Accedi

Bibliografie tematiche / Cognitive psychology / Articoli di riviste

Segui questo link per vedere altri tipi di pubblicazioni sul tema: Cognitive psychology.

Articoli di riviste sul tema "Cognitive psychology"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 29 luglio 2024

Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili

Scegli il tipo di fonte:

Vedi i top-50 articoli di riviste per l'attività di ricerca sul tema "Cognitive psychology".

Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.

Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.

Vedi gli articoli di riviste di molte aree scientifiche e compila una bibliografia corretta.

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. 2 (1 settembre 2004): 211–17. http://dx.doi.org/10.1174/0214355042248884.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

2

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

3

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

4

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

5

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

6

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

7

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

8

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

9

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

10

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

11

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

12

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

13

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

14

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

15

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

16

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

17

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

18

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

19

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

20

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

21

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

22

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

23

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

24

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

25

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

26

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

27

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

28

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

29

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

30

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

31

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

32

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

33

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

34

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

35

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

36

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

37

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

38

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

39

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

40

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

41

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

42

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

44

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

45

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

46

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

47

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

48

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

49

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

50

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

Offriamo sconti su tutti i piani premium per gli autori le cui opere sono incluse in raccolte letterarie tematiche. Contattaci per ottenere un codice promozionale unico!