Cognitive processing strategies for normal and LD children: A comparison of the K-ABC and microcomputer experiments

1989 ◽  
Vol 4 (1) ◽  
pp. 45-61
Author(s):  
P. A. Teeter ◽  
P. L. Smith
Keyword(s):  
Cognitive Processing ◽  
Processing Strategies

Cognitive processing and affect predict negotiators’ post-adversity subjective and economic outcomes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mara Olekalns ◽  
Philip Leigh Smith
Keyword(s):  
Cognitive Processing ◽  
Design Methodology ◽  
Economic Value ◽  
Economic Outcomes ◽  
Affective Processing ◽  
Processing Strategy ◽  
Content Type ◽  
Processing Strategies ◽  
And Coping ◽  
The Impact

Purpose Negotiators are offered limited advice on how to overcome adverse events. Drawing on resilience and coping literatures, this study aims to test the impact of three cognitive processing strategies on negotiators’ subjective and economic value following adversity. Design/methodology/approach Participants completed two negotiations with the same partner. The difficulty of the first negotiation was manipulated and tested how cognitive processing of this experience influenced subjective and economic outcomes in the second negotiation. Findings Subjective and economic outcomes were predicted by negotiators’ affect, their cognitive processing strategy and negotiation difficulty. In difficult negotiations, as positive affect increased, proactive processing decreased self-satisfaction. As negative affect increased, affective processing increased satisfaction with relationship and process. Research limitations/implications Cognitive processing of adversity is most effective when emotions are not running high and better able to protect relationship- and process-oriented satisfaction than outcome-oriented satisfaction. The findings apply to one specific type of adversity and to circumstances that do not generate strong emotions. Originality/value This research tests which of three cognitive processing strategies is best able to prevent the aftermath of a difficult negotiation from spilling over into subsequent negotiations. Two forms of proactive processing are more effective than immersive processing in mitigating the consequences.

The Psychology of Stereotypes

Prejudice ◽  
2021 ◽  
pp. 26-42
Author(s):  
Endre Begby
Keyword(s):  
Cognitive Psychology ◽  
Information Processing ◽  
Social Cognition ◽  
Cognitive Processing ◽  
Information Overload ◽  
Human Mind ◽  
Negative Stereotypes ◽  
Processing Strategies ◽  
In Virtue Of ◽  
Processing Mechanism

This book has defined prejudice as involving a certain class of negative stereotypes. In chapter 2, this definition is elaborated further in light of developments in social and cognitive psychology. The human mind is an information-processing mechanism operating in real-time. Its defining problem is that of developing effective algorithms to cope with a threat of information overload. These algorithms distinctively involve compression of information, resulting in a predictable loss of fidelity. But even cognitive processing strategies involving significant filtering and compression can be cognitively optimal, relative to our contingent, “non-ideal” cognitive starting points. The basic cognitive expression of this fact is what psychologists call ‘categorization.’ Stereotyping is essentially just categorization applied to the domain of social cognition. As such, no epistemological aspersions can be cast on prejudice simply in virtue of being grounded in stereotypes. The chapter ends by explaining how this research relates to the currently popular concept of ‘implicit bias.’

scholarly journals Understanding Pakistani Science Students’ Memorization Cognitive Processing Strategies in the Context of Their Culture, Socio-Economic Class and Education System

2019 ◽  
Vol IV (II) ◽  
pp. 224-232
Author(s):  
Rafaquat Ali ◽  
Abid Shahzad ◽  
Syed Zubair Haidar
Keyword(s):  
Focus Group ◽  
Cognitive Processing ◽  
Science Students ◽  
Focus Group Interviews ◽  
School Students ◽  
Qualitative Approaches ◽  
Processing Strategies ◽  
Culture Teaching ◽  
Group Interviews ◽  
Teaching Learning

Students use cognitive processing strategies (CPS) to learn from learning content. Each kind of CPS leads to specific kind of learning outcomes. The CPS may be broadly grouped into rehearsal, organization and elaboration. The culture, teaching learning situations and students conceptions limit choices to use different CPS. Because of contextual nature of students CPS, qualitative approaches appeared advantageous to explore students CPS. In this study, focus group interviews were used to discover Pakistani students opinions of their CPS. The public-e school students of Punjab were the population of the study. Purposive sampling was used to select sample to conduct focus group interviews. Students views were analysed by implying applied thematic analysis. Rehearsal in its passive form was the sole CPS recognisable in students views. Different aspects and characteristics of rehearsal behaviour were discussed in the context of Pakistani science students culture, teaching methods, parallel education systems and social class

Language acquisition, pidgins and creoles

1981 ◽  
Vol 3 (2) ◽  
pp. 193-200 ◽  
Author(s):  
Henning Wode
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Cognitive Processing ◽  
L2 Acquisition ◽  
The Past ◽  
Processing Strategies ◽  
Linguistic Structures ◽  
The Way

Why are pidgin utterances structured linguistically the way they are? Why, as has often been noted, do the linguistic structures of different pidgins tend to be more similar to each other than to the structure of the original languages involved in the specific pidgin? This has been noted as all the more surprising since these similarities also occur in cases where totally unrelated languages are involved, so that borrowing must be excluded; or where historical explanations cannot apply because there was no contact in the past at all. It will be suggested here that these similarities result from universal linguo-cognitive processing strategies which man employs in learning languages. Some of these strategies are universal in the sense that they apply in all acquisitional types so that pidgins have some properties which recur in all types of acquisition. Other strategies are more restricted in their applicability, for example, to the various types of second language (L2) acquisition.

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