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Search Results: 1 - 10 of 5103 matches for " cognitive tools "
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Effectiveness of Cognitive Therapy and Mindfulness Tools in Reducing Depression and Anxiety: A Mixed Method Study  [PDF]
Valerie L. Alexander, B. Charles Tatum
Psychology (PSYCH) , 2014, DOI: 10.4236/psych.2014.515178
Abstract: Depression and anxiety continue to be among the most common mental disorders. This study looked at three tracks of participants diagnosed with a mood disorder. The three tracks were Cognitive Therapy (CT), Mindfulness Training (MT), and Treatment As Usual (TAU). All participants had been trained in CT and then randomly separated into three groups. These three tracks were assessed at 3, 6, and 12 months in terms of their stated level of depression (measured on the Beck Depression Inventory) and anxiety (measured by the Beck Anxiety Inventory). This study was a follow-up to two previous studies (Alexander et al., 2012; Alexander & Tatum, 2013). In the current study, the participants reported the tools and skills they used to manage their mood and anxiety and then the effectiveness of these tools/skills was examined. Two tools were identified by three independent coders as the most frequently used by the participants. Both of these tools related to thought management (“thought records” and “thought distortions”). The two tools were combined into a single category (“thought tools”) and the frequency of their use was examined in relation to reductions in depression and anxiety. The results showed that a high use of these tools was connected to a significant reduction in reported depression. There was also a reduction in reported anxiety, but this effect was not statistically significant. Other tools that were reported (e.g., mood tracking, relaxation) showed no significant effects on depression and anxiety. Future research will now focus not on reported tool use, but rather on manipulating the incidence of tool use and determine the direct causal path between using a thought tool and reductions in negative moods.
Cognitive Software Engineering: A Research Framework and Roadmap  [PDF]
Zohair Chentouf
Journal of Software Engineering and Applications (JSEA) , 2014, DOI: 10.4236/jsea.2014.76049

The work of software engineers is inherently cognitive. Integral to their duties is understanding and developing several artifacts. Each one is based on a specific model and a given level of abstraction. What distinguishes Software Engineering is the logical complexity of some artifacts (especially programs), the high dependency among them, and the fact that the success of the software project also depends on the human and social factors, which characterize the engineers as individuals and as a group. The complexity of the daily tasks within a software development team motivates the investigation on the relevance of automating the software professionals’ cognitive processes in order to make their work easier and more efficient. The success of this endeavor is expected to emerge as Cognitive Software Engineering. For this aim, the present article suggests a research framework and roadmap, which build on the current state of the art. Some future directions in the Cognitive Software Engineering are presented.

Interactive Maths with GeoGebra
Daniela Velichova
International Journal of Emerging Technologies in Learning (iJET) , 2011, DOI: 10.3991/ijet.v6is1.1620
Abstract: This paper brings information on dynamic multiplatform mathematical software GeoGebra produced by Markus Hohenwarter in 2002 for learning and teaching mathematics, available free on web in 45 languages. GeoGebra enables production of self-standing dynamic worksheets as interactive java applets embedded in html pages presenting dynamic constructions and interactive calculations on Internet. Thus it is enhancing available powerful electronic tools suitable for production of instructional materials in on-line maths education. Several possibilities are presented on how this useful utility might be used in e-learning solutions as a dynamic interactive platform for calculations and drawings.
The Research Status of Mild Cognitive Impairment in the Elderly

吴心语, 田建丽, 徐晓惠, 姚凡喜, 柳璇, 付荣荣, 薛婷婷
Aging Research (AR) , 2015, DOI: 10.12677/AR.2015.21001
全球人口的老龄化趋势使人们越来越关注各种老年疾病影响因素与防治方法,其中老年痴呆症因其给老人造成的智力残障以及给患者家庭带来的沉重负担而更加成为了学者们研究的重点。老年人轻度认知功能障碍(mild cognitive impairment,MCI)是指介于正常衰老和老年痴呆症之间的过渡状态,患者具有一定程度的认知损伤,属于可能罹患痴呆症的高风险人群。而通过对MCI相关影响因素的研究有助于改善老年人的生活质量,为痴呆症的有效防治找到新的途径,减轻其照料者的经济负担和精神压力。
The trend of the world’s population aging makes people pay more attention to the influence factors and the method of prevention and cure about various diseases of aging. Alzheimer’s disease becomes the research’s emphasis because it can cause elderly intellectual disability and bring heavy burden to the patients’ family. A growing number of scholars intensively focus on the re-search. Mild cognitive impairment (MCI) in older people refers to the transition state between normal aging and Alzheimer’s disease; those who are with a certain degree of cognitive impairment may belong to the people at high risk of dementia. The research related to the MCI’s influencing factors contributes to improving life quality of the elderly and find the new ways to prevent the disease. In addition, this research may reduce the economic burden of the caregivers and mental pressure for the effective prevention and control of Alzheimer’s.
Discovery Learning and the Computational Experiment in Higher Mathematics and Science Education: A Combined Approach
Athanasios Kyriazis,Sarantos Psycharis,Konstantinos Korres
International Journal of Emerging Technologies in Learning (iJET) , 2009, DOI: 10.3991/ijet.v4i4.1044
Abstract: In this article we present our research for Discovery learning in relation to the computational experiment for the instruction of Mathematics and Science university courses, using the approach of the computational experiment through electronic worksheets. The approach is based on the principles of Discovery learning expanded with the principles of constructivist, socio–cultural and adult learning theories, the concept of computer based cognitive tools and the aspects on which the computational experiment is founded. Applications are presented using the software Mathematica and electronic worksheets for selected domains of Physics. We also present a case study, concerning the application of the computational experiment through electronic worksheets in the School of Pedagogical and Technological Education (ASPETE) during the spring semester of the academic year 2008–2009. Research results concerning the impact of the above mentioned issues on students’ beliefs and learning performance are presented.
Preserved Tool Knowledge in the Context of Impaired Action Knowledge: Implications for Models of Semantic Memory
Frank E. Garcea,Bradford Z. Mahon
Frontiers in Human Neuroscience , 2013, DOI: 10.3389/fnhum.2013.00120
Abstract: A number of studies have observed that the motor system is activated when processing the semantics of manipulable objects. Such phenomena have been taken as evidence that simulation over motor representations is a necessary and intermediary step in the process of conceptual understanding. Cognitive neuropsychological evaluations of patients with impairments for action knowledge permit a direct test of the necessity of motor simulation in conceptual processing. Here, we report the performance of a 47-year-old male individual (Case AA) and six age-matched control participants on a number of tests probing action and object knowledge. Case AA had a large left-hemisphere frontal-parietal lesion and hemiplegia affecting his right arm and leg. Case AA presented with impairments for object-associated action production, and his conceptual knowledge of actions was severely impaired. In contrast, his knowledge of objects such as tools and other manipulable objects was largely preserved. The dissociation between action and object knowledge is difficult to reconcile with strong forms of the embodied cognition hypothesis. We suggest that these, and other similar findings, point to the need to develop tractable hypotheses about the dynamics of information exchange among sensory, motor and conceptual processes.
Integración de las tecnologías de la información y la comunicación para la ense?anza de la lengua
Folios , 2007,
Abstract: this article presents a review of the integration of ict in language teaching. this text is structured into three sections which promote the educational use of new technologies as cognitive tools, in other words expand the functions of cognitive tools, enhance and reorganize the capabilities of students not as a mere container or transmitter of information. in addition, this article presents an analysis of educational software from the pedagogical approach, focusing on those that promote reflexive learning. finally, three proposals are discussed for the integrating of ict for teaching languages through simulators, webquest and wikis.
Online learning-teaching project
STICEF , 2003,
Abstract: Two dimensions of tele-learning project are concerned by this article where we take in consideration learning, teaching and specific learning context. We believe that we have to accord particular attention to improve some cognitive and socio-cognitive skills such negotiation, argumentation and knowledge restructuring. We propose a pedagogical structure of mediation within mediated and distributed learning environments. At the same time, we suggest an on-line tool for pedagogical scenario to teacher. The tool allows teacher to adopt different approaches where learning products are related to the best teaching and learning strategy to be used. The tool also offers a set of job-aids that help teacher to manage, specify and develop learning activity, assessment modality, etc.
Flor Mena Martinez
International Journal of English Studies (IJES) , 2006, DOI: 10.6018/ijes.6.1.46901
Abstract: Just from one type of formal modification, i.e. lexical substitution, various semantic relationships between the the original phraseological unit (PhU) and the modified occurrence (MPhU) can be derived. We cannot rely on the semantic connection between the elements which take part in the substitution to describe and identi@ this semantic link. This is so because many times there is no semantic connection between the lexemes involved in the process. The key to interpret the kind of semantic relationship has to be extracted from the contextual clues. Following a cognitive approach, the purpose of this paper is doublefold. First, we focus on the analysis of one type of semantic relation, the synonymy, of creative variations of proverbs; and second, we check the validity of the cognitive approach to identify the procedures, transformations and changes which take part in the process of formal modification which ends in the generation of a synonymous paremiological unit.
Affective Pedagogical Agent in E-Learning Environment: A Reflective Analysis  [PDF]
Atasi Mohanty
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.74061
Abstract: In educational research the relationship between affect/emotion and performance on cognitive tasks is well documented in both the neuroscience and psychology literatures. Researchers have claimed that emotions play a vital role in perception, learning, decision making, rational thinking and other cognitive functions. At the same time some others have added that both the positive and negative affective states are equally important in the learning process. In the real-life physical learning environment students’ affective feedback is a major cue that human tutors use to constantly adapt their teaching strategies, so that learning would be most effective and efficient for each individual learner. Thus, in e-learning environment it’s a research issue to think about how to design an artificial affective tutor or pedagogical agent, who can respond to students’ emotion and accordingly guide and motivate them for better learning. However, for post-secondary learners it may be relevant, but for secondary level Indian students can it be feasible and cost-effective ICT learning tools. This raises many more questions about content, pedagogy, software designing and implementation of affective pedagogical agents as ICT learning tools in Indian school education system.
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