textual/graphical comparison, but could be applied to any two or more instructional treatments of any kind. For instance: a structured versus exploratory strategy. The possibilities and combinations are believed to be endless, provided the focus is maintained on linking of the front-end identification of cognitive style with an improved performance outcome.
My in-depth analysis provides a better understanding of the interactive effects of the cognitive style construct and instructional format on the acquisition of abstract concepts, involving spatial relations and logical reasoning.
In providing the basis for a meta-knowledge processing model, this research is expected to be of interest to educators, cognitive psychologists, communications engineers and computer scientists specialising in computer-human interactions.
35
Mandich, Angela. "Cognitive strategies and motor performance in children with developmental coordination disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq21110.pdf.
Full text
36
Brecker, Barbara A. "How battered women cope : cognitive appraisal, coping resources, and coping strategies." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/495120.
Full textAbstract:
The purpose of this study was to elicit information about the process of coping employed by battered women during a hypothetical abusive incident. The research question addressed in this study was: How do appraisal of an event, the use of coping resources, and coping strategies vary across three phases of a single stressful incident?Four variables were examined as group tendencies to react and changes over three phases of a hypothetical abusive incident. These variables were: 1) reported emotions, 2) extent to which the participants felt they could alter the situations (perceived control), 3) use of social support and 4) ways of coping at each stage. In addition, individual differences in coping as a function of emotions experienced, feelings of control and use of social support were also examined. The participants in this study were 54 females who had been admitted to a shelter for battered women. An experimental, repeated measures design was employed and data was analyzed using multivariate analysis of variance and linear, stepwise regression analysis. All hypotheses were tested at alpha = .05.The results of this study showed that emotions, perceptions of control and coping strategies significantly changed across the three phases of the abusive incident. There were significant main effects found for emotions, perceptions of control and types of social support used, regardless of the phase of the incident. In addition individual differences in coping as a function of cognitive appraisal variables were also found. This study shows that a stressful encounter i s a dynamic, unfolding process and riot a static unitary event. As the abusive incident proceeded from the anticipation stage to the outcome stage, there were concomitant changes in emotions, appraisals of control over the situation and coping strategies used. This study also showed that people cope in complex ways and that problem-focused coping was combined with emotion-focused coping at each stage of the encounter.
37
Cunningham, Miles G. (Miles Gregory). "Transplantation strategies for the analysis of brain development and repair." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12674.
Full text
38
Kishor, Nand. "Cognitive strategies in judgment : the effect of purpose, cue dimensionality, and cognitive complexity on student evaluation of instructors." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27363.
Full textAbstract:
This investigation focused on describing cognition in performance judgment of teaching in higher education. The influence of appraisal purpose and cue dimensionality was observed on subjective importance and utilization of information. Information integration strategies were examined in relation to purpose and cognitive complexity. Exploratory analysis focused on the measurement of good instructor schema profiles, and on the effect of cognitive complexity on halo in performance ratings.
Seventy subjects were assigned randomly to two purpose conditions in the experiment: summative and formative judgment. Two questionnaires, two rating tasks, and a Role Construct Repertory grid were adminstered for data collection. The data were analyzed through regression modeling at the individual level and via analysis of variance procedures at the group level.
The results indicate that the impact of cue dimensions is strong on subjective importance and utilization of information but varies with the purpose of appraisal. Raters valued and utilized trait information more than behavior information in evaluation required for personnel decisions. Where evaluation was feedback on the quality of teaching and expressed the need for improvement, raters utilized behavior information more than trait information. This pattern of information utilization suggests that saliency of information in performance judgment is a function of purpose and cue dimensionality, and that appraisal purpose has an effect on raters' cognition through schematic processing.
The results also show that the use of varied strategies in mentally integrating dimensions of information is affected by raters' cognitive complexity. Although subjects mainly used compensatory strategies, the complex individuals used noncompensatory strategies as well. Exploratory analysis shows that cognitive complexity also affects halo in rating judgments. The findings seem to support the validity of student rating of instructors, and the utility of cognitive complexity construct in understanding performance judgment.
It is suggested that the influence of schematic processing and cue saliency be addressed in further theorizing and research on performance judgment. As well, the inclusion of purpose of judgment and developmental constructs, such as cognitive complexity, is recommended for theorizing and research on judgment processes.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
39
Givens, Karolyn W. "Facilitating the cognitive growth of baccalaureate nursing students: using writing strategies for thinking and cognitive development /28 cm." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39249.
Full textAbstract:
The purpose of this study was to discover whether a nurse educator could facilitate the cognitive development of baccalaureate nursing students using writing strategies that challenged their thinking.
The literature focuses first on the model of the cognitive development of college students as Perry first delineated it (1970) and later modified it (1978; 1981), as well as on how other researchers have elaborated and extended it from a descriptive to a prescriptive model. Also, literature related to writing as a strategy to facilitate learning, thinking, and developing is investigated, and specific writing tasks used to those ends are described.
The study was carried out with two groups of junior nursing students. A study group, consisting of 29 students, participated in a semester long nursing concepts course where writing was used to stimulate cognitive development. The control group, consisting of 16 students, enrolled in another section of the same course, was not provided the writing experience.
It was found that the total group (n = 45) demonstrated levels of cognitive development consistent with development of nursing students described in other studies (Colucciello, 1986; Frisch, 1987; Valiga 1983). An examination of student writing in response to writing assignments revealed that different kinds of tasks were effective in challenging students at different levels of development; different kinds of tasks also elicited different kinds of cognitive responses. consistent with other studies (Stonewater & Daniels, 1983), it was found that there was not a statistically significant difference between the two groups in cognitive development at the end of the semester.Ed. D.
40
Bortoletto, Denise. "Estratégias de aprendizagem e de regulação emocional de estudantes dos cursos de formação de professores." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251155.
Full textAbstract:
Orientador: Evely BoruchovitchDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-19T07:12:53Z (GMT). No. of bitstreams: 1 Bortoletto_Denise_M.pdf: 1632704 bytes, checksum: 1188a73075c7d60b99990fe120b6ebff (MD5) Previous issue date: 2011
Resumo: As estratégias de aprendizagem e as de regulação emocional são importantes para a autorregulação acadêmica, pois proporcionam ao estudante possibilidades de consciência e de controle de seu pensamento, bem como seu estado afetivo. Tendo como referencial teórico a Psicologia Cognitiva baseada na Teoria do Processamento da Informação, o objetivo desta pesquisa foi descrever as estratégias de aprendizagem e de regulação emocional de 298 estudantes, de variadas idades, de ambos os sexos e de diferentes anos do curso de Pedagogia de universidades públicas brasileiras. Buscou-se também identificar possíveis relações entre as variáveis estudadas. Os dados foram coletados por meio de questões abertas e por duas escalas do tipo Likert, uma para avaliar as estratégias de aprendizagem e a outra, para a regulação emocional. Os dados objetivos foram analisados quantitativamente mediante procedimentos de estatística descritiva e inferencial, ao passo que as questões abertas foram estudadas qualitativamente, por meio da análise categorial. Os resultados apontam que os universitários relataram fazer uso de estratégias de aprendizagem e de regulação emocional. Quanto às estratégias de aprendizagem, os estudantes afirmaram utilizar, em sua rotina de estudos, estratégias de aprendizagem cognitivas e metacognitivas, no entanto também mencionaram usar estratégias prejudiciais ao seu processo de aprender. No que se refere à regulação emocional, os participantes citaram empregar estratégias apropriadas para o controle das suas emoções. Os dados ainda mostram que as mulheres são mais estratégicas que os homens e que os estudantes mais velhos afirmam empregar mais estratégias de aprendizagem e de regulação emocional que seus colegas mais jovens. Frente ao reduzido número de estudos nacionais que investigam as estratégias de aprendizagem e as estratégias de regulação emocional nos cursos de formação de professores, tem-se a expectativa de que as informações obtidas nesta pesquisa possam contribuir para a melhor compreensão da relação entre essas variáveis e que os resultados encontrados possam se tornar úteis para os cursos de Pedagogia, rumo à formação de futuros docentes mais estratégicos e autorregulados.
Abstract: Learning and emotional regulation strategies are important for academic self-regulation, because they give to the student an opportunity be conscious and to control their thinking and their emotional state. The theorethical reference to this search was Cognitive Psychology based on the Theory of Information Processing and the aim was to describe learning and emotional regulation strategies of 298 varying ages, both genders students at different years of Brazilian Education College Faculties of in public universities. One aimed also to identify the possible relationship between the studied variables. Data collection used open questions and two Likert scales, one to evaluate learning strategies and another to emotional regulation. Objective data were analyzed by descriptive and inferential statistic procedures and open questions had a qualitative study by content analysis. Results show that the university students reported making use of learning and emotional regulation strategies. Concerning to the first one, they reported to use, in their study routine, cognitive and metacognitive learning strategies but they mentioned also to use strategies that that impair their learning process. They also reported to use appropriated strategies to control their emotions. Data show that women are more strategic than men and the older students seem to apply more strategies than the younger fellows. Due to the reduced number of national studies that investigate learning and emotional regulation strategies in teachers training courses it is expected that the information obtained in this research may contribute to the better comprehension of the relationship between these variables as well these results may be useful to Education courses in order to train more strategic and self regulated future teachers.
Mestrado
Psicologia Educacional
Mestre em Educação
41
Anderson, Joseph C. "Walking to reach information variables and control strategies for nested actions /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344558.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences and the Dept. of Cognitive Science, 2009.Title from PDF t.p. (viewed on Oct. 7, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: B, page: 1371. Adviser: Geoffrey P. Bingham.
42
Landgraf, Steffen. "Cognitive Markers in Psychosis : reference Frames in Spatial Cognition and Visual Scanning-Strategies as Stage Markers in Schizophrenia." Paris 6, 2010. http://www.theses.fr/2010PA066198.
Full textAbstract:
Les atteintes du fonctionnement cognitif sont au cœur de la clinique de la schizophrénie. Ce travail présente un modèle basé sur la littérature scientifique qui vise à mettre en évidence un déficit de l’expérience personnelle dans la schizophrénie. Vingt-quatre schizophrènes stabilisés et 25 témoins appariés ont été testés à l’aide de trois paradigmes visuo-spatiaux. L’enregistrement des mouvements oculaires a permis d’identifier les stratégies d’acquisition de l’information. Les référentiels visuospatiaux et la capacité d’adaptation d’un référentiel à un autre (‘switch’) étaient explorés. Les patients montraient un dysfonctionnement des stratégies de scanning visuel. Les patients ne parvenaient pas à adapter la durée de fixation de leur regard au niveau élevé de difficulté des tâches cognitives. Ils utilisaient moins souvent la stratégie la plus efficace (‘Constructive Matching’) en comparaison aux témoignes. Lors de l’exploration des Référentiels visuospatiaux, les patients montraient des performances préservées dans la condition egocentrique. En revanche les patients schizophrènes avaient une atteinte de la perspective allocentrique. Le ‘switch’ entre egocentrique et la condition allocentrique distale était atteinte chez les patients. Ces résultats apportent des arguments en faveur d’un modèle d’une perturbation de l’expérience subjective qui dépende d’une modulation inefficiente de l’exploration visuelle dans la schizophrénie. Cette compréhension des mécanismes de traitement visuel et des atteints cognitives qui en résultent peut être considérée comme une cible pour des recherches ultérieurs et des interventions thérapeutique en remédiation cognitive.
43
Yecan, Esra. "Learning Strategies Of Students With Different Cognitive Styles In A Hypermedia Environment." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605894/index.pdf.
Full textAbstract:
The use of hypermedia for educational purposes gained a great deal of importance for educators. There are many opportunities provided to learners by these environments such as independence from time and place, availability and accessability of the course material, non-linear interaction that provides the learner to regulate his/ her own learning and so on.
Although many advantages of hypermedia environment are suggested in the literature, there are also many studies concerning with learning in hypermedia environment concluding that many learners face with problems on these settings.
This qualitative study aimed to investigate the affects of three important factors in terms of learning with hypermedia revealed by the literaturecognitive styles, computer competency levels, and domain knowledge levels of the students. To the purpose of the study, participants from a web-enhanced course were selected considering these factors, and interviews and observations were conducted to reveal their learning strategies. Results indicated some differences among the different cognitive style groups of students in terms of their preferred learning strategies. Computer competency levels of the students were also found to be quite important in terms of their patterns to use the hypermedia program. Students&rsquo
prior knowledge levels were also important in this study, since different needs and expectations were revealed related to the domain knowledge levels of the participants. Furthermore, a deep understanding about the behaviors, experiences, feelings, and expectations of the students in an instructional hypermedia environment related to suggested different characteristics were gained at the end of the study.
44
Williams, Cathy E. "The effects of cognitive self-instructional strategies on children's fear of fire." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101362.
Full textAbstract:
Childhood fears have been considered to be part of normal development. It is when these fears develop into severe fears or phobias that they become of concern to clinicians. Children's fears have varied over the years from school related fears, to political fears, to fears of danger and death in most recent years. Of the latter category, fear of fire-getting burned emerged as the second most commonly reported fear among children. The present study examines two cognitive self-instructional strategies to test their effectiveness in reducing children's fear of fire. Cognitive strategies were the ones of choice in that they remedied many of the problems found in some of the other behavioral techniques. Either of two self-instructional strategies including a fire safety training program using self-instructions and a self-instructional fear reduction strategy were taught to second and third grade children. A major hypothesis of the study was not confirmed which maintained that children who learned self-instructional fear reduction exercises would show greater reductions in fear than children who did not learn the exercises. Although these results were not evident immediately following training, a trend toward this expectation did appear at follow-up. These findings implied that although the cognitive self-control strategy was not effective in reducing children's fear immediately, it did tend to provide for greater maintenance of behavior change over time. The present study has implications for continued investigation in the areas of childhood fear reduction and the maintenance of behavior over time.M.S.
45
Johnson, Erica M. "Neuroprotection and Cognitive Enhancing Training Strategies: Environmental Enrichment and Motor Skills Training." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1304692503.
Full text
46
Nicholls, Joseph Anthony. "Text search : information-seeking strategies using paper and CD-ROM versions of a medical textbook." Thesis, University of Leeds, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343634.
Full text
47
Larsson, Daniel. "Mach es so : Sprachliche Strategien in schwedisch-deutschen DaF-Lehrbüchern – ein Vergleich." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105416.
Full textAbstract:
Language learning strategies have been given a large role in the Swedish curriculum for modern languages and the usage of strategies is one of the requirements for getting a passing grade in the subject. However, language learning strategies is a term that is hard to grasp when seeing it without a context. Even in a context it can be hard to explain what is really meant. This study tries to explain what language learning strategies are in relation to the Swedish school system and aims to find out if these strategies are to be found and how they are used in two Swedish-German textbooks.The study shows that there are no explicit examples where a certain type of languagelearning strategy is to be found. Nevertheless, there are multiple instances where both books offer assignments that can lead to the usage of said strategies.
48
Tappmeyer, Mark Edward Fortune Ron. "The influence of field dependence-independence on writers' goal-setting strategies." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713230.
Full textAbstract:
Thesis (D.A.)--Illinois State University, 1987.Title from title page screen, viewed August 8, 2005. Dissertation Committee: Ronald J. Fortune (chair), John L. Brickell, Elizabeth S. McMahan, Maurice A. Scharton, Janet M. Youga. Includes bibliographical references (leaves 214-221) and abstract. Also available in print.
49
Dmitsak, Lyndley Anne. "Working Memory Span Differences in the Use of Encoding Strategies." Marietta College / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1181838212.
Full text
50
Jansen, Brenda Renata Josephina. "Development of reasoning on the balance scale task psychometric assessment of cognitive strategies /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2001. http://dare.uva.nl/document/58784.
Full text