The Cognitive Psychology Bulletin最新文献_第6页

BPS Cognitive Section Conference 2018: A review 2018年BPS认知会议综述

The Cognitive Psychology Bulletin Pub Date : 1900-01-01 DOI: 10.53841/bpscog.2019.1.4.51

C. Newbury

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Call for Contributions 呼吁捐款

The Cognitive Psychology Bulletin Pub Date : 1900-01-01 DOI: 10.53841/bpscog.2016.1.1.18

V. Agrawal, K. Saluja, Adit D. Singh, Gautam Biswas

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On classifying neurodevelopmental disorders 关于神经发育障碍的分类

The Cognitive Psychology Bulletin Pub Date : 1900-01-01 DOI: 10.53841/bpscog.2020.1.5.42

J. Carroll

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Traumatic brain injury in the criminal justice system: Legal decision making in the magistrates’ court 刑事司法系统中的创伤性脑损伤:地方法院的法律决策

The Cognitive Psychology Bulletin Pub Date : 1900-01-01 DOI: 10.53841/bpscog.2021.1.6.58

Eleanor Bryant

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The Cognitive Psychology Section sponsored ESCOP 2015 symposium: ‘Unconscious influences on goal-directed cognition’ 认知心理学组主办的ESCOP 2015研讨会:“无意识对目标导向认知的影响”

The Cognitive Psychology Bulletin Pub Date : 1900-01-01 DOI: 10.53841/bpscog.2016.1.1.16

George S. Georgiou, L. Ball

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Using cognitive psychology to develop better weight loss support 运用认知心理学开发更好的减肥支持

The Cognitive Psychology Bulletin Pub Date : 1900-01-01 DOI: 10.53841/bpscog.2020.1.5.66

Maria Palapanou, Louise Crichton, Jon May, J. Andrade

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Undergraduate Project Award – Retrieval practice and its contribution to meaningful learning 大学生专题奖-检索实践及其对有意义学习的贡献

The Cognitive Psychology Bulletin Pub Date : 1900-01-01 DOI: 10.53841/bpscog.2020.1.5.25

Elizabeth A. Humm, J. Briscoe

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The early executive functions questionnaire: Validation of a new parent-report measure for 9- to 30-month-olds 早期执行功能问卷:对9至30个月大婴儿的一种新的父母报告测量方法的验证

The Cognitive Psychology Bulletin Pub Date : 1900-01-01 DOI: 10.53841/bpscog.2020.1.5.34

Alexandra Hendry, Karla Holmboe

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Informing methods of reading instruction with cognitive psychology and cognitive neuroscience 用认知心理学和认知神经科学来指导阅读教学方法

The Cognitive Psychology Bulletin Pub Date : 1900-01-01 DOI: 10.53841/bpscog.2019.1.4.11

Joanne Taylor, Matthew H. Davis, K. Rastle

{"title":"Informing methods of reading instruction with cognitive psychology and cognitive neuroscience","authors":"Joanne Taylor, Matthew H. Davis, K. Rastle","doi":"10.53841/bpscog.2019.1.4.11","DOIUrl":"https://doi.org/10.53841/bpscog.2019.1.4.11","url":null,"abstract":"Reading acquisition requires learning the associations between visual symbols and the sounds and meanings they represent. In alphabetic languages, the relationship between visual and spoken forms is relatively systematic, whereas the relationship between visual form and meaning is relatively arbitrary. Reading instruction that emphasises the relationship between spelling and sound (phonics) is therefore thought to be most effective, but opponents argue that this method does not improve reading comprehension. We simulated the process of reading acquisition by teaching adults to read artificial orthographies in two different ways, either focusing on spelling-to-sound or spelling-to-meaning mappings. Behavioural testing following nine days of training showed convincingly that the spelling-to-sound focus improved both reading aloud and comprehension, relative to the spelling-to-meaning focus. Neuroimaging data provided insight into why this is the case. Specifically, spelling-meaning training increased neural effort in dorsal pathway brain regions typically involved in reading aloud, and did not provide any benefit in terms of reduced neural effort in ventral pathway brain regions typically involved in reading comprehension. I conclude by discussing the broader contribution that cognitive psychology and cognitive neuroscience can make to education policy and practice.","PeriodicalId":381337,"journal":{"name":"The Cognitive Psychology Bulletin","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124328925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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The arousing and attentional effects of facial expressions on time perception: A systematic review 面部表情对时间感知的唤起和注意效应:系统综述

The Cognitive Psychology Bulletin Pub Date : 1900-01-01 DOI: 10.53841/bpscog.2021.1.6.25

F. Nuyens, D. Kuss, M. Griffiths, O. Lopez-Fernandez

{"title":"The arousing and attentional effects of facial expressions on time perception: A systematic review","authors":"F. Nuyens, D. Kuss, M. Griffiths, O. Lopez-Fernandez","doi":"10.53841/bpscog.2021.1.6.25","DOIUrl":"https://doi.org/10.53841/bpscog.2021.1.6.25","url":null,"abstract":"Although time perception has mainly been explored through the prospective paradigm, it appears that emotional stimuli lead to an overestimation of time either through an arousing or an attentional effect. Amongst the emotional stimuli, emotional expressions are of inlerest due to their social importance. The purpose of this paper was to systematically review research carried out into emotional expression interference on time perception. A systematic literature review of 13 peer-reviewed papers with an empirical design that tested healthy participants was conducted on studies exploring both time perception and emotional expression. Furthermore, the papers were only included if they were written in English language and dated from at least the year 1964 (i.e. following Treisman’s model of time perception in 1963). Findings showed a congruent overestimation when participants were exposed to emotional faces, especially when they expressed anger. This interaction was mediated by the dynamism of the stimuli used (i.e. there was a stronger effect if the expressions were animated), the model gaze and direction (i.e. nullified effect when the face was directed away from the participant), the embodiment effect (i.e. nullified effect when participants could not mimic the expression), and participant age (i.e. stronger effect of positive expressions amongst elderly participants). In conclusion, it emerged that two underlying mechanisms explain the overestimation observed when confronted with emotional expressions – attention and arousal. Although these two mechanisms appear to impair time perception independently, the studies on the stimuli dynamism indicated a potential conjoint effect of these mechanisms.","PeriodicalId":381337,"journal":{"name":"The Cognitive Psychology Bulletin","volume":"20 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120997624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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