The relevance of the research is due to the need of taking into account the learners' cognitive characteristics in the educational process. Knowing the personal qualities of people is also important when choosing an occupation or employment. This is why the paper is aimed at describing the opportunities of the newest Web and mobile applications…

Information processing theory suggests that cognitive changes following trauma are common and hypothesized to have an impact on attention, memory, and intrusive thoughts. There is an ever-expanding empirical literature where cognitive features of posttraumatic stress disorder (PTSD) are being explored. However, it can sometimes be difficult for…

A study investigated whether selective attention to a particular television modality resulted in different levels of attention to and memory for each modality. Two independent variables manipulated selective attention. These were the semantic channel (audio or video) and viewers' instructed focus (audio or video). These variables were fully…

There is a rich theoretical literature on the automatic nature of fear and anxiety and the role of maladaptive fear schemata. Information processing biases, both implicit and explicit, have been demonstrated among clinically anxious persons, but the clinical applications of this work have not been well developed. This article highlights empirical…

Examined persistence of sensory memory by studying developmental differences in recall of attended and ignored lists of digits for second-graders, fifth-graders, and adults. Found developmental increase in the persistence of memory only for the final item in an ignored list, which is the item for which sensory memory is thought to be the most…

Refutes the idea that critical thinking is not a skill by analyzing it from the phenomenological perspective of Edmund Husserl, and from the hermeneutic perspective of Martin Heidegger. Develops the thesis that critical thinking is a restructuring of schemata. Addresses the problem of attention or student engagement. (LS)

To study the development of selective attention in children a paradigm was developed in which certain features of the stimulus were designated as relevant for task performance while others were defined as incidental. Performance on the central task was assessed as well as later recall of information about the incidental stimuli, and these two…