Existing approaches in the literature on cognitive control in conflict tasks almost exclusively target the outcome of control (by comparing mean congruency effects) and not the processes that shape control. These approaches are limited in addressing a current theoretical issue--what contribution does learning make to adjustments in cognitive…

In our everyday life, we often need to anticipate the potential occurrence of events and their consequences. In this context, the way we represent contingencies can determine our ability to adapt to the environment. However, it is not clear how agents encode and organize available knowledge about the future to react to possible states of the…

The concept of learner engagement has traditionally been examined in the field of education and it has been found to be associated with positive educational outcomes. While several studies in second language acquisition have looked at learner engagement with corrective feedback, there is a dearth of research investigating its relevance to…

Foundational studies in decision making focused on behavior as the most accessible and reliable data on which to build theories of choice. More recent work, however, has incorporated neural data to provide insights unavailable from behavior alone. Among other contributions, these studies have validated reinforcement learning models by…

Previous research regarding peer assessment has investigated the relationships between peer feedback and learners' performance. However, few studies investigate in-depth learning processes during technology-assisted peer assessment activities, particularly from affective, cognitive, and metacognitive perspectives. This study conducts a series of…

Issues emerging from instructional innovation are inevitable, yet basing any curriculum shift on a theoretical framework is paramount. This paper grounds the case-based pedagogy in three learning theories: behaviorism, cognitivism, and constructivism. The three theories are described and situated in relation to the case study method. An…

The educational process should be one of dynamic activity that will stir the child's mind into creative thinking rather than just a mere presentation of a formal curriculum. (CK)

Asserting that recent efforts to combine cognitive and behavioristic approaches to psychotherapy are one indication "that psychology is undergoing some sort of 'revolution' in the sense that cognitive processes have become a very popular topic," this paper discusses the trend's development, as well as some of its fundamental assertions,…

Research on learning and conditioning suggests that verbal response modification does not occur in the absence of the subject's ability to define verbally (1) the response-reinforcement relationships and (2) his intention to change his behavior in the direction of reinforcement. This seems to be true for operant conditioning of verbal behavior,…

Maintains that, for a cognitive construct to be accepted as explanatory, it must specify target behaviors, posit antecedent variables, and indicate how the antecedent variables can be measured independently of behavioral changes. Discusses epistemological tools that can be used in similar fashion. (CFR)

This article outlines a conceptualization of personality as a cognitive-affective processing system (CAPS) and explores its implications for understanding disorders and pursuing therapeutic change. The CAPS conception of personality was proposed in 1995 in order to resolve a long-standing paradox in personality and social psychology, namely, the…

This book represents an attempt to summarize those ideas, opinions, and facts that are influential in education and to compare and evaluate them on the basis of present-day knowledge and the author's personal experiences in the classroom. Part 1 examines the causes of learning difficulties, applications of neurophysiologic research, and the…

This book presents a theory of child development and learning and explores the implications of this theory for early childhood education. The theory is based on the Piagetian premise that the acquisition of knowledge is the result of an active process of construction. The child mentally transforms the environment by relating new information to…

The purpose of this research was to determine if training in analytic processing would increase the probability that subjects behaving impulsively prior to training would behave more reflectively following training. The study attempted to alter impulsive behavior in terms of number of errors by training identified impulsive boys to use component…