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.

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.

The Inferential Reasoning Theory of Causal Learning

2017 ◽  
Author(s):  
Yannick Boddez ◽  
Jan De Houwer ◽  
Tom Beckers
Keyword(s):  
Cognitive Processes ◽  
Mental Representations ◽  
Causal Learning ◽  
Inferential Reasoning ◽  
Mental Processes ◽  
Broad Array ◽  
Process Level

Chapter 4 describes the inferential reasoning theory of causal learning and discusses how thinking about this theory has evolved in at least two important ways. First, the authors argue that it is useful to decouple the debate about different possible types of mental representations involved in causal learning (e.g., propositional or associative) from the debate about processes involved therein (e.g., inferential reasoning or attention). Second, at the process level inferential reasoning is embedded within a broad array of mental processes that are all required to provide a full mechanistic account of causal learning. Based on those insights, the authors evaluate five arguments that are often raised against inferential reasoning theory. They conclude that causal learning is best understood as involving the formation and retrieval of propositional representations, both of which depend on multiple cognitive processes (i.e., the multi-process propositional account).

Behavioral and Social Sciences

2017 ◽  
Author(s):  
Adefolake Akinsanya
Keyword(s):  
Social Sciences ◽  
Social Psychology ◽  
Cognitive Psychology ◽  
Psychoanalytic Theory ◽  
Behavioral Psychology ◽  
Ethnicity And Race

In this chapter topics on psychology including experimental and behavioral psychology, neuropsychology, cognitive psychology and social psychology will be reviewed. Additionally, essential topics in sociology including anthropology, culture, ethnicity and race will be reviewed. Other topics that will be reviewed in this chapter include ethology, psychoanalytic theory and spirituality

Contributions to the History of Psychology: XXXIX. T. V. Moore and His Cognitive Psychology of 1939

1985 ◽  
Vol 57 (3_suppl) ◽  
pp. 1311-1316 ◽  
Author(s):  
Terry J. Knapp
Keyword(s):  
Cognitive Psychology ◽  
Reaction Time ◽  
Experimental Work ◽  
Fundamental Problem ◽  
History Of Psychology ◽  
Psychological Perspective ◽  
Mental Processes ◽  
History Of ◽  
Work Interaction

In 1939 Thomas Verner Moore authored a book entitled Cognitive Psychology which shared many commonalities with the psychological perspective that emerged under the same name 25 years later. Moore rejected the behaviorism of his day, took knowing as the fundamental problem of psychology, employed reaction time procedures to differentiate among mental processes, and was committed to representationalism as an epistemology. His career, early experimental work, interaction with E. C. Tolman, and textbook are discussed.

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.

scholarly journals The Influence of Musically Gifted on the Development of Language Competences

2021 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Goran Sučić
Keyword(s):  
Music Education ◽  
Cognitive Processes ◽  
Gifted Students ◽  
Mental Processes ◽  
Musical Intelligence ◽  
Development Of Language ◽  
Language Competencies ◽  
The Brain

Cognitive processes related to children involved in music are directly related to other cognitive processes in the brain because music is known to directly or indirectly affect many mental processes, but we still don't have evidence of how and in which way this process takes place. Since the paper deals with influence of musically gifted students on the development of language competencies, in the theoretical elaboration of the paper we will try to analyze and compare musical intelligence in relation to linguistic intelligence. The empirical part of the paper will present the results of research on the process of mastering language competencies among students going to gymnasium who are musically gifted and attend music education in relation to other students.

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.

Applications of Cognitive Developmental Theory and Data to Educational Psychology

1991 ◽  
Vol 8 (1) ◽  
pp. 7-8
Author(s):  
Graeme S. Halford
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Development ◽  
Cognitive Science ◽  
Cognitive Processes ◽  
Educational Psychology ◽  
Philosophy Of Mind ◽  
Developmental Theory ◽  
Recent Developments ◽  
Intellectual Activities ◽  
Mathematics And Science

Recent developments in Cognitive Psychology and in the new discipline of Cognitive Science (an integration of Cognitive Psychology, Computer Science, Linguistics, Philosophy of Mind, and Cognitive Neuroscience) have made it appropriate to consider new ways in which Cognitive Development and Educational Psychology can benefit each other. Cognitive Development can contribute to Educational Psychology by specifying cognitive processes entailed in educationally relevant tasks, by analysing processing loads, and by indicating more efficient ways of using available capacity. Cognitive Psychology and Cognitive Science have now produced some penetrating theories of the cognitive processes that underlie a wide variety of intellectual activities. Although there is still much work remaining to be done, these developments can be used to analyse the strategies children and adults use in solving problems in areas such as mathematics and science. This can result in benefits in both learning and remediation. Educational Psychology can benefit Cognitive Development by offering alternativeconcepts, by providing realistic problems for analysis, and by providing a testing ground for its theories. I will illustrate these ideas in the area of mathematics.

How People Approach Finding Information

2012 ◽  
pp. 398-427
Keyword(s):  
Search Engine ◽  
Cognitive Processes ◽  
Information Search ◽  
Review Article ◽  
Information Architecture ◽  
Extensive Review ◽  
Mental Processes ◽  
Search Results ◽  
Web Information ◽  
Search For Information

This chapter does not address the topics typically covered in articles on searching for Web information, such as search engine optimization or how to develop an information architecture (IA). At best it could only touch on those topics, and many more sources give better coverage. Instead, it considers the cognitive processes of how people go about searching for information, which is at the root of any effective IA. It considers the forces which drive people to search for information and what mental processes are involved as they evaluate search results as they work toward a stopping point. For an extensive review article on information search research, see Hsieh-Yee (2001).

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