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Статті в журналах з теми "Cognitive precursors"
Bennett, Paul, and Rob Lowe. "Emotions and Their Cognitive Precursors." Journal of Health Psychology 13, no. 4 (May 2008): 537–46. http://dx.doi.org/10.1177/1359105308088526.
Повний текст джерелаPulinets, Sergey, Marina Tsidilina, Dimitar Ouzounov, and Dmitry Davidenko. "From Hector Mine M7.1 to Ridgecrest M7.1 Earthquake. A Look from a 20-Year Perspective." Atmosphere 12, no. 2 (February 17, 2021): 262. http://dx.doi.org/10.3390/atmos12020262.
Повний текст джерелаWood, Stephen J., Alison R. Yung, and Christos Pantelis. "Cognitive precursors of severe mental disorders." Cognitive Neuropsychiatry 18, no. 1-2 (January 2013): 1–8. http://dx.doi.org/10.1080/13546805.2012.750439.
Повний текст джерелаCORNBLATT, BARBARA, MICHAEL OBUCHOWSKI, SIMONE ROBERTS, SIMCHA POLLACK, and L. ERLENMEYER–KIMLING. "Cognitive and behavioral precursors of schizophrenia." Development and Psychopathology 11, no. 3 (September 1999): 487–508. http://dx.doi.org/10.1017/s0954579499002175.
Повний текст джерелаDarsaud, Annabelle, Ullrich Wagner, Evelyne Balteau, Martin Desseilles, Virginie Sterpenich, Gilles Vandewalle, Geneviève Albouy, et al. "Neural Precursors of Delayed Insight." Journal of Cognitive Neuroscience 23, no. 8 (August 2011): 1900–1910. http://dx.doi.org/10.1162/jocn.2010.21550.
Повний текст джерелаHagtvet, Bente E. "Phonological and linguistic-cognitive precursors of reading abilities." Dyslexia 3, no. 3 (September 1997): 163–77. http://dx.doi.org/10.1002/(sici)1099-0909(199709)3:3<163::aid-dys83>3.0.co;2-0.
Повний текст джерелаCampbell, Jared M. "Supplementation with NAD+ and Its Precursors to Prevent Cognitive Decline across Disease Contexts." Nutrients 14, no. 15 (August 7, 2022): 3231. http://dx.doi.org/10.3390/nu14153231.
Повний текст джерелаOkan, Yasmina, Eva Janssen, Mirta Galesic, and Erika A. Waters. "Using the Short Graph Literacy Scale to Predict Precursors of Health Behavior Change." Medical Decision Making 39, no. 3 (March 8, 2019): 183–95. http://dx.doi.org/10.1177/0272989x19829728.
Повний текст джерелаPulinets, S. A., D. V. Davidenko, and P. A. Budnikov. "Method for Cognitive Identification of Ionospheric Precursors of Earthquakes." Geomagnetism and Aeronomy 61, no. 1 (January 2021): 14–24. http://dx.doi.org/10.1134/s0016793221010126.
Повний текст джерелаTokar, David M., Mindi N. Thompson, Melissa R. Plaufcan, and Christine M. Williams. "Precursors of learning experiences in Social Cognitive Career Theory." Journal of Vocational Behavior 71, no. 3 (December 2007): 319–39. http://dx.doi.org/10.1016/j.jvb.2007.08.002.
Повний текст джерелаДисертації з теми "Cognitive precursors"
Plaufcan, Melissa R. "An Examination of Social Cognitive Precursors of Lesbians’ Vocational Interests." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1310435272.
Повний текст джерелаDiaz, Alicia Alina. "Attributional fairness theory : the cognitive precursors of organizational justice judgments /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957197436.
Повний текст джерелаWalsh, E. "Exploring the cognitive precursors of movement using a sensory-detection task." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1446183/.
Повний текст джерелаCosta, Hiwet Mariam. "Precursors of mathematics learning: identification and intervention." Doctoral thesis, Università degli studi di Trieste, 2015. http://hdl.handle.net/10077/11005.
Повний текст джерелаThe studies presented in this thesis contribute to the growing body of knowledge regarding the relationships between domain general precursors, domain specific precursors and mathematical learning. Given the previous inconsistent results about the link between ANS acuity and mathematical abilities (i.e. Kolkman et al., 2013) we were interested in the investigation of the relation between the ANS and early mathematics abilities in preschool years. This relationship was explored by using two different approaches: in Chapter 2 the relationship between ANS and different mathematical measures, measured concurrently, were investigated; Chapter 3 examined the possibility to improve the ANS abilities in preschool children by using intensive adaptive training over a relatively short period. Moreover, the transfer effects of the training on mathematical abilities were also examined. The second aim of this dissertation concerned the potential role played by STM and WM skills in supporting domain-specific precursors of mathematics. The few studies that considered the role of WM in simple quantity comparison abilities did not provide a strong basis for any firm conclusions on such a relationship (Mussolin, Nys, Leybaert, & Content, 2012; Soltész, Szűcs, & Szűcs, 2010) since they didn’t assess all of the WM components. Chapter 2 focuses on uncovering which specific WM component is involved in non-symbolic approximate quantity comparison processing in the preschool age. Moreover, in ordered to further explore the relationship between WM abilities and ANS, Chapter 3 investigated whether training focusing on the improvement of ANS abilities produced a far-transfer effect on WM abilities. Several studies found that WM abilities are related to overall mathematical skills (Gersten et al., 2005; Jordan et al., 2006; Passolunghi & Lanfranchi, 2012), therefore Chapter 4 investigated a possible causal relationship between domain-general working memory abilities and domain-specific numerical competence through a training study during the preschool years. The third aim of this dissertation was to explore the malleability of cognitive precursors of mathematical learning. In Chapter 3, the possibility to improve ANS abilities was investigated, whereas Chapter 4 aimed to verify and compare the effects on early numerical competence of two types of training. One type of training focused on the enhancement of domain-general precursors, working memory abilities; while the other focused on the enhancement of domain-specific precursors, early numeracy abilities. In the field of intellectual disabilities, some studies suggested that WM skills of children with neurodevelopmental disorders (like Down’s syndrome) tend to be impaired and very poor compared to typically developing children of a similar mental age (Gathercole & Alloway, 2006). In Chapter 5, the efficacy of a school-based visuo-spatial WM training on STM and WM skills for two individuals with DS was examined. The main findings emerging from overall studies and limitations, future directions and implications of the research are finally discussed in Chapter 6.
Gli studi presentati in questa tesi forniscono nuovi risultati riguardo la relazione tra precursori dominio-generali e precursori dominio-specifici dell’apprendimento matematico. Le ricerche che si sono occupate di indagare la relazione tra Approximate Numer System (ANS) e abilità matematiche finora hanno prodotto risultati contrastanti (Kolkman et al., 2013). Ci siamo quindi interessati ad approfondire lo studio della relazione tra ANS e matematica in età prescolare utilizzando due diversi approcci. Nel capitolo 2 è stato indagata la relazione tra ANS e diverse abilità matematiche, misurati contemporaneamente. Nel Capitolo 3 è stata indagata la possibilità di potenziare le abilità di ANS in bambini in età prescolare, utilizzando un training intensivo per un periodo relativamente breve. Inoltre, sono stati esaminati gli effetti del training di ANS sulle abilità matematiche. Il secondo obiettivo di questa tesi è stato quello di indagare il ruolo svolto della memoria a breve termine e della memoria di lavoro nello sviluppo dei precursori dominio-specifici dell’apprendimento matematico. I pochi studi che hanno considerato la relazione tra abilità di memoria e abilità di confronto di quantità non sono giunti a conclusioni certe su tale relazione in quanto non hanno analizzato in maniera completa il ruolo svolto da ogni componente della memoria di lavoro (Mussolin, Nys, Leybaert, & Content, 2012; Soltész, Szűcs, & Szűcs, 2010). Con lo studio descritto nel Capitolo 2 abbiamo voluto indagare quale specifica componete della memoria di lavoro sia coinvolta nel processo di comparazione di quantità in età prescolare. Inoltre, per analizzare ulteriormente tale relazione nel Capitolo 3 abbiamo indagato l’effetto, sulle abilita di memoria di lavoro, di un training focalizzato sul potenziamento delle abilità di ANS. Dato che diversi studi confermano la relazione tra memoria di lavoro e abilità matematiche (Gersten et al., 2005; Jordan et al., 2006; Passolunghi & Lanfranchi, 2012), nel capitolo 4 abbiamo esaminato la possibile relazione causale tra le capacità dominio-generali di memoria di lavoro e precursori dominio-specifici (abilità matematiche precoci) tramite uno studio di training in età prescolare. Il terzo obiettivo di questa tesi è stato quello di esplorale la malleabilità dei precursori cognitivi dell’apprendimento matematico. Nel Capitolo 3 è stata indagata la possibilità di potenziare le abilità di ANS mentre nel capitolo 4 abbiamo voluto verificare l’efficacia di due diversi tipi di training sul potenziamento della abilità matematiche in età prescolare. Il primo training era focalizzato sul potenziamento della memoria di lavoro (precursore dominio-generale) mentre il secondo training era focalizzato sul potenziamento delle abilità matematiche precordi (precursore dominio-specifico). Gli studi nel campo delle disabilità intellettive, suggeriscono che le competenze di memoria di lavoro di bambini con disturbi dello sviluppo neurologico (come la sindrome di Down) tendono ad essere compromesse e molto scarsa in confronto alle abilità di memoria di bambini con sviluppo tipico ma stessa età mentale (Gathercole e Alloway, 2006). Nel capitolo 5, è stata indagata l'efficacia di un training di memoria di lavoro visuo-spaziale sulle abilità di memoria a breve termine e di memoria di lavoro di due persone con sindrome di Down. I principali risultati della tesi, le direzioni future e le implicazioni delle ricerche sono state discusse nel Capitolo 6.
XXVII Ciclo
1987
Altenburger, Lauren E. "Father-Child Relationships: Early Precursors and Consequences for School-Aged Children’s Social and Cognitive Adjustment." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524175659835137.
Повний текст джерелаSteinhauser, Robert [Verfasser], Marco [Akademischer Betreuer] Steinhauser, and Søren [Akademischer Betreuer] Andersen. "Pre-error cognition: insights into cognitive control through neural precursors of performance errors [cumulative dissertation] / Robert Steinhauser ; Marco Steinhauser, Søren Andersen." Eichstätt-Ingolstadt : Katholische Universität Eichstätt-Ingolstadt, 2018. http://d-nb.info/1151573175/34.
Повний текст джерелаPaterson, Sarah Jane. "Language and number in Williams Syndrome and Down's Syndrome : from infant precursors to the mature phenotype." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/1348745/.
Повний текст джерелаSteele, Ann M. "Tracing syndrome-specific trajectories of cognitive development : the impact of attention profiles on precursors of literacy and numeracy." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:5d2e5704-b7f9-4ecb-b073-3616a45c2890.
Повний текст джерелаBickham, Grace Antia. "Major Depressive Disorder: Precursors, Predictors, and Coping Mechanism Among Undergraduate Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/743.
Повний текст джерелаCargnelutti, Elisa. "Children and mathematics: beyond the role of cognitive abilities in early math achievement." Doctoral thesis, Università degli studi di Trieste, 2014. http://hdl.handle.net/10077/10022.
Повний текст джерелаThe field of mathematical learning has received in recent years increasing attention in research, clinical and educational settings. The leading research line is dedicated to the investigation of the cognitive abilities fundamental for the acquisition and application of math concepts. Among general abilities, there is a wealth of evidence in favor of the recruitment of both working memory and short-term memory, despite there is no agreement concerning the involvement of the related subcomponents. Conflicting results pertain also the role of intelligence. Even major debate concerns more specific cognitive abilities, therefore those closely related to mathematics. In particular, it has not been elucidated the involvement of basic skills entailing approximate judgments about magnitudes and identified with ANS. Moreover, it is not yet clear how the recruitment of all these abilities can vary in dependence on stage of development and level of instruction. The other research line, almost independent from the previous, is dedicated to the evaluation of constructs non-cognitive in nature, for instance affective and motivational factors but also self-perceptions, in relation to academic achievement. Mainly studied are constructs such as self-efficacy and anxiety, with particular reference to a subtype of anxiety that is specific to math. Other relevant aspects are represented by constructs such as self-concept and self-esteem, but also depression. Nevertheless, this kind of studies is usually conducted on old children, typically in those attending secondary school or college, whereas less attention is dedicated to younger students. Starting from these considerations, the purpose of the current dissertation has been that of elucidating which are the factors, both cognitive and non-cognitive, that can assume a greater relevance at the beginning of schooling, i.e., in the first grades of primary school. These factors have been inspected both separately and by trying to find a possible interrelation between them. In CHAPTER 1, the topics that are object of the present work are illustrated by delineating the state-of-the-art pertinent to each of them. CHAPTER 2 is dedicated to the description of Study 1, where a broad range of cognitive abilities including memory, intelligence and ANS has been investigated just at the beginning of formal instruction and therefore in relation to early math competence. Having proved the significant involvement of all tested skills, the consequent aim was that of exploring to which extent the same are suitable in the prediction of math performance in following grades. This investigation has represented the topic of Study 2, illustrated in CHAPTER 3. In this study, children were longitudinally followed from first to third grade, observing that the tested abilities can successfully predict future math learning, but with a leading role of working memory. Once having shed light on the involvement of cognitive abilities, a second purpose was the investigation of the possible involvement in young students of non-cognitive factors. These constructs were thus assessed in Study 3, reported in CHAPTER 4. The sample was represented by second graders and more relevant aspects resulted to be self-efficacy and general anxiety. Contrary to expectations, anxiety specific to math appeared be non-significantly related to math performance. For this reason, Study 4, described in CHAPTER 5, was dedicated to an extensive evaluation of this constructs in third graders, in order to inspect when it could become relevant. Results suggested the association with math performance to establish in third grade, with particular impact of anxiety related to learning math rather than that associated to the math testing condition. The main findings emerging from overall studies and limitations, future directions and implications of the research are finally discussed in CHAPTER 6.
Negli ultimi anni, lo studio dell’apprendimento della matematica ha iniziato a ricevere crescente attenzione nel campo della ricerca, ma anche in quello clinico ed educativo. Maggiore interesse è dedicato allo studio delle abilità cognitive che sottostanno all’apprendimento e all’applicazione dei concetti matematici. Tra le abilità a carattere generale, in letteratura esiste un forte consenso sul ruolo cruciale della memoria, sia di lavoro che a breve termine, nonostante non sia del tutto chiarito il coinvolgimento relativo delle varie componenti della stessa. Dibattito sussiste anche in merito al ruolo dell’intelligenza. Ancora maggiori divergenze permangono in merito al ruolo di abilità più specifiche, ovvero strettamente pertinenti alla matematica. In particolare non c’è accordo sul ruolo di abilità molto di base, indicate come ANS, e che consistono nel fornire giudizi approssimati in merito a grandezze e quantità. In aggiunta, non è chiaro il coinvolgimento relativo delle sopraccitate abilità in relazione a determinati stadi dello sviluppo o livelli di istruzione. Il secondo filone di ricerca, perlopiù indipendente dal precedente, è rappresentato dalla valutazione di aspetti prettamente non-cognitivi, quali quelli affettivi e motivazionali, ma anche percezioni che gli individui formano in merito a se stessi e alle proprie capacità. I costrutti maggiormente indagati sono quelli dell’auto-efficacia e dell’ansia, sia generale che specifica per la matematica. Altri aspetti rilevanti sono rappresentati dal concetto di sé, dall’autostima e dalla depressione. Questi fattori sono tuttavia tipicamente valutati in studenti a partire dalla scuola secondaria, mentre minore attenzione viene dedicata a quelli frequentanti i primi anni del percorso scolastico. A partire da queste considerazioni, l’obiettivo primario del presente lavoro di tesi è consistito nella valutazione di quali fattori, sia cognitivi che non, hanno una maggiore rilevanza nell’ambito della prestazione matematica all’inizio della scolarità, più precisamente nelle prime classi della scuola primaria. Si è voluto valutare questi fattori sia indipendentemente, sia esplorandone la possibile influenza reciproca. Il CAPITOLO 1 è quindi dedicato alla discussione degli argomenti trattati in modo da fornire una panoramica sullo stato dell’arte attuale in merito alle ricerche condotte e ai relativi risultati. Il CAPITOLO 2 è centrato sulla descrizione dello Studio 1, in cui è stato testato un ampio spettro di abilità cognitive quali memoria, intelligenza e ANS, in bambini appena avviati all’istruzione formale e pertanto valutando il ruolo di queste abilità in relazione ad abilità matematiche precoci, prettamente informali. Verificato il coinvolgimento significativo di abilità tanto generali quanto specifiche all’inizio della scolarità, l’obiettivo conseguente è stato quello di verificare in che modo tali abilità siano in grado di predire l’apprendimento matematico negli anni successivi della scuola primaria. Questo obiettivo ha caratterizzato lo Studio 2, descritto nel CAPITOLO 3. Un campione di bambini è stato seguito longitudinalmente dalla classe prima alla classe terza, riscontrando che tutte le abilità indagate hanno un significativo impatto anche sull’apprendimento formale della matematica, ma con un ruolo primario assunto dalla memoria di lavoro. Una volta delineato il quadro delle abilità cognitive cruciali nei primi anni scuola, la volontà è stata quello di esplorare se anche costrutti non-cognitivi possano avere un impatto significativo. Lo Studio 3, illustrato nel CAPITOLO 4, si è quindi focalizzato anche sulla valutazione di questi aspetti in bambini di classe seconda, riscontrando un diretto coinvolgimento di auto-efficacia ed ansia generale. Contrariamente alle aspettative, l’ansia specifica per la matematica non è risultata avere alcun legame significativo con la prestazione matematica. A partire da questo risultato, l’obiettivo dello Studio 4, riportato nel CAPITOLO 5, è consistito nella valutazione più approfondita di questo costrutto in bambini di classe terza, in modo da esplorare quando lo stesso possa diventare rilevante ai fini della prestazione matematica. I risultati hanno dimostrato un ruolo significativo a questo livello, in particolare per quanto concerne l’ansia da apprendimento, piuttosto che di valutazione, della disciplina. Il CAPITOLO 6 è quindi dedicato alla discussione generale dell’elaborato in cui sono riassunti i principali risultati emersi e discusse le limitazioni, prospettive future ed implicazioni pratiche della ricerca.
XXVI Ciclo
1986
Книги з теми "Cognitive precursors"
Waldmann, Michael R. Causal Reasoning. Edited by Michael R. Waldmann. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399550.013.1.
Повний текст джерелаLegerstee, Maria. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2006.
Знайти повний текст джерелаLegerstee, Maria. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2005.
Знайти повний текст джерелаLegerstee, Maria. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2005.
Знайти повний текст джерелаInfants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2005.
Знайти повний текст джерелаLegerstee, Maria. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2006.
Знайти повний текст джерелаLegerstee, Maria. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2005.
Знайти повний текст джерелаLegerstee, Maria Theresia. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2005.
Знайти повний текст джерелаSeyfarth, Robert M., and Dorothy L. Cheney. Primate social cognition as a precursor to language. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780199541119.013.0004.
Повний текст джерелаPrinz, Jesse. Hume and Cognitive Science. Edited by Paul Russell. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199742844.013.19.
Повний текст джерелаЧастини книг з теми "Cognitive precursors"
Kalindi, Sylvia Chanda, Kevin Kien Hoa Chung, Duo Phil Liu, and Li-Chih Angus Wang. "Chapter 5. The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions." In Writing Systems, Reading Processes, and Cross-Linguistic Influences, 99–120. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/bpa.7.05kal.
Повний текст джерелаHespos, Susan J., and Elizabeth S. Spelke. "Precursors to spatial language." In The Categorization of Spatial Entities in Language and Cognition, 233–45. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/hcp.20.13hes.
Повний текст джерелаIarussi, Melanie M. "MI as a Precursor to CBT." In Integrating Motivational Interviewing and Cognitive Behavior Therapy in Clinical Practice, 83–95. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351203234-6.
Повний текст джерелаHuber, Gerda S., Jean-Luc Moreau, James R. Martin, Yannick Bailly, Jean Mariani, and Bernard Brugg. "ß-Amyloid Precursor Protein — Role in Cognitive Brain Function?" In Alzheimer Disease, 87–90. Boston, MA: Birkhäuser Boston, 1997. http://dx.doi.org/10.1007/978-1-4612-4116-4_14.
Повний текст джерелаKozunova, Galina, Ksenia Sayfulina, Andrey Prokofyev, Pavel Shlepnev, Vladimir Medvedev, Tatiana Stroganova, and Boris Chernyshev. "Pupil Dilation as a Precursor of Risky Choice in Probabilistic Gambling Task." In Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics, 256–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71637-0_31.
Повний текст джерелаDümig, Sascha. "The World as Will and I-Language: Schopenhauer’s Philosophy as Precursor of Cognitive Sciences." In Studies in Universal Logic, 85–94. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33090-3_6.
Повний текст джерелаCohn, Joseph. "Challenges and Solutions with Augmented Cognition Technologies: Precursor Issues to Successful Integration." In Foundations of Augmented Cognition. Directing the Future of Adaptive Systems, 23–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21852-1_3.
Повний текст джерелаCappuccio, Massimiliano L. "The Seminal Speculation of a Precursor: Elements of Embodied Cognition and Situated AI in Alan Turing." In Fundamental Issues of Artificial Intelligence, 479–96. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26485-1_28.
Повний текст джерелаMacWhinney, Brian. "Cognitive Precursors to Language." In Evolution of Communicative Flexibility, 193–213. The MIT Press, 2008. http://dx.doi.org/10.7551/mitpress/9780262151214.003.0009.
Повний текст джерела"Cognitive Precursors to Language." In Evolution of Communicative Flexibility. The MIT Press, 2008. http://dx.doi.org/10.7551/mitpress/7650.003.0014.
Повний текст джерелаТези доповідей конференцій з теми "Cognitive precursors"
SEYFARTH, ROBERT, and DOROTHY CHENEY. "PRIMATE SOCIAL COGNITION AND THE COGNITIVE PRECURSORS OF LANGUAGE." In Proceedings of the 6th International Conference (EVOLANG6). WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812774262_0075.
Повний текст джерелаWilliams, Christopher B., John Gero, Yoon Lee, and Marie Paretti. "Exploring the Effect of Design Education on the Design Cognition of Mechanical Engineering Students." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48357.
Повний текст джерелаSurubaru, Teodora, and Dorin Isoc. "CYBERNETICS AND PRECURSORS OF PROMOTING CRITICAL THINKING - A WAY TO CHANGE THE SCHOOL." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l002.
Повний текст джерелаWong (Lau), Kathleen, Rebecca L. Norris, Zahed Siddique, M. Cengiz Altan, James Baldwin, and Wilson Merchan-Merchan. "Cognitive Empathy in Design Course for a More Inclusive Mechanical Engineering." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60382.
Повний текст джерелаJunkes, Giovanna Braz, Diego Akyo Hoshina dos Santos, Julia Petry, and Meria Eduarda Mendes Hibarino. "A ATROFIA NEURONAL E SUA RELAÇÃO COM A DOENÇA DE ALZHEIMER." In I Congresso Brasileiro de Estudos Patológicos On-line. Revista Multidisciplinar em Saúde, 2022. http://dx.doi.org/10.51161/conbesp/81.
Повний текст джерелаOliveira, Tatiana Ferreira da Silva de, and Maryland L. Cavalcante Fontes. "A EMPATIA ENTRE OS PROFISSIONAIS DE ENFERMAGEM EM UMA UNIDADE PEDIÁTRICA DE UM HOSPITAL UNIVERSITÁRIO DURANTE A PANDEMIA." In I Congresso Brasileiro de Saúde Pública On-line: Uma abordagem Multiprofissional. Revista Multidisciplinar em Saúde, 2021. http://dx.doi.org/10.51161/rems/2794.
Повний текст джерелаSiqueira, Fernando, Vanessa Siqueira, Lucas Falcão, Arthur Bezerra, and Carlos Silva. "THE INFLUENCE BETWEEN ALZHEIMER’S DISEASE AND HEALTHY EATING: A SYSTEMATIC REVIEW." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda062.
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Singh, Ruchi, Akhiya Nail, and Nirendra Kumar Rai. Effectiveness of Vitamin B12 Supplementation on cognitive, motor & mood instability of Parkinson’s disease patients on levodopa treatment :A Systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2023. http://dx.doi.org/10.37766/inplasy2023.2.0066.
Повний текст джерелаElmann, Anat, Orly Lazarov, Joel Kashman, and Rivka Ofir. therapeutic potential of a desert plant and its active compounds for Alzheimer's Disease. United States Department of Agriculture, March 2015. http://dx.doi.org/10.32747/2015.7597913.bard.
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