Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Cognitive Science”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,099 records · Page 61Linked to original sources
PubMed2004

The impact of supervisors' cognitive styles on the quality of research supervision in management education.

BACKGROUND: An aspect of teaching and learning that has been seriously overlooked in higher education is the process of research supervision. High failure rates for research dissertations in the social sciences have been partly attributed to student dissatisfaction with supervision and poor student-supervisor relationships. One personality variable that has been shown to be partly responsible for shaping the effectiveness of supervisory relationships is cognitive style. AIMS: The study examined the effects of supervisor cognitive style on the quality of supervision for students undertaking a research project in the field of management education. SAMPLE: Both parties in each of 118 supervisor-student dyads within a university business school in the UK participated in the study. METHOD: Data were collected using the Cognitive Style Index to measure subjects on the analytic-intuitive dimension of cognitive style. A self-developed Thurstone attitude scale was used to measure students' perceptions of the quality of supervision. The scale's validity was assured by making extensive use of subjects' (N = 100) judgments from the population of interest in the scale's development. A second parallel scale was developed to test the instrument's reliability characteristics. RESULTS: Findings revealed that students perceived the quality of supervision to increase significantly with the degree to which supervisors were analytic in their cognitive style. Students whose supervisors were more analytic also achieved significantly higher grades for their dissertations. CONCLUSIONS: Whilst there may be many factors influencing interpersonal relationships of this nature, this study demonstrated the potential relevance of cognitive style, which may prove to be a fertile area for further investigation.

Adult↗
PubMed1995

[Scientific change in times of political upheaval: Germany in the 20th century].

Until recently, the development of the modern sciences has usually been described as a continuous unfolding of constantly expanding and differentiating research institutions on the one hand, and the accumulation of more and better knowledge on the other. The changes that have occurred both in scientific institutions and in the direction and content of research in the course of revolutions or comparable political changes pose significant challenges to such accounts. I would like to propose an interactive approach to this issue. Instead of accepting a linear, deterministic model of scientific change as a result of political upheaval, I suggest that such political changes present an array of challenges to and possibilities for the interruption, redirection, reconstruction or effortful continuation of research. The central claim is that scientific development in times of political upheaval has proceeded in Germany primarily by means of increasing cooperation of scientists with the state, involving a process that I call the technologization of basic research. But this is not always a one-sided affair involving the subordination of science to practical politics or to ideology. Rather, I argue, what occurs is the mobilization or reconstruction of physical, institutional, financial cognitive and/or rhetorical resources. Such mobilizations can proceed in various directions: the state or agencies within it can mobilize scientists as resources in the interest of achieving certain political aims; scientists can convert themselves into such resources (or claim that they are doing so); or both things can happen at once. The approach is exemplified by examining continuities and changes in the situations of the sciences following the major turning points of 20th century German history, symbolized by the dates 1918, 1933, 1945 and 1990. Considered in particular are: scientific changes in Germany following the Nazi takeover and creative innovations by émigré scientists working in different cultural settings; the massive transfer of scientific resources after Nazi Germany's defeat and attempts to carry on and reconstruct science in the two postwar German states; and the massive reorganization of scientific institutions in eastern Germany after unification. The examples come primarily from biology and experimental psychology, but physical sciences and particular branches of technology are considered as well.

Germany↗
PubMed1985

Designing nursing research: the qualitative-quantitative debate.

Nursing research has not evolved with immunity from the qualitative-quantitative debate which has surrounded the behavioural and social sciences. The outcome of this debate should be better nursing science since researchers are forced to face and address the controversial issues. Attaining this goal requires researchers to debate the issues with a knowledge of epistemology and methodology and not blind devotion to the tradition of the hard sciences. This paper addresses the issues of epistemology, methodology, and ethics for two prototypes of the qualitative-quantitative continuum. Grounded theory explains the issues of qualitative research: the search for meaning, the inclusion of environmental factors, the depth of data, and the treatment of participants as subjects. The true experiment, the epitomy of the quantitative approach, seeks to identify existing truths by isolating the significant variables and controlling for contaminating factors. Based on these arguments, recommendations are made for nursing research which rely on both approaches.

Cognition↗
PubMed1995

A bigger picture: cause and cognition in relation to differing scientific frameworks.

The exchange between Lee (1992) and Hawkins (1992) on the one hand and Bandura (present volume) on the other represents a far more fundamental disagreement than whether behavior-analytic or cognitive accounts of self-efficacy are more persuasive. The deeper disagreement is really a conflict between equally legitimate but incompatible world views and, thus, it is both ontological and epistemological in nature. The present paper argues that the disagreement can be traced to differences between mechanistic and contextual or relational scientific frameworks and involves such issues as basic scientific objectives, units of analysis, and differing perspectives on causation and explanation. These differences are briefly described.

Cognition↗
PubMed1990

The effect of worry on cardiovascular response to phobic imagery.

Cardiovascular response to phobic exposures has been shown to reflect the degree of emotional processing of phobic material and relates in important ways to outcome in exposure therapy. The present study investigated the effect of worry on such processing. Speech anxious subjects visualized a phobic scene for 10 trials. Three groups differed according to whether they engaged in relaxed, neutral, or worrisome thinking just prior to each scene presentation. Although the three types of thinking had no effect on cardiovascular activity during the thinking periods, subjects in the worry group displayed significantly less heart rate response to the phobic image than those in the neutral condition who had significantly less response than the relaxed condition. However, the worry group showed significantly greater subjective fear to the images than the neutral condition, with the relaxed group near to the level of the worry group and not significantly different from either of the other two conditions. The results suggest that worry may inhibit emotional processing and thus preserve cognitive/affective fear structure, and are discussed in terms of Gray's (Behavioral and Brain Sciences, 5, 469-534, 1982) theory of the behavioral inhibition system and semantic satiation effects in cognitive psychology.

Adolescent↗
PubMed2006

Increased information transmission during scientific hypothesis generation: mutual information analysis of multichannel EEG.

Hypothesis generation has been regarded as one of the core reasoning processes in creative thinking and scientific discovery. To investigate changes in the amount of information transmission during scientific hypothesis generation, the averaged cross-mutual-information (A-CMI) of EEGs was estimated. Twenty-five 5th grade students were sampled in this study. EEG signals from 16 electrodes on each subject's scalp were recorded using a 32-channel EEG system. In order to generate hypotheses, the students were asked to observe 20 quail eggs that gave rise to questions such as: Why do different sizes and shapes of patterns appear on the surface of the eggs? After the observation, they were asked to generate a scientific hypothesis-a tentative causal explanation for the evoked question. The results of experimentation indicated several distinct brain activities during hypothesis generation interacting between different local brain regions. In addition, it was observed that the amount of information transmission during hypothesis generation increased in a large part of the brain region encompassing the temporal, parietal, and occipital cortexes, which implies the use of declarative and procedural memory systems. Furthermore, this study suggested the possibility that neuropsychological approaches may be potential tools to investigate the neuronal activity of EEGs during hypothesis generation.

Algorithms↗
PubMedDate not supplied

Familial approach to the treatment of childhood obesity: conceptual mode.

This model for the management of childhood obesity uses a family-based approach. Change is delivered through the parents (instead of the obese child) emphasizing a healthy lifestyle and not weight reduction as in previously published, family-based management of childhood obesity. This intervention integrates behavioral, social learning, and family system approaches. The proposed approach includes changes in parental cognition, emphasizing "parenthood presence"; parents serve both as a source of authority and a role model for the obese child, providing a family environment that fosters healthy practices related to weight control issues and de-emphasizing personal responsibility for control of health behavior.

Child↗
PubMed2004

Collaboration and social inquiry: multiple meanings of a construct and its role in creating useful and valid knowledge.

The concept of collaboration in community research and intervention, although not new, has grown tremendously in importance in the past 20 years. Yet, it is both a contested concept in terms of its intent and a still evolving idea in terms of its meaning and implications. The purpose of this monograph is to begin to "unpack" the collaboration construct in terms of its many meanings, rationales, goals, models, dynamics, and accomplishments. Although models of collaboration are often well articulated there is "partial paradigm acquisition" (E. J. Trickett, 1984) in terms of understanding their behavioral and ethical implications. There is more theology than conclusion. The promise of collaboration, although considerable, is still in need of multiple and varied empirical examples of how collaboration contributes to both the process and goals of community research and intervention, however defined. The monograph closes with a brief overview of what we have learned from reviewing this literature, an articulation of the kinds of questions that need to be addressed, and a series of recommendations for how to increase our understanding of the collaboration construct in community research and intervention.

Cognition↗
PubMed1992

Redefining the science-practice relationship and professional training.

A revised conception of the relationship between psychological science and professional practice is proposed in the light of postmodern changes in perspectives on knowledge. Positivistic science, which has dominated the traditional interpretation of scientist-practitioner training, is considered from a constructivist point of view to be only one possible foundation of psychological knowledge. It is argued that the knowledge base of the profession should be derived with diverse methods and from multiple sources, including the knowledge of practice. The mutuality of science and practice is emphasized. An evolving framework for understanding the epistemology of practice, based on cognitive psychology, is presented. Emphasis on broadened choices of research methods, the development of reflective skills, and better linkage between teaching in the domains of research and practice are urged. Suggestions for research related to scientific training and the knowledge processes of practice are offered.

Forecasting↗
PubMed1996

The gender difference in orienting liquid surfaces and plumb-lines: its robustness, its correlates, and the associated knowledge of simple physics.

In comparison between male and female psychology students, a greater proportion of female students fail to represent liquid surfaces and plumb-line objects as invariably horizontal and vertical, respectively. However, the occurrence of this perplexing gender difference has not been ascertained among young adults enrolled in science programs, who should ostensibly be more fully equipped in terms of academic competence, irrespective of their gender. The present large sample of undergraduates (N = 1412), majoring in natural and applied sciences, and social sciences or humanities and arts, completed water-level and plumb-line items, along with other simple physics problems, indicating how and in reference to which principle they had solved these tasks. They also answered questions pertaining to possible personal proficiency correlates of a biological, experiential, perceptual, and sociocognitive nature. The data revealed not only that women's achievement was consistently poorer than men's across discipline categories, but surprisingly that this was so even within specific fields requiring and providing the most visuo-spatial skills as well as physical knowledge and training. Especially for women, mastery was predicted by success in simple physics problems, and to a lesser degree by perceptual, sociocognitive, and experiential variables. Biological variables did not contribute to proficiency for either gender, though the data fitted a recessive gene model. Responses based on relevant physics principles were more accurate, but men and women generally adopted the same procedural strategies. The present compelling demonstration of a gender gap in achievement that is not compensated by formal science education, extending thus even to future physical scientists, invites further investigation into its perceptual and cognitive determinants, as well as into those more distally connected with early aptitudes, interests, and experiences.

Adolescent↗
PubMed2003

Contributions of qualitative research to the knowledge base of normal communication.

As clinical speech-language pathology moves toward a progressive use of qualitative research methodologies and applications for clinical purposes, it is helpful to know how the qualitative paradigm has influenced our field. This article reviews a number of studies from the social sciences and their impact on our knowledge of the properties of communication and the investigation of cognitive and language acquisition. This review indicates that qualitative research currently has a significant impact on our knowledge bases in clinical speech-language pathology.

Communication↗