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Artículos de revistas sobre el tema "Cognitive strategies"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

Amirkhiabani, Gholamali y Graham D. Hendry. "Cognitive Strategies". Perceptual and Motor Skills 78, n.º 2 (abril de 1994): 491–500. http://dx.doi.org/10.2466/pms.1994.78.2.491.

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The term ‘cognitive strategies’ is problematic and needs clarification. Although it has been used in various studies in psychology and education, there is little agreement as to what is meant by ‘cognitive strategy.’ There is no clear-cut differentiation in the literature between ‘cognitive strategies,’ ‘metacognition,’ ‘skills,’ ‘schemas,’ ‘tasks,’ and other related concepts. Some researchers assume that people know and are aware or conscious of what strategies they are using, while others emphasize involuntary and unconscious aspects of strategies. In this article, paradigms which are involved in studies of cognitive strategies are considered. Because use of this concept is problematic and vague, the study of cognition is less focused than is desirable, and important problems in the field are overlooked.

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2

SETHURAMAN, Mekala y Geetha RADHAKRISHNAN. "Promoting Cognitive Strategies in Second Language Writing". Eurasian Journal of Educational Research 20, n.º 88 (30 de julio de 2020): 1–17. http://dx.doi.org/10.14689/ejer.2020.88.5.

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3

Anshel, Mark H. "Cognitive‐behavioural Strategies:". Journal of Managerial Psychology 7, n.º 6 (junio de 1992): 11–16. http://dx.doi.org/10.1108/02683949210018322.

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4

Panteleev, A. F. "Cognitive Strategies in Attractions". Philosophy. Psychology. Pedagogy 18, n.º 2 (2018): 200–205. http://dx.doi.org/10.18500/1819-7671-2018-18-2-200-205.

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5

Sirmaci, Nur y Mehriban Ceylan. "The effects of cognitive awareness strategies taught with cognitive coaching method on achievement, attitudes and cognitive awareness skills of students". International Journal of Academic Research 6, n.º 1 (30 de enero de 2014): 374–79. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.50.

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6

Gamoneda Lanza, Amelia. "Desaprendizaje e inestabilidad. Perspectivas para una teoría cognitiva de la lectura poética". Signa: Revista de la Asociación Española de Semiótica 28 (28 de junio de 2019): 105. http://dx.doi.org/10.5944/signa.vol28.2019.25043.

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La lectura poética explora técnicas que rescatan procesos cognitivos básicos y aún no automatizados que todo aprendizaje lector activa. Asimismo, la lectura poética sostiene e incentiva los estados de inestabilidad cognitiva por los que ha de pasar cualquier proceso mental. Se configuran así estrategias cognitivas de desaprendizaje de automatismos y de irresolución de interpretaciones que tienen como resultado el extrañamiento y la complejidad, y que se analizarán en el contexto de un poema de Baudelaire.This poetic reading explores techniques which rediscover basic cognitive processes which up to now have not been automated and which all readers draw upon. At the same time, the poetic reading sustains and incentivizes the state of cognitive instability through which every mental process passes. In this way the article shows cognitive strategies of unlearning of methods already learned and strategies of maintaining irreconcilable interpretations which result in estrangement and complexity, and which will be analyzed in the context of a poem by Baudelaire.

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7

Hutchins, Edwin. "Ecological Cognition and Cognitive Ecology". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, n.º 22 (julio de 2000): 566–69. http://dx.doi.org/10.1177/154193120004402218.

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The Ecological Cognition perspective emphasizes the fact that human cognition is adaptive to the constraints of the context of task performance. People are good at developing strategies for task performance that take advantage of the informational affordances of the task environment. Therefore, if we wish to understand human cognition, we must look beyond the skin and skull of the individual to the material and social structures with which the mind interacts. Of course, material artifacts and social arrangements are elements of adaptive processes as well. Material artifacts are often crystallizations of regularities in the task environment and they develop over time, changing adaptively to fit the constraints of the task, the properties of the task performers, and the other artifacts employed in the task performance. Such changes in the material artifacts change the informational affordances of the task environment, which creates new opportunities for the development of strategies. Thus, human cognition and the material supports of human cognition must be seen as a co-adaptive system. Similarly, in complex work settings where two or more persons jointly perform tasks, social arrangements are enacted anew each time a socially distributed task is performed. Strategies for the social division of cognitive labor are also part of this co-adaptive system, both constraining and being constrained by mental and material artifacts. These interlocked co-adaptive systems suggest a cognitive ecology. It's a compelling way of talking about such systems. Can it be more than a metaphor?

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8

Logie, Robert H. "Cognitive training: Strategies and the multicomponent cognitive system". Journal of Applied Research in Memory and Cognition 1, n.º 3 (septiembre de 2012): 206–7. http://dx.doi.org/10.1016/j.jarmac.2012.07.006.

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9

Newby, Timothy J. y Donald A. Stepich. "Designing instruction: Practical strategies—5. Teaching cognitive strategies". Performance + Instruction 29, n.º 1 (enero de 1990): 44–45. http://dx.doi.org/10.1002/pfi.4160290114.

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10

Dumas, Julie A. "Strategies for Preventing Cognitive Decline in Healthy Older Adults". Canadian Journal of Psychiatry 62, n.º 11 (13 de julio de 2017): 754–60. http://dx.doi.org/10.1177/0706743717720691.

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Objective: Many advances have been made in the understanding of age-related changes in cognition. As research details the cognitive and neurobiological changes that occur in aging, there is increased interest in developing and understanding methods to prevent, slow, or reverse the cognitive decline that may occur in normal healthy older adults. The Institute of Medicine has recently recognized cognitive aging as having important financial and public health implications for society with the increasing older adult population worldwide. Cognitive aging is not dementia and does not result in the loss of neurons but rather changes in neurotransmission that affect brain functioning. The fact that neurons are structurally intact but may be functionally affected by increased age implies that there is potential for remediation. Method and Results: This review article presents recent work using medication-based strategies for slowing cognitive changes in aging. The primary method presented is a hormonal approach for affecting cognition in older women. In addition, a summary of the work examining modifiable lifestyle factors that have shown promise in benefiting cognition in both older men and women is described. Conclusions: Much work remains to be done so that evidence-based recommendations can be made for slowing cognitive decline in healthy older adults. The success of some of these methods thus far indicates that the brains of healthy older adults are plastic enough to be able to respond to these cognitive decline prevention strategies, and further work is needed to define the most beneficial methods.

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11

Cîndea, Adela y Ileana Balaci. "Strategiile de coping cognitiv-emoțional la elevii de liceu". Psihologia. Revista științifico-practică = Psychology. Scientific-practical journal 40, n.º 1 (mayo de 2022): 13–24. http://dx.doi.org/10.46728/pspj.2022.v40.i1.p13-24.

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The study aims to identify the strategies of cognitive-emotional coping that are most frequently used by students in adolescence, a period marked by profound and multiple changes. For this purpose, the CERQ questionnaire was applied to a sample of 130 students. They are between 16 and 18 years old and attend the high school education courses of the technological branch, in Timiș County. The aim of the survey was to obtain a relatively balanced distribution of the sexes: 51% girls; 49% boys. The results of the study illustrate that the cognitive-emotional coping strategies of the maladaptive type are the ones that record the highest weights among adolescents. They are found, however, at a higher level among girls.

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12

Janda, Laura A. "Cognitive Linguistics in the Year 2015". Cognitive Semantics 1, n.º 1 (11 de marzo de 2015): 131–54. http://dx.doi.org/10.1163/23526416-00101005.

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Cognitive linguistics views linguistic cognition as indistinguishable from general cognition and thus seeks explanation of linguistic phenomena in terms of general cognitive strategies, such as metaphor, metonymy, and blending. Grammar and lexicon are viewed as parts of a single continuum and thus expected to be subject to the same cognitive strategies. Significant developments within cognitive linguistics in the past two decades include construction grammar and the application of quantitative methods to analyses.

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13

Di Carlo, Sergio. "Understanding Cognitive Language Learning Strategies". International Journal of Applied Linguistics and English Literature 6, n.º 2 (4 de enero de 2017): 114. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.114.

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Over time, definitions and taxonomies of language learning strategies have been critically examined. This article defines and classifies cognitive language learning strategies on a more grounded basis. Language learning is a macro-process for which the general hypotheses of information processing are valid. Cognitive strategies are represented by the pillars underlying the encoding, storage and retrieval of information. In order to understand the processes taking place on these three dimensions, a functional model was elaborated from multiple theoretical contributions and previous models: the Smart Processing Model. This model operates with linguistic inputs as well as with any other kind of information. It helps to illustrate the stages, relations, modules and processes that occur during the flow of information. This theoretical advance is a core element to classify cognitive strategies. Contributions from cognitive neuroscience have also been considered to establish the proposed classification which consists of five categories. Each of these categories has a different predominant function: classification, preparation, association, elaboration and transfer-practice. This better founded taxonomy opens the doors to potential studies that would allow a better understanding of the interdisciplinary complexity of language learning. Pedagogical and methodological implications are also discussed.Keywords: cognitive processes, cognitive neuroscience, information processing, second and foreign language acquisition, Smart Processing Model

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14

Dobronravova, Iryna. "Cognitive Foundations for Educational Strategies". Filosofiya osvity. Philosophy of Education 23, n.º 2 (27 de diciembre de 2018): 134–45. http://dx.doi.org/10.31874/2309-1606-2018-23-2-134-145.

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New Age connected education with science, which is understood as a rational project. Science of New Age is principally public. Connected with it the ideal of objective truth claims the rational description of scientific methods. Historical transformation of ideals and types of rationality changed also the educational strategies of New Age. Foundations of such strategies are the foundations of scientific cognition: ideals and norms of scientific research, scientific world picture and philosophical foundations of science. Traditions are extremely strong in education, but critique of them and understanding, that education must be changed, proclaim themselves very soundly today, particularly in jubilee report by Club of Rome “Come on!” For members and supporters of Ukrainian Synergetic Society, the ideas, expressed in report of Club of Rome, are consonant to their synergetic imaginations about complex self-organizing world and to view on modern stage of development of science as on postnonclassical one. Methodological principles of postnonclassical science are contrast to reductionism, postnonclassical world picture is based on dialectic ideas of becoming and wholeness, postnonclassical type of rationality approves objectiveness of knowledge by taking into account the human values of researchers. Specificity of objects of postnonclassical science is brunching of nonlinear dynamics of self-organizing systems. It needs to elaborate in education process the certain cognitive orientations. Partially such orientations were formulated in methodological principles of nonlinear thinking, which orient to be ready for emergence of a new whole as a result o self-organization. Current nonlinear scientific world picture considers the processes of self-organization of all levels of world's structure organization as condition of its existence. Understanding of such processes requires the elaboration of evolutionistic holistic worldview. Of course, learning of modern nonlinear theories can't be the task of common education. It is important, that readiness to favorable reception of evolution and holistic ideas is elaborated in process of such education.

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Ellena-McCluskey, Phyllis J. "Treating PTSD: Cognitive-Behavioral Strategies". Journal of Psychosocial Nursing and Mental Health Services 31, n.º 12 (diciembre de 1993): 36. http://dx.doi.org/10.3928/0279-3695-19931201-13.

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16

Goettl, Barry P. "Tracking Strategies and Cognitive Demands". Human Factors: The Journal of the Human Factors and Ergonomics Society 33, n.º 2 (abril de 1991): 169–83. http://dx.doi.org/10.1177/001872089103300204.

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17

Gugerty, Leo. "Cognitive components of troubleshooting strategies". Thinking & Reasoning 13, n.º 2 (mayo de 2007): 134–63. http://dx.doi.org/10.1080/13546780600750641.

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Koegler, Ronald R. "Treating PTSD: Cognitive-Behavioral Strategies". American Journal of Psychotherapy 47, n.º 2 (abril de 1993): 315–16. http://dx.doi.org/10.1176/appi.psychotherapy.1993.47.2.315.

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19

Stiegler, Marjorie P. y David M. Gaba. "Decision-Making and Cognitive Strategies". Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 10, n.º 3 (junio de 2015): 133–38. http://dx.doi.org/10.1097/sih.0000000000000093.

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20

Riggle, Ellen D. "Cognitive Strategies and Candidate Evaluations". American Politics Quarterly 20, n.º 2 (abril de 1992): 227–46. http://dx.doi.org/10.1177/1532673x9202000205.

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21

Foy, David W. y Brett N. Steenbarger. "Treating PTSD: Cognitive-Behavioral Strategies". Journal of Cognitive Psychotherapy 8, n.º 4 (enero de 1994): 333–36. http://dx.doi.org/10.1891/0889-8391.8.4.333.

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22

Miłkowski, Marcin. "Unification Strategies in Cognitive Science". Studies in Logic, Grammar and Rhetoric 48, n.º 1 (1 de diciembre de 2016): 13–33. http://dx.doi.org/10.1515/slgr-2016-0053.

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Abstract Cognitive science is an interdisciplinary conglomerate of various research fields and disciplines, which increases the risk of fragmentation of cognitive theories. However, while most previous work has focused on theoretical integration, some kinds of integration may turn out to be monstrous, or result in superficially lumped and unrelated bodies of knowledge. In this paper, I distinguish theoretical integration from theoretical unification, and propose some analyses of theoretical unification dimensions. Moreover, two research strategies that are supposed to lead to unification are analyzed in terms of the mechanistic account of explanation. Finally, I argue that theoretical unification is not an absolute requirement from the mechanistic perspective, and that strategies aiming at unification may be premature in fields where there are multiple conflicting explanatory models.

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23

Yule, William. "Treating PTSD: Cognitive—Behavioral strategies". Journal of Psychosomatic Research 37, n.º 6 (septiembre de 1993): 677–78. http://dx.doi.org/10.1016/0022-3999(93)90064-m.

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24

Scinto, Leonard F. M., Ramakrishna Pillalamarri y Robert Karsh. "Cognitive strategies for visual search". Acta Psychologica 62, n.º 3 (agosto de 1986): 263–92. http://dx.doi.org/10.1016/0001-6918(86)90091-0.

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25

Khan, Mussarat J. y Seemab Rasheed. "Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students". Pakistan Journal of Psychological Research 34, Spring 2019 (30 de marzo de 2019): 215–31. http://dx.doi.org/10.33824/pjpr.2019.34.1.12.

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The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

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Sönmez, Hülya. "Prospective Teachers’ Activity Designing Skills in Accordance with Cognitive Constructivism Strategies". Journal of Qualitative Research in Education 7, n.º 4 (25 de octubre de 2019): 1–24. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.4s.16m.

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Tomaszewski Farias, Sarah, Jason Gravano, Alyssa Weakley, Maureen Schmitter-Edgecombe, Danielle Harvey, Dan Mungas, Michelle Chan y Tania Giovannetti. "The Everyday Compensation (EComp) Questionnaire: Construct Validity and Associations with Diagnosis and Longitudinal Change in Cognition and Everyday Function in Older Adults". Journal of the International Neuropsychological Society 26, n.º 3 (31 de octubre de 2019): 303–13. http://dx.doi.org/10.1017/s135561771900119x.

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AbstractObjective:The Everyday Compensation scale (EComp) is an informant-rated questionnaire designed to measure cognitively based compensatory strategies that support both everyday memory and executive function in the context of completing instrumental activities of daily living (IADLs). Although previous findings provided early support for the usefulness of the initial version of EComp, the current paper further describes the development, refinement, and validation of EComp as a new assessment tool of compensation for IADLs.Method:Confirmatory factor analysis (CFA) was used to examine its factor structure. Convergent and predictive validity was evaluated by examining the relationship between EComp and markers of disease, including diagnosis, cognitive change, and trajectories of functional abilities.Results:CFA supported a general compensation factor after accounting for variance attributable to IADL domain-specific engagement. The clinical groups differed in compensatory strategy use, with those with dementia using significantly fewer compensatory strategies as compared to individuals with normal cognition or mild cognitive impairment. Greater levels of compensation were related to better cognitive functions (memory and executive function) and functional abilities, as well as slower rates of cognitive and functional decline over time. Importantly, higher levels of compensation were associated with less functional difficulties and subsequently slower rate of functional decline independent of the level of cognitive impairment.Conclusions:Engagement in compensatory strategies among older adults has important implications for prolonging functional independence, even in those with declining cognitive functioning. Results suggest that the revised EComp is likely to be useful in measuring cognitively based compensation in older adults.

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Kurz, Alexander F., Stefan Leucht y Nicola T. Lautenschlager. "The clinical significance of cognition-focused interventions for cognitively impaired older adults: a systematic review of randomized controlled trials". International Psychogeriatrics 23, n.º 9 (11 de julio de 2011): 1364–75. http://dx.doi.org/10.1017/s1041610211001001.

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ABSTRACTBackground: Cognitive stimulation, training or rehabilitation can achieve modest, skill-specific gains in cognitively healthy older adults. With regard to the limited efficacy of currently available anti-dementia drugs it is crucial to investigate whether such treatments also provide clinically meaningful benefits to cognitively impaired older individuals.Methods: We conducted a systematic review of randomized controlled trials evaluating cognition-focused interventions in participants with mild cognitive impairment or dementia. Meta-analytic strategies were used to calculate effect sizes.Results: Cognition-focused interventions confer small and inconsistent effects on trained cognitive skills which, according to some studies, translate into gains on general cognitive ability. Instruments measuring such effects such as the Mini-Mental State Examination (MMSE) or the Alzheimer's Disease Assessment Scale, cognitive part (ADAS-Cog) show standardized mean differences of 0.20 and 0.30, respectively, which are comparable with those of current antidementia drug treatments. However, convincing evidence of clinical significance was only obtained from single trials in terms of delay of cognitive decline, improvement in activities of daily living, or enhanced attainment of personally relevant goals.Conclusions: The potential of cognition-focused interventions has probably been obscured by the methodological inconsistencies and limitations of the clinical studies conducted thus far. Further randomized controlled trials on the efficacy of these treatment modalities are required using optimized and consistent methods. Emphasis should be placed on tailoring interventions to individual needs and resources while maintaining a high level of standardization, on implementing newly acquired skills and strategies in the everyday context, on appropriate treatment duration, and on including person-centered outcomes.

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Growney, Claire y Tammy English. "AGE AND COGNITIVE ABILITY AS PREDICTORS OF EMOTION REGULATION STRATEGY USE". Innovation in Aging 6, Supplement_1 (1 de noviembre de 2022): 489. http://dx.doi.org/10.1093/geroni/igac059.1883.

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Abstract Emotion regulation (ER) is viewed as a cognitively demanding process and involves selecting and implementing specific strategies in support of one’s emotional goals. Older adults are theorized to maintain emotional wellbeing by selecting ER strategies that are consistent with their available resources, which may involve engaging more with lower-arousal stimuli and less with higher-arousal stimuli, especially when cognitive resources are limited. The aim of this study was to examine relationships between age, cognitive ability, and use of different types of ER strategies. Participants (N = 287) aged 25-85 (M = 54.33, SD = 17.19) completed assessments of cognitive ability from the NIH Toolbox Cognitive Battery. In a laboratory task, participants viewed a series of film clips eliciting low-arousal emotions (sadness, contentment) and high-arousal emotions (disgust, amusement) under instructions to regulate pro-hedonically using any available strategy. They reported their use of disengagement (e.g., distraction, suppression), engagement (e.g., perspective-taking, awareness), and positive-focus strategies (e.g., savoring, positive reappraisal). Results from multilevel models revealed that with low-arousal stimuli, age was associated with higher engagement and lower disengagement, regardless of fluid cognitive ability. With high-arousal stimuli, a fluid cognition X age interaction indicated that there was an age-related increase in engagement among individuals with higher fluid cognitive ability, but not lower fluid cognitive ability. Findings support the idea that older adults tend to engage with emotional stimuli, which may aid with processing and support emotional memory for future regulation attempts. Fluid cognitive ability may be an important resource supporting older adults’ engagement with high-arousal stimuli.

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서희영 y Chobok Kim. "Neural Evidence for Cognitive Style-Specific Strategies in Cognitive Control". Korean Journal of Cognitive and Biological Psychology 29, n.º 3 (julio de 2017): 197–220. http://dx.doi.org/10.22172/cogbio.2017.29.3.001.

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Widia, Widia, Suhirman Suhirman, Muhammad Suhardi, Saiful Prayogi, Muhammad Yamin, Muhammad Salahuddin, Lutfin Haryanto et al. "Effect of Cognitive Conflict Strategies on Students' Cognitive Learning Outcomes". Jurnal Penelitian Pendidikan IPA 8, n.º 1 (25 de enero de 2022): 388–92. http://dx.doi.org/10.29303/jppipa.v8i1.1308.

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An important aspect of learning outcomes at all levels of education is cognitive learning outcomes, and to achieve optimal cognitive learning outcomes, multi-method intervention is needed. This study aims to determine the effect of using cognitive conflict strategies on students' cognitive learning outcomes. Experimental research with one group pretest-posttest design was conducted in this study. A total of thirty-five students as the research sample, sample came from one of the high schools in West Lombok, West Nusa Tenggara. Cognitive conflict strategies are conducted in the material of continuous straight motion and uniformly changing straight motion. Measurement of cognitive learning outcomes using a test instrument (essay test) as many as six test items that accommodate cognitive level 1 (C1) to 6 (C6) and these are given to students as pretest and posttest. Descriptively, the results showed that cognitive learning outcomes increased after learning using cognitive conflict strategies (mean: 3. 4803) significantly (p: 0.000) with an n-gain of 0.74 in the high category. These results imply that cognitive conflict strategies are effective for improving students' cognitive learning outcomes

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Costley, Jamie. "Using cognitive strategies overcomes cognitive load in online learning environments". Interactive Technology and Smart Education 17, n.º 2 (27 de abril de 2020): 215–28. http://dx.doi.org/10.1108/itse-09-2019-0053.

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Purpose This study aims to look at the relationship between extraneous cognitive load and germane cognitive load and how the use of cognitive learning strategies might moderate the relationship. Design/methodology/approach This present study used survey data (n = 440) from randomly selected students taking large online classes in South Korea. Findings This research found a negative relationship between extraneous and germane loads. Furthermore, this study found that the use of cognitive strategies moderates this relationship. This shows that the use of cognitive strategies can help overcome unclear instruction and help to produce higher levels of student learning. Originality/value Within online learning environments, the degree to which nonessential information contributes to cognitive overload among learners becomes an important area of investigation, along with the ways in which learning strategies can mitigate some of this overload.

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Youn, Soo Jeong y Luana Marques. "Cognitive-Behavioral Strategies to Manage Anxiety". Psychiatric Annals 51, n.º 5 (mayo de 2021): 207–8. http://dx.doi.org/10.3928/00485713-20210409-04.

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Dattilio, F. M., A. Freeman y J. Scott Mizes. "Cognitive-Behavioral Strategies in Crisis Intervention". Journal of Cognitive Psychotherapy 10, n.º 2 (enero de 1996): 151–52. http://dx.doi.org/10.1891/0889-8391.10.2.151.

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Wittlieb-Verpoort, Elke y Etienne Perret. "Cognitive Strategies for Monitoring Auditory Signals". Perceptual and Motor Skills 65, n.º 3 (diciembre de 1987): 847–53. http://dx.doi.org/10.2466/pms.1987.65.3.847.

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The discrimination of pitches (pure tones) was tested in three experiments with different arrangements of target and distractor tones in a frequency range of 300 to 800 hertz. Subjects had to identify targets in series of 10 to 28 tones with targets and distractors at random. In the first experiment, either one, two, three, or four different targets were given with only one frequency for the distractor tones placed in the middle of the frequency range. In Exp. 2 an alternating frequency arrangement was used, and in Exp. 3 the distractors were frequencies at the beginning and the end of the tone range. Subjects tended to recode target and distractor tones if more than three individual targets had to be rehearsed simultaneously. However, subjects were able to monitor up to five different pitches if the arrangement suggested the recoding of stimuli to reduce memory load (Exps. 1 and 3) and facilitated auditory discrimination (Exp. 3). If not, subjects' performance deteriorated significantly (Exp. 2).

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Laasch, Craig. "Cognitive Strategies and Long-Distance Running". Imagination, Cognition and Personality 14, n.º 4 (junio de 1995): 317–32. http://dx.doi.org/10.2190/ukg1-7w12-66a5-7aq7.

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Long-distance runners utilize either a dissociative cognitive strategy, an associative cognitive strategy, or a combination of both of these strategies, one at a time, at various times while training or racing. Although research findings have indicated that these athletes are able to switch between these two strategies depending on their given running situation, no explanation has been offered as to how this switching is achieved. This article suggests that runners use automaticity and parallel processing in order to accomplish this function. The use of association and dissociation for running-induced pain tolerance is also addressed.

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Richardson, Glenn E. y Cheri Trahan. "Cognitive Reinforcing Strategies: The Lighter Side". Health Education 17, n.º 4 (septiembre de 1986): 24–25. http://dx.doi.org/10.1080/00970050.1986.10615954.

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Buser, Karen P. y Dauri Reimer. "Developing Cognitive Strategies through Problem Solving". TEACHING Exceptional Children 20, n.º 2 (enero de 1988): 22–25. http://dx.doi.org/10.1177/004005998802000206.

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Strochak, Robert D. "Cognitive-Behavioral Strategies in Crisis Intervention". American Journal of Psychotherapy 49, n.º 4 (octubre de 1995): 582–83. http://dx.doi.org/10.1176/appi.psychotherapy.1995.49.4.582.

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Wells, Nancy. "Cognitive Behavioural Strategies in Pain Management". Journal of the Royal Society of Health 107, n.º 3 (junio de 1987): 92–94. http://dx.doi.org/10.1177/146642408710700308.

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Feigenbaum, Janet. "Cognitive-behavioural strategies in crisis intervention". Behaviour Research and Therapy 34, n.º 4 (abril de 1996): 398. http://dx.doi.org/10.1016/s0005-7967(96)90023-6.

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Shehab, Hanem M. y E. Michael Nussbaum. "Cognitive load of critical thinking strategies". Learning and Instruction 35 (febrero de 2015): 51–61. http://dx.doi.org/10.1016/j.learninstruc.2014.09.004.

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Whitehead, Linda. "Cognitive-behavioural strategies in crisis intervention". Journal of Psychosomatic Research 40, n.º 4 (abril de 1996): 440–41. http://dx.doi.org/10.1016/s0022-3999(96)90069-0.

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Słysz, Anna. "Psychologists’ cognitive preferences and assessment strategies". Procedia - Social and Behavioral Sciences 12 (2011): 582–87. http://dx.doi.org/10.1016/j.sbspro.2011.02.071.

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Baylor, Amy L. "Cognitive strategies for training with technology". TechTrends 44, n.º 6 (noviembre de 2000): 2. http://dx.doi.org/10.1007/bf02763306.

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Wenzel, Amy. "Basic Strategies of Cognitive Behavioral Therapy". Psychiatric Clinics of North America 40, n.º 4 (diciembre de 2017): 597–609. http://dx.doi.org/10.1016/j.psc.2017.07.001.

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Sarampalis, Anastasios, Sridhar Kalluri, Brent W. Edwards y Ervin R. Hafter. "Cognitive effects of noise reduction strategies". Journal of the Acoustical Society of America 119, n.º 5 (mayo de 2006): 3239. http://dx.doi.org/10.1121/1.4786003.

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Croskerry, Pat. "Cognitive forcing strategies in clinical decisionmaking". Annals of Emergency Medicine 41, n.º 1 (enero de 2003): 110–20. http://dx.doi.org/10.1067/mem.2003.22.

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