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Lenore Thomson offers yet another model of cognitive functions. In her book, Personality Type: An Owners Manual, Thomson advances the hypothesis of a modular relationship between the cognitive functions paralleling left-right brain lateralization. In this approach, the judging functions are in the front-left and back-right brains, and the ...
Cognitive science has provided theories of how the brain works, and these have been of great interest to researchers who work in the empirical fields of brain science.A fundamental question is whether cognitive functions, for example visual processing and language, are autonomous modules, or to what extent the functions depend on each other.
A cognitive model, as illustrated by Robert Fludd (1619) [1]. Cognition is the "mental action or process of acquiring knowledge and understanding through thought, experience, and the senses". [2]
One early pioneer of cognitive psychology, whose work predated much of behaviorist literature, was Carl Jung. Jung introduced the hypothesis of cognitive functions in his 1921 book Psychological Types. [6] Another pioneer of cognitive psychology, who worked outside the boundaries (both intellectual and geographical) of behaviorism, was Jean ...
Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain and cognitive psychology.
In cognitive psychology, the affect-as-information hypothesis, or 'approach', is a model of evaluative processing, postulating that affective feelings provide a source of information about objects, tasks, and decision alternatives. [1] [2] A goal of this approach is to understand the extent of influence that affect has on cognitive functioning. [1]
A neurocognitive deficit is a reduction or impairment of cognitive function in one of these areas, but particularly when physical changes can be seen to have occurred in the brain, such as aging related physiological changes or after neurological illness, mental illness, drug use, or brain injury. [1] [2]
Cognitive acceleration or CA is an approach to teaching designed to develop students' thinking ability, developed by Michael Shayer and Philip Adey from 1981 at King's College London. [1] The approach builds on work by Jean Piaget and Lev Vygotsky and takes a constructivist approach.