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Influential theories on affect and emotion propose a fundamental differentiation between emotion and cognition, and research paradigms designed to test them focus on differences rather than similarities between affective and cognitive processes. This research orientation is increasingly challenged by the widespread and successful use of cognitive research paradigms in the study of affect and emotion *a challenge with far-reaching implications. Where and on what basis should theorists draw the line between cognition and emotion, and when is it useful to do so? Should researchers build more global, integrative models of cognition and emotion, or should they rely on local, content-specific models that draw attention to a differentiation between affective and cognitive processes? This special issue compiles different viewpoints on fundamental issues in the relationship between affect and cognition.

For several decades, cognitive research on personality and individual differences has focused on psychological traits other than general intelligence. Here we present data on empathizing and systemizing cognitive traits in science and humanities students. In view of existing data on autistic traits in scientists, we hypothesized that the science students would show higher systemizing than empathizing and that the humanities students would show the opposite pattern. Our findings suggest that individuals in the sciences possess a cognitive style that is more systemizing-driven than empathizing-driven, whereas individuals in humanities possess a cognitive style that is much more empathizing-driven than systemizing-driven. Both type of major and gender independently and highly significantly contribute to this effect. Within the sciences, the systemizing pattern is especially pronounced in engineering and physics. Men and women have been found previously to differ in their systemizing–empathizing cognitive style, with men being stronger in systemizing and women being stronger in empathizing. We find the same gender differences within each type of major.

Previous studies indicate that suppression is a counterproductive mechanism of thought control. In the current paper we examined whether individuals can successfully suppress an intrusive thought confronting a reminder of it, a suppression technique employed on memory research. Thus, 76 undergraduates performed a thought suppression task with three monitoring intervals and were randomly allocated to a suppression-only, suppression confronting a reminder stimulus or monitor-only condition. Data analysis yielded an absence of paradoxical effects (rebound) on target thought frequency. However, the examination of the annoyance associated with the intrusions indicated that those individuals instructed to suppress without confronting the reminder maintained the same level of discomfort reported at baseline, whereas the other participants reduced the discomfort level, suggesting that the confrontation with a reminder is a recommendable strategy for emotion regulation. The implications of these findings are discussed in relation to the clinical and cognitive research on thought control.

Published studies of MW exposure thresholds for human adverse perception and cognitive effects with an emphasis on replicated results and the weight of scientific evidence, form the scientific basis for IEEE and ICNIRP exposure limits. Established adverse MW effects are associated with whole body heating at levels that usually increase temperature by approximately 1◦C or more. In human cognitive studies with low-level MW exposures, high quality replication studies appear to have eliminated many of the “false positives”. Although human cognitive research continues there are no established human cognitive effects at or below standard or guideline limits. In animal spatial memory studies the weight of evidence from six independent research groups is that there is no effect on spatial learning at whole body or local (head) MW exposures within guideline limits and also well above the limits, when whole body temperature did not measurably rise. These replications are of particular note because of the existing large body of scientific evidence of the neurophysiological and neuroanatomical nature of and homology of spatial memory in animals and man. But confirmatory MW exposure, spatial memory experiments in humans are required for health risk assessment. Controversy has followed reports that low level MW exposure caused toxic leakage through the blood brain barrier [BBB] that could lead to cognitive impairment. The BBB area of research remains open while we await the publication of further BBB attempted replication studies. Since changes in temperature are the biologically relevant information, experimental and numerical dosimetry is underway to predict more precisely MW thermophysiological dose-effects on human or animal nervous functions. DOI: 10.2529/PIERS060907150019

Cognitivement, un "proces" ou "etat" se conceptualise a la fois comme sequence d'etats impliques dans une temporalite et globalement comme objet cognitif propre. Linguistiquement, il est exprime par le verbe, partie du discours caracterisee par l'implication temporelle et un schema actanciel. Au cours du processus de nominalisation d'un verbe, sa matiere notionnelle reste intacte, mais le poids des deux conceptualisations sequentielle et globale s'inverse progressivement, construisant ainsi un continuum des emplois verbaux aux emplois nominaux.

Boredom is an important personal and social problem, but the phenomena itself remains poorly understood. Recent work has shown that boredom is highly related to attention, and that this relationship may be instrumental in revealing boredom’s causes and consequences. In this paper, experimental findings on trait boredom, state boredom, and sustained attention performance are presented. We demonstrate that trait boredom uniquely predicts sustained attention performance, over and above depression and self-report attention problems. We also present exploratory findings consistent with the claim that attention failures may cause boredom and that sustained attention tasks may themselves be boring. Discussion of each of these findings, and potential ramifications for cognitive research as a whole, is included.

This introduction covers some key concepts discussed in subsequent chapters of this book. One can observe a newly concentrated tendency in semiotics and film studies to explore systematic and analytical insights into embodied metaphorical meanings in moving images. The chapter presents a research overview in a rather isolated way in single publications, mostly related to semiotics, as well as sometimes to film studies. The book aims to contribute to filling the gap in this area by making current work within film and media studies more visible. In cognitive research, metaphors have been shown to act as elementary structures of human thinking and mental imagination. The core area of metaphor research in moving images still lies with movies. The contributions of the book also considers other media, more specifically, television news, quality series in television, and video games. A widening of the scope to different kinds of moving images is another distinctive aspect of the book.

In cognitive research, metaphors have been shown to help us imagine complex, abstract, or invisible ideas, concepts, or emotions. Contributors to this book argue that metaphors occur not only in language, but in audio visual media well. This is all the more evident in entertainment media, which strategically "sell" their products by addressing their viewers immediate, reflexive understanding through pictures, sounds, and language. This volume applies cognitive metaphor theory (CMT) to film, television, and video games in order to analyze the embodied aesthetics and meanings of those moving images.

Event-related brain potentials (ERPs) have become a standard method in many areas of cognitive research, including second-language research, over the last decade and a half (Van Hell and Tokowicz 2010). ERPs can provide evidence which is central to the controversy on the similarity or difference of first and second-language processing. However, they provide a challenge which can be daunting for a large-scale multi-lab study, because there are so many technical details which vary from lab to lab, making it difficult to acquire data that is fully comparable across testing sites. In this chapter we will discuss a number of aspects of ERP measurement, focusing partly on experimental designs and partly on the way in which data from different languages and different labs can successfully be combined. These aspects will require somewhat more detail than the techniques treated in previous chapters.

Cognitively oriented psychologists often define behavioral effects in terms of mental constructs (e.g., classical conditioning as a change in behavior that is due to the formation of associations in memory) and thus effectively treat those effects as proxies for mental constructs. This practice can, however, hamper scientific progress. I argue that if psychologists would consistently define behavioral effects only in terms of the causal impact of elements in the environment (e.g., classical conditioning as a change in behavior that is due to the pairing of stimuli), they would adopt a functional approach that not only reveals the environmental causes of behavior but also optimizes cognitive research. The cognitive approach in turn strengthens the functional approach by facilitating the discovery of new causal relations between the environment and behavior. I thus propose a functional–cognitive framework for research in psychology that capitalizes on the mutually supportive nature of the functional and cognitive approaches in psychology.

The number of studies examining cognition in Huntington's disease (HD) has increased dramatically in recent decades, and cognitive research methods in HD have become much more sophisticated. In this review, we provide a summary of the advances in cognitive research in HD to date, and outline the key considerations for researchers planning to include cognitive assessment in their studies of HD. In particular, we discuss consideration of structure-function relationships, selection of tests appropriate to the population, choice of materials and issues of intellectual property, consideration of variables which can confound studies of cognition in HD, practice effects, and specific issues for multi-site research. Finally, we discuss future directions for cognitive assessment in HD research.

This paper pertain of design a model retrieval of information from an intelligent model (Bodh model) which helps researchers to save time at the time of analyzing the research issues. The major problem that researchers face today is how to keep a current research output. In this paper we implement an approach for extracting information and propose a cognitive research topic generating method named as “Smart Technique” for Automated Research Topic (START). This technique is based on the use of data mining techniques and Hadoop. It is believed that to solve the issues of the startup research student this technique gives the better results. The model will provide the information about present work, previous work, and the future scope. Bodh Model will give us a new origin to start research, helpful for literature review and sharing knowledge. Using Bodh model we can generate random topics, quick literature review and provide research work summary in a specific format which remove the redundancy of research work. Our proposed approach will be applied on different research papers on a specific domain and applied for getting summarized content for further improvement and make the new content for further research.

During the past 10 years, the Instituto Nacional de Salud Pública (National Institute of Public Health) in Mexico has meticulously revised its educational model. This analysis resulted in the transformation of its educational model by tracing a new path in the pedagogical structure and faculty development to meet current challenges and students’ needs. The first stage dealt with the national and international accreditation standards that came with the 21st century. The second stage responded to evidence of cognitive research showing that students are better prepared when they are engaged, active, and responsible for their own learning. This transformation was grounded on the use of information and communication technologies and on a competency-based educational approach that has led the expansion and innovation of educational practice.

Cognitive psychologists often make use of regression coefficient analyses to analyse repeated measures data, as proposed by Lorch and Myers (1990). In this paper, it is demonstrated that in case this procedure is applicable and the data are balanced, using hierarchical linear models gives the same results after one single analysis. In addition, the hierarchical linear model approach is more flexible and has a broader applicability, for example including nonbalanced designs. Despite the relative complexity of the approach, we therefore recommend cognitive researchers considering the use of these models to analyse repeated measures data.

Anagram tasks are frequently used in cognitive research, and the generation of new scrambled letter combinations is a task well suited to a software solution. Most available programs, however, do not allow experimenters to generate new anagrams flexibly or to characterize existing anagrams using psycholinguistic criteria. They also do not provide detailed information on their source dictionaries. We present anagram software that interfaces with CELEX2, an internationally recognized psycholinguistic database. This software allows users to capitalize on lexical variables and thus enables direct control of psycholinguistic features that may influence the cognitive processes involved in anagram solution.

In the United States cognitive research about technology education for the general educational purpose of technological literacy has suffered from a lack of a coherent focus. Certainly, there are studies that have addressed cognition, yet analysts of technology education research have been unable to coordinate their findings in any meaningful way (Streichler 1966; Dyrenfurth & Householder 1979; McCrory 1987; Zuga 1994). There are several persistent problems facing technology educators that contribute to the inability to develop clear interpretations or generalizations of the relationship of cognition and technology education. If some of those problems are identified, then, perhaps, we can address them in order to devise directions and strategies for studying cognition in technology education.

It has been suggested that in order to truly understand student achievement, data must be collected with an assessment tool that includes a measure of performance, is psychometrically sound, and is consistent with cognitive psychology. Curriculum-based assessment for instructional design (CBA-ID) is presented as an assessment model that addresses those three criteria. The current article expands the literature on behavioral and psychometric components of CBA-ID by asking if age is a predictor of CBA-ID acquisition rate data, which allowed for a comparison between CBA-ID and memory research. The acquisition rates of 91 first-, third-, and fifth-grade students were obtained and correlated with their respective ages. Age was found to be a signficant predictor of acqusition rates for the total sample and for students in grades 1 and 3, but not for students in grade 5. A comparison of corrected coefficients suggested qualitative differences between younger and older children, which was consistent with results of previous memory research, thus supporting the consistency of CBA-ID with research from cogntive psychology.

The paper aims to show that scepticism concerning the status of first-person reports of mental states and their use as evidence in scientific cognitive research is unfounded. Rather, principled arguments suggest that the conditions for the intersubjectivity of cognition and description of publicly observable things apply equally for our cognition and description of our mental or internal states. It is argued that on these conditions relies the possibility of developing well-defined scientific criteria for distinguishing between first-person and third-person cognition and description. The paper concludes by outlining the consequences for cognitive research and for functional theories of mind.

The presentation of analogical arguments in the critical thinking literature fails to reflect cognitive research on analogy. Part of the problem is that these treatments of analogy do not address counterarguments, an important aspect of the analysis of analogical argumentation. In this paper, I present a taxonomy of four counterarguments, false analogy, misanalogy, disanalogy, and counteranalogy, analyzed along two dimensions, orientation and effect. The counterarguments are treated in the framework of the multiconstraint theory of analogy (Holyoak and Thagard, 1995). This framework is also extended to account for the evidence brought to light by the consideration of counterarguments. The result is a psychologically motivated treatment of analogical arguments that will be useful both for critical and pedagogical purposes.

With this issue, Cognitive Therapy and Research has just passed its 25th birthday. In the 25 years since its inception, the journal has been on the leading edge of cognitively-oriented clinical research. To commemorate this anniversary, a brief history of the journal, and of cognitive research, is presented. Some possible directions for the future of the journal are discussed, and individuals who have served the journal over the last 25 years are acknowledged.

The capabilities enabled by cognitive readiness underlie successful human performance in any complex environment. Cognitive readiness can be viewed as encompassing individuals’ inherent traits, their training and experience, and their current dynamic state. Because of this, collaboration across the physiological and cognitive research communities is critical. Incorporating the latest advances in cognitive readiness research that are documented in this three-part special issue into the design, development, deployment, selection, and training of human-machine systems will enable the operational community to enhance human performance and effectiveness.

This article studies the extent to which corporate entrepreneurial intentions are enacted differently by academic and non-academic entrepreneurs. Using constructs from cognitive research and exploiting the theory of institutional logics, we observe that academic entrepreneurs, notwithstanding their engagement in entrepreneurship, still implement their corporate entrepreneurial intentions acting in accordance with the academic institutional environment to which they belong. Using a matched-pairs research design, our results show that academic entrepreneurs (compared to non- academic ones) leverage their awareness of technical competencies significantly more and their entrepreneurial self-efficacy and awareness of managerial skills considerably less. We discuss the theoretical and managerial implications related to how cognitive and institutional factors interact to foster entrepreneurial value in newly established firms. This article studies the extent to which corporate entrepreneurial intentions are enacted differently by academic and non-academic entrepreneurs. Using constructs from cognitive research and exploiting the theory of institutional logics, we observe that academic entrepreneurs, notwithstanding their engagement in entrepreneurship, still implement their corporate entrepreneurial intentions acting in accordance with the academic institutional environment to which they belong. Using a matched-pairs research design, our results show that academic entrepreneurs (compared to non-academic ones) leverage their awareness of technical competencies significantly more and their entrepreneurial self-efficacy and awareness of managerial skills considerably less. We discuss the theoretical and managerial implications related to how cognitive and institutional factors interact to foster entrepreneurial value in newly established firms.

Review of: Minds Online; Michelle D. Miller; (2014). Harvard University Press, Cambridge, MA. 279 pages. A review of the new book "Minds Online" by Michelle D. Miller, a cognitive psychologist, in which she analyzes the history of attention, memory, and thinking research and how new studies can enhance technology-driven education. A low-tech approach makes this book very readable to faculty and administrators thinking of diving into the online teacing format, yet its up to date research and practical examples are a rich resource for even veteran distance learning educators.

A comprehensive theory of intelligence as cognitive processes and its use for assessment that may guide intervention when necessary has been developed over 40 years. I present an integrated account of its development and prospects for its continuing growth. The roots of the theory are in both neuropsychological and cognitive research and their applications. The empirical research arising within the framework of the theory has continued to yield useful insight into the varieties of cognitive processes present in typical and atypical individuals. A special feature of the theory has been developed for overcoming specific cognitive difficulties, as well as to enhance four major cognitive functions that comprise Planning and executive functions, Attention, and Simultaneous and Successive information processing. The reach of the theory continues to expand as it is supported by the studies of many people, some of whom are contributors to this volume.

By focusing on the context in which new firms are established, this article studies the extent to which corporate entrepreneurial intentions are enacted differently by academic and nonacademic entrepreneurs. Using constructs from cognitive research and exploiting the theory of institutional logics, we observe that academic entrepreneurs, notwithstanding their engagement in entrepreneurship, still implement their corporate entrepreneurial intentions acting in accordance with the academic institutional environment they belong to. Using a matched-pairs research design, our results show that academic entrepreneurs (compared to non-academic ones) leverage their awareness of technical competencies significantly more, and their entrepreneurial self-efficacy and awareness of managerial skills considerably less. We discuss the theoretical and managerial implications related to how cognitive and institutional factors interact to foster entrepreneurial value in newly established firms.

Zinchenko E.E. in her master's thesis looks as widely as possible at the virtual, as the problem appears the uncertainty of the term "virtual". The object of research is the virtual reality and the subject is related aspects of the ontology, psychology, sociology and virtual technologies. The aim is a detailed study of the different approaches to the "virtual" and develop their own unified concept of this problem based on a single modern ontology. The material for the study in addition to literature represents by specific popular computer games, as well as the reviews and opinions of real players. The first chapter is dedicated to the most elaborated concepts in the field of "virtualistics" of S.S. Khoruzhiy and N.A. Nosov, as well as developing own structure of "virtual". The second chapter is devoted to the practical implementation of appropriate technology. The theoretical framework is based on the works of K. Jung, Z. Freud, G. Gibson, I.V. Burlakov and on projects of young game designers developed their ideas to existing games. Particular attention in this chapter is on computer games as the most common means of immersion in the virtual environment. Zinchenko E.E. adheres to a neutral position on the upbeat virtual reality, considering, in particular, the positive aspect of the phenomenon of the virtual. В своей магистерской диссертации Зинченко Е.Е. максимально широко смотрит на виртуальное, так как проблемой выступает неопределенность самого термина «виртуальное». Объектом исследования выступает виртуальная реальность, а предметом - взаимосвязанные аспекты онтологии, психологии, социологии и технологий виртуального. Целью работы является подробное изучение различных подходов к «виртуальному» и разработка собственной единой концепции данной проблематики на базе единой современной онтологии. В качестве материала для исследования помимо литературных источников используются популярные и специфические компьютерные игры, а также отзывы и мнения реальных игроков. Первая глава посвящена наиболее проработанным концепциям в области «виртуалистики» Хоружего С.С. и Носова Н.А., а также разработке собственной структуры «виртуального». Вторая глава посвящена практической реализации соответствующих технологий. Теоретическая база основана на работах К. Юнга, З. Фрейда, Дж. Гибсона, Бурлакова И.В. и на проектах молодых геймдизайнеров, реально воплощающих свои идеи в существующих играх. Особое внимание в данной главе уделяется компьютерным играм как самому распространенному средству погружения в виртуальную среду. Зинченко Е.Е. придерживается нейтрально-оптимистичной позиции относительно виртуальной реальности, рассматривая, в том числе, положительный аспект феномена виртуального.

Beginning in the 1980s, the number of patients with anorexia nervosa has increased dramatically in Japan. Afterwards, the estimated prevalence in Japanese hospitals increased approximately five times over about 20 years. Recently, the national center initiative and the Japanese guideline for eating disorder have been launched. In this article, the author specifically reviewed early history in medicine, prevalence and socio-cultural issues of anorexia nervosa in Japan. And current and future perspective was summarized on cognitive research and treatment for anorexia nervosa.

The development of novel therapeutic avenues for the treatment of cognitive deficits in psychiatric and neurodegenerative disease is of high importance, yet progress in this field has been slow. One reason for this lack of success may lie in discrepancies between how cognitive functions are assessed in experimental animals and humans. In an attempt to bridge this translational gap, the rodent touchscreen testing platform is suggested as a translational tool. Specific examples of successful cross-species translation are discussed focusing on paired associate learning (PAL), the 5-choice serial reaction time task (5-CSRTT), the rodent continuous performance task (rCPT) and reversal learning. With ongoing research assessing the neurocognitive validity of tasks, the touchscreen approach is likely to become increasingly prevalent in translational cognitive research.

Introduction 1. Cognitive Clinical Assessment: Contributions and Impediments to Progress, David A. Clark & Gary P. Brown I. Cognitive Assessment Strategies and Practices 2."Better the Devil You Know"? A Conceptual Critique of Endorsement Methods in Cognitive Research and Practice, Gary P. Brown & David A. Clark 3. Production-Based Assessment in Cognitive-Behavioral Therapy, David A. F. Haaga & Ari Solomon 4. Imagery-Based Cognitive-Behavioral Assessment, Susie Hales, Simon E. Blackwell, Martina Di Simplicio, Lalitha Iyadurai, Kerry Young, & Emily A. Holmes 5. Assessment of Cognitive Vulnerability to Psychopathology: Issues in Theory and Practice, Lyndsay E. Evraire, David J. A. Dozois, & Elizabeth P. Hayden 6. Implementing an Evidence-Based Approach to Cognitive-Behavioral Assessment, John Hunsley & Katherine Elliott II. Cognitive Assessment and Diagnosis 7. Dimensionality in Cognitive-Behavioral Assessment, Amanda A. Uliaszek, Alison Alden, & Richard E. Zinbarg 8. The Cognitive Content-Specificity Hypothesis: Contributions to Diagnosis and Assessment, John Baranoff & Tian Po S. Oei 9. Transdiagnostic Cognitive Assessment and Case Formulation for Anxiety: A New Approach, Angela H. Smith, Chelsea G. Ratcliff & Peter J. Norton 10. Beyond DSM Diagnosis: The Pros and Cons of Cognitive Case Formulation, Peter Bieling & Brenda Key III. Challenges and Continuing Controversies 11. Toward a Validity Framework for Cognitive Behavioral Therapy Self-Report Assessment, Nick Hawkes & Gary P. Brown 12. Enhancing Measurement Validation in Cognitive-Clinical Research with Structural Equation Modeling and Item Response Theory, Kristin Naragon-Gainey & Timothy A. Brown 13. Implicit Measures of Associations: A Case of Exaggerated Promises?, Anne Roefs, Jorg Huijding, Fren T. Y. Smulders, Anita T. M. Jansen, & Colin M. MacLeod 14. Advances in Construct Validity Theory: Implications for Cognitive Behavioral Therapy Assessment, Leila Guller & Gregory T. Smith Conclusion 15. Fresh Pools or Stagnant Streams: Current Status of Cognitive Clinical Assessment, Gary P. Brown & David A. Clark

Usando los resultados provenientes de la investigación educativa en áreas tales como concepciones alternativas, diferencias entre expertos y novatos, adquisición de esquemas, sobrecarga cognitiva y análisis jerárquico, hemos desarrollado un marco para pensar sobre la organización del conocimiento y su uso para la comunicación, y sobre el razonamiento y la resolución de problemas. Basados en este marco y en nuestras reflexiones sobre el aprendizaje y la enseñanza, hemos creado una metodología didáctica llamada resolución de problemas basada en el análisis, diseñada para promover tanto la comprensión conceptual profunda como la capacidad de resolver problemas eficientemente a través de enfocarse en el análisis y el razonamiento como un puente entre las dos. Presentamos aquí una progresión de objetivos de enseñanza que lleva a los estudiantes de ser aprendices novatos a ser «resolvedores» de problemas más eficientes y más reflexivos. Para cada objetivo, resumimos los resultados relevantes de la investigación cognitiva y describimos las recomendaciones didácticas que se pueden derivar de ella. Luego hicimos la lista de algunas estrategias didácticas útiles para promover ese objetivo en particular y, finalmente, indicamos algunas prácticas de aula que deberían ayudar a que los estudiantes progresen desde esta perspectiva. Summary. Using the results of educational research coming from such areas as alternative conceptions, expert-novice differences, schema acquisition, cognitive overload, and hierarchical analysis, we have developed a framework for thinking about knowledge organization and its use for communication, reasoning, and problem solving. Based on this framework, as well as on our own reflections on learning and teaching, we have created an instructional approach called analysis-based problem solving that is designed to promote both deep, conceptual understanding and proficient problem-solving ability, by focusing on analysis and reasoning as a bridge between them both. We report here on a progression of instructional goals that takes students from novice learners to more proficient, more thoughtful problem solvers. For each goal, we summarize the relevant cognitive research results, and describe the pedagogy that can be derived from it. Then, we list some modes of instruction useful for promoting that particular goal, and finally, indicate some classroom practices that should help students make progress within the approach.

Bowlby's attachment theory has had considerable impact on research in developmental psychology. Despite this, its relation to other literature and application to clinical practice have been poorly exploited. This paper seeks to outline the current conceptualization of adult attachment styles, and explore the evidence for a link between attachment style and psychopathology in adulthood. The paper also provides a review of the cognitive research on the beliefs people hold in relation to their attachment style. Furthermore, the importance of building on this theoretical and empirical base to examine the connections between adult attachment style and schemas is highlighted. The last part of the review explores how attending to both the concepts of attachment style and schema may contribute to developing clinical practice. Copyright © 2002 John Wiley & Sons, Ltd.

Our aim is to convince the reader of the validity of the hermeneutical approach in translation studies. In a first part, we will show that this validity is based on the fact that the hermeneutical approach integrates factors like subjectivity, intuition, corporeality and creativity in its theoretical reflection, being thus close to the reality of the translation process. In a second part, we will situate this approach in the context of the development of modern translation studies since the 1950s, and show that this development was characterized by a dominating tendency that led from an atomistic to a more and more holistic view of the translation unit, legitimating the holistic approach, which is fundamental in translational hermeneutics. Our third part relates the history of philosophical hermeneutics as the legitimate foundation of translational hermeneutics. In a fourth part, devoted to the “outcoming perspectives”, we will try to reinforce the legitimacy of the hermeneutical approach by showing how it is supported by recent results of research in cognitive science. In order to foster further research in translational hermeneutics we also offer a methodology based on hermeneutic principles to study the translation process. Finally, we give an example of legitimation of a creative problemsolving based on a hermeneutical approach of a translation problem which finds its validation in the results of cognitive research. Nosso objetivo é convencer o leitor da validade da abordagem hermenêutica em estudos de tradução. Na primeira parte, demonstraremos esta validade, baseados no fato de que a abordagem hermenêutica integra fatores como a subjetividade, a intuição, a corporalidade e a criatividade em sua reflexão teórica, aproximando-se, portanto, da realidade do processo tradutor. Na segunda parte, situaremos esta abordagem no contexto do desenvolvimento dos estudos modernos de tradução desde os anos 1950, e mostraremos que este desenvolvimento foi caracterizado por uma tendência dominante, que levou de uma visão atomista da unidade de tradução a uma visão mais holística, legitimando-a, o que é fundamental para a hermenêutica tradutória. A terceira parte relata a história da hermenêuticafilosófica como a fundação legítima da hermenêutica tradutória. Na quarta parte, devotada às “perspectivas futuras”, tentará reforçar a legitimidade da abordagem hermenêutica, demonstrando como é abonada por resultados de pesquisa em ciência cognitiva. Para motivar a continuidadedos trabalhos em hermenêutica filosófica, também oferecemos uma metodologia para o estudo do processo tradutório baseada nos princípioshermenêuticos. Finalmente, oferecemos um exemplo de legitimação doa solução criativa de problemas, baseado na abordagem hermenêutica deum problema de tradução, validada nos resultados da pesquisa cognitiva.

@contents: Selected Contents: Table of Contents Preface INTRODUCTION Chapter 1: Cognition in the Early Elementary Classroom Mary C. McKenna, Erin K. Jurgensen, and S. Kenneth Thurman PART ONE: Cognitive Applications in Early Elementary Classrooms Chapter 2: Working Memory and Classroom Learning Susan E. Gathercole and Tracy Packiam Alloway Chapter 3: Executive Function, School Readiness and School Achievement Ulrich Muller, Dana Lieberman, Douglas Frye and Philip David Zelazo Chapter 4: Theory of Mind, Understanding Teaching and Early Childhood Education Douglas Frye and Zhenlin Wang Chapter 5: Translating Cognitive Science to the Classroom: The Role of Phonological Sensitivity and Vocabulary in the Development of Early Literacy Skills James P. Byrnes and Barbara A. Wasik Chapter 6: Validating Individual Differences through Examination of Converging Psychometric and Neuropsychological Models of Cognitive Functioning Catherine A. Fiorello, James B. Hale, Lindsey E. Snyder, Elizabeth Forrest and Annemarie Teodori PART TWO: Considerations for Further Research: Methods, Policy and Issues Chapter 7: Data Collection Methods: Potential Pitfalls when Implementing Early Reading Programs as Educational Interventions Gary D. Phye Chapter 8: Experimental Approaches for Overcoming Practical Challenges of Classroom Research Sharon M. Carver Chapter 9: Bridging the Gap between Psychological Science and Educational Policy and Practice Gregory White, Gwen Frishkoff, and Merry Bullock Chapter 10: Issues and Concerns in Conducting Applied Cognitive Research S. Kenneth Thurman and Marissa H. Kiepert

The author revisits reform proposals in history education which call for increased emphasis on “historical inquiry.” Historical inquiry can be viewed as an instructional approach that brings together new understandings in the discipline of history with recent developments in cognitive research, especially in regard to children's historical thinking. The beginning history teacher in this qualitative case study held knowledge and beliefs about subject matter and students considered essential for teaching historical inquiry. However, the teacher was reluctant to take this approach, for reasons that shed light on divergent interpretations of “best practice.” The author argues for a “learning from practice” model of professional education that begins with questions emerging directly out of individual teachers' particular notions of best practice.

The last few decades has seen psychological theories of chronic pain dominated by behavioural concepts and particularly, by the operant model as described by Fordyce et al. (1968: Fordyce, W., Fowler, R., & DeLateur, B. (1968) An application of behavior modification technique to a problem of chronic pain. Behaviour Research and Therapy, 6, 105-107, 1976: Fordyce, W.E. (1976) Behavioral methods for chronic pain and illness. St Louis, MO: C. V Moseby). More recently, cognitive constructs have been included, giving the impression that the operant theory of chronic pain has been replaced by a cognitive-behavioural theory (CBT). Given the fact that CBTs were introduced essentially to overcome some inherent problems with operant theory, it is notable that they are still very much based on operant theory and continue to be founded upon operant principles. Further, the extent to which CBTs (at this stage) have included contemporary cognitive research has been limited. This paper argues that it is of questionable validity to continue to include problematic concepts (e.g., operant principles) into a revised theory (e.g., CBT). Instead, consistent with research from other areas (particularly the anxiety disorders), chronic pain and the problems associated with it may be better explained by a reformulated cognitive-behavioural theory which although not ignoring the observable behaviours of pain patients and their associations with social reinforcers, interprets these phenomena from a cognitive perspective. Thus, a modified CBT is proffered, focusing more directly on patients' thoughts about, and appraisals of, their pain. Evidence in support of such a theory is provided, as are suggestions for further research and the implications such a theory has for treatment.

Este artigo fornece dados normativos para o Brasil de um conjunto de 400 figuras de objetos (Cycowicz et al., 1997) avaliados por estudantes universitários e crianças de 5-7 anos. Foram obtidos dados referentes à consistência de nomeação, familiaridade com os objetos representados e complexidade visual dos desenhos. Existem evidências de que essas variáveis são importantes para a adequada seleção de estímulos para estudos cognitivos. A consistência de nomeação das crianças foi menor que a dos adultos. Em relação aos adultos, as crianças não conseguiram nomear adequadamente 103 conceitos, avaliaram os desenhos como sendo menos familiares e menos complexos e escolheram nomes mais curtos para as figuras. As diferenças nas avaliações entre adultos e crianças foram mais altas que as observadas na literatura que envolveu conjuntos menores de desenhos. O padrão de correlações entre medidas observadas no presente trabalho são consistentes com relatos anteriores, o que dá suporte à utilidade desse conjunto de 400 figuras como ferramenta para pesquisas cognitivas em diferentes culturas e faixas etárias. The present article provides normative measures for 400 pictured objects (Cycowicz et al., 1997) viewed by Portuguese speaking Brazilian University students and 5-7 year-old children. Name agreement, familiarity and visual complexity ratings were obtained. These variables have been shown to be important for the selection of adequate stimuli for cognitive studies. Children's name agreement was lower than that of adults. The children also failed to provide adequate modal names for 103 concepts, rated drawings as less familiar and less complex, and chose shorter names for pictures. The differences in ratings between adults and children were higher than those observed in the literature employing smaller picture sets. The pattern of correlations among measures observed in the present study was consistent with previous reports, supporting the usefulness of the 400 picture set as a tool for cognitive research in different cultures and ages. Universidade Federal de São Paulo (UNIFESP) Department of Psychobiology UNIFESP, Department of Psychobiology SciELO

A framework for modeling componential data using item response theory models for polytomous items is presented. This framework models response accuracies on complex cognitive tasks, which are decomposed in terms of more basic elements (components), such as knowledge structures, cognitive processes, and strategies. Response categories of polytomous items correspond to possible response patterns on the components. Models with only single component effects are distinct from models that allow for component combination effects. For the latter, a further distinction is made between constant and dimension-dependent component combination effects as a function of whether these effects depend on an examinee’s ability. The proposed models are multidimensional, because separate abilities are assumed to be involved in their various components. An example illustrates the approach.

This article provides a brief overview of cognitive research findings from the last 25 years pertinent to the teaching and learning of physics, and discusses the implications of this research both for structuring the training of prospective physics instructors, and for reforming physics instruction.

Information services, such as regional or tourist information services, are currently developed everywhere. Whenever a site gets very large, providers understand the need for a systematic development. Site development is similar to database co-design, which includes structures, functionality, and interfaces. Additionally, interfaces are even more important for sites and need a very sophisticated support whenever the site is raising to large sites. Metaphorical structures, i.e., metaphors, allegories, metonymies or synecdoches, can be used to help the scanning user understand a page. In general, metaphorical structures have a communicative or cognitive function. For example, many users do not realize that within a computer context a trash can often stand as a metaphor for the action of deleting files. The users can understand content, functionality, and intention intuitively via using such metaphorical structures. Site development can profit from well-integrated metaphorical structures aimed at focus on a deeper context explanation as well as on a more specific navigation and selection. Metaphorical structures for sites can be developed based on linguistic and cognitive research. Stand-alone metaphors have often been used for sites. The power of metaphorical structures can be best exploited if they are used for complex actions and in an integrated way together with structure, functionality, and interfaces. This paper shows how the co-design approach allows for the consistent development of metaphorical structures in an integrated manner.

A research that has just recently been finished, investigated thinking processes that occur in the minds of students dealing with data structures. The research findings are pointed out in this paper, and two of them are elaborated. One is the phenomenon of programming-context thinking . This type of thinking stems from comparatively low level of abstraction gained by students in a data structures course. Programming-context thinking is the cause of other phenomena found in the research, and one such phenomenon — perception of a data structure as static or dynamic — is also elaborated. Implications for data structures instruction are discussed. Apart from presenting the research results, this paper serves as an example of cognitive research — a kind of research that is still not broadly enough done in Computer Science Education. It is one purpose of this paper to manifest the need for more such research.

Scaled worlds preserve certain functional relationships of a complex task environment while paring away others. The functional relationships preserved are defined by the questions of interest to the researcher. Different scaled worlds of the same task may preserve and pare away different functional relationships. In this paper we use the example of Ned to discuss the use of scaled worlds in applied cognitive research. Ned is based on a detailed cognitive task analysis of submarine approach officers as they attempt to localize an enemy submarine hiding in deep water. For Ned we attempted to preserve the functional relationships inherent in the approach officer's information environment while paring away other aspects of his task environment. Scaled worlds attempt to maintain the realism inherent in the preserved functional relationship while being tractable for the researcher and engaging to the participant.