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Journal articles on the topic 'Cognitive theory'

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Author: Grafiati

Published: 4 June 2021

Last updated: 25 May 2024

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1

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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9

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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11

Britt, Theron. "Cognitive Theory and Literature." MFS Modern Fiction Studies 58, no. 2 (2012): 353–62. http://dx.doi.org/10.1353/mfs.2012.0023.

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Cardona, Mario. "Apprendere le lingue nella terza età è possibile ed è salutare. Il cervello ci dice perchè." Revista Italiano UERJ 12, no. 2 (July 13, 2022): 21. http://dx.doi.org/10.12957/italianouerj.2021.67581.

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ABSTRACT: L’invecchiamento della popolazione è un dato demografico mondiale che assume carattere rilevante in molti Paesi del cosiddetto “primo mondo”, Il concetto di anzianità oggigiorno non può più basarsi su dati misurabili che stabiliscono quando un individuo, nell’arco della sua vita, entra nella fase della vecchiaia. Si tratta di un concetto molto più ampio e articolato che riguarda dimensioni socio-sanitarie, psico-affettive, cognitive e culturali. È necessario dunque ripensare il ruolo attivo della popolazione anziana in una società complessa e plurilingue. Nell’ottica dell’invecchiamento di successo (succesful ageing) e in base al principio di cittadinanza attiva (active citizenship) l’apprendimento delle lingue diviene un aspetto educativo rilevante sia per la partecipazione attiva nella società, sia per i vantaggi cognitivi specifici che tale tipo di apprendimento comporta. Oggi la ricerca neuropsicologica dimostra come l’apprendimento possa avvenire lungo tutto l’arco della vita e come il nostro cervello sia in grado di attivare importati fenomeni di compensazione in grado di arginare il declino cognitivo. In questo contributo si prenderanno in considerazione alcuni aspetti neuropsicologici che dimostrano come l’apprendimento linguistico nell’anziano non solo sia possibile, ma sia auspicabile. Su questi presupposti è importante che la linguistica educativa sviluppi un adeguato modello glotto-geragogico.Parole chiave: Glotto-geragogia. Anziani. Linguistica educativa. Plasticità neuronale. Riserva cognitiva. Modello STAC (Scaffolding Theory of Aging and Cognition). RESUMO: O envelhecimento da população é um dado demográfico global que assume um caráter relevante em muitos países do chamado "primeiro mundo". Hoje o conceito de antiguidade não pode mais ser baseado em dados mensuráveis que estabelecem quando um indivíduo, durante sua vida, entra na fase da velhice. É um conceito muito mais amplo e articulado que diz respeito às dimensões sócio-saúde, psicoafetiva, cognitiva e cultural. É, pois, necessário repensar o papel ativo da população idosa numa sociedade complexa e multilingue. Com vista a um envelhecimento bem sucedido e com base no princípio da cidadania ativa, a aprendizagem de línguas torna-se um aspecto educativo relevante tanto para a participação ativa na sociedade como para as vantagens cognitivas específicas que tal tipo de aprendizagem acarreta. Hoje, a pesquisa neuropsicológica demonstra como o aprendizado pode ocorrer ao longo da vida e como nosso cérebro é capaz de ativar importantes fenômenos de compensação capazes de conter o declínio cognitivo. Neste artigo, serão levados em consideração alguns aspectos neuropsicológicos que demonstram como a aprendizagem de linguagem em idosos não é apenas possível, mas desejável. Com base nesses pressupostos, é importante que a linguística educacional desenvolva um modelo gloto-hieragógico adequado.Palavras-chave: Gloto-hieragogia. Idosos. Linguística educacional. Plasticidade neuronal. Reserva cognitive. Modelo STAC (Scaffolding Theory of Aging and Cognition). ABSTRACT: Population aging is a world demographic data which assumes a relevant character in many of the countries of the so called “first world”. The concept of aging, nowadays, cannot be anymore based on measurable data that establish when a human being, throughout his life, enters the stage of old age. It deals with a much wider and more complex concept that concerns socio-health, psycho-affective, cognitive and cultural dimensions. It is therefore necessary to rethink the active role of old population in a complicated and multilingual society. With a view to a successful aging and according to the principle of active citizenship, language learning becomes an educational aspect relevant both in order to achieve an active social participation and for the specific cognitive advantages that type of learning provides with. Nowadays, the neuropsychological research shows how learning could happen throughout the entire life and how our brain is capable to activate important cognitive compensation phenomena capable of stemming the cognitive decline. This essay will take into consideration some neuropsychological aspects that demonstrate how language learning in old people is not only possible, but desirable. On these assumptions it is important that educational linguistic develops an adequate foreign language learning geragogic model. Keywords: Foreign language learning geragogic model. Old age. Educational linguistics. Neural plasticity. Brain reserve. STAC Model (Scaffolding Theory of Aging and Cognition).

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Ouda, Hassan A. G., and Ralf Klischewski. "Accounting and politicians: a theory of accounting information usefulness." Journal of Public Budgeting, Accounting & Financial Management 31, no. 4 (November 14, 2019): 496–517. http://dx.doi.org/10.1108/jpbafm-10-2018-0113.

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Purpose How do cognitive aspects influence the use/non-use of accounting information by the politicians? The purpose of this paper is to conceptualize and theorize the readiness to use and the actual use of accounting information in relation to the human and social agency involved. Design/methodology/approach Applying cognitive fit theory and social cognitive theory, the authors explain how cognition of accounting information producers and users relates to their tasks and their environment. Analyzing cognitive matching, the authors develop accounting information usefulness as a function of the cognitive match between the accounting information producers and users. Findings The theoretical findings posit that cognitive fit increases with the degree of matching between the cognition of accounting information producers and the cognition of accounting information users. The theory proposes that enriching and matching the various cognitive factors lead to formation of more aligned mental representations to govern the processes of accounting information production and use as a prerequisite for the accounting information usefulness. Research limitations/implications By theorizing human cognition, behavior and learning, the authors seek to contribute to the explanation and prediction of accounting information use. Future research needs to empirically validate and/or further develop the propositions. Practical implications Practically, the conceptualization can be used to align individual and collective learning on both sides and to introduce information use audit as an instrument for supporting collective learning. Originality/value The theory of accounting information usefulness is the first attempt in public sector accounting literature to explain the relation of production and consumption of accounting information in relation to the cognition of the actors involved.

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McFall, Richard M., Teresa A. Treat, and Richard J. Viken. "Contributions of Cognitive Theory to New Behavioral Treatments." Psychological Science 8, no. 3 (May 1997): 174–76. http://dx.doi.org/10.1111/j.1467-9280.1997.tb00406.x.

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Although clinical, social, and cognitive psychologists all use the concept of ‘cognition’, they often use it in different ways to refer to different phenomena We offer a heuristic framework for distinguishing among three general uses of the word cognition, and apply this framework to an evaluation of the experiential avoidance concept presented by Hayes and Gifford (this issue) While acknowledging the promise of such work, we raise concerns about its possible limitations We recommend that clinical applications of the cognition concept be grounded in the theories and methods of contemporary cognitive and neural sciences In support of our recommendation, we present three examples from experiments from our own research

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Helm, Rebecca K. "Cognitive Theory and Plea-Bargaining." Policy Insights from the Behavioral and Brain Sciences 5, no. 2 (August 21, 2018): 195–201. http://dx.doi.org/10.1177/2372732218786974.

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Convictions in the criminal justice system now overwhelmingly occur by guilty plea. This is largely due to the “plea-bargaining” system in which the charge and sentence defendants receive as a result of pleading guilty is frequently much less severe than the charge and sentence that they would receive if convicted at trial. In this context, defendants must make complex decisions about whether to plead guilty or go to trial. This article draws on cognitive theory and empirical research to identify three potential weaknesses in the current plea system: (a) incentives offered to plead are likely to override considerations of factual guilt or innocence in a way that may be psychologically coercive; (b) groups that are cognitively disposed to pleading guilty when innocent are being offered insufficient protection; and (c) heuristics and biases are likely to influence plea decisions. Potential policy change to reduce these problems, informed by cognitive theory and decision-making research, then follow.

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Melehin, A. I. "The trajectory change of theory of mind in the elderly." Консультативная психология и психотерапия 24, no. 1 (2016): 24–43. http://dx.doi.org/10.17759/cpp.2016240103.

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Theory of mind is viewed as a cognitive mechanism of social cognition. Features of social cognition and theory of mind are differentiated. Studies of cognitive and affective components of theory of mind in old age are summarized. Heterogeneous changes of theory of mind show that the deficit in the ability to understand the mind of another is not total, but selective. Factors (neuroanatomical, cognitive, psychosocial, etc.) influencing the theory of mind in old age are systematized. Strategies of enhancing theory of mind in old age are described.

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Bainbridge, William Sims. "Social cognition of religion." Behavioral and Brain Sciences 29, no. 5 (October 2006): 463–64. http://dx.doi.org/10.1017/s0140525x06239104.

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Research on religion can advance understanding of social cognition by building connections to sociology, a field in which much cognitively oriented work has been done. Among the schools of sociological thought that address religious cognition are: structural functionalism, symbolic interactionism, conflict theory, phenomenology, and, most recently, exchange theory. The gulf between sociology and cognitive science is an unfortunate historical accident.

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Braver, Todd S., and Deanna M. Barch. "A theory of cognitive control, aging cognition, and neuromodulation." Neuroscience & Biobehavioral Reviews 26, no. 7 (November 2002): 809–17. http://dx.doi.org/10.1016/s0149-7634(02)00067-2.

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von Stumm, Sophie. "Investment Trait, Activity Engagement, and Age: Independent Effects on Cognitive Ability." Journal of Aging Research 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/949837.

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In cognitive aging research, the “engagement hypothesis” suggests that the participation in cognitively demanding activities helps maintain better cognitive performance in later life. In differential psychology, the “investment” theory proclaims that age differences in cognition are influenced by personality traits that determine when, where, and how people invest their ability. Although both models follow similar theoretical rationales, they differ in their emphasis of behavior (i.e., activity engagement) versus predisposition (i.e., investment trait). The current study compared a cognitive activity engagement scale (i.e., frequency of participation) with an investment trait scale (i.e., need for cognition) and tested their relationship with age differences in cognition in 200 British adults. Age was negatively associated with fluid and positively with crystallized ability but had no relationship with need for cognition and activity engagement. Need for cognition was positively related to activity engagement and cognitive performance; activity engagement, however, was not associated with cognitive ability. Thus, age differences in cognitive ability were largely independent of engagement and investment.

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Lee, Taek-Gwang. "Critical Theory in the Age of Big Data." Criticism and Theory Society of Korea 27, no. 3 (October 31, 2022): 241–60. http://dx.doi.org/10.19116/theory.2022.27.3.241.

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This essay discusses the rise of neoliberalism and globalization and its effects on the reconstruction of critical theory. This consideration will be about how the desire for critical theory, or the desiring critique, could intervene in the cognitive or surveillance capitalism phase based on big data technology. For this purpose, I will clarify the fact that the revival of critical theory should be the reconsideration of French philosophy (or French theory) and its political foundation since the 1950s. The vital link between critical theory and political conjunctures is revealed in the CIA’s report on French philosophy in the 1980s. The failure of radical French philosophy led to the decline of intellectuals and the reification of critical theory. I will relate this situation to the advent of cognitive or surveillance capitalism and its changed mode of accumulation. My conclusion will focus on the role of critical theory in understanding the function of big data capitalism and imposing its political implication on the celebration of technological advances.

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Kirschner, Paul A. "Cognitive load theory: implications of cognitive load theory on the design of learning." Learning and Instruction 12, no. 1 (February 2002): 1–10. http://dx.doi.org/10.1016/s0959-4752(01)00014-7.

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Saefudin, Iing. "Corruption in Perspective of Social Psychology and Psychology Cognitive Theory." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 5379–86. http://dx.doi.org/10.37200/ijpr/v24i4/pr201634.

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Geever, Alphy. "Cognitive Impenetrability and Modest Empiricism." Praxis International Journal of Social Science and Literature 6, no. 4 (April 25, 2023): 52–58. http://dx.doi.org/10.51879/pijssl/060406.

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Feminists have been engaging with epistemology and science in novel ways to identify patterns of institutional bias in knowledge production. These consistent biases have emerged from androcentrism, sexism and gender ideology that has permeated much of scientific inquiry. Feminists have adopted two approaches towards addressing this: on the one hand, they have rejected science as a discourse which inherently perpetuates power asymmetries, whereas on the other, they have adopted scientific methods as providing genuinely objective ways of knowing the world, which are nevertheless vitiated in classical empiricism by apriori commitments (such as the unconditioned subject, and the primacy of correspondence theory of truth). In the latter case, modest empiricism has been proposed as an alternate theory which eliminates the effects of these apriori commitments, by redefining empiricism as providing the least defeasible evidence that can be obtained from the physical world. The strategy of modest empiricism requires a strong theory of perception which is independent, and encapsulated from cognitive influence. In this paper, I propose such a theory of perception as articulated by Raftopoulos, and argue that to ensure objectivity in scientific inquiry, it is necessary to eliminate any structural cognitive influences at the level of perceptual processes.

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Newell, Allen. "Précis ofUnified theories of cognition." Behavioral and Brain Sciences 15, no. 3 (September 1992): 425–37. http://dx.doi.org/10.1017/s0140525x00069478.

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AbstractThe book presents the case that cognitive science should turn its attention to developing theories of human cognition that cover the full range of human perceptual, cognitive, and action phenomena. Cognitive science has now produced a massive number of high-quality regularities with many microtheories that reveal important mechanisms. The need for integration is pressing and will continue to increase. Equally important, cognitive science now has the theoretical concepts and tools to support serious attempts at unified theories. The argument is made entirely by presenting an exemplar unified theory of cognition both to show what a real unified theory would be like and to provide convincing evidence that such theories are feasible. The exemplar is SOAR, a cognitive architecture, which is realized as a software system. After a detailed discussion of the architecture and its properties, with its relation to the constraints on cognition in the real world and to existing ideas in cognitive science, SOAR is used as theory for a wide range of cognitive phenomena: immediate responses (stimulus-response compatibility and the Sternberg phenomena); discrete motor skills (transcription typing); memory and learning (episodic memory and the acquisition of skill through practice); problem solving (cryptarithmetic puzzles and syllogistic reasoning); language (sentence verification and taking instructions); and development (transitions in the balance beam task). The treatments vary in depth and adequacy, but they clearly reveal a single, highly specific, operational theory that works over the entire range of human cognition, SOAR is presented as an exemplar unified theory, not as the sole candidate. Cognitive science is not ready yet for a single theory – there must be multiple attempts. But cognitive science must begin to work toward such unified theories.

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Schmahmann, Jeremy D., Xavier Guell, Catherine J. Stoodley, and Mark A. Halko. "The Theory and Neuroscience of Cerebellar Cognition." Annual Review of Neuroscience 42, no. 1 (July 8, 2019): 337–64. http://dx.doi.org/10.1146/annurev-neuro-070918-050258.

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Cerebellar neuroscience has undergone a paradigm shift. The theories of the universal cerebellar transform and dysmetria of thought and the principles of organization of cerebral cortical connections, together with neuroanatomical, brain imaging, and clinical observations, have recontextualized the cerebellum as a critical node in the distributed neural circuits subserving behavior. The framework for cerebellar cognition stems from the identification of three cognitive representations in the posterior lobe, which are interconnected with cerebral association areas and distinct from the primary and secondary cerebellar sensorimotor representations linked with the spinal cord and cerebral motor areas. Lesions of the anterior lobe primary sensorimotor representations produce dysmetria of movement, the cerebellar motor syndrome. Lesions of the posterior lobe cognitive-emotional cerebellum produce dysmetria of thought and emotion, the cerebellar cognitive affective/Schmahmann syndrome. The notion that the cerebellum modulates thought and emotion in the same way that it modulates motor control advances the understanding of the mechanisms of cognition and opens new therapeutic opportunities in behavioral neurology and neuropsychiatry.

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Clowes, Robert. "Semiotic symbols and the missing theory of thinking." Interaction Studies 8, no. 1 (June 13, 2007): 105–24. http://dx.doi.org/10.1075/is.8.1.07clo.

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This paper compares the nascent theory of the ‘semiotic symbol’ in cognitive science with its computational relative. It finds that the semiotic symbol as it is understood in recent practical and theoretical work does not have the resources to explain the role of symbols in cognition. In light of this argument, an alternative model of symbol internalisation, based on Vygotsky, is put forward which goes further in showing how symbols can go from playing intersubjective communicative roles to intrasubjective cognitive ones. Such a formalisation restores the symbol’s cognitive and communicative dimensions to their proper roles.

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Hammersley, Richard. "Constraint theory: A cognitive, motivational theory of dependence." Addiction Research & Theory 22, no. 1 (April 9, 2013): 1–14. http://dx.doi.org/10.3109/16066359.2013.779678.

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West, Alyssa. "A Brief Review of Cognitive Theories in Gender Development." Behavioural Sciences Undergraduate Journal 2, no. 1 (September 14, 2015): 59–66. http://dx.doi.org/10.29173/bsuj288.

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In this paper I review three cognitive theories that attempt to explain the mechanisms and processes through which we develop an understanding of gender. Cognitive-developmental theory, gender schema theory, and social cognitive theory of gender development and differentiation are compared in this article through the exploration of empirical evidence. Cognitive-developmental theory emphasizes the development of cognitive processes which allow for the understanding of gender. Gender schema theory highlights the active role schemas play in acquiring and interpreting gender relevant information, and social-cognitive theory stresses the role of the environment. I found that there is a considerable amount of overlap with the evidence between each theory. Therefore, rather than each theory existing in opposition to one another, there are multiple relevant factors at play concerning both cognition and the social environment in the development of gender. Thus, the main conclusion is that there is a need for greater theoretical integration with regard to understanding gendered development.

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Pastò, Luisa, Emilio Portaccio, Benedetta Goretti, Angelo Ghezzi, Silvia Lori, Bahia Hakiki, Marta Giannini, et al. "The cognitive reserve theory in the setting of pediatric-onset multiple sclerosis." Multiple Sclerosis Journal 22, no. 13 (July 11, 2016): 1741–49. http://dx.doi.org/10.1177/1352458516629559.

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Background: The study of cognitive reserve (CR) in relationship with cognitive impairment (CI) in pediatric-onset multiple sclerosis (POMS) may provide cues to identifying subjects at higher risk of impairment and scope for therapeutic strategies. Objectives: To assess the potential impact of CR on cognition in a cohort of POMS patients. Methods: In all, 48 POMS patients were followed up for 4.7 ± 0.4 years. CI was defined as the failure of ⩾3 tests on an extensive neuropsychological battery. Change of neuropsychological performance was assessed through the Reliable Change Index (RCI) method. At baseline, CR was estimated by measuring the intelligence quotient (IQ). The relationships were assessed through multivariable regression analyses. Results: At baseline, CI was detected in 14/48 (29.2%) patients. Two out of 57 healthy control (HC; 3.5%) met the same criteria of CI ( p < 0.001). A deteriorating cognitive performance using the RCI method was observed in 18/48 patients (37.6%). Among the 34 cases who were cognitively preserved at baseline, a higher reserve predicted stable/improving performance (odds ratio (OR) = 1.11; 95% confidence interval (CI): 1.03–1.20; p = 0.006). Conclusion: Our results suggest that higher CR in POMS patients may protect from CI, particularly in subjects with initial cognitive preservation, providing relevant implications for counseling and rehabilitation strategies.

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Bannert, Maria. "Managing cognitive load—recent trends in cognitive load theory." Learning and Instruction 12, no. 1 (February 2002): 139–46. http://dx.doi.org/10.1016/s0959-4752(01)00021-4.

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Light, Leah L., and T. A. Salthouse. "A Theory of Cognitive Aging." American Journal of Psychology 100, no. 1 (1987): 125. http://dx.doi.org/10.2307/1422647.

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Allanazarova, M. "Vocabulary Retention in Cognitive Theory." Bulletin of Science and Practice 6, no. 9 (September 15, 2020): 414–19. http://dx.doi.org/10.33619/2414-2948/58/42.

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Vocabulary learning has been a key aspect of acquiring a second language for many years. Many scholars and linguists claimed that learning languages cannot be successful without a wide range of vocabulary. However, most ESL learners are confronted with recalling difficulties as they tend to forget the word fast that they learned recently. These challenges are commonly discussed and researched by Cognitivists since they deem that there are several reasons for forgetting associated with memory and mental process. This case study entails small-scale research on vocabulary retention, reasons for forgetting, and some potential solutions to recall words in the second language. For this case study, we have chosen Cognitivism Theory in a bid to investigate and find out remembering challenges of our ESL learner and give her some possible solutions because according to cognitive psychology it is said that systematic forgetting occurs owing to interfering effects, a continuation of the very process of subsumption, neurolinguistic blocking and other factors. Relying on their findings we tried to help our seventeen-year-old student who tends to forget English words easily. In this case, the hypothesis of the research is that pictorial texts or stories can be more effective for short and long-term vocabulary learning and retention.

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Lakoff, George, and Earl R. MacCormac. "A Cognitive Theory of Metaphor." Philosophical Review 96, no. 4 (October 1987): 589. http://dx.doi.org/10.2307/2185396.

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Sweeney, Kevin W. "Constructivism in Cognitive Film Theory." Film and Philosophy 2 (1995): 33–44. http://dx.doi.org/10.5840/filmphil199523.

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35

Rostankowski, Cynthia C., and Earl R. MacCormac. "A Cognitive Theory of Metaphor." Journal of Aesthetics and Art Criticism 45, no. 4 (1987): 418. http://dx.doi.org/10.2307/431337.

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Horkay, Csaba. "Theory of cognitive group selection." Magyar Pszichológiai Szemle 69, no. 3 (September 1, 2014): 515–26. http://dx.doi.org/10.1556/mpszle.69.2014.3.3.

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Az evolúció során a túlélés szempontjából sikeres élőlények választódnak ki. Az élőlények hosszú távon kizárólag csoport formájában képesek a túlélésre, ezáltal az egyedek viselkedését nem racionális csak az egyed szintjén értelmezni, hanem a csoport viselkedésének a célját és okait is indokolt figyelembe venni a csoport egyedei viselkedésének értelmezésekor. A boldogság és a depresszió alapvető emberi viselkedések. A depresszió egy energiahiányos állapot, ennek ellenkezője a boldogság. Az energia növeli a túlélés valószínűségét, az energia hiánya pedig csökkenti a túlélés valószínűségét az egyed szintjén, a csoport túlélési valószínűségét ugyanakkor növeli, amennyiben a sikeres egyedek kiválasztódnak a csoportból, a boldogság és a depresszió tehát dominánsan a csoport szempontjából előnyös viselkedések. Az általános kognitív csoportszelekció esetében az egyed szempontjából előnyös és hátrányos viselkedések egyaránt átadódnak genetikailag az utódnak. Az egyed élete során az elméjének azon része, amely a csoport érdeke szerinti reagálást irányítja, az egyed kognitív módon értékelt sikerességének függvényében alkalmazza a csoport szempontjából előnyös viselkedést.

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37

Gilbert, Paul. "Evolution Theory and Cognitive Therapy." Journal of Cognitive Psychotherapy 16, no. 3 (September 2002): 259–62. http://dx.doi.org/10.1891/jcop.16.3.259.52518.

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38

Jones, Peter Lloyd, and Earl R. MacCormac. "A Cognitive Theory of Metaphor." Leonardo 20, no. 1 (1987): 96. http://dx.doi.org/10.2307/1578220.

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39

Kennedy, Margaret (Betsy) Babb, and Abby Luck Parish. "Educational Theory and Cognitive Science." Nursing Clinics of North America 56, no. 3 (September 2021): 401–12. http://dx.doi.org/10.1016/j.cnur.2021.04.006.

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

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<em>Social Cognitive Career Theory</em> (SCCT) is a career development model that describes how individual inputs, contextual affordances, and sociocognitive variables influence the establishment of occupational interests, career objectives, and behaviors. SCCT emphasizes the relevance of learning experiences, self-efficacy, and outcome expectations in the career development process, and is based on Bandura's social cognitive theory. SCCT is also interested in the relationships between sociocognitive characteristics, professional interests, and other career outcomes, as well as race/ethnicity, gender, and predispositions. Existing research generally supports specific SCCT approaches; nevertheless, a study of the literature found significant SCCT research limitations. The goal is for counselors to have a better grasp of the complicated mechanisms through which people establish career interests.

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Neill, Catherine, and Earl R. Mac Cormac. "A Cognitive Theory of Metaphor." Language 63, no. 1 (March 1987): 196. http://dx.doi.org/10.2307/415422.

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O’Callaghan, John P. "Aquinas, Cognitive Theory, and Analogy." American Catholic Philosophical Quarterly 76, no. 3 (2002): 451–82. http://dx.doi.org/10.5840/acpq20027639.

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Baer, Wolfgang. "Introduction to cognitive action theory." Journal of Physics: Conference Series 1251 (June 2019): 012008. http://dx.doi.org/10.1088/1742-6596/1251/1/012008.

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Shallice, Tim. "From lesions to cognitive theory." Nature Neuroscience 6, no. 3 (March 2003): 215. http://dx.doi.org/10.1038/nn0303-215.

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Meyerm, Richard. "Integrating Cognitive Theory and Theology." American Journal of Pastoral Counseling 2, no. 4 (October 1999): 3–29. http://dx.doi.org/10.1300/j062v02n04_02.

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Sweller, John, and Paul Chandler. "Evidence for Cognitive Load Theory." Cognition and Instruction 8, no. 4 (December 1991): 351–62. http://dx.doi.org/10.1207/s1532690xci0804_5.

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BEREJIKIAN, JEFFREY D. "A Cognitive Theory of Deterrence." Journal of Peace Research 39, no. 2 (March 2002): 165–83. http://dx.doi.org/10.1177/0022343302039002002.

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Grote, Christopher L. "Cognitive Theory Applied to Emotion." Contemporary Psychology: A Journal of Reviews 40, no. 2 (February 1995): 153. http://dx.doi.org/10.1037/003419.

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Rehm, Lynn P. "Cognitive Clinical Theory and Depression." Psychological Inquiry 3, no. 3 (July 1992): 258–60. http://dx.doi.org/10.1207/s15327965pli0303_13.

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Fatemi, Mehdi, and Simon Haykin. "Cognitive Control: Theory and Application." IEEE Access 2 (2014): 698–710. http://dx.doi.org/10.1109/access.2014.2332333.

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