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Mostrando 221 - 240 Resultados de 653 Para Buscar '"Cognitive Psychology"', tiempo de consulta: 0.16s Limitar resultados
  1. 221
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    Cross‐cultural differences in object recognition: Comparing asylum seekers from Sub‐Saharan Africa and a matched Western European control group
  2. 222
    “…The present field study compared open-book testing and closed-book testing in two (parallel) introductory university courses in cognitive psychology. The critical manipulation concerned seven lessons. …”
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    Open-Book Versus Closed-Book Tests in University Classes: A Field Experiment
  3. 223
    por Berto, Francesco, Schoonen, Tom
    Publicado 2017
    “…The Humean view that conceivability entails possibility can be criticized via input from cognitive psychology. A mainstream view here has it that there are two candidate codings for mental representations (one of them being, according to some, reducible to the other): the linguistic and the pictorial, the difference between the two consisting in the degree of arbitrariness of the representation relation. …”
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    Conceivability and possibility: some dilemmas for Humeans
  4. 224
    por Kochari, Arnold R.
    Publicado 2019
    “…It is becoming increasingly popular and straightforward to collect data in cognitive psychology through web-based studies. In this paper, I review issues around web-based data collection for the purpose of numerical cognition research. …”
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    Conducting Web-Based Experiments for Numerical Cognition Research
  5. 225
    por Prasad, Seema, Mishra, Ramesh Kumar
    Publicado 2019
    “…How our visual and attentional system manage these various sources of attentional capture is one of the most intensely debated issues in cognitive psychology. Along with the traditional dichotomy of goal-driven and stimulus-driven theories, newer frameworks such as reward learning and selection history have been proposed as well to understand how a stimulus captures attention. …”
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    The Nature of Unconscious Attention to Subliminal Cues
  6. 226
    “…Based on recent findings in the fields of neuroscience, social psychology and cognitive psychology, this model posits the intrinsic costs related to a weakening of the connectivity of neural networks underpinning effortful control as the main cause of mental fatigue in long and high-demanding tasks. …”
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    An Integrative Model of Effortful Control
  7. 227
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    Cognitive testing of an instrument to evaluate acceptability and use of pre‐exposure prophylaxis products among women
  8. 228
    por Tornero, Jose Luis Vilchez
    Publicado 2019
    “…New findings in the area of experimental, cognitive psychology point out that the implicit meanings determine the information that is being processed. …”
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    Effectiveness of mental footnotes in the cognitive therapy for panic attack: two case-studies
  9. 229
    por Johansson, Tobias
    Publicado 2020
    “…Much of cognitive psychology is premised on the distinction between automatic and intentional processes, but the distinction often remains vague in practice and alternative explanations are often not followed through. …”
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    Modeling test learning and dual-task dissociations
  10. 230
    “…The study of cognitive change across a life span, both in pathological and healthy samples, has been heavily influenced by developments in cognitive psychology as a theoretical paradigm, neuropsychology and other bio-medical fields; this alongside the increase in new longitudinal and cohort designs, complemented in the last decades by the evaluation of experimental interventions. …”
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    Cognition in Healthy Aging
  11. 231
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    The usual suspects: How psychological motives and thinking styles predict the endorsement of well‐known and COVID‐19 conspiracy beliefs
  12. 232
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    Social isolation during COVID‐19 lockdown impairs cognitive function
  13. 233
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    The association between the belief in coronavirus conspiracy theories, miracles, and the susceptibility to conjunction fallacy
  14. 234
    “…By employing insights from educational and cognitive psychology, we first identified pausing as an important skill to interrupt negative momentum and bolster learning. …”
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    The medical pause: Importance, processes and training
  15. 235
    “…This paper reviews the current research and understanding of transfer from cognitive psychology. We discuss how learner abilities, taught material, and lesson characteristics affect transfer and provide best practices for biology and life sciences education.…”
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    Transfer: A Review for Biology and the Life Sciences
  16. 236
    “…Then, the average single scanning time, total scanning time, and scanning times were selected as evaluation criteria, based on the theories of cognitive psychology. Lastly, we used a driving simulator to conduct an experiment under a car-following scenario and collect data on scanning behavior by an eye tracker, to evaluate the performance of the secondary task. …”
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    The Effects of Dynamic Complexity on Drivers’ Secondary Task Scanning Behavior under a Car-Following Scenario
  17. 237
    “…OBJECTIVE: Previous research has established that adolescents with type 1 diabetes (T1D) experience more anxiety symptoms than their healthy peers and are also more likely to develop an anxiety disorder. Research in cognitive psychology has found that selective attention favouring the processing of threatening information causally contributes to elevated levels of anxiety; however, this process has not been investigated in the context of T1D. …”
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    Selective attention to threat, anxiety and glycaemic management in adolescents with type 1 diabetes()
  18. 238
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    False memories for true and false vaccination information form in line with pre‐existing vaccine opinions
  19. 239
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    Black‐and‐white thinking and conspiracy beliefs prevent parents from vaccinating their children against COVID‐19
  20. 240
    “…Cognitive psychology research has emphasized that the strategies that are effective and efficient for fostering long-term retention (e.g., interleaved study, retrieval practice) are often not recognized as effective by students and are infrequently used. …”
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    Students Can (Mostly) Recognize Effective Learning, So Why Do They Not Do It?
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