Gotowe bibliografie tematyczne / Cognitive development

Gotowa bibliografia na temat „Cognitive development”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 22 czerwca 2024

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Artykuły w czasopismach na temat "Cognitive development"

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Fattoxovna, Djalolova Dilafruz, i Azimova Madina Narzullayevna. "Techniques Of Cognitive Development And Competence". American Journal of Applied sciences 02, nr 10 (31.10.2020): 133–37. http://dx.doi.org/10.37547/tajas/volume02issue10-19.

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The article describes the techniques of cognitive development and competence. The students with weak accomplishments are at the lowest level of these relationships, the level characterized by a lack of relation to knowledge. The cognitive technique can be labeled in different ways, but the most important thing is to define its goal, so that it is clear to the participants, so that it brings advice /instructions/ for implementation, so that it is open to modification and transformation. It must direct the study process towards thinking, towards the stages of comprehension, towards the conditionality of the relation "memorization–competence."
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Bickhard, Mark H. "On the Cognition in Cognitive Development". Developmental Review 19, nr 3 (wrzesień 1999): 369–88. http://dx.doi.org/10.1006/drev.1999.0489.

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Arp, Lori, Beth S. Woodard i Rebecca Jackson. "Cognitive Development". Reference & User Services Quarterly 46, nr 4 (1.06.2007): 28–32. http://dx.doi.org/10.5860/rusq.46n4.28.

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Sawyers, Janet K., i J. H. Flavell. "Cognitive Development". Family Relations 35, nr 4 (październik 1986): 608. http://dx.doi.org/10.2307/584549.

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Stanga, Jane L. "Cognitive Development". Pediatric Physical Therapy 8, nr 1 (1996): 47???48. http://dx.doi.org/10.1097/00001577-199600810-00022.

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Stanga, Jane L. "Cognitive Development". Pediatric Physical Therapy 8, nr 3 (1996): 141. http://dx.doi.org/10.1097/00001577-199600830-00015.

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Stanga, Jane L. "Cognitive Development". Pediatric Physical Therapy 9, nr 4 (1997): 212. http://dx.doi.org/10.1097/00001577-199700940-00061.

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Constable, Robert T. "Cognitive Development". Children & Schools 11, nr 2 (1989): 75–76. http://dx.doi.org/10.1093/cs/11.2.75.

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Ippolito, Karen O. "Cognitive Development". Nursing Education Perspectives 40, nr 4 (2019): 236–37. http://dx.doi.org/10.1097/01.nep.0000000000000407.

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Crotty, Jennifer E., Susanne P. Martin-Herz i Rebecca J. Scharf. "Cognitive Development". Pediatrics In Review 44, nr 2 (1.02.2023): 58–67. http://dx.doi.org/10.1542/pir.2021-005069.

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Cognitive development in children begins with brain development. Early life exposures may both positively and negatively influence cognitive development in children. Infants, toddlers, and children learn best in secure, nurturing environments and when attachment to a consistent caregiver is present. Pediatricians can screen for both social determinants of health and developmental milestones at office visits to address barriers to care and promote positive cognitive and learning outcomes. Pediatricians may model developmental stimulation during office visits to talk with an infant/child, asking questions of a child, singing and pointing to pictures in books, and modeling responsive listening. Pediatricians may support caregivers to talk with their children, read to their children, and avoid/reduce screen time. Pediatricians can help point caregivers to resources for parent training, Head Start, and quality preschool programs. School readiness has both pre-academic and socioemotional components and can have long-term effects on a child’s school success, health, and quality of life. School readiness depends on both the child and the caregiver being ready for school, taking into account caregiver and child health and mental health and child cognitive development.
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Rozprawy doktorskie na temat "Cognitive development"

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Blumen, Sheyla. "The development of cognitive abilities following the new outcomes of psychological theories". Pontificia Universidad Católica del Perú, 1997. http://repositorio.pucp.edu.pe/index/handle/123456789/101522.

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The most representative models of cognitive development following the new outcomes of psychological theories are presented. Then a brief analysis of the models in terms of six factors related to different areas in psychology and social sciences (importance of each stage, processes, knowledge, individual differences, context and limits in the cognitive development) is developed. Finally, an integration of the model developed by Sincoff and Sternberg (1989) is presented.
Se presentan los modelos más representativos del desarrollo cognitivo según los avances en las teorías psicológicas. Luego se realiza un breve análisis de los modelos en función a seis factores relacionados con diferentes áreas de la psicología y las ciencias sociales (importancia de cada etapa, procesos, conocimiento, diferencias individuales, contexto y limitaciones en el desarrollo cognitivo). Finalmente se presenta una propuesta de integración de los modelos actuales del desarrollo cognitivo desarrollado por Sincoff y Sternberg (1989)
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Akagi, Mikio Shaun Mikuriya. "Cognition in practice| Conceptual development and disagreement in cognitive science". Thesis, University of Pittsburgh, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10183682.

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Cognitive science has been beset for thirty years by foundational disputes about the nature and extension of cognition—e.g. whether cognition is necessarily representational, whether cognitive processes extend outside the brain or body, and whether plants or microbes have them. Whereas previous philosophical work aimed to settle these disputes, I aim to understand what conception of cognition scientists could share given that they disagree so fundamentally. To this end, I develop a number of variations on traditional conceptual explication, and defend a novel explication of cognition called the sensitive management hypothesis.

Since expert judgments about the extension of “cognition” vary so much, I argue that there is value in explication that accurately models the variance in judgments rather than taking sides or treating that variance as noise. I say of explications that accomplish this that they are ecumenically extensionally adequate. Thus, rather than adjudicating whether, say, plants can have cognitive processes like humans, an ecumenically adequate explication should classify these cases differently: human cognitive processes as paradigmatically cognitive, and plant processes as controversially cognitive.

I achieve ecumenical adequacy by articulating conceptual explications with parameters, or terms that can be assigned a number of distinct interpretations based on the background commitments of participants in a discourse. For example, an explication might require that cognition cause “behavior,” and imply that plant processes are cognitive or not depending on whether anything plants do can be considered “behavior.” Parameterization provides a unified treatment of embattled concepts by isolating topics of disagreement in a small number of parameters.

I incorporate these innovations into an account on which cognition is the “sensitive management of organismal behavior.” The sensitive management hypothesis is ecumenically extensionally adequate, accurately classifying a broad variety of cases as paradigmatically or controversially cognitive phenomena. I also describe an extremely permissive version of the sensitive management hypothesis, arguing that it has the potential to explain several features of cognitive scientific discourse, including various facts about the way cognitive scientists ascribe representations to cognitive systems.

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Lee, Saebyul. "Learning Abstract Numbers in Concrete Environment". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482751226985893.

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Vilnay, R. "Cognitive levels in reading development". Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378527.

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Briscoe, Josephine Mary. "Cognitive development after preterm birth". Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266900.

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Magis, Weinberg Lucía Inés. "Cognitive control development in adolescence". Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10040027/.

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Adolescence is a transitional period in which an increasing ability to coordinate basic cognitive control abilities is also particularly challenged by contextual factors in the environment. The aim of this dissertation was to examine the development of complex cognitive control in adolescence in relation to different socio-affective contexts at the behavioural and neural level. The dissertation presents three functional magnetic resonance imaging (fMRI) experiments. The first studies explored transient and sustained aspects of cognitive control, and how the context influences behaviour and brain activation during cognitive control tasks. Study 1 used a prospective memory task where the cues were more or less salient, affecting the need to proactively monitor the stimuli vs. react to more distinctive cues. Study 2 used a working memory task and manipulated the reward context, on a trial-by-trial or run-by-run basis. Study 3 used a relational reasoning task to investigate manipulation and integration of information and its sensitivity to the nature of this information, in particular whether making judgements in the social domain elicited specific brain activations compared to the non-social domain. All three studies were run in adolescent and adult participants, to allow the study of developmental changes in complex cognitive control at the behavioural and brain level. Study 1 found behavioural evidence for development of prospective memory in adolescence and neuroimaging evidence for sustained and transient activation of the frontoparietal network associated with monitoring costs for cue detection whilst being engaged in a different task. Study 2 found that in the context of sporadic rewards, both adolescents and adults combine a proactive and a reactive strategy to maximise performance. Reward had both sustained and transient effects on frontoparietal regions as well as subcortical regions involved in reward processing. Study 3 showed parallel recruitment of the social brain and the relational reasoning network during the relational integration of social information in adolescence and adulthood. Across the three studies, there was evidence for behavioural improvement with age, but no strong differences of haemodynamic brain changes between adolescence and adulthood.
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Blakey, Emma. "Deconstructing complex cognition : the development of cognitive flexibility in early childhood". Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/12451/.

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The goal of this research was to gain a more comprehensive understanding of how cognitive flexibility (CF) develops in early childhood. Previous research on cognitive flexibility development has tended to focus solely on studying 3- to 4-year-olds on a single paradigm that involves children switching from one task to another while resolving response conflict. For example, children switch from sorting coloured shapes by a rule (e.g., colour) to sorting the same stimuli by a new rule (e.g., shape). This has led to the pervasive, but simplistic idea that children achieve CF when they overcome perseveration at age 4 (e.g., Munakata, 2012; Zelazo et al., 2003). Consequently, theoretical accounts of CF development have focused on explaining why 3-year-olds perseverate. Perseveration has been explained as either a failure of working memory or a failure of inhibitory control, and little progress has been made in testing between these two accounts. Three approaches were combined in the current research to address this issue: 1) A new paradigm was used to study cognitive flexibility, capable of examining different types of flexible behaviour; 2) 2-year-olds were studied for the first time on measures of CF to learn about its emergence; and 3) both individual differences studies and randomised control training studies were used to examine how working memory and inhibitory control contribute to the development of CF. Together, the findings challenge the prevailing view that CF development begins with perseveration at age 3 and flexible behaviour at age 4 due to increases in working memory or inhibitory control by showing that: 1) overcoming response conflict is not the only way children can demonstrate flexible behaviour; 2) key developments in CF occur prior to age 3; and 3) both working memory and inhibitory control contribute to CF development depending on the task demands. Collectively, the findings provide a more comprehensive and nuanced account of cognitive flexibility development.
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Smith, Mary Clare. "Relationships among Cognitive, Spiritual, and Wisdom Development in Adults". Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1340804343.

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VAN, CLEAVE MATTHEW JAMES. "THE ROLE OF LANGUAGE IN COGNITIVE DEVELOPMENT". University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1186060901.

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Khan, Manizeh. "Thinking in Words: Implicit Verbal Activation in Children and Adults". Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10786.

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The relationship between language and thought has long been a topic of interest and controversy in cognitive science. In this dissertation, I address one aspect of this issue: when is language present during internal thought? Simple introspection tells us that we sometimes use inner speech, but is this the exception or the rule? Using eye-tracking measures, we investigated whether infants, children and adults implicitly activate verbal labels while silently looking at pictures of objects. In the first study, 4-year-olds, 7-year-olds and adults completed a working memory task. While the two older age groups spontaneously chose a verbal encoding strategy for the pictoral stimuli, the 4-year-olds did not, suggesting a late emergence for implicit language use. The second study, however, challenges this conclusion as we find evidence for spontaneous implicit verbal activation in 24-month-old infants during free-viewing of pictures of familiar objects. The final study provides a more detailed look at the nature of the implicit verbal representations that are activated in adults during visual image processing. Unlike the 24-month-old infants, and unlike adults engaged in a working memory task, adults in this visual image processing task did not robustly activate phonological representations but did show some evidence of lexical activation, perhaps at a more abstract level of representation. Taken together, these results suggest that: 1) even very young children spontaneously engage inner speech, 2) adults and children use implicit verbal labeling in different ways, and 3) different tasks can evoke different levels of implicit verbal activation.
Psychology
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Książki na temat "Cognitive development"

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Tamar, Globerson, Zelniker Tamar i Universiṭat Tel-Aviv. Yeḥidah le-sotsyologyah shel ha-ḥinukh ṿeha-ḳehilah., red. Cognitive style and cognitive development. Norwood, N.J: Ablex Pub. Corp., 1989.

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1949-, Bukatko Danuta, red. Cognitive development. New York: Knopf, 1985.

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Reddy, Peter. Cognitive development. Princeton, N.J: Films for the Humanities & Science, 1995.

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Dwyer, Helen. Cognitive development. Tucson, AZ: Brown Bear Books, 2011.

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Cognitive development. Tucson, AZ: Brown Bear Books, 2011.

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Flavell, John H. Cognitive development. Wyd. 3. Englewood Cliffs, N.J: Prentice-Hall, 1993.

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H, Miller Patricia, i Miller Scott A, red. Cognitive development. Wyd. 3. Englewood Cliffs: Prentice-Hall, 1993.

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Cognitive development. Wyd. 2. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Jerome, Kagan, red. Cognitive development. San Diego: Harcourt Brace Jovanovich, 1990.

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H, Miller Patricia, i Miller Scott A. 1944-, red. Cognitive development. Wyd. 4. Upper Saddle River, N.J: Prentice Hall, 2002.

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Części książek na temat "Cognitive development"

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Birch, Ann, i Tony Malim. "Cognitive Development". W Developmental Psychology, 25–48. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-12679-8_3.

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Boom, Jan. "Cognitive development". W Philosophy and Education, 101–17. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-015-8782-2_8.

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Robinson, Oliver. "Cognitive Development". W Development Through Adulthood, 48–78. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29121-9_3.

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Davies, Roger, i Peter Houghton. "Cognitive development". W Mastering Psychology, 162–80. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13553-0_10.

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Malim, Tony, i Ann Birch. "Cognitive development". W Introductory Psychology, 459–86. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14186-9_25.

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Birch, Ann. "Cognitive Development". W Developmental Psychology, 63–126. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14204-0_3.

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Schlinger, Henry D. "Cognitive Development". W A Behavior Analytic View of Child Development, 121–49. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-8976-8_7.

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Willan, Jennifer. "Cognitive development". W Early Childhood Studies, 87–107. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-27402-1_6.

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Garton, Alison F. "Cognitive Development". W International Handbook of Educational Research in the Asia-Pacific Region, 365–77. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_26.

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Schacter, Daniel, Daniel Gilbert, Daniel Wegner i Bruce Hood. "Cognitive development". W Psychology, 428–72. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40673-6_11.

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Streszczenia konferencji na temat "Cognitive development"

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Oliveira, Maira Okada De, Maria Carthery Goulart, Karolina César Freitas, Ricardo Nitrini i Sonia Brucki. "DEVELOPMENT OF THE BRAZILIAN MINI-ADDENBROOKE’S COGNITIVE EXAMINATION (MINI-ACE BR)". W XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda013.

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Background: Age is the most important risk factor for development of dementia and the recommendation is that the elderly be cognitively tested in order to detect impairment in the initial phase for adequate treatment. The demand for the care of these elderly people is great, drawing attention to the need for rapid tests, with good accuracy and simple application to identify cognitive impairment. Objective: To develop the M-ACE Brazilian version using data from ACE-R deriving sub-items that could better predict the diagnosis of cognitive impairment. Methods: The M-ACE BR was developed using Mokken scaling analysis in 352 participants (cognitively normal = 232, cognitive impairment no dementia (CIND) = 82 and dementia = 38) and validated in an independent sample of 117 participants (cognitively normal = 25, CIND = 88 and dementia = 4). Results: The M-ACE BR has nine items (spatial orientation, anterograde memory, retrograde memory, delayed recall, recognition, verbal fluency letter “P”, repetition of four words, naming 10 items and comprehension) with a max. score of 51 points and average duration time of seven minutes. The cutoff score ≤43/51 for CIND had a sensitivity of 59.09% and a specificity of 80%. For a screening test in which sensitivity is prioritized for further investigation, we suggest using a cutoff of ≤47 (sensitivity 85.23% and specificity 24%), maintaining a good positive predictive value (79.8%) Conclusion: The M-ACE BR is a brief and adequate instrument for detecting cognitive impairment in elderly Brazilians.
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Voronin, Vladimir. "COGNITIVE SCIENCES AND EDUCATION". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1246.

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"COGNITIVE OBJECT FORMAT". W International Conference on Knowledge Engineering and Ontology Development. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0002263103510358.

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Gadirova, T. R. "Epigenetic mechanisms in cognitive development". W Challenges of Science. Institute of Metallury and Ore Beneficiation, 2019. http://dx.doi.org/10.31643/2019.008.

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Arpentieva, Mariam. "E-Learning And Cognitive Development". W II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.6.

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Hemion, Nikolas, Jean-Christophe Baillie i David Filliat. "Workshop: Pathways of cognitive development". W 2014 Joint IEEE International Conferences on Development and Learning and Epigenetic Robotics (ICDL-Epirob). IEEE, 2014. http://dx.doi.org/10.1109/devlrn.2014.6982945.

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Voronin, Vladimir. "SOME ASPECTS OF COGNITIVE PEDAGOGICS". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0440.

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Poletti, Giorgio. "Technologies, Learning and Cognitive Models". W 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.32.

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Pereira, Jherson Haryson A., Alberto Luiz Oliveira Tavares de Souza i Victor Hugo Santiago C. Pinto. "Cognitive Load Analyzer: A Support Tool for Cognitive-Driven Development". W SBES '21: Brazilian Symposium on Software Engineering. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3474624.3476011.

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Pereira, Jherson Haryson A., Alberto Luiz Oliveira Tavares de Souza i Victor Hugo Santiago C. Pinto. "Cognitive Load Analyzer: A Support Tool for Cognitive-Driven Development". W SBES '21: Brazilian Symposium on Software Engineering. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3474624.3476011.

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Raporty organizacyjne na temat "Cognitive development"

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Dhuey, Elizabeth, David Figlio, Krzysztof Karbownik i Jeffrey Roth. School Starting Age and Cognitive Development. Cambridge, MA: National Bureau of Economic Research, sierpień 2017. http://dx.doi.org/10.3386/w23660.

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Ruhm, Christopher. Parental Employment and Child Cognitive Development. Cambridge, MA: National Bureau of Economic Research, kwiecień 2000. http://dx.doi.org/10.3386/w7666.

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Chaparro, Juan, Aaron Sojourner i Matthew Wiswall. Early Childhood Care and Cognitive Development. Cambridge, MA: National Bureau of Economic Research, luty 2020. http://dx.doi.org/10.3386/w26813.

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Blau, Francine, i Adam Grossberg. Maternal Labor Supply and Children's Cognitive Development. Cambridge, MA: National Bureau of Economic Research, grudzień 1990. http://dx.doi.org/10.3386/w3536.

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Baker, Michael, i Kevin Milligan. Maternity Leave and Children's Cognitive and Behavioral Development. Cambridge, MA: National Bureau of Economic Research, czerwiec 2011. http://dx.doi.org/10.3386/w17105.

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Martin, Edward A. Cognitive Probe Project: Development of a Testbed for Collecting Cognitive Model Parameterization and Validation Data. Fort Belvoir, VA: Defense Technical Information Center, lipiec 2002. http://dx.doi.org/10.21236/ada406707.

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Perfors, Amy, Joshua B. Tenenbaum, Thomas L. Griffiths i Fei Xu. A Tutorial Introduction to Bayesian Models of Cognitive Development. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2011. http://dx.doi.org/10.21236/ada537429.

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Shaneyfelt, Wendy. Ethical principles and guidelines for the development of cognitive systems. Office of Scientific and Technical Information (OSTI), maj 2006. http://dx.doi.org/10.2172/884724.

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Figlio, David, Jonathan Guryan, Krzysztof Karbownik i Jeffrey Roth. The Effects of Poor Neonatal Health on Children's Cognitive Development. Cambridge, MA: National Bureau of Economic Research, luty 2013. http://dx.doi.org/10.3386/w18846.

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Hamermesh, Daniel, Rachel Gordon i Robert Crosnoe. O Youth and Beauty: Children’s Looks and Children’s Cognitive Development. Cambridge, MA: National Bureau of Economic Research, październik 2019. http://dx.doi.org/10.3386/w26412.

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