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Cognitive Psychology (cognitive + psychology)
Selected AbstractsSyntactic Priming Effects in Comprehension: A Critical ReviewLINGUISTICS & LANGUAGE COMPASS (ELECTRONIC), Issue 10 2010Kristen M. Tooley Syntactic priming occurs when processing of a target sentence is facilitated following processing of a prime sentence that has the same syntactic structure (Bock, 1986 Cognitive Psychology, 18. 355,387). Syntactic priming has been widely investigated in production (Bock, 1986 Cognitive Psychology, 18. 355,387; Bock and Griffin, 2000 General. 129(2). 177,192; Cleland and Pickering, 2003. Journal of Memory and Language, 49. 214,230; Cleland and Pickering 2006. Journal of Memory and Language, 54. 185,198; Pickering and Branigan, 1998. Journal of Memory and Language, 39. 633,651; and others), but only relatively recently in comprehension (Arai et al. 2007. Cognitive Psychology, 54(3). 218,250; Ledoux et al., 2007. Psychological Science. 18(2). 135,143; and others). This article reviews the current literature on syntactic priming in comprehension and contrasts these findings to those in production. Critically, syntactic priming effects in comprehension are observed more often when prime and target sentences share a content word, whereas in production, these effects are often observed when there are no shared content words between the primes and targets. Possible explanations for the differing degrees of lexical dependency between syntactic priming effects in production and in comprehension are posed and include differences in task paradigms and stimuli, differences in time course and syntactic processing between the two modalities, and mechanistic differences. Implications from the reviewed literature are then considered in attempts at determining the most likely mechanistic explanation for syntactic priming effects in both comprehension and production. A residual activation account (Pickering and Branigan, 1998. Journal of Memory and Language, 39. 633,651), an implicit learning account (Bock and Griffin, 2000 General. 129(2). 177,192; Chang et al. 2006. Psychological Review, 113(2). 234,272), and a dual mechanism account (Tooley, 2009. Is Syntactic Priming in Sentence Comprehension Really Just Implicit Learning? Paper presented to the 22nd Annual CUNY Conference on Human Sentence Processing, Davis, March 26,28) are outlined. The dual mechanism account may prove more consistent with a wider range of the reviewed research findings. [source] Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology edited by DEKEYSER, ROBERT M.MODERN LANGUAGE JOURNAL, Issue 1 2009PATRICIA DAVIS, WILEY No abstract is available for this article. [source] Face Recognition: Cognitive and Computational Processes.APPLIED COGNITIVE PSYCHOLOGY, Issue 6 2004Nicola Brace. The original book review to which this Erratum refers was published in Applied Cognitive Psychology 18 (2) 2004, 246,248. [source] The notion of ,phonology' in dyslexia research: cognitivism,and beyondDYSLEXIA, Issue 3 2007Per Henning Uppstad Abstract Phonology has been a central concept in the scientific study of dyslexia over the past decades. Despite its central position, however, it is a concept with no precise definition or status. The present article investigates the notion of ,phonology' in the tradition of cognitive psychology. An attempt is made to characterize the basic assumptions of the phonological approach to dyslexia and to evaluate these assumptions on the basis of commonly accepted standards of empirical science. First, the core assumptions of phonological awareness are outlined and discussed. Second, the position of Paula Tallal is presented and discussed in order to shed light on an attempt to stretch the cognitive-psychological notion of ,phonology' towards auditory and perceptual aspects. Both the core assumptions and Tallal's position are rejected as unfortunate, albeit for different reasons. Third, the outcome of this discussion is a search for what is referred to as a ,vulnerable theory' within this field. The present article claims that phonological descriptions must be based on observable linguistic behaviour, so that hypotheses can be falsified by data. Consequently, definitions of ,dyslexia' must be based on symptoms; causal aspects should not be included. In fact, we claim that causal aspects, such as ,phonological deficit', both exclude other causal hypotheses and lead to circular reasoning. If we are to use terms such as ,phonology' and ,phoneme' in dyslexia research, we must have more precise operationalizations of them. Copyright © 2007 John Wiley & Sons, Ltd. [source] Implications of Evidence-Centered Design for Educational TestingEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 4 2006Robert J. Mislevy Evidence-centered assessment design (ECD) provides language, concepts, and knowledge representations for designing and delivering educational assessments, all organized around the evidentiary argument an assessment is meant to embody. This article describes ECD in terms of layers for analyzing domains, laying out arguments, creating schemas for operational elements such as tasks and measurement models, implementing the assessment, and carrying out the operational processes. We argue that this framework helps designers take advantage of developments from measurement, technology, cognitive psychology, and learning in the domains. Examples of ECD tools and applications are drawn from the Principled Assessment Design for Inquiry (PADI) project. Attention is given to implications for large-scale tests such as state accountability measures, with a special eye for computer-based simulation tasks. [source] On bipolarity in argumentation frameworksINTERNATIONAL JOURNAL OF INTELLIGENT SYSTEMS, Issue 10 2008L. Amgoud In this article, we propose a survey of the use of bipolarity in argumentation frameworks. On the one hand, the notion of bipolarity relies on the presence of two kinds of entities that have a diametrically opposed nature and that represent repellent forces (a positive entity and a negative entity). The notion exists in various domains (for example with the representation of preferences in artificial intelligence, or in cognitive psychology). On the other hand, argumentation process is a promising approach for reasoning, based on the construction and the comparison of arguments. It follows five steps: building the arguments, defining the interactions between these arguments, valuating the arguments, selecting the most acceptable arguments and, finally, drawing a conclusion. Using the nomenclature proposed by Dubois and Prade, this article shows on various applications, and with some formal definitions, that bipolarity appears in argumentation (in some cases if not always) and can be used in each step of this process under different forms. © 2008 Wiley Periodicals, Inc. [source] Foundational Value of Statistics Education for Management CurriculumINTERNATIONAL STATISTICAL REVIEW, Issue 3 2007Hirokuni Tamura Traitement humain de l'information; Education/Enseignement; Prise de décision; Prévision; Modèles statistiques Summary The purpose of this paper is to propose a unique and distinct value of statistics education for management. The 1986 inaugural conference on Making Statistics More Effective in Schools of Business (MSMESB) proposed valuable guidelines for reforming statistics education in schools of business. However, a survey conducted by McAlevey & Everett (2001) identified that their impact has been minimal, and argued that structural problems many business schools have are the potential cause. We argue these structural problems exist because the value of the body of statistical tools for management is ambiguous and has not been made explicit. The unique and distinct value of statistics for management can be identified as the body of tools necessary to meet the inherent needs of a manager charged with making predictive judgments facing data. The need arises because human information-processing capacity is quite limited, as the findings of researchers in cognitive psychology testify. These findings also affirm that the basic statistical concepts needed for processing data cannot be learned from management experiences. The model of a manager faced with data, while considering the evidence of inherent limitations of human information-processing capacity, establishes the foundational value of statistics training in the management curriculum. Statistics education in business schools will be made more effective when management educators recognize such value of the discipline, lend their support and reward the ownership commitment for continuous improvement and innovations of the business statistics curriculum. Résumé Le but de cet article est de proposer une valeur unique et particulière de l'enseignement des statistiques dans le domaine de la gestion. La conférence inaugurale de 1986 traitant des moyens d'améliorer l'efficacité de cet enseignement dans les écoles de gestion a proposé des lignes directrices valables pour la réforme de l'enseignement des statistiques dans les écoles de gestion. Néanmoins, un sondage effectué par McAlevey & Everett (2001), a identifié leur impact comme étant minimal et en attribue la cause probable aux problèmes structurels des écoles de gestion. Nous considérons que ces problèmes existent parce que la valeur du corpus statistique de gestion est ambigüe et n'a pas été mise en lumière. La valeur unique et distincte des statistiques de gestion peut être identifiée comme un corpus d'outils nécessaires pour répondre aux besoins inhérents d'un gestionnaire chargé de faire des prévisions au moyen d'informations brutes. Ce besoin vient du fait que la capacité humaine de traitement de l'information est limitée ainsi qu'en témoignent les recherches en psychologie cognitive. Ces résultats affirment également que les concepts statistiques basiques nécessaires pour le traitement de l'information ne peuvent être acquis par l'expérience de la gestion. Le modèle du gestionnaire confronté de l'information, une fois l'évidence des limites des capacités humaines en matière de traitement de l'information est prise en compte, établi la valeur fondatrice de l'entrainement aux statistiques dans un curriculum de gestion. L'enseignement des statistiques dans les écoles de commerce sera plus efficace quand les responsables de l'éducation reconnaitront cette valeur de la discipline, y apporteront leur soutien et récompenseront les actions visant à l'amélioration et l'innovation constante au sein du curriculum statistique de gestion. [source] The information-processing approach to the human mind: Basics and beyondJOURNAL OF CLINICAL PSYCHOLOGY, Issue 4 2004Daniel David Cognitive psychology attempts to understand the nature of the human mind by using the information-processing approach. In this article, the fundamentals of the cognitive approach will be presented. It will be argued that the human mind can be described at three levels,computational, algorithmic,representational, and implementational,and that the cognitive approach has both important theoretical and practical/clinical implications. Finally, it will be suggested that the study of cognitive psychology can provide a foundation for other fields of social science, including the field of clinical psychology. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] Constructing press releases, constructing quotations: A case studyJOURNAL OF SOCIOLINGUISTICS, Issue 2 2003Kim Sleurs This paper reports on empirical research into how press releases are being constructed. It starts from previous discourse-analytic work which has pointed to the ,preformulated' nature of press releases: in particular, it has been shown that through a number of metapragmatic features press releases can easily be copied by journalists in their own news reporting. In this paper we set out to subject one of these features, viz. pseudo-quotations (or so-called constructed direct speech), to a further empirical study, in which we scrutinize the process of constructing the press releases. We propose a detailed analysis of this process by combining ethnographic fieldwork with some of the methodology of cognitive psychology, including think-aloud protocols and on-line registration of the writing process. On the basis of this case study it is concluded that the design and functions of quotations in press releases are more complex than has been assumed so far. In addition, our preliminary results indicate that the combination of methods that we propose in this paper provides a sound starting point for both quantitative and qualitative analysis, allowing for a detailed analysis and interpretation of how press releases are being constructed. [source] Utopianism in psychology: The case of Wilhelm ReichJOURNAL OF THE HISTORY OF THE BEHAVIORAL SCIENCES, Issue 2 2002Petteri Pietikainen Ph.D. research fellowArticle first published online: 8 APR 200 This article examines utopian elements in Wilhelm Reich's writings in his American phase (1939,1957) in order to illustrate utopian sources of dynamic psychology. Although there are scholars who have used the term "psychological utopia" and applied it to individual thinkers (Reich, Marcuse, Fromm) and to specific psychological disciplines (psychoanalysis, behaviorism, cognitive psychology), the term itself has remained elusive and vague. Furthermore, there have been few attempts to systematically examine utopian elements in twentieth-century psychology in general and the basic assumptions of psychological utopianism in particular. While pointing out that Reich's orgonomic theories have no scientific merit, this article argues for the relevancy of his ideas for understanding the nature of utopianism in dynamic psychology. © 2002 Wiley Periodicals, Inc. [source] Target-focused medical emergency team training using a human patient simulator: effects on behaviour and attitudeMEDICAL EDUCATION, Issue 2 2007Carl-Johan Wallin Context, Full-scale simulation training is an accepted learning method for gaining behavioural skills in team-centred domains such as aviation, the nuclear power industry and, recently, medicine. In this study we evaluated the effects of a simulator team training method based on targets and known principles in cognitive psychology. Methods, This method was developed and adapted for a medical emergency team. In particular, we created a trauma team course for novices, and allowed 15 students to practise team skills in 5 full-scale scenarios. Students' team behaviour was video-recorded and students' attitude towards safe teamwork was assessed using a questionnaire before and after team practice. Results, Nine of 10 observed team skills improved significantly in response to practice, in parallel with a global rating of team skills. In contrast, no change in attitude toward safe teamwork was registered. Conclusion, The use of team skills in 5 scenarios in a full-scale patient simulator environment implementing a training method based on targets and known principles in cognitive psychology improved individual team skills but had no immediate effect on attitude toward safe patient care. [source] The Limitations of Heuristics for Political ElitesPOLITICAL PSYCHOLOGY, Issue 6 2009Kristina C. Miler Despite the extensive literature on citizens' use of cognitive heuristics in political settings, far less is known about how political elites use these shortcuts. Legislative elites benefit from the efficiency of the accessibility heuristic, but their judgments can also be flawed if accessible information is incomplete or unrepresentative. Using personal interviews and a quasi-experimental design, this paper examines the use of the accessibility heuristic by professional legislative staff when assessing the importance of natural resources issues to their constituents. Staff members recall only a small subset of the relevant constituents in the district, and this subset is biased in favor of active and resource-rich constituents over other, equally relevant constituents. This paper provides a new application of cognitive psychology to political elites and addresses important normative questions about the importance of information processing for political representation. By drawing on the psychology literature on heuristics, this paper identifies the cognitive mechanisms of congressional representation and provides new evidence of old biases. [source] Exploring consumer knowledge structures using associative network analysisPSYCHOLOGY & MARKETING, Issue 4 2010Thorsten A. Teichert This paper offers a new perspective on consumer knowledge analysis that combines Human Associative Memory (HAM) models from cognitive psychology with network analytic approaches in order to gain deeper insights into consumers" mental representations, such as brand images. An illustrative case study compares the associative networks of a manufacturer brand with a retail brand and is used to demonstrate the application and interpretation of various network measures. Network analysis is conducted on three levels: Node-level analysis yields insights about salient brand image components that can be affected through short-term marketing activities. Group-level analysis is concerned with brand image dimensions that characterize a brand and can be strategically influenced in the medium term. Finally, network-level analysis examines the network structure as a whole, drawing parallels to brand imagery, which needs to be managed over the long term. Management implications are derived and suggestions for further research are provided. © 2010 Wiley Periodicals, Inc. [source] Cognitive insights into the highly skilled or expert salespersonPSYCHOLOGY & MARKETING, Issue 2 2006C. David Shepherd A cognitive psychology based approach is used to investigate the highly skilled or expert salesperson. The study utilized verbal protocol analysis to identify differences in the decision processes of expert and less-skilled salespeople as they progressed through a difficult selling situation. The results of this study indicate that experts in sales share several similarities with experts in such diverse fields as chess, medicine, physics, and teaching. For example, expert salespeople were shown to reach better decisions in a faster and more confident manner than their less-skilled contemporaries. Further, in resolving current problems, experts were shown to be more likely to utilize their memory of previous selling situations, as well as to employ different strategies for customer interactions than less-skilled salespeople. © 2006 Wiley Periodicals, Inc. [source] Exploring consumers' answers to survey questions: Are uninformed responses truly uninformed?PSYCHOLOGY & MARKETING, Issue 7 2003Timothy R. GraeffArticle first published online: 6 JUN 200 Researchers have observed that consumers often give answers to questions about which they are uninformed. Drawing from work in cognitive psychology, this research explores why, how, and when consumers answer survey questions about which they are uninformed. Results from a telephone survey of 1348 consumers suggest that the effects of stimulus factors designed to increase item response rates (pressure to respond in the introduction to the survey, absence of a DK option) are moderated by consumers' familiarity with other similar-sounding attitude objects. Implications for future research are discussed. © 2003 Wiley Periodicals, Inc. [source] Cognitive analytic therapy: a sympathetic critiquePSYCHOTHERAPY AND POLITICS INTERNATIONAL, Issue 2 2010Babak Fozooni Abstract Cognitive analytic therapy (CAT) is an increasingly popular form of time-limited therapeutic intervention in the UK, which claims success with a variety of psychological problems such as depression, trauma, eating disorders, anxiety related disorders, borderline personality disorder and histrionic personality disorder. This paper begins by outlining the theoretical origins of CAT as well as its main conceptual tools. Cognitive analytic therapy has its roots in the synthesis of cognitive psychology, personal construct theory and psychoanalytic object relations. However, I would suggest what is most promising in CAT is the (relatively) recent import of Vygotskian and Bakhtinian ideas such as the ,zone of proximal development' (ZPD) and ,dialogic interaction'. Further ideas from critical psychology/psychotherapy are used to interrogate some of the limitations of CAT. I will be asking if CAT is a genuine gain for the contemporary worker who has to deal with greater psychic tension than before under a crisis-ridden capitalist regime. The paper ends with an assessment of CAT's future influence and the two principle trajectories available to it: ,therapy as an expert system' or ,therapy as social critique' (Totton, 2005, 86). Copyright © 2010 John Wiley & Sons, Ltd. [source] How neurologists think: A cognitive psychology perspective on missed diagnoses,ANNALS OF NEUROLOGY, Issue 4 2010Barbara G. Vickrey MD Physicians use heuristics or shortcuts in their decision making to help them sort through complex clinical information and formulate diagnoses efficiently. Practice would come to a halt without them. However, there are pitfalls to the use of certain heuristics, the same ones to which humans are prone in everyday life. It may be possible to improve clinical decision making through techniques that minimize biases inherent in heuristics. Five common clinical heuristics or other sources of cognitive error are illustrated through neurological cases with missed diagnoses, and literature from cognitive psychology and medicine are presented to support the occurrence of these errors in diagnostic reasoning as general phenomena. Articulation of the errors inherent in certain common heuristics alerts clinicians to their weaknesses as diagnosticians and should be beneficial to practice. Analysis of cases with missed diagnoses in teaching conferences might proceed along formal lines that identify the type of heuristic used and of inherent potential cognitive errors. Addressing these cognitive errors by becoming conscious of them is a useful tool in neurologic education and should facilitate a career-long process of continuous self-improvement. ANN NEUROL 2010;67:425,433 [source] The Use of Simulation in the Development of Individual Cognitive Expertise in Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 11 2008William Bond MD Abstract This consensus group from the 2008 Academic Emergency Medicine Consensus Conference, "The Science of Simulation in Healthcare: Defining and Developing Clinical Expertise," held in Washington, DC, May 28, 2008, focused on the use of simulation for the development of individual expertise in emergency medicine (EM). Methodologically sound qualitative and quantitative research will be needed to illuminate, refine, and test hypotheses in this area. The discussion focused around six primary topics: the use of simulation to study the behavior of experts, improving the overall competence of clinicians in the shortest time possible, optimizing teaching strategies within the simulation environment, using simulation to diagnose and remediate performance problems, and transferring learning to the real-world environment. Continued collaboration between academic communities that include medicine, cognitive psychology, and education will be required to answer these questions. [source] Asking a Straightforward Question: Managers' Perceptions and Managers' EmotionsBRITISH JOURNAL OF MANAGEMENT, Issue 1 2003Kevin Daniels Mezias and Starbuck (2003) raise a number of issues concerning the accuracy of managers' perceptions. In this commentary, I argue that research on managers' perceptions might fruitfully explore further (1) the functional and dysfunctional effects of managers' perceptions and (2) the role of emotion in shaping managers' perceptions and their responses to the environment filtered by these perceptions. Drawing upon research in social and cognitive psychology, I argue that there exist theoretical frameworks from which to frame questions and interpret data in these areas. [source] A Secure Base from Which to Explore Close RelationshipsCHILD DEVELOPMENT, Issue 1 2000Everett Waters The theory of attachment as a secure-base relationship integrates insights about affect, cognition, and behavior in close relationships across age and culture. Empirical successes based on this theory include important discoveries about the nature of infant,caregiver and adult,adult close relationships, the importance of early experience, and about stability and change in individual differences. The task now is to preserve these insights and successes and build on them. To accomplish this, we need to continually examine the logic and coherence of attachment theory and redress errors of emphasis and analysis. Views on attachment development, attachment representation, and attachment in family and cross-cultural perspective need to be updated in light of empirical research and advances in developmental theory, behavioral biology, and cognitive psychology. We also need to challenge the theory by formulating and testing hypotheses which, if not confirmed, would require significant changes to the theory. If we can accomplish these tasks, prospects for important developments in attachment theory and research are greater than ever, as are the prospects for integration with other disciplines. [source] Primate Numerical Competence: Contributions Toward Understanding Nonhuman CognitionCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 3 2000Sarah T. Boysen Nonhuman primates represent the most significant extant species for comparative studies of cognition, including such complex phenomena as numerical competence, among others. Studies of numerical skills in monkeys and apes have a long, though somewhat sparse history, although questions for current empirical studies remain of great interest to several fields, including comparative, developmental, and cognitive psychology; anthropology; ethology; and philosophy, to name a few. In addition to demonstrated similarities in complex information processing, empirical studies of a variety of potential cognitive limitations or constraints have provided insights into similarities and differences across the primate order, and continue to offer theoretical and pragmatic directions for future research. An historical overview of primate numerical studies is presented, as well as a summary of the 17-year research history, including recent findings, of the Comparative Cognition Project at The Ohio State University Chimpanzee Center. Overall, the archival literature on number-related skills and counting in nonhuman primates offers important implications for revising our thinking about comparative neuroanatomy, cross-species (human/ape) cognitive similarities and differences, and the evolution of cognition represented by the primate continuum. [source] | ||||||||||||||||||||||