IMPROVING LEARNING DESIGN AND EDUCATION OUTCOMES THROUGH COGNITIVE PSYCHOLOGY: THE EFFECTS OF CONTROL OPPORTUNITIES ON INFORMATION PROCESSING AND MENTAL FATIGUE

Cognitive psychology became an important discipline in schizophrenia research when information processing deficits were implicated as the basis from which psychotic symptoms emerged (Broen & Storms, 1967; Hemsley, 1977; Frith, 1979). The study of cognition as an independent construct began in earnest when the detection of brain morphological abnormalities on computed tomography (CT) in patients with schizophrenia (Johnstone et al. 1976; Weinberger et al. 1979) prompted the search for behavioural correlates. It became apparent that impairments typical of damage to frontal or medial temporal lobes could be seen in patients with schizophrenia, irrespective of symptom type or severity (Goldberg et al. 1988; McKenna et al. 1990). Since then a number of findings have been replicated sufficiently to make certain conclusions about the nature and extent of cognitive dysfunction in this disorder.

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Cause and Effect Theories of Attention: The Role of Conceptual Metaphors

Review of General Psychology ◽

10.1037/1089-2680.6.2.153 ◽

2002 ◽

Vol 6 (2) ◽

pp. 153-165 ◽

Cited By ~ 33

Author(s):

Diego Fernandez-Duque ◽

Mark L. Johnson

Keyword(s):

Cognitive Psychology ◽

Information Processing ◽

Crucial Role ◽

Limited Resource ◽

Scientific Concepts ◽

Biased Competition ◽

Cause And Effect ◽

Classic Problem ◽

Competition Models

Scientific concepts are defined by metaphors. These metaphors determine what attention is and what count as adequate explanations of the phenomenon. The authors analyze these metaphors within 3 types of attention theories: (a) “cause” theories, in which attention is presumed to modulate information processing (e.g., attention as a spotlight; attention as a limited resource); (b) “effect” theories, in which attention is considered to be a by-product of information processing (e.g., the competition metaphor); and (c) hybrid theories that combine cause and effect aspects (e.g., biased-competition models). The present analysis reveals the crucial role of metaphors in cognitive psychology, neuroscience, and the efforts of scientists to find a resolution to the classic problem of cause versus effect interpretations.

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Is “Seven Sisters” Mistranslation of “六(liù)个(gè)姐(jiě)姐(jiě)”?—A Defense of Howard Goldblatt’s “Seven Sisters”

Theory and Practice in Language Studies ◽

10.17507/tpls.1106.09 ◽

2021 ◽

Vol 11 (6) ◽

pp. 661-667

Author(s):

Wensheng Deng

Keyword(s):

Cognitive Psychology ◽

Information Processing ◽

Translation Studies ◽

Four Dimensions ◽

Cognitive Experience

The author of the thesis has focused on the mistranslations pointed out in a thesis, entitled with A Study of Howard Goldblatt’s “Mistranslation”, specifically on “seven sisters”. The paper has discussed and defended it from four dimensions. First, semantically speaking, it is spiritual similarity instead of formal one to the original, for it has conveyed the connotative and associative meanings hidden in the original. Second, based on cognitive translation studies, it has embodied the cognitive experience as what the original has done. Third, from cognitive psychology, it is the best representation which language central nerve stimulates the translator to select and match with the original in information processing and communication. Finally, functionally speaking, it is more equivalent to the original than other translations. Therefore, the author holds that “seven sisters” translated by Howard Goldblatt is no mistranslation of “六(liù)个(gè)姐(jiě)姐(jiě)”.

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The Implications of Cognitive Psychology for Computer-Assisted Instruction

Methods of Information in Medicine ◽

10.1055/s-0038-1636810 ◽

1989 ◽

Vol 28 (04) ◽

pp. 324-326

Author(s):

S. Walsh

Keyword(s):

Cognitive Psychology ◽

Information Processing ◽

Learning Process ◽

Computer Assisted Instruction ◽

Computer Assisted ◽

Information Processing Model ◽

Assisted Instruction

Abstract:An information processing model is used to describe the learning process. The implications of some of these cognitive concepts are examined in the context of computer-assisted instruction.

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The Psychology of Stereotypes

Prejudice ◽

10.1093/oso/9780198852834.003.0003 ◽

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.’

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