To see the other types of publications on this topic, follow the link: Theory of Cognitive Mediation.
Dissertations / Theses on the topic 'Theory of Cognitive Mediation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Theory of Cognitive Mediation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Bagnall, Jamie. "A Field Test of Garland's Cognitive Mediation Theory of Goal Setting." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc501053/.
Full textAbstract:
The present study examined Garland's cognitive mediation theory of goal setting in a three-minute basketball shooting task. The effects of different goal conditions were also investigated along with achievement motivation and self-motivation as mediating constructs of performance. Subjects (N=150) were males and females, assigned to one of five goal conditions: "do your best", easy, moderate, hard, and improbable. Results indicated no performance differences between the different goal conditions, with subjects in the "do your best" condition performing as well as subjects in the other goal conditions. Results also yielded partial support for Garland's cognitive mediation theory with task goals influencing performance through its influence on performance expectancy. Furthermore, a negative correlation between achievement motivation and performance was found for females in the improbable goal condition and a positive correlation was found between self-motivation and performance for females in the easy goal condition.
2
Lyndon, Edward Harry. "Conceptual mediation : a new theory and a new method of conceptual change /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phl988.pdf.
Full text
3
Williams, David Michael. "Multi-Phase Mediator Analysis of a Social Cognitive Church-Based Physical Activity Intervention." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11173.
Full textAbstract:
This study tested an integrated social cognitive model of physical activity intention formation, onset, and maintenance among sedentary participants (N = 465) in a church-based, social cognitive, physical activity intervention. Three separate models were tested via structural equation modeling. Each model provided a good fit to the data. The models explained 28%, 19%, and 9% of the variance in intention formation, physical activity onset, and physical activity maintenance, respectively. Consistent with hypotheses, self-efficacy mediated the effect of positive outcome expectancy on behavioral intention, adoption of behavioral strategies mediated the effect of the intervention on physical activity onset, and maintenance of self-efficacy mediated the effect of the intervention on physical activity maintenance. Contrary to hypotheses, change in self-efficacy from baseline to post-assessment and perceived satisfaction with intervention outcomes did not have effects on physical activity onset or maintenance. The findings provide preliminary evidence that physical activity intention formation, onset, and maintenance are distinct processes driven by different determinants before, during, and following a social cognitive physical activity intervention.Ph. D.
4
Brown, Alison Fiona. "An investigation into the pedagogy in a maintained nursery with provision for children with severe and complex additional needs using sociocultural approaches to explore the mediation of cognitive development and inclusion." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5108/.
Full textAbstract:
The research was a case study into the pedagogy in a maintained nursery with a specialist provision for children with severe and complex additional needs (AN). It used conceptual frameworks developed within a sociocultural approach from Vygotsky’s (1978) theory to investigate the mediation of children’s cognitive development and inclusion, regarded as participation, by the pedagogy and practitioners. Rogoff’s (1995) Three Planes of Analysis was adopted as a unifying conceptual framework to represent the pedagogy. Data was collected from: semi-structured interviews with 13 practitioners working with children with and without AN in the mainstream and specialist provision; observations of Mediated Learning Experiences (MLEs) between practitioners and children with and without AN, and observations of two children, one with and one without AN during a session in the nursery. A thematic analysis of the data (Braun and Clarke, 2006) suggested themes relating to practice, learning and cognitive development and participation within the community plane; mediation of learning and cognitive development within the interpersonal plane and mediation of participation within the personal plane. Cultural Historical Activity Theory (CHAT) (Engeström, 1999) was used to show the interconnected activity systems that constituted the pedagogy within and between these three planes. Implications for EP practice were suggested.
5
Scotland, James. "Participating in a shared cognitive space : an exploration of working collaboratively and longer-term performance of a complex grammatical structure." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32739.
Full textAbstract:
Qatar’s education system has recently been subjected to a process of deep structural reform. One of the beliefs which underpins this reform is the assumption that learner-centred pedagogy is more effective than traditional teacher-centred pedagogy. However, there is limited empirical evidence from a Qatari classroom context regarding the effectiveness of using learner-centred pedagogies. This lack of empirical evidence extends to the teaching of English as a foreign language. This study employed Vygotskian sociocultural theory as a lens to investigate the effects of working collaboratively on learners’ longer-term performance of two grammatical structures, the simple past passive and the present continuous passive, as well as the cognitive processes involved. Interventionist dynamic assessment was used to quantify the linguistic performance of male Arabic undergraduate EFL learners (N = 52) three times (pretest, posttest, and delayed posttest) over a 12-week period. In-between the pretest and the posttest, six form-focused treatment tasks were administered. The experimental group (n = 20) completed the treatment tasks collaboratively; the comparison group (n = 16) completed the treatment tasks individually; and the control group (n = 16) did not complete the treatment tasks. In addition, the genetic method was employed to trace the linguistic development of four participants in the experimental group. These four participants were audio-recorded as they collaboratively completed each treatment session. Mood’s median test (Mood, 1954) found a pretest to posttest statistically significant difference (M = 7.70, df = 1, p = 0.01) between the performances of the experimental and control groups for the structure of the simple past passive which is moderate to large in size (Cramér’s V = 0.46). However for both target structures, no statistically significant difference was found between the experimental group and the comparison group, suggesting that the treatment condition of working collaboratively was not more effective in promoting learners’ linguistic development than the treatment condition of working individually. Additionally, the descriptive statistics revealed high levels of individual variation. Of the four participants who were audio-recorded, the journey of one learner is presented. This data was analysed using a microgenetic approach with LREs (Swain and Lapkin, 1995, 1998, 2002) as the unit of analysis. The microgenetic analysis shows how working collaboratively provides learners with access to a shared cognitive space. Within this space, they can employ language as a cognitive tool to access other-regulation from their peers and deploy their own self-regulatory strategies. The experience of an individual was explored within the context of the linguistic gains made by the collective to whom he belongs. Thus, even though the statistical analysis of the results suggests that working collaboratively is not more effective in facilitating learners’ linguistic development than working individually, the process of language learning has been connected to the outcome of language learning through the results of the descriptive statistics and the microgenetic analysis. This study contributes to a better understanding of: the types of pedagogies that may be effective in a Qatari undergraduate context, why collaborative learning can be effective, how knowledge which is initially social can take on a psychological function, and how the Vygotskian sociocultural methodologies of the genetic method and dynamic assessment can be integrated into an SLA design.
6
D'Alessandro, David U. "Development and validation of the Child and Adolescent Dysfunctional Attitudes Scale : tests of Beck's cognitive diathesis-stress theory of depression, of its causal mediation component, and of developmental effects." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84500.
Full textAbstract:
Beck's cognitive diathesis-stress theory has generated much research into the etiology of depression. Central to the theory are depressogenic schemata that interact with stressors, resulting in increases in depressive symptomatology. These schemata are commonly assessed using the Dysfunctional Attitudes Scale (DAS). Importantly, the DAS was not designed for use in children---it has been validated with adults and contains advanced language. Thus, the Child and Adolescent Dysfunctional Attitudes Scale (CADAS) was developed.Study 1 sought to psychometrically validate the CADAS. 453 children completed the CADAS item pool and measures assessing divergent validity. The CADAS was readministered 3 weeks later. Items were retained based on item-total correlations, internal consistency, and factor analyses. The finalized CADAS is a 22-item self-report measure with a unidimensional factor structure and sound psychometric properties.
Study 2 tested Beck's theory using the CADAS to assess depressogenic schemata as a vulnerability factor for depression. An independent sample of 241 children completed the CADAS and a measure of depression one week before receiving school report cards (Time 1). The morning after receiving reports (Time 2), stress was assessed by obtaining parents' reactions to reports, and with an index of children's subjective acceptable grades compared to actual grades. Five days later (Time 3), depression was reassessed.
As hypothesized, regression analyses collapsing across age revealed that Time 1 CADAS interacted with Time 2 parental stress to predict changes in depression from Times 1 to 3. High-CADAS children showed greater increases in depression relative to low-CADAS children when facing the stress of parental anger and disappointment regarding their grades. Consistent with cognitive-developmental theory, planned supplemental analyses indicated that the CADAS x stress interaction predicted depressive changes only in older, formal-operational children. The relationship between the CADAS x stress interaction and depressive changes was mediated by negative views of the self, but not by views of the world or of the future.
This work yields a measure of depressogenic schemata in school-aged children that further contributes to understanding their etiology of depression. These schemata, together with negative views of oneself, may be important targets for modification in the cognitive therapy of childhood depression.
7
BAUDEL, Roberta Macedo. "Condicionantes e resultados da utilização de um novo sistema de informações gerenciais: um estudo da adoção do SIGProj na Extensão da UFPE." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/18584.
Full textAbstract:
Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-04-19T13:24:10Z
No. of bitstreams: 2
license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
Dissertação (2016.08.08) - Roberta Macedo Baudel.PDF: 3291106 bytes, checksum: 0b9f115e031e5f73c7188b6581f26b90 (MD5)Made available in DSpace on 2017-04-19T13:24:10Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação (2016.08.08) - Roberta Macedo Baudel.PDF: 3291106 bytes, checksum: 0b9f115e031e5f73c7188b6581f26b90 (MD5) Previous issue date: 2016-08-08
O presente trabalho propôs pesquisar aspectos decorrentes da adoção de um Sistema de Informação Gerencial (SIGProj), no contexto da Extensão Universitária da UFPE, tomandose como base as premissas da Teoria da Mediação Cognitiva e a perspectiva da Sociomaterialidade. Para essa investigação, realizou-se uma pesquisa quantitativa com dados coletados de 173 extensionistas através de questionário estruturado (online), buscando averiguar os diferentes níveis de apropriação do SIGProj, suas implicações e impactos individuais e institucionais, descrevendo elementos envolvidos nos resultados. A fundamentação teórica abordou três grandes temas: Mudanças Organizacionais, Tecnologias nas Organizações e Universidades Públicas Brasileiras, detalhando sobre Inovação tecnológica, Sistemas de informação, Extensão Universitária e sua Sistematização. O presente trabalho evidenciou a relevância em estudar fenômenos que envolvem a interação entre tecnologias e organizações, em diferentes níveis de análises, verificando como essas tecnologias, recorrentemente reforçam e transformam configurações estruturais da organização, fazendo destaque à Hipercultura como viabilizadora da incorporação e domínio das tecnologias digitais. Com respeito ao tratamento dos dados, realizaram-se análises estatísticas descritivas e inferenciais auxiliadas pela Teoria das Facetas. Os objetivos foram atendidos e as hipóteses foram adequadamente confirmadas, onde características hiperculturais dos extensionistas mostram-se relevantes para a apropriação de uma ferramenta tecnológica, bem como, diferentes formas de apropriação, determinam diferentes práticas na microdinâmica estudada. Dois importantes achados indicaram que a delegação pode apresentar tanto efeito positivo, quanto negativo, a depender do nível de apropriação do indivíduo e que, o uso da ferramenta em situação cumulativa de papeis aumenta o nível dessa apropriação. Considerações finais e recomendações enfatizam a necessidade de melhores interações com a tecnologia digital, a fim de propiciar melhoria nos resultados.
The present work has proposed to research aspects as result of the adoption of a Management Information System, namely SIGProj in the context of The University Extension at UFPE, having as basis the premises of Theory of Cognitive Mediation and the Sociomateriality perspective. In order to conduct the investigation, a quantitative survey was performed by gathering data from 173 members of The Department of Extensão through an online-based structured questionnaire, aiming to explore the different appropriation levels of the SIGProj, its implications, as well as the individual and institutional impacts, thus describing the elements involved in the results. The theoretical foundation addressed three major themes: Organizational Change, Technologies in Organizations and Brazilian Public Universities, while providing details related to the Technological Innovation, Information Systems, University Extension and its Systematization. The present work evidenced the relevance of studying phenomena that encompass the interaction between technologies and organizations at different levels of analyses, by verifying how these technologies recurrently reinforce and transform structural configurations of the organization, with particular emphasis on the Hyperculture as enabler of the assimilation and know-how of the digital technologies. With regard to data processing, descriptive and inferential statistics analysessupported by the Teoria das Facetas were performed. The objectives were accomplished, as well as the hypotheses were properly ratified. Hypercultural characteristics of Extension members evidenced their relevance for the appropriation of a technological tool, as well as different forms of ownership determine different practices in the micro-dynamics covered in the study. Two important findings indicated that the delegation may have positive effects, or negative, depending on the individual mastery level and that the use of the tool in cumulative situation of roles increases the level of this mastery. Conclusions and recommendations emphasize the need for better interaction with digital technology in order to provide improved results.
8
ASFORA, Silvia Cauás. "Fatores condicionantes da relação entre indivíduos e a Iead: hipercultura, atitudes, desempenho e satisfação." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17166.
Full textAbstract:
Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-06-28T17:45:27Z
No. of bitstreams: 2
license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
TESE FINAL_SILVIA CAUÁS ASFORA.pdf: 3365095 bytes, checksum: a39799eb8e64e2deca2accc20dd9525d (MD5)Made available in DSpace on 2016-06-28T17:45:27Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE FINAL_SILVIA CAUÁS ASFORA.pdf: 3365095 bytes, checksum: a39799eb8e64e2deca2accc20dd9525d (MD5) Previous issue date: 2015-09-09
A Educação a Distancia mediada pela internet (iEaD) é uma modalidade de ensino na qual a mediação didático-pedagógica dos processos de ensino e aprendizagem ocorre com a utilização das Tecnologias de Informação e Comunicação (TIC’s), estando os estudantes e professores desenvolvendo atividades educativas em lugares ou tempos diversos. O objetivo deste estudo é investigar como a hipercultura está relacionada ao sucesso dos indivíduos em atividades de iEaD no contexto de cursos voltados para conteúdos ligados à administração de empresas, considerando as influências intervenientes de variáveis psicossociais e educacionais. O trabalho em questão apoia-se em três estudos hipotético-dedutivos, observacionais e transversais, possuindo como marco teórico a Teoria da Mediação Cognitiva (TMC) e o conceito de hipercultura. A estratégia utilizada na pesquisa foi quantitativa, seguida de análises estatísticas dos dados; quanto ao meio de investigação, foram utilizadas pesquisas de campo tipo survey com coleta de dados primários; para instrumento de coleta de dados, foram utilizados questionários e também bases de dados institucionais de uso e desempenho em sistemas de iEaD. Na análise e interpretação dos dados, foram utilizados métodos estatísticos diversos bem como conceitos da teoria das probabilidades. A sociodemografia das amostras foi caracterizada por meio de estatística descritiva, o mesmo ocorrendo com as principais variáveis dependentes. Testes de hipótese e coeficientes de correlação foram utilizados para avaliar o grau de associação entre pares de variáveis. A análise de aglomerados, análise fatorial, smallest space analysis e a teoria das facetas foram usadas para avaliações multivariadas. Em função dos resultados obtidos, foram empregadas ainda técnicas de regressão múltipla para o levantamento de modelos e análises de confiabilidade para determinar a consistência de indicadores. Os resultados da pesquisa revelaram que o sucesso de alunos no iEaD depende da combinação do grau de internalização da hipercultura dos alunos com o grau de hiperculturalidade do curso. A hiperculturalidade dos alunos está positivamente correlacionada a um melhor desempenho e a uma menor evasão quando os cursos apresentam características mais hiperculturais. Alunos de baixa hiperculturalidade tendem a um melhor desempenho, menor insatisfação e menor evasão em curso menos hiperculturais. Cursos de baixa hiperculturalidade exercem influência negativa nos alunos de alta hiperculturalidade levando-os a um pior desempenho e à evasão. Foi evidenciado também que as atitudes de demandantes do ensino superior em relação ao iEaD são positivamente influenciadas pelo seu grau de internalização da hipercultura e que existe correlação positiva e estatisticamente significativa entre os valores atribuídos a todos os aspectos do iEaD e a disposição em cursar o ensino superior nesta modalidade. Foi também observado que a hipercultura está associada a um determinado tipo de cognição (pensamento visual, busca por atualização e obtenção de notícias) e também associada a determinados tipos de atitudes (abertura, extroversão, sociabilidade)
Internet based distance education (iEaD) comprises teaching methods in which the didactic-pedagogic mediation of the teaching processes occurs with the use of Information and Communication Technology (ICT), with teachers and students developing educational activities in different sites at different times. The main goal of this research work is to investigate the hyperculture related with individuals accomplishments on iEaD, associated to Business Administration courses, considering the influence of psycho-social and educational variables. This research is based on three hypothetic-deductive, observational, and cross-sectional studies, using Cognitive Mediation Theory and Hyperculture as theoretical framework. This research utilizes a quantitative strategy, followed by data statistical analysis. Data collection was driven by students' surveys, as well as online institutions' information regarding iEaD use and performance. Data analysis was based on various statistical methods, and probability theory. The sampling frame socio-demographic aspect, as well as the dependent variables, were defined by descriptive statistics. Hypothesis tests and correlation coefficients were used to measure the degree of association between variables. Multivariate evaluation utilized cluster sample analysis, factorial analysis, smallest space analysis, and facet theory. On the basis of the results, consistency indicators were determined by using multiple regression techniques and reliability analysis. The results obtained showed that students' performance is based on students specific levels of Hyperculture and iEaD courses hyperculture. When students and courses are hypercultural, better performance and lower drop rate were found. Less hypercultural students have better performance with less hypercultural courses. Courses with less hypercultural aspects have a negative influence on hypercultural students showing a lower performance and higher drop rate. Students' attitude towards internet based distance education (iEaD) is influenced by their hypercultural aspects. There is a correlation between iEaD course value and the desire to take online classes for post-secondary education. This research also found that hyperculture is associated with some kinds of cognition (visual thinking, search for up-to-date information, news search), and attitudes (openness, extroversion, socialization).
9
Van, Gestel Gregory. "Expanding Mediation Theory : Gang Conflict and Mediation in El Salvador." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352965.
Full textAbstract:
The field of mediation within peace and conflict studies has remained almost entirely focused on state-based armed conflicts and traditional non-state armed groups (NSAG). This restricts our ability to address other actors and emerging forms of conflict in non-conflict and post-conflict settings. This includes a certain classification of gangs who display strong similarities to typical NSAGs. This study analyses gang mediation and its effects on levels of violence in gang conflicts in El Salvador through the lens of traditional mediation theory from the field of peace and conflict studies. It seeks to answer the question, how does mediation influence levels of violence within gang conflicts? More specifically, addressing the hypotheses that, mediation between gangs, and government support for mediation, will likely lead to lower levels of violence. Using a qualitative comparative case study method, employing a structured, focused comparison between three different time periods in El Salvador, I find support for both hypotheses, showing that gang mediation leads to a significant reduction in violence albeit conditional on government support. In addition, factors such as dialogue, information sharing, leverage, concessions and the signing of an agreement are essential in the process between mediation and lower levels of violence.
10
Fu, Ho-ying, and 符可瑩. "The social cognitive mediation of multiple enculturation and values." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31238476.
Full text
11
Martin, Jessie D. "Cognitive control and prospective memory performance: A mediation approach." Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54324.
Full textAbstract:
The majority of memory research, and research on its cognitive underpinnings has thus far focused on retrospective memory, or memory for things learned or rehearsed in the past. More recently, however, prospective memory, or the memory for future intentions, has become a major area of research. It is theorized that prospective and retrospective memory may both rely on similar constituent parts such as working memory and selective attention; the relationship between these constructs and prospective memory is, however, significantly less clear than for retrospective memory. In this study we sought to further clarify the role that cognitive process play in prospective memory performance using an SEM approach that included monitoring as a mediating variable in addition to focal, non-focal, and time-based prospective memory task condition. Results suggest a monitoring component is important in both focal and non-focal conditions, and that the type of monitoring observed in this study is related primarily to proactive interference, and reflects participants’ ability to disengage from no longer relevant stimuli¬¬¬.
12
Blackburn, James Walton. "Environmental mediation: expert assessment of an eclectic theory." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/76505.
Full textAbstract:
This dissertation developed an eclectic theory of environmental mediation and submitted it to 31 environmental mediation experts for an assessment of the 63 propositions of the theory. The propositions which represented factors which the mediation experts assessed as important elements contributing to effective mediation were grouped into an ''Essential Model," and the propositions which represented less important elements contributing to effective mediation were grouped into a "Secondary Model." Key dimensions which distinguish the two models were identified. The eclectic theory was developed from the case and theoretical literature, and practitioner comments on the art of environmental mediation. The expert assessment was conducted by submitting an instrument containing 63 propositions to the 31 mediation experts with a request that they rate the importance of each proposition in contributing to effective environmental mediation outcomes. The dissertation presents three alternative general models of mediation, and compares and contrasts the practice of environmental mediation with these models. Recommendations for further research are made, and critical reflections on the state of the art of environmental mediation are presented.Ph. D.
13
Duzert, Yann. "La dynamique de la metamediation dans la gestion cognitive des systemes d'information en reseau." Cachan, Ecole normale supérieure, 2001. http://www.theses.fr/2001DENS0044.
Full textAbstract:
La gestion cognitive operee par un mecanisme dynamique de metamediation consiste donc a elaborer un systeme autonome d'information en reseau. Par son intervention qui etablit la cloture operationnelle des pratiques de mediation, le metamediateur contribue a l'emergence d'un systeme autoorganisateur ayant une identite propre. Cette identite globale peut etre modelisee par une carte cognitive constituee selon des criteres de selection rawlsiens. Elle se definit comme la personnalite morale d'un collectif de mediateurs praticiens. La metamediation s'apparente ainsi au modele d'un etonnant phenomene d'autoconscience a travers l'instrument d'une institution-miroir, paradoxe de tout systeme qui peut se reflechir sur lui-meme, se formaliser pour lui-meme. Par ces representations cognitives ce paradoxe renvoie au reve de l'intelligence artificielle, de la machine pensante ayant une rationalite globale interactive. Ce modele de gestion permet aussi de reduire les couts de transaction, que cette derniere intervienne a travers l'arbitrage du juge ou la negociation d'un mediateur. Plus generalement, faire de la metamediation revient a faire bouger la frontiere paretienne vers de nouveaux equilibres cooperatifs superieurs et donc catalyser le changement vers des routines plus performantes. A travers cette metamediation entre le niveau local des individus et le niveau public global s'elabore la cohabitation dynamique du marche et de l'interet collectif on passe, comme le suggere harsanyi, d'un modele de negociation a un modele d'arbitrage la strategie du metamediateur consiste alors a explorer les meilleurs des equilibres de nash raffines puis de stabiliser par une procedure de zeuthen l'ensemble des equilibres paretiens. La metamediation se definit alors comme etant un instrument de gestion hybride entre un modele d'arbitrage autoritaire (sanctionne) de la justice d'etat et un modele de negociation "douce" (preventive) au sein de la societe civile c'est aussi un modele de gestion de la complexite qui associe la gestion des conflits et la gestion du changement organisationnel. L'une des applications interessantes est que les economies dont les citoyens ont un niveau eleve de confiance reciproque et de rationalite dynamique interactive emergeront comme les plus competitives au xxieme siecle.
14
Joseph, Kishore. ""MEDIATION IN THEORY AND PRACTICE" AN INSIGHT INTO ILLINOIS AGRICULTURAL MEDIATION PROGRAM FROM 1997 - 2007." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791982221&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text
15
Brannon, Laura Ann. "Cognitive mediation of the efficacy of scarcity appeals in compliance-seeking communication /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844485899026.
Full text
16
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.
Full text
17
DiGaetano, Virginia. "Outline of a theory of mediation : anamnesis in urban France." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116009.
Full textAbstract:
This project suggests a method of conflict analysis, anchored in Bourdieu's social theory, that weds approaches within sociological, political, and international relations theory. I focus on the contemporary conflict between the French state, and the substantial population considered "foreign" within France. This tension has regularly exploded into physical confrontation, most notably in the fall of 2005, though violence has been a persistent feature of the urban periphery for more than two decades. Moreover, tensions within France have often been co-opted into a larger "East vs. West" discourse, and this complex relationship is folded into an international conflict to which it may not belong. With this in mind, the project undertakes a thorough analysis of these complexities as they exist in France, proposing finally a means of transforming the conflict from violent to non-violent through a new theory of mediation.
18
Hernandez, Ileana. "Cognitive behavior therapy for anxiety disorders in youth: Treatment specificity and mediation effects." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1423.
Full textAbstract:
The present study investigated the efficacies of Individual CBT (ICBT), Parent Relationship Skill Training (RLST, which targets increasing parental acceptance of youth and increasing autonomy granting) and Parent Reinforcement Skills Training (RLST, which targets increasing parental positive reinforcement and decreasing negative reinforcement). The specific aims were to examine treatment specificity and mediation effects of parenting variables. ICBT was used as a baseline comparison condition.
The sample consisted of 253 youth (ages 5-16 years; M = 9.38; SD = 2.42) and their parents. To examine treatment outcome and specificity, the data were analyzed using analysis of variance within a structural equation modeling framework. Mediation was analyzed via structural equation modeling using MPlus.
Results indicated that ICBT, RLST, and RFST produced positive treatment outcomes across all indices of change (i.e., clinically significant improvement, anxiety symptom reduction) and across all informants (i.e., youths and parents). RLST was associated with incremental reduction in youth anxiety symptoms beyond ICBT, as per youth report. Treatment specificity effects were found for participants in RFST in terms of parental reinforcement, as per parent report only. Treatment mediation was not found for any of the hypothesized parenting variables (i.e., parental acceptance, parental autonomy granting, parental reinforcement). The results support the use of CBT involving only the youth and the parent and youth together for treating youth anxiety. The findings’ implications are further discussed in terms of the need to conduct further meditational treatment outcome designs in order to continue to advance theory and research in youth anxiety treatment.
19
Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.
Full text
20
Khateeb, Majeda Education Faculty of Arts & 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.
Full textAbstract:
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.
21
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.
Full textAbstract:
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.
22
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.
Full text
23
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.
Full text
24
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.
Full textAbstract:
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.
25
Kane, Peter William. "Representation and meaning : the erasure of mediation in contemporary text theory." Thesis, University of Canterbury. Department of English, 1988. http://hdl.handle.net/10092/3801.
Full textAbstract:
This thesis undertakes an examination of theories describing the generation of meaning in
various forms of representation, with specific reference to literary texts, photography and
cinema. Proceeding from Derrida's claim that all signification may be classed as a
general form of Writing, I consider the consequences of analysing the individual forms of
representation from within a general system.
The classical representation of self-presence in speech is examined, and the
metaphysical notions derived from the apparent proximity of voice to thought, on the
basis of instantaneous production, are challenged. As a result, the claims regarding
presence and atemporality in the analogical representation of the photograph and the
motion picture projection are critically examined; and the closure of mediation and
meaning in the speech/writing and author/text hierarchies is subjected to deconstructionist
analysis. Text theory often acknowledges Lacanian psychoanalysis, and Lacan's theory
of the signification of desire is evaluated for its relationship to traditional models of
representation. The Lacanian influence in Barthes's work is traced through the notion of
textual desire developed in SIZ, and Barthes's claims regarding the meaning of myth and
code are examined for their erasure of textual mediation.
With the conclusion that claims to "truth" and the original encounter of
"presence" in representation are founded on erasure and the privileging of secondary
phenomena, the thesis incorporates examples of texts, such as Desperately Seeking
Susan, which evoke the traditionally elided material; because the label "feminine" is
usually applied to the excluded features of representation, the contemporary work in this
area often takes a feminist approach, challenging the phallogocentric tradition of Western
society.
26
Jordan, D. W. "Authority, mediation, and response case studies in electrotechnical theory 1880 - 1890." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315221.
Full text
27
Combrink, Aneri. "Cognitive development in planning theory / A. Combrink." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4564.
Full textAbstract:
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.
28
Wells, Michael. "Imagination and mediation: eighteenth-century British novels and moral philosophy." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/324.
Full textAbstract:
This study provides a new account of the evolution of the eighteenth-century British novel by reading it as a response to contemporary interest in, and self-consciousness about, print communication. During the eighteenth century, print went from being a marginal technology to being one with an increasingly wide circulation and a diverse range of applications. The pervasive adoption of print generated anxiety about its positive and negative effects, prompting a series of responses from writers. Examining the work of five British novelists from across the long eighteenth century, this dissertation investigates the influence of eighteenth-century philosophical thinking about human understanding and social interaction on the assumptions that these novelists made about the way their work would be received. In particular, this thesis explores the ways in which these novelists respond to contemporary philosophical ideas about the cognitive functions of the imagination by experimenting with the form of their work in order to generate new kinds of reception. But this study also shows that, while these five novelists drew on the tenets of eighteenth-century moral philosophy, their work exposed a number of the limitations of that philosophy by putting it into practice.
Each chapter in this study focuses on a different aspect of the intersection of mediation and imagination. Chapter One considers the ways in which Locke's understanding of probability informed Richardson's attempts to promote specific affective reading practices with his epistolary fictions and editorial commentary. Chapter Two reads Sterne's manipulations of the material page in Tristram Shandy as an attempt to expose the limitations of print communication and to suggest new ways of reading that could overcome those limitations. Chapter Three examines the writing of Smith, Kames, Mackenzie, Reeve and Godwin in order to illustrate both the promise and the danger that these authors attribute to imaginative sympathy and to the reading practices that promote sympathetic reactions. Chapter Four explores Scott's experiments with a form of fiction that could collapse the distance between writing and orality in order to force readers to reevaluate the complex relationship of sound and writing in the establishment of communities in an age of print.
29
Karazsia, Bryan Thomas. "EXPLORATION OF A COGNITIVE-BEHAVIORAL MODEL OF PARENTAL INFLUENCES ON CHILDREN’S RISK FOR UNINTENTIONAL INJURIES." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1235225044.
Full text
30
Mammadov, Sakhavat. "Personality Predictors of Academic Achievement in Gifted Students: Mediation By Socio-Cognitive and Motivational Variables." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463413093.
Full textAbstract:
This quantitative study investigated the predictive role of the Big Five personality traits on academic achievement and its mediation by self-efficacy in self-regulated learning and academic motivation within the sample of gifted students (N = 161). The ACT or ACT Explore scores were used as a measure of academic achievement. The first question asked about the relationships between the Big Five personality traits and all other measured variables. Agreeableness, conscientiousness, and openness were found to have significant associations with the ACT/ACT Explore composite and subtest scores. The second research question asked if personality, motivation, and self-regulatory efficacy differed by grade and gender. The results revealed that middle school students scored significantly higher than high school students on extraversion. Female students scored higher on neuroticism and lower on extraversion compared to their male counterparts. In addition, female students had more controlled type of motivation than male students. The third question was about the interplay between personality traits, self-regulatory efficacy, academic motivation, and academic achievement. Self-regulatory efficacy, controlled motivation, and autonomous motivation were hypothesized to serve as mediators in the relationships between personality traits and academic achievement. of the Big Five traits, conscientiousness, agreeableness, and openness were presented in the path analysis model. All three personality traits had direct effects on academic achievement. The indirect effects of these traits through specific pathways were estimated. The present study contributes to the research field by revealing important relationships between specific constructs that have been suggested by personality, social cognitive, and self-determination theories. Academic motivation and self-regulatory efficacy established as important mediators of the association between Big Five personality traits and academic achievement. These findings suggest that educators should be aware of their students’ different personality traits. Educators play an important role in promoting self-regulated learning (Peeters et al., 2014) and fostering intrinsic motivation and task engagement (Reeve, 2002). They should be trained to enhance students’ efficacy by developing their self-regulatory skills through internalization of effective strategies for learning. In addition, teachers should learn how to be more autonomy supportive with students. Educational leaders have a key responsibility to make these happen effectively. They should give proactive attention to these requirements and ensure that their teachers are well-equipped to integrate self-regulatory and motivational resources into the school curriculum.
31
Berger, Julia Lizabeth. "A Moderated-Mediation Model of Pay Secrecy." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1378993088.
Full text
32
Grannas, David, and Edvin Volgsten. "Mediation and Interaction with Application to Survival After Myocardial Infarction." Thesis, Uppsala universitet, Statistiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339939.
Full textAbstract:
Previous studies have found that the socioeconomic risk factors education, income and family type were independently associated with mortality after first myocardial infarction (MI). In this population-based cohort study we study how these socioeconomic risk factors are related to the mortality among first MI survivors within 365 days. To this end, we use the four-way decomposition analysis which decomposes the total effect of the exposure into the effect that is due to only mediation, due to only interaction, due to both mediation and interaction and due to neither mediation nor interaction. Using education as exposure and income or family type as mediator two different models are estimated (adjusted for gender, age, region of birth and year of admission). For the model in which income was used as mediator, results show that individuals with lower education and a lower income are at greater risk of mortality, compared to individuals with the highest income level. The mediated effect of income on mortality decreases as the income approaches the highest income. In the model with family type as mediator the mediated effect on mortality was found to be low, meanwhile the direct effect of lower education was most substantial to the total risk of mortality.
33
Bowers, J. M. "Schema theory and memory." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383077.
Full text
34
Jankowska, Gierus Bogumila. "Learning with visual representations through cognitive load theory." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104827.
Full textAbstract:
This study examined two different strategies of learning with diagrams: drawing diagrams while learning or learning from pre-constructed diagrams. One hundred ninety six junior high school students were randomly placed in a condition either to draw while learning about how airplanes fly or to study from pre-constructed diagrams. Before the learning, students' prior knowledge and elaboration strategies were measured. During learning in either condition, students reported their mental effort. Afterwards, students' learning was tested on both a similar task and transfer task. Cook's (2006) theoretical framework, which combines prior knowledge and cognitive load theory on visual representations in science education, was used to analyze the results. Results showed that students' mental effort significantly increased in the drawing condition, yet results on the posttest were mixed. Students did not do better, and sometimes did worse, on the posttest measures when they learned by drawing diagrams versus using pre-constructed diagrams to learn. The exception was that students with low initial prior knowledge did do better. Elaborations strategies did not have an effect on students' achievement or mental effort in either condition.Cette étude a examiné deux stratégies différentes d'apprendre à l'aide des diagrammes: le dessin de diagrammes tout en apprenant ou en apprenant sur la base des diagrammes préconstruits. Cent quatre-vingt-seize étudiants de lycée ont été aléatoirement placés dans une condition où soit ils dessinaient tout en se renseignant sur la façon dont les avions volent ou étudiaient à partir des diagrammes préconstruits. Avant l'étude, les stratégies de connaissance et d'élaboration des étudiants ont été vérifiées. Pendant l'étude sous l'une ou l'autre des conditions, les étudiants signalaient leur effort mental. Suite à cela, l'étude des étudiants est examinée sur une tâche semblable et une tâche de transfert. Cadre théorique de Cook (2006), qui combine la théorie de la connaissance antérieure et de charge cognitive sur les représentations visuelles dans l'éducation de la science, ont été employés pour analyser les résultats. Les résultats ont prouvé que l'effort mental des étudiants a augmenté sensiblement sous condition de dessin, pourtant les résultats sur le post-test étaient mitigés. En règle générale, les étudiants ont fait plus ou moins mauvais sur les mesures de post-test quand ils ont appris en traçant des diagrammes au contraire de l'utilisation des diagrammes préconstruits pour apprendre. Cependant, les étudiants ayant une faible connaissance de base ont mieux exécuté le post-test en traçant leurs propres diagrammes. Les stratégies d'élaborations n'ont pas exercé d' effet sur l'accomplissement ou l'effort mental des étudiants pour chacune des conditions.
35
Lieberman, Joel David 1967. "Cognitive-experiential self-theory and juror decision-making." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282446.
Full textAbstract:
Cognitive-experiential self-theory maintains that there are two principal ways of processing information. The first is in a rational mode; the second is in an experiential (emotional) mode. Previous research has demonstrated that when participants are motivated to process information experientially, they tend to rely on heuristic cues in their decision making. However, when participants are motivated to think in a rational mode, they devote greater attention to the information presented to them, and make more accurate decisions. This may have an impact on legal decision making. Attorneys in personal injury trials often attempt to present their case in a manner directed at either rational or emotional processing, under the assumption that emotional jurors will be supportive of the plaintiff while rational jurors will be supportive of the defendant. However, in an attempt to motivate emotional processing attorneys may inadvertently activate heuristic cues that have an impact on juror decision making, such as the defendant attractiveness bias (previous research has demonstrated that attractive defendants receive more lenient sentences than unattractive defendants). The hypothesis that an attractiveness-leniency effect would occur when individuals were in an experiential mode, but not when they were in a rational mode was tested. Mock jurors were put into either an experiential or rational mode through the use of a number of materials and trial evidence. They were then presented with a photograph of a defendant who was either high or low in physical attractiveness. Following this, a transcript of a personal injury trial and relevant jury instructions were presented. Finally, participants rendered verdicts on a number of measures including monetary damages, liability verdicts, and assessments of negligence. The results indicated that an attractiveness-leniency effect was operative when individuals were in an experiential mode, but not when they were in a rational mode. However, this effect appears to be limited to variables that are emotionally oriented, rather than ones that require analytic reasoning. The paper concludes with a discussion of the potential implications of cognitive-experiential self-theory on juror decision making in a variety of related areas.
36
Raoof, Omar. "Game theory for dynamic spectrum sharing cognitive radio." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/7371.
Full textAbstract:
‘Game Theory’ is the formal study of conflict and cooperation. The theory is based on a set of tools that have been developed in order to assist with the modelling and analysis of individual, independent decision makers. These actions potentially affect any decisions, which are made by other competitors. Therefore, it is well suited and capable of addressing the various issues linked to wireless communications. This work presents a Green Game-Based Hybrid Vertical Handover Model. The model is used for heterogeneous wireless networks, which combines both dynamic (Received Signal Strength and Node Mobility) and static (Cost, Power Consumption and Bandwidth) factors. These factors control the handover decision process; whereby the mechanism successfully eliminates any unnecessary handovers, reduces delay and overall number of handovers to 50% less and 70% less dropped packets and saves 50% more energy in comparison to other mechanisms. A novel Game-Based Multi-Interface Fast-Handover MIPv6 protocol is introduced in this thesis as an extension to the Multi-Interface Fast-handover MIPv6 protocol. The protocol works when the mobile node has more than one wireless interface. The protocol controls the handover decision process by deciding whether a handover is necessary and helps the node to choose the right access point at the right time. In addition, the protocol switches the mobile nodes interfaces ‘ON’ and ‘OFF’ when needed to control the mobile node’s energy consumption and eliminate power lost of adding another interface. The protocol successfully reduces the number of handovers to 70%, 90% less dropped packets, 40% more received packets and acknowledgments and 85% less end-to-end delay in comparison to other Protocols. Furthermore, the thesis adapts a novel combination of both game and auction theory in dynamic resource allocation and price-power-based routing in wireless Ad-Hoc networks. Under auction schemes, destinations nodes bid the information data to access to the data stored in the server node. The server will allocate the data to the winner who values it most. Once the data has been allocated to the winner, another mechanism for dynamic routing is adopted. The routing mechanism is based on the source-destination cooperation, power consumption and source-compensation to the intermediate nodes. The mechanism dramatically increases the seller’s revenue to 50% more when compared to random allocation scheme and briefly evaluates the reliability of predefined route with respect to data prices, source and destination cooperation for different network settings. Last but not least, this thesis adjusts an adaptive competitive second-price pay-to-bid sealed auction game and a reputation-based game. This solves the fairness problems associated with spectrum sharing amongst one primary user and a large number of secondary users in a cognitive radio environment. The proposed games create a competition between the bidders and offers better revenue to the players in terms of fairness to more than 60% in certain scenarios. The proposed game could reach the maximum total profit for both primary and secondary users with better fairness; this is illustrated through numerical results.
37
Brown, Richard James. "An integrative cognitive theory of suggestion and hypnosis." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/1318006/.
Full textAbstract:
On the basis of a critical review of the literature in chapter one, it is concluded that no existing theory of hypnosis is able to provide a satisfactory account of the entire set of behavioural, cognitive, social and physiological evidence pertaining to the phenomenon. In an attempt to rectify this situation, an integrative conceptual framework amalgamating existing theories of hypnosis into a single model on the basis of contemporary cognitive psychological theory is presented in chapters two and three. According to the model, successfully executed suggestions result from the automatic activation of perceptual and behavioural representations following the receipt of triggers by low level attentional systems. By this view, the process involved in hypnotic and non-hypnotic suggestions are essentially the same; however, it is argued that contextual features and state changes associated with the hypnotic situation are responsible for the increased responsivity to suggestions typically displayed therein. In the following chapters, four studies designed to assess predictions from the model are described. In the first two, the related predictions that suggestibility is positively related to a low level processing predisposition and negatively related to a high level processing predisposition were assessed. Both studies provided support for the first hypothesis although no evidence for the second hypothesis was obtained. the third and fourth studies examined the related hypotheses that hypnosis is associated with (i) a low level processing bias; and (ii) a high level processing inhibition. Neither hypothesis received any significant empirical support. In the final chapter, the results of these studies are discussed with reference to the theoretical framework outlined in the introductory chapters. It is concluded that the model provides a fairly good account of suggestion, although certain revisions are required before an adequate account of hypnosis can be offered. Avenues for future research are explored.
38
Polavin, Nicholas Todd. "Cognitive-Experiential Self-Theory in Jury Decision Making." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563386792843479.
Full text
39
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.
Full textAbstract:
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.
40
Sharma, Guarav. "Game Theory and Adaptive Modulation for Cognitive Radios." International Foundation for Telemetering, 2008. http://hdl.handle.net/10150/606210.
Full textAbstract:
ITC/USA 2008 Conference Proceedings / The Forty-Fourth Annual International Telemetering Conference and Technical Exhibition / October 27-30, 2008 / Town and Country Resort & Convention Center, San Diego, CaliforniaIn a multi-user cognitive radio network, there arises a need for coordination among the network users for efficient utilization of the available electromagnetic spectrum. While adaptive modulation alone helps cognitive radios actively determine the channel quality metric for the next transmission, Game theory combined with an adaptive modulation system helps them achieve mutual coordination among channel users and avoids any possible confusion about transmitting/receiving through a channel in the future. This paper highlights how the concepts of game theory and adaptive modulation can be incorporated in a cognitive radio framework to achieve better communication for telemetry applications.
41
Eden, Joel Uzi Atwood Michael E. "The distributed cognitive walkthrough : the impact of differences in cognitive theory on usability evaluation /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2823.
Full text
42
Packard, Mark G. "Differential roles of hippocampus and caudate nucleus in memory : selective mediation of "cognitive" and "associative" learning." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64070.
Full text
43
Cannon, Colleen Kathleen. "Depressive symptoms in patients with chronic pain, delineation and empirical investigation of cognitive-behavioural mediation models." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0028/NQ35954.pdf.
Full text
44
Hinman, Nova G. "The Impact of Trait Cognitive Defusion and Cue Elaboration on Chocolate Craving and Cognitive Resources." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1521831497166375.
Full text
45
Paxton, Marie. "Agonistic democracy and the challenges of diversity : exploring practical applications of conflict mediation." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/28695/.
Full textAbstract:
This research explores whether, and how, theoretical concepts from agonistic democracy could be operationalised in order to mediate conflict in multicultural, pluralist society. It highlights three central themes of agonistic democracy: political contestation, contingency and necessary interdependency. It subsequently demonstrates the various ways in which these themes are employed, delineating three distinct agonistic approaches: the ‘perfectionist’ (as encapsulated by David Owen), the ‘adversarial’ (as represented by Chantal Mouffe), and the ‘inclusive’ (as symbolised by William Connolly and James Tully). The research then considers possible tensions between agonistic assumptions and further institutional consideration, and draws on new institutionalist literature to identify which kinds of institution could be compatible with agonistic democracy. It explores these through an experiment, which employs three distinct discussion frameworks, each representing a different agonistic approach. The research combines insights from the experiment and agonistic literature to gain a deeper insight into agonistic concepts and the potential for their operationalisation. It suggests that perfectionism is valuable in encouraging unity, adversarialism is effective in reviving passions, and inclusivity is useful in enhancing interactions between conflicting citizens. Finally, the research proposes an ‘agonistic day’ and demonstrates how a synthesis of all three approaches could mediate multicultural, pluralist conflict.
46
Thomas, Ryan William. "Cognitive Networks." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28319.
Full textAbstract:
For complex computer networks with many tunable parameters and network performance objectives, the task of selecting the ideal network operating state is difficult. To improve the performance of these kinds of networks, this research proposes the idea of the cognitive network. A cognitive network is a network composed of elements that, through learning and reasoning, dynamically adapt to varying network conditions in order to optimize end-to-end performance. In a cognitive network, decisions are made to meet the requirements of the network as a whole, rather than the individual network components.
We examine the cognitive network concept by first providing a definition and then outlining the difference between it and other cognitive and cross-layer technologies. From this definition, we develop a general, three-layer cognitive network framework, based loosely on the framework used for cognitive radio. In this framework, we consider the possibility of a cognitive process consisting of one or more cognitive elements, software agents that operate somewhere between autonomy and cooperation.
To understand how to design a cognitive network within this framework we identify three critical design decisions that affect the performance of the cognitive network: the selfishness of the cognitive elements, their degree of ignorance, and the amount of control they have over the network. To evaluate the impact of these decisions, we created a metric called the price of a feature, defined as the ratio of the network performance with a certain design decision to the performance without the feature.
To further aid in the design of cognitive networks, we identify classes of cognitive networks that are structurally similar to one another. We examined two of these classes: the potential class and the quasi-concave class. Both classes of networks will converge to Nash Equilibrium under selfish behavior and in the quasi-concave class this equilibrium is both Pareto and globally optimal. Furthermore, we found the quasi-concave class has other desirable properties, reacting well to the absence of certain kinds of information and degrading gracefully under reduced network control.
In addition to these analytical, high level contributions, we develop cognitive networks for two open problems in resource management for self-organizing networks, validating and illustrating the cognitive network approach. For the first problem, a cognitive network is shown to increase the lifetime of a wireless multicast route by up to 125\%. For this problem, we show that the price of selfishness and control are more significant than the price of ignorance. For the second problem, a cognitive network minimizes the transmission power and spectral impact of a wireless network topology under static and dynamic conditions. The cognitive network, utilizing a distributed, selfish approach, minimizes the maximum power in the topology and reduces (on average) the channel usage to within 12\% of the minimum channel assignment. For this problem, we investigate the price of ignorance under dynamic networks and the cost of maintaining knowledge in the network.
Today's computer networking technology will not be able to solve the complex problems that arise from increasingly bandwidth-intensive applications competing for scarce resources. Cognitive networks have the potential to change this trend by adding intelligence to the network. This work introduces the concept and provides a foundation for future investigation and implementation.Ph. D.
47
Williams, Sandra. "Mediational Effects in Cognitive Behavioral Treatment for Anxiety Disorders in Children and Adolescents." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/323.
Full textAbstract:
The current study examined whether variables that have been found to influence treatment outcome serve as mediators of a child and adolescent cognitive behavioral treatment (CBT) anxiety program at multiple time points throughout the intervention. The study also examined mediating variables measured at multiple time points during treatment to determine the time lags necessary for changes in the mediator variable to translate into changes on treatment gains. Participants were 168 youth (ages 6 to 16 years; 54% males) and their mothers who presented to the Child Anxiety and Phobia Program (CAPP) at Florida International University (FIU). Overall, results indicate that the mediators at multiple time points influenced youth anxiety in a fluctuating manner, such that a decrease in skills at one given session caused changes in youth anxiety at a later session. This dynamic between the mediator and outcome may be reflective of the process of therapeutic change and suggests that skills gained from session to session took time to exert their effect on youth anxiety. The methodology employed helps to elucidate how variables mediate treatment outcome in youth anxiety disorders.
48
Handing, Elizabeth. "Mediation and Moderation Analysis of Nutrition, Inflammatory Biomarkers, and Cognition in Older Adults." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5696.
Full textAbstract:
Nutrition can be viewed as a modifiable factor related to maintaining and preserving health in older adults. Previous studies have found that nutritional factors can influence cognitive abilities, however few studies have examined macronutrients and micronutrients as they relate to cognitive functioning. Research has yet to examine the mechanisms related to nutrition, cognition and aging in an older adult population from a holistic and interactive perspective.
This dissertation examined three research questions to better understand the relationship between age, nutrition, cognition, and inflammatory biomarkers. First, is nutrition related to cognition beyond demographic factors? Do individual nutrients serve as mediators? Second, are inflammatory biomarkers significant mediators to cognitive performance? Third, do nutrients and inflammatory markers interact as moderators to cognitive performance?
This study examined 1,317 adults 60 years and older from the National Health and Nutrition Examination Survey III (NHANES III). Macronutrients were collected from a retrospective 24-hour dietary recall, micronutrient values were obtained from blood serum/plasma for vitamin C, vitamin D, vitamin E, homocysteine, iron, folate, and inflammatory biomarkers values were obtained from blood serum/plasma for C-reactive protein, fibrinogen, and ferritin. Cognition was measured by 6 tasks: immediate and delayed word recall, immediate and delayed story recall, orientation, and digit subtraction. All tasks were then combined to form a global cognitive measure.
Results for question one found that after controlling for age, sex, education, and total calorie intake, higher intake of polyunsaturated fat was related to better global cognition and delayed story recall score (std β= .08, p= .028, std β= .08, p=.04 respectively). Greater than 28% of calories from carbohydrate indicated worse global cognition and delayed story recall (std β= -.013, p= .028, and std β= -.158, p= .01). Higher intake of saturated fat and protein were related to worse digit subtraction scores (std β= -.160, p= .02, std β= -.064, p= .02). Higher serum vitamin C, D, and folate levels were related to better global cognition and digit subtraction. Additionally, higher serum vitamin C and D were associated with better orientation score, and folate was related to better immediate and delayed story recall. Building from these relationships, individual mediation models found that serum vitamin C, vitamin D, folate, and ferritin were significant mediators between age and the previously mentioned cognitive tasks.
Results for question two examined mediation between inflammatory markers and cognition and found that higher fibrinogen was related to worse global cognition and digit subtraction. Higher ferritin was associated with better delayed word recall.
Question three investigated the moderating relationship between age, nutrients, and biomarkers, and results found that folate and fibrinogen were significant moderators. Higher serum folate was related to better global cognition and immediate story recall. Ferritin values below 1.2 and above 3.2g/l indicated worse digit subtraction performance. Evidence for a dose-dependent relationship was confirmed.
Results from this project demonstrated that select nutrients (polyunsaturated fat, vitamin C, D, and folate), and inflammatory markers (ferritin and fibrinogen) were associated with cognitive performance across various cognitive domains. Consuming a diet rich in healthy fatty acids, and antioxidants may be beneficial for cognitive health. Future studies should continue to examine the underlying mechanisms connected to maintaining, preserving, and protecting cognitive abilities in older adults.
49
Hewitt, Max R. "Using cognitive load theory to explain the accrual anomaly /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8810.
Full text
50
Mills, LeAnn R. "Applying social cognitive career theory to college science majors." [Ames, Iowa : Iowa State University], 2009.
Find full text