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Bibliografías temáticas / Cognitive psychology / Artículos de revistas

Artículos de revistas sobre el tema "Cognitive psychology"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 28 de julio de 2024

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1

Martín-Loeches, Manuel. "La Neurociencia Cognitiva, la Psicología Cognitiva y nuestro Sistema Cognitivo Cognitive Neuroscience, Cognitive Psychology, and our Cognitive System". Cognitiva 16, n.º 2 (1 de septiembre de 2004): 211–17. http://dx.doi.org/10.1174/0214355042248884.

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2

Gillund, Gary. "Applied Cognitive Psychology and Cognitive Psychology Applied". Contemporary Psychology: A Journal of Reviews 35, n.º 2 (febrero de 1990): 151–52. http://dx.doi.org/10.1037/028269.

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3

Saefudin, Iing. "Corruption in Perspective of Social Psychology and Psychology Cognitive Theory". International Journal of Psychosocial Rehabilitation 24, n.º 4 (28 de febrero de 2020): 5379–86. http://dx.doi.org/10.37200/ijpr/v24i4/pr201634.

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4

Posner, Michael I., Patrick Bourke y Ulric Neisser. "Cognitive Psychology". American Journal of Psychology 105, n.º 4 (1992): 621. http://dx.doi.org/10.2307/1422917.

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5

Riddoch, M. Jane. "Cognitive Psychology". Physiotherapy 82, n.º 9 (septiembre de 1996): 547. http://dx.doi.org/10.1016/s0031-9406(05)66292-x.

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6

Rabbitt, Patrick. "Cognitive Psychology". Ageing and Society 12, n.º 2 (junio de 1992): 237–49. http://dx.doi.org/10.1017/s0144686x00004864.

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7

Lu, Zhong-Lin y Barbara Dosher. "Cognitive psychology". Scholarpedia 2, n.º 8 (2007): 2769. http://dx.doi.org/10.4249/scholarpedia.2769.

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8

Smith, Edward E. "Cognitive psychology". Artificial Intelligence 25, n.º 3 (marzo de 1985): 247–53. http://dx.doi.org/10.1016/0004-3702(85)90073-6.

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9

Stern, Elsbeth. "Cognitive Psychology and Cognitive Science". Contemporary Psychology: A Journal of Reviews 36, n.º 6 (junio de 1991): 485–86. http://dx.doi.org/10.1037/029811.

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10

Johnson, Marcia K. "Cognitive Neuroscience: Applied Cognitive Psychology". Journal of Applied Research in Memory and Cognition 5, n.º 2 (junio de 2016): 110–20. http://dx.doi.org/10.1016/j.jarmac.2016.02.003.

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11

Eysenck, Michael W. "Applied cognitive psychology: Implications of cognitive psychology for clinical psychology and psychotherapy". Journal of Clinical Psychology 60, n.º 4 (2004): 393–404. http://dx.doi.org/10.1002/jclp.10252.

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12

Бакина, Е. А. "Cognitive psychology in education". Review of pedagogical research 6, n.º 1 (9 de febrero de 2024): 46–51. http://dx.doi.org/10.58224/2687-0428-2024-6-1-46-51.

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Аннотация: одной из главных задач, стоящих перед любой системой образования, является повышение уровня и качества образования. Несомненно, это сложная проблема, включающая множество факторов. Целью данной статьи является рассмотрение активно развивающейся области научного знания-когнитивной психологии, изучение которой может существенно повлиять на решение вышеуказанного вопроса. Эта наука исследует процессы познания: мышление, внимание, сбор и обработку информации, её запоминание, которые в свою очередь являются ключевыми моментами обучения. В статье подробно рассматривается когнитивная психология, ее ключевые аспекты, возможности применения знаний когнитивной психологии в образовательной среде. Знание ключевых аспектов когнитивной психологии может оказать значимое влияние на академический потенциал и академическое развитие участников образовательного процесса. И как итог-обучение становится более эффективным, повышается качество образования в целом. Кроме того, следует отметить, что в образовательной сфере важную роль играют познавательные процессы, использование которых может быть как эффективным, так и неэффективным. Поэтому в стремлении повысить качество образования следует учесть тот факт, что обучение должно быть когнитивно-эффективным. Исходя из этого нужно учитывать условия, влияющие на результат, что также будет освещаться в данной работе. Abstract: one of the main issues facing any educational system is improving the level and quality of education. Undoubtedly, this is a complex problem involving many factors. This article is aimed at considering an actively developing field of scientific knowledge-cognitive psychology, the study of which can significantly affect the solution of the above issue. This science explores the processes of cognition: thinking, attention, collection and processing of information, its memorization-the key points in learning. The article considers the cognitive psychology in details, its key aspects, the possibilities of applying the knowledge of cognitive psychology in educational environment. Knowledge of the key aspects of cognitive psychology can have a significant impact on the academic potential and academic development of the participants in the educational process. And, as a result, learning becomes more effective, and the quality of education in general increases. In addition, it should be noted that cognitive processes play an important role in the educational sphere, the use of which can be both effective and ineffective. Therefore, in an effort to improve the quality of education, one should take into account the fact that learning should be cognitively effective. Based on this, it is necessary to take into consideration the conditions affecting the result, which will also be highlighted in this article.

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13

O'Mara, Shane M. "Another Cognitive Psychology". Science 238, n.º 4827 (30 de octubre de 1987): 598. http://dx.doi.org/10.1126/science.238.4827.598.b.

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14

Greene, Robert L. "Networking Cognitive Psychology". Contemporary Psychology: A Journal of Reviews 35, n.º 5 (mayo de 1990): 446–48. http://dx.doi.org/10.1037/028579.

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15

Potter, Jonathan. "Post-Cognitive Psychology". Theory & Psychology 10, n.º 1 (febrero de 2000): 31–37. http://dx.doi.org/10.1177/0959354300010001596.

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16

Chin, G. J. "PSYCHOLOGY: Cognitive Homeostasis". Science 318, n.º 5851 (2 de noviembre de 2007): 717a. http://dx.doi.org/10.1126/science.318.5851.717a.

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17

Sternberg, Robert J. "Questioning Cognitive Psychology". Contemporary Psychology: A Journal of Reviews 33, n.º 3 (marzo de 1988): 206–7. http://dx.doi.org/10.1037/025480.

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18

Sternberg, Robert J. "Essential Cognitive Psychology". Intelligence 30, n.º 2 (marzo de 2002): 218–19. http://dx.doi.org/10.1016/s0160-2896(01)00095-2.

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19

Jonides, John y Patricia Reuter-Lorenz. "Redefining cognitive psychology". Behavioral and Brain Sciences 18, n.º 2 (junio de 1995): 363–64. http://dx.doi.org/10.1017/s0140525x00038875.

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AbstractPosner & Raichle illustrate how neuroimaging blends profitably with neuropsychology and electrophysiology to advance cognitive theory. Recognizing that there are limitations to each of these techniques, we nonetheless argue that their confluence has fundamentally changed the way cognitive psychologists think about problems of the mind.

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20

Kinsbourne, Marcel. "Systematizing cognitive psychology". Behavioral and Brain Sciences 9, n.º 3 (septiembre de 1986): 567. http://dx.doi.org/10.1017/s0140525x00047208.

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21

O'MARA, S. M. "Another Cognitive Psychology". Science 238, n.º 4827 (30 de octubre de 1987): 598. http://dx.doi.org/10.1126/science.238.4827.598-a.

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22

Engelkamp, Johannes y Marc Jeannerod. "From Cognitive Psychology to Cognitive Neuroscience". American Journal of Psychology 114, n.º 1 (2001): 150. http://dx.doi.org/10.2307/1423387.

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23

Johnson, Wayne. "Creative Cognition: Integrating Cognitive Psychology and Creativity Research". Academy of Management Proceedings 2018, n.º 1 (agosto de 2018): 14880. http://dx.doi.org/10.5465/ambpp.2018.14880abstract.

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24

Groeger, John A. "Trafficking in cognition: applying cognitive psychology to driving". Transportation Research Part F: Traffic Psychology and Behaviour 5, n.º 4 (diciembre de 2002): 235–48. http://dx.doi.org/10.1016/s1369-8478(03)00006-8.

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25

Warren, W. G. "Is Personal Construct Psychology A Cognitive Psychology?" International Journal of Personal Construct Psychology 3, n.º 4 (octubre de 1990): 393–414. http://dx.doi.org/10.1080/10720539008412828.

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26

NAKAMOTO, Keiko y Kenpei SHIINA. "Similarity in cognitive psychology". Journal of Japan Society for Fuzzy Theory and Systems 13, n.º 5 (2001): 423–30. http://dx.doi.org/10.3156/jfuzzy.13.5_3.

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27

Becker, Curtis A., Thomas M. Graefe y Allen E. Milewski. "Pragmatism in Cognitive Psychology". Contemporary Psychology: A Journal of Reviews 31, n.º 1 (enero de 1986): 58–59. http://dx.doi.org/10.1037/024442.

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28

Mansell, Warren. "Cognitive psychology and anxiety". Psychiatry 3, n.º 4 (abril de 2004): 6–10. http://dx.doi.org/10.1383/psyt.3.4.6.32905.

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29

Baddeley, Alan. "On applying cognitive psychology". British Journal of Psychology 104, n.º 4 (3 de octubre de 2013): 443–56. http://dx.doi.org/10.1111/bjop.12049.

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30

Regehr, G. y G. R. Norman. "Issues in cognitive psychology". Academic Medicine 71, n.º 9 (septiembre de 1996): 988–1001. http://dx.doi.org/10.1097/00001888-199609000-00015.

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31

FOERTSCH, JULIE. "Where Cognitive Psychology Applies". Written Communication 12, n.º 3 (julio de 1995): 360–83. http://dx.doi.org/10.1177/0741088395012003006.

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32

Sanford, David H. "Epistemology meets cognitive psychology∗". Inquiry 31, n.º 4 (enero de 1988): 519–33. http://dx.doi.org/10.1080/00201748808602170.

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33

ROAZEN, PAUL. "Psychoanalysis: Freud's Cognitive Psychology". American Journal of Psychiatry 144, n.º 5 (mayo de 1987): 677—a—677. http://dx.doi.org/10.1176/ajp.144.5.677-a.

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34

Colwell, Richard. "Music Teaching: Cognitive Psychology". Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, n.º 4 (abril de 1992): 196–98. http://dx.doi.org/10.1080/00098655.1992.10114199.

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35

Bechtel, William. "Belief and Cognitive Psychology". Contemporary Psychology: A Journal of Reviews 34, n.º 9 (septiembre de 1989): 860–62. http://dx.doi.org/10.1037/031108.

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36

Amundson, Ronald A. "EvoDevo as Cognitive Psychology". Biological Theory 1, n.º 1 (marzo de 2006): 10–11. http://dx.doi.org/10.1162/biot.2006.1.1.10.

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37

Kolk, H. "Psychology of cognitive processes". Acta Psychologica 75, n.º 2 (noviembre de 1990): 197–98. http://dx.doi.org/10.1016/0001-6918(90)90112-s.

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38

Stillings, Neil A. "Inquiry and cognitive psychology". New Directions for Teaching and Learning 1989, n.º 38 (1989): 47–54. http://dx.doi.org/10.1002/tl.37219893808.

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39

Weaver, Kenneth A. "Capturing the Fervor of Cognitive Psychology's Emergence". Teaching of Psychology 25, n.º 2 (abril de 1998): 136–38. http://dx.doi.org/10.1207/s15328023top2502_17.

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Giving students a sense of the fervor surrounding cognitive psychology's rapid emergence between 1950 and 1970 is difficult when examining the discrete events presented in cognitive psychology textbooks. The following small-group activity requires students to tabulate the references in Neisser (1967) by decade of publication. The resulting frequency histogram visually portrays the explosive growth of cognitive research in the 1960s, provides students with a richer sense of cognitive psychology's recent history, and reflects Neisser's monumental achievement of publishing his seminal book.

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40

Ellis, Nick. "COGNITIVE APPROACHES TO SLA". Annual Review of Applied Linguistics 19 (enero de 1999): 22–42. http://dx.doi.org/10.1017/s0267190599190020.

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Getting to know a second language is an act of cognition par excellence. Yet 'Cognitive Approaches to SLA' implies something more than the general research enterprise of SLA. It highlights the goals of cognitive psychologists who search for explanations of second language cognition in terms of mental representations and information processing. It places SLA within the broader remit of cognitive scientists, who—influenced by Marr (1982) to seek understanding at all three levels of function, algorithm, and hardware—work in collaborations involving cognitive psychology, linguistics, epistemology, computer science, artificial intelligence, connectionism, and the neurosciences. It implies the empiricism of cognitive psychology, searching for truths about the world through observation and experimentation and, at times, the rationalism of cognitive scientists who theorize through the construction of formal systems such as those in mathematics, logic, or computational simulation. Much of the research is purely theoretical, but, as in applied cognitive psychology, pure theory can often spin off into important applications, and applied research using longitudinal or training designs in field situations can often advance theory.

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41

Ghasemzadeh, Azizreza y Maryam Saadat. "Cognitive Mastery in Sports: Exploring Cognitive Psychology's Influence". Health Nexus 1, n.º 3 (2023): 43–51. http://dx.doi.org/10.61838/kman.hn.1.3.6.

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This article delves into the pivotal role of cognitive psychology in sports, illuminating its profound impact on athletes' performance. Over a comprehensive survey of literature spanning the past decade, this review synthesizes key developments and applications of cognitive psychology in the athletic domain. Utilizing databases such as PubMed, PsycINFO, Google Scholar, and SportDiscus, the study employs a meticulous selection process, focusing on peer-reviewed articles that significantly contribute to the understanding of cognitive training, assessment, and rehabilitation in sports. The review explores diverse facets of cognitive psychology in sports, including the theoretical underpinnings of cognitive functions, innovative cognitive training interventions, and the crucial role of mental processes in injury recovery. It presents an analysis of the effectiveness of various cognitive strategies in enhancing athletic performance and resilience. Additionally, it addresses the challenges and potential future directions of cognitive psychology applications in sports. This article aims to bridge the gap between cognitive psychological theory and practical sports applications, offering insights for athletes, coaches, and sports psychologists. By highlighting the symbiotic relationship between the mind and athletic prowess, "The Mind Game" underscores the transformative potential of cognitive psychology in elevating sports performance to new heights.

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42

Kelly, Daniel y Taylor Davis. "SOCIAL NORMS AND HUMAN NORMATIVE PSYCHOLOGY". Social Philosophy and Policy 35, n.º 1 (2018): 54–76. http://dx.doi.org/10.1017/s0265052518000122.

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Abstract:Our primary aim in this paper is to sketch a cognitive evolutionary approach for developing explanations of social change that is anchored in the psychological mechanisms underlying normative cognition and the transmission of social norms. We throw the relevant features of this approach into relief by comparing it with the self-fulfilling social expectations account developed by Bicchieri and colleagues. After describing both accounts, we argue that the two approaches are largely compatible, but that the cognitive evolutionary approach is well suited to encompass much of the social expectations view, whose focus on a narrow range of norms comes at the expense of the breadth the cognitive evolutionary approach can provide.

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43

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

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

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44

Chaer, Moh Toriqul, Evita Yuliatul Wahidah, Agus Salim y Achmad Rozi. "Cognitive Psychology of Islamic Perspective". Syaikhuna: Jurnal Pendidikan dan Pranata Islam 12, n.º 2 (15 de octubre de 2021): 134–47. http://dx.doi.org/10.36835/syaikhuna.v12i2.4624.

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Cognitive psychology is a psychological process that involves human knowledge. Islam has a unique view of humans from the cognitive realm, which contains God's instructions about the creation of humans. The study of human nature expressed or implied and offers problem-solving for the problems of human life. This research is a qualitative study. Data was collected through the literature review of Cognitive Psychology from an Islamic perspective. The research was conduct by collecting document studies from different research results, observations and interviews. Cognitive psychology in Islam does not only focus on the brain because the thought process also includes feelings, passions, and conscience. The study of cognitive psychology from an Islamic perspective presents the method of Islamization of knowledge and an effort to explore aspects of cognitive psychology in Islam. The Islamic perspective of cognitive psychology provides an alternative to the criticism of modern psychology, which breaks away from religious values.

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45

Wettersten. "New Social Tasks for Cognitive Psychology; Or, New Cognitive Tasks for Social Psychology". American Journal of Psychology 127, n.º 4 (2014): 403. http://dx.doi.org/10.5406/amerjpsyc.127.4.0403.

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46

Tiitinen, Hannu. "How to interface cognitive psychology with cognitive neuroscience?" Behavioral and Brain Sciences 24, n.º 1 (febrero de 2001): 148–49. http://dx.doi.org/10.1017/s0140525x01553923.

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Cowan's analysis of human short-term memory (STM) and attention in terms of processing limits in the range of 4 items (or “chunks”) is discussed from the point of view of cognitive neuroscience. Although, Cowan already provides many important theoretical insights, we need to learn more about how to build further bridges between cognitive psychology and cognitive neuroscience.

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47

Wilson, Barbara y Karalyn Patterson. "Rehabilitation for cognitive impairment: Does cognitive psychology apply?" Applied Cognitive Psychology 4, n.º 4 (julio de 1990): 247–60. http://dx.doi.org/10.1002/acp.2350040403.

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48

Loginov, Nikita I. y Vladimir F. Spiridonov. "Embodied Cognition as a Current Trend in Cognitive Psychology". Vestnik of Saint Petersburg University. Psychology 7, n.º 1 (2017): 25–42. http://dx.doi.org/10.21638/11701/spbu16.2017.102.

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49

Cohen, Annabel J. "Music cognition and the cognitive psychology of film structure." Canadian Psychology/Psychologie canadienne 43, n.º 4 (2002): 215–32. http://dx.doi.org/10.1037/h0086918.

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50

Hill, Peter C. "Living on the Boundary: Scriptural Authority and Psychology". Journal of Psychology and Theology 33, n.º 2 (junio de 2005): 98–112. http://dx.doi.org/10.1177/009164710503300203.

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For Christian psychologists to move from their marginalized position with mainstream psychology, they must be able to substantively demonstrate the unique insights that the integration of psychology with Christian theology offers to the discipline. To do this, Christian psychologists must be able to show, not just claim, the authority of Scripture by demonstrating its explanatory power on psychology's terms. Three factors in psychology's new zeitgeist provide both opportunities and challenges to demonstrating Scriptural authority: a growing cultural interest in spirituality, postmodernism, and novel approaches to cognitive science. Cognitive-Experiential Self Theory (CEST) is provided as a concrete example where Christian thinking provides greater understanding of an emerging psychological theory, thus demonstrating explanatory power and providing Scripture a more authoritative position.

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