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This volume records the papers presented at a Northwestern University symposium concerning the articulation of cognitive psychology with mathematics education. Piagetian theories are described and extended to classroom applications in several of the papers; other psychological theories such as information processing are also discussed. All of the papers are concerned with students' learning mathematics in an active environment. Charles Smock's paper addresses the ways in which students organize mathematical ideas. Related to this question is Max Bell's paper on the role of applications in learning mathematics; Professor Bell explores the question of whether concepts must precede applications, or, conversely, application is a necessary part of the learning of concepts. Zoltan Dienes' discussion of finite geometries and Robert Davis' consideration of computer-assisted mathematics laboratories carry this theme further. The extension of Piaget's research to concepts ordinarily taught in the mathematics classroom, and to the development of children between the stages of concrete and formal operations is discussed by Leslie Steffe. The related issue of using Piagetian tasks in educational diagnosis is also discussed by Davis. An overview of psychological research as related to mathematics education, especially in the area of problem solving, is provided in Harry Beilin's paper. (SD)

The 46 papers is this volume represent some of the most current thinking in educational communications and technology. Individual papers address the following topics: gender differences in the selection of elective computer science courses and in the selection of non-traditional careers; instruction for individuals with different cognitive styles; the teacher's role in integrating instructional technology; affective-cognitive learning; factors influencing mental effort; educational technology and integration; computer screen layout design; graphic format, cognitive style, and recall of quantitative data; semiotic theory and educational technology; international students and the use of educational media in their home countries; teachers and technology; elementary teachers, psychological types, and uses of educational computing; computer-based instruction, problem-solving skills, and middle-level students; secondary computer-based instruction in macroeconomics; distance education; learner control and interactive video; rules and higher order rules; satellite communications and high school education; best colors for audiovisual materials instruction; structure and organization in instructional text; instructional plans and situated learning; microcomputer-based instruction program strategies and verbal and visual testing; intelligent computer-assisted instruction; Fishbein Model and normative influences on behavior; and skipping of subordinate skills. Also included are a symposium on interactive video and Richard Clark's media research. Cumulative author and descriptor indexes for the 1989 conference proceedings are provided. (CGD)

The 54 papers in this volume represent some of the most current thinking in educational communications and technology. Individual papers address the following topics: feedback in computer-assisted instruction (CAI); cognitive style and cognitive strategies in CAI; persuasive film-making; learning strategies; computer technology and children's word recognition automaticity; the development of an intelligent technical information system; CAI strategies and achievement; cooperative learning at the computer; instructional development and interactive video; locus of control and CAI; the effects of screen and text density on CAI; design of computer-based simulations; perceived credibility of female peer talent in computer instruction; academic preparation for instructional technology and competency and job success; computer animation and instructional design; instructional intervention for hearing-impaired adults; theoretical foundations of educational technology; design of CAI software for teachers without programming experience; individualizing CAI; an application of the Fishbein attitude-behavior consistency model to learning computer operation; heuristic methods applied to the design of intelligent CAI; professional ethics; cognitive psychology, cognitive processing, and instructional design; cognitive style and subliminal instruction; programming of a concept learning lesson and branching; and instructional development and teacher education. Also included are a symposium on technological equity and a proposal for a "third wave" educational system. Cumulative author and descriptor indexes for the 1985, 1986, 1987, and 1988 conference proceedings are provided. (EW)

These proceedings contain the papers of the 20th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2023), held in Madeira Island, Portugal, from 21 to 23 October 2023 and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2023 Conference received 75 submissions from more than 24 countries. Out of the papers submitted, 46 were accepted as full papers for an acceptance rate of 61%; 11 were accepted as short papers and 1 was accepted as reflection paper. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Professor Barbara Wasson, Director, Centre for the Science of Learning & Technology, Norway. [Individual papers are indexed in ERIC.]

The brain alone is a complex organ in which all sensory, intellectual, emotional, and intuitive perceptions take place. Today, one of the research challenges in teaching-learning science is the answer to the question of how much the application of findings from neuroscience studies on learning can be effective in improving the quality of education. Where are the overlaps between the language of neuroscience and the science of teaching-learning? While previous teachings have emphasized the importance of schemas or mental formats as a new learning infrastructure, cognitive neuroscience looks at how knowledge, insight, and experience are processed in the brain and how neural connections in the brain provide new learning. The information encoded in the hippocampus can form schemas reliably in institutionalized neocortical networks. How can these mechanisms be used to improve education, especially architecture education? The current insights from the basic and applied research of cognitive neuroscience, cognitive psychology, and teaching-learning science research promise a change in educating architects. This article introduces the commonalities of neuroscience, cognitive studies, and architectural education. [For the full proceedings, see ED631133.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2022, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), held in Funchal, Madeira Island, Portugal, from 23 to 25 of April 2022. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2022 received 364 submissions, from more than 35 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters and Virtual Presentations. 121 submissions (overall, 33% acceptance rate) were accepted for presentation at the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the International Psychological Applications Conference and Trends (InPACT) 2022, held in Funchal, Madeira Island, Portugal, from April 23-25, 2022. The proceedings were published by inScience Press. For the 2021 proceedings, see ED622091.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2021, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year has been converted into a fully Virtual Conference as a result of the ongoing Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2021 received 358 submissions, from more than 40 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. 117 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2021. The proceedings were published by inScience Press. For the 2020 proceedings, see ED604955.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2020, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2020 received 240 submissions, from more than 45 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. 75 submissions (overall, 31% acceptance rate) were accepted for presentation in the conference. The conference also included: - One keynote presentation by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester; Chair, Association of Clinical Psychologists, United Kingdom). - One Special Talk by Prof. Dr. Matthias Ammann (PhD, Department of Social Sciences, Uminho; Psychotherapist and psychoanalyst at Equilibrium Oporto; Climate activist, Portugal). We would like to express our gratitude to our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2020. The proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2019 proceedings, see ED604954.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2019, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2019 received 322 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 107 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The conference also included: (1) One keynote presentation by Prof. Dr. Glenys Parry (PhD, CPsychol, FBPsS, Emeritus Professor, School of Health & Related Research, University of Sheffield, United Kingdom). (2) Two Special Talks, one by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Luís Delgado (Applied Psychology Research Center Capabilities and Inclusion (APPsyCI) -- University Institute, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2018 proceedings, see ED604953.]

The objective of this paper is to propose a novel approach to enhance working memory (WM) training for mobile devices by using information about the arousal level of a person. By the example of an adaptive n-back task, we combine methodologies from different disciplines to tackle this challenge: mobile learning, affective computing and cognitive psychology. Mobile applications for WM training offer the advantage that a user can perform a training session independently of time and location. Using approaches from affective computing, training sessions can be made more challenging and engaging by making them adaptive to the current state of a user. In contrast to conventional adaptive WM trainings, our approach uses physiological signals to extract information about the arousal level of a person. In this paper, we address the question how information about the arousal level of a user can be captured and how this information can be used to influence the overall learning procedure. An approach to integrate feedback about the arousal level of a person into mobile WM training is presented and exemplified using the n-back task. [For the full proceedings, see ED562140.]

This paper examines technology and its place in modern education in the context of human cultural accumulation processes, where memories, formed as a result of the interaction of novel information with long-term memory, may be stored externally and also transmitted across generations. The learning of technology, considered in a broad sense as environmental manipulation, is tied to cultural accumulation processes and historical practice, but the application of technology across knowledge domains reflects its use prior to the development of subjects as taught in modern educational institutions. Although the use and effectiveness of technology in education is an important issue for the modern teacher, there is little in the way of effective scientific frameworks that allow the modern teacher to compare educational approaches and their effectiveness in teaching practice, and much less in the way of frameworks that can, in turn, be applied to assessing the use and effectiveness of technology. This paper explores the development of such a framework, based in a little-used view of information and suggests how this framework may be used to examine the role of technology in human learning and memory and to examine its intersection with education and teaching.

This study investigated the factors underlying the estimation of learner self-confidence during explanations with a conversational agent in an online explanation task. Based on reviews of previous studies, we focused on how factors such as the learner's task activities and personal characteristics can be predictors. To examine these points, we used an online explanation task, which was run by a conversational agent for students in a classroom on information processing psychology (n=99). We asked the participants to make text-based explanations to the agent in a question-and-answer (Q&A) style, and clarified a particular concept that was taught in a previous lecture in the class. The results show that an increase in the amount of actual task work for explanations and personal characteristics (such as social skills) helped to predict higher self-confidence. The findings have implications not only for knowledge of how such factors might influence learner self-confidence in an online explanation task, but also for the design of online tutoring systems that can automatically detect learner confidence using these variables, and facilitate learning adequately based on such data. {For the full proceedings, see ED593090.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2018 received 386 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 126 submissions (overall, 32% acceptance rate) were accepted for presentation in the conference. The conference also includes a keynote presentation by Dr. Saima Löfgren (BSc(Hons), MSc, DClinPsy, Clinical Psychologist, Visiting Lecturer at the Universities of Nottingham and Leicester, United Kingdom); and two Special Talks, one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Pedro Oliveira (MSc on Anthropology and Child Development, PhD in Social Anthropology, Clinical Psychologist, Member of the Portuguese Order of Psychologists, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2017 proceedings, see ED604951.]

Mathematics in Australia specifies spatial reasoning as a general capability within the curriculum. However, psychological research to date limits spatial assessment to psychometric tests leaving little room for a well-defined spatial curriculum. Although there are clear relationships between mathematics and spatial thinking, the independence in the measurement of the two constructs in research literature is rarely explored. In the present study, professionals in the fields of STEM Education and Cognitive Psychology evaluated mathematics and spatial assessment items. The results show evidence for a distinction between the two constructs in the content of the items, however with a caveat that thoughtful selection of assessment items is crucial to ensure independence in the measures.

The brain's architecture serves as the basic model for theorizing about how the brain works. Current brain research confirms earlier suspicions that thoughtfulness has a great deal more complexity than the simplistic left/right distinctions of earlier research. This paper draws on the work of Carl Jung to propose the brain-psyche model as an interpretive tool to improve instruction. Curriculum goals based on this model (which delineates the intuitive-thinking, intuitive-feeling, sensing-thinking, and sensing-feeling learning styles) are provided. These include understanding critical thinking, hypothesizing, and concept development; and synthesis creativity, valuing, problem solving, and aesthetic judgment. The paper also presents some metacognitive principles for learning, including: (1) the brain is a quadrilateral performer and effective learning occurs when the student is challenged to respond on all levels; (2) learning involves the entire psyche, of which the body is a part; (3) learning content that has "meaning" requires the learner's verbalization; (4) learning academic content requires that the brain be simultaneously relaxed yet alert; (5) learning for recall requires patterning; (6) learning requires conscious self-management; (7) learning requires dealing with resistance; (8) learning is its own reward; (9) learning begins with the recognition of affect; (10) metacognitive capacity begins with self-knowing; and (11) learning is for the sake of self-discovery. (Contains 27 references.) (WJC)

The pursuit of a science of mind has been marked by persistent conceptual tension. At one pole, exemplified by Piaget, the mind is characterized in terms of overarching principles. At the other end of the continuum, theory is more concerned with modeling particulars, as represented by the information processing model. This paper explores the emerging search for a middle ground, whose models describe a stage-like progression within definable cognitive modules, such as those dealing with number, space, and narrative. These models are constructed within the following argument: (1) thought forms (schemas, modules, etc.) are unequal in their importance to the broad range of human function; (2) intelligence can be understood as consisting of a loose mosaic of powerful modules; and (3) each module is itself complex, requiring study from multiple aspects. The paper proposes a taxonomy of modules drawn from different research traditions which, taken together, are descriptive of general mental ability or intelligence. The modules are separated into those that are largely concerned with the organization and transformation of information (knowledge) and those whose function is primarily self-regulatory (metaknowledge). Examples of knowledge modules include proportional reasoning, multidimensional classification, and numeric relations. Examples of metaknowledge modules include subgoal management, paragraph comprehension, and self-belief/efficacy. (Contains 21 references.) (EV)

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2017, taking place in Budapest, Hungary, from 29 of April to 1 of May, 2017. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2017 received 243 submissions, from 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 128 submissions (29% acceptance rate). The conference also includes: (1) Two keynote presentations by Prof. Dr. Leslie G. Walker (Professor of Cancer Rehabilitation at the University of Hull, United Kingdom) and by Prof. Dr. Howard S. Schwartz (Professor of Organizational Behavior in the School of Business Administration, Oakland University, USA); and (2) Two Special Talks one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Dr. António Alvim (Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal). We would like to express our gratitude to all our invitees. This volume is composed by the papers of the International Psychological Applications Conference and Trends (InPACT 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This volume contains the papers and results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [Abstract modified to meet ERIC guidelines. For the 2016 proceedings, see ED580800.]

We are so used to accept new technologies being the driver of change and innovation in human computer interfaces (HCI). In our research we focus on the development of innovations as a design process--or design, for short. We also refer to the entire process of creating innovations and putting them to use as "cognitive processes"--or cognition, for short. Scientific but simplistic design approaches often do not help to answer relevant questions in everyday computer design. In two experiments we show how practical design questions can be examined: (1) "How does color and shape of a web site attract users and help to memorize its content?" (2) "How does shape and texture influence the believability of computer generated characters?" The results show that design aspects such as color, shape, and texture greatly influence the emotional assessment and cognitive performance of users. [For full proceedings, see ED571332.]

Wisdom, as a form of cognitive functioning, includes different types of knowledge and values, and it seems that increasing the knowledge about the world and different experiences may facilitate their development. School system usually pays more attention to accumulation of knowledge, but little related to wisdom. In this study wisdom related-knowledge was explored in a sample of 63 university students. Two judges independently evaluated all the obtained responses regarding four life-situation problems (suicide, family, life planning and career) with five wisdom-related criteria. Results showed that in different life-situations students employed various criteria of wisdom to different extent: the most employed wisdom criterion was factual knowledge, followed by the procedural knowledge and lifespan contextualism, while value relativism and recognition of uncertainty occurred rarely. [For the complete Volume 14, Number 2 proceedings, see ED568089.]

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

Foundations are the forces that influence the minds of curriculum developers, which affect the content and structure of the curriculum. These forces are beliefs and orientations as well as conceptions of learning and the needs of society. Foundation of curriculum is rooted with the foundation of education. Historically, modern curriculum and education in Ethiopia is associated with traditional church education, mainly the Orthodox Church. The Ethiopian Orthodox Church curriculum is not well organized and written as a document and the duration of the program is not explicitly given; it depends only on the achievement of the individual and his motivation. The notion of education in Ethiopia is started in sixth century, the entrance of Christianity. The church continues to dominate the education system in Ethiopia until modern education was introduced in 1908. Many social problems forced the Emperor to think of modern education and hence he launched it with many resistances from the church. For many years the philosophy of church education influences modern education, the attitude of secretiveness that is keeping knowledge secret from others and rote memorization. However, the contents and purpose of education depends on the political ideology of the Emperors. Human beings require social interaction. This concept of social being leads to the view of living together. In Ethiopian culture there is no experience sharing rather there is secretes an individual cannot share his/her knowledge to others, because of not to be harmed by others. However development which implies quality education is the result of our interaction, our debates and shared vision. Contemporary educationalists argue that education must serve the purpose of social life that brings people together (social reconstructionism). The very important foundation for modern education in Ethiopia is sociology. Emperor Menelik II who introduce modern education is because of the sociological crisis the country felt at large. Of this economic issue takes largest account. The church school epistemology which is emphasizing on rote learning and memorization, affects the pedagogy of modern education in Ethiopia. Hence reform is required in the education system, from rote memorization to conceptual understanding, from modernism to post modernism.

This essay emphasizes a need for broad-minded constructivism which posits that individuals have coherent ways of understanding their world and that these understandings are structured and hierarchically organized. The meaning behind the term "co-construction," used in psychology, anthropology, sociology, and other disciplines, is analyzed. Three strategies for analyzing universal characteristics of moral development are outlined: (1) separating metaphysical assumptions from moral reasoning; (2) assessing the responses of all participants; and (3) separating, then integrating analyses of differing moral conceptions. The paper distinguishes between children's obligatory and discretionary moral judgments. (Contains 32 references.) (BGC)

This paper describes dissertation research using cognitive psychology in the design of museum exhibit labels in an effort to increase learning and memory in museum visitors. Three studies focused on factors affecting whether or not using a question (instead of a statement) as a title on a museum exhibit label would increase the visitor's memory of the information presented in the label text. In the experiments, labels accompanying the bird dioramas at the Bell Museum of Natural History at the University of Minnesota were rewritten. The college student subjects visited the museum at their leisure and were tested on the content of the experimental labels. Evidence was found that using questions from exhibit titles increased learning. (EH)

With the exception of a few key writers, counselors largely ignore the benefits that Artificial Intelligence (AI) and Cognitive Psychology (CP) can bring to counseling. It is demonstrated that AI and CP can be integrated into the counseling literature. How AI and CP can offer new perspectives on information processing, cognition, and helping is focused upon. Some of the various computer simulations developed by the authors along with those programs available from software publishers, are reviewed. Such programs can provide a potent means of simulating various counseling related systems. Besides providing insights into clinical practice, such simulations can offer training and supervision experiences into CP studies of systems theory, emergent properties, and emotions. The rapid evolvement of AI and CP in the last few years means that the only major barrier to opening these fields to counseling applications is ignorance of their applicability and their availability. These technologies allow counselors to experience more empirical thought experimenting environments so that therapists can test these simulations against the real world of counseling. While these technologies will never replace more traditional research paradigms, they can become an invaluable adjunctive teaching and research tool for counseling professionals. (Contains 38 references.) (RJM)

Open attitudes, dispositions, and values are the primary preconditions for learning for both adults and children. Unfortunately, schools do not provide a suitable environment for adult learning. Organizational roles of educators tend to undermine adult learning, and as teachers and administrators advance, they seem to exhibit even less need to learn. A study of students in two university preservice courses, one for aspiring teachers, the other for aspiring educational administrators, were used to better understand adult initial learning dispositions and to explore strategies for affecting those dispositions. Also, cognitive psychology, adult-learning theories, and action research were used in teaching activities to foster positive attitudes toward lifelong learning. Three categories of data were collected: professional commitment, lifelong learning, and reflection. Both groups were strongly committed to becoming teachers and administrators and were already making sacrifices toward that goal. Students had mixed feelings about the importance of college courses and the value of different teaching methods. Responses concerning learning, reflection, and self-evaluation changed for many of the participants during the course. Student response to the courses confirmed that re-educating aspiring educators in the process of learning is the best way universities can improve public education. (Contains 32 references.) (JPT)

Data from recent international conferences and existing studies show that adult literacy research questions pursued by academicians and those pursued by practitioners are markedly different. Research concerns expressed by these two groups, in both developed and developing countries, are based on different assumptions regarding the nature, distribution, uses, and potential of literacy. The academicians' emphasis on the complexity of literacy as a representational act and their skepticism about its imputed benefits contrasts with the practitioners' belief in the power of literacy to foster both individual and collective sociopolitical transformation. The assumptions have led to research concerns that show minimal overlapping; consequently, the two groups continue to act independently, with minimal support. It might be possible for the two approaches to be complementary. The academicians' emphasis on literacy as a complex act of cognition could illuminate the understanding of learners in literacy programs and influence teachers and program success. Theories of human learning and cognition could make contributions to practice. In addition, although women constitute 63 percent of the world's illiterate people, neither academicians nor practitioners give gender issues the attention they warrant. (27 references) (NLA)

This paper helps to clarify the role of empirical evidence in psychological and epistemological theories. Following Galileo's idealization, epistemological theories do not describe the behavior of individuals in the real world. It is only when the "impediments" of the real subjects are gradually removed by experimental manipulation that the real performance of individuals can approximate the competence of the ideal epistemic subject. It is concluded that Galileo's method of idealization has important implications for the construction of the neo-Piagetian epistemological theory. Discussed are Galileo's method of experimental analysis, the role of the epistemic subject in Paiget's genetic epistemology, the relationship between Galileo's ideal laws and Piaget's ideal knower, and the manipulation of the impediment variables. (KR)

The movement within behavior therapy to introduce cognitive terms, constructs, and techniques reflects and involves an extension of the pervasive cognitive movement within the experimental field and the long-standing cognitive approach of many clinicians. Modern day attacks on behaviorism by cognitivists have been almost exclusively geared to the radical behaviorism of J. B. Watson and B. F. Skinner. Rarely are the advances in neobehaviorism addressed. The criticisms may be grouped within the following categories: anti-scientific analysis; anti-radical environmentalism and determinism; the argument that the human is unique and separate; an attack within the laboratory on the role of behavior; and cognitive psychology as a weapon of propaganda. What is at stake is the development of an orderly accumulation of knowledge with theoretical models formulated in a precise and testable manner with the development of operational clinical procedures that can determine the behavioral change-agent. Systematic desensitization and implosive therapy are two approaches that meet this challenge. To achieve the objective of determining the laws associated with psychopathology there must be a return to the foundation built by the founding fathers of behavior therapy. Cognitive therapy and the cognitive movement as they are known today will die as all fads do for lack of substance. So will behavior therapy, as it is known today, unless the revolutionary goals originally outlined are executed. (LLL)

This paper explores some of the work that has been occasioned by the writings of D.A. Schon on the development of professional knowledge by teachers. The paper has four sections. The first is a sketch of one interpretation of Schon's theoretical approach. The second examines selected appraisals of the more general features of Schon's work. The third section focuses on his two concepts of reflection which seem to have been misinterpreted by some who use his work. The fourth section focuses on the concept of "reframing", which is taken to be central to Schon's account of the development of professional knowledge. The discussion moves toward identifying theoretical and empirical questions that have been raised, and by the appraisals noted in the second section. The paper's responses to these appraisals is the starting point for speculations about the directions that might be taken to further understanding of the conditions that promote teachers' professional knowledge. Thirty-five references are included. (JD)

Recent developments in the field of cognitive psychology, particularly in the area of information processing, have shed light on the way people think in order to make decisions and solve problems. In addition, cooperative learning research has provided evidence of the effectiveness of cooperatively structured group work aimed at problem solving. This paper identifies concepts and findings in the fields of cognitive psychology and cooperative learning relevant to teaching and learning higher-cognitive thinking skills. Special reference is made to a study by Voss, Greene, Post, and Penner (1983) that focuses on political-economic problem solving. Implications are derived from the research to use as criteria for evaluating instructional programs intended to teach students to reason with historical and social scientific knowledge. Particular attention is given to the roles of domain-specific knowledge, including cognitive schemata and metacognitive knowledge in the problem solving performance of expert and novice problem solvers. Three models for teaching students intellectual skills in the social studies curriculum are critiqued with the criteria. The three instructional models are the "jurisprudential approach" to teaching public issues in the classroom (Oliver & Shaver, 1966; Newmann & Oliver, 1970), Beyer's (1987; 1988) thinking skills program, and the economic reasoning model recommended by the Joint Council on Economic Education (Saunders et al., 1984). A 28-item bibliography and two figures are included. (JB)

This publications presents 20 papers from a conference on innovations in teaching psychology at the college level along with a conference program that lists and describes all presentations. The papers are "They Can't Learn When They Don't Know How: Teaching Statistics Using a Learning to Learn Model" (Beverly Rolker-Dolinsky and Donna Qualters); "Dare We ask Them What They Learned?" (Linda Dunlap); "Relating Familiar Material to new Material: One Form of Active Learning" (Judith Luis); "A Reactionary View of Psychology 101" (Barbara Gentile and Benjamin Miller); "Getting Students Involved Through a 'Curriculum of Questions'" (Ann Saltzman); "Four Activities to Enhance Student Learning and Involvement in an Interdisciplinary Course in Psychology and Art" (J. Craig Clarke and Kent Kimmel); "Sports Psychology--An Applied Theoretical Approach" (Robert Cavalier); "Personality, Teaching Style, and Learning Style" (Francis Colavita); "Use of Learning Groups for Active Learning" (David Wheeler); "A Multimedia Course in the Psychology of the Arts" (Donald Polzella and Gregory Brake); "Construct Validity and the Naive Student" (Patricia Ditunno); "Requiring Students to Think of Examples Can Increase Their Involvement" (Gabriele Sweidel); "Acquisition of Applied Skills Via Active Learning" (Holiday Adair); "Three Laboratory Exercises in Cognitive Psychology" (Anita Meehan); "Privacy Issues in Assignments" (Susan Cloninger); "Seminar in Aggression" (Matthew Margres and Mark Margres); "Psychology Majors Assessment of Their Undergraduate Experience: 1973 to 1993 SUC at Buffalo" (John Morganti et al.); "Cooperation in Operation: Examples of Successful Cooperative Learning Lessons from Four Areas of Psychology" (Susan Marell and Libby Ortiz); "Knowing Thyself: Teaching a Course on Social Psychological Perspectives on Self-Reflection" (Dana Dunn); and "How Students Perceive Classroom Exercises in a Social Psychology Course" (Karen O'Quin). Some papers contain survey instruments and references. (JB)

Numerous studies have suggested that depression and social anxiety are associated with perfectionism. The present study examines how self-oriented perfectionism and socially-prescribed perfectionism influence cognitive reactions to an interpersonal interaction. Undergraduate women (n=90) completed the Multidimensional Perfectionism Scale, the Beck Depression Inventory (BDI), and the Social Avoidance and Distress Scale (SAD) as part of a preassessment battery. Self-regulation theorists posit three cognitive processes which guide behavior: (1) standard-setting; (2) self-monitoring; and (3) self-evaluation. Research indicates that neither depressed nor socially anxious individuals establish higher standards for themselves than do control subjects. This suggests that standard-setting alone is unlikely to explain the link between perfectionism and interpersonal problems. But a person's own judgment of his or her abilities and the extent to which that person self-monitors and evaluates performance are also significant factors. Interpersonal problems may arise because the perfectionist doubts his or her ability to meet personal standards or others' standards. Additionally, perfectionism might lead to more frequent self-monitoring, which may disrupt social behavior. Socially-prescribed and self-oriented perfectionism appear to operate through different cognitive processes. This study suggested that socially-prescribed perfectionism may be particularly influential in interpersonal situations because it increases self-focused attention and appraisal. Self-appraisal in turn interacts with factors such as one's perceptions of one's social abilities to influence social behavior. (MSF)

The high school journalism classroom provides a natural environment for learning in the context of a discipline's culture. This environment can provide the backdrop for moving the student toward the thinking and behavior of professional journalists. To understand this thinking, journalism teachers can turn to the research in cognitive psychology which has identified automaticity and complex problem solving abilities as characteristics of expert skills. Social constructivism also sheds light on the collaborative nature of journalism. A description of specific teaching strategies for the journalism classroom illustrates a model for teaching high school journalism which involves: (1) understanding the thinking and culture of professionals; (2) creating a classroom environment that fosters expert-like thinking and group interaction; and (3) implementing teaching strategies that assess students' preconceptions about journalism and enable students to confront these preconceptions and build new concepts that move them toward expert thinking. (Thirty-one references are attached.) (Author/RS)

Research in cognitive science that can be incorporated into the instructional design process is summarized. Instructional design shares many features common to other types of design, but its models do not support the kinds of cognitive activities necessary for successful design. Assumptions about learning provided by the descriptions of cognitive science also represent challenges to current instructional design models. Decisions made about instruction should reflect these assumptions, but this is difficult to achieve unless the designer is aware of the assumptions and the model used to guide decision making supports those assumptions. The necessity of developing new tools and analytical procedures for instructional design is discussed. The tools used to design instruction must reflect the assumptions about learning that are inherent in cognitive science theories. The role of the designer may have to be redefined in the next generation of instructional design to reflect the disciplines' commonalities with knowledge engineering. The development of a sufficient knowledge base related to specific design problems and solutions is also critical. One flowchart and a 61-item list of references are included. (TJH)

This discussion of the relationship between two related disciplines--cognitive psychology and instructional design (ID)--characterizes instructional design as a more applied discipline, which concerns itself more with prescriptions and models for designing instruction, while instructional psychologists conduct empirical research on learning and instructional processes. It is posited that a problem-solving orientation to education is needed if schools are to achieve substantial learning outcomes, and the concept of cognitive apprenticeships, which emphasize returning instruction to settings where worthwhile problems can be worked with and solved, is proposed as a possible solution to this problem. A brief review of ID models focuses on instructional-design theory, component display theory, and elaboration theory, pointing out that some of the teaching models proposed by cognitive researchers bear strong resemblance to traditional ID models. The design elements of the cognitive apprenticeship model are then reviewed and related to traditional ID concepts. Examples of cognitive apprenticeships are given for teaching writing, reading, math, and weather forecasting. It is concluded that, even though instructional-design theorists may chafe at the continuing need to revise their theories in light of advances in psychological theory, it is good for both fields for the dialogue to continue. (46 references) (BBM)

Jean Piaget is credited with such topics as the synthesis of philosophy and the life sciences through a description of progressive stage by stage development, and a genetic epistemology founded on the principle of knowledge through processes of cognitive assimilation and accommodation. In actuality, these themes were originally postulated by James Mark Baldwin, a prominent early American psychologist first praised by his peers and then ignored primarily due to an interpersonal scandal which precipitated his self-imposed exile from the United States. Baldwin's view of the mind was based on a model of intentional action, which accounts for knowledge in terms of habit, assimilation, and accommodation. Over the years, he proposed a comprehensive genetic epistemology which embraced various models of experience organized into stages of logical scientific, social, moral, religious, and aesthetic consciousness. Despite the broad and innovative nature of these theoretical notions, the significance of his work remains relatively unexamined and unappreciated. Evidence suggests that the theoretical similarities between Piaget and Baldwin were more than just simple convergences. Though the two never met, it is highly probable that Pierre Janet, a longtime colleague of Baldwin and instructor of Piaget, conveyed Baldwin's theories to Piaget. Though Piaget denied that Baldwin had any specific effect on his work, Baldwin's tarnished American image would have made it easy for Piaget to claim his ideologies. (Author/LLL)

Are there universal characteristics of adult thought? If so, how do they evolve and manifest themselves in cultures throughout the world? Piaget's formulation of formal operations is the best known and most extensively researched answer to the question regarding universal characteristics. Theoretical alternatives to formal operations differ in the specific characteristics proposed as defining adult thought, but they share an assumption about a level beyond formal operations that has come to be characterized as post-formal. Judgment and reasoning constitute a central psychological process in adult thought. The appropriate type of task with which to assess judgment is one in which there is no "correct" solution. Rather, irreconcilable alternatives should be considered and evaluated. A general methodology for investigating the nature of adult thought is proposed within the framework of systems developed by Oser and Reich (1987) and by Wood (1983). A review of a wealth of disparate published reports indicates a consistent suggestion of a distinctively adult level of thought whose manifestation may be influenced by a variety of factors, none of which is presently clearly identifiable. Whether this level is universally attained or whether it is better viewed as a style whose evolution may also be influenced by educational and cultural factors as well as "native endowment" remains to be determined. (YLB)

The difference in cognitive resources required for imagination and perception was tested in two experiments by examining the reduced substitutability of imagination and perception in problem solving by college undergraduates. Eighty subjects in Experiment 1 drew capital letters from lines or descriptions of lines in a seven-page booklet. The results indicate that imagined information and perceived information were integrated with equivalent accuracy and strategies. When the problems became more cognitively demanding and mental combinations of lines into figures contained four elements, different strategies were used. Sixty-eight subjects were given explicit instructions on how to identify imagined or perceived lines as letters. When strategies were restricted, integrating imagined information was less accurate than integrating perceived information. Several factors, many of which were related to the cognitive demand difference from these two origins, influence the substitutability of imagination and perception. To describe cognitive processing of information from internal and external origins, researchers should use multiple performance measures. (SLD)

The paper reviews theories of Lev Vygotsky, founder of the Soviet school of cognitive developmental psychology and an architect of Soviet defectology, the discipline concerned with physically and mentally handicapped children. Three of his basic concepts are explained: (1) "cultural" versus "natural" mental functions; (2) material and symbolic tools; and (3) the dialogical character of learning. Implications of his theories for deaf education are considered, including his conclusion that polyglossia--the acquisition of speech by various verbal means--is the unique feature of the deaf child's development and the most productive path to the child's intellectual growth. Current practice in deaf education in the Soviet Union is modeled on Vygotsky's principles and those of his students and his collaborator, A. Luria. The evolution of Vygotsky's thinking concerning sign language is discussed. (CL)

The construct of involvement, used by marketers and consumer behaviorists for many years as a predictive measure of the qualitative relationship between an individual and a stimulus, has long been defined as having affective or cognitive roots. However, definitions that favor one or the other too heavily are less helpful because they are too restrictive. An affective definition of involvement, used primarily by social psychology researchers, asserts that involvement is an enduring drive state that is attached to one's central values or ego. A number of researchers have attempted to measure this in relation to subjects' involvement with products or ideas, but learning models that show cognitions preceding attitude formation suggest this theory is not very useful. Cognitive studies of involvement have looked at the influence of involvement on attention, comprehension, and behavior, as well as on persuasion. H. Krugman's work with "bridging experiences," M. Ray's work with product differentiation, and A. Mitchell's refining of the cognitive definition to include attention and interest have proven illuminating, but research indicates that the distinction between affective and cognitive measurement is not clear. A definition that includes both types of measures encompasses comprehension, emotions, attitudes, and behaviors. Measures of interest and attention, and measures of emotional involvement can be used to assess the level of individual involvement. (A diagram and thirty-four references are included.) (JC)

Included herein is the conference proceedings of the 27th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2013 was: The Science of Learning. The Conference featured a keynote address by Victor Benassi, Ph.D. of the University of New Hampshire. The talk was entitled: "Applying the Science of Learning in Psychology Curricula." Also highlighted was an invited address, "Taking a Scientific Approach to Critical Thinking Instruction and Assessment," offered by D. Alan Bensley, Ph.D. of Frostburg State University. The Conference featured our 4th Annual Student Research Poster Session with six undergraduate student poster presentations. Conference participants also had 33 workshops, discussions and oral presentations from which to choose and many colleagues, new and old, with whom to network. Thirty of these proposals or presentations are included in the proceedings. Individual papers contain references. [For the 2012 proceedings, see ED534556.]

Cognitive psychology, which investigates how people learn and how people know, can aid writers, who want readers to read their material easily, understand the material, or comprehend the material--three levels of processing complexity. Because readers vary from being very knowledgeable in the subject of a document to lacking in knowledge, and because they process information at different rates and levels of efficiency, writers must "customize" their writing to fit the reader's need for information and their abilities to process that information. Cognitive psychology describes the information processing of the mind so that a writer can construct text to take advantage of this processing. Some examples of information processing structures include syntactical structures (such as information "chunking"), semantic structures (or the word's denotative/connotative meaning), and contextual structures (what setting, situation, and prior text provide). When writing instructions, the writer must keep in mind these processes, along with other reader assumptions and schema. For example, knowing that the reader is concerned with many schema tells the writer to keep things simple, reducing conditionals to manageable lengths and forms. (A list of suggested readings is appended.) (MM)

The effectiveness of traditional models of remedial education of students has been called into question. Current research supports models that would merge remedial and regular education and provide all students with broad curriculum access and the opportunity to receive instruction that is adaptive to their needs. Guidelines for addressing remediation in social studies can be generated from a review of current research. There is a clear need for a better understanding of aspects of student success and failure from psychological as well as sociological and anthropological points of view. Attention should shift from concern about the deficits of students to concern about the quality of the pupils' learning environment. This would cause remediation efforts to become part of a broad program of adaptive education for all students. Also, the importance of the context and processes of schooling would join the issue of cognitive processes in discussions of appropriate curriculum and instructional strategies to be used in teaching social studies. Increased collaboration among special needs teachers and subject area teachers to provide appropriate levels and types of instruction for all students seems to be the most appropriate path for the future. A 76-item bibliography is included. (JB)

A study focused on how the writer's knowledge of the language and use of a prewriting strategy for planning ideas affect the quality and efficiency of the writing. Three hypotheses were developed about how knowledge and strategy might influence writing performance: (1) independence (predicts that knowledge and strategy will independently improve writing performance); (2) compensation (contends that content or knowledge and tactics or strategy are two paths leading to the same destination); and (3) enabling (postulates that knowledge and strategy interact, but not in a compensatory manner). College students were given writing problems (adapted from the Law School Admissions Test) that called for analytic thinking and informative writing. Judges then rated the documents for content quality and style quality. The conclusions of the analysis showed that: the results best conform to the independence hypothesis; outlining, but not clustering, is an effective prewriting strategy; and outlining improved the quality of written documents and enhanced the fluency of language production during drafting. (Eight figures and two tables are included, and 15 references are appended.) (MS)

Research on computational estimation and mental computation has received a considerable amount of attention from mathematics educators during the past decade. These proceedings resulted from a meeting to explore dimensions of number sense and its related fields. The participants came from three groups: mathematics educators actively pursuing research on the topic; cognitive psychologists; and other mathematics educators who have adapted methods and models from psychology. The conference was unusual in that no formal papers were presented; instead, each participant submitted suggestions for preconference reading which was to serve as background for 2 days of discussion. The discussions were focused by the following questions: (1) What is number sense? How do we assess and teach it? How is it linked to mental computation and computational estimation?; (2) What research questions regarding these issues need to be addressed? What are the theoretical foundations for this research?; and (3) What do you want to see accomplished at the conference? Part I of the proceedings consists mainly of transcripts of the responses to three questions. After the conference had concluded, each participant was asked to write a short paper to include reflections on the themes of the conference. These papers are contained in Part II of the proceedings. Appendices list references and participants. (YP)

This paper summarizes the discussions of a workshop that brought together 74 neuroscientists, cognitive psychologists, education researchers and practitioners, and policymakers to explore the possible relevance to early childhood education and special education of recent developments in neuroscience and cognitive psychology. The report discusses: how neuroscience can help teachers teach; how educators can help guide brain research; and how neuroscientists and educators can help shape policy. Workshop presentations on brain development, language development, literacy development, and mathematics concept development are included as well as responses to the presentations. Workshop participants concluded that there is a chasm between what scientists accept as proven fact and what the public, teachers, and administrators believe. A number of recommendations for fostering communication and influencing policy are made, such as creating incentives and requirements for schools of education to understand, research, and expand teaching of early childhood development. Contains 21 references. (CR)

Future issues in educational and occupational testing were discussed at the 1985 Educational Testing Service (ETS) Invitational Conference. Gregory R. Anrig, ETS President, predicted that advances in cognitive psychology and technology would influence tests to serve individuals more than institutions, to help individuals learn and succeed, and to guide instruction on a continuing basis. The ETS Award for Distinguished Service to Measurement was presented to Paul Horst for his work in differential prediction, and for his contributions to psychological measurement, factor analysis, and the Psychometric Society. Nine papers were presented: (1) Changing Schools and Testing: An Uneasy Proposal by Theodore R. Sizer; (2) Cognitive Research and Future Test Design by Earl Hunt; (3) Measurement Research That Will Change Test Design for the Future by William C. Ward; (4) Technology Advances That May Change Test Design for the Future by Dorothy K. Deringer; (5) The Integration of Instruction and Testing by Robert Glaser; (6) Redirecting a School District Based on the Measurement of Learning Through Examinations by Richard C. Wallace, Jr.; (7) Barriers to New Test Designs by Robert L. Linn; (8) Technological Literacy as Means and Ends by Edward A. Friedman; and (9) The Perils and Promises of New Tests and New Technologies: Dick and Jane and the Great Analytical Engine? by George F. Madaus. (GDC)

A field study with a simple robotic companion is being undertaken in three iterations in the framework of a EU FP7 research project. The interest of this study lies in its design: the robotic interface setup is installed in the subjects' homes and video data are collected during ten days. This gives the rare opportunity to study the development of human-robot relationships over time, and the integration of companion technologies into everyday life. This paper outlines the qualitative inductive approach to data analysis, and discusses selected results. The focus here is on the interactional mechanisms of bringing conversations to an end. The paper distinguishes between "closing" as the conversational mechanism for doing this, and "closure" as the social norm that motivates it. We argue that this distinction is relevant for interaction designers insofar as they have to be aware of the compelling social norms that are invoked by a companion's conversational behaviour.

One of the outcomes of the inferential framework of communication developed by Sperber and Wilson (1995) is the pursuit of competence-oriented research on translation (CORT), as proposed in Gutt 2000. CORT focuses on the discovery of the mental capabilities involved in the translation task. One of the key concepts recently being explored in the inferential framework is that of metarepresentation. It involves the capability of people to represent in their minds not only the external world but the thoughts (mental representations) other people entertain about that world. Metarepresentations can involve several levels of embedding: thus persons can metarepresent to themselves the thoughts of others about their own thoughts about a certain subject matter etc. While metarepresentation is an important mental faculty for successful communication in general, it is of eminent importance in the translation task where the translator may have to metarepresent several different worlds of thoughts (cognitive environments) and their interaction with one another as mutual cognitive environments in cross-cultural communication events. This paper first briefly outlines the inferential model of translation, including the notions of cognitive environment, context and metarepresentation. The main part of the paper surveys five distinct constellations of mutual cognitive environments found in translation situations. The first – and ideal – constellation is where original author, translator and receptor audience all share essentially the same mutual cognitive environment. More commonly, however, this condition is not fulfilled and the other four constellations can present considerable challenges to the metarepresentational capabilities of the translator. Furthermore, the translator needs to develop strategies that will overcome differences in cognitive environment that would negatively affect the communication process. (This is in addition to the task of overcoming problems caused by language differences.) Suggestions are made about directions in which these problems, which can seriously undermine the success of the translated text, can be sought. References Gutt, Ernst-August 2000 Translation and relevance: Cognition and context. Manchester: St. Jerome. Sperber, Dan and Deirdre Wilson 1995 Relevance: Communication and cognition. Oxford: Blackwell.