Cognition and instruction: Their historic meeting within educational psychology.

Examines the emergence of cognitive approaches to instruction, with hope that an understanding of the origins of this field will yield perspective on where it is going. First, a historical analysis of the relation between psychology and education, especially cognitive psychology and instruction, is undertaken. Then, an historical overview is provided of the progression of 3 views of learning and instruction: learning as response acquisition, learning as knowledge acquisition, and learning as knowledge construction. Next, cognitive theory is examined in more detail, with a particular focus on cognitive processes involved in learning. Finally, examples of progress and potential progress in the area of cognition and instruction are provided, through a focus on the emergence of psychologies of subject matter and on the cognitive analysis of individual learning strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the status of nonconscious processes in human cognition: Comment on Reber.

Two issues are discussed. The first one pertains to the generality of the nonconscious learning processes and their somewhat paradoxical status in cognitive psychology. We argue that the ability of the human cognitive system to nonconsciously acquire complex knowledge structures is one of its elementary and indispensable properties. Moreover, the existence of this ability constitutes one of the necessary metatheoretical assumptions of contemporary cognitive psychology. Nevertheless, the contemporary cognitive psychology literature often implies that it is only one of many controversial and unusual phenomena. The second issue pertains to the distinction between the so-called primitive unconscious and the sophisticated unconscious as proposed by A. S. Reber (see record 1989-38920-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational psychology—past and future: Comment on Derry (1992).

In presenting her version of the future of educational psychology, S. J. Derry (see record 1993-15329-001) disagreed with several points in R. E. Mayer's (1992) analysis of its past. In particular, Derry questioned whether educational psychology has become unified under a cognitive approach, has shifted from artificial to more realistic learning situations, and can progress much further under a cognitive approach. In this response, the author briefly examines each of these 3 issues. Finally, the author reasserts his conclusion that educational psychology has been and will continue to be an exciting venue for shaping the dominant psychological theories of the day. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive rehabilitation: how it is and how it might be

This paper suggests there are, at present, four main kinds of cognitive rehabilitation programs for brain injured people. The first attempts to rehabilitate cognitive deficits through drills and exercises. The second uses theoretical models from cognitive psychology to identify deficits in order to remediate them. The third is primarily a patient-driven approach that uses a combination of learning theory, cognitive psychology, and neuropsychology to identify and remediate cognitive difficulties. The fourth is the holistic approach that has, as its basic philosophy, a belief that cognitive functions cannot be divorced from emotion, motivation, or other noncognitive functions, and consequently all aspects of functioning should be addressed in rehabilitation programs. Despite some overlap between these approaches, there are major differences. The two main arguments offered in this paper are (1) that the first two approaches do not lead to good clinical rehabilitation practice; and (2) that a synthesis of the second two approaches would result in the best cognitive rehabilitation model.     

Learning as a change in world-view.

Argues that the hegemony of natural science conceptions of learning has led to a tendency to neglect the role of the human inner life in the learning process. Approaching learning as a change in world view is presented as an alternative to natural scientific orthodoxy. Some examples are given of the way learning as a change in world view emerges from common patterns of human existence. Some commonly observed correlates of a change in world view may be described as changes in attitude and patterns of behavior. Such a change could be described in terms of increased receptivity to new experiences. Mainstream Western psychology's relationship with broader perspectives on human learning, such as in gestalt psychology, cognitive psychology, systems theory, and behavioral ecology, is discussed. The interactive relation between perception and learning is considered, and a number of current psychological theories and ideas are presented as examples of how learning can be conceptualized as a change in world view. Such a perspective on learning is offered as a complement to other approaches to learning rather than a replacement. (French abstract) (56 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology applied to education: A specialty in search of an identity.

Proposes that a revision of doctoral school psychology be considered within the American Psychological Association that better meets standards for specialty status in professional psychology. School psychology as it currently exists has become a nondoctoral profession of a highly applied nature that is not really a product of psychology. A new professional specialty concerned with the application of psychology to education should be commensurate with accepted goals of professional psychology education and practice and meet at least 3 additional requirements: movement from concern for schools to concern for schooling, greater emphasis on an educational orientation than on mental health, and greater reliance on educational psychology as the knowledge base for professional practice. What is presently called school psychology is moving toward a doctoral specialization that is trying to decrease the gap between assessment and intervention. An impetus for this movement has been the use of behavioral psychology in educational settings. Educational psychology has expanded due to the development of cognitive psychology and decreased reliance on the laws of learning. (97 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning of movement sequences.

Argues that the instrumental learning of the behavioral act, defined as a response class whose members are in temporal contiguity with reinforcement, has slowed understanding of how movement sequences are learned since the act does not require consideration of the movement patterns of the responses that produce the reinforcement. Throughout learning's experimental history, psychologists have asked where movement segments come from and how they are organized into more complex movement sequences. From the beginning, animal psychologists have asked the extent to which movement segments and their organization into sequences is instinctive. For decades the response-chaining hypothesis has been the explanation of how segments are organized by learning; however, modern research does not support it and has tilted the explanation toward a cognitive interpretation. A parallel account of how humans learn movement sequences is presented. The positions of Piaget (1952) and J. S. Bruner (1973) from developmental psychology, as well as those of K. S. Lashley (1951) and more recent analysts of movement regulation, are reviewed. Here, too, cognitive interpretations prevail. It is suggested that animal and human motor behavior settle on error as the focus of measurement. (152 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for distinguished scientific early career contributions to psychology.

Presents the citations, biographies, and selected bibliographies of the 2008 recipients of the American Psychological Association's Awards for Distinguished Scientific Early Career Contributions to Psychology. The Early Career Awards, given for the first time in 1974, recognize the large number of excellent young psychologists. Recipients of this award may not have held a doctoral degree for more than nine years. For purposes of this award, psychology has been divided into 10 areas: animal learning and behavior, comparative; developmental; health; cognition/human learning; psychopathology; behavioral and cognitive neuroscience; perception/motor performance; social; applied research; and individual differences. Five areas are considered each year, with areas rotated in two-year cycles. The areas considered in 2007 were behavioral and cognitive neuroscience; perception/motor performance; social; applied research; and individual differences. Each year, panels are selected for the areas under consideration, and these panels recommend nominees to the Committee on Scientific Awards. The 2008 recipients are John J. Curtin (psychopathology), Elissa S. Epel (health psychology), Linda C. Gallo (health psychology), Samuel D. Gosling (animal learning and behavior, comparative), Jodi A. Quas (developmental psychology), and Joshua B. Tenenbaum (cognition and human learning). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognition.

Reviews the book, Cognition by John G. Benjafield, et al. (2010). Cognition (4th ed.) provides a comprehensive introduction to cognitive psychology for undergraduate students and others who require an overview of the area. New in the fourth edition is a chapter on cognitive neuroscience. The reviewer only has one criticism of Benjafield et al.: Citations for published works in every chapter that also appeared in the third edition stop around 2007 or earlier (when the third edition was published). Cognition is a book that will appeal to those looking for a high-level, scholarly survey of cognitive psychology. It is this aspect of Cognition that sets it apart from most other textbooks that cover cognitive psychology. Yet, despite its scholarly approach, it remains an engaging text that makes the reader want to keep reading more: a delicate balance, but one that Benjafield et al. manage with aplomb. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The support of autonomy and the control of behavior.

In this article we suggest that events and contexts relevant to the initiation and regulation of intentional behavior (i.e., to promote choice) or to control behavior (i.e., to pressure one toward specific outcomes). Research herein reviewed indicates that this distinction is relevant to specific external events and to general interpersonal contexts as well as to specific internal events and to general personality orientations. The research review details those contextual and person factors that tend to promote autonomy and those that tend to control and shows that autonomy support has generally been associated with more intrinsic motivation, greater interest, less pressure and tension, more creativity, more cognitive flexibility, better conceptual learning, a more positive emotional tone, higher self-esteem, more trust, greater persistence of behavior change, and better physical and psychological health than has control. Also, these results have converged across different assessment procedues, different research methods, and different subject populations. On the basis of these results, we present an organismic perspective in which we argue that the regulation of intentional behavior varies along a continuum from autonomous (i.e., self-determined) to controlled. The relation of this organismic perspective to historical developments in empirical psychology is discussed, with a particular emphasis on its implications for the study of social psychology and personality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prominent schools or other active specialties? A fresh look at some trends in psychology.

Past studies investigating trends in psychology have reported some conflicting and surprising results. This article critiques and reevaluates these reports, with a particular focus on those related to the cognitive revolution and the place of neuroscience in psychology. Based on a wide variety of indicators, the following trends are demonstrated: (a) Although cognitive psychology has grown in importance, it has not come to dominate psychology; (b) contrary to prior findings, attention to neuroscience in psychology has grown in a pattern similar to that of cognitive psychology; and (c) there are many signs that cognitive neuroscience is in the process of emergence. Trends are interpreted in light of the argument that psychology is a disunified discipline allowing for many different interests, schools, and approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished Scientific Awards for an Early Career Contribution to Psychology: David M. Buss.

The Early Career Awards, given for the first time in 1974, recognize the large number of excellent young psychologists. Recipients of this award may not have held a PhD for more than nine years. For purposes of this award, psychology has been divided into nine areas: human learning and cognition, psychopathology, physiological animal learning and behavior, personality, developmental social sensation and perception, and applied research. Three areas are considered each year, with areas rotated in three-year cycles. The areas considered in 1988 were animal learning, behavior, and ethology; personality; and developmental. This year's winner in the area of personality is David M. Buss. Buss is cited for the theoretical breadth and empirical depth of his work, which are exemplars of the personological tradition in psychology and for his act-frequency approach to the analysis of personality dispositions, which, by combining a summary interpretation of traits with recent advances in cognitive psychology, has yielded a steadily developing agenda of research in personality and a fresh perspective on central issues of the field. Along with the citation, a biography and selected bibliography of Buss's published works are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some theoretical issues confronting developmental psychologists.

A nagging persistent problem for developmental psychologists has always been the nativism-empiricism controversy. It is still with us today in almost every facet of developmental psychology. This issue is leading to an increasing "ecological" perspective in developmental psychology the end result of which is not clear yet. While Piagetian theory remains the reference point for much of cognitive developmental psychology, there has been a very marked decline in the degree to which many cognitive researchers subscribe to that theory. At the moment there is no grand integrative theory of cognitive development such Piaget's, much less of the field of developmental psychology as a whole. However, this may mean that the field as a whole is more open to different theoretical approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pre-unified separatism and rapprochement between behaviorism and cognitive psychology: The case of the reinforcer.

Psychology is in a preparadigmatic or pre-unified stage of scientific development. Two characteristics of psychology's status are: (1) lack of cumulative scientific growth and (2) experimental-theoretical overgeneralization. The reinforcer, as a construct in theories and as a critical element of behavioral change, has been a casualty of the separatism between such factions as radical behaviorism and cognitive psychology. In the end, psychology as a progressive science has been impeded, and psychological practitioners have been left to use intervention techniques that are not the most effective or efficient. In order to improve upon this situation, unification is needed between radical behaviorism and cognitive psychology, among other disciplines. However, the issue of the reinforcer is only one of many areas where such unification should be pursued and attained. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Hebb legacy.

Discusses the influence of Donald Olding Hebb (1904–1985) on the discipline of psychology. The author notes that Hebb's principled opposition to radical behaviourism and emphasis on understanding what goes on between stimulus and response (perception, learning, thinking) helped clear the way for the cognitive revolution. His view of psychology as a biological science and his neuropsychological cell-assembly proposal rejuvenated interest in physiological psychology. Since his death, Hebb's seminal ideas exert an ever-growing influence on those interested in mind (cognitive science), brain (neuroscience), and how brains implement mind (cognitive neuroscience). Specific events in Hebb's career are outlined, with particular attention to the influence on psychology of his book The Organization of Behavior: A Neuropsychological Theory (1949). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Le legs de Hebb.

Discusses the influence of Donald Olding Hebb (1904–1985) on the discipline of psychology. The author notes that Hebb's principled opposition to radical behaviourism and emphasis on understanding what goes on between stimulus and response (perception, learning, thinking) helped clear the way for the cognitive revolution. His view of psychology as a biological science and his neuropsychological cell-assembly proposal rejuvenated interest in physiological psychology. Since his death, Hebb's seminal ideas exert an ever-growing influence on those interested in mind (cognitive science), brain (neuroscience), and how brains implement mind (cognitive neuroscience). Specific events in Hebb's career are outlined, with particular attention to the influence on psychology of his book The Organization of Behavior: A Neuropsychological Theory (1949). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychoanalysis and learning: Rounding up the usual suspects?

In this critical review, the author surveys the literature on learning as a field of psychology including current studies and the contributions of cognitive neuroscience. Two clinical puzzles, one about remembering rape and the second about teaching that changes attitudes, are presented as data samples. A consideration of learning as applied psychoanalysis is divided into 3 historical periods: early history, intermediate period, and recent work. The discussion suggests strategies for implementation of a working link between the 2 fields. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Essentials of abnormal psychology, first Canadian edition.

Reviews the book, Essentials of abnormal psychology, first Canadian edition by V. Mark Durand, David H. Barlow, and Sherry H. Stewart (2007). This first edition covers the terrain one might expect of an abnormal psychology textbook. This includes chapters on historical context, approaches to psychopathology, clinical assessment, diagnosis and research methods, anxiety disorders, somatoform and dissociative disorders, mood disorders and suicide, physical disorders and health psychology, eating and sleep disorders, sexual and gender identity disorders, substance-related disorders, personality disorders, schizophrenia and other related disorders, developmental and cognitive disorders, and finally, legal and ethical issues as related to mental health. Although the book initially may look rather dense (it is not), there are numerous organisational aids to facilitate learning. The authors have more than amply succeeded in their stated intention to present a multidimensional perspective, integrating behavioural, emotional and cognitive, and social contexts to explore the essentials of abnormal psychology. Using easy to understand language appropriate for undergraduates, this book guides the reader through the fascinating field of abnormal psychology, pointing out the expected, and for an added bonus, the unexpected and often neglected. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for distinguished scientific early career contributions to psychology: Robert M. Nosofsky.

The Early Career Awards, given for the first time in 1974, recognize the large number of excellent young psychologists. Recipients of this award may not have held a doctoral degree for more than nine years. For purposes of this award, psychology has been divided into 10 areas: animal learning and behavior, comparative; developmental; health; cognition/human learning; psychopathology; behavioral and cognitive neuroscience; perception/motor performance; social; applied research; and individual differences. Five areas are considered each year, with areas rotated in two-year cycles. The citation, biography, and selected bibliography of Robert M. Nosofsky, one of the 1993 recipients of the Award for Distinguished Scientific Early Career Contributions to Psychology (Cognition/Human Learning), are presented here. (PsycINFO Database Record (c) 2010 APA, all rights reserved)