Relevant bibliographies by topics / Cognitive theory

Academic literature on the topic 'Cognitive theory'

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Published: 4 June 2021
Last updated: 25 May 2024

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Journal articles on the topic "Cognitive theory"

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Kirschner, Paul A., John Sweller, Femke Kirschner, and Jimmy Zambrano R. "From Cognitive Load Theory to Collaborative Cognitive Load Theory." International Journal of Computer-Supported Collaborative Learning 13, no. 2 (April 25, 2018): 213–33. http://dx.doi.org/10.1007/s11412-018-9277-y.

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Garvey, Anne M., José Antonio Gonzalo-Angulo, and Laura Parte. "Cognitive Load Theory." Review of Business and Legal Sciences, no. 28 (July 26, 2017): 5. http://dx.doi.org/10.26537/rebules.v0i28.1024.

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The objective of this paper is to investigate if academics and students share similar cognitive structures in relation to the True and Fair View (TFV) concept, a complex accounting principle, which has no official definition and is open to interpretation and professional judgement. A survey method was used to obtain data for this study. The survey allows us to explore academics and students cognitive structures in order to discover differences and the reasons for the variances if any.Our results show that academics and students do not share similar cognitive structures in three areas of interest: i) compliance with accounting rules and the fulfilment of True and Fair View, ii) the need to provide a written definition of True and Fair View, and iii) the interpretation of True and Fair View. The evidence can be interpreted due to the fact that academics and students tend to use different cognitive schemes in problem solving at least in complex concepts such as TFV. The evidence is supported by the cognitive load theory (CLT).We believe that useful financial information can be improved by understanding these differences and by subsequently implementing criteria in order to reduce the gap between academics and students in the area of information comprehension and presentation with the use of schemes, improvement in educational material and other assistance in the application and interpretation of written standards.
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Billek-Sawhney, Barbara, and E. Anne Reicherter. "Social Cognitive Theory." Topics in Geriatric Rehabilitation 20, no. 4 (October 2004): 319–23. http://dx.doi.org/10.1097/00013614-200410000-00026.

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Pakpahan, Farida Hanum, and Marice Saragih. "Theory Of Cognitive Development By Jean Piaget." Journal of Applied Linguistics 2, no. 2 (July 28, 2022): 55–60. http://dx.doi.org/10.52622/joal.v2i2.79.

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Although many core themes and concepts unite the field of cognitive development, it is a wide and varied field, particularly when it comes to cognitive development in early. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget’s theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget’s theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant’s capacity. Piaget also neglected cultural and social interaction factors in the development of children’s cognition and thinking ability. Cognitive development occurs at several stages during childhood. As a result, cognitive development studies the nature of child development in terms of how they gain conscious control over their intellect and behavior. Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development. Keywords: Cognitive Development, Child Development
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Varga, Somogy. "Cognition, Representations and Embodied Emotions: Investigating Cognitive Theory." Erkenntnis 79, no. 1 (April 27, 2013): 165–90. http://dx.doi.org/10.1007/s10670-013-9484-x.

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Krendl, Anne, and Brea Perry. "SOCIAL COGNITIVE DEFICITS RELATE TO KEY ASPECTS OF OLDER ADULTS' SOCIAL NETWORKS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 240. http://dx.doi.org/10.1093/geroni/igac059.953.

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Abstract Social connectedness confers benefits to older adults’ cognition, including slowing the progression of Alzheimer’s disease (AD). Social connectedness is facilitated by social cognitive function – how people understand, store, and apply information about others – which declines over the lifespan. We examined whether two core social cognitive skills – face memory and theory of mind (the ability to infer others’ mental states) – predicted older adults’ social network structure and composition. Cognitively normal older adults (OA; N=119) and OA with mild cognitive impairment (MCI) or AD (N=96) completed a social network interview, a face memory task, and a theory of mind measure. Social cognitive deficits were highest among OA with MCI and AD. Face memory predicted network size, whereas theory of mind predicted network composition. Neuroimaging results describing OA’s social cognitive deficits are also discussed. Social cognitive function may be an important intervention target for preserving older adults’ social connectedness.
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A.O, Toleubayeva. "COGNITIVE LINGUISTIC METAPHORS." International Journal Of Literature And Languages 4, no. 3 (March 1, 2024): 26–29. http://dx.doi.org/10.37547/ijll/volume04issue03-05.

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Today many metaphor researchers work in the framework of cognitive linguistics. The cognitive linguistics revolution began in 1980 with the publication of George Lakoff and Mark Johnson’s Metaphors We Live By. In their book, Lakoff and Johnson amassed an amazing number of examples showing that the way we talk about abstract domains appears to be systematically structured by the way wetalk about certain more concrete domains. Thus, we talk about theories and arguments as if they were buildings: theories can have support and arguments can be demolished. These observations gave rise to the theory of conceptual metaphor which moved metaphor out of language into our conceptual organization. According to Lakoff and Johnson, linguistic expressions such as ‘to demolish a theory’ or ‘the foundation of a theory’ are not isolated expressions but parts of the conceptual metaphor THEORIES ARE BUILDINGS.
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Kolluru, Mythili. "Cognitive Style, Learning Preference and Performance: Theory and Empirics." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 3678–88. http://dx.doi.org/10.37200/ijpr/v24i4/pr201481.

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Strongman, K. T. "Emotion Theory and Cognitive-Behaviour Therapy." Behaviour Change 10, no. 3 (September 1993): 141–53. http://dx.doi.org/10.1017/s0813483900005489.

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This paper falls into three distinct sections. In the first, the attempt is made to discuss those aspects of emotion theory, particularly with respect to the links between emotion and cognition, that have been considered by cognitive-behaviour therapists. In the second, the aim is to describe recent emotion theory which has, in part, been directed towards cognitive-behaviour therapists and others who are concerned with emotional dysfunction, but which has not yet been taken up. In the final section, the goal is more speculative, arrived at through a description of some of the less obvious excursions made by emotion theorists. Although they mostly do not have emotional dysfunction in mind when addressing their theories, their views are, in the belief of the present author, particularly pertinent to the future directions of cognitive-behaviour therapy.
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Romero, Esther, and Belén Soria. "Cognitive Metaphor Theory Revisited." Journal of Literary Semantics 34, no. 1 (January 15, 2005): 1–20. http://dx.doi.org/10.1515/jlse.2005.34.1.1.

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AbstractThis paper provides a framework which, being compatible with Lakoff and Johnson's theory (1980), allows a description of metaphoric verbal utterances. The development of this theoretical expansion is encouraged by Lakoff and Johnson's distinction between nonliteral and literal metaphoric expressions, and by the fact that they do not provide an explanation of the nonliteral metaphoric use of expressions as distinct from the literal metaphoric one. They simply say that metaphoric expressions are nonliteral when they are parts that are not used in our normal metaphoric concepts. This suggestion is included in our model, in which a metaphoric utterance is identified when the speaker perceives both a contextual abnormality and a conceptual contrast, and it is interpreted using, among other things, a pragmatic process of mapping to derive subpropositional metaphoric provisional meanings. This explanation of the metaphoric mechanism allows an explanation of the utterances in which nonliteral metaphoric expressions intervene without having to resort to a previous literal interpretation of these utterances.
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Dissertations / Theses on the topic "Cognitive theory"

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Winter, Kathy A. "Cognitive emotion theory, cognitive appraisals, core themes, and individual differences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ58166.pdf.

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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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Khateeb, Majeda Education Faculty of Arts &amp Social Sciences UNSW. "Cognitive load theory and mathematics education." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/42635.

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Cognitive load theory uses the immense size of human long-term memory and the significantly limited capacity of working memory to design instructional methods. Five basic principles: information store principle, borrowing and reorganizing principle, randomness as genesis principle, narrow limits of change principle, and environmental linking and organizing principle explain the cognitive basics of this theory. The theory differentiates between three major types of cognitive load: extraneous load that is caused by instructional strategies, intrinsic cognitive load that results from a high element interactivity material and germane load that is concerned with activities leading to learning. Instructional methods designed in accordance with cognitive load theory rely heavily on the borrowing and reorganizing principle, rather than on the randomness as genesis principle to reduce the imposed cognitive load. As learning fractions incorporates high element interactivity, a high intrinsic cognitive load is imposed. Therefore, learning fractions was studied in the experiments of this thesis. Knowledge held in long-term memory can be used to reduce working memory load via the environmental linking and organizing principle. It can be suggested that if fractions are presented using familiar objects, many of the interacting elements that constitute a fraction might be embedded in stored knowledge and so can be treated as a single element by working memory. Thus, familiar context can be used to reduce cognitive load and so facilitate learning. In a series of randomized, controlled experiments, evidence was found to argue for a contextual effect. The first three experiments of this thesis were designed to test the main hypothesis that presenting students with worked examples concerning fractions would enhance learning if a real-life context was used rather than a geometric context. This hypothesis was tested using both a visual and a word-based format and was supported by the results. The last two experiments were intended to test the context effect using either worked examples or problem solving. The results supported the validity of the previous hypothesis using both instructional methods. Overall, the thesis sheds some light on the advantages of using familiar objects when mastering complex concepts in mathematics.
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Owens, Paul School of English UNSW. "Cognitive load theory and music instruction." Awarded by:University of New South Wales. School of English, 2005. http://handle.unsw.edu.au/1959.4/22994.

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Cognitive load theory assumes that effective instructional design is subject to the mechanisms that underpin our cognitive architecture and that understanding is constrained by the processing capacity of a limited working memory. This thesis reports the results of six experiments that applied the principles of cognitive load theory to the investigation of instructional design in music. Across the six experiments conditions differed by modality (uni or dual) and/or the nature of presentation (integrated or adjacent; simultaneous or successive). In addition, instructional formats were comprised of either two or three sources of information (text, auditory musical excerpts, musical notation). Participants were academically able Year 7 students with some previous musical experience. Following instructional interventions, students were tested using auditory and/or written problems; in addition, subjective ratings and efficiency measures were used as indicators of mental load. Together, Experiments 1 and 2 demonstrated the benefits of both dual-modal (dual-modality effect) and physically integrated formats over the same materials presented as adjacent and discrete information sources (split-attention effect), confirming the application of established cognitive load effects within the domain of music. Experiment 3 compared uni-modal formats, consisting of auditory rather than visual materials, with their dual-modal counterparts. Although some evidence for a modality effect was associated with simultaneous presentations, the uni-modal format was clearly superior when the same materials were delivered successively. Experiment 4 compared three cognitively efficient instructional formats in which either two or three information sources were studied. There was evidence that simultaneously processing all three sources overwhelmed working memory, whereas an overlapping design that delayed the introduction of the third source facilitated understanding. Experiments 5 and 6 varied the element interactivity of either two- or three- source formats and demonstrated the negative effects of splitting attention between successively presented instructional materials. Theoretical implications extend cognitive load principles to both the domain of music and across a range of novel instructional formats; future research into auditory only formats and the modality effect is suggested. Recommendations for instructional design highlight the need to facilitate necessary interactions between mutually referring musical elements and to maintain intrinsic cognitive load within working memory capacity.
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Sung, John Junghoon. "Cognitive semantics of molecular genetics : toward a unified cognitive semantic theory." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442429.

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Northern, Jebediah J. "Anxiety and Cognitive Performance: A Test of Predictions Made by Cognitive Interference Theory and Attentional Control Theory." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276557720.

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Parrillo, Susan M. "Adjudicating the Simulation Theory/Theory Theory Debate (With Especial Attention to the Case of Autism Spectrum Disorders)." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102273.

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Philosophers, cognitive scientists and developmental psychologists largely agree that we understand mental states and use them to explain and predict the behaviors of ourselves and of others (i.e. we ‘mindread’) by using a cognitive capacity known as the theory of mind (henceforth, ‘ToM’). However, a question remains as to what, exactly, underpins the ToM ability thereby allowing us such great accuracy in our first-person and third-person reports. My dissertation is an adjudication of the ongoing debate between two competing theories, each of which claims to have the best explanation of ToM. These two theories of ToM are known as the theory-theory (henceforth, the ‘TT’) and the simulation theory (henceforth, the ‘ST’). Because it is thought by cognitive developmental psychologists that autism spectrum disorders (henceforth, ‘ASD’) result from a ToM impairment or deficit, I pay especial attention to the case of ASD, using the features of the disorder, to adjudicate the debate. I suggest that the particular deficits and talents associated with ASD provide reasons to favor the ST over the TT in general and to favor an account of the ST that includes introspection over an account of the ST that excludes it.

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Combrink, Aneri. "Cognitive development in planning theory / A. Combrink." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4564.

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This study reconsiders cognitive development in planning theory, in order to expose the underlying cognitive framework through which academics communicate in planning literature. A cognitive framework develops over time and through experience within the minds of theorists and readers of planning theory. This framework forms the basis for orientation and interpretation of planning literature by the reader. This is illustrated by describing the various perspectives within planning theory and the connotations they have with different levels of theorising. The different perspectives involve the nature thereof, the history and its political conviction, underpinned by ideology. The different levels of theorising involve a framework which descends from thinking through to implementation and consists of a philosophical–, meta–theoretical– and a technical (tools) level. The problem is that the concept of a developed cognitive framework is rarely discussed in a constructive manner in planning literature. This proves to be the cause of confusion for students and other readers whom have not yet developed their own cognitive framework. An incomplete framework causes misconceptions from existing literature for example: the purpose of Faludi's book Planning Theory (1973). A discussion of this framework by academics could explain unresolved debates such as the substance and procedural debate and the normative theory versus the positive theory debate. The application of this framework proves that the political conflict in planning theory literature such as the more rational perspectives versus the more socio–political perspectives could be more constructive. Therefore this study argues that a cognitive framework could be determined by the general perspectives in planning literature together with different levels of theorising, and should become a constructive part of planning theory (debate) and education. Furthermore this study argues that if all perspectives are allowed to develop fully (non–competitive and attaining all different levels of theorising), connotations could be made on a meta–theoretical level to provide a proper cross range description of planning and provide a proper basis for comparison and would lead to more relevant and constructive debate(s).
Thesis (M.Art. et Scien. (Town and Regional Planning))--North-West University, Potchefstroom Campus, 2011.
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Bowers, J. M. "Schema theory and memory." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383077.

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Elnourani, Mohamed. "COGNITIVE RADIO AND GAME THEORY : OVERVIEW AND SIMULATION." Thesis, Blekinge Tekniska Högskola, Avdelningen för signalbehandling, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5646.

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This thesis aims to clearly describe the cognitive radio and its components and operations. Moreover, it aims on describing the expected outcome from the most common techniques that are proposed for use in cognitive radios. In addition, it describes the basic principles of game theory and some simple game models that can be used to analyze the efficiency of the optimization algorithms. Furthermore, it investigates the use of load balancing algorithm and genetic algorithm in optimizing the decision making operation in cognitive radios. Matlab software simulations were carried out and the results show the promising benefit of using those two algorithms along with game theory in optimizing the dynamic spectrum allocation process.
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Books on the topic "Cognitive theory"

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K, Reed Stephen, ed. Study guide for Reed's Cognition: Theory and applications, sixth edition. Belmont, CA: Thomson/Wadsworth, 2004.

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Ayres, Paul L. (Paul Leslie) and Kalyuga Slava, eds. Cognitive load theory. New York: Springer, 2011.

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

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For its 125th anniversary, the famous magazine "Science" has published a list of the greatest mysteries that modern science has not yet solved. In the second place, the authors of the journal, the best scientists in the world, placed the question of the biological basis of consciousness. The general cognitive theory presented in this monograph provides an answer to this important question, as well as to many other equally important ones. Is it possible to create an artificial intelligence that can realize itself? How do we master the language? How has the culture been preserved for thousands of years? For students and teachers, as well as anyone interested in the problems of the peculiarities of the functioning of the psyche and its formation.
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Sweller, John, Paul Ayres, and Slava Kalyuga. Cognitive Load Theory. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4.

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Plass, Jan L., Roxana Moreno, and Roland Brunken, eds. Cognitive Load Theory. Cambridge: Cambridge University Press, 2009. http://dx.doi.org/10.1017/cbo9780511844744.

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L, Plass Jan, Moreno Roxana, and Brünken Roland 1965-, eds. Cognitive load theory. New York: Cambridge University Press, 2010.

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Rogers, Alec Mead. Cognitive set theory. Newton, Mass: ArborRhythms, 2011.

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Cognitive load theory. Cambridge: Cambridge University Press, 2010.

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Schmidt, Gordon B., and Barbara A. Ritter. Social Cognitive Theory. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2023. http://dx.doi.org/10.4135/9781071923672.

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Carlo, Perris, Blackburn I. M. 1939-, and Perris H. 1940-, eds. Cognitive psychotherapy: Theory and practice. Berlin: Springer-Verlag, 1988.

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Book chapters on the topic "Cognitive theory"

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Dobson, Keith S. "Theory." In Cognitive therapy., 11–27. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/17334-003.

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Faux, Robert. "Cognitive Theory." In Encyclopedia of Critical Psychology, 249–53. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_451.

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Ehring, Thomas. "Cognitive Theory." In The Wiley Handbook of Anxiety Disorders, 104–24. Chichester, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118775349.ch8.

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Phillips, Linda M., Stephen P. Norris, and John S. Macnab. "Cognitive Theory." In Visualization in Mathematics, Reading and Science Education, 35–41. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8816-1_4.

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Gabbay, Dov M., and Karl Schlechta. "Theory Update and Theory Revision." In Cognitive Technologies, 219–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04407-6_8.

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Ariel, Mira. "Accessibility theory." In Human Cognitive Processing, 29. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/hcp.8.04ari.

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McKimmie, Blake M. "Cognitive Dissonance Theory." In Encyclopedia of Personality and Individual Differences, 698–706. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1121.

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Deci, Edward L., and Richard M. Ryan. "Cognitive Evaluation Theory." In Intrinsic Motivation and Self-Determination in Human Behavior, 43–85. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7_3.

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Deci, Edward L., and Richard M. Ryan. "Cognitive Evaluation Theory." In Intrinsic Motivation and Self-Determination in Human Behavior, 87–112. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7_4.

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Sweller, John. "Cognitive Load Theory." In Encyclopedia of the Sciences of Learning, 601–5. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_446.

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Conference papers on the topic "Cognitive theory"

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Fiorina, Jocelyn. "Highlight on Game Theory." In Cognitive Wireless Communications. Società Editrice Esculapio, 2012. http://dx.doi.org/10.15651/978-88-748-8515-2_a.

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Tan, Donglin, and Junfeng Wang. "Cognitive Waveform Designing Based on Cognitive Radar Theory." In 2021 CIE International Conference on Radar (Radar). IEEE, 2021. http://dx.doi.org/10.1109/radar53847.2021.10027903.

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Nilchian, Masih, Vahid Aref, and Mohammad Reza Aref. "Partial cognitive relay channel." In 2009 IEEE Information Theory Workshop on Networking and Information Theory (ITW). IEEE, 2009. http://dx.doi.org/10.1109/itwnit.2009.5158599.

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Khusnudin, Khusnudin, Agus Suman, and Ahmad Imam Mawardi. "Riba in Cognitive Behavioral Theory." In Proceedings of the 2018 International Conference on Islamic Economics and Business (ICONIES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iconies-18.2019.26.

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Lapidoth, Amos, Shlomo Shamai, and Michele A. Wigger. "On Cognitive Interference Networks." In 2007 IEEE Information Theory Workshop. IEEE, 2007. http://dx.doi.org/10.1109/itw.2007.4313095.

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Saidala, Ravi Kumar, and Nagaraju Devarakonda. "Northern Bald Ibis Optimization Algorithm: Theory and Application." In 2018 IEEE 17th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2018. http://dx.doi.org/10.1109/icci-cc.2018.8482088.

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Amir, Mohamed, Amr El-Keyi, and Mohammed Nafie. "Opportunistic interference alignment for multiuser cognitive radio." In 2010 IEEE Information Theory Workshop on Information Theory (ITW). IEEE, 2010. http://dx.doi.org/10.1109/itwksps.2010.5503168.

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Chenghong Zhou and Weiping Qian. "Cognitive theory applied to radar system." In 2014 International Conference on Cloud Computing and Internet of Things (CCIOT). IEEE, 2014. http://dx.doi.org/10.1109/cciot.2014.7062527.

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Li, Ping. "Teaching English Vocabulary under Cognitive Theory." In ICIMTECH 21: The Sixth International Conference on Information Management and Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3465631.3465986.

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Wang, Jiaheng, Gesualdo Scutari, and Daniel P. Palomar. "Robust cognitive radio via game theory." In 2010 IEEE International Symposium on Information Theory - ISIT. IEEE, 2010. http://dx.doi.org/10.1109/isit.2010.5513386.

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Reports on the topic "Cognitive theory"

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Zhang, Jiajie, and Todd R. Johnson. Toward A Cognitive Theory of Direct Interaction. Fort Belvoir, VA: Defense Technical Information Center, August 2000. http://dx.doi.org/10.21236/ada381753.

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Соловйов, Володимир Миколайович, Наталя Володимирівна Моісеєнко, and Олена Юріївна Тарасова. Complexity theory and dynamic characteristics of cognitive processes. Springer, January 2020. http://dx.doi.org/10.31812/123456789/4143.

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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using entropy multiscale, multifractal, recurrence and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies. It has been proposed to track and quantitatively describe the cognitive trajectory using specially transformed computer games which can be used to test the processual characteristics of thinking.
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Soloviev, Vladimir, Natalia Moiseienko, and Olena Tarasova. Modeling of cognitive process using complexity theory methods. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3609.

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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using multiscale, multifractal and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies.
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Sampson, James P., Debra S. Osborn, Emily Bullock-Yowell, Janet G. Lenz, Gary W. Peterson, Robert C. Reardon, V. Casey Dozier, Stephen J. Leierer, Seth C. W. Hayden, and Denise E. Saunders. An Introduction to Cognitive Information Processing Theory, Research, and Practice. Florida State University Libraries, August 2020. http://dx.doi.org/10.33009/fsu.1593091156.

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The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational behavior and career intervention, and CIP theory related to career interventions. The first main section describes CIP theory, including the evolution of CIP theory, the nature of career problems, theoretical assumptions, the pyramid of information processing domains, the CASVE Cycle, and the use of the pyramid and CASVE cycle. The second main section describes CIP theory-based research in examining vocational behavior and establishing evidence-based practice for CIP theory-based career interventions. The third main section describes CIP theory related to career intervention practice, including theoretical assumptions, readiness for career decision making, readiness for career intervention, the differentiated service delivery model, and critical ingredients of career interventions. The paper concludes with regularly updated sources of information on CIP theory.
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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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Pynadath, David V., Mei Si, and Stacy C. Marsella. Modeling Theory of Mind and Cognitive Appraisal with Decision-Theoretic Agents. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada560223.

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Hermo, Santiago, Miika Päällysaho, David Seim, and Jesse Shapiro. Labor Market Returns and the Evolution of Cognitive Skills: Theory and Evidence. Cambridge, MA: National Bureau of Economic Research, August 2021. http://dx.doi.org/10.3386/w29135.

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Murphy, Susan E., Dewey Blyth, and Fred E. Fledler. Cognitive Resource Theory and the Utilization of the Leader's and Group Members' Technical Competence. Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada296671.

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Streufert, Siegfried, and Robert W. Swezey. Aspects of Cognitive Complexity Theory and Research as Applied to a Managerial Decision Making Simulation. Fort Belvoir, VA: Defense Technical Information Center, September 1985. http://dx.doi.org/10.21236/ada161376.

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MINEEVA, M. COMMENTARY AS A MEANS OF EPISTEMIC VIGILANCE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-104-110.

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The article is devoted to the analysis of commentary as a means of overcoming ambiguity when interpreting English literary text. In terms of epistemic vigilance theory, commentary is considered as an important cognitive mechanism of text processing and defining credibility of information presented in the text.
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