Individual Differences In Cognition
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| Author | : Aleksandra Gruszka |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 494 |
| Release | : 2010-06-16 |
| Genre | : Psychology |
| ISBN | : 9781441912107 |
As cognitive models of behavior continue to evolve, the mechanics of cognitive exceptionality, with its range of individual variations in abilities and performance, remains a challenge to psychology. Reaching beyond the standard view of exceptional cognition equaling superior intelligence, the Handbook of Individual Differences in Cognition examines the latest findings from psychobiology, cognitive psychology, and neuroscience, for a comprehensive state-of-the-art volume. Breaking down cognition in terms of attentional mechanisms, working memory, and higher-order processing, contributors discuss general models of cognition and personality. Chapter authors build on this foundation as they revisit current theory in such areas as processing effort and general arousal and examine emerging methods in individual differences research, including new data on the role of brain plasticity in cognitive function. The possibility of a unified theory of individual differences in cognitive ability and the extent to which these variables may account for real-world competencies are emphasized, and commentary chapters offer suggestions for further research priorities. Coverage highlights include: The relationship between cognition and temperamental traits. The development of autobiographical memory. Anxiety and attentional control. The neurophysiology of gender differences in cognitive ability. Intelligence and cognitive control. Individual differences in dual task coordination. The effects of subclinical depression on attention, memory, and reasoning. Mood as a shaper of information. Researchers, clinicians, and graduate students in psychology and cognitive sciences, including clinical psychology and neuropsychology, personality and social psychology, neuroscience, and education, will find the Handbook of Individual Differences in Cognition an expert guide to the field as it currently stands and to its agenda for the future.
| Author | : Ronna F. Dillon |
| Publisher | : |
| Total Pages | : 288 |
| Release | : 1983 |
| Genre | : Psychology |
| ISBN | : |
| Author | : Ann Dowker |
| Publisher | : Routledge |
| Total Pages | : 409 |
| Release | : 2019-03-27 |
| Genre | : Psychology |
| ISBN | : 1317627431 |
Arithmetic is still hugely important in many aspects of modern life, but our personal attitudes to it differ greatly. Many people struggle with the basic principles of arithmetic, whilst others love it and feel confident in their arithmetical abilities. Why are there so many individual differences in people’s performance in, and feelings about, arithmetic? Individual Differences in Arithmetic explores the idea that there is no such thing as arithmetical ability, only arithmetical abilities. The book discusses several important components of arithmetic, from counting principles and procedures to arithmetical estimation, alongside emotional and cognitive components of arithmetical performance. This edition has been extensively revised to include the latest research, including recent cross-cultural and cross-linguistic research, the development of new interventions for children with difficulties and studies of early foundations of mathematical abilities. Drawing on developmental, educational, cognitive and neuropsychological studies, this book will be essential reading for all researchers of mathematical cognition. It will also be of interest to educators and other professionals working within individuals with arithmetic deficits.
| Author | : D. Roy Davies |
| Publisher | : Psychology Press |
| Total Pages | : 417 |
| Release | : 2013-10-23 |
| Genre | : Psychology |
| ISBN | : 131779964X |
Human Performance provides the student and researcher with a comprehensive and accessible review of performance, in the real world and essential cognitive science theory. Four main sections cover both theoretical and practical issues: Section One outlines the perspectives on performance offered by contemporary cognitive science, including information processing and neuroscience perspectives. Section Two presents a multi-level view of the performer as biological organism, information-processor and intentional agent. It reviews the development of the cognitive theory of performance through experimental studies and also looks at practical issues such as human error. Section Three reviews the impact of stress factors such as noise, fatigue and illness on performance. Section Four assesses individual and group differences in performance with accounts of ability, personality and aging.
| Author | : Jonathon E. Larson |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2009 |
| Genre | : Educational psychology |
| ISBN | : 9781606922767 |
The field of educational psychology is primarily concerned with teaching and learning. Educational psychology has a long historical past and an extensive record of conducting empirical research into the teaching/learning process. Educational psychology has also been involved with the topics of motivation, intelligence, memory, cognition, intellectual development and evaluation and assessment. Over the past 50 years, educational psychology has been predominantly involved with the learning processes of the " normal, average " student. However, over the past 20 years, mainstreaming and later inclusion has presented an additional challenge for educational psychologists and classroom teachers. This book presents leading research on cognition and learning, individual differences and motivation.
| Author | : Raphael Berthele |
| Publisher | : Language Science Press |
| Total Pages | : 254 |
| Release | : |
| Genre | : Language Arts & Disciplines |
| ISBN | : 3961103240 |
Variability in predispositions for language learning has attracted scholarly curiosity for over 100 years. Despite major changes in theoretical explanations and foreign/second language teaching paradigms, some patterns of associations between predispositions and learning outcomes seem timelessly robust. This book discusses evidence from a research project investigating individual differences in a wide variety of domains, ranging from language aptitude over general cognitive abilities to motivational and other affective and social constructs. The focus lies on young learners aged 10 to 12, a less frequently investigated age in aptitude research. The data stem from two samples of multilingual learners in German-speaking Switzerland. The target languages are French and English. The chapters of the book offer two complementary perspectives on the topic: On the one hand, cross-sectional investigations of the underlying structure of these individual differences and their association with the target languages are discussed. Drawing on factor analytical and multivariable analyses, the different components are scrutinized with respect to their mutual dependence and their relative impact on target language skills. The analyses also take into account contextual factors such as the learners’ family background and differences across the two contexts investigated. On the other hand, the potential to predict learner’s skills in the target language over time based on the many different indicators is investigated using machine learning algorithms. The results provide new insights into the stability of the individual dispositions, on the impact of contextual variables, and on empirically robust dimensions within the array of variables tested.
| Author | : Nelson Cowan |
| Publisher | : Psychology Press |
| Total Pages | : 238 |
| Release | : 2016-04-14 |
| Genre | : Psychology |
| ISBN | : 1317232380 |
The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. This 10th anniversary Classic Edition will continue to be accessible to a wide range of readers and serve as an invaluable reference for all memory researchers.
| Author | : Priti Shah |
| Publisher | : Cambridge University Press |
| Total Pages | : 584 |
| Release | : 2005-07-25 |
| Genre | : Psychology |
| ISBN | : 9780521807104 |
| Author | : David J. Hosken |
| Publisher | : John Wiley & Sons |
| Total Pages | : 272 |
| Release | : 2019-04-15 |
| Genre | : Science |
| ISBN | : 1119313422 |
Provides a broad snapshot of recent findings showing how the environment and genes influence behavior The great debate of nature versus nurture rages on — but our understanding of the genetic basis of many behaviors has expanded over the last decade, and there is now very good evidence showing that seemingly complex behaviours can have relatively simple genetic underpinnings, but also that most behaviours have very complicated genetic and environmental architecture. Studies have also clearly shown that behaviors, and other traits, are influenced not just by genes and the environment, but also by the statistical interaction between the two. This book aims to end the nature versus nurture argument by showing that behaviors are nature and nurture and the interaction between the two, and by illustrating how single genes can explain some of the variation in behaviors even when they are seemingly complex. Genes and Behaviour: Beyond Nature-Nurture puts to rest the nature versus nurture dichotomy, providing an up-to-date synopsis of where we are, how far we've come and where we are headed. It considers the effects of a dual-inheritance of genes and culture, and genes and social environment, and highlights how indirect genetic effects can affect the evolution of behavior. It also examines the effect of non-self genes on the behavior of hosts, shines a light on the nature and nurturing of animal minds and invites us to embrace all the complexity nature and nurture generates, and more. Explores exciting new findings about behavior and where we go from here Features contributions by top scholars of the subject Seeks to end the nature versus nurture debate forever Genes and Behaviour: Beyond Nature-Nurture is a unique, and eye-opening read that will appeal to Ph.D. Students, post-doctoral fellows, and researchers in evolution and behavior. Additionally, the book will also be of interest to geneticists, sociologists and philosophers.
| Author | : Edwin Hutchins |
| Publisher | : MIT Press |
| Total Pages | : 403 |
| Release | : 1996-08-26 |
| Genre | : Psychology |
| ISBN | : 0262581469 |
Edwin Hutchins combines his background as an anthropologist and an open ocean racing sailor and navigator in this account of how anthropological methods can be combined with cognitive theory to produce a new reading of cognitive science. His theoretical insights are grounded in an extended analysis of ship navigation—its computational basis, its historical roots, its social organization, and the details of its implementation in actual practice aboard large ships. The result is an unusual interdisciplinary approach to cognition in culturally constituted activities outside the laboratory—"in the wild." Hutchins examines a set of phenomena that have fallen in the cracks between the established disciplines of psychology and anthropology, bringing to light a new set of relationships between culture and cognition. The standard view is that culture affects the cognition of individuals. Hutchins argues instead that cultural activity systems have cognitive properties of their own that are different from the cognitive properties of the individuals who participate in them. Each action for bringing a large naval vessel into port, for example, is informed by culture: the navigation team can be seen as a cognitive and computational system. Introducing Navy life and work on the bridge, Hutchins makes a clear distinction between the cognitive properties of an individual and the cognitive properties of a system. In striking contrast to the usual laboratory tasks of research in cognitive science, he applies the principal metaphor of cognitive science—cognition as computation (adopting David Marr's paradigm)—to the navigation task. After comparing modern Western navigation with the method practiced in Micronesia, Hutchins explores the computational and cognitive properties of systems that are larger than an individual. He then turns to an analysis of learning or change in the organization of cognitive systems at several scales. Hutchins's conclusion illustrates the costs of ignoring the cultural nature of cognition, pointing to the ways in which contemporary cognitive science can be transformed by new meanings and interpretations. A Bradford Book
