Applied Cognition

2019 ◽  
pp. 111-203
Author(s):  
Vanita Sondhi ◽  
Ramesh Chandra Mishra
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Processes ◽  
Real World ◽  
Cognitive Theory ◽  
Social Systems ◽  
Cognitive Styles ◽  
Life Span Development ◽  
Organizational Behaviour ◽  
Health Consumer ◽  
Development And Environment

The chapter focuses on the applications of cognition in the real world encompassing both applied as well as applicable works, that is, the work that could be potentially applied someday to solve real world problems. Applied cognitive psychology emphasizes the applications of cognitive psychology in everyday life. Cognitive processes such as attention, perception, memory, cognitive styles, reasoning, and decision making are deployed in many settings. The research related to applied cognition in social systems has focussed on the complexities of humans working in various domains such as social functioning, education (especially neo-literacy), organizational behaviour, health, consumer behaviour and marketing, clinical setting, life span development, and environment. Cognitive theory is also being applied to the development of technologies which augment various cognitive processes such as memory, problem solving and attention. Finally, the major problems faced by researchers in this field are indicated.

Epistemological requirements for a cognitive psychology of real people

2005 ◽  
Vol 28 (1) ◽  
pp. 18-19 ◽  
Author(s):  
John Campion
Keyword(s):  
Decision Making ◽  
Cognitive Psychology ◽  
Cognitive Processes ◽  
Real World ◽  
Mental Processes ◽  
Real People ◽  
Large Scope ◽  
Epistemological Analysis ◽  
Descriptive Framework

Pothos's analysis is difficult to relate to real human mental processes. He tackles four quite different areas of psychology and adduces evidence from a large number of paradigms. Yet despite this very large scope, he employs a single, simplistic descriptive framework. An epistemological analysis, supported by illustrations from real world decision-making, shows that this steers us away from, rather than towards, an understanding of real human cognitive processes.

Moral Self-Identity and Character Development

2020 ◽  
pp. 683-707
Author(s):  
Daniel Lapsley ◽  
Timothy S. Reilly ◽  
Darcia F. Narvaez
Keyword(s):  
Social Cognitive ◽  
Character Development ◽  
Cognitive Theory ◽  
Character Strengths ◽  
Historical Context ◽  
Moral Self ◽  
Life Span Development ◽  
Self Identity ◽  
Moral Personality ◽  
Moral Stage

Moral development is a kind of sociopersonality development that has as its aim the disposition to virtue. The developmental grounding of moral personality is in the first months of life and includes neurobiological foundations, the mutual responsive orientation, and dialogic socialization of the moral self. The authors argue that moral self-identity offers integrative possibilities for understanding the life span development of moral personality and for understanding the dispositional and motivational bases of moral behavior, and that social cognitive theory has resources for understanding how the moral self and conscience of infancy is canalized into individual and cultural differences in the schedule and priority of character strengths that are the targets of socialization. Moral self-identity and character are placed in the historical context of the moral stage theory paradigm.

From Theory to Application

2001 ◽  
Vol 7 (6) ◽  
pp. 779-780
Author(s):  
Ronald A. Cohen
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Science ◽  
Cognitive Theory ◽  
International Association ◽  
Graduate Studies ◽  
Past Half Century ◽  
New Directions ◽  
Term Paper ◽  
Psychology Theory ◽  
And Performance

Neuropsychology owes much to the pioneering efforts of researchers in cognitive psychology. Theory and methods derived from the cognitive sciences have provided an important foundation for neuropsychology. The Attention and Performance series has been at the vanguard of cognitive psychology, both chronicling major developments in cognitive science that emerged over the past half century, and catalyzing new directions in cognitive theory, method, and application. Most students of psychology can probably recall some time during their undergraduate or graduate studies, pulling from university library shelves, one of the earlier volumes of this series, as they prepared a term paper, thesis, or research project. The 17th volume of Attention and Performance of this edited series was the product of the proceedings of the International Association for the Study of Attention and Performance, held in Haifa, Israel, 30 years after the first edition in 1966. Reviewing the topics covered in the earlier editions, one is struck by the extent to which this series has both mirrored current direction and anticipated shifts in the paradigms of cognitive science.

A Common Language for the Psychotherapies?

1978 ◽  
Vol 132 (6) ◽  
pp. 585-594 ◽  
Author(s):  
Anthony Ryle
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Processes ◽  
Theoretical Basis ◽  
Psychoanalytic Theory ◽  
Common Language ◽  
Mental Processes

SummaryThe account of mental processes emerging from the work of cognitive psychologists is briefly reviewed, and aspects of the theoretical basis of the work of psychoanalytic and behaviourist psychotherapists are considered in the light of this. It is argued that in both traditions increasing attention is being paid to cognitive processes. A restatement of psychoanalytic theory in cognitive terms could free it from its present confusion of metaphors, and an extension of behaviourist theory in this direction could free it from reductionism. The advantages of the adoption of a common language, based on the models of cognitive psychology, to theory, practice and research are briefly considered.

Teachers’ Reports of Their Cognitive Processes During Teaching

1978 ◽  
Vol 15 (4) ◽  
pp. 555-565 ◽  
Author(s):  
Penelope L. Peterson ◽  
Christopher M. Clark
Keyword(s):  
Student Achievement ◽  
Social Studies ◽  
Cognitive Processes ◽  
Junior High ◽  
Cognitive Styles ◽  
Structured Interview ◽  
Experienced Teachers ◽  
Experimental Conditions ◽  
Junior High Students ◽  
Student Reactions

Each of 12 experienced teachers taught a social studies lesson to three groups of junior high students under experimental conditions. After each 3-hour lesson, teachers viewed four brief videotaped segments of their teaching and responded to a structured interview concerning their cognitive processes while teaching. Teachers’ responses were audiotaped and coded. Reports were characterized most frequently by a sequence of observing student reactions, judging them to be satisfactory, and continuing teaching. Differences in reports were related to teachers’ cognitive styles and abilities, to teachers’ planning statements, and to student achievement and attitude.

Redefining cognitive psychology

1995 ◽  
Vol 18 (2) ◽  
pp. 363-364 ◽  
Author(s):  
John Jonides ◽  
Patricia Reuter-Lorenz
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Theory ◽  
The Mind ◽  
The Way

AbstractPosner & Raichle illustrate how neuroimaging blends profitably with neuropsychology and electrophysiology to advance cognitive theory. Recognizing that there are limitations to each of these techniques, we nonetheless argue that their confluence has fundamentally changed the way cognitive psychologists think about problems of the mind.

scholarly journals Cognitive Poetry: Theoretical Framework for the Application of Cognitive Psychology Techniques to Poetic Text

2016 ◽  
Vol 3 (1) ◽  
pp. 59-83
Author(s):  
Anatoliy V. Kharkhurin
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Processes ◽  
Theoretical Framework ◽  
Contemporary Poetry ◽  
Cognitive Poetics ◽  
Sensory Modalities ◽  
Poetic Text ◽  
Multiple Meanings ◽  
Poetic Texts ◽  
Theoretical Considerations

AbstractThis article presents a theoretical framework for the author’s experimental work in contemporary poetry, which has received the term cognitive poetry. In contrast to cognitive poetics, which applies the principles of cognitive psychology to interpret poetic texts, cognitive poetry applies these principles to produce poetic texts. The theoretical considerations of cognitive poetry are based on the assumption that one of the major purposes of creative work is to elicit an aesthetical reaction in the beholder. The aesthetical reaction to poetic texts could be achieved via their satiation with multiple meanings presented through multiple sensory modalities. Cognitive poetry employs techniques developed in cognitive psychology to explicitly address cognitive processes underlying the construction of multiple conceptual planes. The following techniques are discussed: priming, the Stroop effect, multimodal and multilingual presentations. The applications of these techniques are illustrated with examples of poetic texts produced by the author.

On Networks and Monsters: The Possible and the Actual in Complex Systems

Leonardo ◽  
2008 ◽  
Vol 41 (3) ◽  
pp. 253-258 ◽  
Author(s):  
Ricard Solé
Keyword(s):  
Complex Systems ◽  
Real World ◽  
Multiple Scales ◽  
Social Systems ◽  
Emergent Phenomena ◽  
Genome Dynamics ◽  
Natural Description

Complex systems pervade our real world, from social systems to genome dynamics. All these systems are characterized by the presence of emergent phenomena: New properties emerge from the interactions of simpler units and are not reducible to the properties of the latter. The natural description of complex systems involves a network view, where each system is represented by means of a web. Such graphs have been shown to share surprisingly universal patterns of organization, indicating that fundamental laws of organization also pervade complexity at multiple scales.

scholarly journals The idea of epistemics

2018 ◽  
Vol 26 (3) ◽  
Author(s):  
Arne Markosović
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Processes ◽  
Theory Of Knowledge ◽  
Alternative Theory ◽  
False Beliefs ◽  
Justified Belief

This article examines the main ideias of Goldman’s theory of knowledge and justified belief. This theory is shown as an alternative theory to the traditional epistemologies of foundationalism and coherentism. Special attention is paid to the naturalistic essence of Goldman's epistemology which can be seen in its close alliance with cognitive psychology. Namely, it is not possible to resolve questiones of knowledge and justified belief without knowledge of the psyhological processes of cognition, that is, of belief-forming processes. If these processes are not reliable our beliefs will not be cases of knowledge, since a belief which is not adequately formed doesn’t have a connection with the facts which make a certain proposition true.As for justified belief, if a belief has been produced by unreliable processes, we can not say we justifiably believe, since the causes of the belief have a tendency to produce false beliefs much more often then true ones. Hence, cognitive psyhology i® an indispensable discipline, being a discipline which investigates cognitive processes whose reliability is essential in deciding whether our beliefs are cases of knowledge or justified belief.

scholarly journals Teori Pembelajaran Kognivistik dan Aplikasinya dalam Pendidikan Islam

2021 ◽  
Vol 10 (2) ◽  
pp. 204-217
Author(s):  
Khoirotul Ni'amah ◽  
Hafidzulloh S M
Keyword(s):  
Cognitive Processes ◽  
Learning Process ◽  
Cognitive Theory ◽  
Short Term Memory ◽  
Cognitive Learning ◽  
Long Term Memory ◽  
Term Memory ◽  
Library Research ◽  
Advanced Organizer

Learning theory will make easier for educators to carry out the form of learning that will be implemented. This article will review the theory of cognitive learning and will provide a complete understanding and explanation so that it can be applied in learning activities. This study uses a qualitative approach and includes library research. The author tries and strives to collect library data related to the cognitive theory of J. Bruner, Ausubel, and Robert M. Gagne and their actualization in Islamic Education learning enriched from several academic sources both from books, scientific articles, previous studies and other scientific writings that related to the topic of this article. The results of this study are the cognitive theory developed by J. Bruner states cognitive processes are enactive, iconic, and symbolic; Ausubel said cognitive processes occur. Advanced organizer (initial arrangement), progressive differentiation, Reconciliation reconciliation (integrative reconciliation), consolidation; Robert M. Gagne states that cognitive processes are through receptors, sensory registers, short-term memory, long-term memory, and response generators. The learning process according to cognitivism is through the stages of assimilation, accommodation, and equilibration, namely the learning process is more directed. This is adjusted to the age of the students, so the stages are enactive, econic, and symbolic.

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