Stress and Cognition: A Cognitive Psychological Perspective

Science.gov (United States)

Bourne, Lyle E., Jr.; Yaroush, Rita A.

2003-01-01

Research in cognitive psychology has made a significant contribution to our understanding of how acute and chronic stress affect performance. It has done so by identifying some of the factors that contribute to operator error and by suggesting how operators might be trained to respond more effectively in a variety of circumstances. The major purpose of this paper was to review the literature of cognitive psychology as it relates to these questions and issues. Based on the existence of earlier reviews (e.g., Hamilton, & Warburton, 1979; Hockey, 1983) the following investigation was limited to the last 15 years (1988-2002) and restricted to a review of the primary peer-reviewed literature. The results of this examination revealed that while cognitive psychology has contributed in a substantive way to our understanding of stress impact on various cognitive processes, it has also left many questions unanswered. Concerns about how we define and use the term stress and the gaps that remain in our knowledge about the specific effects of stressors on cognitive processes are discussed in the text.

Reproducibility in Psychological Science: When Do Psychological Phenomena Exist?

Directory of Open Access Journals (Sweden)

Seppo E. Iso-Ahola

2017-06-01

Full Text Available Scientific evidence has recently been used to assert that certain psychological phenomena do not exist. Such claims, however, cannot be made because (1 scientific method itself is seriously limited (i.e., it can never prove a negative; (2 non-existence of phenomena would require a complete absence of both logical (theoretical and empirical support; even if empirical support is weak, logical and theoretical support can be strong; (3 statistical data are only one piece of evidence and cannot be used to reduce psychological phenomena to statistical phenomena; and (4 psychological phenomena vary across time, situations and persons. The human mind is unreproducible from one situation to another. Psychological phenomena are not particles that can decisively be tested and discovered. Therefore, a declaration that a phenomenon is not real is not only theoretically and empirically unjustified but runs counter to the propositional and provisional nature of scientific knowledge. There are only “temporary winners” and no “final truths” in scientific knowledge. Psychology is a science of subtleties in human affect, cognition and behavior. Its phenomena fluctuate with conditions and may sometimes be difficult to detect and reproduce empirically. When strictly applied, reproducibility is an overstated and even questionable concept in psychological science. Furthermore, statistical measures (e.g., effect size are poor indicators of the theoretical importance and relevance of phenomena (cf. “deliberate practice” vs. “talent” in expert performance, not to mention whether phenomena are real or unreal. To better understand psychological phenomena, their theoretical and empirical properties should be examined via multiple parameters and criteria. Ten such parameters are suggested.

Reproducibility in Psychological Science: When Do Psychological Phenomena Exist?

Science.gov (United States)

Iso-Ahola, Seppo E.

2017-01-01

Scientific evidence has recently been used to assert that certain psychological phenomena do not exist. Such claims, however, cannot be made because (1) scientific method itself is seriously limited (i.e., it can never prove a negative); (2) non-existence of phenomena would require a complete absence of both logical (theoretical) and empirical support; even if empirical support is weak, logical and theoretical support can be strong; (3) statistical data are only one piece of evidence and cannot be used to reduce psychological phenomena to statistical phenomena; and (4) psychological phenomena vary across time, situations and persons. The human mind is unreproducible from one situation to another. Psychological phenomena are not particles that can decisively be tested and discovered. Therefore, a declaration that a phenomenon is not real is not only theoretically and empirically unjustified but runs counter to the propositional and provisional nature of scientific knowledge. There are only “temporary winners” and no “final truths” in scientific knowledge. Psychology is a science of subtleties in human affect, cognition and behavior. Its phenomena fluctuate with conditions and may sometimes be difficult to detect and reproduce empirically. When strictly applied, reproducibility is an overstated and even questionable concept in psychological science. Furthermore, statistical measures (e.g., effect size) are poor indicators of the theoretical importance and relevance of phenomena (cf. “deliberate practice” vs. “talent” in expert performance), not to mention whether phenomena are real or unreal. To better understand psychological phenomena, their theoretical and empirical properties should be examined via multiple parameters and criteria. Ten such parameters are suggested. PMID:28626435

«Psychology is becoming a truly efficient science of studying a person»

Directory of Open Access Journals (Sweden)

A.G. Asmolov

2016-09-01

Full Text Available The author emphasizes the increasing role of psychology in the life of modern society, entering into the social life in a variety of forms. Psychology is a truly «effective» science of studying a person. The most significant achievements of modern psychology are considered: the development of practical educational psychology, the creation of system activity approach to cognition, the occurrence of psychology in the world of cognitive science, psychology of emergencies, etc. Psychology has become a reality and its various areas are treated as «the architect» of mental and economic life throughout the world, including Russia, psychology turns into a efficient reconstructing science that can be observed not only in the construction program standards of modern education, but also in the programs of tolerance development in the society as a support of diversity standards. Considerable attention is paid to the activities of the Department of Psychology, Lomonosov Moscow State University, as a center of psychological science with all its increasing diversity and development. On the eve of the 50th anniversary of the Department of Psychology, A.G. Asmolov, whose life was closely connected with the educational and research center, examines successes and accomplishments of the Department, contribution to the world of psychology. A.G. Asmolov lists the names of the most outstanding graduates of the Department who have achieved impressive results in various branches of psychology and are now in different parts of the Russian Federation and of the world working in the sphere of psychology. The Department is said to be a «trendsetter» in psychology. Such interesting areas as psychology of uncertainty, psychology of complexity, psychology of diversity, etc. are being developed. The ideas that emerge at the Department of psychology are becoming the ideas known in the whole world.

The fruits of a functional approach for psychological science.

Science.gov (United States)

Stewart, Ian

2016-02-01

The current paper introduces relational frame theory (RFT) as a functional contextual approach to complex human behaviour and examines how this theory has contributed to our understanding of several key phenomena in psychological science. I will first briefly outline the philosophical foundation of RFT and then examine its conceptual basis and core concepts. Thereafter, I provide an overview of the empirical findings and applications that RFT has stimulated in a number of key domains such as language development, linguistic generativity, rule-following, analogical reasoning, intelligence, theory of mind, psychopathology and implicit cognition. © 2015 International Union of Psychological Science.

Introduction to cognition in science and technology.

Science.gov (United States)

Gorman, Michael E

2009-10-01

Cognitive studies of science and technology have had a long history of largely independent research projects that have appeared in multiple outlets, but rarely together. The emergence of a new International Society for Psychology of Science and Technology suggests that this is a good time to put some of the latest work in this area into topiCS in a way that will both acquaint readers with the cutting edge in this domain and also give them a hint of its history. One core theme includes how scientists, inventors, and engineers represent and solve problems; another, related theme is the extent to which they distribute and share cognition. Methodologies include fine-grained studies of historical records, protocols of working scientists, observations and comparisons of engineering science laboratories, and computational simulations designed both to serve as research tools and also to improve scientific problem-solving. The series of articles will conclude with the Associate Editor's suggestions for future research. Copyright © 2009 Cognitive Science Society, Inc.

Penicillin for Education: How Cognitive Science Can Contribute to Education.

Science.gov (United States)

Bruer, John T.

1995-01-01

Education can benefit from knowledge derived from cognitive and developmental psychology. Family demographics have actually improved between 1970 and 90 and so have NAEP scores. Three innovative programs demonstrating cognitive science applications include the Teaching Number Sense elementary math program, reciprocal teaching (reading strategy),…

Cognitive behavior therapy for psychological distress in patients with recurrent miscarriage

Directory of Open Access Journals (Sweden)

Nakano Y

2013-07-01

Full Text Available Yumi Nakano,1 Tatsuo Akechi,2 Toshiaki A Furukawa,3 Mayumi Sugiura-Ogasawara4 1Department of Psychology, School of Human Sciences, Sugiyama Jogakuen University, Nisshin, Aichi, Japan; 2Department of Psychiatry and Cognitive-Behavioral Medicine, Nagoya City University, Graduate School of Medical Sciences, Nagoya, Japan; 3Department of Health Promotion and Human Behavior (Cognitive-Behavioral Medicine, Kyoto University Graduate School of Medicine, Kyoto, Japan; 4Department of Obstetrics and Gynecology, Nagoya City University, Graduate School of Medical Sciences, Nagoya, Japan Objective: To examine the reduction of psychiatric symptoms using individual cognitive behavior therapy (CBT for women who suffer from recurrent miscarriage (RM and depression and/or anxiety. Methods: Patients with RM and a score of five or higher for K6, a self-report screening scale for depression/anxiety, were interviewed to find information about stressful situations, thoughts, and consequent behaviors that are common and potential causes of psychological distress among RM patients. We then performed individual CBT on 14 patients with RM and depression/anxiety, referring to a list from the interviews, and examined the effects of CBT by a paired t-test. Results: Fourteen women received CBT. The mean number of intervention times was 8.9 sessions (standard deviation [SD], 4.6 sessions. The average Beck Depression Inventory-Second Edition and State–Trait Anxiety Inventory–state anxiety scores, self-report screening scales for depression/anxiety, decreased from 13.6 (SD, 8.2 and 49.0 (SD, 7.1 at baseline to 5.2 (SD, 4.4 and 38.0 (SD, 10.2 posttherapy, respectively. These changes were statistically significant. Conclusion: The current preliminary open study confirmed that individual CBT was potentially useful for women with RM and depression and/or anxiety. This finding is the first step towards creating a comprehensive psychological support system for women with RM

Cognitive Psychology and Instruction. Third Edition.

Science.gov (United States)

Bruning, Roger H.; Schraw, Gregory J.; Ronning, Royce R.

Like the earlier editions, the current text is directed at educators who are interested in understanding the principles of cognitive psychology and applying them to instruction and curriculum design. The following chapters are included: (1) "Introduction to Cognitive Psychology"; (2) "Sensory, Short-Term, and Working Memory"; (3) "Long-Term…

A call to arms: Time to do cognitive science in Latin America

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Fernando Marmolejo-Ramos

2008-07-01

Full Text Available Previous theoretical reviews about the development of Psychology in Latin America suggest that Latin American psychology has a promising future. This paper empirically checks whether that status remains justified. In so doing, the frequency of programs/research domains in three salient psychological areas is assessed in Latin America and in two other regions of the world. A chi-square statistic is used to analyse the collected data. Programs/research domains and regions of the world are the independent variables and frequency of programs/research domains per world region is the dependent variable. Results suggest that whereas in Latin America the work onSocial/Organizational Psychology is moving within expected parameters, there is a rather strong focus on Clinical/Psychoanalytical Psychology. Results also show that Experimental/Cognitive Psychology is much underestimated. In Asia, however, the focus on all areas of psychology seems to be distributed within expected parameters, whereas Europe outperforms regarding Experimental/Cognitive Psychology research. Potentialreasons that contribute to Latin America's situation are discussed and specific solutions are proposed. It is concluded that the scope of Experimental/Cognitive Psychology in Latin America should be broadened into a Cognitive Science research program.

Cognitive poetics and biocultural (configurations of life, cognition and language. Towards a theory of socially integrated science

Directory of Open Access Journals (Sweden)

Juani Guerra

2013-07-01

Full Text Available Based on the biocultural dynamics of Greek poiesis and autopoiesis as evolutionary processes of meaning evaluative (configuration, Cognitive Poetics proposes key methodological adjustments, mainly at the philological, ontological and cultural levels. The aim is to improve our understanding of cognitive and conceptual activity and the social foundations of individual language. From its new status as a fundamental metacognitive theory, it searches for a theory of socially integrated sciences from a new alliance as that discerned in current Cognitive Sciences: from Linguistics or Psychology, through Anthropology, Neurophilosophy or Literary Studies, to Neurobiology or Artificial Life Sciences. From a realist turn to a view of cognition as (social action, it provides new unforeseen accounts of the complex dynamics of human understanding processes studying and analyzing all form of texts as active data

[Political psychology].

Science.gov (United States)

Resch, Mária; Bella, Tamás

2013-04-21

In Hungary one can mostly find references to the psychological processes of politics in the writings of publicists, public opinion pollsters, philosophers, social psychologists, and political analysts. It would be still important if not only legal scientists focusing on political institutions or sociologist-politologists concentrating on social structures could analyse the psychological aspects of political processes; but one could also do so through the application of the methods of political psychology. The authors review the history of political psychology, its position vis-à-vis other fields of science and the essential interfaces through which this field of science, which is still to be discovered in Hungary, connects to other social sciences. As far as its methodology comprising psycho-biographical analyses, questionnaire-based queries, cognitive mapping of interviews and statements are concerned, it is identical with the psychiatric tools of medical sciences. In the next part of this paper, the focus is shifted to the essence and contents of political psychology. Group dynamics properties, voters' attitudes, leaders' personalities and the behavioural patterns demonstrated by them in different political situations, authoritativeness, games, and charisma are all essential components of political psychology, which mostly analyses psychological-psychiatric processes and also involves medical sciences by relying on cognitive and behavioural sciences. This paper describes political psychology, which is basically part of social sciences, still, being an interdisciplinary science, has several ties to medical sciences through psychological and psychiatric aspects.

Psychological work characteristics, psychological workload and associated psychological and cognitive requirements of train drivers

NARCIS (Netherlands)

Zoer, Ilona; Sluiter, Judith K.; Frings-Dresen, Monique H. W.

2014-01-01

This study aimed to assess the psychological work characteristics and psychological workload of train drivers and to define the psychological and cognitive requirements of their work. A systematic literature search was performed, and expert interviews were conducted. The following work demands were

Is psychological science a-cultural?

Science.gov (United States)

Gone, Joseph P

2011-07-01

The history of psychological science, as it has intersected with ethnoracial, cultural, and other marginalized domains of group difference, is replete with disinterest, dismissal, or denigration of these diverse forms of psychological experience. This has led some to wonder whether psychological science is a-cultural, or even anti-cultural in orientation. Assessment of this provocative proposition first requires exploration of three composite questions: (1) What is culture?, (2) What is science?, and (3) What is psychological science? Based on brief consideration of these composite questions--which are remarkably complex in their own right--I argue that psychological science is not, has never been, and indeed cannot in principle be a-cultural. Instead, like all forms of knowing, psychological science emerges at particular historical moments to achieve particular goals that are motivated by particular interests. Throughout much of the history of psychological science, these goals and interests were tied to ideologically suspect agendas that contemporary psychologists are right to repudiate. The interesting question becomes whether psychology's knowledge practices can be disentangled from this earlier ideological contamination to furnish the discipline with viable methods. I propose that psychological science can in fact be so disentangled; nevertheless, the resulting methods are never adopted or deployed outside of culturally constituted interests, objectives, and motivations, thereby requiring ongoing critical engagement with the subtexts of disciplinary knowledge production. In fact, there seem to be important ways in which psychology's scientific aspirations hobble disciplinary inquiry into the human condition that has motivated multicultural psychologists to consider alternative paradigms of inquiry.

Bridging Human Reliability Analysis and Psychology, Part 2: A Cognitive Framework to Support HRA

Energy Technology Data Exchange (ETDEWEB)

April M. Whaley; Stacey M. L. Hendrickson; Ronald L. Boring; Jing Xing

2012-06-01

This is the second of two papers that discuss the literature review conducted as part of the U.S. Nuclear Regulatory Commission (NRC) effort to develop a hybrid human reliability analysis (HRA) method in response to Staff Requirements Memorandum (SRM) SRM-M061020. This review was conducted with the goal of strengthening the technical basis within psychology, cognitive science and human factors for the hybrid HRA method being proposed. An overview of the literature review approach and high-level structure is provided in the first paper, whereas this paper presents the results of the review. The psychological literature review encompassed research spanning the entirety of human cognition and performance, and consequently produced an extensive list of psychological processes, mechanisms, and factors that contribute to human performance. To make sense of this large amount of information, the results of the literature review were organized into a cognitive framework that identifies causes of failure of macrocognition in humans, and connects those proximate causes to psychological mechanisms and performance influencing factors (PIFs) that can lead to the failure. This cognitive framework can serve as a tool to inform HRA. Beyond this, however, the cognitive framework has the potential to also support addressing human performance issues identified in Human Factors applications.

Thinking forensics: Cognitive science for forensic practitioners.

Science.gov (United States)

Edmond, Gary; Towler, Alice; Growns, Bethany; Ribeiro, Gianni; Found, Bryan; White, David; Ballantyne, Kaye; Searston, Rachel A; Thompson, Matthew B; Tangen, Jason M; Kemp, Richard I; Martire, Kristy

2017-03-01

Human factors and their implications for forensic science have attracted increasing levels of interest across criminal justice communities in recent years. Initial interest centred on cognitive biases, but has since expanded such that knowledge from psychology and cognitive science is slowly infiltrating forensic practices more broadly. This article highlights a series of important findings and insights of relevance to forensic practitioners. These include research on human perception, memory, context information, expertise, decision-making, communication, experience, verification, confidence, and feedback. The aim of this article is to sensitise forensic practitioners (and lawyers and judges) to a range of potentially significant issues, and encourage them to engage with research in these domains so that they may adapt procedures to improve performance, mitigate risks and reduce errors. Doing so will reduce the divide between forensic practitioners and research scientists as well as improve the value and utility of forensic science evidence. Copyright © 2016 The Chartered Society of Forensic Sciences. Published by Elsevier B.V. All rights reserved.

Where Evolutionary Psychology Meets Cognitive Neuroscience: A Précis to Evolutionary Cognitive Neuroscience1

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Austen L. Krill

2007-01-01

Full Text Available Cognitive neuroscience, the study of brain-behavior relationships, has long attempted to map the brain. The discipline is flourishing, with an increasing number of functional neuroimaging studies appearing in the scientific literature daily. Unlike biology and even psychology, the cognitive neurosciences have only recently begun to apply evolutionary meta-theory and methodological guidance. Approaching cognitive neuroscience from an evolutionary perspective allows scientists to apply biologically based theoretical guidance to their investigations and can be conducted in both humans and nonhuman animals. In fact, several investigations of this sort are underway in laboratories around the world. This paper and two new volumes (Platek, Keenan, and Shackelford [Eds.], 2007; Platek and Shackelford [Eds.], under contract represent the first formal attempts to document the burgeoning field of evolutionary cognitive neuroscience. Here, we briefly review the current state of the science of evolutionary cognitive neuroscience, the methods available to the evolutionary cognitive neuroscientist, and what we foresee as the future directions of the discipline.

Psychology or Psychological Science?: A Survey of Graduate Psychology Faculty Regarding Program Names

Science.gov (United States)

Collisson, Brian; Rusbasan, David

2018-01-01

The question of renaming graduate psychology programs to psychological science is a timely and contentious issue. To better understand why some programs, but not others, are changing names, we surveyed chairpersons (Study 1) and faculty (Study 2) within graduate psychology and psychological science programs. Within psychology programs, a name…

Causal beliefs about depression in different cultural groups—what do cognitive psychological theories of causal learning and reasoning predict?

OpenAIRE

Hagmayer, York; Engelmann, Neele

2014-01-01

Cognitive psychological research focuses on causal learning and reasoning while cognitive anthropological and social science research tend to focus on systems of beliefs. Our aim was to explore how these two types of research can inform each other. Cognitive psychological theories (causal model theory and causal Bayes nets) were used to derive predictions for systems of causal beliefs. These predictions were then applied to lay theories of depression as a specific test case. A systematic lite...

Disordered Eating-Related Cognition and Psychological Flexibility as Predictors of Psychological Health among College Students

Science.gov (United States)

Masuda, Akihiko; Price, Matthew; Anderson, Page L.; Wendell, Johanna W.

2010-01-01

The present cross-sectional study investigated the relation among disordered eating-related cognition, psychological flexibility, and poor psychological outcomes among a nonclinical college sample. As predicted, conviction of disordered eating-related cognitions was positively associated with general psychological ill-health and emotional distress…

Cognitive Psychology--An Educational Insight

Science.gov (United States)

Muirhead, Brent

2007-01-01

Cognitive psychology offers relevant insights into improving the teaching and learning process. The author has selected ten questions from a graduate class in cognition and learning taken at The Teachers College, Columbia University. The questions will be used to examine the most effective ways to learn and recall information.

Applying Cognitive Psychology to User Interfaces

Science.gov (United States)

Durrani, Sabeen; Durrani, Qaiser S.

This paper explores some key aspects of cognitive psychology that may be mapped onto user interfaces. Major focus in existing user interface guidelines is on consistency, simplicity, feedback, system messages, display issues, navigation, colors, graphics, visibility and error prevention [8-10]. These guidelines are effective indesigning user interfaces. However, these guidelines do not handle the issues that may arise due to the innate structure of human brain and human limitations. For example, where to place graphics on the screen so that user can easily process them and what kind of background should be given on the screen according to the limitation of human motor system. In this paper we have collected some available guidelines from the area of cognitive psychology [1, 5, 7]. In addition, we have extracted few guidelines from theories and studies of cognitive psychology [3, 11] which may be mapped to user interfaces.

Contributions of Cognitive Psychology to the Future of E-Learning

OpenAIRE

Aibert, Dietrich; Mori, Toshiaki

2002-01-01

At the beginning of the 215t century strong efforts are made for facilitating e-learning (electronic-based learning and teaching). This development is driven mainly by economical and technological dynamics, however also the contributions of educational and learning sciences are requested by the decision maker. Beside methodological contributions, cognitive psychology is fundamental for individualising e-learning processes. Essential for individualisation is the adaptivity of the e-learning sy...

Situated Cognition, Ecological Perception, and Synergetics: a Novel Perspective for Cognitive Psychology?

Science.gov (United States)

Tschacher, Wolfgang; Dauwalder, Jean-Pierre

Cognitive psychology encounters various problems, such as the problem of intentionality, the symbol grounding and representation problems, and the problem of cognitive stability. These problems originate from the mind-body dichotomy; thus, foundational philosophical topics have quite concrete consequences for cognitive psychology and autonomous agents design. We argue that cognitive theory and modeling must account for stability, autonomy or completeness (i.e., should not rely on homunculi), and optimality. A synergetic model is proposed that has the desired properties: Cognition rests upon perception-action cycles. Cognition is viewed as ecological, i.e. it is situated by environmental affordances (valences) which signal energy resources. These cycles have an built-in optimality function because they maximize entropy production by dissipating affordances.

The new science of moral cognition: the state of the art

Directory of Open Access Journals (Sweden)

Antonio Olivera La Rosa

2014-10-01

Full Text Available The need for multidisciplinary approaches to the scientific study of human nature is a widely supported academic claim. This assumption has proved to be especially successful in the field of moral psychology. Although studies of moral topics have been ubiquitous in both humanities and social sciences, it is not until the integration of different scientific disciplines in the convergent science of moral psychology that the study of morality seems to start its flourishing age. Thus, in the last ten years, a growing body of research from cognitive sciences, experimental philosophy, primatology, clinical and developmental psychology, economy and anthropology have made possible a "new era" on the study of morality. In this paper, we review the most striking findings that constitute the "state of the art' of moral psychology, with the aim to facilitate a better understanding of how the mind functions in the moral domain.

An organizing model for recent cognitive science work on the self.

Science.gov (United States)

Pageler, Ben

2016-10-01

An organizing model of 'the self' emerges from applying various kinds of brain injury to recent cognitive science and philosophical work on 'the self'. This model unifies various contents and mechanisms central to current notions of the self. The article then highlights several criteria and aspects of this notion of self. Qualities of the right type and level of psychological significance delineate 'the self' as an organizing concept useful for recent philosophical work and cognitive science research. Copyright © 2016 Elsevier Inc. All rights reserved.

The diverging force of imitation: integrating cognitive science and hermeneutics

NARCIS (Netherlands)

Keestra, M.

2008-01-01

Recent research on infant and animal imitation and on mirror neuron systems has brought imitation back in focus in psychology and cognitive science. This topic has always been important for philosophical hermeneutics as well, focusing on theory and method of understanding. Unfortunately, relations

When cognitive scientists become religious, science is in trouble

DEFF Research Database (Denmark)

Geertz, Armin W.

2009-01-01

Since the 1990s medical technology has afforded exciting possibilities for studying the brain. Together with knowledge accrued through psychology and psychiatry, it has set the stage for pioneering research and stimulated disciplines such as Social Neuroscience, the Cognitive Science of Religion......, Cognitive Anthropology, and Cognitive Archaeology. Another discipline has arisen, Neurotheology, which is interested in the brain and religious experience. Early proponents such as d'Aquili and Newberg had a religious agenda in their work. Others, such as members of Transcendental Meditation, have used...... experimental and brain studies to legitimate religious agendas. Experiential shamanists have embarked on a similar legitimation process. The differences between science and therapy and spirituality have been slurred or denied. Neurotheological attempts to discover special areas of the brain responsible...

Constructing a philosophy of science of cognitive science.

Science.gov (United States)

Bechtel, William

2009-07-01

Philosophy of science is positioned to make distinctive contributions to cognitive science by providing perspective on its conceptual foundations and by advancing normative recommendations. The philosophy of science I embrace is naturalistic in that it is grounded in the study of actual science. Focusing on explanation, I describe the recent development of a mechanistic philosophy of science from which I draw three normative consequences for cognitive science. First, insofar as cognitive mechanisms are information-processing mechanisms, cognitive science needs an account of how the representations invoked in cognitive mechanisms carry information about contents, and I suggest that control theory offers the needed perspective on the relation of representations to contents. Second, I argue that cognitive science requires, but is still in search of, a catalog of cognitive operations that researchers can draw upon in explaining cognitive mechanisms. Last, I provide a new perspective on the relation of cognitive science to brain sciences, one which embraces both reductive research on neural components that figure in cognitive mechanisms and a concern with recomposing higher-level mechanisms from their components and situating them in their environments. Copyright © 2009 Cognitive Science Society, Inc.

Psychology, philosophy and nuclear science

International Nuclear Information System (INIS)

Edwards, M.; Byrne, A.

2011-01-01

At first glance, one might wonder what psychology has got to do with nuclear science. On closer inspection, it is clear that nuclear science and technology have historically attracted controversy, and still today public and political opposition cloud its future, perhaps even more so with recent tragic events in Japan. A key focus for psychology has been an attempt to explicate public opposition to nuclear power, and this has been largely carried out by examining attitudes and risk perception. But it is easy to demonstrate that this has not been enough. There are also other important psychological issues that warrant greater attention than has been given. In this paper, I will first give an overview of the 'discipline' of psychology, including some inherent philosophical problems, before outlining specific psychological issues of relevance to nuclear science. I will then discuss whether these issues have been adequately addressed to date, before finally suggesting ways in which psychology might better respond to the questions nuclear science and technology raise. (author)

Why Knowledge management is (Cognitive) Psychology

NARCIS (Netherlands)

Jorna, R.J.J.M.; Jorna, R.J.J.M.; Stephenson, N; Radtke, H.R.; Stam, H.J.

2003-01-01

This chapter illustrates how psychology, and cognitive psychology in particular, can enrich the discussions on knowledge management. Beginning with a realistic organizational example of the use of knowledge management, I argue that organizations are multi-actor systems and discuss the relevance of

Psychological factors are associated with subjective cognitive complaints 2 months post-stroke.

Science.gov (United States)

Nijsse, Britta; van Heugten, Caroline M; van Mierlo, Marloes L; Post, Marcel W M; de Kort, Paul L M; Visser-Meily, Johanna M A

2017-01-01

The aim of this study was to investigate which psychological factors are related to post-stroke subjective cognitive complaints, taking into account the influence of demographic and stroke-related characteristics, cognitive deficits and emotional problems. In this cross-sectional study, 350 patients were assessed at 2 months post-stroke, using the Checklist for Cognitive and Emotional consequences following stroke (CLCE-24) to identify cognitive complaints. Psychological factors were: proactive coping, passive coping, self-efficacy, optimism, pessimism, extraversion, and neuroticism. Associations between CLCE-24 cognition score and psychological factors, emotional problems (depressive symptoms and anxiety), cognitive deficits, and demographic and stroke characteristics were examined using Spearman correlations and multiple regression analyses. Results showed that 2 months post-stroke, 270 patients (68.4%) reported at least one cognitive complaint. Age, sex, presence of recurrent stroke(s), comorbidity, cognitive deficits, depressive symptoms, anxiety, and all psychological factors were significantly associated with the CLCE-24 cognition score in bivariate analyses. Multiple regression analysis showed that psychological factors explained 34.7% of the variance of cognitive complaints independently, and 8.5% (p psychological factors, proactive coping was independently associated with cognitive complaints (p cognitive complaints. Because cognitive complaints are common after stroke and are associated with psychological factors, it is important to focus on these factors in rehabilitation programmes.

Psychology, philosophy and nuclear science

Energy Technology Data Exchange (ETDEWEB)

Edwards, M.; Byrne, A. [Australian National Univ., Canberra (Australia)

2011-06-15

At first glance, one might wonder what psychology has got to do with nuclear science. On closer inspection, it is clear that nuclear science and technology have historically attracted controversy, and still today public and political opposition cloud its future, perhaps even more so with recent tragic events in Japan. A key focus for psychology has been an attempt to explicate public opposition to nuclear power, and this has been largely carried out by examining attitudes and risk perception. But it is easy to demonstrate that this has not been enough. There are also other important psychological issues that warrant greater attention than has been given. In this paper, I will first give an overview of the 'discipline' of psychology, including some inherent philosophical problems, before outlining specific psychological issues of relevance to nuclear science. I will then discuss whether these issues have been adequately addressed to date, before finally suggesting ways in which psychology might better respond to the questions nuclear science and technology raise. (author)

Communicating uncertainty in cost-benefit analysis : A cognitive psychological perspective

NARCIS (Netherlands)

Mouter, N.; Holleman, M.; Calvert, S.C.; Annema, J.A.

2013-01-01

Based on a cognitive psychological theory, this paper aims to improve the communication of uncertainty in Cost-Benefit Analysis. The theory is based on different cognitive-personality and cognitive-social psychological constructs that may help explain individual differences in the processing of

Psychology as a Moral Science

DEFF Research Database (Denmark)

Brinkmann, Svend

What does morality have to do with psychology in a value-neutral, postmodern world? According to a provocative new book, everything. Taking exception with current ideas in the mainstream (including cultural, evolutionary, and neuropsychology) as straying from the discipline’s ethical foundations,...... as a Moral Science contains enough controversial ideas to spark great interest among researchers and scholars in psychology and the philosophy of science.......What does morality have to do with psychology in a value-neutral, postmodern world? According to a provocative new book, everything. Taking exception with current ideas in the mainstream (including cultural, evolutionary, and neuropsychology) as straying from the discipline’s ethical foundations......, Psychology as a Moral Science argues that psychological phenomena are inherently moral, and that psychology, as prescriptive and interventive practice, reflects specific moral principles. The book cites normative moral standards, as far back as Aristotle, that give human thoughts, feelings, and actions...

Experimental Methods in Psychology and Cognitive and Affective Neuroscience

OpenAIRE

Habekost, Thomas; Nielsen, Julie Hassing

2014-01-01

Laboratory experiments have always been important in psychology and are as commonly used today as ever due to the dominating position of cognitive research in international psychology. This trend has been further strengthened by recent developments in cognitive neuroscience, where experimental studies are central. Recently, experimental studies within the fi eld of affective neuroscience have also received attention. Notwithstanding, experimental methods remain controversial also in psychology...

Distinguishing science from pseudoscience in school psychology: science and scientific thinking as safeguards against human error.

Science.gov (United States)

Lilienfeld, Scott O; Ammirati, Rachel; David, Michal

2012-02-01

Like many domains of professional psychology, school psychology continues to struggle with the problem of distinguishing scientific from pseudoscientific and otherwise questionable clinical practices. We review evidence for the scientist-practitioner gap in school psychology and provide a user-friendly primer on science and scientific thinking for school psychologists. Specifically, we (a) outline basic principles of scientific thinking, (b) delineate widespread cognitive errors that can contribute to belief in pseudoscientific practices within school psychology and allied professions, (c) provide a list of 10 key warning signs of pseudoscience, illustrated by contemporary examples from school psychology and allied disciplines, and (d) offer 10 user-friendly prescriptions designed to encourage scientific thinking among school psychology practitioners and researchers. We argue that scientific thinking, although fallible, is ultimately school psychologists' best safeguard against a host of errors in thinking. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Cognitive Psychology and Mathematical Thinking.

Science.gov (United States)

Greer, Brian

1981-01-01

This review illustrates aspects of cognitive psychology relevant to the understanding of how people think mathematically. Developments in memory research, artificial intelligence, visually mediated processes, and problem-solving research are discussed. (MP)

Increasing Interest in Cognitive Psychology Using Scenario-Based Assessment

Science.gov (United States)

Cormack, Sophie

2014-01-01

Students often perceive cognitive psychology as an abstract and difficult subject with little intrinsic interest. When student feedback identified problems with the traditional essay assessment in a cognitive psychology module, action research led to the development of a forensic scenario-based assessment which successfully increased student…

The functional-cognitive framework for psychological research: Controversies and resolutions.

Science.gov (United States)

Hughes, Sean; De Houwer, Jan; Perugini, Marco

2016-02-01

The scientific goals, values and assumptions of functional and cognitive researchers have propelled them down two very different scientific pathways. Many have, and continue to argue, that these differences undermine any potential communication and collaboration between the two traditions. We explore a different view on this debate. Specifically, we focus on the Functional-Cognitive (FC) framework, and in particular, the idea that cognitive and functional researchers can and should interact to the benefit of both. Our article begins with a short introduction to the FC framework. We sweep aside misconceptions about the framework, present the original version as it was outlined by De Houwer (2011) and then offer our most recent thoughts on how it should be implemented. Thereafter, we reflect on its strengths and weaknesses, clarify the functional (effect-centric vs. analytic-abstractive) level and consider its many implications for cognitive research and theorising. In the final section, we briefly review the articles contained in this Special Issue. These contributions provide clear examples of the conceptual, empirical and methodological developments that can emerge when cognitive, clinical, personality and neuroscientists fully engage with the functional-cognitive perspective. © 2015 International Union of Psychological Science.

Dual Processes in the Psychology of Mathematics Education and Cognitive Psychology

Science.gov (United States)

Gillard, Ellen; Van Dooren, Wim; Schaeken, Walter; Verschaffel, Lieven

2009-01-01

Research in the psychology of mathematics education has been confronted with the fact that people blatantly fail to solve tasks they are supposed to be able to solve correctly given their available domain-specific knowledge and skills. Also researchers in cognitive psychology have encountered such phenomena. In this paper, theories that have been…

Artificial Intelligence, Counseling, and Cognitive Psychology.

Science.gov (United States)

Brack, Greg; And Others

With the exception of a few key writers, counselors largely ignore the benefits that Artificial Intelligence (AI) and Cognitive Psychology (CP) can bring to counseling. It is demonstrated that AI and CP can be integrated into the counseling literature. How AI and CP can offer new perspectives on information processing, cognition, and helping is…

Guidelines for cognitive behavioral training within doctoral psychology programs in the United States: report of the Inter-organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education.

Science.gov (United States)

Klepac, Robert K; Ronan, George F; Andrasik, Frank; Arnold, Kevin D; Belar, Cynthia D; Berry, Sharon L; Christofff, Karen A; Craighead, Linda W; Dougher, Michael J; Dowd, E Thomas; Herbert, James D; McFarr, Lynn M; Rizvi, Shireen L; Sauer, Eric M; Strauman, Timothy J

2012-12-01

The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a year-long series of conferences, and developed a consensus on optimal doctoral education and training in cognitive and behavioral psychology. The recommendations assume solid foundational training that is typical within applied psychology areas such as clinical and counseling psychology programs located in the United States. This article details the background, assumptions, and resulting recommendations specific to doctoral education and training in cognitive and behavioral psychology, including competencies expected in the areas of ethics, research, and practice. Copyright © 2012. Published by Elsevier Ltd.

Experimental Methods in Psychology and Cognitive and Affective Neuroscience

DEFF Research Database (Denmark)

Habekost, Thomas; Nielsen, Julie Hassing

2014-01-01

studies are central. Recently, experimental studies within the field of affective neuroscience have also received attention. Notwithstanding, experimental methods remain controversial also in psychology, and one should carefully weigh their advantages against their drawbacks.......Laboratory experiments have always been important in psychology and are as commonly used today as ever due to the dominating position of cognitive research in international psychology. This trend has been further strengthened by recent developments in cognitive neuroscience, where experimental...

Going with the Grain of Cognition: Applying insights from psychology to build support for childhood vaccination.

Directory of Open Access Journals (Sweden)

Isabel Rossen

2016-09-01

Full Text Available Childhood vaccination is widely considered to be one of the most successful public health interventions. Yet, the effective delivery of vaccination depends upon public willingness to vaccinate. Recently, many countries have faced problems with vaccine hesitancy, where a growing number of parents perceive vaccination to be unsafe or unnecessary, leading some to delay or refuse vaccines for their children. Effective intervention strategies for countering this problem are currently sorely lacking, however. Here, we propose that this may be because existing strategies are grounded more in intuition than insights from psychology. Consequently, such strategies are sometimes at variance with basic psychological principles and assumptions. By going against the grain of cognition, such strategies potentially run the risk of undermining persuasive efforts to reduce vaccine hesitancy. We demonstrate this by drawing on key insights from cognitive and social psychology to show how various known features of human psychology can lead many intuitively appealing intervention strategies to backfire, yielding unintended and undesirable repercussions. We conclude with a summary of potential avenues of investigation that may be more effective in addressing vaccine hesitancy. Our key message is that intervention strategies must be crafted that go with the grain of cognition by incorporating key insights from the psychological sciences.

Music cognition and the cognitive sciences.

Science.gov (United States)

Pearce, Marcus; Rohrmeier, Martin

2012-10-01

Why should music be of interest to cognitive scientists, and what role does it play in human cognition? We review three factors that make music an important topic for cognitive scientific research. First, music is a universal human trait fulfilling crucial roles in everyday life. Second, music has an important part to play in ontogenetic development and human evolution. Third, appreciating and producing music simultaneously engage many complex perceptual, cognitive, and emotional processes, rendering music an ideal object for studying the mind. We propose an integrated status for music cognition in the Cognitive Sciences and conclude by reviewing challenges and big questions in the field and the way in which these reflect recent developments. Copyright © 2012 Cognitive Science Society, Inc.

Empirical assessment of published effect sizes and power in the recent cognitive neuroscience and psychology literature

OpenAIRE

Szucs, Denes; Ioannidis, JPA

2017-01-01

Author summary Biomedical science, psychology, and many other fields may be suffering from a serious replication crisis. In order to gain insight into some factors behind this crisis, we have analyzed statistical information extracted from thousands of cognitive neuroscience and psychology research papers. We established that the statistical power to discover existing relationships has not improved during the past half century. A consequence of low statistical power is that research studies a...

What can cognitive science tell us about scientific revolutions?

Directory of Open Access Journals (Sweden)

Alexander Bird

2012-10-01

Full Text Available Kuhn’s Structure of Scientific Revolutions is notable for the readiness with which it drew on the results of cognitive psychology. These naturalistic elements were not well received and Kuhn did not subsequently develop them in his pub- lished work. Nonetheless, in a philosophical climate more receptive to naturalism, we are able to give a more positive evaluation of Kuhn’s proposals. Recently, philosophers such as Nersessian, Nickles, Andersen, Barker, and Chen have used the results of work on case-based reasoning, analogical thinking, dynamic frames, and the like to illuminate and develop various aspects of Kuhn’s thought in Structure. In particular this work aims to give depth to the Kuhnian concepts of a paradigm and incommensurability. I review this work and identify two broad strands of research. One emphasizes work on concepts; the other focusses on cognitive habits. After contrasting these, I argue that the conceptual strand fails to be a complete account of scientific revolutions. We need a broad approach that draws on a variety of resources in psychology and cognitive science.

Psychology between science and profession

Directory of Open Access Journals (Sweden)

Todorović Milorad

2009-01-01

Full Text Available Psychology is powerful science, with great knowledge deposited for understanding the individual (his development and pathological outcomes, behavior and predicting behavior in different situations, groups, historical flows and historical characters, cultural and civilisation changes, artistic and other creations. Psychology, as it becomes to the science of soul, has covered all areas of human spirit. Discreprancy between potential and power of psychology and her use (in the work of psychologists author connects for positioning and realisation of psychology in university teachings. Whit the help of psychology we can, not just successes in life but we can also understand life itself. But, how many psychologists can contribute to that? Why is that so?.

A collective unconscious reconsidered: Jung's archetypal imagination in the light of contemporary psychology and social science.

Science.gov (United States)

Hunt, Harry T

2012-02-01

A needed rapprochement between Jung and the contemporary human sciences may rest less on the much debated relevance of a biologistic collective unconscious than on a re-inscribing of an archetypal imagination, as the phenomenological and empirical core of Jungian psychology. The most promising approaches in this regard in terms of theory and research in psychology come from combining the cognitive psychology of metaphor and synaesthesia, individual differences in imaginative absorption and openness to numinous experience and spirituality as a form of symbolic intelligence. On the socio-cultural side, this cognitive psychology of archetypal imagination is also congruent with Lévi-Strauss on the metaphoric roots of mythological thinking, and Durkheim on a sociology of collective consciousness. This conjoined perspective, while validating the cross cultural commonality of physical metaphor intuited by Jung and Hillman on alchemy, also shows Jung's Red Book, considered as the expressive source for his more formal psychology, to be far closer in spirit to a socio-cultural collective consciousness, based on metaphoric imagination, than to a phylogenetic or evolutionary unconscious. A mutual re-inscribing of Jung into congruent areas of contemporary psychology, anthropology, sociology, and vice versa, can help to further validate Jung's key observations and is fully consistent with Jung's own early efforts at synthesis within the human sciences. © 2012, The Society of Analytical Psychology.

Game-XP: Action Games as Experimental Paradigms for Cognitive Science.

Science.gov (United States)

Gray, Wayne D

2017-04-01

Why games? How could anyone consider action games an experimental paradigm for Cognitive Science? In 1973, as one of three strategies he proposed for advancing Cognitive Science, Allen Newell exhorted us to "accept a single complex task and do all of it." More specifically, he told us that rather than taking an "experimental psychology as usual approach," we should "focus on a series of experimental and theoretical studies around a single complex task" so as to demonstrate that our theories of human cognition were powerful enough to explain "a genuine slab of human behavior" with the studies fitting into a detailed theoretical picture. Action games represent the type of experimental paradigm that Newell was advocating and the current state of programming expertise and laboratory equipment, along with the emergence of Big Data and naturally occurring datasets, provide the technologies and data needed to realize his vision. Action games enable us to escape from our field's regrettable focus on novice performance to develop theories that account for the full range of expertise through a twin focus on expertise sampling (across individuals) and longitudinal studies (within individuals) of simple and complex tasks. Copyright © 2017 Cognitive Science Society, Inc.

An Introduction to Cognitive Musicology

DEFF Research Database (Denmark)

Haumann, Niels Trusbak

2015-01-01

This historical-scientific introduction to Cognitive Musicology introduces the 150 years of research and discoveries in the psychology of music that partly presuppose the more recent discipline of Cognitive Musicology. Atomistic, Gestalt, functionalist, testing, behaviorist, cognitive......, and neuroscience approaches to the psychological mechanisms underlying music are presented. Thus, it is argued that Cognitive Musicology is partly based on firm historical traditions in the psychology of music. Also discussed is the way in which the combination of interdisciplinary methods from the humanities...... and the natural sciences, which is integrated in Cognitive Musicology, may minimize the limitations of the separate humanities-based or natural science methods....

On applying cognitive psychology.

Science.gov (United States)

Baddeley, Alan

2013-11-01

Recent attempts to assess the practical impact of scientific research prompted my own reflections on over 40 years worth of combining basic and applied cognitive psychology. Examples are drawn principally from the study of memory disorders, but also include applications to the assessment of attention, reading, and intelligence. The most striking conclusion concerns the many years it typically takes to go from an initial study, to the final practical outcome. Although the complexity and sheer timescale involved make external evaluation problematic, the combination of practical satisfaction and theoretical stimulation make the attempt to combine basic and applied research very rewarding. © 2013 The British Psychological Society.

To naturalize or not to naturalize? An issue for cognitive science as well as anthropology.

Science.gov (United States)

Stenning, Keith

2012-07-01

Several of Beller, Bender, and Medin's (2012) issues are as relevant within cognitive science as between it and anthropology. Knowledge-rich human mental processes impose hermeneutic tasks, both on subjects and researchers. Psychology's current philosophy of science is ill suited to analyzing these: Its demand for ''stimulus control'' needs to give way to ''negotiation of mutual interpretation.'' Cognitive science has ways to address these issues, as does anthropology. An example from my own work is about how defeasible logics are mathematical models of some aspects of simple hermeneutic processes. They explain processing relative to databases of knowledge and belief-that is, content. A specific example is syllogistic reasoning, which raises issues of experimenters' interpretations of subjects' reasoning. Science, especially since the advent of understandings of computation, does not have to be reductive. How does this approach transfer onto anthropological topics? Recent cognitive science approaches to anthropological topics have taken a reductive stance in terms of modules. We end with some speculations about a different cognitive approach to, for example, religion. Copyright © 2012 Cognitive Science Society, Inc.

Philosophy for the rest of cognitive science.

Science.gov (United States)

Stepp, Nigel; Chemero, Anthony; Turvey, Michael T

2011-04-01

Cognitive science has always included multiple methodologies and theoretical commitments. The philosophy of cognitive science should embrace, or at least acknowledge, this diversity. Bechtel's (2009a) proposed philosophy of cognitive science, however, applies only to representationalist and mechanist cognitive science, ignoring the substantial minority of dynamically oriented cognitive scientists. As an example of nonrepresentational, dynamical cognitive science, we describe strong anticipation as a model for circadian systems (Stepp & Turvey, 2009). We then propose a philosophy of science appropriate to nonrepresentational, dynamical cognitive science. Copyright © 2011 Cognitive Science Society, Inc.

Comparative developmental psychology: how is human cognitive development unique?

Science.gov (United States)

Rosati, Alexandra G; Wobber, Victoria; Hughes, Kelly; Santos, Laurie R

2014-04-29

The fields of developmental and comparative psychology both seek to illuminate the roots of adult cognitive systems. Developmental studies target the emergence of adult cognitive systems over ontogenetic time, whereas comparative studies investigate the origins of human cognition in our evolutionary history. Despite the long tradition of research in both of these areas, little work has examined the intersection of the two: the study of cognitive development in a comparative perspective. In the current article, we review recent work using this comparative developmental approach to study non-human primate cognition. We argue that comparative data on the pace and pattern of cognitive development across species can address major theoretical questions in both psychology and biology. In particular, such integrative research will allow stronger biological inferences about the function of developmental change, and will be critical in addressing how humans come to acquire species-unique cognitive abilities.

Cognitive Psychology and College-Level Pedagogy: Two Siblings that Rarely Communicate.

Science.gov (United States)

Matlin, Margaret W.

2002-01-01

Following an introduction on the literature on cognitive psychology and pedagogy, provides an annotated bibliography listing several dozen resources that have explored how principles of cognitive psychology can be used to enhance college-level pedagogy. (EV)

Commonsense Psychology and the Functional Requirements of Cognitive Models

National Research Council Canada - National Science Library

Gordon, Andrew S

2005-01-01

.... Rather than working to avoid the influence of commonsense psychology in cognitive modeling research, we propose to capitalize on progress in developing formal theories of commonsense psychology...

The Rationality Debate: Application of Cognitive Psychology to Mathematics Education

Science.gov (United States)

Leron, Uri; Hazzan, Orit

2006-01-01

Research in mathematics education usually attempts to look into students' learning and other mental processes. It could therefore be expected to build on knowledge acquired within the academic discipline of cognitive psychology. Our aim in this paper is to show how some recent developments in cognitive psychology can help interpret empirical…

Political psychology.

Science.gov (United States)

Stone, Susanna; Johnson, Kate M; Beall, Erica; Meindl, Peter; Smith, Benjamin; Graham, Jesse

2014-07-01

Political psychology is a dynamic field of research that offers a unique blend of approaches and methods in the social and cognitive sciences. Political psychologists explore the interactions between macrolevel political structures and microlevel factors such as decision-making processes, motivations, and perceptions. In this article, we provide a broad overview of the field, beginning with a brief history of political psychology research and a summary of the primary methodological approaches in the field. We then give a more detailed account of research on ideology and social justice, two topics experiencing a resurgence of interest in current political psychology. Finally, we cover research on political persuasion and voting behavior. By summarizing these major areas of political psychology research, we hope to highlight the wide variety of theoretical and methodological approaches of cognitive scientists working at the intersection of psychology and political science. WIREs Cogn Sci 2014, 5:373-385. doi: 10.1002/wcs.1293 For further resources related to this article, please visit the WIREs website. The authors have declared no conflicts of interest for this article. © 2014 John Wiley & Sons, Ltd.

PSYCHOLOGY OF CHILDREN’S COGNITIVE TOWARD LANGUAGE DEVELOPMENT

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Cucu Ardiah Ningrum

2017-05-01

Full Text Available This paper aims to explain how the Cognitive Psychology supports the language development on children. The supporting data was taken from some related books and journals. The data collection is conducted through the proper source collection used for obtaining various information related to the topic. Then the information obtained from many sources was analyzed. The result of the analyses shows that the language acquisition process begins even since infancy period. In this process, the cognitive psychology supported it. In the process of acquiring the language, the children will pass through four steps of Cognitive process namely, sensorimotor stage, pre-operational stage, concrete operation stage, and formal operation stage. The entire stages are related to human’s age. In addition there are some assumptions of children’s cognitive development which are children’s schemas, assimilation, accommodation, and equilibration.

The Search for Cognitive Terminology: An Analysis of Comparative Psychology Journal Titles

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Cynthia Whissell

2013-02-01

Full Text Available This research examines the employment of cognitive or mentalist words in the titles of articles from three comparative psychology journals (Journal of Comparative Psychology, International Journal of Comparative Psychology, Journal of Experimental Psychology: Animal Behavior Processes; 8,572 titles, >100,000 words. The Dictionary of Affect in Language, coupled with a word search of titles, was employed to demonstrate cognitive creep. The use of cognitive terminology increased over time (1940–2010 and the increase was especially notable in comparison to the use of behavioral words, highlighting a progressively cognitivist approach to comparative research. Problems associated with the use of cognitive terminology in this domain include a lack of operationalization and a lack of portability. There were stylistic differences among journals including an increased use of words rated as pleasant and concrete across years for Journal of Comparative Psychology, and a greater use of emotionally unpleasant and concrete words in Journal of Experimental Psychology: Animal Behavior Processes.

The search for cognitive terminology: an analysis of comparative psychology journal titles.

Science.gov (United States)

Whissell, Cynthia; Abramson, Charles I; Barber, Kelsey R

2013-03-01

This research examines the employment of cognitive or mentalist words in the titles of articles from three comparative psychology journals (Journal of Comparative Psychology, International Journal of Comparative Psychology, Journal of Experimental Psychology: Animal Behavior Processes; 8,572 titles, >100,000 words). The Dictionary of Affect in Language, coupled with a word search of titles, was employed to demonstrate cognitive creep. The use of cognitive terminology increased over time (1940-2010) and the increase was especially notable in comparison to the use of behavioral words, highlighting a progressively cognitivist approach to comparative research. Problems associated with the use of cognitive terminology in this domain include a lack of operationalization and a lack of portability. There were stylistic differences among journals including an increased use of words rated as pleasant and concrete across years for Journal of Comparative Psychology, and a greater use of emotionally unpleasant and concrete words in Journal of Experimental Psychology: Animal Behavior Processes.

Anthropology in cognitive science.

Science.gov (United States)

Bender, Andrea; Hutchins, Edwin; Medin, Douglas

2010-07-01

This paper reviews the uneven history of the relationship between Anthropology and Cognitive Science over the past 30 years, from its promising beginnings, followed by a period of disaffection, on up to the current context, which may lay the groundwork for reconsidering what Anthropology and (the rest of) Cognitive Science have to offer each other. We think that this history has important lessons to teach and has implications for contemporary efforts to restore Anthropology to its proper place within Cognitive Science. The recent upsurge of interest in the ways that thought may shape and be shaped by action, gesture, cultural experience, and language sets the stage for, but so far has not fully accomplished, the inclusion of Anthropology as an equal partner. Copyright © 2010 Cognitive Science Society, Inc.

POSITIVE PSYCHOLOGY: THE SCIENCE AND PRACTICE OF PSYCHOLOGY?

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Julio Alfonso Piña López

2014-05-01

Full Text Available Positive psychology is not a science of psychology, because it lacks a specific subject matter as well as conceptual categories that theoretically represent it. Even more, it is not built on the foundations of a theory that would make it possible to translate scientific knowledge into technological knowledge, applicable to social problems in which the psychological dimension is relevant. We conclude that positive psychology is more than just a “good fashion” or “sympathetic magic”; it is, in essence, an unwarranted and fruitless attempt to give life to a new and very different psychology. In short, it is a conspicuous example of the illogic of logic.

Psychological Vulnerability and Problem Gambling: The Mediational Role of Cognitive Distortions.

Science.gov (United States)

Lévesque, David; Sévigny, Serge; Giroux, Isabelle; Jacques, Christian

2018-01-03

Despite numerous studies demonstrating the influence of cognitive distortions on gambling problem severity, empirical data regarding the role of psychological vulnerability on the latter is limited. Hence, this study assesses the mediating effect of cognitive distortions between psychological vulnerability (personality and mood), and gambling problem severity. It also verifies whether the relationships between these variables differs according to the preferred gambling activity. The sample is composed of 272 male gamblers [191 poker players; 81 video lottery terminal (VLT) players] aged between 18 and 82 years (M = 35.2). Bootstrap analysis results revealed that cognitive distortions mediate the effect of narcissism on gambling problem severity for both groups. The level of depression for VLT players significantly predicted gambling problem severity, both directly and indirectly via the mediating effect of cognitive distortions. Mediation analyses also indicated that narcissism had an indirect impact on problem gambling through cognitive distortions for both groups. These findings suggest that certain vulnerabilities related to personality and mood may influence cognitive distortion intensity and gambling problem severity. In addition, psychological vulnerabilities could differ based on preferred gambling activity. These results may be useful for prevention policies, identifying high risk gamblers and planning psychological interventions.

Cognitive science in popular film: the Cognitive Science Movie Index.

Science.gov (United States)

Motz, Benjamin

2013-10-01

HAL 9000. Morpheus. Skynet. These household names demonstrate the strong cultural impact of films depicting themes in cognitive science and the potential power of popular cinema for outreach and education. Considering their wide influence, there is value to aggregating these movies and reflecting on their renderings of our field. The Cognitive Science Movie Index (CSMI) serves these purposes, leveraging popular film for the advancement of the discipline. Copyright © 2013 Elsevier Ltd. All rights reserved.

Two psychologies: Cognitive versus contingency-oriented

NARCIS (Netherlands)

Mey, H.R.A. De

2003-01-01

Cognitive psychology and contingency-based behavior analysis are contrasted to each other with respect to their philosophical and theoretical underpinnings as well as to theirpractical goals. Whereas the former focuses on intra-organismic structure and function in explaining minds, the latter

Nonlinear dynamics in psychology

Directory of Open Access Journals (Sweden)

Stephen J. Guastello

2001-01-01

Full Text Available This article provides a survey of the applications of nonlinear dynamical systems theory to substantive problems encountered in the full scope of psychological science. Applications are organized into three topical areas – cognitive science, social and organizational psychology, and personality and clinical psychology. Both theoretical and empirical studies are considered with an emphasis on works that capture the broadest scope of issues that are of substantive interest to psychological theory. A budding literature on the implications of NDS principles in professional practice is reported also.

Mindfulness mediates the relation between disordered eating-related cognitions and psychological distress.

Science.gov (United States)

Masuda, Akihiko; Wendell, Johanna W

2010-12-01

The present study investigated whether mindfulness mediates the relation between disordered eating-related cognitions and negative psychological outcomes within a non-clinical college sample. Disordered eating-related cognitions were positively associated with general psychological ill-health and emotional distress in interpersonal contexts and inversely related to mindfulness. Mindfulness, which was also inversely related to general psychological ill-health and emotional distress, was found to partially mediate the relations between disordered eating-related cognitions and the two predicted variables. Copyright © 2010 Elsevier Ltd. All rights reserved.

Implications of research staff demographics for psychological science.

Science.gov (United States)

Does, Serena; Ellemers, Naomi; Dovidio, John F; Norman, Jasmine B; Mentovich, Avital; van der Lee, Romy; Goff, Phillip Atiba

2018-03-01

Long-standing research traditions in psychology have established the fundamental impact of social categories, such as race and gender, on people's perceptions of themselves and others, as well as on the general human cognition and behavior. However, there is a general tendency to ignore research staff demographics (e.g., researchers' race and gender) in research development and research reports. Variation in research staff demographics can exert systematic and scientifically informative influences on results from psychological research. Consequently, research staff demographics need to be considered, studied, and/or reported, along with how these demographics were allowed to vary across participants or conditions (e.g., random assignment, matched with participant demographics, or included as a factor in the experimental design). In addition to providing an overview of multidisciplinary evidence of research staff demographics effects, we discuss how research staff demographics might influence research findings through (a) ingroup versus outgroup effects, (b) stereotype and (implicit) bias effects, and (c) priming and social tuning effects. Finally, an overview of recommended considerations is included (see the Appendix) to help illustrate how to systematically incorporate relevant research staff demographics in psychological science. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Scientific biography, cognitive deficits, and laboratory practice. James McKeen Cattell and early American experimental psychology, 1880-1904.

Science.gov (United States)

Sokal, Michael M

2010-09-01

Despite widespread interest in individual life histories, few biographies of scientists make use of insights derived from psychology, another discipline that studies people, their thoughts, and their actions. This essay argues that recent theoretical work in psychology and tools developed for clinical psychological practice can help biographical historians of science create and present fuller portraits of their subjects' characters and temperaments and more nuanced analyses of how these traits helped shape their subjects' scientific work. To illustrate this thesis, the essay examines the early career of James McKeen Cattell--an influential late nineteenth- and early twentieth-century experimental psychologist--through a lens offered by psychology and argues that Cattell's actual laboratory practices derived from an "accommodation" to a long-standing "cognitive deficit." These practices in turn enabled Cattell to achieve more precise experimental results than could any of his contemporaries; and their students readily adopted them, along with their behavioral implications. The essay concludes that, in some ways, American psychology's early twentieth-century move toward a behavioral understanding of psychological phenomena can be traced to Cattell's personal cognitive deficit. It closes by reviewing several "remaining general questions" that this thesis suggests.

Cognitive abilities and motivational processes in high school students' science achievement and engagement

Science.gov (United States)

Lau, Shun

The dissertation presents two analytic approaches, a variable-centered and person-centered approach, to investigating holistic patterns of the cognitive, motivational, and affective correlates of science achievement and engagement in a sample of 491 10th and 11th grade high-school students. Building on Snow's (1989) idea of two pathways to achievement outcomes, Study 1 adopted a variable-centered approach to examining how cognitive and motivational factors associated with the performance and commitment pathways, respectively, contributed to the prediction of achievement outcomes in science. Results of hierarchical regression analyses showed that (a) students' cognitive abilities were the strongest predictors of their performance in science as measured by standardized test scores; (b) motivational processes enhanced the predictive validity for science test scores and grades beyond the variance accounted for by ability and demography; (c) motivational processes were the strongest predictors of students' commitment to science in the form of situational engagement and anticipated choices of science-related college majors and careers; and (d) competence beliefs served as a point of contact between the performance and commitment pathways. These results are consistent with Snow's (1989) conjecture that both performance and commitment pathway-related factors are necessary for understanding the full range of person-level inputs to achievement outcomes. Study 2 adopted a person-centered approach to examining holistic organizations of psychological factors within individuals and their relations to science achievement and engagement. Four types of students characterized by unique configurations of cognitive, motivational, and affective attributes were identified in both the male and female subsamples using inverse factor analysis. Type membership was found to distinguish students in various indicators of science achievement and engagement. Two of the four types were also found

The Effect of Psychological Distress and Personality Traits on Cognitive Performances and the Risk of Dementia in Patients with Mild Cognitive Impairment

NARCIS (Netherlands)

Ramakers, I.H.G.B.; Honings, S.T.H.; Ponds, R.W.; Aalten, P.; Kohler, S.; Verhey, F.R.J.; Visser, P.J.

2015-01-01

Background: The relation between psychological distress, personality traits, and cognitive decline in cognitively impaired patients remains unclear. Objective: To investigate the effect of psychological distress and personality traits on cognitive functioning in subjects with mild cognitive

Thinking in Action: Some Insights from Cognitive Sport Psychology

Science.gov (United States)

Moran, Aidan

2012-01-01

Historically, cognitive researchers have largely ignored the domain of sport in their quest to understand how the mind works. This neglect is due, in part, to the limitations of the information processing paradigm that dominated cognitive psychology in its formative years. With the emergence of the embodiment approach to cognition, however, sport…

Development of cognitive functioning psychological measures for the SEADM

CSIR Research Space (South Africa)

Mouton, F

2012-06-01

Full Text Available , Social Engineering Attack Detection Model (SEADM), by proposing and incorporating a cognitive functioning psychological measure in order to determine the emotional state and decision-making ability of the call centre employee. The cognitive analysis...

Problem of Understanding in the Psychology Science Studies of Ukrainian and Russian Researchers

OpenAIRE

Kharchenko Natalia

2015-01-01

The article discusses the phenomenon ‘understanding’ from the position of psychological science. The paper also examines the relationship between the categories of ‘understanding’, ‘knowledge’, ‘perception’, ‘sense’, in particular the relationship (interdependence) in dyads ‘understanding–knowledge’, ‘understanding–perception’, ‘understanding–sense’. The article also covers the functions of understanding (cognitive, regulatory, ideological), levels of understanding (depth, clarity and complet...

Cognitive Reserve and Social Capital Accrued in Early and Midlife Moderate the Relation of Psychological Stress to Cognitive Performance in Old Age.

Science.gov (United States)

Ihle, Andreas; Oris, Michel; Sauter, Julia; Rimmele, Ulrike; Kliegel, Matthias

2018-06-05

The present study set out to investigate the relation of psychological stress to cognitive performance and its interplay with key life course markers of cognitive reserve and social capital in a large sample of older adults. We assessed cognitive performance (verbal abilities and processing speed) and psychological stress in 2,812 older adults. The Participants reported information on education, occupation, leisure activities, family, and close friends. Greater psychological stress was significantly related to lower performance in verbal abilities and processing speed. Moderation analyses suggested that the relations of psychological stress to cognitive performance were reduced in individuals with higher education, a higher cognitive level of the first profession practiced after education, a larger number of midlife leisure activities, a larger number of significant family members, and a larger number of close friends. Cognitive reserve and social capital accrued in early and midlife may reduce the detrimental influences of psychological stress on cognitive functioning in old age. © 2018 S. Karger AG, Basel.

Embodied social cognition

CERN Document Server

Lindblom, Jessica

2015-01-01

This book clarifies the role and relevance of the body in social interaction and cognition from an embodied cognitive science perspective. Theories of embodied cognition have during the last decades offered a radical shift in explanations of the human mind, from traditional computationalism, to emphasizing the way cognition is shaped by the body and its sensorimotor interaction with the surrounding social and material world. This book presents a theoretical framework for the relational nature of embodied social cognition, which is based on an interdisciplinary approach that ranges historically in time and across different disciplines. It includes work in cognitive science, artificial intelligence, phenomenology, ethology, developmental psychology, neuroscience, social psychology, linguistics, communication, and gesture studies. The theoretical framework is illustrated by empirical work that provides some detailed observational fieldwork on embodied actions captured in three different episodes of spontaneous s...

Psychological biases affecting human cognitive performance in dynamic operational environments

International Nuclear Information System (INIS)

Takano, Kenichi; Reason, J.

1999-01-01

In order to identify cognitive error mechanisms observed in the dynamic operational environment, the following materials were analyzed giving special attention to psychological biases, together with possible cognitive tasks and these location, and internal and external performance shaping factors: (a) 13 human factors analyses of US nuclear power plant accidents, (b) 14 cases of Japanese nuclear power plant incidents, and (c) 23 cases collected in simulator experiments. In the resulting analysis, the most frequently identified cognitive process associated with error productions was situation assessment, and following varieties were KB processes and response planning, all of that were the higher cognitive activities. Over 70% of human error cases, psychological bias was affecting to cognitive errors, especially those to higher cognitive activities. In addition, several error occurrence patterns, including relations between cognitive process, biases, and PSFs were identified by the multivariate analysis. According to the identified error patterns, functions that an operator support system have to equip were discussed and specified for design base considerations. (author)

Cognitive neuroscience: the troubled marriage of cognitive science and neuroscience.

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Cooper, Richard P; Shallice, Tim

2010-07-01

We discuss the development of cognitive neuroscience in terms of the tension between the greater sophistication in cognitive concepts and methods of the cognitive sciences and the increasing power of more standard biological approaches to understanding brain structure and function. There have been major technological developments in brain imaging and advances in simulation, but there have also been shifts in emphasis, with topics such as thinking, consciousness, and social cognition becoming fashionable within the brain sciences. The discipline has great promise in terms of applications to mental health and education, provided it does not abandon the cognitive perspective and succumb to reductionism. Copyright © 2010 Cognitive Science Society, Inc.

Is Psychology a Science

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 2; Issue 11. Is Psychology a Science ? Kamala V Mukunda. General Article Volume 2 Issue 11 November 1997 pp 59-66. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/002/11/0059-0066 ...

Participant Nonnaiveté and the reproducibility of cognitive psychology

NARCIS (Netherlands)

R.A. Zwaan (Rolf); D. Pecher (Diane); G. Paolacci (Gabriele); S. Bouwmeester (Samantha); P.P.J.L. Verkoeijen (Peter); K. Dijkstra (Katinka); R. Zeelenberg (René)

2017-01-01

textabstractMany argue that there is a reproducibility crisis in psychology. We investigated nine well-known effects from the cognitive psychology literature—three each from the domains of perception/action, memory, and language, respectively—and found that they are highly reproducible. Not only can

[The current conception of the unconscious - empirical results of neurobiology, cognitive sciences, social psychology and emotion research].

Science.gov (United States)

Schüssler, Gerhard

2002-01-01

The influence of the unconscious on psychosomatic medicine and psychotherapy: a comprehensive concept of unconscious processes based on empirical evidence. The theory of the Unconscious constitutes the basis of psychoanalysis and of psychodynamic therapy. The traditional description of the Unconscious as given by Freud is of historical significance and not only gained widespread acceptance but also attracted much criticism. The most important findings of neurobiology, the cognitive sciences, social psychology and emotion research in relation to the Unconscious are compared with this traditional definition. Empirical observations on defence mechanisms are of particular interest in this context. A comprehensive concept of unconscious processes is revealed: the fundamental process of brain function is unconscious. Parts of the symbolic-declarative and emotional-procedural processing by the brain are permanently unconscious. Other parts of these processing procedures are conscious or can be brought to the conscious or alternatively, can also be excluded from the conscious. Unconscious processes exert decisive influence on experience and behaviour; for this reason, every form of psychotherapy should take into account such unconscious processes.

College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

Science.gov (United States)

Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

2015-01-01

College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

Toward a Psychological Science for a Cultural Species.

Science.gov (United States)

Heine, Steven J; Norenzayan, Ara

2006-09-01

Humans are a cultural species, and the study of human psychology benefits from attention to cultural influences. Cultural psychology's contributions to psychological science can largely be divided according to the two different stages of scientific inquiry. Stage 1 research seeks cultural differences and establishes the boundaries of psychological phenomena. Stage 2 research seeks underlying mechanisms of those cultural differences. The literatures regarding these two distinct stages are reviewed, and various methods for conducting Stage 2 research are discussed. The implications of culture-blind and multicultural psychologies for society and intergroup relations are also discussed. © 2006 Association for Psychological Science.

Extended cognition in science communication.

Science.gov (United States)

Ludwig, David

2014-11-01

The aim of this article is to propose a methodological externalism that takes knowledge about science to be partly constituted by the environment. My starting point is the debate about extended cognition in contemporary philosophy and cognitive science. Externalists claim that human cognition extends beyond the brain and can be partly constituted by external devices. First, I show that most studies of public knowledge about science are based on an internalist framework that excludes the environment we usually utilize to make sense of science and does not allow the possibility of extended knowledge. In a second step, I argue that science communication studies should adopt a methodological externalism and accept that knowledge about science can be partly realized by external information resources such as Wikipedia. © The Author(s) 2013.

Social Cognition, Executive Functions and Self-Report of Psychological Distress in Huntington's Disease

DEFF Research Database (Denmark)

Larsen, Ida Unmack; Vinther-Jensen, Tua; Nielsen, Jørgen Erik

2016-01-01

OBJECTIVE: Huntington's disease (HD) is characterized by motor symptoms, psychiatric symptoms and cognitive impairment in, inter alia, executive functions and social cognition. The aim of this study was to investigate the relationship between subjective feeling of psychological distress using...... a self-report questionnaire and performances on tests of executive functions and social cognition in a large consecutive cohort of HD patients. METHOD: 50 manifest HD patients were tested in social cognition and executive functions and each answered a self-report questionnaire about current status...... psychological distress was significantly associated with worse performances on social cognitive tests (mean absolute correlation .34) and that there were no significant correlations between perceived psychological distress and performance on tests of executive functions. The correlations between perceived...

A science of meaning. Can behaviorism bring meaning to psychological science?

Science.gov (United States)

DeGrandpre, R J

2000-07-01

An argument is presented for making meaning a central dependent variable in psychological science. Principles of operant psychology are then interpreted as providing a basic foundation for a science of meaning. The emphasis here is on the generality of basic operant concepts, where learning is a process of meaning making that is governed largely by natural contingencies; reinforcement is an organic process in which environment-behavior relations are selected, defined here as a dialectical process of meaning making; and reinforcers are experiential consequences with acquired, ecologically derived meanings. The author concludes with a call for a more interdisciplinary science of psychology, focusing on the individual in society.

Psychological Mindedness, Personality and Creative Cognition

Science.gov (United States)

LeBoutillier, Nicholas; Barry, Richard

2018-01-01

Research into psychological mindedness (PM) has focuses on its beneficial role in improving physical and mental well-being. The aim of this study was to investigate the role of two PM measures and personality in predicting creative cognition performance. Following the completion of a battery of questionnaires, 176 participants from the general…

Reevaluating excess success in psychological science.

Science.gov (United States)

van Boxtel, Jeroen J A; Koch, Christof

2016-10-01

Francis (Psychonomic Bulletin Review, 21, 1180-1187, 2014) recently claimed that 82 % of articles with four or more experiments published in Psychological Science between 2009 and 2012 cannot be trusted. We critique Francis' analysis and point out the dependence of his approach on including the appropriate experiments and significance tests. We focus on one of the articles (van Boxtel & Koch, in Psychological Science, 23(4), 410-418, 2012) flagged by Francis and show that the inappropriate inclusion of experiments and tests have led Francis to mistakenly flag this article. We found that decisions about whether to include certain tests potentially affect 34 of the 44 articles analyzed by Francis. We further performed p-curve analyses on the articles discussed in Francis' analysis. We found that 9 of 44 studies showed significant evidential value, 11 studies showed insufficient evidential value, and 1 study showed evidence of p-hacking. Our reevaluation is important, because some researchers may have gained the false impression that none of the quoted articles in Psychological Science can be trusted (as stated by Francis). The analysis by Francis is most likely insufficient to warrant this conclusion for some articles and certainly is insufficient with respect to the study by van Boxtel and Koch (Psychological Science, 23, 410-418, 2012).

Participant Nonnaiveté and the reproducibility of cognitive psychology.

Science.gov (United States)

Zwaan, Rolf A; Pecher, Diane; Paolacci, Gabriele; Bouwmeester, Samantha; Verkoeijen, Peter; Dijkstra, Katinka; Zeelenberg, René

2017-07-25

Many argue that there is a reproducibility crisis in psychology. We investigated nine well-known effects from the cognitive psychology literature-three each from the domains of perception/action, memory, and language, respectively-and found that they are highly reproducible. Not only can they be reproduced in online environments, but they also can be reproduced with nonnaïve participants with no reduction of effect size. Apparently, some cognitive tasks are so constraining that they encapsulate behavior from external influences, such as testing situation and prior recent experience with the experiment to yield highly robust effects.

The psychology of multimedia databases

NARCIS (Netherlands)

M.G.L.M. van Doorn (Mark); A.P. de Vries (Arjen)

2000-01-01

textabstractMultimedia information retrieval in digital libraries is a difficult task for computers in general. Humans on the other hand are experts in perception, concept representation, knowledge organization and memory retrieval. Cognitive psychology and science describe how cognition works in

Can cognitive science create a cognitive economics?

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Chater, Nick

2015-02-01

Cognitive science can intersect with economics in at least three productive ways: by providing richer models of individual behaviour for use in economic analysis; by drawing from economic theory in order to model distributed cognition; and jointly to create more powerful 'rational' models of cognitive processes and social interaction. There is the prospect of moving from behavioural economics to a genuinely cognitive economics. Copyright © 2014. Published by Elsevier B.V.

Perspectives on Psychological Science: Right Way/Wrong Way Symposium.

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Gunnar, Megan R

2017-07-01

In unpredictable times, it is perhaps even more important to contemplate the direction different fields of science are headed. In this article, I contemplate two directions of psychological science: the increasing integration of the study of psychology with other sciences and the concern of many sciences, including ours, with improving the reproducibility of our findings. Both of these are argued to be "right ways," but these directions also have challenges that, unless carefully addressed, could detract from our ability to move the science of psychology forward. I detail these challenges along with a consideration of how to chart our science through the unpredictable waters we face at this point in history.

How does cognition evolve? Phylogenetic comparative psychology

Science.gov (United States)

Matthews, Luke J.; Hare, Brian A.; Nunn, Charles L.; Anderson, Rindy C.; Aureli, Filippo; Brannon, Elizabeth M.; Call, Josep; Drea, Christine M.; Emery, Nathan J.; Haun, Daniel B. M.; Herrmann, Esther; Jacobs, Lucia F.; Platt, Michael L.; Rosati, Alexandra G.; Sandel, Aaron A.; Schroepfer, Kara K.; Seed, Amanda M.; Tan, Jingzhi; van Schaik, Carel P.; Wobber, Victoria

2014-01-01

Now more than ever animal studies have the potential to test hypotheses regarding how cognition evolves. Comparative psychologists have developed new techniques to probe the cognitive mechanisms underlying animal behavior, and they have become increasingly skillful at adapting methodologies to test multiple species. Meanwhile, evolutionary biologists have generated quantitative approaches to investigate the phylogenetic distribution and function of phenotypic traits, including cognition. In particular, phylogenetic methods can quantitatively (1) test whether specific cognitive abilities are correlated with life history (e.g., lifespan), morphology (e.g., brain size), or socio-ecological variables (e.g., social system), (2) measure how strongly phylogenetic relatedness predicts the distribution of cognitive skills across species, and (3) estimate the ancestral state of a given cognitive trait using measures of cognitive performance from extant species. Phylogenetic methods can also be used to guide the selection of species comparisons that offer the strongest tests of a priori predictions of cognitive evolutionary hypotheses (i.e., phylogenetic targeting). Here, we explain how an integration of comparative psychology and evolutionary biology will answer a host of questions regarding the phylogenetic distribution and history of cognitive traits, as well as the evolutionary processes that drove their evolution. PMID:21927850

How does cognition evolve? Phylogenetic comparative psychology.

Science.gov (United States)

MacLean, Evan L; Matthews, Luke J; Hare, Brian A; Nunn, Charles L; Anderson, Rindy C; Aureli, Filippo; Brannon, Elizabeth M; Call, Josep; Drea, Christine M; Emery, Nathan J; Haun, Daniel B M; Herrmann, Esther; Jacobs, Lucia F; Platt, Michael L; Rosati, Alexandra G; Sandel, Aaron A; Schroepfer, Kara K; Seed, Amanda M; Tan, Jingzhi; van Schaik, Carel P; Wobber, Victoria

2012-03-01

Now more than ever animal studies have the potential to test hypotheses regarding how cognition evolves. Comparative psychologists have developed new techniques to probe the cognitive mechanisms underlying animal behavior, and they have become increasingly skillful at adapting methodologies to test multiple species. Meanwhile, evolutionary biologists have generated quantitative approaches to investigate the phylogenetic distribution and function of phenotypic traits, including cognition. In particular, phylogenetic methods can quantitatively (1) test whether specific cognitive abilities are correlated with life history (e.g., lifespan), morphology (e.g., brain size), or socio-ecological variables (e.g., social system), (2) measure how strongly phylogenetic relatedness predicts the distribution of cognitive skills across species, and (3) estimate the ancestral state of a given cognitive trait using measures of cognitive performance from extant species. Phylogenetic methods can also be used to guide the selection of species comparisons that offer the strongest tests of a priori predictions of cognitive evolutionary hypotheses (i.e., phylogenetic targeting). Here, we explain how an integration of comparative psychology and evolutionary biology will answer a host of questions regarding the phylogenetic distribution and history of cognitive traits, as well as the evolutionary processes that drove their evolution.

A New Direction in Psychology and Politics

Science.gov (United States)

Goldstein, Evan R.

2008-01-01

Jonathan Haidt remembers reading "Metaphors We Live By", the influential book that George P. Lakoff, a professor of linguistics and cognitive science at the University of California at Berkeley, wrote with Mark L. Johnson, a professor of philosophy at the University of Oregon. The book drew on cognitive science, psychology, linguistics, and…

Evo-devo and cognitive science

NARCIS (Netherlands)

Ploeger, A.; Galis, F.; Nuno de la Rosa, L.; Müller, G.

2016-01-01

Evo-devo is an approach that integrates knowledge on evolution and development. Cognitive science is a research field that tries to unravel the functioning of the mind and the underlying processes. In this chapter, the main subfields within cognitive science that have contributed to a better

有关具身认知思潮的理论心理学思考%Embodied Cognition: A Consideration from Theoretical Psychology

Institute of Scientific and Technical Information of China (English)

叶浩生

2011-01-01

具身认知强调了心智或认知对身体及其感觉运动系统的依赖性.与传统认知心理学的符号加工模式不同的是,它认为身体的构造和状态、身体的物理属性及其大脑与身体的特殊感觉-运动通道对认知具有塑造作用.认知既是具身的,也是嵌入的,大脑嵌入身体、身体嵌入环境,构成了一体的认知系统.最初,具身认知仅仅是一种反对笛卡尔身心二元论的哲学思潮,经由认知科学哲学和理论心理学而逐渐进入了实验领域.具身认知研究充分利用了神经科学的方法和技术、数据和结论,但是它并不主张把心理还原为生理或物理,同时,具身认知的神经科学取向仅仅给传统心理研究提供一个认识心智的新视角,其目标并非取消行为水平的心理研究,因此不会损害心理学的独立地位.%Embodied Cognition (EC) is a growing popular research program in cognitive science in general and cognitive psychology in particular. It emphasizes the formative role the organism's structure of body and sensorimotor systems playing in the development of mind and cognitive processes. The notion of EC stands in contrast to the traditional cognitive psychology which regards the mind as a device to manipulate symbols and our cognitive capacities should be understood in terms of computational procedures operating on symbolic,intemal states and processes. EC rejects this notion of the cognition and proposes that bodily states and structure,the physical attributes of the body and brain's modal systems for perception. action, and introspection shape the mind. In other words, the particular way in which an organism is embodied can definitely have an impact on the organism's mind and action in the world. According to EC, not only is cognition embodied, but also embedded.That means that our cogmtive capacities arises from bodily interactions with the world and is continually meshed with them. The brain is embedded in the

Perceptions of psychology as a science among university students: the influence of psychology courses and major of study.

Science.gov (United States)

Bartels, Jared M; Hinds, Ryan M; Glass, Laura A; Ryan, Joseph J

2009-10-01

The goal was to examine the relationship between the number of psychology courses students have taken and their perceptions of psychology as a science. Additionally, differences in perceptions of psychology among psychology, education, and natural science majors were examined. Results indicated that students who had taken four or more psychology courses had more favorable perceptions of psychology as a science compared to those who had taken no courses or one course and those who had taken two to three courses. No significant differences in overall perceptions of psychology emerged among students in the three majors.

Decolonizing Psychological Science: Introduction to the Special Thematic Section

Directory of Open Access Journals (Sweden)

Glenn Adams

2015-08-01

Full Text Available Despite unprecedented access to information and diffusion of knowledge across the globe, the bulk of work in mainstream psychological science still reflects and promotes the interests of a privileged minority of people in affluent centers of the modern global order. Compared to other social science disciplines, there are few critical voices who reflect on the Euro-American colonial character of psychological science, particularly its relationship to ongoing processes of domination that facilitate growth for a privileged minority but undermine sustainability for the global majority. Moved by mounting concerns about ongoing forms of multiple oppression (including racialized violence, economic injustice, unsustainable over-development, and ecological damage, we proposed a special thematic section and issued a call for papers devoted to the topic of "decolonizing psychological science". In this introduction to the special section, we first discuss two perspectives—liberation psychology and cultural psychology—that have informed our approach to the topic. We then discuss manifestations of coloniality in psychological science and describe three approaches to decolonization—indigenization, accompaniment, and denaturalization—that emerge from contributions to the special section. We conclude with an invitation to readers to submit their own original contributions to an ongoing effort to create an online collection of digitally linked articles on the topic of decolonizing psychological science.

Applying Cognitive Psychology Based Instructional Design Principles in Mathematics Teaching and Learning: Introduction

Science.gov (United States)

Verschaffel, Lieven; Van Dooren, W.; Star, J.

2017-01-01

This special issue comprises contributions that address the breadth of current lines of recent research from cognitive psychology that appear promising for positively impacting students' learning of mathematics. More specifically, we included contributions (a) that refer to cognitive psychology based principles and techniques, such as explanatory…

Why cognitive science needs philosophy and vice versa.

Science.gov (United States)

Thagard, Paul

2009-04-01

Contrary to common views that philosophy is extraneous to cognitive science, this paper argues that philosophy has a crucial role to play in cognitive science with respect to generality and normativity. General questions include the nature of theories and explanations, the role of computer simulation in cognitive theorizing, and the relations among the different fields of cognitive science. Normative questions include whether human thinking should be Bayesian, whether decision making should maximize expected utility, and how norms should be established. These kinds of general and normative questions make philosophical reflection an important part of progress in cognitive science. Philosophy operates best, however, not with a priori reasoning or conceptual analysis, but rather with empirically informed reflection on a wide range of findings in cognitive science. Copyright © 2009 Cognitive Science Society, Inc.

The Psychology of Simonton's Science: Commentary on Simonton (2009).

Science.gov (United States)

Feist, Gregory J

2009-09-01

One key assumption of the psychology of science is that psychological factors make certain interests, talents, and abilities more likely and others less likely (Feist, 2006). The line of argument that Simonton (2009, this issue) puts forth-integrating and uniting the meta-literatures on dispositional and developmental influences on scientific and artistic creativity-is not only consistent with this assumption from the psychology of science, but it is also a breeding ground for a host of testable hypotheses and calls for future empirical investigations. Given Simonton's own extraordinary levels of scientific creativity, indeed it would be interesting to turn his ideas back on him to see how his science is a product of his own developmental and dispositional experiences. We'll leave that, however, for future biographers and psychologists of science. © 2009 Association for Psychological Science.

Good science, bad science: Questioning research practices in psychological research

NARCIS (Netherlands)

Bakker, M.

2014-01-01

In this dissertation we have questioned the current research practices in psychological science and thereby contributed to the current discussion about the credibility of psychological research. We specially focused on the problems with the reporting of statistical results and showed that reporting

Helping Students Reflect: Lessons from Cognitive Psychology

Science.gov (United States)

Poole, Gary; Jones, Lydia; Whitfield, Michael

2013-01-01

The challenges of teaching students to reflect on experience and, thus, learn from it, are better understood with the application of constructs from cognitive psychology. The present paper focuses on two such constructs--self-schemas and scripts--to help educators better understand both the threats and opportunities associated with effective…

Big Questions Facing Vocational Psychology: A Cognitive Information Processing Perspective

Science.gov (United States)

Reardon, Robert C.; Lenz, Janet G.; Sampson, James P., Jr.; Peterson, Gary W.

2011-01-01

This article draws upon the authors' experience in developing cognitive information processing theory in order to examine three important questions facing vocational psychology and assessment: (a) Where should new knowledge for vocational psychology come from? (b) How do career theories and research find their way into practice? and (c) What is…

Political diversity will improve social psychological science.

Science.gov (United States)

Duarte, José L; Crawford, Jarret T; Stern, Charlotta; Haidt, Jonathan; Jussim, Lee; Tetlock, Philip E

2015-01-01

Psychologists have demonstrated the value of diversity--particularly diversity of viewpoints--for enhancing creativity, discovery, and problem solving. But one key type of viewpoint diversity is lacking in academic psychology in general and social psychology in particular: political diversity. This article reviews the available evidence and finds support for four claims: (1) Academic psychology once had considerable political diversity, but has lost nearly all of it in the last 50 years. (2) This lack of political diversity can undermine the validity of social psychological science via mechanisms such as the embedding of liberal values into research questions and methods, steering researchers away from important but politically unpalatable research topics, and producing conclusions that mischaracterize liberals and conservatives alike. (3) Increased political diversity would improve social psychological science by reducing the impact of bias mechanisms such as confirmation bias, and by empowering dissenting minorities to improve the quality of the majority's thinking. (4) The underrepresentation of non-liberals in social psychology is most likely due to a combination of self-selection, hostile climate, and discrimination. We close with recommendations for increasing political diversity in social psychology.

How can philosophy be a true cognitive science discipline?

Science.gov (United States)

Bechtel, William

2010-07-01

Although philosophy has been only a minor contributor to cognitive science to date, this paper describes two projects in naturalistic philosophy of mind and one in naturalistic philosophy of science that have been pursued during the past 30 years and that can make theoretical and methodological contributions to cognitive science. First, stances on the mind-body problem (identity theory, functionalism, and heuristic identity theory) are relevant to cognitive science as it negotiates its relation to neuroscience and cognitive neuroscience. Second, analyses of mental representations address both their vehicles and their contents; new approaches to characterizing how representations have content are particularly relevant to understanding the relation of cognitive agents to their environments. Third, the recently formulated accounts of mechanistic explanation in philosophy of science both provide perspective on the explanatory project of cognitive science and may offer normative guidance to cognitive science (e.g., by providing perspective on how multiple disciplinary perspectives can be integrated in understanding a given mechanism). Copyright © 2010 Cognitive Science Society, Inc.

Cognitive Resilience and Psychological Responses across a Collegiate Rowing Season.

Science.gov (United States)

Shields, Morgan R; Brooks, M Alison; Koltyn, Kelli F; Kim, Jee-Seon; Cook, Dane B

2017-11-01

Student-athletes face numerous challenges across their competitive season. Although mood states have been previously studied, little is known about adaptations in other psychological responses, specifically cognition. The purpose of this study was to characterize cognitive function, mood, sleep, and stress responses at select time points of a season in collegiate rowers. It was hypothesized that during baseline, typical training, and recovery, athletes would show positive mental health profiles, in contrast to decreases in cognition with increases in negative mood and measurements of stress during peak training. Male and female Division I rowers (N = 43) and healthy controls (N = 23) were enrolled and assessed at baseline, typical training, peak training, and recovery. At each time point, measures of cognitive performance (Stroop color-naming task), academic and exercise load, perceived cognitive deficits, mood states, sleep, and stress (via self-report and salivary cortisol) were recorded. Repeated-measures ANOVA revealed significant group-time interactions for perceived exercise load, cognitive deficits, mood states, and perceived stress (P cognitive deficits was positively correlated with mood disturbance (r = 0.54, P Cognitive performance did not change over the course of the season for either group. Cortisol and sleepiness changed over the course of the season but no significant interactions were observed. These results demonstrate that various psychological responses change over the course of a season, but they also highlight adaptation indicative of cognitive resilience among student-athletes.

Eliminating "ductal carcinoma in situ" and "lobular carcinoma in situ" (DCIS and LCIS) terminology in clinical breast practice: The cognitive psychology point of view.

Science.gov (United States)

Pravettoni, Gabriella; Yoder, Whitney R; Riva, Silvia; Mazzocco, Ketti; Arnaboldi, Paola; Galimberti, Viviana

2016-02-01

There is evidence from the literature that the terms "ductal carcinoma in situ" and "lobular carcinoma in situ" (DCIS and LCIS) should be eliminated in clinical breast cancer practice and replaced with the new "ductal intraepithelial neoplasia" (DIN) and "lobular intraepithelial neoplasia" (LIN) terminology. The main purpose of the present article is to expand on this argument from a cognitive psychology perspective and offer suggestions for further research, emphasizing how the elimination of the term "carcinoma" in "in situ" breast cancer diagnoses has the potential to reduce both patient and health care professional confusion and misperceptions that are often associated with the DCIS and LCIS diagnoses, as well as limit the adverse psychological effects of women receiving a DCIS or LCIS diagnosis. We comment on the recent peer-reviewed literature on the clinical implications and psychological consequences for breast cancer patients receiving a DCIS or LCIS diagnosis and we use a cognitive perspective to offer new insight into the benefits of embracing the new DIN and LIN terminology. Using cognitive psychology and cognitive science in general, as a foundation, further research is advocated in order to yield data in support of changing the terminology and therefore, offer a chance to significantly improve the lives and psychological sequelae of women facing such a diagnosis. Typology: Controversies/Short Commentary. Copyright © 2015 Elsevier Ltd. All rights reserved.

Measurement of psychological disorders using cognitive diagnosis models.

Science.gov (United States)

Templin, Jonathan L; Henson, Robert A

2006-09-01

Cognitive diagnosis models are constrained (multiple classification) latent class models that characterize the relationship of questionnaire responses to a set of dichotomous latent variables. Having emanated from educational measurement, several aspects of such models seem well suited to use in psychological assessment and diagnosis. This article presents the development of a new cognitive diagnosis model for use in psychological assessment--the DINO (deterministic input; noisy "or" gate) model--which, as an illustrative example, is applied to evaluate and diagnose pathological gamblers. As part of this example, a demonstration of the estimates obtained by cognitive diagnosis models is provided. Such estimates include the probability an individual meets each of a set of dichotomous Diagnostic and Statistical Manual of Mental Disorders (text revision [DSM-IV-TR]; American Psychiatric Association, 2000) criteria, resulting in an estimate of the probability an individual meets the DSM-IV-TR definition for being a pathological gambler. Furthermore, a demonstration of how the hypothesized underlying factors contributing to pathological gambling can be measured with the DINO model is presented, through use of a covariance structure model for the tetrachoric correlation matrix of the dichotomous latent variables representing DSM-IV-TR criteria. Copyright 2006 APA

Cognitive Science.

Science.gov (United States)

Cocking, Rodney R.; Mestre, Jose P.

The focus of this paper is on cognitive science as a model for understanding the application of human skills toward effective problem-solving. Sections include: (1) "Introduction" (discussing information processing framework, expert-novice distinctions, schema theory, and learning process); (2) "Application: The Expert-Novice…

Advances in cognitive-socialpersonality theory : applications to sport psychology

OpenAIRE

Smith, Ronald E.

2008-01-01

Many theories and intervention techniques in sport psychology have a cognitive-behavioral emphasis, and sport psychologists have long been interested in individual differences. Recent developments in cognitive social personality theory offer new opportunities for understanding sport behavior. The finding of stable individual differences in situationbehavior relations has helped resolve the person-situation debate of past years, and idiographically-distinct behavioral signatures have now been ...

Commonsense Psychology and the Functional Requirements of Cognitive Models

National Research Council Canada - National Science Library

Gordon, Andrew S

2005-01-01

In this paper we argue that previous models of cognitive abilities (e.g. memory, analogy) have been constructed to satisfy functional requirements of implicit commonsense psychological theories held by researchers and nonresearchers alike...

Towards a cognitive semiotics of science

DEFF Research Database (Denmark)

May, Michael; Skriver, Karen; Dandanell, Gert

2016-01-01

be seen as moving towards a cognitive semiotics of science, and furthermore that philosophical, historical, and didactic aspects of science and science teaching from this perspective are closely interrelated. The case of chemical reaction kinetics is used to exemplify the approach and its relevance......In a programmatic sense a “semiotics of science” was announced by Charles W. Morris but never realized as an empirical investigation of the sciences from the point of view of semiotics. In this chapter it is argued that recent cognitive approaches to the philosophy and history of science can...

Human reasoning and cognitive science

NARCIS (Netherlands)

Stenning, K.; van Lambalgen, M.

2008-01-01

In Human Reasoning and Cognitive Science, Keith Stenning and Michiel van Lambalgen—a cognitive scientist and a logician—argue for the indispensability of modern mathematical logic to the study of human reasoning. Logic and cognition were once closely connected, they write, but were "divorced" in the

The Evolution of Psychology as a Basic Bio-behavioral Science in Healthcare Education.

Science.gov (United States)

Carr, John E

2017-12-01

For over a century, researchers and educators have called for the integration of psychological science into medical school curricula, but such efforts have been impeded by barriers within medicine and psychology. In addressing these barriers, Psychology has re-examined its relationship to Medicine, incorporated psychological practices into health care, and redefined its parameters as a science. In response to interdisciplinary research into the mechanisms of bio-behavioral interaction, Psychology evolved from an ancillary social science to a bio-behavioral science that is fundamental to medicine and health care. However, in recent medical school curriculum innovations, psychological science is being reduced to a set of "clinical skills," and once again viewed as an ancillary social science. These developments warrant concern and consideration of new approaches to integrating psychological science in medical education.

Tools for Teaching Cognitive Psychology: Using Public Service Announcements for Education on Environmental Sustainability

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Hager, Lisa D.

2011-01-01

To understand the relevance of cognitive psychology, students in a cognitive psychology course were required to complete a detailed plan for a public service announcement focusing on environmental issues. The final exam was a Microsoft Office PowerPoint presentation incorporating at least eight concepts from the course. Students in the course…

Improvement of Requirement Elicitation Process through Cognitive Psychology

Directory of Open Access Journals (Sweden)

Sana Fatima

2017-06-01

Full Text Available Proper requirement elicitation is necessary for client satisfaction along with the overall project success, but requirement engineers face problems in understanding user requirements and the users of the required system fail to make requirement engineering team understand what they actually want. It is then responsibility of requirement engineers to extract proper requirements. This paper discusses how to use cognitive psychology and learning style models (LSM to understand the psychology of clients. Moreover, it also discusses usage of proper elicitation technique according to one’s learning style and gather the right requirements.

The rise of the boy-genius: psychological neoteny, science and modern life.

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Charlton, Bruce G

2006-01-01

The mid-20th century saw the rise of the boy-genius, probably because a personality type characterized by prolonged youthfulness is advantageous both in science and modern life generally. This is the evolution of 'psychological neoteny', in which ever-more people retain for ever-longer the characteristic behaviours and attitudes of earlier developmental stages. Whereas traditional societies are characterized by initiation ceremonies marking the advent of adulthood, these have now dwindled and disappeared. In a psychological sense, some contemporary individuals never actually become adults. A child-like flexibility of attitudes, behaviours and knowledge is probably adaptive in modern society because people need repeatedly to change jobs, learn new skills, move to new places and make new friends. It seems that this adaptation is achieved by the expedient of postponing cognitive maturation - a process that could be termed psychological neoteny. ('Neoteny' refers to the biological phenomenon whereby development is delayed such that juvenile characteristics are retained into maturity.) Psychological neoteny is probably caused by the prolonged average duration of formal education, since students' minds are in a significant sense 'unfinished'. Since modern cultures favour cognitive flexibility, 'immature' people tend to thrive and succeed, and have set the tone of contemporary life: the greatest praise of an elderly person is to state that they retain the characteristics of youth. But the faults of youth are retained with well as its virtues: short attention span, sensation- and novelty-seeking, short cycles of arbitrary fashion and a sense of cultural shallowness. Nonetheless, as health gets better and cosmetic technologies improve, future humans may become somewhat like an axolotl - the cave-dwelling salamander which retains its larval form until death.

Issues in Cognitive Psychology: Implications for Professional Education.

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Regehr, Glenn; Norman, Geoffrey R.

1996-01-01

Research developments in cognitive psychology, and their implications for teaching and learning at the level of professional education, are summarized. Areas discussed include organization of long-term memory, influences on storage and retrieval from memory, problem solving and transfer/use of analogy, concept formation/categorization/pattern…

Using an interdisciplinary MOOC to teach climate science and science communication to a global classroom

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Cook, J.

2016-12-01

MOOCs (Massive Open Online Courses) are a powerful tool, making educational content available to a large and diverse audience. The MOOC "Making Sense of Climate Science Denial" applied science communication principles derived from cognitive psychology and misconception-based learning in the design of video lectures covering many aspects of climate change. As well as teaching fundamental climate science, the course also presented psychological research into climate science denial, teaching students the most effective techniques for responding to misinformation. A number of enrolled students were secondary and tertiary educators, who adopted the course content in their own classes as well as adapted their teaching techniques based on the science communication principles presented in the lectures. I will outline how we integrated cognitive psychology, educational research and climate science in an interdisciplinary online course that has had over 25,000 enrolments from over 160 countries.

Protective effect of low dose caffeine on psychological stress and cognitive function.

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Çakır, Özgür Kasımay; Ellek, Nurfitnat; Salehin, Nabila; Hamamcı, Rabia; Keleş, Hülya; Kayalı, Damla Gökçeoğlu; Akakın, Dilek; Yüksel, Meral; Özbeyli, Dilek

2017-01-01

Caffeine is an adrenergic antagonist that enhances neuronal activity. Psychological stress depresses cognitive function. To investigate the effects of acute and chronic low dose caffeine on anxiety-like behavior and cognitive functions of acute or chronic psychological stressed rats. Acute or chronic caffeine (3mg/kg) was administered to male Sprague Dawley rats (200-250g, n=42) before acute (cat odor) and chronic variable psychological stress (restraint overcrowding stress, elevated plus maze, cat odor, forced swimming) induction. Anxiety and cognitive functions were evaluated by hole-board and object recognition tests. The brain glutathione and malondialdehyde assays, myeloperoxidase, nitric oxide (NO), superoxide dismutase (SOD), luminol and lucigenin activity and histological examination were done. ANOVA and Student's t-test were used for statistical analysis. The depressed cognitive function with chronic stress exposure and the increased anxiety-like behavior with both stress inductions were improved via both caffeine applications (pcaffeine pretreatments in chronic stressed rats, and chronic caffeine in acute stressed ones reduced the elevated myeloperoxidase activities (pcaffeine (pcaffeine (pcaffeine decreased SOD activity (pcaffeine. The increased anxiety-like behavior and depleted cognitive functions under stress conditions were improved with both acute and predominantly chronic caffeine pretreatments by decreasing oxidative damage parameters. Copyright © 2016 Elsevier Inc. All rights reserved.

Has 60 years of research in psychology really gone astray?

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Yurevich, Andrey

2007-03-01

The author presents several arguments against Toomela's (Culture of science: Strange history of the methodological thinking in psychology. Integrative Psychological and Behavioral Science, 2007a, doi:10.1007/sl2124-007-9004-0, History of methodology in psychology: Starting point, not the goal. Integrative Psychological and Behavioral Science, 2007b, doi:10.1007/sl2124-007-9005-z) pessimistic thesis: "The last 60 years of research in psychology seems to have gone astray." Nevertheless he admits that Toomela's article despite the excessively categorical assessments contained in it and the undue pessimism crowing its conclusion, represents a substantial contribution to the highlighting of socio-cultural impact on various models of psychological cognition, which lurks behind the international unification of globalizing science.

Olfactory memory: a case study in cognitive psychology.

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Annett, J M

1996-05-01

Over the last decade, interest in the general applicability of psychological research has increased significantly, leading to doubts among some critics of cognitive psychology regarding the usefulness of the modern information-processing approach. In particular, current cognitive models of memory address mainly visual and verbal information processing, with little acknowledgement of the existence of other sensory modalities. However, since the mid-1970's, the literature on olfactory memory has expanded rapidly, and it has remained relatively independent of mainstream memory research. This article outlines the olfactory literature, which has focused principally on examination of the Proustian characteristics of smell. The relationship between olfactory and other types of memory is also examined. The author notes that there is evidence that models of memory intended to be general have taken insufficient account of findings from olfaction and other sensory modalities, an approach that could be considered symptomatic of dangerous tendency to base purportedly general theories on databases that are too narrow.

Psychological Science within a Three-Dimensional Ontology.

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Lundh, Lars-Gunnar

2018-03-01

The present paper outlines the nature of a three-dimensional ontology and the place of psychological science within this ontology, in a way that is partly similar to and partly different from that of Pérez-Álvarez. The first dimension is the material realities, and involves different levels (physical, chemical, biological, psychological, etc.), where each level builds on a lower level but also involves the development of new emergent properties, in accordance with Bunge's emergent materialism. Each level involves systems, with components, structures and mechanisms, and an environment. This dimension can be studied with natural scientific methods. The second dimension is the subjective-experiential realities, and refers to our subjective perspective on the world. In accordance with Husserl's phenomenology, it is argued that this subjectivity does not exist in the world (i.e., should not be reified as an object among other objects), but represents a perspective on the world that we enter in our capacity as conscious human beings. Essential characteristics of this subjectivity (such as intentionality, temporality, embodiment, and intersubjectivity) can be explored by phenomenological methods. The third dimension is the social-constructional realities, and includes social institutions, norms, categories, theories, and techniques. It is argued that psychological science spans over all three dimensions. Although almost all psychological research by necessity starts from a problem formulation where the subjective-experiential dimension plays an essential role (either explicitly or implicitly), most of present-day psychological research clearly emphasizes the material dimension. It is argued that a mature psychological science needs to integrate all three dimensions.

Arthur C. Graesser: Award for Distinguished Contributions of Applications of Psychology to Education and Training.

Science.gov (United States)

2011-11-01

Presents Arthur C. Graesser as the 2011 winner of the American Psychological Association Award for Distinguished Contributions of Applications of Psychology to Education and Training. "As a multifaceted psychologist, cognitive engineer of useful education and training technologies, and mentor of new talent for the world of applied and translational cognitive science, Arthur C. Graesser is the perfect role model, showing how a strong scholar and intellect can shape both research and practice. His work is a mix of top-tier scholarship in psychology, education, intelligent systems, and computational linguistics. He combines cognitive science excellence with bold use of psychological knowledge and intelligent systems to design new generations of learning opportunities and to help lay the foundation for a translational science of learning." (PsycINFO Database Record (c) 2011 APA, all rights reserved). 2011 APA, all rights reserved

How Social Psychological Factors May Modulate Auditory and Cognitive Functioning During Listening.

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Pichora-Fuller, M Kathleen

2016-01-01

The framework for understanding effortful listening (FUEL) draws on psychological theories of cognition and motivation. In the present article, theories of social-cognitive psychology are related to the FUEL. Listening effort is defined in our consensus as the deliberate allocation of mental resources to overcome obstacles in goal pursuit when carrying out a task that involves listening. Listening effort depends not only on hearing difficulties and task demands but also on the listener's motivation to expend mental effort in challenging situations. Listeners' cost/benefit evaluations involve appraisals of listening demands, their own capacity, and the importance of listening goals. Social psychological factors can affect a listener's actual and self-perceived auditory and cognitive abilities, especially when those abilities may be insufficient to readily meet listening demands. Whether or not listeners experience stress depends not only on how demanding a situation is relative to their actual abilities but also on how they appraise their capacity to meet those demands. The self-perception or appraisal of one's abilities can be lowered by poor self-efficacy or negative stereotypes. Stress may affect performance in a given situation and chronic stress can have deleterious effects on many aspects of health, including auditory and cognitive functioning. Social support can offset demands and mitigate stress; however, the burden of providing support may stress the significant other. Some listeners cope by avoiding challenging situations and withdrawing from social participation. Extending the FUEL using social-cognitive psychological theories may provide valuable insights into how effortful listening could be reduced by adopting health-promoting approaches to rehabilitation.

Computational Cognitive Neuroscience Modeling of Sequential Skill Learning

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2016-09-21

learning during declarative control. 8. Journal of Experimental Psychology : Learning, Memory , and Cognition . 9. Crossley, M. J., Ashby, F. G., & Maddox...learning: Sensitivity to feedback timing. Frontiers in Psychology – Cognitive Science, 5, article 643, 1-9. 15. Worthy, D.A. & Maddox, W.T. (2014). A...Learning, Memory , and Cognition . Crossley, M. J., Ashby, F. G., & Maddox, W. T. (2014). Context-dependent savings in procedural category learning

The Psychology of Physical Science

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Feist, Gregory J.

2006-12-01

Who becomes a physical scientist is not completely a coincidence. People with spatial talent and who are thing-oriented are most likely to be attracted to physical science, including astronomy. Additional lessons from the psychology of science suggest that compared with non-scientists and social scientists, physical scientists are most likely to be introverted, independent, self-confident, and yet somewhat arrogant. Understanding the physical and inanimate world is part of what physical scientists do, and understanding those who understand the physical world is part of what psychologists of science do.

Long-Term Cognitive Functioning and Psychological Well-Being in Surgically Treated Patients with Low-Grade Glioma.

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Campanella, Fabio; Palese, Alvisa; Del Missier, Fabio; Moreale, Renzo; Ius, Tamara; Shallice, Tim; Fabbro, Franco; Skrap, Miran

2017-07-01

The aim of this work is to provide an in-depth investigation of the impact of low-grade gliomas (LGG) and their surgery on patients' cognitive and emotional functioning and well-being, carried out via a comprehensive and multiple-measure psychological and neuropsychological assessment. Fifty surgically treated patients with LGG were evaluated 40 months after surgery on their functioning over 6 different cognitive domains, 3 core affective/emotional aspects, and 3 different psychological well-being measures to obtain a clearer picture of the long-term impact of illness and surgery on their psychological and relational world. Close relatives were also involved to obtain an independent measure of the psychological dimensions investigated. Cognitive status was satisfactory, with only mild short-term memory difficulties. The affective and well-being profile was characterized by mild signs of depression, good satisfaction with life and psychological well-being, and good personality development, with patients perceiving themselves as stronger and better persons after illness. However, patients showed higher emotional reactivity, and psychological well-being measures were negatively affected by epileptic burden. Well-being was related to positive affective/emotional functioning and unrelated to cognitive functioning. Good agreement between patients and relatives was found. In the long-term, patients operated on for LGG showed good cognitive functioning, with no significant long-term cognitive sequelae for the extensive surgical approach. Psychologically, patients appear to experience a deep psychological change and maturation, closely resembling that of so-called posttraumatic growth, which, to our knowledge, is for the first time described and quantified in patients with LGG. Copyright © 2017 Elsevier Inc. All rights reserved.

Effects of cognitive-behavioral conjoint therapy for PTSD on partners' psychological functioning.

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Shnaider, Philippe; Pukay-Martin, Nicole D; Fredman, Steffany J; Macdonald, Alexandra; Monson, Candice M

2014-04-01

A number of studies have documented that posttraumatic stress disorder (PTSD) symptoms in "one" partner are negatively associated with their intimate partner's psychological functioning. The present study investigated intimate partners' mental health outcomes (i.e., depression, anxiety, and anger) in a sample of 40 partners of individuals with PTSD within a randomized waitlist controlled trial of cognitive-behavioral conjoint therapy for PTSD (Monson & Fredman, 2012). There were no significant differences between active treatment and waitlist in intimate partners' psychological functioning at posttreatment. Subgroup analyses, however, of partners exhibiting clinical levels of distress at pretreatment on several measures showed reliable and clinically significant improvements in their psychological functioning at posttreatment and no evidence of worsening. Results suggest that cognitive-behavioral conjoint therapy for PTSD may have additional benefits for partners presenting with psychological distress. Copyright © 2014 International Society for Traumatic Stress Studies.

Within-subject mediation analysis for experimental data in cognitive psychology and neuroscience.

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Vuorre, Matti; Bolger, Niall

2017-12-15

Statistical mediation allows researchers to investigate potential causal effects of experimental manipulations through intervening variables. It is a powerful tool for assessing the presence and strength of postulated causal mechanisms. Although mediation is used in certain areas of psychology, it is rarely applied in cognitive psychology and neuroscience. One reason for the scarcity of applications is that these areas of psychology commonly employ within-subjects designs, and mediation models for within-subjects data are considerably more complicated than for between-subjects data. Here, we draw attention to the importance and ubiquity of mediational hypotheses in within-subjects designs, and we present a general and flexible software package for conducting Bayesian within-subjects mediation analyses in the R programming environment. We use experimental data from cognitive psychology to illustrate the benefits of within-subject mediation for theory testing and comparison.

Problem of Understanding in the Psychology Science Studies of Ukrainian and Russian Researchers

Directory of Open Access Journals (Sweden)

Kharchenko Natalia

2015-06-01

Full Text Available The article discusses the phenomenon ‘understanding’ from the position of psychological science. The paper also examines the relationship between the categories of ‘understanding’, ‘knowledge’, ‘perception’, ‘sense’, in particular the relationship (interdependence in dyads ‘understanding–knowledge’, ‘understanding–perception’, ‘understanding–sense’. The article also covers the functions of understanding (cognitive, regulatory, ideological, levels of understanding (depth, clarity and completeness, forms of understanding (understanding–recognition, understanding–hypothesis (prediction, understanding–unification, stages of understanding (pre-understanding, a vague understanding, insufficiently clear understanding, a clear understanding, a complete understanding, types of understanding (natural, cultural, creative. The analysis of scientific literature made it possible to draw conclusions that understanding is a complex and multidimensional phenomenon, which can act as a natural and social, conscious and unconscious, objective and subjective, as the process and as the result. Understanding as a psychological phenomenon covers all mental processes: thinking, memory, representation, creative imagination, emotional and volitional processes, properties and abilities of the individual and pervades and mediates cognitive procedures (observation, description, prediction, explanation, etc.. Understanding is the target process, motivated, active, emotional and volitional, productive and individually personal.

Aspects of Piaget's cognitive developmental psychology and neurobiology of psychotic disorders - an integrative model.

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Gebhardt, Stefan; Grant, Phillip; von Georgi, Richard; Huber, Martin T

2008-09-01

Psychological, neurobiological and neurodevelopmental approaches have frequently been used to provide pathogenic concepts on psychotic disorders. However, aspects of cognitive developmental psychology have hardly been considered in current models. Using a hypothesis-generating approach an integration of these concepts was conducted. According to Piaget (1896-1980), assimilation and accommodation as forms of maintenance and modification of cognitive schemata represent fundamental processes of the brain. In general, based on the perceived input stimuli, cognitive schemata are developed resulting in a conception of the world, the realistic validity and the actuality of which is still being controlled and modified by cognitive adjustment processes. In psychotic disorders, however, a disproportion of environmental demands and the ability to activate required neuronal adaptation processes occurs. We therefore hypothesize a failure of the adjustment of real and requested output patterns. As a consequence autonomous cognitive schemata are generated, which fail to adjust with reality resulting in psychotic symptomatology. Neurobiological, especially neuromodulatory and neuroplastic processes play a central role in these perceptive and cognitive processes. In conclusion, integration of cognitive developmental psychology into the existing pathogenic concepts of psychotic disorders leads to interesting insights into basic disease mechanisms and also guides future research in the cognitive neuroscience of such disorders.

Guidelines for Cognitive Behavioral Training within Doctoral Psychology Programs in the United States: Report of the Inter-Organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education

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Klepac, Robert K.; Ronan, George F.; Andrasik, Frank; Arnold, Kevin D.; Belar, Cynthia D.; Berry, Sharon L.; Christofff, Karen A.; Craighead, Linda W.; Dougher, Michael J.; Dowd, E. Thomas; Herbert, James D.; McFarr, Lynn M.; Rizvi, Shireen L.; Sauer, Eric M.; Strauman, Timothy J.

2012-01-01

The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a yearlong series of…

Prior experience, cognitive perceptions and psychological skills of ...

African Journals Online (AJOL)

The objective of this study was to investigate the interaction between the prior experience, cognitive perceptions and psychological skills of senior rugby players in South Africa. The study population included 139 trans-national players, 106 provincial players and 95 club rugby players (N=340). A cross-sectional design was ...

Teaching Cognitive-Behavioral Therapy to Undergraduate Psychology Students

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Ryan, Tracey Ellen; Blau, Shawn; Grozeva, Dima

2011-01-01

This article describes an experimental undergraduate psychology course that ran for two semesters during the 2009 academic year at a private, urban university in the United States. Students learned the techniques and strategies of cognitive behavioral therapy (CBT) and rational emotive behavior therapy (REBT) with a focus on the practical elements…

Spatial abilities, Earth science conceptual understanding, and psychological gender of university non-science majors

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Black, Alice A. (Jill)

Research has shown the presence of many Earth science misconceptions and conceptual difficulties that may impede concept understanding, and has also identified a number of categories of spatial ability. Although spatial ability has been linked to high performance in science, some researchers believe it has been overlooked in traditional education. Evidence exists that spatial ability can be improved. This correlational study investigated the relationship among Earth science conceptual understanding, three types of spatial ability, and psychological gender, a self-classification that reflects socially-accepted personality and gender traits. A test of Earth science concept understanding, the Earth Science Concepts (ESC) test, was developed and field tested from 2001 to 2003 in 15 sections of university classes. Criterion validity was .60, significant at the .01 level. Spearman/Brown reliability was .74 and Kuder/Richardson reliability was .63. The Purdue Visualization of Rotations (PVOR) (mental rotation), the Group Embedded Figures Test (GEFT) (spatial perception), the Differential Aptitude Test: Space Relations (DAT) (spatial visualization), and the Bem Inventory (BI) (psychological gender) were administered to 97 non-major university students enrolled in undergraduate science classes. Spearman correlations revealed moderately significant correlations at the .01 level between ESC scores and each of the three spatial ability test scores. Stepwise regression analysis indicated that PVOR scores were the best predictor of ESC scores, and showed that spatial ability scores accounted for 27% of the total variation in ESC scores. Spatial test scores were moderately or weakly correlated with each other. No significant correlations were found among BI scores and other test scores. Scantron difficulty analysis of ESC items produced difficulty ratings ranging from 33.04 to 96.43, indicating the percentage of students who answered incorrectly. Mean score on the ESC was 34

Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories.

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Aparicio, Juan José; Rodríguez Moneo, María

2005-11-01

In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon.

Prospects for direct social perception: a multi-theoretical integration to further the science of social cognition.

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Wiltshire, Travis J; Lobato, Emilio J C; McConnell, Daniel S; Fiore, Stephen M

2014-01-01

In this paper we suggest that differing approaches to the science of social cognition mirror the arguments between radical embodied and traditional approaches to cognition. We contrast the use in social cognition of theoretical inference and mental simulation mechanisms with approaches emphasizing a direct perception of others' mental states. We build from a recent integrative framework unifying these divergent perspectives through the use of dual-process theory and supporting social neuroscience research. Our elaboration considers two complementary notions of direct perception: one primarily stemming from ecological psychology and the other from enactive cognition theory. We use this as the foundation from which to offer an account of the informational basis for social information and assert a set of research propositions to further the science of social cognition. In doing so, we point out how perception of the minds of others can be supported in some cases by lawful information, supporting direct perception of social affordances and perhaps, mental states, and in other cases by cues that support indirect perceptual inference. Our goal is to extend accounts of social cognition by integrating advances across disciplines to provide a multi-level and multi-theoretic description that can advance this field and offer a means through which to reconcile radical embodied and traditional approaches to cognitive neuroscience.

Psychological Assessment Training in Clinical Psychology Doctoral Programs.

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Mihura, Joni L; Roy, Manali; Graceffo, Robert A

2017-01-01

We surveyed American Psychological Association-accredited clinical psychology doctoral programs' (n = 83) training in psychological assessment-specifically, their coverage of various assessment topics and tests in courses and practica, and whether the training was optional or required. We report results overall and separately per training model (clinical science, scientist-practitioner, and practitioner-focused). Overall, our results suggest that psychological assessment training is as active, or even more active, than in previous years. Areas of increased emphasis include clinical interviewing and psychometrics; multimethod, outcomes, health, and collaborative or therapeutic assessment; and different types of cognitive and self-report personality tests. All or almost all practice-focused programs offered training with the Thematic Apperception Test and Rorschach compared to about half of the scientist-practitioner programs and a third of the clinical science programs. Although almost all programs reported teaching multimethod assessment, what constitutes different methods of assessing psychopathology should be clarified in future studies because many programs appear to rely on one method-self-report (especially clinical science programs). Although doctoral programs covered many assessment topics and tests in didactic courses, there appears to be a shortage of program-run opportunities for students to obtain applied assessment training. Finally, we encourage doctoral programs to be familiar with (a) internships' assessment expectations and opportunities, (b) the professional guidelines for assessment training, and (c) the American Psychological Association's requirements for preinternship assessment competencies.

Association between Prenatal and Postnatal Psychological Distress and Toddler Cognitive Development: A Systematic Review.

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Kingston, Dawn; McDonald, Sheila; Austin, Marie-Paule; Tough, Suzanne

2015-01-01

Maternal psychological distress is one of the most common perinatal complications, affecting up to 25% of pregnant and postpartum women. Research exploring the association between prenatal and postnatal distress and toddler cognitive development has not been systematically compiled. The objective of this systematic review was to determine the association between prenatal and postnatal psychological distress and toddler cognitive development. Articles were included if: a) they were observational studies published in English; b) the exposure was prenatal or postnatal psychological distress; c) cognitive development was assessed from 13 to 36 months; d) the sample was recruited in developed countries; and e) exposed and unexposed women were included. A university-based librarian conducted a search of electronic databases (Embase, CINAHL, Eric, PsycInfo, Medline) (January, 1990-March, 2014). We searched gray literature, reference lists, and relevant journals. Two reviewers independently evaluated titles/abstracts for inclusion, and quality using the Scottish Intercollegiate Guideline Network appraisal tool for observational studies. One reviewer extracted data using a standardized form. Thirteen of 2448 studies were included. There is evidence of an association between prenatal and postnatal distress and cognitive development. While variable effect sizes were reported for postnatal associations, most studies reported medium effect sizes for the association between prenatal psychological distress and cognitive development. Too few studies were available to determine the influence of the timing of prenatal exposure on cognitive outcomes. Findings support the need for early identification and treatment of perinatal mental health problems as a potential strategy for optimizing toddler cognitive development.

Association between Prenatal and Postnatal Psychological Distress and Toddler Cognitive Development: A Systematic Review.

Directory of Open Access Journals (Sweden)

Dawn Kingston

Full Text Available Maternal psychological distress is one of the most common perinatal complications, affecting up to 25% of pregnant and postpartum women. Research exploring the association between prenatal and postnatal distress and toddler cognitive development has not been systematically compiled. The objective of this systematic review was to determine the association between prenatal and postnatal psychological distress and toddler cognitive development.Articles were included if: a they were observational studies published in English; b the exposure was prenatal or postnatal psychological distress; c cognitive development was assessed from 13 to 36 months; d the sample was recruited in developed countries; and e exposed and unexposed women were included. A university-based librarian conducted a search of electronic databases (Embase, CINAHL, Eric, PsycInfo, Medline (January, 1990-March, 2014. We searched gray literature, reference lists, and relevant journals. Two reviewers independently evaluated titles/abstracts for inclusion, and quality using the Scottish Intercollegiate Guideline Network appraisal tool for observational studies. One reviewer extracted data using a standardized form.Thirteen of 2448 studies were included. There is evidence of an association between prenatal and postnatal distress and cognitive development. While variable effect sizes were reported for postnatal associations, most studies reported medium effect sizes for the association between prenatal psychological distress and cognitive development. Too few studies were available to determine the influence of the timing of prenatal exposure on cognitive outcomes.Findings support the need for early identification and treatment of perinatal mental health problems as a potential strategy for optimizing toddler cognitive development.

Socioecological psychology.

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Oishi, Shigehiro

2014-01-01

Socioecological psychology investigates humans' cognitive, emotional, and behavioral adaption to physical, interpersonal, economic, and political environments. This article summarizes three types of socioecological psychology research: (a) association studies that link an aspect of social ecology (e.g., population density) with psychology (e.g., prosocial behavior), (b) process studies that clarify why there is an association between social ecology and psychology (e.g., residential mobility → anxiety → familiarity seeking), and (c) niche construction studies that illuminate how psychological states give rise to the creation and maintenance of a social ecology (e.g., familiarity seeking → dominance of national chain stores). Socioecological psychology attempts to bring the objectivist perspective to psychological science, investigating how objective social and physical environments, not just perception and construal of the environments, affect one's thinking, feeling, and behaviors, as well as how people's thinking, feeling, and behaviors give rise to social and built environments.

The effects of mother-child mediated learning strategies on psychological resilience and cognitive modifiability of boys with learning disability.

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Tzuriel, David; Shomron, Vered

2018-06-01

The theoretical framework of the current study is based on mediated learning experience (MLE) theory, which is similar to the scaffolding concept. The main question of the current study was to what extent mother-child MLE strategies affect psychological resilience and cognitive modifiability of boys with learning disability (LD). Secondary questions were to what extent the home environment, severity of boy's LD, and mother's attitude towards her child's LD affect her MLE strategies and consequently the child's psychological resilience and cognitive modifiability. The main objectives of this study were the following: (a) to investigate the effects of mother-child MLE strategies on psychological resilience and cognitive modifiability among 7- to 10-year-old boys with LD, (b) to study the causal effects of distal factors (i.e., socio-economic status [SES], home environment, severity of child's LD, mother's attitude towards LD) and proximal factors (i.e., MLE strategies) on psychological resilience and cognitive modifiability. A sample of mother-child dyads (n = 100) were videotaped during a short teaching interaction. All children were boys diagnosed as children with LD. The interaction was analysed for MLE strategies by the Observation of Mediation Interaction scale. Children were administered psychological resilience tests and their cognitive modifiability was measured by dynamic assessment using the Analogies subtest from the Cognitive Modifiability Battery. Home environment was rated by the Home Observation for Measurement of the Environment (HOME), and mothers answered a questionnaire of attitudes towards child's LD. The findings showed that mother-child MLE strategies, HOME, and socio-economic level contributed significantly to prediction of psychological resilience (78%) and cognitive modifiability (51%). Psychological resilience was positively correlated with cognitive modifiability (Rc = 0.67). Structural equation modelling analysis supported, in general

College student engaging in cyberbullying victimization: cognitive appraisals, coping strategies, and psychological adjustments.

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Na, Hyunjoo; Dancy, Barbara L; Park, Chang

2015-06-01

The study's purpose was to explore whether frequency of cyberbullying victimization, cognitive appraisals, and coping strategies were associated with psychological adjustments among college student cyberbullying victims. A convenience sample of 121 students completed questionnaires. Linear regression analyses found frequency of cyberbullying victimization, cognitive appraisals, and coping strategies respectively explained 30%, 30%, and 27% of the variance in depression, anxiety, and self-esteem. Frequency of cyberbullying victimization and approach and avoidance coping strategies were associated with psychological adjustments, with avoidance coping strategies being associated with all three psychological adjustments. Interventions should focus on teaching cyberbullying victims to not use avoidance coping strategies. Copyright © 2015 Elsevier Inc. All rights reserved.

Successful Massive Open Online Climate Course on Climate Science and Psychology

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Nuccitelli, D. A.; Cook, J.

2015-12-01

In 2015, the University of Queensland and edX launched a Massive Open Online Course (MOOC), 'Making Sense of Climate Science Denial.' The MOOC debunked approximately 50 common climate myths using elements of both physical science and psychology. Students learned how to recognise the social and psychological drivers of climate science denial, how to better understand climate change, how to identify the techniques and fallacies that climate myths employ to distort climate science, and how to effectively debunk climate misinformation. Contributors to the website Skeptical Science delivered the lectures, which were reinforced via interviews with climate science and psychology experts. Over 15,000 students from 167 countries enrolled in the course, and student feedback was overwhelmingly positive. This MOOC provides a model for effective climate science education.

Cognitive logical systems with artificial intelligence

Energy Technology Data Exchange (ETDEWEB)

Liss, E

1983-09-01

The simulation of cognitive processes for the purpose of the technical development of learning systems with intelligent behavior is a basic object of the young interdisciplinary cognition science which is based upon artificial intelligence, cognitive psychology, computer science, linguistics and pedagogics. Cognitive systems may be described as knowledge-based logical systems. Based on structural and functional principles of intelligent automata and elementary information processing systems with structural learning capability the future process, machine and robot controls, advising units and fifth generation computers may be developed.

Kierkegaard and psychology as the science of the "multifarious life".

Science.gov (United States)

Klempe, Sven Hroar

2013-09-01

The aim of this paper is to demonstrate the actuality of some considerations around psychology made by the Danish philosopher Søren Kierkegaard (1813-1855). According to him psychology is about the "multifarious" life, which is a term that pinpoints the challenges psychology still have when it comes to including changes and genetic perspectives on its understanding of actual living. Yet Kierkegaard discusses psychology in relationship to metaphysics, which is an almost forgotten perspective. His understanding opens up for narrowing the definition of psychology down to the science of subjectivity, which at the same time elevates psychology to being the only science that focuses on the actual human life. Yet Kierkegaard's most important contribution to psychology is to maintain a radical distinction between subjectivity and objectivity, and in this respect the psychology of today is challenged.

Association between Prenatal and Postnatal Psychological Distress and Toddler Cognitive Development: A Systematic Review

OpenAIRE

Kingston, Dawn; McDonald, Sheila; Austin, Marie-Paule; Tough, Suzanne

2015-01-01

Purpose Maternal psychological distress is one of the most common perinatal complications, affecting up to 25% of pregnant and postpartum women. Research exploring the association between prenatal and postnatal distress and toddler cognitive development has not been systematically compiled. The objective of this systematic review was to determine the association between prenatal and postnatal psychological distress and toddler cognitive development. Methods Articles were included if: a) they ...

Learning Science: Some Insights from Cognitive Science

Science.gov (United States)

Matthews, P. S. C.

Theories of teaching and learning, including those associated with constructivism, often make no overt reference to an underlying assumption that they make; that is, human cognition depends on domain-free, general-purpose processing by the brain. This assumption is shown to be incompatible with evidence from studies of children's early learning. Rather, cognition is modular in nature, and often domain-specific. Recognition of modularity requires a re-evaluation of some aspects of current accounts of learning science. Especially, children's ideas in science are sometimes triggered rather than learned. It is in the nature of triggered conceptual structures that they are not necessarily expressible in language, and that they may not be susceptible to change by later learning.

Children's Behaviour and Cognitions across Different Balance Tasks

Science.gov (United States)

Messer, David J.; Pine, Karen J.; Butler, Cathal

2008-01-01

Children's understanding of the way objects balance has provided important insights about cognitive development [e.g., Karmiloff-Smith, A. (1992). "Beyond modularity: A developmental perspective on cognitive science." Cambridge, MA: MIT Press; Siegler, R. S. (1976). Three aspects of cognitive development. "Cognitive Psychology," 8, 481-520]. We…

School Psychology Research: Combining Ecological Theory and Prevention Science

Science.gov (United States)

Burns, Matthew K.

2011-01-01

The current article comments on the importance of theoretical implications within school psychological research, and proposes that ecological theory and prevention science could provide the conceptual framework for school psychology research and practice. Articles published in "School Psychology Review" should at least discuss potential…

Bridging media psychology and cognitive neuroscience: Challenges and opportunities.

NARCIS (Netherlands)

Weber, R.; Eden, A.L.; Huskey, R; Mangus, J.M; Falk, E

2015-01-01

Media neuroscience has emerged as a new area of study at the intersection of media psychology and cognitive neuroscience. In previous work, we have addressed this trend from a methodological perspective. In this paper, we outline the progression of scholarship in systematic investigations of mass

Cognitive science and mathematics education

CERN Document Server

Schoenfeld, Alan H

1987-01-01

This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.

Broadening Participation in the Life Sciences with Social-Psychological Interventions

Science.gov (United States)

Tibbetts, Yoi; Harackiewicz, Judith M.; Priniski, Stacy J.; Canning, Elizabeth A.

2016-01-01

Randomized controlled trials (RCTs) have recently documented the positive effects of social-psychological interventions on the performance and retention of underrepresented students in the life sciences. We review two types of social-psychological interventions that address either students' well-being in college science courses or students'…

Behavior Analysis and Ecological Psychology: Past, Present, and Future. A Review of Harry Heft's Ecological Psychology in Context

Science.gov (United States)

Morris, Edward K

2009-01-01

Relations between behavior analysis and ecological psychology have been strained for years, notwithstanding the occasional comment on their affinities. Harry Heft's (2001) Ecological Psychology in Context provides an occasion for reviewing anew those relations and affinities. It describes the genesis of ecological psychology in James's radical empiricism; addresses Holt's neorealism and Gestalt psychology; and synthesizes Gibson's ecological psychology and Barker's ecobehavioral science as a means for understanding everyday human behavior. Although behavior analysis is excluded from this account, Heft's book warrants a review nonetheless: It describes ecological psychology in ways that are congruent and complementary with behavior analysis (e.g., nonmediational theorizing; the provinces of natural history and natural science). After introducing modern ecological psychology, I comment on (a) Heft's admirable, albeit selective, historiography; (b) his ecological psychology—past and present—as it relates to Skinner's science and system (e.g., affordances, molar behavior); (c) his misunderstandings of Skinner's behaviorism (e.g., reductionistic, mechanistic, molecular); and (d) the theoretical status of Heft's cognitive terms and talk (i.e., in ontology, epistemology, syntax). I conclude by considering the alliance and integration of ecological psychology and behavior analysis, and their implications for unifying and transforming psychology as a life science, albeit more for the future than at present. PMID:20354604

Psychology as a Science of Subject and Comportment, beyond the Mind and Behavior.

Science.gov (United States)

Pérez-Álvarez, Marino

2018-03-01

The turn of qualitative inquiry suggests a more open, plural conception of psychology than just the science of the mind and behavior as it is most commonly defined. Historical, ontological and epistemological binding of this conception of psychology to the positivist method of natural science may have exhausted its possibilities, and after having contributed to its prestige as a science, has now become an obstacle. It is proposed that psychology be reconceived as a science of subject and comportment in the framework of a contextual hermeneutic, social, human behavioral science. Thus, without rejecting quantitative inquiry, psychology recovers territory left aside like introspection and pre-reflective self-awareness, and reconnects with traditions marginalized from the main stream. From this perspective psychology might also recover its credibility as a human science in view of current skepticism.

Psychology as science and as discipline: the case of Germany.

Science.gov (United States)

Gundlach, Horst

2006-01-01

This paper examines the history of psychology in Germany. It directs attention to the salient role played by examination regulations in the development of psychology. To highlight this, the term "discipline" is employed not as a synonym of "science" but according to its original meaning, as denoting a social entity consisting of teachers, disciples, more or less canonised subject matters, examinations, and resulting changes of the social status of the examinee. In the early nineteenth century a succession of state rescripts and regulations introduced to university curricula an examination subject named psychology, thereby making psychology an obligatory subject of university lectures, and creating a discipline of psychology next to the science of psychology. The two were far from being identical. This situation, thus far neglected in historiography, profoundly influenced the further development of psychology in Germany.

The psychological science of money

NARCIS (Netherlands)

Bijleveld, E.H.; Aarts, H.A.G.

2014-01-01

The Psychological Science of Money brings together classic and current findings on the myriad ways money affects brain, mind, and behavior to satisfy not only our needs for material gain, but also for autonomy and self-worth. Leading experts trace the links between early concepts of value and modern

Physical computation and cognitive science

CERN Document Server

Fresco, Nir

2014-01-01

This book presents a study of digital computation in contemporary cognitive science. Digital computation is a highly ambiguous concept, as there is no common core definition for it in cognitive science. Since this concept plays a central role in cognitive theory, an adequate cognitive explanation requires an explicit account of digital computation. More specifically, it requires an account of how digital computation is implemented in physical systems. The main challenge is to deliver an account encompassing the multiple types of existing models of computation without ending up in pancomputationalism, that is, the view that every physical system is a digital computing system. This book shows that only two accounts, among the ones examined by the author, are adequate for explaining physical computation. One of them is the instructional information processing account, which is developed here for the first time.   “This book provides a thorough and timely analysis of differing accounts of computation while adv...

Invisible Wounds of War: Recommendations for Addressing Psychological and Cognitive Injuries

National Research Council Canada - National Science Library

Tanielian, Terri

2008-01-01

My testimony will briefly discuss several recommendations for addressing the psychological and cognitive injuries among servicemembers returning from deployments to Operations Enduring Freedom and Iraqi Freedom. Dr...

William James on a phenomenological psychology of immediate experience: the true foundation for a science of consciousness?

Science.gov (United States)

Taylor, Eugene

2010-01-01

Throughout his career, William James defended personal consciousness. In his "Principles of Psychology" (1890), he declared that psychology is the scientific study of states of consciousness as such and that he intended to presume from the outset that the thinker was the thought. But while writing it, he had been investigating a dynamic psychology of the subconscious, which found a major place in his Gifford Lectures, published as "The Varieties of Religious Experience" in 1902. This was the clearest statement James was able to make before he died with regard to his developing tripartite metaphysics of pragmatism, pluralism and radical empiricism, which essentially asked "Is a science of consciousness actually possible?" James's lineage in this regard, was inherited from an intuitive psychology of character formation that had been cast within a context of spiritual self-realization by the Swedenborgians and Transcendentalists of New England. Chief among these was his father, Henry James, Sr., and his godfather, Ralph Waldo Emerson. However, james was forced to square these ideas with the more rigorous scientific dictates of his day, which have endured to the present. As such, his ideas remain alive and vibrant, particularly among those arguing for the fusion of phenomenology, embodiment and cognitive neuroscience in the renewed search for a science of consciousness.

Adverse consequences of glucocorticoid medication: psychological, cognitive, and behavioral effects

NARCIS (Netherlands)

Judd, L.L.; Schettler, P.J.; Brown, E.S.; Wolkowitz, O.M.; Sternberg, E.M.; Bender, B.G.; Bulloch, K.; Cidlowski, J.A.; Kloet, E.R. de; Fardet, L.; Joels, M.; Leung, D.Y.; McEwen, B.S.; Roozendaal, B.; Rossum, E.F. van; Ahn, J.; Brown, D.W.; Plitt, A.; Singh, G.

2014-01-01

Glucocorticoids are the most commonly prescribed anti-inflammatory/immunosuppressant medications worldwide. This article highlights the risk of clinically significant and sometimes severe psychological, cognitive, and behavioral disturbances that may be associated with glucocorticoid use, as well as

Adverse Consequences of Glucocorticoid Medication : Psychological, Cognitive, and Behavioral Effects

NARCIS (Netherlands)

Judd, Lewis L.; Schettler, Pamela J.; Brown, E. Sherwood; Wolkowitz, Owen M.; Sternberg, Esther M.; Bender, Bruce G.; Bulloch, Karen; Cidlowski, John A.; de Kloet, E. Ronald; Fardet, Laurence; Joëls, Marian; Leung, Donald Y. M.; McEwen, Bruce S.; Roozendaal, Benno; Van Rossum, Elisabeth F. C.; Ahn, Junyoung; Brown, David W.; Plitt, Aaron; Singh, Gagandeep

2014-01-01

Glucocorticoids are the most commonly prescribed anti-inflammatory/immunosuppressant medications worldwide. This article highlights the risk of clinically significant and sometimes severe psychological, cognitive, and behavioral disturbances that may be associated with glucocorticoid use, as well as

COGNITIVE SCIENCE DAN COGNITIVE DEVELOPMENT DALAM PEMROSESAN INFORMASI (INFORMATION PROCESSING PADAANAK

Directory of Open Access Journals (Sweden)

Ellen Prima

2017-03-01

Full Text Available Cognitive science is a science which studies how human mental processes to influence one’s behavior. Principal major issue that needs to be known in the understanding of cognitive science and their development is related to how the initial state of cognitive science itself, the mind is adapted, the development process starting from the concrete to the abstract, the conceptual nature of the change, the difference between learning and development, format representation of the underlying changes in development, the role of implicit and explicit cognitions in the development, the role of the association and the rules in the development, the universal development, cognitive domain and how to influence the development of brain structure. There are three difference in the cognitive domain of the most common sense that domain as a module, as the domain of expertise, and domain as a model of mind.   Ilmu kognitif adalah suatu pengetahuan yang mempelajari tentang bagaimana proses mental manusia dalam mempengaruhi perilaku seseorang. Pokok pembahasan utama yang perlu diketahui dalam memahami ilmu kognitif dan perkembangannya yaitu terkait dengan bagaimana keadaan awal dari ilmu kognitif itu sendiri, pikiran yang teradaptasi, proses perkembangan mulai dari hal yang kongkrit sampai dengan abstrak, sifat konseptual dalam perubahan, perbedaan antara belajar dan pengembangan, format representasi yang mendasari perubahan dalam perkembangan, peran kognisi implisit dan eksplisit dalam perkembangan, peran asosiasi dan aturan dalam perkembangan, perkembangan secara universal, domain kognitif dan bagaimana struktur otak mempengaruhi perkembangan. Ada tiga perbedaan domain kognitif dari indera yang paling umum yaitu domain sebagai modul, domain sebagai bidang keahlian, dan domain sebagai model pikiran.

Prospects for direct social perception: A multi-theoretical integration to further the science of social cognition

Directory of Open Access Journals (Sweden)

Travis J. Wiltshire

2015-01-01

Full Text Available In this paper we suggest that differing approaches to the science of social cognition mirror the arguments between radical embodied and traditional approaches to cognition. We contrast the use in social cognition of theoretical inference and mental simulation mechanisms with approaches emphasizing a direct perception of others’ mental states. We build from a recent integrative framework unifying these divergent perspectives through the use of dual-process theory and supporting social neuroscience research. Our elaboration considers two complementary notions of direct perception: one primarily stemming from ecological psychology and the other from enactive cognition theory. We use this as the foundation from which to offer an account of the informational basis for social information and assert a set of research propositions to further the science of social cognition. In doing so, we point out how perception of the minds of others can be supported in some cases by lawful information, supporting direct perception of social affordances and perhaps, mental states, and in other cases by cues that support indirect perceptual inference. Our goal is to extend accounts of social cognition by integrating advances across disciplines to provide a multi-level and multi-theoretic description that can advance this field and offer a means through which to reconcile radical embodied and traditional approaches to cognitive neuroscience.

Prospects for direct social perception: a multi-theoretical integration to further the science of social cognition

Science.gov (United States)

Wiltshire, Travis J.; Lobato, Emilio J. C.; McConnell, Daniel S.; Fiore, Stephen M.

2015-01-01

In this paper we suggest that differing approaches to the science of social cognition mirror the arguments between radical embodied and traditional approaches to cognition. We contrast the use in social cognition of theoretical inference and mental simulation mechanisms with approaches emphasizing a direct perception of others’ mental states. We build from a recent integrative framework unifying these divergent perspectives through the use of dual-process theory and supporting social neuroscience research. Our elaboration considers two complementary notions of direct perception: one primarily stemming from ecological psychology and the other from enactive cognition theory. We use this as the foundation from which to offer an account of the informational basis for social information and assert a set of research propositions to further the science of social cognition. In doing so, we point out how perception of the minds of others can be supported in some cases by lawful information, supporting direct perception of social affordances and perhaps, mental states, and in other cases by cues that support indirect perceptual inference. Our goal is to extend accounts of social cognition by integrating advances across disciplines to provide a multi-level and multi-theoretic description that can advance this field and offer a means through which to reconcile radical embodied and traditional approaches to cognitive neuroscience. PMID:25709572

Negative Academic Emotion and Psychological Well-being in Chinese Rural-to-Urban Migrant Adolescents: Examining the Moderating Role of Cognitive Reappraisal.

Science.gov (United States)

Wang, Daoyang; Li, Shuting; Hu, Mingming; Dong, Dan; Tao, Sha

2017-01-01

The study aimed to explore the relationship among negative academic emotions (e.g., anxiety, shame, anger, boredom, hopelessness, disappointment, and hatred), psychological well-being (including life vitality, health concern, altruism commitment, self-value, friendly relationship, and personal development), and cognitive reappraisal in rural-to-urban migrant adolescents in China. Specifically, it was hypothesized that the relationship between psychological well-being and negative academic emotions is moderated by cognitive reappraisal. A total of 311 migrant adolescents aged 14-20 years were selected, including 132 boys and 179 girls. Results of a regression analysis showed that cognitive reappraisal (positive) and negative academic emotions were significant predictors of psychological well-being. The interaction effect between cognitive reappraisal and negative academic emotion was also a significant predictor of psychological well-being. In the simple slope analysis the group with a below average cognitive reappraisal score the negative academic emotions were associated with lower psychological well-being, whereas in the group with above average cognitive reappraisal the effect of negative academic emotions on psychological well-being was not significant. However, for those with a cognitive reappraisal score of 1 standard deviation above the average, the effect of negative academic emotions on psychological well-being was not significant. These results suggest that cognitive reappraisal was a significant moderator in the relationship between negative academic emotion and psychological well-being.

Negative Academic Emotion and Psychological Well-being in Chinese Rural-to-Urban Migrant Adolescents: Examining the Moderating Role of Cognitive Reappraisal

Directory of Open Access Journals (Sweden)

Daoyang Wang

2017-08-01

Full Text Available The study aimed to explore the relationship among negative academic emotions (e.g., anxiety, shame, anger, boredom, hopelessness, disappointment, and hatred, psychological well-being (including life vitality, health concern, altruism commitment, self-value, friendly relationship, and personal development, and cognitive reappraisal in rural-to-urban migrant adolescents in China. Specifically, it was hypothesized that the relationship between psychological well-being and negative academic emotions is moderated by cognitive reappraisal. A total of 311 migrant adolescents aged 14–20 years were selected, including 132 boys and 179 girls. Results of a regression analysis showed that cognitive reappraisal (positive and negative academic emotions were significant predictors of psychological well-being. The interaction effect between cognitive reappraisal and negative academic emotion was also a significant predictor of psychological well-being. In the simple slope analysis the group with a below average cognitive reappraisal score the negative academic emotions were associated with lower psychological well-being, whereas in the group with above average cognitive reappraisal the effect of negative academic emotions on psychological well-being was not significant. However, for those with a cognitive reappraisal score of 1 standard deviation above the average, the effect of negative academic emotions on psychological well-being was not significant. These results suggest that cognitive reappraisal was a significant moderator in the relationship between negative academic emotion and psychological well-being.

Urban Public Space Context and Cognitive Psychology Evolution in Information Environment

Science.gov (United States)

Feng, Chen; Xu, Hua-wei

2017-11-01

The rapid development of information technology has had a great impact on the understanding of urban environment, which brings different spatially psychological experience. Information and image transmission has been full with the streets, both the physical space and virtual space have been unprecedentedly blended together through pictures, images, electronic media and other tools, which also stimulates people’s vision and psychology and gives birth to a more complex form of urban space. Under the dual role of spatial mediumlization and media spatialization, the psychological cognitive pattern of urban public space context is changing.

The multi-component model of working memory: explorations in experimental cognitive psychology.

Science.gov (United States)

Repovs, G; Baddeley, A

2006-04-28

There are a number of ways one can hope to describe and explain cognitive abilities, each of them contributing a unique and valuable perspective. Cognitive psychology tries to develop and test functional accounts of cognitive systems that explain the capacities and properties of cognitive abilities as revealed by empirical data gathered by a range of behavioral experimental paradigms. Much of the research in the cognitive psychology of working memory has been strongly influenced by the multi-component model of working memory [Baddeley AD, Hitch GJ (1974) Working memory. In: Recent advances in learning and motivation, Vol. 8 (Bower GA, ed), pp 47-90. New York: Academic Press; Baddeley AD (1986) Working memory. Oxford, UK: Clarendon Press; Baddeley A. Working memory: Thought and action. Oxford: Oxford University Press, in press]. By expanding the notion of a passive short-term memory to an active system that provides the basis for complex cognitive abilities, the model has opened up numerous questions and new lines of research. In this paper we present the current revision of the multi-component model that encompasses a central executive, two unimodal storage systems: a phonological loop and a visuospatial sketchpad, and a further component, a multimodal store capable of integrating information into unitary episodic representations, termed episodic buffer. We review recent empirical data within experimental cognitive psychology that has shaped the development of the multicomponent model and the understanding of the capacities and properties of working memory. Research based largely on dual-task experimental designs and on neuropsychological evidence has yielded valuable information about the fractionation of working memory into independent stores and processes, the nature of representations in individual stores, the mechanisms of their maintenance and manipulation, the way the components of working memory relate to each other, and the role they play in other

An analysis of the Canadian cognitive psychology job market (2006-2016).

Science.gov (United States)

Pennycook, Gordon; Thompson, Valerie A

2018-06-01

How accomplished does one need to be to compete in the Canadian cognitive psychology job market? We looked at the publication record of everyone who was hired as an assistant professor in Canadian cognitive psychology divisions with PhD programs between 2006 and 2016 (N = 64). Individuals who were hired from 2006 to 2011 averaged 10 journal-article publications up to and including the year they were hired. However, this number increased by 57% to 18 publications between 2012 and 2016. Notably, this increase (a) occurred despite an increase in the number of positions since 2010, (b) was not restricted to top-ranked institutions, (c) did not come at the cost of decreasing quality in research (based on citations), and (d) was not driven by longer postdoctoral fellowships. To supply context, we obtained data on the publication records of 98 eminent and early-career award-winning cognitive psychologists when they obtained their first faculty positions. The correlation between year of hire and publication number in the full sample was strongly positive (r = .47) and driven primarily by a substantial increase in recent years, which suggests that the increasingly competitive job market is not specific to Canada. Finally, we found that behaviour (as opposed to neuroscience) researchers and those who obtained their PhDs from Canadian universities may be at particular risk in the job market. At a time when increasing numbers of PhDs are graduating from cognitive psychology programs, it has likely never been more difficult to obtain a faculty position. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The tractable cognition thesis.

Science.gov (United States)

Van Rooij, Iris

2008-09-01

The recognition that human minds/brains are finite systems with limited resources for computation has led some researchers to advance the Tractable Cognition thesis: Human cognitive capacities are constrained by computational tractability. This thesis, if true, serves cognitive psychology by constraining the space of computational-level theories of cognition. To utilize this constraint, a precise and workable definition of "computational tractability" is needed. Following computer science tradition, many cognitive scientists and psychologists define computational tractability as polynomial-time computability, leading to the P-Cognition thesis. This article explains how and why the P-Cognition thesis may be overly restrictive, risking the exclusion of veridical computational-level theories from scientific investigation. An argument is made to replace the P-Cognition thesis by the FPT-Cognition thesis as an alternative formalization of the Tractable Cognition thesis (here, FPT stands for fixed-parameter tractable). Possible objections to the Tractable Cognition thesis, and its proposed formalization, are discussed, and existing misconceptions are clarified. 2008 Cognitive Science Society, Inc.

Translation Meets Cognitive Science: The Imprint of Translation on Cognitive Processing

Science.gov (United States)

Rojo, Ana

2015-01-01

Translation has long played a role in linguistic and literary studies research. More recently, the theoretical and methodological concerns of process research have given translation an additional role in cognitive science. The interest in the cognitive aspects of translation has led scholars to turn to disciplines such as cognitive linguistics,…

The part of cognitive science that is philosophy.

Science.gov (United States)

Dennett, Daniel C

2009-04-01

There is much good work for philosophers to do in cognitive science if they adopt the constructive attitude that prevails in science, work toward testable hypotheses, and take on the task of clarifying the relationship between the scientific concepts and the everyday concepts with which we conduct our moral lives. Copyright © 2009 Cognitive Science Society, Inc.

The relation between specialty choice of psychology students and their interests, personality, and cognitive abilities

NARCIS (Netherlands)

Wicherts, J.M.; Vorst, H.C.M.

2010-01-01

The aim of this longitudinal study was to investigate differences in interests, personality, and cognitive abilities between students majoring in the six specialties of psychology at the University of Amsterdam. Results show that students at Social Psychology and Work and Organizational Psychology

Interdisciplinary technology assessment of service robots: the psychological/work science perspective.

Science.gov (United States)

Fischer, Martin

2012-12-01

The article sheds light on psychological and work science aspects of the design and utilization of service robots. An initial presentation of the characteristics of man-robot interaction is followed by a discussion of the principles of the division of functions between human beings and robots in service area work systems. The following aspects are to be considered: (1) the organisation of societal work (such as the different employment and professional profiles of service employees), (2) the work tasks to be performed by humans and robots (such as handling, monitoring or decision-making tasks), (3) the possibilities and the limitations of realizing such tasks by means of information technology (depending, for example, on the motoric capabilities, perception and cognition of the robot). Consideration of these three design perspectives gives rise to criteria of usability. Current debate focuses on the (work science) principles of man-machine communication, though in future these should be supplemented with robot-specific criteria such as "motoric capabilities" or "relationship quality." The article concludes by advocating the convergence and combination of work science criteria with ideas drawn from participative design approaches in the development and utilization of service robots.

Exploring Human Cognition Using Large Image Databases.

Science.gov (United States)

Griffiths, Thomas L; Abbott, Joshua T; Hsu, Anne S

2016-07-01

Most cognitive psychology experiments evaluate models of human cognition using a relatively small, well-controlled set of stimuli. This approach stands in contrast to current work in neuroscience, perception, and computer vision, which have begun to focus on using large databases of natural images. We argue that natural images provide a powerful tool for characterizing the statistical environment in which people operate, for better evaluating psychological theories, and for bringing the insights of cognitive science closer to real applications. We discuss how some of the challenges of using natural images as stimuli in experiments can be addressed through increased sample sizes, using representations from computer vision, and developing new experimental methods. Finally, we illustrate these points by summarizing recent work using large image databases to explore questions about human cognition in four different domains: modeling subjective randomness, defining a quantitative measure of representativeness, identifying prior knowledge used in word learning, and determining the structure of natural categories. Copyright © 2016 Cognitive Science Society, Inc.

Can Programming Frameworks Bring Smartphones into the Mainstream of Psychological Science?

OpenAIRE

Piwek, Lukasz; Ellis, David A.

2016-01-01

Smartphones continue to provide huge potential for psychological science and the advent of novel research frameworks brings new opportunities for researchers who have previously struggled to develop smartphone applications. However, despite this renewed promise, smartphones have failed to become a standard item within psychological research. Here we consider the key issues that continue to limit smartphone adoption within psychological science and how these barriers might be diminishing in li...

Estimating the reproducibility of psychological science

NARCIS (Netherlands)

Anderson, Joanna E.; Aarts, Alexander A.; Anderson, Christopher J.; Attridge, Peter R.; Attwood, Angela; Axt, Jordan; Babel, Molly; Bahník, Štěpán; Baranski, Erica; Barnett-Cowan, Michael; Bartmess, Elizabeth; Beer, Jennifer; Bell, Raoul; Bentley, Heather; Beyan, Leah; Binion, Grace; Borsboom, Denny; Bosch, Annick; Bosco, Frank A.; Bowman, Sara D.; Brandt, Mark J.; Braswell, Erin; Brohmer, Hilmar; Brown, Benjamin T.; Brown, Kristina; Brüning, Jovita; Calhoun-Sauls, Ann; Callahan, Shannon P.; Chagnon, Elizabeth; Chandler, Jesse; Chartier, Christopher R.; Cheung, Felix; Christopherson, Cody D.; Cillessen, Linda; Clay, Russ; Cleary, Hayley; Cloud, Mark D.; Conn, Michael; Cohoon, Johanna; Columbus, Simon; Cordes, Andreas; Costantini, Giulio; Alvarez, Leslie D Cramblet; Cremata, Ed; Crusius, Jan; DeCoster, Jamie; DeGaetano, Michelle A.; Penna, Nicolás Delia; Den Bezemer, Bobby; Deserno, Marie K.; Devitt, Olivia; Dewitte, Laura; Dobolyi, David G.; Dodson, Geneva T.; Donnellan, M. Brent; Donohue, Ryan; Dore, Rebecca A.; Dorrough, Angela; Dreber, Anna; Dugas, Michelle; Dunn, Elizabeth W.; Easey, Kayleigh; Eboigbe, Sylvia; Eggleston, Casey; Embley, Jo; Epskamp, Sacha; Errington, Timothy M.; Estel, Vivien; Farach, Frank J.; Feather, Jenelle; Fedor, Anna; Fernández-Castilla, Belén; Fiedler, Susann; Field, James G.; Fitneva, Stanka A.; Flagan, Taru; Forest, Amanda L.; Forsell, Eskil; Foster, Joshua D.; Frank, Michael C.; Frazier, Rebecca S.; Fuchs, Heather; Gable, Philip; Galak, Jeff; Galliani, Elisa Maria; Gampa, Anup; Garcia, Sara; Gazarian, Douglas; Gilbert, Elizabeth; Giner-Sorolla, Roger; Glöckner, Andreas; Goellner, Lars; Goh, Jin X.; Goldberg, Rebecca; Goodbourn, Patrick T.; Gordon-McKeon, Shauna; Gorges, Bryan; Gorges, Jessie; Goss, Justin; Graham, Jesse; Grange, James A.; Gray, Jeremy; Hartgerink, Chris; Hartshorne, Joshua; Hasselman, Fred; Hayes, Timothy; Heikensten, Emma; Henninger, Felix; Hodsoll, John; Holubar, Taylor; Hoogendoorn, Gea; Humphries, Denise J.; Hung, Cathy O Y; Immelman, Nathali; Irsik, Vanessa C.; Jahn, Georg; Jäkel, Frank; Jekel, Marc; Johannesson, Magnus; Johnson, Larissa G.; Johnson, David J.; Johnson, Kate M.; Johnston, William J.; Jonas, Kai; Joy-Gaba, Jennifer A.; Kappes, Heather Barry; Kelso, Kim; Kidwell, Mallory C.; Kim, Seung Kyung; Kirkhart, Matthew; Kleinberg, Bennett; Knežević, Goran; Kolorz, Franziska Maria; Kossakowski, Jolanda J.; Krause, Robert Wilhelm; Krijnen, Job; Kuhlmann, Tim; Kunkels, Yoram K.; Kyc, Megan M.; Lai, Calvin K.; Laique, Aamir; Lakens, Daniël|info:eu-repo/dai/nl/298811855; Lane, Kristin A.; Lassetter, Bethany; Lazarević, Ljiljana B.; Le Bel, Etienne P.; Lee, Key Jung; Lee, Minha; Lemm, Kristi; Levitan, Carmel A.; Lewis, Melissa; Lin, Lin; Lin, Stephanie; Lippold, Matthias; Loureiro, Darren; Luteijn, Ilse; MacKinnon, Sean; Mainard, Heather N.; Marigold, Denise C.; Martin, Daniel P.; Martinez, Tylar; Masicampo, E. J.; Matacotta, Josh; Mathur, Maya; May, Michael; Mechin, Nicole; Mehta, Pranjal; Meixner, Johannes; Melinger, Alissa; Miller, Jeremy K.; Miller, Mallorie; Moore, Katherine; Möschl, Marcus; Motyl, Matt; Müller, Stephanie M.; Munafo, Marcus; Neijenhuijs, Koen I.; Nervi, Taylor; Nicolas, Gandalf; Nilsonne, Gustav; Nosek, Brian A.; Nuijten, Michèle B.; Olsson, Catherine; Osborne, Colleen; Ostkamp, Lutz; Pavel, Misha; Penton-Voak, Ian S.; Perna, Olivia; Pernet, Cyril; Perugini, Marco; Pipitone, R. Nathan; Pitts, Michael; Plessow, Franziska; Prenoveau, Jason M.; Rahal, Rima Maria; Ratliff, Kate A.; Reinhard, David; Renkewitz, Frank; Ricker, Ashley A.; Rigney, Anastasia; Rivers, Andrew M.; Roebke, Mark; Rutchick, Abraham M.; Ryan, Robert S.; Sahin, Onur; Saide, Anondah; Sandstrom, Gillian M.; Santos, David; Saxe, Rebecca; Schlegelmilch, René; Schmidt, Kathleen; Scholz, Sabine; Seibel, Larissa; Selterman, Dylan Faulkner; Shaki, Samuel; Simpson, William B.; Sinclair, H. Colleen; Skorinko, Jeanine L M; Slowik, Agnieszka; Snyder, Joel S.; Soderberg, Courtney; Sonnleitner, Carina; Spencer, Nick; Spies, Jeffrey R.; Steegen, Sara; Stieger, Stefan; Strohminger, Nina; Sullivan, Gavin B.; Talhelm, Thomas; Tapia, Megan; Te Dorsthorst, Anniek; Thomae, Manuela; Thomas, Sarah L.; Tio, Pia; Traets, Frits; Tsang, Steve; Tuerlinckx, Francis; Turchan, Paul; Valášek, Milan; Van't Veer, Anna E.; Van Aert, Robbie; Van Assen, Marcel|info:eu-repo/dai/nl/407629971; Van Bork, Riet; Van De Ven, Mathijs; Van Den Bergh, Don; Van Der Hulst, Marije; Van Dooren, Roel; Van Doorn, Johnny; Van Renswoude, Daan R.; Van Rijn, Hedderik; Vanpaemel, Wolf; Echeverría, Alejandro Vásquez; Vazquez, Melissa; Velez, Natalia; Vermue, Marieke; Verschoor, Mark; Vianello, Michelangelo; Voracek, Martin; Vuu, Gina; Wagenmakers, Eric Jan; Weerdmeester, Joanneke; Welsh, Ashlee; Westgate, Erin C.; Wissink, Joeri; Wood, Michael; Woods, Andy; Wright, Emily; Wu, Sining; Zeelenberg, Marcel; Zuni, Kellylynn

2015-01-01

Reproducibility is a defining feature of science, but the extent to which it characterizes current research is unknown. We conducted replications of 100 experimental and correlational studies published in three psychology journals using high-powered designs and original materials when available.

Behavioural and psychological symptoms in the older population without dementia - relationship with socio-demographics, health and cognition

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Brayne Carol

2010-11-01

Full Text Available Abstract Background Behavioural and psychological symptoms are associated with dementia, but are also present in a significant number of the older population without dementia. Here we explore the distribution of behavioural and psychological symptoms in the population without dementia, and their relationship with domains and severity of health and cognitive impairment. Methods The Medical Research Council Cognitive Function and Ageing Study is a two-phase longitudinal study of ageing representative of the population aged 65 and over of England and Wales. A subsample of 1781 participants without a study diagnosis of dementia was included in this study. Information on symptoms including depression, apathy, anxiety, feelings of persecution, hallucination, agitated behaviour, elation, irritability, sleep problems, wandering, confabulation and misidentification, cognitive function, health related factors and socio-demographic information was extracted from interviews with participants and knowledgeable informants. Participants were classified according to the Mini-Mental State Examination and by criteria for subtypes of mild cognitive impairment (MCI. The prevalence of behavioural and psychological symptoms and associations with cognitive function, health and socio-demographics was examined. Co-occurrence of symptoms was tested using factor analysis. Results Most symptoms were reported more frequently in those with more severe cognitive impairment. Subjective memory complaints were the strongest independent predictor of reported symptoms, and most were reported more often in those classified as having MCI than in those with cognitive impairments that did not meet the MCI criteria. The pattern of co-occurrence of symptoms is similar to that seen in dementia. Conclusions Our results highlight that behavioural and psychological symptoms are prevalent in the cognitively impaired older population, and partly explain the variation observed in previous

Cognitive Contours: Recent Work on Cross-Cultural Psychology and Its Relevance for Education

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Davies, W. Martin

2007-01-01

This paper outlines new work in cross-cultural psychology largely drawn from Nisbett, Choi, and Smith ("Cognition," 65, 15-32, 1997); Nisbett, Peng, Choi, & Norenzayan, "Psychological Review," 108(2), 291-310, 2001; Nisbett, "The Geography of Thought: How Asians and Westerners Think Differently...and Why." New…

What College Teachers Should Know about Memory: A Perspective from Cognitive Psychology

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Miller, Michelle D.

2011-01-01

Cognitive psychology has much to contribute to our understanding of the best ways to promote learning and memory in the college classroom. However, cognitive theory has evolved considerably in recent decades, and it is important for instructors to have an up-to-date understanding of these theories, particularly those--such as memory theories--that…

The folk psychology of souls.

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Bering, Jesse M

2006-10-01

The present article examines how people's belief in an afterlife, as well as closely related supernatural beliefs, may open an empirical backdoor to our understanding of the evolution of human social cognition. Recent findings and logic from the cognitive sciences contribute to a novel theory of existential psychology, one that is grounded in the tenets of Darwinian natural selection. Many of the predominant questions of existential psychology strike at the heart of cognitive science. They involve: causal attribution (why is mortal behavior represented as being causally related to one's afterlife? how are dead agents envisaged as communicating messages to the living?), moral judgment (why are certain social behaviors, i.e., transgressions, believed to have ultimate repercussions after death or to reap the punishment of disgruntled ancestors?), theory of mind (how can we know what it is "like" to be dead? what social-cognitive strategies do people use to reason about the minds of the dead?), concept acquisition (how does a common-sense dualism interact with a formalized socio-religious indoctrination in childhood? how are supernatural properties of the dead conceptualized by young minds?), and teleological reasoning (why do people so often see their lives as being designed for a purpose that must be accomplished before they perish? how do various life events affect people's interpretation of this purpose?), among others. The central thesis of the present article is that an organized cognitive "system" dedicated to forming illusory representations of (1) psychological immortality, (2) the intelligent design of the self, and (3) the symbolic meaning of natural events evolved in response to the unique selective pressures of the human social environment.

The comparative importance of books: clinical psychology in the health sciences library.

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Wehmeyer, J M; Wehmeyer, S

1999-01-01

Clinical psychology has received little attention as a subject in health sciences library collections. This study seeks to demonstrate the relative importance of the monographic literature to clinical psychology through the examination of citations in graduate student theses and dissertations at the Fordham Health Sciences Library, Wright State University. Dissertations and theses were sampled randomly; citations were classified by format, counted, and subjected to statistical analysis. Books and book chapters together account for 35% of the citations in clinical psychology dissertations, 25% in nursing theses, and 8% in biomedical sciences theses and dissertations. Analysis of variance indicates that the citations in dissertations and theses in the three areas differ significantly (F = 162.2 with 2 and 253 degrees of freedom, P = 0.0001). Dissertations and theses in biomedical sciences and nursing theses both cite significantly more journals per book than the dissertations in clinical psychology. These results support the hypothesis that users of clinical psychology literature rely more heavily on books than many other users of a health sciences library. Problems with using citation analyses in a single subject to determine a serials to monographs ratio for a health sciences library are pointed out. PMID:10219478

The relation between cognitive and metacognitive strategic processing during a science simulation.

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Dinsmore, Daniel L; Zoellner, Brian P

2018-03-01

This investigation was designed to uncover the relations between students' cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior interest, have not been investigated in a multidimensional fashion. This study addressed current issues in strategy research by examining not only how metacognitive, surface-level, and deep-level strategies influence performance, but also how these strategies related to each other during a contextually relevant science simulation. The sample for this study consisted of 70 undergraduates from a mid-sized Southeastern university in the United States. These participants were recruited from both physical and life science (e.g., biology) and education majors to obtain a sample with variance in terms of their prior knowledge, interest, and strategy use. Participants completed measures of prior knowledge and interest about global climate change. Then, they were asked to engage in an online climate simulator for up to 30 min while thinking aloud. Finally, participants were asked to answer three outcome questions about global climate change. Results indicated a poor fit for the statistical model of the frequency and level of processing predicting performance. However, a statistical model that independently examined the influence of metacognitive monitoring and control of cognitive strategies showed a very strong relation between the metacognitive and cognitive strategies. Finally, smallest space analysis results provided evidence that strategy use may be better captured in a multidimensional fashion, particularly with attention paid towards the combination of strategies employed. Conclusions drawn from the evidence point to the need for more dynamic, multidimensional models of strategic processing that account for the patterns of optimal and non

Defining the Roles, Responsibilities, and Functions for Data Science Within the Defense Intelligence Agency

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2016-01-01

different variables. Specifically, this component consisted of a mixture of organizational, psychological , and cognitive sciences and has not been...organizational science, etc.) and a branch of terms strongly associated with cognitive science, psychology , linguistics, and artificial intelligence. We binned...blog post, n.d.; Jeffrey Goldstein , “Resource Guide and Glossary for Nonlinear/Complex Systems Terms,” PlexusInstitute.org, n.d

Thinking Makes It So: Cognitive Psychology and History Teaching

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Fordham, Michael

2017-01-01

What, exactly, is learned knowledge? And why does it matter in history teaching? Does it matter? Michael Fordham seeks to use the general tenets of cognitive psychology to inform the debate about how history teachers might get the best from their students, in particular in considering the role of memory. Fordham surveys the latest research…

EEG INTERFACE MODULE FOR COGNITIVE ASSESSMENT THROUGH NEUROPHYSIOLOGIC TESTS

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Kundan Lal Verma

2014-12-01

Full Text Available The cognitive signal processing is one of the important interdisciplinary field came from areas of life sciences, psychology, psychiatry, engi-neering, mathematics, physics, statistics and many other fields of research. Neurophysiologic tests are utilized to assess and treat brain injury, dementia, neurological conditions, and useful to investigate psychological and psychiatric disorders. This paper presents an ongoing research work on development of EEG interface device based on the principles of cognitive assessments and instrumentation. The method proposed engineering and science of cogni-tive signal processing in case of brain computer in-terface based neurophysiologic tests. The future scope of this study is to build a low cost EEG device for various clinical and pre-clinical applications with specific emphasis to measure the effect of cognitive action on human brain.

Can programming frameworks bring smartphones into the mainstream of psychological science?

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Lukasz Piwek

2016-08-01

Full Text Available Smartphones continue to provide huge potential for psychological science and the advent of novel research frameworks brings new opportunities for researchers who have previously struggled to develop smartphone applications. However, despite this renewed promise, smartphones have failed to become a standard item within psychological research. Here we consider the key barriers that continue to limit smartphone adoption within psychological science and how these barriers might be diminishing in light of ResearchKit and other recent methodological developments. We conclude that while these programming frameworks are certainly a step in the right direction it remains challenging to create usable research-orientated applications with current frameworks. Smartphones may only become an asset for psychology and social science as a whole when development software that is both easy to use, secure, and becomes freely available.

Can Programming Frameworks Bring Smartphones into the Mainstream of Psychological Science?

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Piwek, Lukasz; Ellis, David A

2016-01-01

Smartphones continue to provide huge potential for psychological science and the advent of novel research frameworks brings new opportunities for researchers who have previously struggled to develop smartphone applications. However, despite this renewed promise, smartphones have failed to become a standard item within psychological research. Here we consider the key issues that continue to limit smartphone adoption within psychological science and how these barriers might be diminishing in light of ResearchKit and other recent methodological developments. We conclude that while these programming frameworks are certainly a step in the right direction it remains challenging to create usable research-orientated applications with current frameworks. Smartphones may only become an asset for psychology and social science as a whole when development software that is both easy to use and secure becomes freely available.

The Relation between Specialty Choice of Psychology Students and Their Interests, Personality, and Cognitive Abilities

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Wicherts, Jelte M.; Vorst, Harrie C. M.

2010-01-01

The aim of this longitudinal study was to investigate differences in interests, personality, and cognitive abilities between students majoring in the six specialties of psychology at the University of Amsterdam. Results show that students at Social Psychology and Work and Organizational Psychology were on average more extraverted than students of…

Effect of different exercise programs on the psychological and cognitive functions of people with Parkinson's disease

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Lilian Teresa Bucken Gobbi

2013-09-01

Full Text Available The purpose of this study was to analyze the effect of different exercise programs on the psychological and cognitive functions in patients with Parkinson's disease (PD. Forty-five patients with PD participated in the study. The participants were randomized in three intervention programs: Group-1 (n=15, cognitive-activities, Group-2 (n=15, multimodal exercise and Group-3 (n=15, exercises for posture and gait. The clinical, psychological and cognitive functions were assessed before and after 4 months of intervention. Univariate analysis did not reveal significant interactions between groups and time (p>0.05. However, univariate analysis for time revealed differences in stress level and memory. Participants showed less physical stress (p<0.01 and overall stress (p < 0.04 and higher performance in episodic declarative memory (p < 0.001 after exercise. These findings suggest that group work with motor or non-motor activities can improve cognitive and psychological functions of patients with PD.

Psychology as an Evolving, Interdisciplinary Science: Integrating Science in Sensation and Perception from Fourier to Fluid Dynamics

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Ebersole, Tela M.; Kelty-Stephen, Damian G.

2017-01-01

This article outlines the theoretical rationale and process for an integrated-science approach to teaching sensation and perception (S&P) to undergraduate psychology students that may also serve as an integrated-science curriculum. The course aimed to introduce the interdisciplinary evolution of this psychological field irrespective of any…

Causal beliefs about depression in different cultural groups – What do cognitive psychological theories of causal learning and reasoning predict?

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York eHagmayer

2014-11-01

Full Text Available Cognitive psychological research focusses on causal learning and reasoning while cognitive anthropological and social science research tend to focus on systems of beliefs. Our aim was to explore how these two types of research can inform each other. Cognitive psychological theories (causal model theory and causal Bayes nets were used to derive predictions for systems of causal beliefs. These predictions were then applied to lay theories of depression as a specific test case. A systematic literature review on causal beliefs about depression was conducted, including original, quantitative research. Thirty-six studies investigating 13 non-Western and 32 Western cultural groups were analysed by classifying assumed causes and preferred forms of treatment into common categories. Relations between beliefs and treatment preferences were assessed. Substantial agreement between cultural groups was found with respect to the impact of observable causes. Stress was generally rated as most important. Less agreement resulted for hidden, especially supernatural causes. Causal beliefs were clearly related to treatment preferences in Western groups, while evidence was mostly lacking for non-Western groups. Overall predictions were supported, but there were considerable methodological limitations. Pointers to future research, which may combine studies on causal beliefs with experimental paradigms on causal reasoning, are given.

What Captures Gaze in Visual Design - Insights from Cognitive Psychology

DEFF Research Database (Denmark)

Andersen, Emil; Maier, Anja

2016-01-01

and factors that have been experimentally shown to capture attention, as well as those factors that modulate the capture and direction of attention. We do so by drawing on the large body of evidence provided by cognitive psychology, as we believe this research area could potentially provide a source...

Embracing Uncertainty: The Interface of Bayesian Statistics and Cognitive Psychology

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Judith L. Anderson

1998-06-01

Full Text Available Ecologists working in conservation and resource management are discovering the importance of using Bayesian analytic methods to deal explicitly with uncertainty in data analyses and decision making. However, Bayesian procedures require, as inputs and outputs, an idea that is problematic for the human brain: the probability of a hypothesis ("single-event probability". I describe several cognitive concepts closely related to single-event probabilities, and discuss how their interchangeability in the human mind results in "cognitive illusions," apparent deficits in reasoning about uncertainty. Each cognitive illusion implies specific possible pitfalls for the use of single-event probabilities in ecology and resource management. I then discuss recent research in cognitive psychology showing that simple tactics of communication, suggested by an evolutionary perspective on human cognition, help people to process uncertain information more effectively as they read and talk about probabilities. In addition, I suggest that carefully considered standards for methodology and conventions for presentation may also make Bayesian analyses easier to understand.

Can psychology walk the walk of open science?

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Hesse, Bradford W

2018-01-01

An "open science movement" is gaining traction across many disciplines within the research enterprise but is also precipitating consternation among those who worry that too much disruption may be hampering professional productivity. Despite this disruption, proponents of open data collaboration have argued that some of the biggest problems of the 21st century need to be solved with the help of many people and that data sharing will be the necessary engine to make that happen. In the United States, a national strategic plan for data sharing encouraged the federally funded scientific agencies to (a) publish open data for community use in discoverable, machine-readable, and useful ways; (b) work with public and civil society organizations to set priorities for data to be shared; (c) support innovation and feedback on open data solutions; and (d) continue efforts to release and enhance high-priority data sets funded by taxpayer dollars. One of the more visible open data projects in the psychological sciences is the presidentially announced "Brain Research Through Advancing Innovative Neurotechnologies" (BRAIN) initiative. Lessons learned from initiatives such as these are instructive both from the perspective of open science within psychology and from the perspective of understanding the psychology of open science. Recommendations for creating better pathways to "walk the walk" in open science include (a) nurturing innovation and agile learning, (b) thinking outside the paradigm, (c) creating simplicity from complexity, and (d) participating in continuous learning evidence platforms. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

PSYCHOLOGY. Estimating the reproducibility of psychological science.

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2015-08-28

Reproducibility is a defining feature of science, but the extent to which it characterizes current research is unknown. We conducted replications of 100 experimental and correlational studies published in three psychology journals using high-powered designs and original materials when available. Replication effects were half the magnitude of original effects, representing a substantial decline. Ninety-seven percent of original studies had statistically significant results. Thirty-six percent of replications had statistically significant results; 47% of original effect sizes were in the 95% confidence interval of the replication effect size; 39% of effects were subjectively rated to have replicated the original result; and if no bias in original results is assumed, combining original and replication results left 68% with statistically significant effects. Correlational tests suggest that replication success was better predicted by the strength of original evidence than by characteristics of the original and replication teams. Copyright © 2015, American Association for the Advancement of Science.

The impact of sepsis, delirium, and psychological distress on self-rated cognitive function in ICU survivors-a prospective cohort study.

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Brück, Emily; Schandl, Anna; Bottai, Matteo; Sackey, Peter

2018-01-01

Many intensive care unit (ICU) survivors develop psychological problems and cognitive impairment. The relation between sepsis, delirium, and later cognitive problems is not fully elucidated, and the impact of psychological symptoms on cognitive function is poorly studied in ICU survivors. The primary aim of this study was to examine the relationship between sepsis, ICU delirium, and later self-rated cognitive function. A second aim was to investigate the association between psychological problems and self-rated cognitive function 3 months after the ICU stay. Patients staying more than 24 h at the general ICU at the Karolinska University Hospital Solna, Stockholm, Sweden, were screened for delirium with the Confusion Assessment Method-ICU (CAM-ICU) during their ICU stay. Sepsis incidence and severity were recorded. Three months later, 216 patients received the Cognitive Failures Questionnaire (CFQ), Hospital Anxiety and Depression Scale (HADS), and Post-Traumatic Stress Symptoms-10 (PTSS-10) questionnaires via postal mail. One hundred twenty-five patients (60%) responded to all questionnaires. Among respondents, the incidence of severe sepsis or septic shock was 42%. The overall incidence of delirium was 34%. Patients with severe sepsis/septic shock had a higher incidence of delirium, with an odds ratio (OR) of 3.7 (95% confidence interval (CI), 1.7-8.1). Self-rated cognitive problems 3 months post-ICU were found in 58% of the patients. We did not find any association between sepsis or delirium and late self-rated cognitive function. However, there was a correlation between psychological symptoms and self-rated cognitive function, with the strongest correlation between PTSS-10 scores and CFQ scores ( r  = 0.53; p  cognitive function 3 months after the ICU stay. Ongoing psychological symptoms, particularly post-traumatic stress was associated with worse self-rated cognitive function. Psychological symptoms need to be taken into account when assessing

The psychology of time: a view backward and forward.

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Hancock, P A; Block, Richard A

2012-01-01

We selectively review the progress of research on the psychology of time during the past 125 years, starting with the publication of the first English-language psychological journal, The American Journal of Psychology. A number of important articles on the psychology of time appeared in this journal, including the widely cited early article by Nichols (1891). The psychology of time is a seminal topic of psychological science, and although it entered a phase of decline and even moribund neglect, the past several decades have seen a prominent renaissance of interest. This renewed vigor represents the rebirth of the recognition of the centrality of the psychology of time in human cognition and behavior. Our selective overview highlights a number of strands of progress and how they have helped lead to the present, in which the cognitive neuroscience of time and timing in the brain is one of the most fervent and fertile modern areas of brain research. We also discuss some remaining challenges and potential lines of progress.

On the embedded cognition of non-verbal narratives

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Bruni, Luis Emilio; Baceviciute, Sarune

2014-01-01

Acknowledging that narratives are an important resource in human communication and cognition, the focus of this article is on the cognitive aspects of involvement with visual and auditory non-verbal narratives, particularly in relation to the newest immersive media and digital interactive...... representational technologies. We consider three relevant trends in narrative studies that have emerged in the 60 years of cognitive and digital revolution. The issue at hand could have implications for developmental psychology, pedagogics, cognitive science, cognitive psychology, ethology and evolutionary studies...... of language. In particular, it is of great importance for narratology in relation to interactive media and new representational technologies. Therefore we outline a research agenda for a bio-cognitive semiotic interdisciplinary investigation on how people understand, react to, and interact with narratives...

Enhancing the Educational Subject: Cognitive Capitalism, Positive Psychology and Well-Being Training in Schools

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Reveley, James

2013-01-01

Positive psychology is influencing educational policy and practice in Britain and North America. This article reveals how this psychological discourse and its offshoot school-based training programs, which stress happiness, self-improvement and well-being, align with an emergent socio-economic formation: cognitive capitalism. Three key points are…

Science, a Psychological versus a Logical Approach in Teaching

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Ediger, Marlow

2015-01-01

Under which approach do pupils attain more optimally, a logical versus a psychological procedure of instruction? Pupils do need to achieve well in a world of science. Science is all around us and pupils need to understand various principles and laws of science. Thus, teachers in the school curriculum must choose carefully objectives for pupil…

The Borrowers: Researching the cognitive aspects of translation

OpenAIRE

O'Brien, Sharon

2013-01-01

The paper considers the interdisciplinary interaction of research on the cognitive aspects of translation. Examples of influence from linguistics, psychology, neuroscience, cognitive science, reading and writing research and language technology are given, with examples from specific sub-disciplines within each one. The breadth of borrowing by researchers in cognitive translatology is made apparent, but the minimal influence of cognitive translatology on the respective disciplines themselves i...

Cognitive Styles Used in Evidence Citation by Ancient Christian Authors: The Psychology of a Major Ancient Controversy over the Historicity of the Pentateuch, and Its Implications for Science Education Today

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Philip J. Senter

2017-02-01

Full Text Available Cognitive experiential self-theory recognizes two cognitive styles that humans use as modes of everyday thinking – experiential thinking and rational thinking – which appear to be products of two functional systems in the brain. These cognitive styles are diagnosable in writing samples of authors who cite evidence in support of a position. Here, I report an analysis of writing samples of opponents in a momentous ancient controversy. Christian authors of the first five centuries disagreed as to whether the stories in the Pentateuch were literal, accurate records of history that could be interpreted allegorically (the literocredist camp or included non-historical stories that were allegory only (the allophorist camp. Cognitive analysis of their evidence citations reveals a predominance of experiential thinking in literocredists and rational thinking in allophorists in reference to this question. This finding augments those of previous studies that implicate the experiential thinking system as the source of today’s biblical literocredism, and shows that the connection between experiential thinking and literocredism is millennia-old. This study also reveals that the allophorist position was dominant among Christian writers in the first three centuries and that the literocredist position did not rise into prominence until the fourth century, suggesting a major cognitive shift among theologians in that century. These findings elucidate the psychology of a prominent ancient controversy but also are relevant to current science education, because the literocredist mindset continues today as anti-evolution bias. The role of cognitive style in such bias has profound implications for classroom strategies for conceptual change.

Current perspectives on cognitive diversity

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Andrea eBender

2016-04-01

Full Text Available To what extent is cognition influenced by a person’s cultural background? This question has remained controversial in large fields of the cognitive sciences, including cognitive psychology, and is also underexplored in anthropology. In this perspective article, findings from a recent wave of cross-cultural studies will be outlined with respect to three aspects of cognition: perception and categorization, number representation and counting, and explanatory frameworks and beliefs. Identifying similarities and differences between these domains allows for general conclusions regarding cognitive diversity and helps to highlight the importance of culturally shaped content for a comprehensive understanding of cognition.

A personal encounter with psychology (1937-2002).

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Kendler, H H

2002-02-01

An undergraduate assistantship with Abraham Maslow, research with Solomon Asch, and an indirect exposure to Ernest Nagel's philosophy of science encouraged Howard H. Kendler to become involved with methodological issues in psychology. Graduate training with Kenneth Spence led to an active research career that was initially immersed in the latent learning controversy and later, with the collaboration of his wife Tracy Kendler, in the extension of the Hull-Spence model of cognitive development. Methodological concerns from a variety of sources encouraged Kendler to express his ideas on the methodology and history of psychology as well as its role in ethical and social policy issues. A productive symbiotic relationship is created from the interaction of democracy, natural-science psychology, and moral pluralism.

[Conceptual Development in Cognitive Science. Part II].

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Fierro, Marco

2012-03-01

Cognitive science has become the most influential paradigm on mental health in the late 20(th) and the early 21(st) centuries. In few years, the concepts, problem approaches and solutions proper to this science have significantly changed. Introduction and discussion of the fundamental concepts of cognitive science divided in four stages: Start, Classic Cognitivism, Connectionism, and Embodying / Enacting. The 2(nd) Part of the paper discusses the above mentioned fourth stage and explores the clinical setting, especially in terms of cognitive psychotherapy. The embodying/enacting stage highlights the role of the body including a set of determined evolutionary movements which provide a way of thinking and exploring the world. The performance of cognitive tasks is considered as a process that uses environmental resources that enhances mental skills and deploys them beyond the domestic sphere of the brain. On the other hand, body and mind are embedded in the world, thus giving rise to cognition when interacting, a process known as enacting. There is a close connection between perception and action, hence the interest in real-time interactions with the world rather than abstract reasoning. Regarding clinics, specifically the cognitive therapy, there is little conceptual discussion maybe due to good results from practice that may led us to consider that theoretical foundations are firm and not problem-raising. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

Perseverative Cognitions and Stress Exposure: Comparing Relationships With Psychological Health Across a Diverse Adult Sample.

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Zawadzki, Matthew J; Sliwinski, Martin J; Smyth, Joshua M

2018-03-29

Both exposure to stress and perseverative cognitions (PCs)-repetitive cognitive representations of real or imagined stressors-are linked with poor psychological health. Yet, stress exposure and PCs are correlated, thus potentially obscuring any unique effects. The purpose of this paper is to concurrently test associations between stress exposure and PCs and psychological health to examine the independent relationship of each with psychological health. Moreover, we examined whether these relationships are similar across sex, age, and race. An adult community sample (n = 302) completed a measure of stress exposure, three PCs scales, and questionnaires assessing self-reported psychological health, including emotional well-being, vitality, social functioning, role limitations due to personal problems, subjective well-being, depressive symptoms, and poor sleep quality. Structural equation modeling was used to test a model in which both stress exposure and PCs predict psychological health. PCs consistently predicted all the psychological health outcomes, but stress was largely unrelated to the outcomes despite bivariate correlations suggesting a relationship. A follow-up model identified indirect effects of stress exposure on psychological health via PCs. Results were fairly consistent regardless of one's sex, age, or race. PCs robustly predicted all of the psychological health outcomes, intimating PCs as a common pathway to poor psychological health. Results have implications for stress interventions, including the need to address PCs after experiencing stress.

Cognitive apprenticeship in health sciences education: a qualitative review.

Science.gov (United States)

Lyons, Kayley; McLaughlin, Jacqueline E; Khanova, Julia; Roth, Mary T

2017-08-01

Cognitive apprenticeship theory emphasizes the process of making expert thinking "visible" to students and fostering the cognitive and meta-cognitive processes required for expertise. The purpose of this review was to evaluate the use of cognitive apprenticeship theory with the primary aim of understanding how and to what extent the theory has been applied to the design, implementation, and analysis of education in the health sciences. The initial search yielded 149 articles, with 45 excluded because they contained the term "cognitive apprenticeship" only in reference list. The remaining 104 articles were categorized using a theory talk coding scheme. An in depth qualitative synthesis and review was conducted for the 26 articles falling into the major theory talk category. Application of cognitive apprenticeship theory tended to focus on the methods dimension (e.g., coaching, mentoring, scaffolding), with some consideration for the content and sociology dimensions. Cognitive apprenticeship was applied in various disciplines (e.g., nursing, medicine, veterinary) and educational settings (e.g., clinical, simulations, online). Health sciences education researchers often used cognitive apprenticeship to inform instructional design and instrument development. Major recommendations from the literature included consideration for contextual influences, providing faculty development, and expanding application of the theory to improve instructional design and student outcomes. This body of research provides critical insight into cognitive apprenticeship theory and extends our understanding of how to develop expert thinking in health sciences students. New research directions should apply the theory into additional aspects of health sciences educational research, such as classroom learning and interprofessional education.

The cognitive nature of action - functional links between cognitive psychology, movement science, and robotics.

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Schack, Thomas; Ritter, Helge

2009-01-01

This paper examines the cognitive architecture of human action, showing how it is organized over several levels and how it is built up. Basic action concepts (BACs) are identified as major building blocks on a representation level. These BACs are cognitive tools for mastering the functional demands of movement tasks. Results from different lines of research showed that not only the structure formation of mental representations in long-term memory but also chunk formation in working memory are built up on BACs and relate systematically to movement structures. It is concluded that such movement representations might provide the basis for action implementation and action control in skilled voluntary movements in the form of cognitive reference structures. To simulate action implementation we discuss challenges and issues that arise when we try to replicate complex movement abilities in robots. Among the key issues to be addressed is the question how structured representations can arise during skill acquisition and how the underlying processes can be understood sufficiently succinctly to replicate them on robot platforms. Working towards this goal, we translate our findings in studies of motor control in humans into models that can guide the implementation of cognitive robot architectures. Focusing on the issue of manual action control, we illustrate some results in the context of grasping with a five-fingered anthropomorphic robot hand.

Cognitive Phenotypes and the Evolution of Animal Decisions.

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Mendelson, Tamra C; Fitzpatrick, Courtney L; Hauber, Mark E; Pence, Charles H; Rodríguez, Rafael L; Safran, Rebecca J; Stern, Caitlin A; Stevens, Jeffrey R

2016-11-01

Despite the clear fitness consequences of animal decisions, the science of animal decision making in evolutionary biology is underdeveloped compared with decision science in human psychology. Specifically, the field lacks a conceptual framework that defines and describes the relevant components of a decision, leading to imprecise language and concepts. The 'judgment and decision-making' (JDM) framework in human psychology is a powerful tool for framing and understanding human decisions, and we apply it here to components of animal decisions, which we refer to as 'cognitive phenotypes'. We distinguish multiple cognitive phenotypes in the context of a JDM framework and highlight empirical approaches to characterize them as evolvable traits. Copyright © 2016 Elsevier Ltd. All rights reserved.

Bridging neuroscience and clinical psychology: cognitive behavioral and psychophysiological models in the evaluation and treatment of Gilles de la Tourette syndrome.

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Lavoie, Marc E; Leclerc, Julie; O'Connor, Kieron P

2013-02-01

Cognitive neuroscience and clinical psychology have long been considered to be separate disciplines. However, the phenomenon of brain plasticity in the context of a psychological intervention highlights the mechanisms of brain compensation and requires linking both clinical cognition and cognitive psychophysiology. A quantifiable normalization of brain activity seems to be correlated with an improvement of the tic symptoms after cognitive behavioral therapy in patients with Gilles de la Tourette syndrome (GTS). This article presents broad outlines of the state of the current literature in the field of GTS. We present our clinical research model and methodology for the integration of cognitive neuroscience in the psychological evaluation and treatment of GTS to manage chronic tic symptoms.

Excess Success for Psychology Articles in the Journal Science

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Francis, Gregory; Tanzman, Jay; Matthews, William J.

2014-01-01

This article describes a systematic analysis of the relationship between empirical data and theoretical conclusions for a set of experimental psychology articles published in the journal Science between 2005–2012. When the success rate of a set of empirical studies is much higher than would be expected relative to the experiments' reported effects and sample sizes, it suggests that null findings have been suppressed, that the experiments or analyses were inappropriate, or that the theory does not properly follow from the data. The analyses herein indicate such excess success for 83% (15 out of 18) of the articles in Science that report four or more studies and contain sufficient information for the analysis. This result suggests a systematic pattern of excess success among psychology articles in the journal Science. PMID:25474317

The empirical potential of live streaming beyond cognitive psychology

Directory of Open Access Journals (Sweden)

Alexander Nicolai Wendt

2017-03-01

Full Text Available Empirical methods of self-description, think aloud protocols and introspection have been extensively criticized or neglected in behaviorist and cognitivist psychology. Their methodological value has been fundamentally questioned since there apparently is no suficient proof for their validity. However, the major arguments against self-description can be critically reviewed by theoretical psychology. This way, these methods’ empirical value can be redeemed. Furthermore, self-descriptive methods can be updated by the use of contemporary media technology. In order to support the promising perspectives for future empirical research in the field of cognitive psychology, Live Streaming is proposed as a viable data source. Introducing this new paradigm, this paper presents some of the formal constituents and accessible contents of Live Streaming, and relates them to established forms of empirical research. By its structure and established usage, Live Streaming bears remarkable resemblances to the traditional methods of self-description, yet it also adds fruitful new features of use. On the basis of its qualities, the possible benefits that appear to be feasible in comparison with the traditional methods of self-description are elaborated, such as Live Streaming’s ecological validity. Ultimately, controversial theoretical concepts, such as those in phenomenology and cultural-historical psychology, are adopted to sketch further potential benefits of the utility of Live Streaming in current psychology debates.

Investigation of social cognitive career theory for minority recruitment in school psychology.

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Bocanegra, Joel O; Gubi, Aaron A; Cappaert, Kevin J

2016-06-01

School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less knowledge and exposure to school psychology than for counseling and clinical psychology, and that students with greater exposure or knowledge of school psychology reported significantly greater choice intentions for school psychology. The purpose of this study is to test the applicability of the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) in explaining minority undergraduate psychology students' choice intentions for school psychology. This study is an analysis of existing data and is based on a national sample of 283 minority undergraduate psychology students. All instruments used in this study were found to have internal consistency ranging from .83 to .91. Students' learning experiences, self-efficacy, outcome expectations, and choice intentions for school psychology were evaluated by way of a mediator analysis. Results from a path analysis suggest that outcome expectations mediated the relationship between exposure and choice intentions for school psychology. Implications for minority recruitment practices are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Inter-level relations in computer science, biology, and psychology

NARCIS (Netherlands)

Boogerd, Fred; Bruggeman, Frank; Jonker, Catholijn; Looren de Jong, Huib; Tamminga, Allard; Treur, Jan; Westerhoff, Hans; Wijngaards, Wouter

2002-01-01

Investigations into inter-level relations in computer science, biology and psychology call for an *empirical* turn in the philosophy of mind. Rather than concentrate on *a priori* discussions of inter-level relations between “completed” sciences, a case is made for the actual study of the way

Inter-level relations in computer science, biology, and psychology

NARCIS (Netherlands)

Boogerd, F.; Bruggeman, F.; Jonker, C.M.; Looren de Jong, H.; Tamminga, A.; Treur, J.; Westerhoff, H.V.; Wijngaards, W.C.A.

2002-01-01

Investigations into inter-level relations in computer science, biology and psychology call for an empirical turn in the philosophy of mind. Rather than concentrate on a priori discussions of inter-level relations between 'completed' sciences, a case is made for the actual study of the way

Inter-level relations in computer science, biology and psychology

NARCIS (Netherlands)

Boogerd, F.C.; Bruggeman, F.J.; Jonker, C.M.; Looren De Jong, H.; Tamminga, A.M.; Treur, J.; Westerhoff, H.V.; Wijngaards, W.C.A.

2002-01-01

Investigations into inter-level relations in computer science, biology and psychology call for an empirical turn in the philosophy of mind. Rather than concentrate on a priori discussions of inter-level relations between "completed" sciences, a case is made for the actual study of the way

1st International Conference on Cognitive Systems and Information Processing

CERN Document Server

Hu, Dewen; Liu, Huaping

2014-01-01

"Foundations and Practical Applications of Cognitive Systems and Information Processing" presents selected papers from the First International Conference on Cognitive Systems and Information Processing, held in Beijing, China on December 15-17, 2012 (CSIP2012). The aim of this conference is to bring together experts from different fields of expertise to discuss the state-of-the-art in artificial cognitive systems and advanced information processing, and to present new findings and perspectives on future development. This book introduces multidisciplinary perspectives on the subject areas of Cognitive Systems and Information Processing, including cognitive sciences and technology, autonomous vehicles, cognitive psychology, cognitive metrics, information fusion, image/video understanding, brain-computer interfaces, visual cognitive processing, neural computation, bioinformatics, etc. The book will be beneficial for both researchers and practitioners in the fields of Cognitive Science, Computer Science and Cogni...

The Practice of Psychological Science: Searching for Cronbach's Two Streams in Social-Personality Psychology

OpenAIRE

Tracy, JL; Robins, RW; Sherman, JW

2009-01-01

The present research surveyed a group of editors and editorial board members of personality and social psychology journals to examine the practice of psychological science in their field. Findings demonstrate that (a) although personality and social researchers tend to use many of the same approaches, methods, and procedures, they nonetheless show average differences in each of these domains, as well as in their overarching theoretical aims and perspectives; (b) these average differences larg...

Evolutionary psychology: new perspectives on cognition and motivation.

Science.gov (United States)

Cosmides, Leda; Tooby, John

2013-01-01

Evolutionary psychology is the second wave of the cognitive revolution. The first wave focused on computational processes that generate knowledge about the world: perception, attention, categorization, reasoning, learning, and memory. The second wave views the brain as composed of evolved computational systems, engineered by natural selection to use information to adaptively regulate physiology and behavior. This shift in focus--from knowledge acquisition to the adaptive regulation of behavior--provides new ways of thinking about every topic in psychology. It suggests a mind populated by a large number of adaptive specializations, each equipped with content-rich representations, concepts, inference systems, and regulatory variables, which are functionally organized to solve the complex problems of survival and reproduction encountered by the ancestral hunter-gatherers from whom we are descended. We present recent empirical examples that illustrate how this approach has been used to discover new features of attention, categorization, reasoning, learning, emotion, and motivation.

Maternal Prenatal Psychological Distress and Preschool Cognitive Functioning: the Protective Role of Positive Parental Engagement.

Science.gov (United States)

Schechter, Julia C; Brennan, Patricia A; Smith, Alicia K; Stowe, Zachary N; Newport, D Jeffrey; Johnson, Katrina C

2017-02-01

Considerable animal research and available human studies suggest that psychological distress experienced by mothers during gestation is associated with later neurodevelopmental deficits in offspring; however, little research has examined potential protective factors that might mitigate this risk. The current study examined the impact of maternal prenatal psychological distress during pregnancy on cognitive outcomes in preschoolers (ages 2.5-5 years) and positive parenting as a potential protective factor. Mother-child dyads (N = 162, mean child age = 44 months, 49 % female) were recruited from a longitudinal cohort of women who had previously participated in a study of maternal mood disorders during pregnancy. Maternal prenatal distress was assessed with multiple measures collected throughout pregnancy. During a follow-up visit, mothers were interviewed about their psychological symptoms since the birth of the child, parenting behaviors were recorded during a parent-child interaction, and children's cognitive abilities were measured using the Differential Ability Scales, 2nd Edition. Maternal prenatal distress significantly predicted lower general cognitive abilities; however, this relationship was strongest for children whose mothers exhibited low levels of positive engagement and not significant when mothers exhibited high levels of positive engagement. Results suggest that positive parental engagement can protect against the detrimental effects of maternal prenatal distress on preschoolers' cognitive abilities.

Help-Seeking Stigma in Asian American College Women: The Role of Disordered Eating Cognitions and Psychological Inflexibility

Science.gov (United States)

Masuda, Akihiko; Goodnight, Bradly L.; Ng, Stacey Y.; Ward Schaefer, L.; Tully, Erin C.; Chan, Wing Yi; Drake, Chad E.

2017-01-01

Help-seeking stigma is considered a major obstacle to seeking professional psychological services in Asian American college women. Informed in part by objectification theory and the psychological flexibility model of behavior change, the present cross-sectional study examines the role of disordered eating cognition and psychological inflexibility…

Emotional Intelligence, Cognitive Flexibility and Psychological Symptoms in Pre-Service Teachers

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Gunduz, Bulent

2013-01-01

The purpose of this study is to examine the relationship between emotional intelligence, cognitive flexibility and psychological symptoms in pre-service teachers. The study included 414 pre-service teachers at the Faculty of Education, Mersin University, Turkey. Pearson product-moment correlation and multiple regression analyses were used to…

Psychological and cognitive effects of laser printer emissions: A controlled exposure study.

Science.gov (United States)

Herbig, B; Jörres, R A; Schierl, R; Simon, M; Langner, J; Seeger, S; Nowak, D; Karrasch, S

2018-01-01

The possible impact of ultrafine particles from laser printers on human health is controversially discussed although there are persons reporting substantial symptoms in relation to these emissions. A randomized, single-blinded, cross-over experimental design with two exposure conditions (high-level and low-level exposure) was conducted with 23 healthy subjects, 14 subjects with mild asthma, and 15 persons reporting symptoms associated with laser printer emissions. To separate physiological and psychological effects, a secondary physiologically based categorization of susceptibility to particle effects was used. In line with results from physiological and biochemical assessments, we found no coherent, differential, or clinically relevant effects of different exposure conditions on subjective complaints and cognitive performance in terms of attention, short-term memory, and psychomotor performance. However, results regarding the psychological characteristics of participants and their situational perception confirm differences between the participants groups: Subjects reporting symptoms associated with laser printer emissions showed a higher psychological susceptibility for adverse reactions in line with previous results on persons with multiple chemical sensitivity or idiopathic environmental intolerance. In conclusion, acute psychological and cognitive effects of laser printer emissions were small and could be attributed only to different participant groups but not to differences in exposure conditions in terms of particle number concentrations. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Visual cognition

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Pinker, S.

1985-01-01

This collection of research papers on visual cognition first appeared as a special issue of Cognition: International Journal of Cognitive Science. The study of visual cognition has seen enormous progress in the past decade, bringing important advances in our understanding of shape perception, visual imagery, and mental maps. Many of these discoveries are the result of converging investigations in different areas, such as cognitive and perceptual psychology, artificial intelligence, and neuropsychology. This volume is intended to highlight a sample of work at the cutting edge of this research area for the benefit of students and researchers in a variety of disciplines. The tutorial introduction that begins the volume is designed to help the nonspecialist reader bridge the gap between the contemporary research reported here and earlier textbook introductions or literature reviews.

Empirical assessment of published effect sizes and power in the recent cognitive neuroscience and psychology literature.

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Szucs, Denes; Ioannidis, John P A

2017-03-01

We have empirically assessed the distribution of published effect sizes and estimated power by analyzing 26,841 statistical records from 3,801 cognitive neuroscience and psychology papers published recently. The reported median effect size was D = 0.93 (interquartile range: 0.64-1.46) for nominally statistically significant results and D = 0.24 (0.11-0.42) for nonsignificant results. Median power to detect small, medium, and large effects was 0.12, 0.44, and 0.73, reflecting no improvement through the past half-century. This is so because sample sizes have remained small. Assuming similar true effect sizes in both disciplines, power was lower in cognitive neuroscience than in psychology. Journal impact factors negatively correlated with power. Assuming a realistic range of prior probabilities for null hypotheses, false report probability is likely to exceed 50% for the whole literature. In light of our findings, the recently reported low replication success in psychology is realistic, and worse performance may be expected for cognitive neuroscience.

Psychological jurisprudence as an interdisciplinary science and the area of psychological practice

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Pozdnyakov V. M.

2017-04-01

Full Text Available The article convincingly demonstrates that Russia is increasingly began to publish monographs lawyers on key legal and psychological phenomena, and in dissertations in the formulation of the provisions on the protection of delatsya criticism of "Westernization" of the state legislation and upheld psychologicaland position. At the same time, critically, it is noted that in the field of legal ideology and policies, and in making innovations in the law still, as in Soviet period, dominated by legal dogma, and psychological realities are taken into account in fragments. The reason for this state of Affairs is that still within the framework of University training and further education of local lawyers, in contrast to international practice, insufficient attention is paid to the development of psychological culture, but in the end no full-fledged dialogue between lawyers and psychologists. Taking into account possibilities of integrative methodology justified the subject of psychological law as an interdisciplinary science and the field of psychological practice focused on the identification of regularities and mechanisms of development of legal awareness and legal existence of various actors in the legal activity aimed at the development of psychologically informed interventions for the improvement of legal ideology and politics, systems of law-making, law enforcement and crime prevention, psycho-technical methods and techniques in activities of law enforcement officials. For constructive development of psychological jurisprudence identified the key areas of research and nodal practicerelevant problems.

Behaviorism, latent learning, and cognitive maps: needed revisions in introductory psychology textbooks.

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Jensen, Robert

2006-01-01

This paper critically assesses the scholarship in introductory psychology textbooks in relation to the topic of latent learning. A review of the treatment of latent learning in 48 introductory psychology textbooks published between 1948 and 2004, with 21 of these texts published since 1999, reveals that the scholarship on the topic of latent learning demonstrated in introductory textbooks warrants improvement. Errors that persist in textbooks include the assertion that the latent learning experiments demonstrate unequivocally that reinforcement was not necessary for learning to occur, that behavioral theories could not account for the results of the latent learning experiments, that B. F. Skinner was an S-R association behaviorist who argued that reinforcement is necessary for learning to occur, and that because behavioral theories (including that of B. F. Skinner) were unable explain the results of the latent learning experiments the cognitive map invoked by Edward Tolman is the only explanation for latent learning. Finally, the validity of the cognitive map is typically accepted without question. Implications of the presence of these errors for students and the discipline are considered. Lastly, remedies are offered to improve the scholarship found in introductory psychology textbooks.

The CogBIAS longitudinal study protocol: cognitive and genetic factors influencing psychological functioning in adolescence.

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Booth, Charlotte; Songco, Annabel; Parsons, Sam; Heathcote, Lauren; Vincent, John; Keers, Robert; Fox, Elaine

2017-12-29

Optimal psychological development is dependent upon a complex interplay between individual and situational factors. Investigating the development of these factors in adolescence will help to improve understanding of emotional vulnerability and resilience. The CogBIAS longitudinal study (CogBIAS-L-S) aims to combine cognitive and genetic approaches to investigate risk and protective factors associated with the development of mood and impulsivity-related outcomes in an adolescent sample. CogBIAS-L-S is a three-wave longitudinal study of typically developing adolescents conducted over 4 years, with data collection at age 12, 14 and 16. At each wave participants will undergo multiple assessments including a range of selective cognitive processing tasks (e.g. attention bias, interpretation bias, memory bias) and psychological self-report measures (e.g. anxiety, depression, resilience). Saliva samples will also be collected at the baseline assessment for genetic analyses. Multilevel statistical analyses will be performed to investigate the developmental trajectory of cognitive biases on psychological functioning, as well as the influence of genetic moderation on these relationships. CogBIAS-L-S represents the first longitudinal study to assess multiple cognitive biases across adolescent development and the largest study of its kind to collect genetic data. It therefore provides a unique opportunity to understand how genes and the environment influence the development and maintenance of cognitive biases and provide insight into risk and protective factors that may be key targets for intervention.

A Website System for Communicating Psychological Science.

Science.gov (United States)

Diener, Ed

2017-07-01

The peer review and journal system have shortcomings, and both computers and the Internet have made complementary or alternative systems attractive. In this article, I recommend that we implement a new platform for open communication of psychological science on a dedicated website to complement the current review and journal system, with reader reviews of the articles and with all behavioral scientists being eligible to publish and review articles. The judged merit of articles would be based on the citations and the ratings of the work by the whole scientific community. This online journal will be quicker, more democratic, and more informative than the current system. Although the details of the system should be debated and formulated by a committee of scientists, adding this online journal to the existing publications of a society such as the Association for Psychological Science has few risks and many possible gains. An online journal deserves to be tried and assessed.

Information Technology and the Cognitive Sciences

DEFF Research Database (Denmark)

Rasmussen, Jens

-computer interaction' studies have been focused on analysis of interface communication. These approaches have, quite naturally, resulted in a rather technology driven, bottom-up research strategy. Application of advanced information technology in large scale installation, however, also calls for a more system oriented......Different approaches to the study of cognitive systems can be identified. The AI related'cognitive science' is based on the information processing metaphor of human cognition in an attempt to reach 'computational' models for behaviour in well-formed micro worlds. Within the field of 'human...

[Cognitive neuroscience of aging. Contributions and challenges].

Science.gov (United States)

Díaz, Fernando; Pereiro, Arturo X

The cognitive neuroscience of aging is a young discipline that has emerged as a result of the combination of: A) the theoretical and explanatory frameworks proposed by the cognitive psychology perspective throughout the second half of the twentieth century; B) the designs and methodological procedures arising from experimental psychology and the need to test the hypotheses proposed from the cognitive psychology perspective; C) the contributions of the computer sciences to the explanation of brain functions; and D) the development and use of neuroimaging techniques that have enabled the recording of brain activity in humans while tasks that test some cognitive process or function are performed. An analysis on the impact of research conducted from this perspective over the last 3decades has been carried out, including its shortcomings, as well as the potential directions and usefulness that will advantageously continue to drive this discipline in its description and explanation of the process es of cerebral and cognitive aging. Copyright © 2017 SEGG. Publicado por Elsevier España, S.L.U. All rights reserved.

Cognitive computing and eScience in health and life science research: artificial intelligence and obesity intervention programs.

Science.gov (United States)

Marshall, Thomas; Champagne-Langabeer, Tiffiany; Castelli, Darla; Hoelscher, Deanna

2017-12-01

To present research models based on artificial intelligence and discuss the concept of cognitive computing and eScience as disruptive factors in health and life science research methodologies. The paper identifies big data as a catalyst to innovation and the development of artificial intelligence, presents a framework for computer-supported human problem solving and describes a transformation of research support models. This framework includes traditional computer support; federated cognition using machine learning and cognitive agents to augment human intelligence; and a semi-autonomous/autonomous cognitive model, based on deep machine learning, which supports eScience. The paper provides a forward view of the impact of artificial intelligence on our human-computer support and research methods in health and life science research. By augmenting or amplifying human task performance with artificial intelligence, cognitive computing and eScience research models are discussed as novel and innovative systems for developing more effective adaptive obesity intervention programs.

A Paradigm for the Next Millenium: Health Information Science.

Science.gov (United States)

Sadler, Lewis

1991-01-01

Described is a curriculum for a new multidisciplinary science-Health Information Science-that incorporates aspects of computer science, cognitive psychology, bioengineering, biomedical visualization, medicine, dentistry, anthropology, mathematics, library science, and the visual arts. The situation of the medical illustration profession is…

Music therapy and Alzheimer's disease: Cognitive, psychological, and behavioural effects.

Science.gov (United States)

Gómez Gallego, M; Gómez García, J

2017-06-01

Music therapy is one of the types of active ageing programmes which are offered to elderly people. The usefulness of this programme in the field of dementia is beginning to be recognised by the scientific community, since studies have reported physical, cognitive, and psychological benefits. Further studies detailing the changes resulting from the use of music therapy with Alzheimer patients are needed. Determine the clinical improvement profile of Alzheimer patients who have undergone music therapy. Forty-two patients with mild to moderate Alzheimer disease underwent music therapy for 6 weeks. The changes in results on the Mini-mental State Examination, Neuropsychiatric Inventory, Hospital Anxiety and Depression Scale and Barthel Index scores were studied. We also analysed whether or not these changes were influenced by the degree of dementia severity. Significant improvement was observed in memory, orientation, depression and anxiety (HAD scale) in both mild and moderate cases; in anxiety (NPI scale) in mild cases; and in delirium, hallucinations, agitation, irritability, and language disorders in the group with moderate Alzheimer disease. The effect on cognitive measures was appreciable after only 4 music therapy sessions. In the sample studied, music therapy improved some cognitive, psychological, and behavioural alterations in patients with Alzheimer disease. Combining music therapy with dance therapy to improve motor and functional impairment would be an interesting line of research. Copyright © 2016 Sociedad Española de Neurología. Publicado por Elsevier España, S.L.U. All rights reserved.

Cognitive Enhancement for Elderly Facing Dementia with the Use of Cognitive Rehabilitation Therapy Techniques and Psychological Treatment. A Case Study.

Science.gov (United States)

Stratakou, Georgia Dim; Plerou, Antonia

2017-01-01

Psychological therapies in order to provide cognitive enhancement have gained some momentum the last decades. The goal of this case study was to evaluate the effects of a cognitive enhancement training program on daily living activities, cognition, and depression in a demented elderly participant. A 6-month training program was proposed for the participant, whose overall evaluation results suggest significant deficits impairment but whose response rate to the proposed tasks of the treatment was interestingly high. However, additional research is needed to overall evaluate the efficacy of the proposed method to elderly adults.

THE PSYCHOLOGY OF THINKING BEFORE THE COGNITIVE REVOLUTION : Otto Selz on Problems, Schemas, and Creativity

NARCIS (Netherlands)

ter Hark, Michel

Otto Selz has been hailed as one of the most important precursors of the cognitive revolution, yet surprisingly few studies of his work exist. He is often mentioned in the context of the Wurzburg School of the psychology of thinking and sometimes in the context of Gestalt psychology. In this paper,

Psychological Implications of Discovery Learning in Science

Science.gov (United States)

Kaufman, Barry A

1971-01-01

Describes five aspects of learning as applied to science instruction. Learning readiness, meaningfulness of material, activity and passivity, motivation, and transfer of training are presented in relation to psychological views stated by Ausubel, Bruner, Gagne, Hendrix, Karplus, Piaget, and Suchman. Views given by Gagne and Karplus are considered…

Improving Self-Monitoring and Self-Regulation: From Cognitive Psychology to the Classroom

Science.gov (United States)

de Bruin, Anique B. H.; van Gog, Tamara

2012-01-01

Although there is abundant experimental metamemory research on the relation between students' monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice. Metamemory research, traditionally based on experimental paradigms from cognitive psychology, can potentially…

The Effects of Cognitive Conflict Management on Cognitive Development and Science Achievement

Science.gov (United States)

Budiman, Zainol Badli; Halim, Lilia; Mohd Meerah, Subahan; Osman, Kamisah

2014-01-01

Three teaching methods were compared in this study, namely a Cognitive Conflict Management Module (CCM) that is infused into Cognitive Acceleration through Science Education (CASE), (Module A) CASE without CCM (Module B) and a conventional teaching method. This study employed a pre- and post-test quasi-experimental design using non-equivalent…

Science Education for Women: Situated Cognition, Feminist Standpoint Theory, and the Status of Women in Science

Science.gov (United States)

Pinnick, Cassandra L.

2008-01-01

This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science. It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to…

The role of psychological inflexibility in Beck's cognitive model of depression in a sample of undergraduates

Directory of Open Access Journals (Sweden)

Francisco J. Ruiz

Full Text Available Beck's cognitive model of depression proposes that depressogenic schemas have an effect on depressive symptoms by increasing the frequency of negative automatic thoughts in response to negative life events. We aimed to test a moderated, serial mediation model where psychological inflexibility, a core concept of the Acceptance and Commitment Therapy (ACT model of psychopathology, both mediates and moderates the relationship between depressogenic schemas and the frequency of negative automatic thoughts. A cross-sectional design was used in which 210 undergraduates responded to questionnaires assessing the constructs of interest. Results supported the proposed moderated mediation model. Both psychological inflexibility and negative automatic thoughts were significant mediators of the relationship between depressogenic schemas and depressive symptoms, and psychological inflexibility also moderated the effect of depressogenic schemas on negative automatic thoughts. We conclude that the role of psychological inflexibility in the cognitive model of depression deserves more attention.

Why We Are Still Not Cognitive Psychologists: A Review of Why I Am Not a Cognitive Psychologist: A Tribute to B. F. Skinner

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Phelps, Brady J.

2007-01-01

Any instructor of behavior analysis is no doubt aware that neuroscience, characterized by a cognitive-mentalistic approach, has substantial influence in behavioral science. As a counterpoint, behavior analysis can raise timely questions and promote critical thinking, as did Skinner (1977) in his critical analysis of cognitive psychology. Keenan…

Crowdsourcing Samples in Cognitive Science

NARCIS (Netherlands)

N. Stewart (Neil); J. Chandler (Jesse); G. Paolacci (Gabriele)

2017-01-01

textabstractCrowdsourcing data collection from research participants recruited from online labor markets is now common in cognitive science. We review who is in the crowd and who can be reached by the average laboratory. We discuss reproducibility and review some recent methodological innovations

Psychological Distress and Sources of Stressors amongst Medical and Science Undergraduate Students in Malaysia

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Ali S Radeef

2017-08-01

Full Text Available Background: This study aims to compare the prevalence of psychological distress between medical and science undergraduate students and to assess the sources of stressors that are attributing to it. Methods: A sample of 697 undergraduate students participated in this study, in which 501 were medical students and the remaining 196 were Science students. Psychological distress was assessed using the 12-item General Health Questionnaire. The students were given a list of possible sources of stress which were chosen depending on previous studies. Results: The overall prevalence of psychological distress was 32.6%. Science students showed a significantly higher rate and mean score of psychological distress than medical students, and the mean score was significantly higher during the clinical phase rather than the pre-clinical phase in medical students. Overall, female students had a significantly higher mean score than males, however although the mean score was higher in females it was only significant in the pre-clinical phase. In addition to academic and psychological stressors, factors such as reduced holidays, lack of time for relaxation, and limitation of leisure/entertainment time were among the top ten stressors reported by the students. Conclusions: Psychological distress is common among university students, and it is higher among science students than medical students. Academic and psychological factors can be considered as sources of stressors which may precipitate psychological distress among college students.

Auditory expectation: the information dynamics of music perception and cognition.

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Pearce, Marcus T; Wiggins, Geraint A

2012-10-01

Following in a psychological and musicological tradition beginning with Leonard Meyer, and continuing through David Huron, we present a functional, cognitive account of the phenomenon of expectation in music, grounded in computational, probabilistic modeling. We summarize a range of evidence for this approach, from psychology, neuroscience, musicology, linguistics, and creativity studies, and argue that simulating expectation is an important part of understanding a broad range of human faculties, in music and beyond. Copyright © 2012 Cognitive Science Society, Inc.

[Psychological Treatments for Borderline Personality Disorder: A Review of Cognitive-Behavioral Oriented Therapies].

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Marques, Sofia; Barrocas, Daniel; Rijo, Daniel

2017-04-28

Borderline personality disorder is the most common personality disorder, with a global prevalence rate between 1.6% and 6%. It is characterized by affective disturbance and impulsivity, which lead to a high number of self-harm behaviors and great amount of health services use. International guidelines recommend psychotherapy as the primary treatment for borderline personality disorder. This paper reviews evidence about the effects and efficacy of cognitive-behavioral oriented psychological treatments for borderline personality disorder. A literature review was conducted in Medline and PubMed databases, using the following keywords: borderline personality disorder, cognitive-behavioral psychotherapy and efficacy. Sixteen randomized clinical trials were evaluate in this review, which analyzed the effects of several cognitive-behavioral oriented psychotherapeutic interventions, namely dialectical behavioral therapy, cognitive behavioral therapy, schema-focused therapy and manual-assisted cognitive therapy. All above stated treatments showed clinical beneficial effects, by reducing borderline personality disorder core pathology and associated general psychopathology, as well as by reducing the severity and frequency of self-harm behaviors, and by improving the overall social, interpersonal and global adjustment. Dialectical behavioral therapy and schema-focused therapy also caused a soaring remission rate of diagnostic borderline personality disorder criteria of 57% and 94%, respectively. Although there were differences between the psychotherapeutic interventions analysed in this review, all showed clinical benefits in the treatment of borderline personality disorder. Dialectical behavioral therapy and schema-focused therapy presented the strongest scientific data documenting their efficacy, but both interventions are integrative cognitive-behavioral therapies which deviate from the traditional cognitive-behavioral model. In summary, the available studies support

Jung's "Psychology with the Psyche" and the Behavioral Sciences.

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Jones, Raya A

2013-09-01

The behavioral sciences and Jung's analytical psychology are set apart by virtue of their respective histories, epistemologies, and definitions of subject matter. This brief paper identifies Jung's scientific stance, notes perceptions of Jung and obstacles for bringing his system of thought into the fold of the behavioral sciences. The impact of the "science versus art" debate on Jung's stance is considered with attention to its unfolding in the fin de siècle era.

Variation and selection: The evolutionary analogy and the convergence of cognitive and behavioral psychology

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Morgan, David L.; Morgan, Robin K.; Toth, James M.

1992-01-01

The empirical and theoretical work of both operant and cognitive researchers has increasingly appealed to evolutionary concepts. In particular, both traditional operant studies of extinction-induced behavior and cognitive investigations of creativity and problem solving converge on the fundamental evolutionary principles of variation and selection. These contemporary developments and their implications for the alleged preparadigmatic status of psychology are discussed.

Toward Psychoinformatics: Computer Science Meets Psychology.

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Montag, Christian; Duke, Éilish; Markowetz, Alexander

2016-01-01

The present paper provides insight into an emerging research discipline called Psychoinformatics. In the context of Psychoinformatics, we emphasize the cooperation between the disciplines of psychology and computer science in handling large data sets derived from heavily used devices, such as smartphones or online social network sites, in order to shed light on a large number of psychological traits, including personality and mood. New challenges await psychologists in light of the resulting "Big Data" sets, because classic psychological methods will only in part be able to analyze this data derived from ubiquitous mobile devices, as well as other everyday technologies. As a consequence, psychologists must enrich their scientific methods through the inclusion of methods from informatics. The paper provides a brief review of one area of this research field, dealing mainly with social networks and smartphones. Moreover, we highlight how data derived from Psychoinformatics can be combined in a meaningful way with data from human neuroscience. We close the paper with some observations of areas for future research and problems that require consideration within this new discipline.

Smart phone, smart science: how the use of smartphones can revolutionize research in cognitive science.

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Stephane Dufau

Full Text Available Investigating human cognitive faculties such as language, attention, and memory most often relies on testing small and homogeneous groups of volunteers coming to research facilities where they are asked to participate in behavioral experiments. We show that this limitation and sampling bias can be overcome by using smartphone technology to collect data in cognitive science experiments from thousands of subjects from all over the world. This mass coordinated use of smartphones creates a novel and powerful scientific "instrument" that yields the data necessary to test universal theories of cognition. This increase in power represents a potential revolution in cognitive science.

Science knowledge and cognitive strategy use among culturally and linguistically diverse students

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Lee, Okhee; Fradd, Sandra H.; Sutman, Frank X.

Science performance is determined, to a large extent, by what students already know about science (i.e., science knowledge) and what techniques or methods students use in performing science tasks (i.e., cognitive strategies). This study describes and compares science knowledge, science vocabulary, and cognitive strategy use among four diverse groups of elementary students: (a) monolingual English Caucasian, (b) African-American, (c) bilingual Spanish, and (d) bilingual Haitian Creole. To facilitate science performance in culturally and linguistically congruent settings, the study included student dyads and teachers of the same language, culture, and gender. Science performance was observed using three science tasks: weather phenomena, simple machines, and buoyancy. Data analysis involved a range of qualitative methods focusing on major themes and patterns, and quantitative methods using coding systems to summarize frequencies and total scores. The findings reveal distinct patterns of science knowledge, science vocabulary, and cognitive strategy use among the four language and culture groups. The findings also indicate relationships among science knowledge, science vocabulary, and cognitive strategy use. These findings raise important issues about science instruction for culturally and linguistically diverse groups of students.Received: 3 January 1995;

Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

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Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

2016-04-01

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

Computerized Laboratories in an Undergraduate Psychology Department.

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Brazier, Mary M.

A computer project sponsored by a National Science Foundation grant was completed in the psychology department at Loyola University. The purpose of the project was to upgrade existing laboratory equipment in both the operant learning and sensation/perception laboratories, to provide equipment for a cognition laboratory, and to allow increased and…

Mathematical representations in science: a cognitive-historical case history.

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Tweney, Ryan D

2009-10-01

The important role of mathematical representations in scientific thinking has received little attention from cognitive scientists. This study argues that neglect of this issue is unwarranted, given existing cognitive theories and laws, together with promising results from the cognitive historical analysis of several important scientists. In particular, while the mathematical wizardry of James Clerk Maxwell differed dramatically from the experimental approaches favored by Michael Faraday, Maxwell himself recognized Faraday as "in reality a mathematician of a very high order," and his own work as in some respects a re-representation of Faraday's field theory in analytic terms. The implications of the similarities and differences between the two figures open new perspectives on the cognitive role of mathematics as a learned mode of representation in science. Copyright © 2009 Cognitive Science Society, Inc.

Translating psychological science: Highlighting the media's contribution to contagion in mass shootings: Comment on Kaslow (2015).

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Perrin, Paul B

2016-01-01

In her presidential address, N. J. Kaslow (see record 2015-33530-002) argued that psychologists have a responsibility to translate psychological science to the public and identifies various platforms for doing so. In this comment on her article, I advocate that psychology as a field immediately heed her call in the area of psychological science highlighting the media's contribution to contagion in mass shootings. I point out the psychological science documenting media contagion for suicide and mass shootings, the World Health Organization's (2008) guidelines for media in reporting suicide deaths to prevent that contagion, and discuss ways-based on Dr. Kaslow's suggestions-that psychologists can disseminate psychological science to prevent similar tragedies in the future. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Gold Medal Award for Life Achievement in the Science of Psychology: Marcia K. Johnson

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American Psychologist, 2011

2011-01-01

The American Psychological Foundation (APF) Gold Medal Awards recognize distinguished and enduring records of accomplishment in four areas of psychology: the application of psychology, the practice of psychology, psychology in the public interest, and the science of psychology. The 2011 recipient of the Gold Medal Award for Life Achievement in the…

Structural geology practice and learning, from the perspective of cognitive science

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Shipley, Thomas F.; Tikoff, Basil; Ormand, Carol; Manduca, Cathy

2013-09-01

Spatial ability is required by practitioners and students of structural geology and so, considering spatial skills in the context of cognitive science has the potential to improve structural geology teaching and practice. Spatial thinking skills may be organized using three dichotomies, which can be linked to structural geology practice. First, a distinction is made between separating (attending to part of a whole) and combining (linking together aspects of the whole). While everyone has a basic ability to separate and combine, experts attend to differences guided by experiences of rock properties in context. Second, a distinction is made between seeing the relations among multiple objects as separate items or the relations within a single object with multiple parts. Experts can flexibly consider relations among or between objects to optimally reason about different types of spatial problems. Third, a distinction is made between reasoning about stationary and moving objects. Experts recognize static configurations that encode a movement history, and create mental models of the processes that led to the static state. The observations and inferences made by a geologist leading a field trip are compared with the corresponding observations and inferences made by a cognitive psychologist interested in spatial learning. The presented framework provides a vocabulary for discussing spatial skills both within and between the fields of structural geology and cognitive psychology.

Job demands, job control, psychological climate, and job satisfaction: a cognitive dissonance perspective

OpenAIRE

Karanika-Murray, M; Michaelides, G; Wood, S

2017-01-01

Purpose: Research into job design and employee outcomes has tended to examine job design in isolation of the wider organizational context, leading to calls to attend to the context in which work is embedded. This study examines the effects of the interaction between job design and psychological climate on job satisfaction.\\ud \\ud Design/approach: Cognitive Dissonance Theory was used to explore the nature of this relationship and its effect on job satisfaction. We hypothesized that psychologic...

Combined Cognitive-Psychological-Physical Intervention Induces Reorganization of Intrinsic Functional Brain Architecture in Older Adults

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Zhiwei Zheng

2015-01-01

Full Text Available Mounting evidence suggests that enriched mental, physical, and socially stimulating activities are beneficial for counteracting age-related decreases in brain function and cognition in older adults. Here, we used functional magnetic resonance imaging (fMRI to demonstrate the functional plasticity of brain activity in response to a combined cognitive-psychological-physical intervention and investigated the contribution of the intervention-related brain changes to individual performance in healthy older adults. The intervention was composed of a 6-week program of combined activities including cognitive training, Tai Chi exercise, and group counseling. The results showed improved cognitive performance and reorganized regional homogeneity of spontaneous fluctuations in the blood oxygen level-dependent (BOLD signals in the superior and middle temporal gyri, and the posterior lobe of the cerebellum, in the participants who attended the intervention. Intriguingly, the intervention-induced changes in the coherence of local spontaneous activity correlated with the improvements in individual cognitive performance. Taken together with our previous findings of enhanced resting-state functional connectivity between the medial prefrontal cortex and medial temporal lobe regions following a combined intervention program in older adults, we conclude that the functional plasticity of the aging brain is a rather complex process, and an effective cognitive-psychological-physical intervention is helpful for maintaining a healthy brain and comprehensive cognition during old age.

Human mobility, cognition and GISc

DEFF Research Database (Denmark)

Welcome to Human Mobility, Cognition and GISc’ - a conference hosted by the University of Copenhagen on November 9, 2015. The present document encloses the abstracts contributed by five invited speakers and eight submitted as responses to a public call made on June 1st 2015. In GIS and related...... the psychological/cognitive and neurophysiological background of our spatial behavior - including our abilities to perceive, memorize, apply and communicate spatial knowledge. It is the aim of the conference to bring together professionals from cognitive, analytical and geo-technical sciences (including...

[Psychological research on the cognitive aspect of emotional processes in schizophrenia patients].

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Kurek, N S

1988-01-01

Cognitive aspects of emotionality were psychologically investigated in 250 patients with continuous and paroxysmal progredient schizophrenia and differently pronounced defect. The control group consisted of 100 normal subjects. A set of 7 techniques was applied. In cases of the patient's defect accentuated, cognitive emotional disorder was marked with the emotions and emotiogenic situations underestimation in dealing with other people and cognitive activities. This underestimation was not a uniform one concerning to a larger extent the strong emotions in other subjects, patients' own positive emotions, success in individual problem solving and degree of success in cooperative performance. Weak emotions, negative ones and failure situations were underestimated to a lesser degree, as was the success rating in competitive paradigms.

Maternal talk in cognitive development: relations between psychological lexicon, semantic development, empathy and temperament

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Dolores eRollo

2016-03-01

Full Text Available In this study, we investigated the relationship between mothers’ psychological lexicon and children’s cognitive and socio-emotive development as assessed through conceptual and semantic understanding tasks, in addition to the traditional tasks of theory of mind. Currently, there is considerable evidence to suggest that the frequency of mothers’ mental state words used in mother-child picture-book reading is linked with children’s theory of mind skills. Furthermore, mothers’ use of cognitive terms is more strongly related to children’s theory of mind performances than the mothers’ references to other mental states, such as desires or emotions (Rollo, Buttiglieri, 2009. Current literature has established that early maternal input is related to later child mental state understanding; however it has not yet clarified which maternal terms are most useful for the socio-emotional and cognitive development of the child, and which aspect of the cognitive development benefits from the mother-child interaction.The present study addresses this issue and focuses on the relationship between mothers’ mental state talk and children’s behavior in conceptual and semantic tasks, and in a theory of mind task.In this study fifty pairs consisting of mothers and their 3 to 6-year-old children participated in two sessions: (1 The mothers read a picture book to their children. To assess the maternal psychological lexicon, their narrative was codified according to the categories of mental state references used in literature: perceptual, emotional, volitional, cognitive, moral and communicative. (2 After a few days, the conceptual and semantic skills of the children (tasks of contextualization and classification, memory and definition of words and their psychological lexicon were assessed.The results suggest close links between the frequency and variety of mothers’ mental state words and some semantic and conceptual skills of children.

Connecting Psychological Science with Climate Change: A Persuasion and Social Influence Assignment

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Munro, Geoffrey D.; Behlen, Margaret M.

2017-01-01

Students often have little understanding of the role psychological science plays in informing us about the impact of human behavior when addressing climate change. We designed an assignment for a social psychology course based on Frantz and Mayer's use of the decision tree model of helping behavior to identify the psychological barriers that…

Sluggish cognitive tempo in abnormal child psychology: an historical overview and introduction to the special section.

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Becker, Stephen P; Marshall, Stephen A; McBurnett, Keith

2014-01-01

There has recently been a resurgence of interest in Sluggish Cognitive Tempo (SCT) as an important construct in the field of abnormal child psychology. Characterized by drowsiness, daydreaming, lethargy, mental confusion, and slowed thinking/behavior, SCT has primarily been studied as a feature of Attention-Deficit/Hyperactivity Disorder (ADHD), and namely the predominately inattentive subtype/presentation. Although SCT is strongly associated with ADHD inattention, research increasingly supports the possibility that SCT is distinct from ADHD or perhaps a different mental health condition altogether, with unique relations to child and adolescent psychosocial adjustment. This introductory article to the Special Section on SCT provides an historical overview of the SCT construct and briefly describes the contributions of the eight empirical papers included in the Special Section. Given the emerging importance of SCT for abnormal psychology and clinical science, there is a clear need for additional studies that examine (1) the measurement, structure, and multidimensional nature of SCT, (2) SCT as statistically distinct from not only ADHD-inattention but also other psychopathologies (particularly depression and anxiety), (3) genetic and environmental contributions to the development of SCT symptoms, and (4) functional impairments associated with SCT. This Special Section brings together papers to advance the current knowledge related to these issues as well as to spur research in this exciting and expanding area of abnormal psychology.

The impact of posttraumatic stress symptoms, posttraumatic stress cognitions and interpersonal dependency on psychological co-morbidities following relationship dissolution among college students.

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Fang, Siqi; Chung, Man Cheung; Watson, Clare

2018-02-13

Relationship dissolution is a distressing experience which can result in the emergence of posttraumatic stress (i.e. post-dissolution PTSS) and other psychological symptoms among college students. Little is known, however, whether posttraumatic stress cognitions and interpersonal dependency may influence the severity of these distress outcomes. This study examined the interrelationship between posttraumatic stress symptoms (PTSS), posttraumatic stress cognitions, interpersonal dependency and psychological co-morbidities following relationship dissolution. One hundred and eighty college students (M = 69, F = 111) who had experienced relationship dissolution completed the Posttraumatic Stress Diagnostic Scale, Posttraumatic Stress Cognition Inventory, Interpersonal Dependency Inventory and General Health Questionnaire-28. Posttraumatic stress symptoms following relationship dissolution (post-dissolution PTSS) were associated with increased psychological co-morbidities. Negative view of oneself and self-blame mediated between PTSS and psychological co-morbidities. Assertion of autonomy moderated the mediational effects of negative cognitions on psychological co-morbidities. People can develop PTSSs and other psychological symptoms following the dissolution of a romantic relationship. Their concept of self and tendency to seek independence and control played a key role in determining the severity of distress symptoms.

Gestalt psychology: the forgotten paradigm in abnormal psychology.

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Silverstein, Steven M; Uhlhaas, Peter J

2004-01-01

Gestalt views of psychopathology are almost completely ignored in mainstream psychology and psychiatry. However, a review of available evidence indicates a remarkable consistency between these views and current data from experimental psychopathology and cognitive neuroscience. This consistency is especially pronounced in the area of schizophrenia. In addition, there is a convergence of cognitive and neurobiological evidence regarding the validity of early Gestalt views of both normal brain-behavior relationships and disordered ones, as in schizophrenia. This article reviews some contributions of Gestalt psychology regarding schizophrenia and examines these views in light of more recent findings from cognitive psychology, cognitive neuroscience, and experimental psychopathology. We conclude that Gestalt theory is a viable theoretical framework from which to understand schizophrenia. Specifically, it appears that a breakdown of Gestalt organizational processes may characterize both the cognitive and the brain processes in schizophrenia.

A POINT OF VIEW ON PSYCHOLOGY AS A SCIENCE

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AUGUSTO PÉREZ GÓMEZ

2004-07-01

Full Text Available This paper begins with two questions: Is Psychology a profession? Is Psychology a science? The answerto the first one is that it should not be a profession; to the second, that we are still far from becoming ascience. On the basis of 19 statements, a series of queries and doubts on the scientific status of contemporaryPsychology are suggested. It is proposed that Psychology must necessarily consider neurosciencesand ethology as sources of knowledge; that philosophical reflection allowing conceptual definitionsmust be a priority; that the abusive glorification of experimental method has to come to an end becausethe tool cannot solve the conceptual difficulties; that the traditional emphasis on the factual dimension ofresearch and the minute attention to the theoretical and conceptual dimensions are detrimental to Psychology;and that it is urgent to create new research methods allowing access to the most refined forms ofhuman behavior, such as art.

Bioinformation processing a primer on computational cognitive science

CERN Document Server

Peterson, James K

2016-01-01

This book shows how mathematics, computer science and science can be usefully and seamlessly intertwined. It begins with a general model of cognitive processes in a network of computational nodes, such as neurons, using a variety of tools from mathematics, computational science and neurobiology. It then moves on to solve the diffusion model from a low-level random walk point of view. It also demonstrates how this idea can be used in a new approach to solving the cable equation, in order to better understand the neural computation approximations. It introduces specialized data for emotional content, which allows a brain model to be built using MatLab tools, and also highlights a simple model of cognitive dysfunction.

"Everybody knows psychology is not a real science": Public perceptions of psychology and how we can improve our relationship with policymakers, the scientific community, and the general public.

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Ferguson, Christopher J

2015-09-01

In a recent seminal article, Lilienfeld (2012) argued that psychological science is experiencing a public perception problem that has been caused by both public misconceptions about psychology, as well as the psychological science community's failure to distinguish itself from pop psychology and questionable therapeutic practices. Lilienfeld's analysis is an important and cogent synopsis of external problems that have limited psychological science's penetration into public knowledge. The current article expands upon this by examining internal problems, or problems within psychological science that have potentially limited its impact with policymakers, other scientists, and the public. These problems range from the replication crisis and defensive reactions to it, overuse of politicized policy statements by professional advocacy groups such as the American Psychological Association (APA), and continued overreliance on mechanistic models of human behavior. It is concluded that considerable problems arise from psychological science's tendency to overcommunicate mechanistic concepts based on weak and often unreplicated (or unreplicable) data that do not resonate with the everyday experiences of the general public or the rigor of other scholarly fields. It is argued that a way forward can be seen by, on one hand, improving the rigor and transparency of psychological science, and making theoretical innovations that better acknowledge the complexities of the human experience. (PsycINFO Database Record (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Explaining how the mind works: on the relation between cognitive science and philosophy.

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Trigg, Jonathan; Kalish, Michael

2011-04-01

In this paper, we argue that under certain prevalent interpretations of the nature and aims of cognitive science, theories of cognition generate a forced choice between a conception of cognition which depends on the possibility of a private language, and a conception of cognition which depends on mereological confusions. We argue, further, that this should not pose a fundamental problem for cognitive scientists since a plausible interpretation of the nature and aims of cognitive science is available that does not generate this forced choice. The crucial difference between these interpretations is that on the one hand the aim of theories of cognition is to tell us what thinking (etc.) is, and on the other it is to tell us what is causally necessary if an intelligent creature is to be able to think. Our argument draws heavily on a Wittgensteinian conception of philosophy in which no philosophical theory can explain what thinking, perceiving, remembering, etc. are, either. The positive, strictly therapeutic, purpose of a philosophy of cognitive science should be to show that, since the traditional problems which constitute the philosophy of mind are chimerical, there is nothing for philosophical theorizing in cognitive science to achieve. Copyright © 2011 Cognitive Science Society, Inc.

76 FR 81983 - Agency Information Collection Activities; Submission for OMB Review; Comment Request; Cognitive...

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2011-12-29

... psychological and cognitive aspects of BLS's data collection procedures, including questionnaire design...' Behavioral Science Research Laboratory (BSRL) conducts psychological research focusing on the design and.... BSRL conducts research aimed at improving data collection quality by assessing questionnaire/form...

Educational Psychology's Past and Future Contributions to the Science of Learning, Science of Instruction, and Science of Assessment

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Mayer, Richard E.

2018-01-01

Patricia Alexander (2018) provides a thought-provoking analysis of the past and future of educational psychology. Based on the themes in Alexander's paper, the present paper explores the past and future of educational psychology's contributions to: (a) the science of learning, corresponding to Alexander's theme of "a focus on learning as a…

Impacts of Psychological Science on National Security Agencies Post-9/11

Science.gov (United States)

Brandon, Susan E.

2011-01-01

Psychologists have been an integral part of national security agencies since World War I, when psychological science helped in personnel selection. A robust infrastructure supporting wider applications of psychology to military and intelligence problems developed further during World War II and the years following, primarily in the areas of…

Bright-light effects on cognitive performance in elderly persons working simulated night shifts: psychological well-being as a mediator?

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Kretschmer, Veronika; Schmidt, Klaus-Helmut; Griefahn, Barbara

2013-11-01

The present study examined whether the relationship between light exposure and cognitive functioning is mediated by psychological well-being in elderly persons working night shifts. The role of psychological well-being has been neglected so far in the relationship between bright light and cognitive performance. Sleepiness and mood were applied as indicators of psychological well-being. Cognitive functioning was examined in terms of concentration, working memory, and divided attention. A total of thirty-two test persons worked in three consecutive simulated night shifts, 16 under bright light (3,000 lux) and 16 under room light (300 lux). Concentration, working memory, and divided attention were measured by computerised tasks. The hypothesised mediators were recorded by questionnaires. Mediation analyses were conducted for estimating direct, total, and indirect effects in simple mediation models. Results indicate that sleepiness and mood did not function as mediators in the prediction of concentration, working memory, and/or divided attention by light exposure. Sleepiness led to an underestimation of the positive bright-light effect on concentration performance. Mood showed only a random effect due to the positive bright-light effect on working memory. Sleepiness and mood could completely be excluded as mediators in the relationship between light exposure and cognitive functioning. This study underlines that psychological well-being of elderly persons is not a critical component in the treatment of bright light on cognitive performance in the night shift workplace. In summary, it becomes evident that bright light has a strong direct and independent effect on cognitive performance, particularly on working memory and concentration.

Unforgivable Sinners? Epistemological and Psychological Naturalism in Husserl’s Philosophy as a Rigorous Science

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Andrea Sebastiano Staiti

2012-01-01

Full Text Available In this paper I present and assess Husserl's arguments against epistomological and psychological naturalism in his essay Philosophy as a Rigorous Science. I show that his critique is directed against positions that are generally more extreme than most currently debated variants of naturalism. However, Husserl has interesting thoughts to contribute to philosophy today. First, he shows that there is an important connection between naturalism in epistemology (which in his view amounts to the position that the validity of logic can be reduced to the validity natural laws of thinking and naturalism in psychology (which in his view amounts to the position that all psychic occurrences are merely parallel accompaniments of physiological occurrences. Second, he shows that a strong version of epistemological naturalism is self-undermining and fails to translate the cogency of logic in psychological terms. Third, and most importantly for current debates, he attacks Cartesianism as a form of psychological naturalism because of its construal of the psyche as a substance. Against this position, Husserl defends the necessity to formulate new epistemic aims for the investigation of consciousness. He contends that what is most interesting about consciousness is not its empirical fact but its transcendental function of granting cognitive access to all kinds of objects (both empirical and ideal. The study of this function requires a specific method (eidetics that cannot be conflated with empirical methods. I conclude that Husserl's analyses offer much-needed insight into the fabric of consciousness and compelling arguments against unwarranted metaphysical speculations about the relationship between mind and body.

Psychology 2.0 : towards a new science of mind and technology

NARCIS (Netherlands)

IJsselsteijn, W.A.

2013-01-01

The relationship between psychology and technology is a two-way street. On the one hand, we utilize knowledge about human cognition, affect, and behavior to design our technological artifacts, services, and environments such that, ideally, they seamlessly connect to our abilities, needs, and

Connectionism, parallel constraint satisfaction processes, and gestalt principles: (re) introducing cognitive dynamics to social psychology.

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Read, S J; Vanman, E J; Miller, L C

1997-01-01

We argue that recent work in connectionist modeling, in particular the parallel constraint satisfaction processes that are central to many of these models, has great importance for understanding issues of both historical and current concern for social psychologists. We first provide a brief description of connectionist modeling, with particular emphasis on parallel constraint satisfaction processes. Second, we examine the tremendous similarities between parallel constraint satisfaction processes and the Gestalt principles that were the foundation for much of modem social psychology. We propose that parallel constraint satisfaction processes provide a computational implementation of the principles of Gestalt psychology that were central to the work of such seminal social psychologists as Asch, Festinger, Heider, and Lewin. Third, we then describe how parallel constraint satisfaction processes have been applied to three areas that were key to the beginnings of modern social psychology and remain central today: impression formation and causal reasoning, cognitive consistency (balance and cognitive dissonance), and goal-directed behavior. We conclude by discussing implications of parallel constraint satisfaction principles for a number of broader issues in social psychology, such as the dynamics of social thought and the integration of social information within the narrow time frame of social interaction.

A social-cognitive framework of multidisciplinary team innovation.

Science.gov (United States)

Paletz, Susannah B F; Schunn, Christian D

2010-01-01

The psychology of science typically lacks integration between cognitive and social variables. We present a new framework of team innovation in multidisciplinary science and engineering groups that ties factors from both literatures together. We focus on the effects of a particularly challenging social factor, knowledge diversity, which has a history of mixed effects on creativity, most likely because those effects are mediated and moderated by cognitive and additional social variables. In addition, we highlight the distinction between team innovative processes that are primarily divergent versus convergent; we propose that the social and cognitive implications are different for each, providing a possible explanation for knowledge diversity's mixed results on team outcomes. Social variables mapped out include formal roles, communication norms, sufficient participation and information sharing, and task conflict; cognitive variables include analogy, information search, and evaluation. This framework provides a roadmap for research that aims to harness the power of multidisciplinary teams. Copyright © 2009 Cognitive Science Society, Inc.

Knowledge and Regulation of Cognition in College Science Students

Science.gov (United States)

Roshanaei, Mehrnaz

2014-01-01

The research focused on three issues in college science students: whether there was empirical support for the two factor (knowledge of cognition and regulation of cognition) view of metacognition, whether the two factors were related to each other, and whether either of the factors was related to empirical measures of cognitive and metacognitive…

An Early Psychology of Science in Paraguay

Science.gov (United States)

García, José E.

2016-01-01

The psychology of science is a field of research emerged in the late 80's and its basic interest is the study of the conditions determining the rise and development of scientists and researchers. However, in spite of its apparent novelty, it is feasible to find background widely disseminated in the work of previous authors. One of them is R. Ross,…

Cognitive science and the cultural nature of music.

Science.gov (United States)

Cross, Ian

2012-10-01

The vast majority of experimental studies of music to date have explored music in terms of the processes involved in the perception and cognition of complex sonic patterns that can elicit emotion. This paper argues that this conception of music is at odds both with recent Western musical scholarship and with ethnomusicological models, and that it presents a partial and culture-specific representation of what may be a generic human capacity. It argues that the cognitive sciences must actively engage with the problems of exploring music as manifested and conceived in the broad spectrum of world cultures, not only to elucidate the diversity of music in mind but also to identify potential commonalities that could illuminate the relationships between music and other domains of thought and behavior. Copyright © 2012 Cognitive Science Society, Inc.

The Imaging and Cognition Genetics Conference 2011, ICG 2011: A meeting of minds

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Stephanie eLe Hellard

2012-05-01

Full Text Available In June 2011, seventy researchers from the disciplines of cognitive science, genetics, psychology, psychiatry, neurobiology and computer science gathered in Os, Norway, for the first Imaging and Cognition Genetics meeting. The aim of the conference was to discuss progress, enhance collaboration and maximise resource sharing within this new field. Here we summarise some of the major themes that emerged from ICG 2011.

Does cognitive flexibility predict treatment gains in Internet-delivered psychological treatment of social anxiety disorder, depression, or tinnitus?

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Philip Lindner

2016-04-01

Full Text Available Little is known about the individual factors that predict outcomes in Internet-administered psychological treatments. We hypothesized that greater cognitive flexibility (i.e. the ability to simultaneously consider several concepts and tasks and switch effortlessly between them in response to changes in environmental contingencies would provide a better foundation for learning and employing the cognitive restructuring techniques taught and exercised in therapy, leading to greater treatment gains. Participants in three trials featuring Internet-administered psychological treatments for depression (n = 36, social anxiety disorder (n = 115 and tinnitus (n = 53 completed the 64-card Wisconsin Card Sorting Test (WCST prior to treatment. We found no significant associations between perseverative errors on the WCST and treatment gains in any group. We also found low accuracy in the classification of treatment responders. We conclude that lower cognitive flexibility, as captured by perseverative errors on the WCST, should not impede successful outcomes in Internet-delivered psychological treatments.

Cognitive and psychological reactions of the general population three months after the 2011 Tohoku earthquake and tsunami.

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Yasushi Kyutoku

Full Text Available BACKGROUND: The largest earthquake on record in Japan (magnitude 9.0 occurred on March 11, 2011, and the subsequent tsunami devastated the Pacific coast of Northern Japan. These further triggered the Fukushima I nuclear power plant accidents. Such a hugely complex disaster inevitably has negative psychological effects on general populations as well as on the direct victims. While previous disaster studies enrolled descriptive approaches focusing on direct victims, the structure of the psychological adjustment process of people from the general population has remained uncertain. The current study attempted to establish a path model that sufficiently reflects the early psychological adaptation process of the general population to large-scale natural disasters. METHODS AND FINDINGS: Participants from the primary disaster area (n = 1083 and other areas (n = 2372 voluntarily participated in an online questionnaire study. By constructing path models using a structural equation model procedure (SEM, we examined the structural relationship among psychological constructs known related to disasters. As post-traumatic stress symptoms (PTS were significantly more present in people in the primarily affected area than in those in secondary- or non-affected areas, the path models were constructed for the primary victims. The parsimoniously depicted model with the best fit was achieved for the psychological-adjustment centered model with quality of life (QoL as a final outcome. CONCLUSION: The paths to QoL via negative routes (from negative cognitive appraisal, PTS, and general stress were dominant, suggesting the importance of clinical intervention for reducing negative cognitive appraisal, and for caring for general stress and PTS to maintain QoL at an early stage of psychological adaptation to a disaster. The model also depicted the presence of a positive route where positive cognitive appraisal facilitates post-traumatic growth (PTG to achieve a higher Qo

Science anxiety and social cognitive factors predicting STEM career aspirations of high school freshmen in general science class

Science.gov (United States)

Skells, Kristin Marie

Extant data was used to consider the association between science anxiety, social cognitive factors and STEM career aspirations of high school freshmen in general science classes. An adapted model based on social cognitive career theory (SCCT) was used to consider these relationships, with science anxiety functioning as a barrier in the model. The study assessed the following research questions: (1) Do social cognitive variables relate in the expected way to STEM career aspirations based on SCCT for ninth graders taking general science classes? (2) Is there an association between science anxiety and outcomes and processes identified in the SCCT model for ninth graders taking general science classes? (3) Does gender moderate these relationships? Results indicated that support was found for many of the central tenants of the SCCT model. Science anxiety was associated with prior achievement, self-efficacy, and science interest, although it did not relate directly to STEM career goals. Gender was found to moderate only the relationship between prior achievement and science self-efficacy.

Negative symptoms and social cognition: identifying targets for psychological interventions.

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Lincoln, Tania M; Mehl, Stephanie; Kesting, Marie-Luise; Rief, Winfried

2011-09-01

How to improve treatment for negative symptoms is a continuing topic of debate. Suggestions have been made to advance psychological understanding of negative symptoms by focusing on the social cognitive processes involved in symptom formation and maintenance. Following the recommendations by the National Institute of Mental Health workshop on social cognition in schizophrenia, this study investigated associations between negative symptoms and various aspects of social cognition including Theory of Mind (ToM), attribution, empathy, self-esteem, and interpersonal self-concepts in 75 patients with schizophrenia spectrum disorders and 75 healthy controls. Negative symptoms were significantly associated with difficulties in ToM, less readiness to be empathic, lower self-esteem, less self-serving bias, negative self-concepts related to interpersonal abilities, and dysfunctional acceptance beliefs. Different aspects of social cognition were mildly to moderately correlated and interacted in their impact on negative symptoms: Difficulties in ToM were associated with negative symptoms in persons with low but not in persons with medium or high levels of self-esteem. Taken together, the social cognition variables and their hypothesized interaction explained 39% of the variance in negative symptoms after controlling for neurocognition and depression. The results highlight the relevance of self-concepts related to social abilities, dysfunctional beliefs, and global self-worth alone and in interaction with ToM deficits for negative symptoms and thereby provide a helpful basis for advancing psychosocial interventions.

An Early Psychology of Science in Paraguay

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José E. García

2016-10-01

Full Text Available The psychology of science is a field of research emerged in the late 80’s and its basic interest is the study of the conditions determining the rise and development of scientists and researchers. However, in spite of its apparent novelty, it is feasible to find background widely disseminated in the work of previous authors. One of them is R. Ross, who wrote an article in the Paraguayan journal Letras in 1915. Ross argued that geniuses’ production is one of the most valuable potentials to which a nation can aspire and has a relevance degree higher than any kind of wealth. His argument agrees with considerations related to the subjective processes leading creative inspiration, the generation of new ideas and the relations between genius and insanity, a view that fits the ideas of the Italian physician Cesare Lombroso. The article concludes that Ross’ ideas may be identified as a distant background for the psychology of science, although it has not reached a later continuity in the work of other Paraguayan authors. The methodology adopted is both descriptive and critical, with a contextual analysis of the primary sources that are relevant to the problem.

COGNITIVE-STYLE APPROACH TO PSYCHOLOGICAL SUPPORT OF THE GIFTED PUPILS MOUNTAIN SCHOOLS OF THE UKRAINIAN CARPATHIANS

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Anatoliy Paliy

2015-04-01

Full Text Available The differential-cognitological point of view, giftedness is “a systemic quality of a personality that develops throughout life and determines their abilities to achieve exceptionally high results in one or more activities compared to those of other people”. Herewith, it is the fundamental concept of general aptitude, under which “the level of general abilities development that determines the range of activities in which a person can achieve great success” is understood. Within the structure of general aptitude intellectual giftedness is singled out as the level of development, as well as the type of organization of individual mental experience, which ensure an opportunity of creative intellectual activity, i. e. an activity, related to the creation of subjectively and objectively new ideas, to the use of innovative approaches to solving problems and openness to controversial aspects of the situation and so on. In order to identify talented children and adults the value of intellectual quotient (IQ is still most commonly used. Psychometric approach (the measurement of psychic phenomena with the help of standardized IQ tests to the diagnosis of intellectual giftedness, which is dominant in psychological diagnostics today, by definition, cannot “measure” the phenomena of an individual psyche, since the modern level of psychological science does not allow to proceed to psychological diagnosis, let alone prediction of a certain person`s behavior, on the basis of individual results in performing a psychological test (psychometric test of intelligence, personality questionnaire, projective methods etc. In our opinion, many problems in psychological and pedagogical support of gifted children could be avoided by making use of cognitive-style approach to diagnosis of intellectual giftedness, creative abilities, propensities and peculiar mental traits of a separate individuality. Objectivity of such an approach is corroborated by the results

Science Supports Education: The Behavioral Research Base for Psychology's Top 20 Principles for Enhancing Teaching and Learning

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Lucariello, Joan M.; Nastasi, Bonnie K.; Anderman, Eric M.; Dwyer, Carol; Ormiston, Heather; Skiba, Russell

2016-01-01

Psychological science has much to contribute to preK-12 education because substantial psychological research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological…

Cancer control falls squarely within the province of the psychological sciences.

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Green McDonald, Paige; O'Connell, Mary; Suls, Jerry

2015-01-01

Against the background of cancer as a contemporary public health challenge, this article presents a selective overview of psychological science contributions to cancer control research, practice, and policy. Initial contributions were circumscribed to awareness campaigns and the assessment of emotional responses to diagnosis and treatment. As evidence linking certain behaviors to cancer risk and outcomes accumulated, psychology emerged as a "hub science" in the Nation's cancer control program. Despite substantial accomplishments, new societal trends further challenge our ability to reduce risk, incidence, and deaths from cancer and enhance quality of life for cancer survivors. Evidence generated from psychological research conducted within each cell of Pasteur's quadrant continues to be relevant and necessary for effective 21st-century approaches to cancer prevention and control at the individual, clinical, and population levels. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Les sciences cognitives ne sont pas des sciences humaines

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Albert Ogien

2011-10-01

Full Text Available Cet article analyse les limites du naturalisme social que Laurence Kaufman et Laurent Cordonier proposent d’adopter dans cette même revue, en critiquant leur plaidoyer pour l’intégration des savoirs des sciences cognitives et des sciences humaines et sociales. Cette critique repose sur la réfutation de trois idées soutenues par les auteurs : 1 la description scientifique des mécanismes cognitifs élémentaires fournit une explication causale des conduites sociales qui doit se substituer à celles des sciences humaines et sociales ; 2 le recours au naturalisme permet de falsifier les préconceptions que ces dernières continuent à entretenir ; 3 le programme de naturalisation de l’esprit n’implique aucune forme de réductionnisme. Cette triple critique permet de rejeter leur appel en faveur d’un modèle intégré de la conduite humaine, en avançant un constat : dans la mesure où on ne sait pas comment combler le hiatus qui sépare les descriptions détaillées du cerveau au travail de l’explication des conduites des individus et de la manière dont ils en assurent la coordination dans le temps même où ils agissent en commun, les sciences humaines et sociales ont peu de choses à aller glaner du côté des sciences cognitives pour améliorer la manière dont elles analysent l’action. C’est que le travail de celles-ci se situe soit au niveau infra-humain du fonctionnement moléculaire, soit au niveau supra-humain de l’évolution ; et que seules les sciences humaines et sociales placent leurs analyses à un niveau simplement humain, en faisant des individus tels qu’ils vivent ensemble la mesure de toutes les choses qui les concernent. Ce qu’elles ne peuvent faire sur un mode naturaliste.Cognitive sciences are not social sciencesThis article examines the limits of the social naturalism proposed by Laurence Kauffman and Laurent Cordonier in this journal by criticizing their plea concerning knowledge integration of

Neurological, psychological, and cognitive disorders in patients with chronic kidney disease on conservative and replacement therapy.

Science.gov (United States)

Lai, Silvia; Mecarelli, Oriano; Pulitano, Patrizia; Romanello, Roberto; Davi, Leonardo; Zarabla, Alessia; Mariotti, Amalia; Carta, Maria; Tasso, Giorgia; Poli, Luca; Mitterhofer, Anna Paola; Testorio, Massimo; Frassetti, Nicla; Aceto, Paola; Galani, Alessandro; Lai, Carlo

2016-11-01

Chronic kidney disease (CKD) is a highly prevalent condition in the world. Neurological, psychological, and cognitive disorders, related to CKD, could contribute to the morbidity, mortality, and poor quality of life of these patients. The aim of this study was to assess the neurological, psychological, and cognitive imbalance in patients with CKD on conservative and replacement therapy.Seventy-four clinically stable patients affected by CKD on conservative therapy, replacement therapy (hemodialysis (HD), peritoneal dialysis (PD)), or with kidney transplantation (KT) and 25 healthy controls (HC), matched for age and sex were enrolled. Clinical, laboratory, and instrumental examinations, as renal function, inflammation and mineral metabolism indexes, electroencephalogram (EEG), psychological (MMPI-2, Sat P), and cognitive tests (neuropsychological tests, NPZ5) were carried out.The results showed a significant differences in the absolute and relative power of delta band and relative power of theta band of EEG (P = 0.008, P therapy, and Grade 2-3 in KT patients. The scales of MMPI-2 hysteria and paranoia, are significantly correlated with creatinine, eGFR, serum nitrogen, CRP, 1,25-(OH)2D3, intact parathyroid hormone (iPTH), phosphorus, and cynical and hysterical personality, are correlated with higher relative power of delta (P = 0.016) and theta band (P = 0.016). Moreover, all NPZ5 scores showed a significant difference between the means of nephropathic patients and the means of the HC, and a positive correlation with eGFR, serum nitrogen, CRP, iPTH, and vitamin D.In CKD patients, simple and noninvasive instruments, as EEG, and cognitive-psychological tests, should be performed and careful and constant monitoring of renal risk factors, probably involved in neuropsychological complications (inflammation, disorders of mineral metabolism, electrolyte disorders, etc.), should be carried out. Early identification and adequate therapy of neuropsychological

When Cognitive Sciences Meet Real Life

DEFF Research Database (Denmark)

Smith, Viktor; Selsøe Sørensen, Henrik; Nissilä, Niina

2012-01-01

Consumers in general pay little attention to food labels. The study of expert-to-layperson communication related to food labels integrates many aspects of what cognitive sciences are about: Knowledge modelling and knowledge transfer, termhood and precision as well as fuzziness, interaction between...

A Reconciliation for the Future of Psychiatry: Both Folk Psychology and Cognitive Science

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Daniel Douglas Hutto

2016-02-01

Full Text Available Philosophy of psychiatry faces a tough choice between two competing ways of understanding mental disorders. The folk psychology or FP view puts our everyday normative conceptual scheme in the driver’s seat – on the assumption that it, and it only, tells us what mental disorders are (Graham 2009. Opposing this, the scientific image or SI view (Murphy 2006, Gerrans 2014 holds that our understanding of mental disorders must come, wholly and solely, from the sciences of the mind, unfettered by FP. This paper argues that the FP view is problematic because it is too limited: there is more to the mind than FP allows, hence we must look beyond FP for properly deep and illuminating explanations of mental disorders. SI promises just this. But when cast in its standard cognitivist formulations SI is unnecessarily and unjustifiably neurocentric. After rejecting both the FP view, in its pure form, and SI, in its popular cognitivist renderings, this paper concludes that a more liberal version of SI can accommodate what is best in both views – once SI is so formulated and the FP view properly edited and significantly revised, the two views can be reconciled and combined to provide a sound philosophical basis for a future psychiatry.

Subjective memory complaints, cognitive performance, and psychological factors in healthy older adults.

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Steinberg, Susanne I; Negash, Selamawit; Sammel, Mary D; Bogner, Hillary; Harel, Brian T; Livney, Melissa G; McCoubrey, Hannah; Wolk, David A; Kling, Mitchel A; Arnold, Steven E

2013-12-01

To determine whether subjective memory complaints (SMCs) are associated with performance on objective cognitive measures and psychological factors in healthy, community-dwelling older adults. The cohort was composed of adults, 65 years and older with no clinical evidence of cognitive impairment (n = 125). Participants were administered: CogState computerized neurocognitive battery, Prospective Retrospective Memory Questionnaire, personality and meaning-in-life measures. SMCs were associated with poorer performance on measures of executive function (p = 0.001). SMCs were also associated with impaired delayed recall (p = 0.006) but this did not remain significant after statistical adjustment for multiple comparisons. SMCs were inversely associated with conscientiousness (p = 0.004) and directly associated with neuroticism (p cognitive changes and are associated with personality traits and meaning-in-life in healthy, older adults.

Introduction: philosophy in and philosophy of cognitive science.

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Brook, Andrew

2009-04-01

Despite being there from the beginning, philosophical approaches have never had a settled place in cognitive research and few cognitive researchers not trained in philosophy have a clear sense of what its role has been or should be. We distinguish philosophy in cognitive research and philosophy of cognitive research. Concerning philosophy in cognitive research, after exploring some standard reactions to this work by nonphilosophers, we will pay particular attention to the methods that philosophers use. Being neither experimental nor computational, they can leave others bewildered. Thought experiments are the most striking example but not the only one. Concerning philosophy of cognitive research, we will pay particular attention to its power to generate and test normative claims, claims about what should and should not be done. Copyright © 2009 Cognitive Science Society, Inc.

Topical review: sluggish cognitive tempo: research findings and relevance for pediatric psychology.

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Becker, Stephen P

2013-11-01

To summarize recent research on sluggish cognitive tempo (SCT) and consider the potential relevance of SCT for the field of pediatric psychology. Literature review. Recent empirical evidence shows SCT symptoms consisting of sluggish/sleepy and daydreamy behaviors to be distinct from Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms. SCT is associated with psychosocial functioning in children and adolescents, including internalizing symptoms, social withdrawal, and, possibly, academic impairment. The recent findings reviewed suggest that SCT is an important construct for pediatric psychologists to be aware of and may also be directly useful for the research and practice of pediatric psychology.

ETS Research on Cognitive, Personality, and Social Psychology: I. Research Report. ETS RR-13-01. ETS R&D Scientific and Policy Contributions Series. ETS SPC-13-01

Science.gov (United States)

Stricker, Lawrence J.

2013-01-01

This is an account of a portion of the research on cognitive, personality, and social psychology at ETS since the organization's inception. The topics in cognitive psychology are the structure of abilities; in personality psychology, response styles and social and emotional intelligence; and in social psychology, prosocial behavior and stereotype…

Psychological factors addressed in cognitive behaviour therapy for paediatric functional abdominal pain: Which are most important to target?

NARCIS (Netherlands)

van der Veek, Shelley M. C.; de Haan, Else; Derkx, H. H. F.; Benninga, Marc A.; Boer, Frits

2017-01-01

The effectiveness of cognitive behaviour therapy for paediatric functional abdominal pain leaves room for improvement. We studied which factors addressed in cognitive behaviour therapy relate most strongly to the physical and psychological functioning of children with functional abdominal pain and

Psychology, Social Science and the Management of Violent ...

African Journals Online (AJOL)

This paper discusses the salient aspects of an eight – year experience in the Institute for Peace and Conflict Resolution, Abuja – Nigeria, where the author ... matter of psychology and rivalry emanating from subtle competition among sub disciplines of the social science for hegemonic role in conflict management, (b) many of ...

Psychological Treatments for Borderline Personality Disorder: A Review of Cognitive-Behavioral Oriented Therapies

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Sofia Marques

2017-04-01

Conclusion: In summary, the available studies support cognitive-behavioral psychological treatments as an efficacious intervention in borderline personality disorder. However, the existing scientific literature on this topic is still scarce and there is need for more studies, with higher methodological rigor, that should validate these results.

Entrenchment and the Psychology of Language Learning: How We Reorganize and Adapt Linguistic Knowledge. Language and the Human Lifespan Series

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Schmid, Hans-Jorg, Ed.

2017-01-01

In recent years, linguists have increasingly turned to the cognitive sciences to broaden their investigation into the roots and development of language. With the advent of cognitive-linguistic, usage-based and complex-adaptive models of language, linguists today are utilizing approaches and insights from cognitive psychology, neuropsychology,…

High school Physical Sciences teachers' competence in some basic cognitive skills

OpenAIRE

Selvaratnam, Mailoo

2011-01-01

The successful implementation of the national high school Physical Sciences curriculum in South Africa, which places strong emphasis on critical thinking and reasoning abilities of students, would need teachers who are competent in cognitive skills and strategies. The main objectives of this study were to test South African high school Physical Sciences teachers' competence in the cognitive skills and strategies needed for studying Physical Sciences effectively and also to identify possible r...

There is more variation within than across domains: an interview with Paul A. Kirschner about applying cognitive psychology based instructional design principles in mathematics teaching and learning

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Kirschner, Paul A.; Verschaffel, Lieven; Star, Jon; Van Dooren, Wim

2018-01-01

In this interview we asked Paul A. Kirschner about his comments and reflections regarding the idea to apply cognitive psychology-based instructional design principles to mathematics education and some related issues. With a main focus on cognitive psychology, educational psychology, educational

Implicit Cognition and Gifts: How Does social Psychology help Us Think Differently about Medical Practice?

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Morar, Nicolae; Washington, Natalia

2016-05-01

This article takes the following two assumptions for granted: first, that gifts influence physicians and, second, that the influences gifts have on physicians may be harmful for patients. These assumptions are common in the applied ethics literature, and they prompt an obvious practical question, namely, what is the best way to mitigate the negative effects? We examine the negative effects of gift giving in depth, considering how the influence occurs, and we assert that the ethical debate surrounding gift-giving practices must be reoriented. Our main claim is that the failure of recent policies addressing gift giving can be traced to a misunderstanding of what psychological mechanisms are most likely to underpin physicians' biased behavior as a result of interaction with the medical industry. The problem with gift giving is largely not a matter of malicious or consciously self-interested behavior, but of well-intentioned actions on the part of physicians that are nonetheless perniciously infected by the presence of the medical industry. Substantiating this claim will involve elaboration on two points. First, we will retrace the history of policies regarding gift giving between the medical profession and the medical industry and highlight how most policies assume a rationalistic view of moral agency. Reliance on this view of agency is best illustrated by past attempts to address gift giving in terms of conflicts of interest. Second, we will introduce and motivate an alternate view of moral agency emerging from recent literature in social psychology on implicit social cognition. We will show that proper consideration of implicit social cognition paints a picture of human psychology at odds with the rationalistic model assumed in discussions of COIs. With these two pieces on the table we will be able to show that, without fully appreciating the social-psychological mechanisms (both cognitive and affective) of implicit cognition, policy-makers are likely to overlook

Psychological training of German science astronauts.

Science.gov (United States)

Manzey, D; Schiewe, A

1992-07-01

Although the significance of psychosocial issues of manned space flights has been discussed very often in recent literature, up to now, very few attempts have been made in North-America or Europe to provide astronaut candidates or spacecrew members with some kind of psychological training. As a first attempt in this field, a psychological training program for science astronauts is described, which has been developed by the German Aerospace Research Establishment and performed as part of the mission-independent biomedical training of the German astronauts' team. In contrast to other training concepts, this training program focused not only on skills needed to cope with psychosocial issues regarding long-term stays in space, but also on skills needed to cope with the different demands during the long pre-mission phase. Topics covered in the training were "Communication and Cooperation", "Stress-Management", "Coping with Operational Demands", "Effective Problem Solving in Groups", and "Problem-Oriented Team Supervision".

Bayesian models of cognition revisited: Setting optimality aside and letting data drive psychological theory.

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Tauber, Sean; Navarro, Daniel J; Perfors, Amy; Steyvers, Mark

2017-07-01

Recent debates in the psychological literature have raised questions about the assumptions that underpin Bayesian models of cognition and what inferences they license about human cognition. In this paper we revisit this topic, arguing that there are 2 qualitatively different ways in which a Bayesian model could be constructed. The most common approach uses a Bayesian model as a normative standard upon which to license a claim about optimality. In the alternative approach, a descriptive Bayesian model need not correspond to any claim that the underlying cognition is optimal or rational, and is used solely as a tool for instantiating a substantive psychological theory. We present 3 case studies in which these 2 perspectives lead to different computational models and license different conclusions about human cognition. We demonstrate how the descriptive Bayesian approach can be used to answer different sorts of questions than the optimal approach, especially when combined with principled tools for model evaluation and model selection. More generally we argue for the importance of making a clear distinction between the 2 perspectives. Considerable confusion results when descriptive models and optimal models are conflated, and if Bayesians are to avoid contributing to this confusion it is important to avoid making normative claims when none are intended. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Ecological, psychological, and cognitive components of reading difficulties: testing the component model of reading in fourth graders across 38 countries.

Science.gov (United States)

Chiu, Ming Ming; McBride-Chang, Catherine; Lin, Dan

2012-01-01

The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the differences in student difficulty occurred at the country (61%) and classroom (30%) levels (ecological), with less than 9% at the student level (cognitive and psychological). All three components were negatively associated with reading difficulties: cognitive (student's early literacy skills), ecological (family characteristics [socioeconomic status, number of books at home, and attitudes about reading], school characteristics [school climate and resources]), and psychological (students' attitudes about reading, reading self-concept, and being a girl). These results extend the CMR by demonstrating the importance of multiple levels of factors for reading deficits across diverse cultures.

Virtue ethics, positive psychology, and a new model of science and engineering ethics education.

Science.gov (United States)

Han, Hyemin

2015-04-01

This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students' moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for self-improvement by connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework.

Some Lessons From a Symposium on Cultural Psychological Science.

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Sternberg, Robert J

2017-09-01

In this concluding essay, I summarize some of the main points of each of the contributors and attempt to highlight their importance for psychological science and for everyday life. I bring in some examples of research from my own research group over the years that reinforce many of the conclusions reached by the contributors. The purpose of this symposium on cultural psychological science is, we hope, to teach some lessons that could not easily be learned except through cultural research. My goal in this final essay is to consider what I believe to be a primary lesson of each contribution. I attempt to illustrate the considerable relevance of each of these contributions to contemporary society. The views expressed here are solely my own, and of course readers may find much to disagree with; hopefully, they will find some things to agree with as well!

Embodiment in social psychology.

Science.gov (United States)

Meier, Brian P; Schnall, Simone; Schwarz, Norbert; Bargh, John A

2012-10-01

Psychologists are increasingly interested in embodiment based on the assumption that thoughts, feelings, and behaviors are grounded in bodily interaction with the environment. We examine how embodiment is used in social psychology, and we explore the ways in which embodied approaches enrich traditional theories. Although research in this area is burgeoning, much of it has been more descriptive than explanatory. We provide a critical discussion of the trajectory of embodiment research in social psychology. We contend that future researchers should engage in a phenomenon-based approach, highlight the theoretical boundary conditions and mediators involved, explore novel action-relevant outcome measures, and address the role of individual differences broadly defined. Such research will likely provide a more explanatory account of the role of embodiment in general terms as well as how it expands the knowledge base in social psychology. Copyright © 2012 Cognitive Science Society, Inc.

Enriching science, practice, and policy relevant to school psychology around the globe.

Science.gov (United States)

Jimerson, Shane R

2016-03-01

This editorial provides a brief synthesis of the past, present, and future of School Psychology Quarterly, highlighting important contributions as an international resource to enrich, invigorate, enhance, and advance science, practice, and policy relevant to school psychology around the globe. Information herein highlights (a) the value of high quality and timely reviews, (b) publishing manuscripts that address a breadth of important topics relevant to school psychology, and (c) the structure and contributions of the special topic sections featured in School Psychology Quarterly. (c) 2016 APA, all rights reserved).

Using science digital storytelling to increase students’ cognitive ability

Science.gov (United States)

Dewi, N. R.; Savitri, E. N.; Taufiq, M.; Khusniati, M.

2018-04-01

The purpose of this research is to understand whether or not science digital storytelling can improve cognitive ability. The research design used in this study was one shoot case study. The population of the research was seventh-grade students of junior high school. The number of samples involved in this study was two classes with a total of 68 students. Data of students' cognitive ability were collected using a test. The data that has been collected were then analyzed using N-gain test. Results of data analysis showed that N-gain values of experimental groups are equal to 0.48 and 0.42 which are categorized into medium category. This finding indicates that science digital storytelling can improve students' cognitive ability.

Participation by women in developmental, social, cognitive, and general psychology: A context for interpreting trends in behavior analysis.

Science.gov (United States)

McSweeney, Frances K; Parks, Craig D

2002-01-01

We examined participation by women in journals devoted to social, developmental, cognitive, and general psychology. Authorship and first authorship by women increased from 1978 to 1997 for most journals. Participation by women on the editorial staff did not keep pace with their increased authorship for social and developmental psychology. Based on these trends, women's participation decreased with increases in the selectivity of the position for social and developmental psychology (a glass ceiling). The development of a glass ceiling suggests that the contributions of men and women are not always treated equally (gender inequity). Because a similar glass ceiling was reported for journals in behavior analysis (McSweeney, Donahoe, & Swindell, 2000; McSweeney & Swindell, 1998), the causes of this inequity appear to be relatively widespread. The failure to find a glass ceiling for general and cognitive psychology suggests that the inequity might be reduced by subtle pressure for diversity in editorial positions and by adopting actions that encourage women to pursue research positions.

Archeological insights into hominin cognitive evolution.

Science.gov (United States)

Wynn, Thomas; Coolidge, Frederick L

2016-07-01

How did the human mind evolve? How and when did we come to think in the ways we do? The last thirty years have seen an explosion in research related to the brain and cognition. This research has encompassed a range of biological and social sciences, from epigenetics and cognitive neuroscience to social and developmental psychology. Following naturally on this efflorescence has been a heightened interest in the evolution of the brain and cognition. Evolutionary scholars, including paleoanthropologists, have deployed the standard array of evolutionary methods. Ethological and experimental evidence has added significantly to our understanding of nonhuman brains and cognition, especially those of nonhuman primates. Studies of fossil brains through endocasts and sophisticated imaging techniques have revealed evolutionary changes in gross neural anatomy. Psychologists have also gotten into the game through application of reverse engineering to experimentally based descriptions of cognitive functions. For hominin evolution, there is another rich source of evidence of cognition, the archeological record. Using the methods of Paleolithic archeology and the theories and models of cognitive science, evolutionary cognitive archeology documents developments in the hominin mind that would otherwise be inaccessible. © 2016 Wiley Periodicals, Inc.

Should anthropology be part of cognitive science?

Science.gov (United States)

Beller, Sieghard; Bender, Andrea; Medin, Douglas L

2012-07-01

Anthropology and the other cognitive science (CS) subdisciplines currently maintain a troubled relationship. With a debate in topiCS we aim at exploring the prospects for improving this relationship, and our introduction is intended as a catalyst for this debate. In order to encourage a frank sharing of perspectives, our comments will be deliberately provocative. Several challenges for a successful rapprochement are identified, encompassing the diverging paths that CS and anthropology have taken in the past, the degree of compatibility between (1) CS and (2) anthropology with regard to methodology and (3) research strategies, (4) the importance of anthropology for CS, and (5) the need for disciplinary diversity. Given this set of challenges, a reconciliation seems unlikely to follow on the heels of good intentions alone. Copyright © 2012 Cognitive Science Society, Inc.

Theorizing political psychology: Doing integrative social science under the condition of postmodernity

OpenAIRE

Rosenberg, Shawn W.

2003-01-01

At the beginning of the 21st century, the field of political psychology; like the social sciences more generally, is being challenged. New theoretical direction is being demanded from within and a greater epistemological sophistication and ethical relevance is being demanded from without. In response, direction for a reconstructed political psychology is offered here. To begin, a theoretical framework for a truly integrative political psychology is sketched. This is done in light of the appar...

Developing a fluid intelligence scale through a combination of Rasch modeling and cognitive psychology.

Science.gov (United States)

Primi, Ricardo

2014-09-01

Ability testing has been criticized because understanding of the construct being assessed is incomplete and because the testing has not yet been satisfactorily improved in accordance with new knowledge from cognitive psychology. This article contributes to the solution of this problem through the application of item response theory and Susan Embretson's cognitive design system for test development in the development of a fluid intelligence scale. This study is based on findings from cognitive psychology; instead of focusing on the development of a test, it focuses on the definition of a variable for the creation of a criterion-referenced measure for fluid intelligence. A geometric matrix item bank with 26 items was analyzed with data from 2,797 undergraduate students. The main result was a criterion-referenced scale that was based on information from item features that were linked to cognitive components, such as storage capacity, goal management, and abstraction; this information was used to create the descriptions of selected levels of a fluid intelligence scale. The scale proposed that the levels of fluid intelligence range from the ability to solve problems containing a limited number of bits of information with obvious relationships through the ability to solve problems that involve abstract relationships under conditions that are confounded with an information overload and distraction by mixed noise. This scale can be employed in future research to provide interpretations for the measurements of the cognitive processes mastered and the types of difficulty experienced by examinees. PsycINFO Database Record (c) 2014 APA, all rights reserved.

User-based and Cognitive Approaches to Knowledge Organization

DEFF Research Database (Denmark)

Hjørland, Birger

2013-01-01

’s PageRank are not based on the empirical studies of users. In knowledge organization, the Book House System is one example of a system based on user studies. In cognitive science the important WordNet database is claimed to be based on psychological research. This article considers such examples......In the 1970s and 1980s, forms of user-based and cognitive approaches to knowledge organization came to the forefront as part of the overall development in library and information science and in the broader society. The specific nature of userbased approaches is their basis in the empirical studies...

Cognitive knowledge, attitude toward science, and skill development in virtual science laboratories

Science.gov (United States)

Babaie, Mahya

The purpose of this quantitative, descriptive, single group, pretest posttest design study was to explore the influence of a Virtual Science Laboratory (VSL) on middle school students' cognitive knowledge, skill development, and attitudes toward science. This study involved 2 eighth grade Physical Science classrooms at a large urban charter middle school located in Southern California. The Buoyancy and Density Test (BDT), a computer generated test, assessed students' scientific knowledge in areas of Buoyancy and Density. The Attitude Toward Science Inventory (ATSI), a multidimensional survey assessment, measured students' attitudes toward science in the areas of value of science in society, motivation in science, enjoyment of science, self-concept regarding science, and anxiety toward science. A Virtual Laboratory Packet (VLP), generated by the researcher, captured students' mathematical and scientific skills. Data collection was conducted over a period of five days. BDT and ATSI assessments were administered twice: once before the Buoyancy and Density VSL to serve as baseline data (pre) and also after the VSL (post). The findings of this study revealed that students' cognitive knowledge and attitudes toward science were positively changed as expected, however, the results from paired sample t-tests found no statistical significance. Analyses indicated that VSLs were effective in supporting students' scientific knowledge and attitude toward science. The attitudes most changed were value of science in society and enjoyment of science with mean differences of 1.71 and 0.88, respectively. Researchers and educational practitioners are urged to further examine VSLs, covering a variety of topics, with more middle school students to assess their learning outcomes. Additionally, it is recommended that publishers in charge of designing the VSLs communicate with science instructors and research practitioners to further improve the design and analytic components of these

What Are the Social, Psychological, and Cognitive Factors That Drive Individuals to Entrepreneurship?

Science.gov (United States)

LaMattina, Lina M.

2013-01-01

The purpose of this study was two-fold; first, to uncover the social, psychological, and cognitive factors core to the entrepreneurial individual; and secondly, to provide accurate data to be used in curriculum development to fill the existing educational gap that exists in the current literature regarding understanding the inner workings of the…

Citation rates for experimental psychology articles published between 1950 and 2004: top-cited articles in behavioral cognitive psychology.

Science.gov (United States)

Cho, Kit W; Tse, Chi-Shing; Neely, James H

2012-10-01

From citation rates for over 85,000 articles published between 1950 and 2004 in 56 psychology journals, we identified a total of 500 behavioral cognitive psychology articles that ranked in the top 0.6% in each half-decade, in terms of their mean citations per year using the Web of Science. Thirty nine percent [corrected] of these articles were produced by 78 authors who authored three or more of them, and more than half were published by only five journals.The mean number of cites per year and the total number of citations necessary for an article to achieve various percentile rankings are reported for each journal. The mean number of citations necessary for an article published within each half-decade to rank at any given percentile has steadily increased from 1950 to 2004. Of the articles that we surveyed, 11% had zero total citations, and 35% received fewer than four total citations. Citations for post-1994 articles ranking in the 50th-75th and 90th-95th percentiles have generally continued to grow across each of their 3-year postpublication bins. For pre-1995 articles ranking in the 50th-75th and 90th-95th percentiles, citations peaked in the 4- to 6- or 7- to 9-year postpublication bins and decreased linearly thereafter, until asymptoting. In contrast, for the top-500 articles, (a) for pre-1980 articles, citations grew and peaked 10-18-year postpublication bins, and after a slight decrease began to linearly increase again; (b) for post-1979 articles, citations have continually increased across years in a nearly linear fashion. We also report changes in topics covered by the top-cited articles over the decades.

Peut-on se passer de représentations en sciences cognitives?

NARCIS (Netherlands)

Bault, N.; Chambon, V.; Maïonchi-Pino, N.; Pénicaud, F.X.; Putois, B.; Roy, J.M.

2011-01-01

La naissance des sciences cognitives est étroitement liée à la réhabilitation du concept de représentation contre le behaviorisme, à la fin des années 1950. L’engagement initial des sciences cognitives en faveur du concept de représentation s’est néanmoins retrouvé puissamment remis en cause ces

Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines

OpenAIRE

Robert J. Sternberg; Karin Sternberg; Rebel J. E. Todhunter

2017-01-01

Teaching- and teaching-evaluation skills are critically important to professional success in psychology and related disciplines. We explored the possibility of measuring reasoning-about-teaching skills as a supplementary measure for admissions in psychology and related behavioral-sciences disciplines. We tested 103 students for their reasoning about teaching and their reasoning about research, as well as for their cognitive- (abstract reasoning) and educational skills. We found that women per...

Making Connections: Linking Cognitive Psychology and Intervention Research to Improve Comprehension of Struggling Readers

Science.gov (United States)

McMaster, Kristen L.; Espin, Christine A.; van den Broek, Paul

2014-01-01

Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention…

Two Accounts of Moral Diversity: The Cognitive Science of Pluralism and Absolutism

OpenAIRE

Bolender, Asst. Prof. John

2004-01-01

Advances in cognitive science are relevant to the debate between moral pluralism and absolutism. Parametric structure, which plausibly underlies syntax, gives some idea of how pluralism might be true. The cognitive mechanisms underlying mathematical intelligence give some idea of how far absolutism is right. Advances in cognitive science should help us better understand the extent to which we are divided and how far we are potentially harmonious in our values.

Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines

Directory of Open Access Journals (Sweden)

Robert J. Sternberg

2017-11-01

Full Text Available Teaching- and teaching-evaluation skills are critically important to professional success in psychology and related disciplines. We explored the possibility of measuring reasoning-about-teaching skills as a supplementary measure for admissions in psychology and related behavioral-sciences disciplines. We tested 103 students for their reasoning about teaching and their reasoning about research, as well as for their cognitive- (abstract reasoning and educational skills. We found that women performed better than men on our reasoning-about-teaching measure, and that factorially, our reasoning-about-teaching measure clustered with our reasoning-about-research measures but not with our measures of abstract cognitive reasoning and educational skills.

Reproducibility of Psychological Experiments as a Problem of Post-Nonclassical Science

Directory of Open Access Journals (Sweden)

Vachkov I.V.,

2016-04-01

Full Text Available A fundamental project on reproducibility carried out in the USA by Brian Nosek in 2015 (the Reproducibility Project revealed a serious methodological problem in psychology: the issue of replication of psycho- logical experiments. Reproducibility has been traditionally perceived as one of the basic principles of the scientific method. However, methodological analysis of the modern post-nonclassical stage in the development of science suggests that this might be a bit too uncompromising as applied to psychology. It seems that the very criteria of scientific research need to be reconsidered with regard to the specifics of post-nonclassical science, and, as the authors put it, as a result, reproducibility might lose its key status or even be excluded at all. The reviewed problem and the proposed ways of coping with it are of high importance to research and practice in psychology as they define the strategies for organizing, conducting and evaluating experimental research.

Effects of cognitive-behavioural therapy (CBT) and positive psychological intervention (PPI) on female offenders with psychological distress in Hong Kong.

Science.gov (United States)

Mak, Vivian W M; Chan, Calais K Y

2018-04-01

Despite rapid growth in the female prison population, there is little research on effectiveness of psychological interventions for them. To test the hypotheses that (1) each of two psychological interventions administered separately - cognitive behavioural therapy (CBT) or positive psychology intervention (PPI) - would be more effective than 'treatment-as-usual' alone in reducing psychological distress and enhancing psychological well-being; (2) outcomes would differ according to intervention; and (3) combining the interventions would be more effective than delivering either alone. We recruited 40 women in a special Hong Kong prison unit for female offenders with psychological distress. Half of them received eight sessions of CBT followed by eight sessions of PPI; the other half received the same interventions in the reverse order. We recruited another 35 women who received only 'treatment as usual' (TAU) in the same unit. We used various clinical scales to assess the women's psychological distress or well-being before and after the interventions or at similar time points for the comparison women. All intervention group women showed a significant reduction in psychological distress and enhancement in psychological well-being after each intervention alone compared to the TAU women. There were no significant differences between CBT and PPI in this respect. Receiving both treatments, however, did yield significantly more improvement than either intervention alone in reducing depressive thoughts and enhancing global judgement of life satisfaction, self-perceived strengths and hopeful thinking style. Our findings provide preliminary empirical support for the effectiveness of psychological interventions with psychologically distressed women in prison. It would be important now to conduct a full, randomised trial to determine optimal length and combinations of treatment. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

A functional approach for research on cognitive control: Analysing cognitive control tasks and their effects in terms of operant conditioning.

Science.gov (United States)

Liefooghe, Baptist; De Houwer, Jan

2016-02-01

Cognitive control is an important mental ability that is examined using a multitude of cognitive control tasks and effects. The present paper presents the first steps in the elaboration of a functional approach, which aims to uncover the communalities and differences between different cognitive control tasks and their effects. Based on the idea that responses in cognitive control tasks qualify as operant behaviour, we propose to reinterpret cognitive control tasks in terms of operant contingencies and cognitive control effects as instances of moderated stimulus control. We illustrate how our approach can be used to uncover communalities between topographically different cognitive control tasks and can lead to novel questions about the processes underlying cognitive control. © 2015 International Union of Psychological Science.

There Is More Variation "within" than "across" Domains: An Interview with Paul A. Kirschner about Applying Cognitive Psychology-Based Instructional Design Principles in Mathematics Teaching and Learning

Science.gov (United States)

Kirschner, Paul A.; Verschaffel, Lieven; Star, Jon; Van Dooren, Wim

2017-01-01

In this interview we asked Paul A. Kirschner about his comments and reflections regarding the idea to apply cognitive psychology-based instructional design principles to mathematics education and some related issues. With a main focus on cognitive psychology, educational psychology, educational technology and instructional design, this…

A tale of three blind men on the proper subject matter of clinical science and practice: commentary on Plaud's behaviorism vs. Ilardi and Feldman's cognitive neuroscience.

Science.gov (United States)

Forsyth, J P; Kelly, M M

2001-09-01

Plaud (J Clin Psychol 57, 1089-1102, 1109-1111, 1119-1120) and Ilardi and Feldman (J Clin Psychol 57, 1067-1088, 1103-1107, 1113-1117, 1121-1124) argue for two very different approaches to clinical science and practice (i.e., behavior analysis and cognitive neuroscience, respectively). We comment on the assets and liabilities of both perspectives as presented and attempt to achieve some semblance of balance between the three protagonists embroiled in this current debate. The vision of clinical science we articulate is more ecumenical and evolutionary, rather than paradigmatic and revolutionary. As we see it, the problem clinical psychology faces is much larger than the authors let on; namely, how best to make clinical science meaningful and relevant to practitioners, consumers, the general public, and the behavioral health-care community. Clinical psychology's immediate internal problem is not pluralism with regard to subject matter, worldview, methodology, or school of thought, but pluralism in clinical psychologists' adherence to a scientific epistemology as the only legitimate form of clinical psychology. On this latter point, we still have a very long way to go. Copyright 2001 John Wiley & Sons, Inc.

Electroencephalogram, cognitive state, psychological disorders, clinical symptom, and oxidative stress in horticulture farmers exposed to organophosphate pesticides.

Science.gov (United States)

Bayrami, Mansour; Hashemi, Touraj; Malekirad, Ali Akbar; Ashayeri, Hassan; Faraji, Fardin; Abdollahi, Mohammad

2012-02-01

The aim of this paper was to study the toxicity of organophosphate (OP) pesticides in exposed farmers for electroencephalography, cognitive state, psychological disorders, clinical symptom, oxidative stress, acetylcholinesterase, and DNA damage. A comparative cross-sectional analysis was carried out in 40 horticulture farmers who were exposed to OPs in comparison to a control group containing 40 healthy subjects with the same age and sex and education level. Lipid peroxidation (LPO), superoxide dismutase (SOD), catalase, glutathione peroxidase, DNA damage, total antioxidant capacity (TAC), total thiol molecules, and acetylcholinesterase (AChE) activity were measured in the blood of subjects. Clinical examination and complete blood test were undertaken in order to record any abnormal sign or symptoms. Cognitive function, psychological symptoms, and psychological distress were examined and recorded. Comparing with controls, the farmers showed higher blood levels of SOD and LPO while their TAC decreased. Farmers showed clinical symptoms such as eczema, breathing muscle weakness, nausea, and saliva secretion. Regarding cognitive function, the orientation, registration, attention and calculation, recall, and language were not significantly different in farmers and controls. Among examinations for psychological distress, only labeled somatization was significantly higher in farmers. The present findings indicate that oxidative stress and inhibition of AChE can be seen in chronically OP-exposed people but incidence of neuropsychological disorders seems a complex multivariate phenomenon that might be seen in long-term high-dose exposure situations. Use of supplementary antioxidants would be useful in the treatment of farmers.

International psychology and scientific psychology: at the crossroads for the future of psychology

OpenAIRE

Robert, J.

2014-01-01

The discipline of psychology as a science and the newly emerging field of international psychology are at a crossroads in terms of a conflict that has developed in their views. By means of comparative analysis, this article examines how the proponents of international psychology describe their area, how that description conflicts with the concept of psychology as a science, and what that conflict means for the development of psychology as an overall discipline. The analysis reveals weaknesses...

The Influence of Cognitive Development and Perceived Racial Discrimination on the Psychological Well-Being of African American Youth

Science.gov (United States)

Seaton, Eleanor K.

2010-01-01

The present study examined the influence of cognitive development in the relationship between multiple types of racial discrimination and psychological well-being. A sample of 322 African American adolescents (53% female), aged 13-18, completed measures of cognitive development, racial discrimination, self-esteem and depressive symptoms. Based on…

Optimizing Learning in College: Tips From Cognitive Psychology.

Science.gov (United States)

Putnam, Adam L; Sungkhasettee, Victor W; Roediger, Henry L

2016-09-01

Every fall, thousands of college students begin their first college courses, often in large lecture settings. Many students, even those who work hard, flounder. What should students be doing differently? Drawing on research in cognitive psychology and our experience as educators, we provide suggestions about how students should approach taking a course in college. We discuss time management techniques, identify the ineffective study strategies students often use, and suggest more effective strategies based on research in the lab and the classroom. In particular, we advise students to space their study sessions on a topic and to quiz themselves, as well as using other active learning strategies while reading. Our goal was to provide a framework for students to succeed in college classes. © The Author(s) 2016.

Participation by women in developmental, social, cognitive, and general psychology: A context for interpreting trends in behavior analysis

OpenAIRE

McSweeney, Frances K.; Parks, Craig D.

2002-01-01

We examined participation by women in journals devoted to social, developmental, cognitive, and general psychology. Authorship and first authorship by women increased from 1978 to 1997 for most journals. Participation by women on the editorial staff did not keep pace with their increased authorship for social and developmental psychology. Based on these trends, women's participation decreased with increases in the selectivity of the position for social and developmental psychology (a glass ce...

Significance of Cultural-Historical Theory of Psychological Development of L.S. Vygotsky for the Development of Modern Models of Social Cognition and Psychotherapy

Directory of Open Access Journals (Sweden)

Kholmogorova A.B.,

2016-12-01

Full Text Available The article acknowledges the situation of methodical crisis in modern research of social cognition related to the domination of reductive approaches that ignore the uniqueness of human psyche. Heuristicity of concepts of cultural-historical theory of psychological development of L.S. Vygotsky, which serves to overcome the apparent inconsistencies is substantiated. Models of social cognition based on the principles of cultural-historical psychology are described, those being the model of social cognition within phylogenesis of M. Tomasello, and the model of social cognition within ontogenesis of C. Fernyhough. Current situation in the area of mental health is reviewed from the standpoint of cultural-historical psychology, its specifics reflected in the increased burden on reflexive functions, that is, skills lying within the sphere of social cognition is substantiated. Modern psychotherapeutic apparatus directed to compensate social cognition deficits due to various psychiatric disorders is reviewed. The assumption that adolescense is sensitive period for the development of higher forms of social cognition is made, and a summary of researches supporting this assertion is presented. Main contradictions of modern-day maturing are enunciated. To conclude the presented theoretical analysis, a comprehensive multiple-factor model of social cognition is presented based on concepts of cultural-historical theory of L.S. Vygotsky.

All the way up?, All the way down?: From cognitive science to cognitive Curriculum; what about the affective component?

Directory of Open Access Journals (Sweden)

Montes de Oca Rodríguez, Raúl

2004-06-01

Full Text Available Este artículo está dirigido a profesores de inglés y estudiantes de enseñanza del inglés como lengua extranjera o como segundo idioma (EFL (ESL principalmente, pero lectores de otras disciplinas son bienvenidos. El propósito del artículo es presentar una panorámica general de la ciencia cognoscitiva en relación con la enseñanza y aprendizaje de un idioma. Áreas como la psicología cognitiva, la enseñanza y el aprendizaje cognitivos, y la adquisición de un segundo idioma se incluyen como parte de lo que se quiere dar a conocer. Los objetivos son el delinear someramente algunos puntos visibles e importantes de la ciencia cognitiva y relacionarlos con las características de las tendencias en cuanto a enseñanza y aprendizaje de un idioma hoy en día. El autor propone tomar en cuenta dos áreas de ESL/EFL simultáneamente: la cognitiva y la afectiva, ya que esta última pareciera haberse dejado de lado últimamente, dándosele más énfasis a elementos cognitivos como las estrategias de aprendizaje. En la conclusión, el autor insiste en dar el mismo status al desarrollo eventual de ambos programas: a los del desarrollo de la autoestima y los de estrategias de aprendizaje que eventualmente se puedan estar diseñando tanto en escuelas como en colegios. This article is directed to English language teachers and / or students of teaching English as a Foreign/Second Language (EFL (ESL mainly, but readers from other disciplines are welcome aboard. Its purpose is to present an overview of cognitive science in relation to language teaching and learning. Areas like cognitive psychology, cognitive teaching and learning, and second language acquisition are explored as part of the panorama that is portrayed. The objectives are to briefly delineate some visible historic points and remarkable features of cognitive science, and to relate these characteristics to today`s language teaching and learning trends. The author´s proposal involves taking

On Dimension of Cultural Connotation in Cognitive-Metaphor Studies

Institute of Scientific and Technical Information of China (English)

孙敏

2016-01-01

Started from Aristotle, metaphor has been studied independently and relatively ranged from rhetoric, philosophy, prag-matic, anthropology, psychology, cognitive science and other disciplines. This article views the close relation between metaphor and culture on the perspective of cognitive metaphor, focusing on the double functions in the perception of world and creation of culture and further dugs the profound theories of different dimensions in the contrast between English and Chinese language.

Towards a Cultural Psychology of Science

DEFF Research Database (Denmark)

Marco Carre Benzi, David

The present thesis is an enquiry about two distinct but complementary issues: the personal dimension of scientific activity, and the influential role that economists have had during the last decades in Chile. Regarding the former, this work complements existing philosophical, social, and psycholo......The present thesis is an enquiry about two distinct but complementary issues: the personal dimension of scientific activity, and the influential role that economists have had during the last decades in Chile. Regarding the former, this work complements existing philosophical, social......, and psychological studies of science with a cultural psychology perspective. This perspective aims to be sensitive to the personal nature of the scientific activity but also to the cultural conditions in which scientific knowledge is constructed, without subsuming any of these dimensions into the other. At the same...... time, this work offers a novel perspective on the notorious role that economists have had in contemporary Chilean society, a topic that has been mostly addressed as exclusively social and institutional. By focusing on economists’ experiences and views, this thesis shows that, while inserted...

Margaret F. Washburn in The American Journal of Psychology: A Cognitive Precursor?

Science.gov (United States)

Boyano, Jose T

2017-01-01

In the early 20th century, Margaret F. Washburn (1871-1939) produced numerous studies on perception, affective value of stimulus, memory, emotions, and consciousness. This experimental work was published in The American Journal of Psychology. The purpose of this article is to analyze the temporal evolution of these kinds of experiments and relate them to Washburn's theoretical production. Contrary to other views, Washburn's experimental evolution follows a logical sequence and has a strong inner coherence. Among other reasons, the lack of a scientific and social framework to the study of the mind has tended to overshadow large areas of Washburn's thought. However, both the work published in AJP and the methods used in experiments provide reasons to consider.Washburn one of the precursors of contemporary cognitive psychology.

Lessons from cognitive neuropsychology for cognitive science: a reply to Patterson and Plaut (2009).

Science.gov (United States)

Coltheart, Max

2010-01-01

A recent article in this journal (Patterson & Plaut, 2009) argued that cognitive neuropsychology has told us very little over the past 30 or 40 years about "how the brain accomplishes its cognitive business." This may well be true, but it is not important, because the principal aim of cognitive neuropsychology is not to learn about the brain. Its principal aim is instead to learn about the mind, that is, to elucidate the functional architecture of cognition. I show that this is so (a) via extensive quotations from leading figures in this field and (b) by analysis of the subject matter of articles in the leading journal in the field, Cognitive Neuropsychology. Recent reviews of the past 25 years of work in this field (Coltheart & Caramazza, 2006) have concluded that cognitive neuropsychology has told us much about the functional architecture of cognition in a variety of cognitive domains. Patterson and Plaut (2009) did not consider this aim of cognitive neuropsychology. Therefore, their conclusions that cognitive neuropsychology has not been successful, and that this is because the particular methods it uses are flawed, are not justified. Copyright © 2009 Cognitive Science Society, Inc.

[Is the critical patient competent for decision taking? Psychological and psychopathological reasons of cognitive impairment].

Science.gov (United States)

Bernat-Adell, M D; Ballester-Arnal, R; Abizanda-Campos, R

2012-01-01

Emotional factors may lead to cognitive impairment that can adversely affect the capacity of patients to reason, and thereby, limit their participation in decision taking. To analyze critical patient aptitude for decision taking, and to identify variables that may influence competence. An observational descriptive study was carried out. Intensive care unit. Participants were 29 critically ill patients. Social, demographic and psychological variables were analyzed. Functional capacities and psychological reactions during stay in the ICU were assessed. The patients are of the firm opinion that they should have the last word in the taking of decisions; they prefer bad news to be given by the physician; and feel that the presence of a psychologist would make the process easier. Failure on the part of the professional to answer their questions is perceived as the greatest stress factor. Increased depression results in lesser cognitive capacity, and for patients with impaired cognitive capacity, participation in the decision taking process constitutes a burden. The variables anxiety and depression are significantly related to decision taking capacity. Copyright © 2011 Elsevier España, S.L. and SEMICYUC. All rights reserved.

The Asian Future of Evolutionary Psychology

Directory of Open Access Journals (Sweden)

Geoffrey Miller

2006-01-01

Full Text Available Asia's population, wealth, cognitive capital, and scientific influence are growing quickly. Reasonable demographic, economic, and psychometric projections suggest that by the mid-21st century, most of the world's psychology will be done in Asia, by Asians. Even if evolutionary psychology wins the battles for academic respectability in the United States and European Union, if it ignores the rise of Asian psychology, it will fail to have any serious, long-term, global influence in the behavioral sciences after the current generations of researchers are dead. I outline a ‘marketing strategy’ for promoting evolutionary psychology in the current Asian powers (Japan, South Korea, Taiwan, Hong Kong, Singapore, the new Asian mega-powers (China, India, and other developing Asia countries (e.g. Vietnam, Thailand, Malaysia, in a way that takes advantage of Asia's relative secularism, freedom from political correctness, sex-positive social attitudes, and intellectual traditions of Hinduism, Buddhism, and Confucianism.

The psychological disengagement model among women in science, engineering, and technology.

Science.gov (United States)

Beaton, Ann M; Tougas, Francine; Rinfret, Natalie; Monger, Tanya

2015-09-01

Psychological responses to personal relative deprivation based on self/outgroup comparisons (named self/outgroup PRD) were explored among women in science, engineering, and technology according to the Psychological Disengagement Model. Three studies revealed that the experience of self/outgroup PRD increased women's likelihood of discounting the feedback they received at work. In turn, discounting led them to devalue their profession. Each study further documented the damaging effect of both psychological disengagement mechanisms. Study 1 (N = 93) revealed that discounting and devaluing were associated with decreased self-esteem. These results were replicated in Studies 2 and 3. Study 2 (N = 163) demonstrated that discounting and devaluing were also associated with reduced self-esteem stability. Study 3 (N = 187) further showed that psychological disengagement was also associated with women's occupational commitment. Theoretical and practical implications of these results are considered. © 2014 The British Psychological Society.

An Alternative to Piagetian Psychology for Science and Mathematics Education

Science.gov (United States)

Novak, Joseph D.

1978-01-01

Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)

The functional-cognitive meta-theoretical framework: Reflections, possible clarifications and how to move forward.

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Barnes-Holmes, Dermot; Hussey, Ian

2016-02-01

The functional-cognitive meta-theoretical framework has been offered as a conceptual basis for facilitating greater communication and cooperation between the functional/behavioural and cognitive traditions within psychology, thus leading to benefits for both scientific communities. The current article is written from the perspective of two functional researchers, who are also proponents of the functional-cognitive framework, and attended the "Building Bridges between the Functional and Cognitive Traditions" meeting at Ghent University in the summer of 2014. The article commences with a brief summary of the functional approach to theory, followed by our reflections upon the functional-cognitive framework in light of that meeting. In doing so, we offer three ways in which the framework could be clarified: (a) effective communication between the two traditions is likely to be found at the level of behavioural observations rather than effects or theory, (b) not all behavioural observations will be deemed to be of mutual interest to both traditions, and (c) observations of mutual interest will be those that serve to elaborate and extend existing theorising in the functional and/or cognitive traditions. The article concludes with a summary of what we perceive to be the strengths and weaknesses of the framework, and a suggestion that there is a need to determine if the framework is meta-theoretical or is in fact a third theoretical approach to doing psychological science. © 2015 International Union of Psychological Science.

The seven sins of memory. Insights from psychology and cognitive neuroscience.

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Schacter, D L

1999-03-01

Though often reliable, human memory is also fallible. This article examines how and why memory can get us into trouble. It is suggested that memory's misdeeds can be classified into 7 basic "sins": transience, absentmindedness, blocking, misattribution, suggestibility, bias, and persistence. The first three sins involve different types of forgetting, the next three refer to different types of distortions, and the final sin concerns intrusive recollections that are difficult to forget. Evidence is reviewed concerning each of the 7 sins from relevant sectors of psychology (cognitive, social, and clinical) and from cognitive neuroscience studies that include patients with focal brain damage or make use of recently developed neuroimaging techniques. Although the 7 sins may appear to reflect flaws in system design, it is argued instead that they are by-products of otherwise adaptive features of memory.

Aline Ferreira & John W. Schwieter (eds.) (2015) Psycholinguistic and Cognitive Inquiries into Translation and Interpreting [Benjamins Translation Library 115] Amsterdam : John Benjamins

DEFF Research Database (Denmark)

Lykke Jakobsen, Arnt

2017-01-01

the most fruitful interaction of all has been with cognitive sciences, including neuroscience, cognitive psychology, and psycholinguistics. Volume 115 in the Benjamins Translation Library series aims at illustrating this latter trend by presenting the current state of the art in cognitively oriented...

When quantum mechanics interacts with cognitive science

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Blutner, R.

2010-01-01

I reflect on several aspects of the general claim that a quantum-like approach to Cognitive Science is advantageous over classical approaches. The classical approaches refer to the symbolic approaches including models using a classical (Kolmogorov) probability calculus. The general claim seems to be

Nursing's ways of knowing and dual process theories of cognition.

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Paley, John; Cheyne, Helen; Dalgleish, Len; Duncan, Edward A S; Niven, Catherine A

2007-12-01

This paper is a comparison of nursing's patterns of knowing with the systems identified by cognitive science, and evaluates claims about the equal-status relation between scientific and non-scientific knowledge. Ever since Carper's seminal paper in 1978, it has been taken for granted in the nursing literature that there are ways of knowing, or patterns of knowing, that are not scientific. This idea has recently been used to argue that the concept of evidence, typically associated with evidence-based practice, is inappropriately restricted because it is identified exclusively with scientific research. The paper reviews literature in psychology which appears to draw a comparable distinction between rule-based, analytical cognitive processes and other forms of cognitive processing which are unconscious, holistic and intuitive. There is a convincing parallel between the 'patterns of knowing' distinction in nursing and the 'cognitive processing' distinction in psychology. However, there is an important difference in the way the relation between different forms of knowing (or cognitive processing) is depicted. In nursing, it is argued that the different patterns of knowing have equal status and weight. In cognitive science, it is suggested that the rule-based, analytical form of cognition has a supervisory and corrective function with respect to the other forms. Scientific reasoning and evidence-based knowledge have epistemological priority over the other forms of nursing knowledge. The implications of this claim for healthcare practice are briefly indicated.

Jung’s “Psychology with the Psyche” and the Behavioral Sciences

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Raya A. Jones

2013-07-01

Full Text Available The behavioral sciences and Jung’s analytical psychology are set apart by virtue of their respective histories, epistemologies, and definitions of subject matter. This brief paper identifies Jung’s scientific stance, notes perceptions of Jung and obstacles for bringing his system of thought into the fold of the behavioral sciences. The impact of the “science versus art” debate on Jung’s stance is considered with attention to its unfolding in the fin de siècle era.

Jung’s “Psychology with the Psyche” and the Behavioral Sciences

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Jones, Raya A.

2013-01-01

The behavioral sciences and Jung’s analytical psychology are set apart by virtue of their respective histories, epistemologies, and definitions of subject matter. This brief paper identifies Jung’s scientific stance, notes perceptions of Jung and obstacles for bringing his system of thought into the fold of the behavioral sciences. The impact of the “science versus art” debate on Jung’s stance is considered with attention to its unfolding in the fin de siècle era. PMID:25379245

Laudan's normative naturalism: a useful philosophy of science for psychology.

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Capaldi, E J; Proctor, R W

2000-01-01

Logical positivism, widely regarded as the received epistemology of psychology in the first half of the 20th century, was supplanted in the 1960s by various postpositivistic, relativistic philosophies of science, most notably that of Kuhn. Recently, Laudan, a major figure in the philosophy of science, developed a novel approach called normative naturalism that provides an alternative to positivism and relativism. His central thesis is that the two are not always on opposite ends of a continuum but rather have many assumptions in common. This article brings Laudan's important views to the attention of psychologists and describes some of the unique implications of these views for the conduct of research and theory in psychology. These implications, which follow from a number of closely reasoned pragmatic arguments, include more realistic and appropriate evaluation of theory and methodology than has been suggested by logical positivism or relativism.

Embodied Language Learning and Cognitive Bootstrapping

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Lyon, C.E.; Nehaniv, C. L.; Saunders, Joe

2016-01-01

Co-development of action, conceptualization and social interaction mutually scaffold and support each other within a virtuous feedback cycle in the development of human language in children. Within this framework, the purpose of this article is to bring together diverse but complementary accounts...... of research methods that jointly contribute to our understanding of cognitive development and in particular, language acquisition in robots. Thus, we include research pertaining to developmental robotics, cognitive science, psychology, linguistics and neuroscience, as well as practical computer science...... the humanoid robot iCub are reported, while human learning relevant to developmental robotics has also contributed useful results. Disparate approaches are brought together via common underlying design principles. Without claiming to model human language acquisition directly, we are nonetheless inspired...

Maximizing potential impact of experimental research into cognitive processes in health psychology: A systematic approach to material development.

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Hughes, Alicia M; Gordon, Rola; Chalder, Trudie; Hirsch, Colette R; Moss-Morris, Rona

2016-11-01

There is an abundance of research into cognitive processing biases in clinical psychology including the potential for applying cognitive bias modification techniques to assess the causal role of biases in maintaining anxiety and depression. Within the health psychology field, there is burgeoning interest in applying these experimental methods to assess potential cognitive biases in relation to physical health conditions and health-related behaviours. Experimental research in these areas could inform theoretical development by enabling measurement of implicit cognitive processes that may underlie unhelpful illness beliefs and help drive health-related behaviours. However, to date, there has been no systematic approach to adapting existing experimental paradigms for use within physical health research. Many studies fail to report how materials were developed for the population of interest or have used untested materials developed ad hoc. The lack of protocol for developing stimuli specificity has contributed to large heterogeneity in methodologies and findings. In this article, we emphasize the need for standardized methods for stimuli development and replication in experimental work, particularly as it extends beyond its original anxiety and depression scope to other physical conditions. We briefly describe the paradigms commonly used to assess cognitive biases in attention and interpretation and then describe the steps involved in comprehensive/robust stimuli development for attention and interpretation paradigms using illustrative examples from two conditions: chronic fatigue syndrome and breast cancer. This article highlights the value of preforming rigorous stimuli development and provides tools to aid researchers engage in this process. We believe this work is worthwhile to establish a body of high-quality and replicable experimental research within the health psychology literature. Statement of contribution What is already known on this subject? Cognitive

[Dynamic psychology and psychoanalysis in Giovanni Jervis' thought].

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Dazzi, Nino

2012-01-01

As against the background of an unconditioned reception of Darwinian theory and its developments, mainly in the field of ethology, a reflection deploys itself on complex theoretical themes, such as identity, consciousness and motivation. This leads Jervis to deal not only and not as much with psychoanalysis, as with a broader theoretical framework, labelled as "dynamic psychology". Contributions from different fields of contemporary psychological knowledge, particularly from cognitive sciences, personality and social psychology and developmental observations converge into this new framework. A proposal is made that is characterized by a peculiar critical sensitivity and is open to future developments. It is in this new light that Jervis was able to carry out a retrospective recognition of the century of Psychoanalysis.

Multiple sclerosis severity and concern about falling: Physical, cognitive and psychological mediating factors.

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van Vliet, Rob; Hoang, Phu; Lord, Stephen; Gandevia, Simon; Delbaere, Kim

2015-01-01

Concern about falling can have devastating physical and psychological consequences in people with multiple sclerosis (MS). However, little is known about physical and cognitive determinants for increased concern about falling inthis group. To investigate direct and indirect relationships between MS severity and concern about falling using structural equation modelling (SEM). Two hundred and ten community-dwelling people (21-73 years) with MS Disease Steps 0-5 completed several physical, cognitive and psychological assessments. Concern about falling was assessed using the Falls Efficacy Scale-International. Concern about falling was significantly associated with MS Disease Step and also balance, muscle strength, disability, previous falls, and executive functioning. SEM revealed a strong direct path between MS Disease Step and concern about falling (r = 0.31, p concern about falling in people with MS and had an excellent goodness-of-fit. The relationship between MS severity and increased concern about falling was primarily mediated by reduced physical ability (especially if this resulted in disability and falls) and less so by executive functioning. This suggests people with MS have a realistic appraisal of their concern about falling.

Psychology's contribution to the well-being of older americans.

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Gatz, Margaret; Smyer, Michael A; DiGilio, Deborah A

2016-01-01

In concert with 6 decennial White House Conferences on Aging, psychologists have considered how developments in psychological science can contribute to the well-being of older Americans. We suggest 5 illustrative areas of psychological research: Advances in neuroscience elucidate ways to promote healthy cognitive aging; associated developments in neuropsychological assessment can help in protecting older Americans with cognitive losses from financial exploitation, abuse, and neglect. Psychological research on decision making and behavioral economics has much to offer to planning for retirement security and reducing vulnerability to financial abuse. Psychological research on self-management and behavior change can contribute importantly to enhancing good health behaviors among older adults; similarly the power of context on behavior can be harnessed in long-term care settings. Psychological research on attitudes and stereotypes gives insight into age bias that can be detrimental to healthy aging. Adaptive technologies and information technologies are beginning to transform assessment in research and clinical settings; technology also holds the promise of improving long-term support for older adults in both institutional and community-based settings. Finally, with 1 in 7 Americans now ages 65 and older, compared with 1 in 11 50 years ago, the psychology workforce-including health services providers and faculty to train those providers-is insufficient to meet the challenge of the aging population. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Goldwater Rule: Perspectives From, and Implications for, Psychological Science.

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Lilienfeld, Scott O; Miller, Joshua D; Lynam, Donald R

2018-01-01

When, if ever, should psychological scientists be permitted to offer professional opinions concerning the mental health of public figures they have never directly examined? This contentious question, which attracted widespread public attention during the 1964 U.S. presidential election involving Barry Goldwater, received renewed scrutiny during and after the 2016 U.S. presidential campaign, when many mental health professionals raised pointed questions concerning the psychiatric status of Donald Trump. Although the Goldwater Rule prohibits psychiatrists from offering diagnostic opinions on individuals they have never examined, no comparable rule exists for psychologists. We contend that, owing largely to the Goldwater Rule's origins in psychiatry, a substantial body of psychological research on assessment and clinical judgment, including work on the questionable validity of unstructured interviews, the psychology of cognitive biases, and the validity of informant reports and of L (lifetime) data, has been overlooked in discussions of its merits. We conclude that although the Goldwater Rule may have been defensible several decades ago, it is outdated and premised on dubious scientific assumptions. We further contend that there are select cases in which psychological scientists with suitable expertise may harbor a "duty to inform," allowing them to offer informed opinions concerning public figures' mental health with appropriate caveats.

The practice of psychological science: searching for Cronbach's two streams in social-personality psychology.

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Tracy, Jessica L; Robins, Richard W; Sherman, Jeffrey W

2009-06-01

The present research surveyed a group of editors and editorial board members of personality and social psychology journals to examine the practice of psychological science in their field. Findings demonstrate that (a) although personality and social researchers tend to use many of the same approaches, methods, and procedures, they nonetheless show average differences in each of these domains, as well as in their overarching theoretical aims and perspectives; (b) these average differences largely conform to social and personality researchers' stereotypes about each subgroup; (c) despite their methodological and philosophical differences, the 2 subgroups study many of the same research topics; and (d) the structure of social-personality research practices can be characterized as having 2 independent factors, which closely correspond to L. J. Cronbach's (1957) correlational and experimental "streams of research."

Culture of science: strange history of the methodological thinking in psychology.

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Toomela, Aaro

2007-03-01

In pre-World-War-II psychology, two directions in methodological thought-the German-Austrian and North American ways-could be differentiated. After the war, the German-Austrian methodological orientation has been largely abandoned. Compared to the pre-WWII German-Austrian psychology, modern mainstream psychology is more concerned with accumulation of facts than with general theory. Furthermore, the focus on qualitative data-in addition to quantitative data-is rarely visible. Only external-physical or statistical-rather than psychological controls are taken into account in empirical studies. Fragments--rather than wholes-and relationships are studied, and single cases that contradict group data are not analyzed. Instead of complex psychological types simple trait differences are studied, and prediction is not followed by thorough analysis of the whole situation. Last (but not least), data are not systematically related to complex theory. These limits have hindered the growth of knowledge in the behavioral sciences. A new return to an updated version of the German-Austrian methodological trajectory is suggested.

V. M. BEKHTEREV IN RUSSIAN CHILD SCIENCE, 1900S-1920S: "OBJECTIVE PSYCHOLOGY"/"REFLEXOLOGY" AS A SCIENTIFIC MOVEMENT.

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Byford, Andy

2016-01-01

In the early 20(th) century the child population became a major focus of scientific, professional and public interest. This led to the crystallization of a dynamic field of child science, encompassing developmental and educational psychology, child psychiatry and special education, school hygiene and mental testing, juvenile criminology and the anthropology of childhood. This article discusses the role played in child science by the eminent Russian neurologist and psychiatrist Vladimir Mikhailovich Bekhterev. The latter's name is associated with a distinctive program for transforming the human sciences in general and psychology in particular that he in the 1900s labelled "objective psychology" and from the 1910s renamed "reflexology." The article examines the equivocal place that Bekhterev's "objective psychology" and "reflexology" occupied in Russian/Soviet child science in the first three decades of the 20(th) century. While Bekhterev's prominence in this field is beyond doubt, analysis shows that "objective psychology" and "reflexology" had much less success in mobilizing support within it than certain other movements in this arena (for example, "experimental pedagogy" in the pre-revolutionary era); it also found it difficult to compete with the variety of rival programs that arose within Soviet "pedology" during the 1920s. However, this article also demonstrates that the study of child development played a pivotal role in Bekhterev's program for the transformation of the human sciences: it was especially important to his efforts to ground in empirical phenomena and in concrete research practices a new ontology of the psychological, which, the article argues, underpinned "objective psychology"/"reflexology" as a transformative scientific movement. © 2016 The Authors. Journal of the History of the Behavioral Sciences Published by Wiley Periodicals, Inc.

The Effectiveness of Mindfulness-Based Stress Reduction on Psychological Distress and Cognitive Functioning in Patients with Multiple Sclerosis: a Pilot Study

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Blankespoor, R.J.; Schellekens, M.P.J.; Vos, S.H.; Speckens, A.E.M.; Jong, B.A. de

2017-01-01

Patients with multiple sclerosis (MS) often suffer from psychological distress and cognitive dysfunctioning. These factors negatively impact the health-related quality of life. Only recently behavioral therapeutic approaches are being used to treat psychological distress in MS. The aim of the

Effects of Stress and Nicotine on Cognitive Function in Male and Female Rats

Science.gov (United States)

2016-05-20

of Candidate: Raquel Mack Medical and Clinical Psychology Master of Science 2/9/2016 Thesis and Abstract Approved: ~62 Neil E. Grunberg, PhD ...Department of Military and Emergency Medicine Thesis Advisor Andrew Waters, PhD Department of Medical and Clinical Psychology Committee Member JIA...i EFFECTS OF STRESS AND NICOTINE ON COGNITIVE FUNCTION IN MALE AND FEMALE RATS by Raquel Mack Thesis

Psychoanalysis and cognitive-evolutionary psychology: an attempt at integration.

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Migone, P; Liotti, G

1998-12-01

The authors argue that the abandonment of the theory of trauma in 1897 was a trauma for Freud himself, who was led to 'despair', and possibly reacted with an overemphasis on inner fantasies and drive discharge. They suggest that today we are facing a second trauma in the history of psychoanalysis that we might call the 'abandonment of drive theory', i.e. the notion that human beings strive not primarily to reduce sexual and aggressive drives but rather seek objects, assign meanings, test previous beliefs and assimilate new schemes. Our task is to recover as Freud was able to do, giving a new impetus to psychoanalysis. The current challenge is, on the one hand, a revision of the psychoanalytic conception of inherited information, and, on the other, a theory of motivation based on converging evidence from cognitive science, ethology, infant research and psychotherapy research. Many clinical models are current in contemporary psychoanalysis. Only as one example among these models, some concepts used in Weiss & Sampson's 'Control-Mastery Theory' will be discussed in light of cognitive science and evolutionary epistemology within the framework of (a) the 1960 classic, 'Plans and Structure of Behavior' by Miller, Galanter and Pribram (b) Edelman's neurobiological theory and (c) Bowlby's attachment theory.

Understanding Postdisaster Substance Use and Psychological Distress Using Concepts from the Self-Medication Hypothesis and Social Cognitive Theory.

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Alexander, Adam C; Ward, Kenneth D

2017-11-10

This article applies constructs from the Self-Medication Hypothesis and Social Cognitive Theory to explain the development of substance use and psychological distress after a disaster. A conceptual model is proposed, which employs a sequential mediation model, identifying perceived coping self-efficacy, psychological distress, and self-medication as pathways to substance use after a disaster. Disaster exposure decreases perceived coping self-efficacy, which, in turn, increases psychological distress and subsequently increases perceptions of self-medication in vulnerable individuals. These mechanisms lead to an increase in postdisaster substance use. Last, recommendations are offered to encourage disaster researchers to test more complex models in studies on postdisaster psychological distress and substance use.

Salva Phaenomenis. Phenomenological Dimension of Subjectivity in the Frame of the Reductionist Paradigm of the Cognitive Sciences

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Kobiela Filip

2015-06-01

Full Text Available The paper addresses the family of questions that arose from the field of interactions between phenomenology and the cognitive sciences. On the one hand, apparently partial coextensivity of research domain of phenomenology and the cognitive sciences sets the goal of their cooperation and mutual inspiration. On the other hand, there are some obstacles on the path to achieve this goal: phenomenology and the cognitive sciences have different traditions, they speak different languages, they have adopted different methodological approaches, and last but not least, their prominent exponents exhibits different styles of thinking. In order to clarify this complicated area of tensions, the paper presents the results of philosophical reflections of such topics as: 1 philosophical presuppositions and postulates of the cognitive sciences 2 abstraction of some phenomena during idealisation and the dialectical model of science's development 3 argumentation based on prediction of future development of the cognitive sciences. This finally leads to the formulation of a phenomenology-based postulate for adequate model of mind and the discussion of humanistic dimension of cognitive sciences.

Mathematical psychology.

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Batchelder, William H

2010-09-01

Mathematical psychology is a sub-field of psychology that started in the 1950s and has continued to grow as an important contributor to formal psychological theory, especially in the cognitive areas of psychology such as learning, memory, classification, choice response time, decision making, attention, and problem solving. In addition, there are several scientific sub-areas that were originated by mathematical psychologists such as the foundations of measurement, stochastic memory models, and psychologically motivated reformulations of expected utility theory. Mathematical psychology does not include all uses of mathematics and statistics in psychology, and indeed there is a long history of such uses especially in the areas of perception and psychometrics. What is most unique about mathematical psychology is its approach to theory construction. While accepting the behaviorist dictum that the data in psychology must be observable and replicable, mathematical models are specified in terms of unobservable formal constructs that can predict detailed aspects of data across multiple experimental and natural settings. By now almost all the substantive areas of cognitive and experimental psychology have formal mathematical models and theories, and many of these are due to researchers that identify with mathematical psychology. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website. Copyright © 2010 John Wiley & Sons, Ltd.

Online webcam-based eye tracking in cognitive science: A first look.

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Semmelmann, Kilian; Weigelt, Sarah

2018-04-01

Online experimentation is emerging in many areas of cognitive psychology as a viable alternative or supplement to classical in-lab experimentation. While performance- and reaction-time-based paradigms are covered in recent studies, one instrument of cognitive psychology has not received much attention up to now: eye tracking. In this study, we used JavaScript-based eye tracking algorithms recently made available by Papoutsaki et al. (International Joint Conference on Artificial Intelligence, 2016) together with consumer-grade webcams to investigate the potential of online eye tracking to benefit from the common advantages of online data conduction. We compared three in-lab conducted tasks (fixation, pursuit, and free viewing) with online-acquired data to analyze the spatial precision in the first two, and replicability of well-known gazing patterns in the third task. Our results indicate that in-lab data exhibit an offset of about 172 px (15% of screen size, 3.94° visual angle) in the fixation task, while online data is slightly less accurate (18% of screen size, 207 px), and shows higher variance. The same results were found for the pursuit task with a constant offset during the stimulus movement (211 px in-lab, 216 px online). In the free-viewing task, we were able to replicate the high attention attribution to eyes (28.25%) compared to other key regions like the nose (9.71%) and mouth (4.00%). Overall, we found web technology-based eye tracking to be suitable for all three tasks and are confident that the required hard- and software will be improved continuously for even more sophisticated experimental paradigms in all of cognitive psychology.

Cognitive and social processes predicting partner psychological adaptation to early stage breast cancer.

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Manne, Sharon; Ostroff, Jamie; Fox, Kevin; Grana, Generosa; Winkel, Gary

2009-02-01

The diagnosis and subsequent treatment for early stage breast cancer is stressful for partners. Little is known about the role of cognitive and social processes predicting the longitudinal course of partners' psychosocial adaptation. This study evaluated the role of cognitive and social processing in partner psychological adaptation to early stage breast cancer, evaluating both main and moderator effect models. Moderating effects for meaning making, acceptance, and positive reappraisal on the predictive association of searching for meaning, emotional processing, and emotional expression on partner psychological distress were examined. Partners of women diagnosed with early stage breast cancer were evaluated shortly after the ill partner's diagnosis (N=253), 9 (N=167), and 18 months (N=149) later. Partners completed measures of emotional expression, emotional processing, acceptance, meaning making, and general and cancer-specific distress at all time points. Lower satisfaction with partner support predicted greater global distress, and greater use of positive reappraisal was associated with greater distress. The predicted moderator effects for found meaning on the associations between the search for meaning and cancer-specific distress were found and similar moderating effects for positive reappraisal on the associations between emotional expression and global distress and for acceptance on the association between emotional processing and cancer-specific distress were found. Results indicate several cognitive-social processes directly predict partner distress. However, moderator effect models in which the effects of partners' processing depends upon whether these efforts result in changes in perceptions of the cancer experience may add to the understanding of partners' adaptation to cancer.

Australian perspectives on surrogacy: the influence of cognitions, psychological and demographic characteristics.

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Constantinidis, Deborah; Cook, Roger

2012-04-01

The aim of the present study was to explore current Australian support levels for surrogacy treatments and also whether this support differed between traditional surrogacy and gestational surrogacy. The focus was also on understanding the underlying influences on surrogacy attitudes. It was hypothesized that cognitions, psychological and demographic characteristics would all predict attitudes to surrogacy and that cognitive concerns about surrogacy would be the strongest predictor. Participants (N = 195: 79 male, 116 female; age range 18-76 years) were first-year psychology undergraduates (47%) and friends and associates of the authors (53%). They completed a survey pack which assessed attitudes and knowledge about surrogacy, as well as empathy and other personality characteristics. The results indicated that there has been a marked increase in support for surrogacy treatment in recent years, with nearly 80% of participants supporting surrogacy, and that support for gestational surrogacy was greater than that for traditional surrogacy (Psurrogacy were the strongest predictors of surrogacy attitudes (R(2)= 0.393). A limitation of the present study was the use of a non-representative, self-selected sample that tended to be well educated and perhaps liberal minded. Despite this, given the high levels of support, it could be concluded that the recent, more permissive legislative changes, which were finalized in 2010, are reflective of the values of Australian society.

Face cognition in humans: Psychophysiological, developmental, and cross-cultural aspects

Directory of Open Access Journals (Sweden)

Chernorizov A. M.

2016-12-01

Full Text Available Investigators are finding increasing evidence for cross-cultural specificity in face cognition along with individual characteristics. The functions on which face cognition is based not only are types of general cognitive functions (perception, memory but are elements of specific mental processes. Face perception, memorization, correct recognition of faces, and understanding the information that faces provide are essential skills for humans as a social species and can be considered as facets of social (cultural intelligence. Face cognition is a difficult, multifaceted set of processes. The systems and processes involved in perceiving and recognizing faces are captured by several models focusing on the pertinent functions or including the presumably underlying neuroanatomical substrates. Thus, the study of face-cognition mechanisms is a cross-disciplinary topic. In Russia, Germany, and China there are plans to organize an interdisciplinary crosscultural study of face cognition. The first step of this scientific interaction is conducting psychological and psychophysiological studies of face cognition in multinational Russia within the frame of a grant supported by the Russian Science Foundation and devoted to “cross-cultural tolerance”. For that reason and in the presence of the huge diversity of data concerning face cognition, we suggest for discussion, specifically within the psychological scientific community, three aspects of face cognition: (1 psychophysiological (quantitative data, (2 developmental (qualitative data from developmental psychology, and (3 cross-cultural (qualitative data from cross-cultural studies. These three aspects reflect the different levels of investigations and constitute a comprehensive, multilateral approach to the problem. Unfortunately, as a rule, neuropsychological and psychological investigations are carried out independently of each other. However, for the purposes of our overview here, we assume that the