Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Cognition and Perception (4)
- Counseling Psychology (4)
- Experimental Analysis of Behavior (4)
- Applied Behavior Analysis (3)
- Biological Psychology (3)
-
- Child Psychology (3)
- Clinical Psychology (3)
- Community Psychology (3)
- Developmental Psychology (3)
- Health Psychology (3)
- Industrial and Organizational Psychology (3)
- Multicultural Psychology (3)
- Pain Management (3)
- Personality and Social Contexts (3)
- Quantitative Psychology (3)
- School Psychology (3)
- Social Psychology (3)
- Theory and Philosophy (3)
- Arts and Humanities (1)
- Behavioral Economics (1)
- Cognitive Science (1)
- Economics (1)
- Law (1)
- Philosophy (1)
- Keyword
-
- Academic outcomes (1)
- Adolescents (1)
- At-risk students (1)
- Brooding and reflection (1)
- Bullying (1)
-
- Cognitive science (1)
- Cognitive theory (1)
- Community-based participatory research (1)
- Decision making (1)
- Depression (1)
- Early intervention (1)
- Elementary schools (1)
- Embodied cognition (1)
- Game theory (1)
- High school students (1)
- Meta-analysis (1)
- Perception (1)
- Prevention (1)
- Rational choice theory (1)
- Response style theory (1)
- Rumination (1)
- School mental health (1)
- Statistical decision (1)
Articles 1 - 6 of 6
Full-Text Articles in Cognitive Psychology
How To Go Beyond The Body: An Introduction, Guy Dove
How To Go Beyond The Body: An Introduction, Guy Dove
Faculty Scholarship
Embodied cognition represents one of most important theoretical developments in contemporary cognitive science. Many cognitive processes appear to be influenced by body morphology, emotions, and sensorimotor systems. This perspective is supported by an ever increasing collection of empirical studies that fall into two broad classes: one consisting of experiments that implicate action, emotion, and perception systems in seemingly abstract cognitive tasks and the other consisting of experiments that demonstrate the contribution of bodily interaction with the external environment to the performance of such tasks.
Now that embodied cognition is fairly well established, the time seems right for assessing its further …
Engaging Youth In Bullying Prevention Through Community-Based Participatory Research, Jen Gibson, Paul D. Flaspohler, Vanessa Watts
Engaging Youth In Bullying Prevention Through Community-Based Participatory Research, Jen Gibson, Paul D. Flaspohler, Vanessa Watts
Faculty Scholarship
Few studies that engage youth in community-based participatory research (CBPR) focus on issues of safety/violence, include elementary school-aged youth, or quantitatively assess outcomes of the CBPR process. This article expands understanding of CBPR with youth by describing and evaluating the outcomes of a project that engaged fifth-grade students at 3 schools in bullying-focused CBPR. Results suggest that the project was associated with decreases in fear of bullying and increases in peer and teacher intervention to stop bullying. We conclude with implications for the engagement of elementary school-aged youth in CBPR to address bullying and other youth issues.
School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize
School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize
Faculty Scholarship
The current educational policy context in the United States necessitates that school-based programs prioritize students’ academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at risk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found …
Evaluating An Abbreviated Version Of The Paths Curriculum Implemented By School Mental Health Clinicians, Jen Gibson, Shelby Werner, Andrew Sweeny
Evaluating An Abbreviated Version Of The Paths Curriculum Implemented By School Mental Health Clinicians, Jen Gibson, Shelby Werner, Andrew Sweeny
Faculty Scholarship
When evidence-based prevention programs are implemented in schools, adaptations are common. It is important to understand which adaptations can be made while maintaining positive outcomes for students. This preliminary study evaluated an abbreviated version of the Promoting Alternative Thinking Strategies (PATHS) Curriculum implemented by school-based mental health clinicians in preschool/kindergarten classrooms. Results suggest that students (N = 80) demonstrated increases in emotional understanding and prosocial behavior. Children with low initial levels of problem behavior demonstrated large and continual increases in prosocial behavior over the entire course of the intervention, whereas children with high initial levels of problem behavior only demonstrated …
Integrating Beck’S Cognitive Model And The Response Style Theory In An Adolescent Sample., Stephanie Winkeljohn Black, Patrick Pössel
Integrating Beck’S Cognitive Model And The Response Style Theory In An Adolescent Sample., Stephanie Winkeljohn Black, Patrick Pössel
Faculty Scholarship
Depression becomes more prevalent as individuals progress from childhood to adulthood. Thus, empirically supported and popular cognitive vulnerability theories to explain depression in adulthood have begun to be tested in younger age groups, particularly adolescence, a time of significant cognitive development. Beck’s cognitive theory and the response style theory are well known, empirically supported theories of depression. The current, two-wave longitudinal study (N = 462; mean age = 16.01 years; SD = 0.69; 63.9 % female) tested various proposed integrative models of Beck’s cognitive theory and the response style theory, as well as the original theories themselves, to determine if …
Against Game Theory, Gale M. Lucas, Mathew D. Mccubbins, Mark Turner
Against Game Theory, Gale M. Lucas, Mathew D. Mccubbins, Mark Turner
Faculty Scholarship
People make choices. Often, the outcome depends on choices other people make. What mental steps do people go through when making such choices? Game theory, the most influential model of choice in economics and the social sciences, offers an answer, one based on games of strategy such as chess and checkers: the chooser considers the choices that others will make and makes a choice that will lead to a better outcome for the chooser, given all those choices by other people. It is universally established in the social sciences that classical game theory (even when heavily modified) is bad at …