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Cognitive Psychologists (cognitive + psychologist)

Distribution by Scientific Domains

Psychology	40%

Selected Abstracts

No simple fix for fixation errors: cognitive processes and their clinical applications

ANAESTHESIA, Issue 1 2010
E. Fioratou
Summary Fixation errors occur when the practitioner concentrates solely upon a single aspect of a case to the detriment of other more relevant aspects. These are well recognised in anaesthetic practice and can contribute significantly to morbidity and mortality. Improvement in patient safety may be assisted by development and application of countermeasures to fixation errors. Cognitive psychologists use ,insight problems' in a laboratory setting, both to induce fixation and to explore strategies to escape from fixation. We present some results from a series of experiments on one such insight problem and consider applications that may have relevance to anaesthetic practice. [source]

Fast times and easy questions: the effects of age, experience and question complexity on web survey response times

APPLIED COGNITIVE PSYCHOLOGY, Issue 1 2008
Ting Yan
This paper examines response times (RT) to survey questions. Cognitive psychologists have long relied on response times to study cognitive processes but response time data have only recently received attention from survey researchers. To date, most of the studies on response times in surveys have treated response times either as a predictor or as a proxy measure for some other variable (e.g. attitude accessibility) of greater interest. As a result, response times have not been the main focus of the research. Focusing on the nature and determinants of response times, this paper examines variables that affect how long it takes respondents to answer questions in web surveys. Using the survey response model proposed by Tourangeau, Rips, and Rasinski (2000), we include both item-level characteristics and respondent-level characteristics thought to affect response times in a two-level cross-classified model. Much of the time spent on processing the questions involves reading and interpreting them. The results from the cross-classified models indicate that response times are affected by question characteristics such as the total number of clauses and the number of words per clause that probably reflect reading times. In addition, response times are also affected by the number and type of answer categories, and the location of the question within the questionnaire, as well as respondent characteristics such as age, education and experience with the Internet and with completing web surveys. Aside from their fixed effects on response times, respondent-level characteristics (such as age) are shown to vary randomly over questions and effects of question-level characteristics (such as types of questions and response scales) vary randomly over respondents. Copyright © 2007 John Wiley & Sons, Ltd. [source]

A cacophony of theories: contributions towards a story-based understanding of analytic treatments

THE JOURNAL OF ANALYTICAL PSYCHOLOGY, Issue 3 2002
Soren R. Ekstrom
The article addresses problems associated with analytic formulations from the founders of psychoanalysis, including C. G. Jung. Although no longer able to claim a scientific basis for these theoretical constructs, analytic practitioners still use this outdated terminology when presenting their work with patients. By now there is a cacophony of theories often concealing rather than explaining. Denial of loneliness, notions of special knowledge, and idealization of the ,The Founder' seem to perpetuate formulations which no longer carry a clear meaning. The article explores three proposals for describing analytic treatments based on the works of the psychoanalyst Roy Schafer and the cognitive psychologist Roger Schank: analytic attitudes, therapeutic narratives and specific treatment perspectives. The first addresses findings from psychotherapy research about the centrality of analytic attitudes. The second applies the findings about story-based memory and narratives to therapy relationships, and the third takes note of the fact that analytic attention often is more complex than can be described with terms such as transference/countertransference. [source]

Unemployment, life satisfaction and retrospective error

JOURNAL OF THE ROYAL STATISTICAL SOCIETY: SERIES A (STATISTICS IN SOCIETY), Issue 1 2007
Hendrik Jürges
Summary., The paper compares current and 1-year retrospective data on unemployment in the German Socio-Economic Panel study. 13% of all unemployment spells are not reported 1 year later, and another 7% are misreported. The ratio of retrospective to current unemployment has increased in recent years and is related to salience of unemployment measures such as the loss of life satisfaction that is associated with unemployment. Individuals with weak labour force attachment, e.g. women with children or individuals who are close to retirement, have the greatest propensity to under-report unemployment retrospectively. The data are consistent with evidence on retrospective bias found by cognitive psychologists and survey methodologists. [source]

Schema Theory and Knowledge-Based Processes in Second Language Reading Comprehension: A Need for Alternative Perspectives

LANGUAGE LEARNING, Issue 2007
Hossein Nassaji
How is knowledge represented and organized in the mind? What role does it play in discourse comprehension and interpretation? What are the exact mechanisms whereby knowledge-based processes are utilised in comprehension? These are questions that have puzzled psycholinguists and cognitive psychologists for years. Despite major developments in the field of second language (L2) reading over the last two decades, many attempts at explaining the role of knowledge in L2 comprehension have been made almost exclusively in the context of schema theory, a perspective that provides an expectation-driven conception of the role of knowledge and considers that preexisting knowledge provides the main guiding context through which information is processed and interpreted. In this article, I first review and critically analyze the major assumptions underlying schema theory and the processes that it postulates underlie knowledge representation and comprehension. Then I consider an alternative perspective, a construction-integration model of discourse comprehension, and discuss how this perspective, when applied to L2 reading comprehension, offers a fundamentally different and more detailed account of the role of knowledge and knowledge-based processes that L2 researchers had previously tried to explain within schema-theoretic principles. [source]