Application Of Cognitive Theory Research Articles

Personal and community values behind sustainable food consumption: a meta-ethnography

Various aspects of sustainable food consumption have been studied within the Social Sciences in the last years. Specifically, the analysis of motivations and determinants behind alternative economic practices has gained prominence in disciplines such as Sociology, Psychology, Economics and Marketing, seeking to understand, measure and calculate consumers’ decision-making processes and actions through the application of cognitive theories and qualitative predictive models. Anthropology—more specifically through the practice of ethnography—, has also made significant contributions, mostly toward the analysis and description of contemporary cooperative experiences, both in rural and urban settings. However, within this field, few studies have focused on the underlying values, as well as the symbolic, emotional/affective, and identity-based incentives that exist behind the participation in sustainable, pro-environmental, organic, and fair-trade food initiatives. This kind of perspective might help in comprehending how different people or social groups conceptualize their habits and link them to certain representations or beliefs. At the same time, it can provide information about the way in which action-related values appear in discourse and become embodied, whether they are uniform, conflicting, precede practice or emerge as a post-personal reflection of those involved. Through a review, synthesis, and analysis of qualitative literature—meta-ethnography—this paper seeks to present an overview of available academic work on the social, political, personal, material, and ethical reasons associated with partaking in alternative food networks. The findings will be analyzed and discussed in relation to a constructivist perspective, as well as debates around identity, social distinction, and gender.

Application of Forward Chaining Method for Cognitive and Humanistic as an Indonesia Language

In a previous study conducted by (Cut Nuraini, “Combine Application Theory of Humanistic Learning with Cognitive Methods in Learning (Its Application in Learning Indonesian Language) as One Model of Teaching Arts)”. UNSIKA: 2016) have obtained quite good results in the application of Combine Application of Humanistic and Cognitive theories in Indonesian Language Learning at FASILKOM. Referring to the success of previous research, it is unfortunate if it is not continued and developed. Previous research development in this study was by designing book applications in digital form or applications from the application of Cognitive Theory and Humastik on Indonesian Language learning at FASILKOM using the Forward Chaining method in Expert Systems.

Analysis and Applicability of Cognitive Theories In Solving Inconsistency Among Cognitive Elements

This paper critically analyses the major theoretical and empirical body of knowledge of the various schools of thought of cognitive consistency with a view of proffering a tripartite approach (involving the consumers, the organizations and the government) to solving inconsistency among cognitive elements (e.g., values, beliefs, knowledge and attitudes). The Heider’s balance theory, Osgood’s congruity model and Festinger’s cognitive dissonance theory were specifically looked into and assessed in terms of their real world application and/or empirical fertility. Each of these theorists emphasizes psychological tension and the urge to achieving consistency within and between the cognitive system and overt/covert behaviour

From theory into practice: The application of cognitive theory in a didactic protocol of teaching history of music in an autistic savant

From theory into practice: The application of cognitive theory in a didactic protocol of teaching history of music in an autistic savant

Cognitive Theory and Phenomenology in Arendt’s and Nussbaum’s Work on Narrative

In this essay I compare Nussbaum’s and Arendt’s approach to narrativity. The point of the comparison is to find out which approach is more adequate for practical philosophy: the approach influenced by cognitive theory (Nussbaum) or the one influenced by hermeneutic phenomenology (Arendt). I conclude that Nussbaum’s approach is flawed by methodological solipsism, which is due to her application of cognitive theory.

Information processing of food cues in overweight and normal weight adolescents

Based on cognitive theory (CT), the aim of this study is to investigate the cognitive processing of food cues in clinically overweight adolescents. An experimental design with performance-based measures. Eighty-seven (45 overweight, 42 normal weight) adolescents between the ages of 12 and 18 years were examined. All completed an imbedded word task (IWT), containing high caloric food words and matched control words, as a measure of attention interference. A free-recall task was used to detect explicit memory biases. To study the effects of cognitive avoidance, participants were instructed to suppress thoughts about food or merely to monitor them, prior to completing the IWT and memory task. No evidence was found for interference in the attention processing of food cues. Also, no effects of thought suppression were found. However, consistent with hypotheses, the overweight adolescents did show an explicit memory bias for food stimuli, not due to a more general negative evaluation of food words. The results provide at least partial support for the applicability of CT to adolescent obesity. The study was the first to reveal a memory bias for high caloric food cues in overweight youngsters, which may well reflect a later-stage activation of food-related schemata. These may play a role in food-related preoccupations and overeating. The existence of an early-stage attention bias is less clear and requires further investigation.

Knowledge management and cognitive theory: An African case study

Purpose: The aim of this paper is to report on research into whether knowledge can be managed more effectively by taking into consideration the nature and complexity of information being received by members of an organisation; the cognitive abilities of those members; and finally the nature and composition of the hierarchical structure of the organisation within which those members operate. Design/Methodology/Approach: The research reported on in this paper was carried out using a case study approach, with the focus on a single organisation to which the authors had special access. Data was gathered using a combination of interviews and a focus group, with participants drawn from a cross-section of members of the case study organisation. Analysis was conducted within the framework associated with the primary theoretical model (Jaques & Clement, 1991) that underpins this research. Findings: This research helps to further an understanding of how individual and organisational performance may be influenced by issues such as cognitive processes and the relationship to information complexity. The research findings support the work of Jaques and Clement (1991). Implications: This research had important implications for the organisation in the case study investigation. Other organisations would need to evaluate the research findings in terms of their applicability to other organisations in the same industry, in the same country (South Africa) or elsewhere in other industries or in other countries on the African continent. Originality/Value: This research is original in terms of the application of cognitive theory in conjunction with knowledge management principles in the context of the legal profession in South Africa. It has potential value in many other industries and countries.

Who talks whose language? George Herbert and the reader’s world

The poetic rhetoric of George Herbert, an outstanding explorer of the mental and emotional aspects of Anglican spirituality, seems particularly suited to the applications of cognitive theory. By what means does the poet centre his reader in a distinctive kind of mental space (to be termed ‘the heart-space’), reconciling Protestant anxieties about absolute dependence on God’s grace with the sense of a fully functioning, emotionally authentic human presence? Herbert’s use of deixis, metaphor and other space-structuring tropes constructs an implied reader who is both rooted in familiar experience and worldly wisdom and open to stress and surprise.

Can models of post‐traumatic stress disorder contribute to the application of cognitive therapy by nurse therapists when dealing with individuals affected by the Omagh bombing? An overview

As mental health professionals practising in an evolving multidisciplinary trauma and recovery team in Omagh, Northern Ireland, the by now infamous Omagh bombing of 15 August 1998 brought abruptly to attention the potential for adverse psychological consequences resulting from exposure to such trauma. As nurse therapists, this event provoked interest in the entity of post-traumatic stress disorder (PTSD) as being one of the possible negative psychological consequences, and the relevance and application of cognitive theory and practice in its treatment. Whilst recognizing that there is no single cognitive theory or model of anxiety disorder, this paper focuses on the approach of Beck and allied approaches when referring to cognitive theory and practice. It is intended to proffer a broad overview of areas the authors consider relevant in order to develop an appreciation of the entity of PTSD, and its evolution, having given a synopsis of the event that provoked interest. Finally, acknowledgement and a brief explication of some of the theoretical models of PTSD to date will be made, and the relevance and application of cognitive theory and principals in the treatment of the disorder will be considered.

Correlates of the SAT in Minority Engineering Students

Project Preserve is a program designed to retain minority engineering students who have experienced academic difficulty (Morning & Fleming, 1994). The NASA-funded effort channeled African American and Latino engineering students who had failed their freshman year in predominantly White institutions into three schools noted for their support services for minorities, for their willingness to restructure those services, and for variation among institutional variables: Xavier University of Louisiana, California State University at Northridge, and City College of the City University of New York. The principal investigator (CM) coordinated efforts to find students in academic difficulty and to monitor their progress in the new environments where faculty mentors served as project directors providing support and guidance. The project demonstrated that by the conclusion of a 5-year program, 64% of over 100 would-be dropouts were still retained in engineering. Furthermore, there was evidence of cognitive development, bonding to faculty, and institutional bonding, as well as institutional variations in these outcomes. At a time when 67% of minority engineering students drop out (ABET, 1991; Landis, 1991), the question is, how does Project Preserve work? In a review of support programs in engineering Morning (1988) found that parity in majority and minority student retention was achieved when three program features were present: (1) attention to cognitive development, (2) close relationships with faculty and staff, and (3) a sense of community and bonding to the institution. In practice, Project Preserve attended to cognitive development by offering faculty workshops in critical thinking concepts (Whimbey & Lochhead, 1986; Resnick, 1987; Sevenair et al., 1987; Heiman & Slomianko, 1988) and providing students with Efficacy Training workshops (Howard & Hammond, 1985). Close relationships to faculty were achieved by requiring weekly faculty meetings, although there were institutional differences in the success of the bonding (see Morning & Fleming, 1994). A sense of community and bonding to the institution was fostered by requiring students to work on campus. This approach is consistent with major theories of retention that emphasize a sense of membership in the academic community, the quality of student-faculty interactions, and a student-centered campus culture (Tinto, 1975, 1987; Pascarella & Terenzini, 1977; Pantages & Creedon, 1978; Beal & Noel, 1980; Forest, 1987; Noel, 1987; Kalsner, 1991), as well as approaches to the retention of minority students in science emphasizing academic acceleration and the application of cognitive theory (Lincoln, 1979; Fullilove & Treisman, 1990; Gordon, 1986; Sims, 1992). The lingering question for Project Preserve as well as the retention literature is, to what extent is persistence due to institutional factors and to what extent to student factors? The evaluation of Project Preserve found that both student and institutional factors appear to be at work. Students were selected for the program if their test scores, academic records, and high-school courses were indicative of success in engineering. Indeed, Morning & Fleming (1994) found that Project Preserve students at entry were, compared to norms for other minority students, bright, motivated, and scientific in inclination. However, they were also test anxious, lacking in study discipline, and had been preoccupied with social life in their previous engineering schools. Institutional differences in the retention rates after two years of the program - varying from 36% to 79% to 80% - were attributed to degree of faculty involvement, with the least involvement at CCNY and the most at CSUN and Xavier University. Thus, student and institutional factors appear to interact to produce retention outcomes. The project also undertook a correlational analysis of major performance measures among students at entry with evaluation measures of academic and social adjustment further to understand the factors affecting retention. …

Reflective Dialogue Parent Education Design: Focus on Parent Development

Parent development as an outcome of parent education is conceptualized. A cognitive theory-based educational design for facilitating parent development and its implementation in 4 parent education sites is described. Preliminary evidence is reported regarding theoretical aspects of parent development and the efficacy of the educational design in producing parent development outcomes. Implications of focusing parent education on complex parent development outcomes are discussed. FOCUS ON PARENT DEVELOPMENT* Ruth Thomas Most parent education programs seek to help parents learn new skills, knowledge, and attitudes, and also offer parents support. Such programs provide parents with information they can immediately apply in their parenting and the sense that they are not alone in their struggles. By emphasizing principles of child development, parenting practices related to problems parents experience, and confidence-building social support, these programs are moderately to largely successful in fostering the changes sought in parents (Anchor & Thomason, 1977; Dembo, Sweitzer, & Lauritzen, 1985; Pinsker & Geoffrey, 1981). An assumption underlying such programs is that more skilled, knowledgeable, and supported parents will be better able to foster their children's development (Powell, 1986, 1988; Weiss, 1988). A substantial body of evidence exists that supports the validity of this assumption (e.g., Dembo et al. 1985; Gray & Ruttle, 1980; Pfannenstiel & Seltzer, 1989; Powell, 1983, 1986; Slaughter, 1983; Yawkey, 1982). Despite these profiles of success, parent education programs and the outcomes they seek have been criticized. Critics have claimed, for example, that simply providing parents with information about children's development and teaching parenting as a collection of skills is not likely to affect deeper, critical parental perspectives (Bromwich, 1981). Others have pointed out that typical programs are successful with only a narrow range of parents (Howrigan, 1988; Jackson, 1983), that broader individual and family-level outcomes are rarely addressed (Sheehan & Keogh, 1981; Simeonsson, Cooper, & Scheiner, 1982; Travers & Light, 1982; Upshur, 1988; Zigler & Balla, 1982), and that such programs fail to reflect newer, more complex and comprehensive perspectives of family and human development (Newberger, 1980a; Upshur, 1988). Such criticisms have generated alternative ways of thinking about parent education. These alternative perspectives are typically broader and more comprehensive than conventional ones, focusing, for example, on the entire family system (Noller & Taylor, 1989), self psychology (Brems, Baldwin, & Baxter, 1993; Kohut, 1978, 1982), and parent development (Brooks, 1991; Upshur, 1988). Design and evaluation of parent education based on these newer paradigms require new concepts and new educational and evaluation approaches (Weiss, 1988). This article explores parent development as an aim of parent education and considers the relevance to parent education of educational applications of cognitive theory. Parent development is conceptualized, a cognitive theory-based Reflective Dialogue Parent Education Design (RDPED) is described, and preliminary evidence regarding parent development and the RDPED obtained from a field study is reported. Interest in parent development as an aim of parent education is based on the assumption that parents who have reached higher levels in their own development have a wider repertoire for dealing with, and more complex ways of understanding, their children, their parenting role, and their parent-child relationships than parents who have not reached these levels (Upshur, 1988; Weiss, 1988). Parents who are more emotionally and cognitively mature or advanced should be better able to support their children's development than parents who are less mature. Use of parent development as a basis for educational design requires that it be clearly and adequately conceptualized. …

The applications of cognitive theory and science to HCI: A psychological perspective

The applications of cognitive theory and science to HCI: A psychological perspective

Some Applications of Cognitive Theory to Second Language Acquisition

This paper describes recent theoretical developments in cognitive psychology that can be applied to second language acquisition and uses the theory to analyze phenomena discussed regularly in the second language literature. Some limitations of linguistic theories in addressing the role of mental processes in second language acquisition are identified, and current cognitive learning theory in general is outlined. The paper then examines the theoretical model developed by John Anderson (1983, 1985) as it applies to memory representation, learning, and language skill acquisition. The remainder of the paper describes possible applications of this model to issues in second language acquisition and suggests that the theory is useful both in explaining second language acquisition processes and in identifying areas in which research is needed.

Trends in Child Development Research Important to Day-Care Policy

Themes in child development literature from the 1940s to the present need to be examined critically with respect to maternal employment in the context of changing social values. Several approaches to empirical and child development behavioral research are examined for their relevance to day-care policy. The child development research reviewed herein appears to support the principle that a child's development can best proceed out of the matrix of mother-provided care. Three different theoretical perspectives are reviewed historically in order to examine research biases and their consequences in establishing a theoretical rationale for day-care policy: the maternal deprivation literature of the 1940s and 1950s, the application of cognitive theory to early childhood education via the Head Start Program of the 1960s, and the psychoanalytic studies of Margaret Mahler on the early mother-child relationship in the 1970s.

Some problems in the application of cognitive theory to personality functioning.

Some problems in the application of cognitive theory to personality functioning.