Abstract
The paper explains that cognitivism is a learning theory that states that humans do not simply learn as a reaction to stimuli, but rather in an organized, willful manner by adding greater knowledge to earlier learning. The paper looks at a lesson that demonstrates these elements of cognitive theory as students learn to give clear, consistent directions for a driver based on earlier learning about road maps.

Tags:cognitivism, geography, maps

Abstract
This paper aims to study the effects of teaching using frequency maps in a visual representation. The paper explains that this will further strengthen the accuracies of future probability judgments through studying participants in a number of sessions to see if they can adapt what they learned from their original briefing. The paper relates that this data will be compared to the independent variable, or the participants who were given no such briefing and are expected to have much lower accuracy in determining probabilities.

Tags:heuristics, cognitive, probability

Abstract
This paper explains that risk perception examines the opinions of people when asked to evaluate hazardous activities, substances and technologies, which helps policy-makers by improving communication between them and the public, by directing educational effort and by predicting public responses to new technologies, events and new risk management strategies. The author points out that the fields that have the most important influence in evaluating risk perception are (1) geography because of the recent broadening of focus on technological hazards, (2) sociology and anthropology because risk perception is influenced by friends, family and co-workers, and (3) psychology because of the use of psycho-physical scaling and multivariate analysis techniques to produce quantitative representations or`cognitive maps' of risk attitudes and perceptions, which demonstrate that every hazard has a unique pattern of qualities related to its perceived risk. The paper states that, for the last 30 years, instead of asking how to prevent lead poisoning, the medical community has taken a risk assessment approach, asking, "How much lead is safe for industry to put into children?"

From the Paper
"The present 'risk balance' situation also does not appear to differentiate between different sorts of risk. For example, a one in 1000 risk imposed on someone is different to a one in 1000 risk accepted by someone. It is often the case that the risk from using a chemical, say, is borne by the population as a whole, whereas the benefits accrue only to a minority. This is inequitable, and a new focus in risk - allowing a product on the market only if it passes a criterion of 'social need' for example, would ensure that inequitable distributions of costs and benefits were reduced."

Tags:bio-accumulate, communication, cognitive-maps, assessment, risk-balance

Abstract
The paper discusses how while psychoanalytic therapy has been relegated to less and less clinical application in favor of cognitive behavioral therapy, the former represents an endeavor to establish a deeper, all-inclusive explanation of the workings of the human psyche - a depth which cognitive-behaviorism apparently lacks. In spite of this, the paper admits that different applications of cognitive behavioral therapy remain effective first-line or adjunct treatments for a majority of psychological and psychiatric disorders alike.

From the Paper
"Psychotherapy has undergone many developmental changes over the past decades. These changes in clinical psychology are represented by the rise of two main schools upon which clinical psychotherapies over the years are founded: psychoanalytic theory and cognitive-behaviorism. Psychoanalytic theory was first developed by Sigmund Freud and extensively modified by other theorists such as Carl Jung, Alfred Adler, Erik Erikson, Karen Horney and Harry Stack Sullivan, among many others. Psychoanalytic theory was heavily influenced by the Darwinian ideas of the 19th century, where..."

Tags:cognitive, psychoanalytic, therapy

Abstract
This is a three-page paper on cognitive dissonance. A person who can handle one situation well, but not another tends to experience discomfort from cognitive dissonance. The paper explores How this can affect others in business or at the workplace.

Tags:cognitive, dissonance

Abstract
The essay evaluates three different intelligence or cognitive tests, namely Raven?s test, the Mental Alertness test (HSRC) and the Cognitive Process Profile. These tests are used in both academic and workplace settings and are mainly critiqued in this essay according to their manual information, norm groups, reliability, purpose, and item content.

From the Paper
"Intelligence tests are being used increasingly to assist individuals in educational planning, and in making decisions about aspects of their own lives" (Anastasi & Urbina, 1997). Raven's tests have been described as "tests of observation and clear thinking"( Raven et al., 1998, p.657). The Mental Alertness test is to provide measures of general intelligence, arithmetical ability and certain language abilities (Lombard, 1975). A strength of the Cognitive Process Profile is that it measures learning potential and involves a teach-test-teach approach (CPP Manual, 2000).?

Tags:alertness, cognitive, intelligence, mental, process, profile, raven, test, tests

Abstract
This research study focuses on understanding the impact that the use of computer-supported-collaborative-learning (CSCL) tools have on the outcomes relating to the critical thinking skills of the student and the attitude that the student has toward the study of history as well as the achievement of the student in history class. This paper makes a general assessment of the impact that CSCL tools have on the development of the student's critical thinking in history education. More specifically, this research provides a cognitive map where future research efforts can be drawn so that the use of technology such as the CSCL tool will be facilitated during learning in history education. The research also specifically examines the extent of the effectiveness of scaffolding critical thinking process using a CSCL tool along with primary sources, to engage secondary school students in studying history.

Table of Content:
Problem Statement - History Education in schools
Dialogic Approach for Critical Thinking Lessons in History
Argumentation as a Dialogic Approach in History Education
Dialogic approach via Computer-Supported Collaborative Argumentation
Purpose of the Study
Research Questions
Significance of the Study
Introduction
Literature Review
Argumentation Defined
Three Perspectives of Argumentation
Argumentation - Role in Problem-Solving
Three Perspectives of Argumentation
Argumentation Role in Problem-Solving
Argumentation through Computer Supported Collaboration
Literature Review of CSCL
Online Learning Model
Assessment of Online Learning
Emergence of Theories of CSCL
Scaffolding with CSCL Tools
Tools for Collaboration
Effects of CSCL on Learning and Achievement
Advances in Computer Supported Collaborative Learning
Summary of Literature Reviewed
Research Design
Research Questions
Research Approach
Data Sources, Collection and Analysis
Schedule for the Research
Proposed Schedule and Procedure
Appendixes
Pre-Test Survey/Questionnaire
Post-Test Survey/Questionnaire

From the Paper
"Despite the effectiveness of rubrics in assessing students' learning, developing an adequate rubric for a given course discussion requires time and multiple revisions. Primary consideration in developing a discussion, grading rubric identifies and establishes the goal or goals of the discussion. For example, some instructors want to use on-line discussion to help students learn argumentation techniques, whereas others might be more interested in students coming to consensus on a topic. Evidently different assessment rubrics would be needed to encourage each. "

Tags:thinking, attitudes, evaluative, case, rubric

Abstract
This paper discusses how organizational learning is becoming an increasingly important tool in helping organizations to adapt to our quickly changing economy and social environment. It does this through the review of four different articles by different theorists. These articles offer a variety of approaches from cognitive and psychological, to an understanding of employee motivation and job satisfaction. Taken together, they offer a solid guide for organizational learning in the new economy.
The articles are :
"Organizational Learning II : Theory, Method, and Practice" by Chris Argyris & Donald A Schon.
"Motivation through the design of work? Test of theory" by J.R Hackman and G.R Oldham.
"Review and Clinical Utility of: The Neurotic Organization" by Manfred F. R. Kets de Vries and Danny Miller.
"The Addictive Organization: Why We Overwork, Cover up, Pick up the Pieces, Please the Boss, and Perpetuate Sick Organizations" by Anne Wilson Schaef and Diane Fassel.

From the Paper
"Hackman and Oldham's job characteristics model focuses on how enrichment and job satisfaction derive from attitudes and behaviors. The five core dimensions of skill variety, task identity, task significance, autonomy, and the degree of direct feedback are important criteria in defining any job. Hackman and Oldham argues that the five core job dimensions in turn influence the worker's psychological states. These three states are experienced meaningfulness of work, experienced responsibility for the outcome of work, and the knowledge of the results of the work outcomes."

Tags:economy, social, theorists, maps, job, satisfaction, workers

Abstract
This paper conducts a critical review of the work of Nuria Sagarra and Matthew Alba entitled "The Key Is in the Keyword: L2 Vocabulary Learning Methods with Beginning Learners of Spanish" published in the Modern Language Journal in July, 2006. The paper first explains that, in their article, Sagarra and Alba report a study, which investigated three methods of learning vocabulary and their effectiveness among 778 beginning second language (L2) students. After reviewing the article, the paper concludes that the significant finding is that the primary difference between the methods of learning was the result of the type of treatment instead of internal differences in the words used. Based on the article, the paper then applies the findings to the classroom by stating that the most beneficial way for teachers to help their students develop a stable, comprehensive vocabulary is to incorporate keywords into reading, listening and speaking tasks.

Table of Contents:
Introduction
Article Review
Cognitive Models and Lexical Processing
Depth Processing
Lexical Processing Enables Deeper Processing at Early Stages
Limitations in Previous Study Findings and Adjustments to Overcome Limitations
Rote Memorization, Semantic Mapping, and Keyword Mnemonics Explained
Associative Models
Comparison of the Three Methods for Vocabulary Learning
Differentiation of Mnemonic and Non-mnemonic Elaboration Techniques
Analysis of Article

From the Paper
"Sagarra and Alba present as well as compare the three methods for learning vocabulary that have been stated including rote memorization, the keyword method and a non-mnemonic technique of semantic mapping. It is related that previous studies have attempted variations of the keyword method for the purpose of identifying the most effective application of this method. One group of studies made an examination of the impact of facilitation on keywords that were experimenter-provided versus those that were learner-generated"

Tags:vocabulary memorization, semantic mapping, mnemonics, time constraints

Abstract
The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in language learning.

Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages
Interference as a factor in language learning.

From the Paper
"Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the "Flemish" where the French-speaking Belgians are called "Walloons." Dutch spoken by Belgians is also referred to as "Flemish," which is not a literary form of the language, but a spoken "dialect." They are different varieties of the same language."

Tags:acquisition, audio, bilingualism, cognition, diglossia, direct, first, grammar, imitation, inateness, input, interference, language, lingual, method, multilingualism, translation