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Books on the topic 'Design for cognitive difficulties'

Author: Grafiati

Published: 25 June 2021

Last updated: 6 February 2022

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1

1949-, McShane John, ed. Children's learning difficulties: A cognitive approach. Oxford, UK: Blackwell, 1993.

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2

Frank, Bott, ed. Software design, cognitive aspects. London: Springer, 2002.

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3

Détienne, Françoise. Software Design — Cognitive Aspects. Edited by Frank Bott. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0111-6.

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4

Cognitive function analysis. Stamford, Conn: Ablex Pub. Corp., 1998.

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5

Lieto, Antonio. Cognitive Design for Artificial Minds. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781315460536.

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6

Hinchcliffe, Vivian. The social-cognitive development of children with severe learning difficulties. Uxbridge: Brunel University, 1995.

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7

Philip, Thompson. Cognitive development through design and technology. [Guildford]: [University of Surrey], 1995.

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8

Onken, Reiner, and Axel Schulte. System-Ergonomic Design of Cognitive Automation. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-03135-9.

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9

A, Farmer James, and Wolff Phillip M, eds. Instructional design: Implications from cognitive science. Englewood Cliffs, NJ: Prentice Hall, 1991.

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10

Brien, Robert. Science cognitive & formation. 3rd ed. Sainte-Foy: Presses de l'Université du Québec, 1997.

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11

J, Schraw Gregory, and Ronning Royce R, eds. Cognitive psychology and instruction. 3rd ed. Upper Saddle River, N.J: Merrill, 1999.

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12

J, Schraw Gregory, Ronning Royce R, and Glover John A. 1949-, eds. Cognitive psychology and instruction. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1995.

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13

Lessler, Judith T. Questionnaire design in the cognitive research laboratory. Hyattsville, Md: U.S. Dept. of Health and Human Services, Public Health Service, National Center for Health Statistics, 1989.

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14

Onken, Reiner. System-ergonomic design of cognitive automation: Dual-mode cognitive design of vehicle guidance and control work systems. Berlin: Springer, 2010.

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15

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

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16

Bruning, Roger H. Cognitive psychology and instruction. 5th ed. Boston: Pearson, 2011.

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17

Cognitive interviewing: A tool for improving questionnaire design. Thousand Oaks, Calif: Sage Publications, 2005.

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18

Harris, Don, ed. Engineering Psychology and Cognitive Ergonomics: Cognition and Design. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58475-1.

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19

Song, Yi, and Jiang Xie. Broadcast Design in Cognitive Radio Ad Hoc Networks. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12622-7.

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20

Harris, Don, and Wen-Chin Li, eds. Engineering Psychology and Cognitive Ergonomics. Cognition and Design. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49183-3.

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21

Instructional guidance: A cognitive load perspective. Charlotte, NC: Information Age Publishing, Inc., 2015.

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22

Rasmussen, Jens. A framework for cognitive task analysis in systems design. Roskilde, Denmark: Riso National Laboratory, 1985.

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23

Cognitive biases in design: The case of tropical architecture. Delft, The Netherlands: Design Knowledge System Research Centre, Faculteit Bouwkunde, Technische Universiteit Delft, 2001.

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24

Gallini, Joan K. Instructional design for computers: Cognitive applications in BASIC andLogo. Glenview, Ill: Scott, Foresman, 1989.

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25

Kalyuga, Slava. Cognitive load factors in instructional design for advanced learners. New York: Nova Science Publishers, 2009.

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26

Cognitive load factors in instructional design for advanced learners. New York: Nova Science Publishers, 2009.

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27

Fahim, Amr. Radio Frequency Integrated Circuit Design for Cognitive Radio Systems. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-11011-0.

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28

Douglas, Graeme G. A. Cognitive styles and instructional design in education and training. Birmingham: University of Birmingham, 1993.

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29

The effective teachers guide to moderate, severe and profound learning difficulties (cognitive impairments): Practical strategies. 2nd ed. Milton Park, Abingdon, Oxon: Routledge, 2012.

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30

1952-, Woods David D., ed. Joint cognitive systems: Foundations of cognitive systems engineering. Boca Raton, FL: Taylor & Francis, 2005.

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31

E, Gredler Margaret, ed. Instructional design for computers: Cognitive applications in BASIC and Logo. Glenview, Ill: Scott, Foresman, 1989.

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32

Design Systems with Users in Mind: the Role of Cognitive Artefacts (Colloquium) (1995 Savoy Place, London). Design systems with usersin mind: The role of cognitive artefacts. London: IEE, 1995.

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33

Instructional design in technical areas. Camberwell, Vic: ACER Press, 1999.

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34

Reeves, Wayne W. Learner-centered design: A cognitive view of managing complexity in product, information, and environmental design. Thousand Oaks, Calif: Sage Publications, 1999.

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35

Managing cognitive load in adaptive multimedia learning. Hershey PA: IGI Pub., 2008.

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36

M, Nezu Christine, and Lombardo Elizabeth, eds. Cognitive-behavioral case formulation and treatment design: A problem-solving approach. New York, NY: Springer Pub. Co., 2004.

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37

Crowston, Kevin. Cognitive science and organizational design: A case study of computer conferencing. Cambridge, Mass: Center for Information Systems Research, Sloan School of Management, Massachusetts Institute of Technology, 1986.

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38

Byrne, Majella, Suzanne Jolley, and Emmanuelle Peters. Cognitive behaviour therapy for psychosis. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198828761.003.0011.

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This chapter outlines current cognitive behaviour therapy approaches for positive psychotic symptoms and their theoretical underpinnings. The difficulties of translating research into frontline practice are examined, with recommendations for effective implementation. Evidence for the effectiveness of cognitive behaviour therapy for psychosis (CBTp) is reviewed, identifying challenges in the design, conduct, and interpretation of evaluations. New developments are highlighted, including specific interventions designed to target single psychological processes hypothesized to cause or maintain distressing psychotic symptoms. The current evidence for CBTp specifically for those with persisting and distressing positive symptoms of psychosis, who either do not respond to medication or have chosen not to take medication, is outlined. Finally, predictors of good outcome in CBTp are presented.

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39

Gilleen, James. Cognitive Enhancement in Schizophrenia. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.003.0009.

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Schizophrenia is characterized by a constellation of heterogeneous symptoms including hallucinations and delusions, motivational and social deficits, and cognitive impairments. Although positive symptoms have historically been the target for drug development, in recent years, attention has turned to cognitive and negative symptoms. Cognitive deficits in schizophrenia are associated with significant impairments in functional, social, and employment outcomes, and although they are widely researched and relatively well understood, there are no currently approved compounds to treat them. This chapter provides a selective review of the current status of approaches developed to improve cognition in schizophrenia. It covers pharmacological approaches as well as cognitive training and cognitive remediation techniques. It also explores the various study design issues and challenges that contribute to the difficulties in discovering reliable ways to improve the cognitive deficits present in schizophrenia.

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40

Harrison, Amy. Cognitive Remediation Therapy for Eating Disorders. Edited by W. Stewart Agras and Athena Robinson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190620998.013.21.

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Eating disorders (EDs) have been described as among the most difficult psychiatric disorders to treat. Intervening early appears to be associated with better prognosis, although a subgroup of 20% of individuals may develop a more severe and enduring form of illness, which is associated with higher rates of mortality. Many patients with EDs who come into contact with clinical services may have extreme ambivalence toward change, which is often observed through high treatment dropout rates and difficulties engaging in treatment. This chapter outlines cognitive remediation therapy (CRT) for eating disorders, a treatment enhancer designed to support individuals with severe and complex forms of illness. This chapter explores how CRT has been used, examines its efficacy, reflects on its place as part of an overall treatment package for patients with EDs, and finally, explores options for future research in the field.

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41

Abrahams, Sharon, and Christopher Crockford. Cognitive and behavioural dysfunction in ALS and its assessment. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198757726.003.0008.

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Cognitive and behavioural dysfunction in amyotrophic lateral sclerosis (ALS) occurs in up to half of patients with a spectrum from ALS with no cognitive or behavioural impairment to ALS with frontotemporal dementia (FTD). ~ 15% have a full blown ALS-FTD syndrome, while ~ 35% show milder and specific deficits on verbal fluency, executive and language functions and social cognition. Patients may show a behavioural syndrome that ranges from mild specific difficulties to changes that fulfil diagnostic criteria for behavioural variant-FTD. Apathy is the most prevalent symptom, but disinhibition, perseveration, loss of sympathy/empathy, and change in eating behaviour are also described. The importance of assessment is increasingly recognized. A distinction is made between brief assessment tools useful within ALS clinics and more extensive neuropsychological assessment by a qualified clinical neuropsychologist. Newly developed assessments specifically designed for ALS are available and will make valuable contribution to clinical care.

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42

Cascio, M. Ariel, and Eric Racine, eds. Research Involving Participants with Cognitive Disability and Difference. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198824343.001.0001.

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Research Involving Participants with Cognitive Disability and Difference: Ethics, Autonomy, Inclusion, and Innovation provides timely, multidisciplinary insights into the ethical aspects of research that includes participants with cognitive disability and differences. These include conditions such as intellectual disability, autism, mild cognitive impairment, and psychiatric diagnoses. Research participants with cognitive disabilities and differences may be considered a vulnerable population, which may trigger protective responses. At the same time, they should also be empowered to participate in research in order to foster the growth of knowledge and the improvement of practices. For research participants with cognitive disabilities or differences, participating in research that concerns them follows the Disability Rights Movement’s call “Nothing About Us Without Us” and is a vital component of the principle of justice. However, cognitive disabilities and differences may pose challenges to ethical research, particularly with respect to the research ethics principle of autonomy for a variety of reasons. Several alternative or modified strategies, for example when obtaining informed consent, have been used by researchers. The chapters in this volume describe situations where difficulties arise, explore strategies for empowerment and inclusion, drawing on both empirical and normative research to offer suggestions for research design, research ethics, and best practices that empower people with cognitive disabilities and differences to participate in research while respecting and managing potential coercion or undue influence. Contributions from scholars in anthropology, sociology, ethics, child studies, health and rehabilitation sciences, philosophy, and law address these issues in both clinical and social/behavioral research.

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43

Van Herwegen, Jo, and Annette Karmiloff-Smith. Genetic Developmental Disorders and Numerical Competence across the Lifespan. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.031.

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Due to their frequent uneven cognitive profiles, genetic developmental disorders allow researchers to investigate which numerical sub-system of those present in typically developing infants best predicts subsequent numerical abilities. More importantly, they can provide evidence of which other cognitive abilities outside number are necessary for the successful development of these numerical sub-systems. We discuss evidence from cross-syndrome comparisons of adults, adolescents, children, and infants with Williams syndrome and those with Down syndrome to show that the approximate magnitude sub-system is crucial for later number development. In addition, we show that specific problems outside the number domain, and within basic-level visual and attention systems contribute to an explanation of the difficulties and proficiencies observed within each genetic disorder. Finally, we argue that a truly developmental approach is critical when using the cross-syndrome design in order to reveal subtle differences that impact over time on the development of cognitive abilities.

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44

Détienne, Françoise. Software Design: Cognitive Aspects. Springer, 2001.

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45

Software Design - Cognitive Aspects. London: Springer London, 2002.

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46

Thomas, David Dylan. DESIGN FOR COGNITIVE BIAS. A BOOK APART, 2020.

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47

Cognitive Systems: Human Cognitive Models In Systems Design. Lawrence Erlbaum Associates, 2005.

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48

Goldsmith, Timothy E., Chris Forsythe, and Michael L. Bernard. Cognitive Systems: Human Cognitive Models in Systems Design. Taylor & Francis Group, 2015.

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49

Chris, Forsythe, Bernard Michael L, and Goldsmith Timothy E, eds. Cognitive systems: Human cognitive models in systems design. Mahwah, N.J: L. Erlbaum Associates, 2006.

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50

Carayon, Pascale, and Peter Hoonakker. Organizational Design and Cognitive Work. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199757183.013.0013.

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