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.
Pełny tekst źródłaSe 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)
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.
Pełny tekst źródłaCognitive 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.
Lee, Saebyul. "Learning Abstract Numbers in Concrete Environment". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482751226985893.
Pełny tekst źródłaVilnay, R. "Cognitive levels in reading development". Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378527.
Pełny tekst źródłaBriscoe, Josephine Mary. "Cognitive development after preterm birth". Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266900.
Pełny tekst źródłaMagis, Weinberg Lucía Inés. "Cognitive control development in adolescence". Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10040027/.
Pełny tekst źródłaBlakey, Emma. "Deconstructing complex cognition : the development of cognitive flexibility in early childhood". Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/12451/.
Pełny tekst źródłaSmith, 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.
Pełny tekst źródłaVAN, CLEAVE MATTHEW JAMES. "THE ROLE OF LANGUAGE IN COGNITIVE DEVELOPMENT". University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1186060901.
Pełny tekst źródłaKhan, Manizeh. "Thinking in Words: Implicit Verbal Activation in Children and Adults". Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10786.
Pełny tekst źródłaPsychology
Barrett, Frank J. "The development of the cognitive organization". Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1054652909.
Pełny tekst źródłaWeber, Raymond Joseph. "Development of a cognitive array system". Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/weber/WeberR0510.pdf.
Pełny tekst źródłaWassenberg, Renske. "Differential cognitive development: a neuropsychological approach". Maastricht : Maastricht : Neuropsych Publishers ; University Library, Universiteit Maastricht [host], 2007. http://arno.unimaas.nl/show.cgi?fid=8689.
Pełny tekst źródłaWänström, Linda. "Intelligence and models for cognitive development /". Stockholm : Department of Statistics, Stockholm University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7199.
Pełny tekst źródłaWard, Paul. "The development of perceptual-cognitive expertise". Thesis, Liverpool John Moores University, 2002. http://researchonline.ljmu.ac.uk/4967/.
Pełny tekst źródłaDawda, Darek. "The literacy hypothesis and cognitive development /". Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2635.
Pełny tekst źródłaTeufel, Christoph Rupert. "Mental attribution : its role in socio-cognitive development and adult social cognition". Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611347.
Pełny tekst źródłaParker, Deborah A. (Deborah Ann). "Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.
Pełny tekst źródłaMolzhon, Andrea. "Exploring the Influence of Socioeconomic Status on the Executive Function and Theory of Mind Skills of Preschoolers". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4226.
Pełny tekst źródłaMerryfield, Jessica L. "Let's play Designing spaces for cognitive development /". Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1148070735.
Pełny tekst źródłaTitle from electronic thesis title page (viewedJuly 17, 2006). Includes abstract. Keywords: children's design, architecture, cognitive development. Includes bibliographical references.
Ouyang, Sining, i 欧阳斯宁. "Effect of music on children's cognitive development". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193786.
Pełny tekst źródłapublished_or_final_version
Public Health
Master
Master of Public Health
Strauss, Clara Yolanda. "Depression and the development of cognitive coping". Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364546.
Pełny tekst źródłaCombrink, Aneri. "Cognitive development in planning theory / A. Combrink". Thesis, North-West University, 2010. http://hdl.handle.net/10394/4564.
Pełny tekst źródłaThesis (M.Art. et Scien. (Town and Regional Planning))--North-West University, Potchefstroom Campus, 2011.
Dunham, Lesley Ann. "Cognitive development in relation to science education". Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/3701/.
Pełny tekst źródłaMitchell, Ryan A. "Bisexual Identity Development| A Social Cognitive Process". Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600585.
Pełny tekst źródłaThis study explored how bisexual individuals used media and other frames of reference to understand their own sexuality. It also sought to understand how bisexual individuals felt about the representation in the media and if they had a preferred image in mind. Semi-structured interviews were conducted with six individuals recruited from universities and LGBT-oriented groups and their answers were analyzed through social cognitive theory and sexual identity development models. The study found that, for the participants interviewed, media examples of bisexuality and bisexual individuals were not completely accepted and other representations were preferred. For this sample, an educational setting played an important role in acquiring the language used to describe their sexuality. Also, the participants mostly agreed that the media did not often portray bisexuality in ways that resonated with them.
Tikhanoff, Vadim. "Development of cognitive capabilities in humanoid robots". Thesis, University of Plymouth, 2009. http://hdl.handle.net/10026.1/2807.
Pełny tekst źródłaÖhman, Mattias. "Essays on Cognitive Development and Medical Care". Doctoral thesis, Uppsala universitet, Nationalekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-305627.
Pełny tekst źródłaMERRYFIELD, JESSICA L. "LET'S PLAY: DESIGNING SPACES FOR COGNITIVE DEVELOPMENT". University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148070735.
Pełny tekst źródłaWestermann, Gert. "Constructivist neural network models of cognitive development". Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/22733.
Pełny tekst źródłaFitzGibbon, Lily. "The development of cognitive flexibility in childhood". Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/9335/.
Pełny tekst źródłaWilcox, Teresa Gaynelle. "Cognitive development in preterm and fullterm infants". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186201.
Pełny tekst źródłaMiser, Tracey Marie. "Attention, Memory, and Development of Inductive Generalization". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460404591.
Pełny tekst źródłaGudbjornsdottir, G. "Cognitive development, gender, class and education : A longitudinal study of Icelandic early and late cognitive developers". Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377067.
Pełny tekst źródłaWatson-Jones, Rachel. "The ritualistic child : imitation, affiliation, and the ritual stance in human development". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:2b00ce6b-f281-4644-83fb-ef484701b5f6.
Pełny tekst źródłaHobbs, Kathryn Virginia. "Infants' and toddlers' reasoning about others: Connections to prosocial development and language". Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13065030.
Pełny tekst źródłaPsychology
Plebanek, Daniel Joseph. "Paying Attention to Development: Understanding Developmental Differences in Selectivity". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499425770379572.
Pełny tekst źródłaSkeat, Lizbeth Cara. "Cognitive Development in Student Leaders and Non-leaders". Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32555.
Pełny tekst źródłaMaster of Arts
Powell, Lindsey Jane. "Infants' Understanding of Social Affiliation and Behavioral Conformity". Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10626.
Pełny tekst źródłaPsychology
Svirko, Elena. "Individual differences in complex grammar acquisition : causes and consequences". Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:b0b039d2-5025-4f48-8aa5-546b6bd29090.
Pełny tekst źródłaNightingale, Zoe C. "Cognitive rehearsal, cognitive bias and the development of fear in high trait-anxious children". Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6944/.
Pełny tekst źródłaSanghvi, Hari Galen. "Cognitive interference in social interaction : development and validation of the social interference questionnaire /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/9110.
Pełny tekst źródłaFarah, Hanna Ibrahim. "Applying cognitive patterns to support software tool development". Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27354.
Pełny tekst źródłaMartin, Michelle M. "The development of cognitive inhibition in bilingual children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56190.pdf.
Pełny tekst źródłaThomas, Charles Nolan. "The relationships between cognitive deficits and spiritual development". Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
Pełny tekst źródłaÖstergren, Rickard. "Mathematical Learning Disability : Cognitive Conditions, Development and Predictions". Doctoral thesis, Linköpings universitet, Psykologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-96799.
Pełny tekst źródłaAvhandlingens syfte var att testa och kontrastera hypoteser om vilka kognitiva förutsättningar som är centrala för utvecklandet av matematiska inlärningssvårigheter (MLD) hos barn. De hypoteser som prövas i avhandlingen är följande: a) den domängenerella hypotesen, detta innebär att den förmodade störningen/nedsättningen finns primärt i barnets generella förmågor, främst då i arbetsminnes funktioner. b) en nedsättning i den medfödda approximativa antalsuppfattningen. c) nedsättning i den exakta antalskodningen. d) nedsättning gällande kopplingen mellan den kulturellt betingande symboliska nivå (räkneord och siffror) samt den medfödda antalsuppfattningen (eller antalskodningen). e) slutligen prövas även hypotesen att MLD kan härröras från flera nedsättningar i dessa förmågor. I tre studier undersöktes kopplingen mellan kognitiva förmågor och aritmetik. i studie1 och 3 jämfördes grupper av barn med MLD (eller risk för MLD) med grupper av barn som inte hade MLD i studie 2 undersöktes kopplingen mellan förmågorna verbalt arbetsminne och tidig sifferkunskap samt tidig aritmetiskförmåga. Sammantaget indikerar resultaten från denna avhandling att det kan vara både multipla och enstaka kognitiva förmågor, primärt i den approximativa antalsuppfattningen samt i arbetsminnesfunktioner, som kan fungera som riskförutsättningar för utvecklande av MLD hos barn. Dock måste dessa förmågor samspela med andra faktorer som kan fungera kompensatoriskt eller riskhöjande för utvecklandet av MLD. En förenklad utvecklingsmodell med utgångspunkten i resultaten från studierna samt von Asters och Shalevs (2007) modell föreslås. Syftet med modellen är att den ska kunna användas som teoretiskt ramverk för att förstå utvecklingen av MLD hos barn.
Vadehra, Pooja. "Co-resident grandparents and children's early cognitive development". Thesis, The University of North Carolina at Greensboro, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722563.
Pełny tekst źródłaVADEHRA, POOJA, Ph.D. Co-resident Grandparents and Children?s Early Cognitive Development. (2015). Directed by Dr. Danielle Crosby. 112 pp. Cross-cultural research on parent?maintained multigenerational families with co-resident grandparents has shown largely positive outcomes for children, but few studies have explored the potential impact of this type of household structure on children in the American context. The goals of the current study were to investigate the association between grandparent co-residency in stable two-parent families and children?s early cognitive development (at ages 9 months and 2 years), and to examine whether grandparents? provision of child care moderated this association. A secondary set of questions asked whether the pattern of associations under study varied by children?s ethnoracial background (White, Black, Hispanic, Asian, or Other). Data for this study were drawn from the first two waves of the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a unique, prospective study of development for a nationally representative sample of children born in the U.S. in 2001. Analyses focused on the 6,950 children who lived in stable two-parent families during their first two years of life. Descriptive results show that 11.3% of infants living in stable two-parent families in this national sample had at least one grandparent living with them during their first two years of life. A series of multivariate logistic regressions indicated that grandparent co-residency was a more likely occurrence for children with younger mothers, children in families below the poverty threshold and those receiving federal benefits, children in families with higher incomes (once poverty was accounted for), first born children and Asian children. Interesting differences emerged in the pattern of correlates of grandparent co-residency across ethnoracial groups. Poverty and federal assistance were the strongest predictors of co-residency for White, Hispanic, and ?Other? families; whereas higher income was associated with co-residency for Black and Asian families. Hypotheses about the association between grandparent co-residency and children?s early cognitive development were not supported (for the full sample or any of the ethnoracial groups); however, supplementary analyses provided suggestive evidence of higher test scores at 9 months for children with co-resident grandmothers, and higher test scores at age 2 for children with co-resident grandfathers. I found no evidence that grandparent provision of child care moderated this association. Implications for future research and recommendations are further discussed.
Sorrentino, Christina M. 1967. "Individuation, identity and proper names in cognitive development". Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9674.
Pełny tekst źródłaIncludes bibliographical references (p. 193-199).
The ability to individuate entities (i.e. conceptualize one entity as distinct from two) and trace their identity (i.e. judge that an entity is the same one as an entity encountered before) is a fundamental component of the human mind and is critical to proper name reference (i.e. a proper name, like lvfax, refers to a unique individual, namely Max). Philosophers have proposed that sortals-concepts which refer to kinds of individuals-support these abilities (Gupta, 1980; Hirsch, 1982; Macnamara, 1986; Wiggins, 1967, 1980). However, while adults may well have sortal concepts and learn proper names for individuals, it is an open question whether children do so also. Proponents of the Continuity hypothesis (e.g. Macnamara, 1982; Pinker, 1984) argue that children and adults have fundamentally the same conceptual resources, whereas proponents of the Discontinuity hypothesis (e.g. Piaget, 1954; Quine, 1960, 1969) argue that child.en and adults have qualitatively different conceptual systems. In this thesis, evidence is reviewed that very young infants have at least one sortal, physical object, which suggests that infants have the conceptual structure needed to support representations of kinds and individuals. Experiments probing infant understanding of the concept, person, suggest that infants have the ability to reason about the action and appearance of others, but data presented in the thesis falls short of providing conclusive evidence that infants under a year are able to individuate people. Evidence is presented that by age three, children represent unique individuals and interpret proper names in an adult like manner as referring to unique individuals. This rules out a discontinuity alternative, namely that preschoolers represent proper names as referring to highly similar objects or to restricted subkinds. Evidence is also presented that children as young as two years are like adults in being willing to accept a range of individuals as nameable if given information which highlights the named objects' importance, such as the attribution of mental states to the object. Together these findings provide support for the continuity hypothesis and suggest a number of avenues of research into children's understanding of kinds, individuals, and their names.
by Christina M. Sorrentino.
Ph.D.
Lamont, Alexandra Mary. "The development of cognitive representations of musical pitch". Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624265.
Pełny tekst źródłaHong, Namkyung. "Language-specificity and young preschoolers' social-cognitive development". Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/85189/.
Pełny tekst źródłaGraham, James T. "Development of Functional Requirements for Cognitive Motivated Machines". Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1455711952.
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