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Full-Text Articles in Education
Early In-Session Cognitive-Emotional Problem-Solving Predicts 12-Month Outcomes In Depression With Personality Disorder, Kye L. Mccarthy, Erhardt Mergenthaler, Brin F. S Grenyer
Early In-Session Cognitive-Emotional Problem-Solving Predicts 12-Month Outcomes In Depression With Personality Disorder, Kye L. Mccarthy, Erhardt Mergenthaler, Brin F. S Grenyer
Faculty of Social Sciences - Papers (Archive)
Therapist-patient verbalizations reveal complex cognitive-emotional linguistic data. How these variables contribute to change requires further research. Emotional-cognitive text analysis using the Ulm cycles model software was applied to transcripts of the third session of psychotherapy for 20 patients with depression and personality disorder. Results showed that connecting cycle sequences of problem-solving in the third hour predicted 12-month clinical outcomes. Therapist-patient dyads most improved spent significantly more time early in session in connecting cycles, whilst the least improved moved into connecting cycles late in session. For this particular sample, it was clear that positive emotional problem-solving in therapy was beneficial.
An Fmri Study Exploring Cognitive Processing During Computer - Based Discovery Learning, Barney Dalgarno, Gregor Kennedy, Sue Bennett
An Fmri Study Exploring Cognitive Processing During Computer - Based Discovery Learning, Barney Dalgarno, Gregor Kennedy, Sue Bennett
Faculty of Social Sciences - Papers (Archive)
Discovery-based learning designs incorporating active exploration are common within computer-based instructional simulations, supported by constructivist theories of learning focussing on active individual knowledge construction. On the other hand, researchers have highlighted empirical evidence showing that ‘pure’ discovery learning is of limited value and that combinations of explicit instruction and guided discovery learning are more effective. Little is known, however, about differences in the cognitive processing that occurs when a learner undertakes active discovery learning using a computer-based simulation compared to when they are guided through observation of simulation output. A better understanding of the cognitive processing occurring when learners interact …
Adaptive Diagrams: A Research Agenda To Explore How Learners Can Manipulate Online Diagrams To Self-Manage Cognitive Load, Shirley Agostinho, Sharon Tindall-Ford, Sahar Bokosmaty
Adaptive Diagrams: A Research Agenda To Explore How Learners Can Manipulate Online Diagrams To Self-Manage Cognitive Load, Shirley Agostinho, Sharon Tindall-Ford, Sahar Bokosmaty
Faculty of Social Sciences - Papers (Archive)
This chapter presents an emerging research agenda focused on empowering learners to apply well-known instructional design principles, reserved mainly for application by instructional designers, to the design of diagrams to support their learning. Significant advances have been made in terms of developing design principles that can be applied to the design of diagrams to facilitate the efficient learning of diagrammatic information. However, little is known about how these design principles can be applied by learners themselves. In a technologically rich environment where learners can access a range of online diagrammatic information, we argue that it is imperative that learners' are …
Patterns Of Childcare Arrangements And Cognitive Development, Suna Eryigit-Madzwamuse, Jacqueline Barnes
Patterns Of Childcare Arrangements And Cognitive Development, Suna Eryigit-Madzwamuse, Jacqueline Barnes
Faculty of Social Sciences - Papers (Archive)
No abstract provided.
Toward A More Embedded/Extended Perspective On The Cognitive Function Of Gestures, Wim T. Pouw, Jacqueline A. De Nooijer, Tamara Van Gog, Rolf A. Zwaan, Fred Paas
Toward A More Embedded/Extended Perspective On The Cognitive Function Of Gestures, Wim T. Pouw, Jacqueline A. De Nooijer, Tamara Van Gog, Rolf A. Zwaan, Fred Paas
Faculty of Social Sciences - Papers (Archive)
Gestures are often considered to be demonstrative of the embodied nature of the mind (Hostetter and Alibali, 2008). In this article, we review current theories and research targeted at the intra-cognitive role of gestures. We ask the question how can gestures support internal cognitive processes of the gesturer? We suggest that extant theories are in a sense disembodied, because they focus solely on embodiment in terms of the sensorimotor neural precursors of gestures. As a result, current theories on the intra-cognitive role of gestures are lacking in explanatory scope to address how gestures-as-bodily-acts fulfill a cognitive function. On the basis …
Exploring The Relationship Between Cognitive Flexibility And Psychological Flexibility After Acquired Brain Injury, Diane L. Whiting, Frank Deane, Joseph Ciarrochi, Hamish Mcleod, Grahame Simpson
Exploring The Relationship Between Cognitive Flexibility And Psychological Flexibility After Acquired Brain Injury, Diane L. Whiting, Frank Deane, Joseph Ciarrochi, Hamish Mcleod, Grahame Simpson
Faculty of Social Sciences - Papers (Archive)
Abstract presented at the Tenth World Congress on Brain Injury, 19-22 March 2014, San Francisco, United States