Cognitive working memory training (19 resultados)
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Cognitive and Working Memory Training : Perspectives from Psychology, Neuroscience, and Human Development
Novick, Jared M. (EDT); Bunting, Michael F. (EDT); Dougherty, Michael R. (EDT); Engle, Randall W. (EDT)
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Paperback. Condición: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
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Taschenbuch. Condición: Neu. Strengthening Mental Muscles | Impact of Computerized Cognitive Training on Working Memory, Fluid Intelligence, and Science Achievement | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783639100723 | Verantwortliche Person für die EU: VDM Verlag Dr. Müller, Brivibas Gatve 197, 1039 RIGA, LETTL…AND, customerservice[at]vdm-vsg[dot]de | Anbieter: preigu.
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Cognitive and Working Memory Training : Perspectives from Psychology, Neuroscience, and Human Development
Novick, Jared M. (EDT); Bunting, Michael F. (EDT); Dougherty, Michael R. (EDT); Engle, Randall W. (EDT)
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Cognitive and Working Memory Training : Perspectives from Psychology, Neuroscience, and Human Development
Novick, Jared M. (EDT); Bunting, Michael F. (EDT); Dougherty, Michael R. (EDT); Engle, Randall W. (EDT)
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Hardcover. Condición: Brand New. 592 pages. 9.50x6.25x1.00 inches. In Stock.
Cognitive and Working Memory Training : Perspectives from Psychology, Neuroscience, and Human Development
Novick, Jared M. (EDT); Bunting, Michael F. (EDT); Dougherty, Michael R. (EDT); Engle, Randall W. (EDT)
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Librería: GreatBookPricesUK, Woodford Green, Reino UnidoGreatBookPricesUK
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EUR 163,02
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Hardcover. Condición: new. Hardcover. Cognitive and Working Memory Training assembles an interdisciplinary group of distinguished authors--all experts in the field--who have been testing the efficacy of cognitive and working memory training using a combination of behavioral, neuroimaging, meta-analytic, and computational modelli…ng methods. This edited volume is a defining resource on the practicality and utility of the field of cognitive training research in general, and working memory trainingin particular. Importantly, one focus of the book is on the notion of transfer--namely, the extent to which cognitive training--be it through music, video-game play, or working memory demanding interventionsat school--generalizes to learning and performance measures that were decidedly not part of the training regimen. As most cognitive scientists (and perhaps many casual observers) recognize, the notions of cognitive training and transfer have been widely controversial for many reasons, including disagreement over the reliability of outcomes and consensus on methodological "best practices," and even the ecological validity of laboratory-based tests. This collection does not resolve these debatesof course; but its contribution is to address them directly by creating an exchange in a single compendium among scientists who, in separate research publications, do not always reach the sameconclusions. The book is organized around comprehensive overview chapters from different disciplinary perspectives--Cognitive Psychology (by Hicks and Engle), Neuroscience (by Kuchinsky and Haarmann), and Development (by Ling and Diamond)--that define major issues, terms, and themes in the field, with a pointed set of challenge questions to which other scientists respond in subsequent chapters. The goal of this volume is to educate. It is designed for students and researchers, and perhaps thearmchair psychologist. Crucially, the contributors recognize that it is good for science to persistently confront our understanding of an area: Debate and alternative viewpoints, backed by theory, data,and inferences drawn from the evidence, is what advances scientific knowledge. This book probes established paradigms in cognitive training research, and the long-form of these chapters (not found in scientific journals) allows detailed exploration of the current state of the science. Such breadth intends to invite novel ways of thinking about the nature of cognitive and perceptual plasticity, which may enlighten either new efforts at training, new inferences about prior results, or both. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Condición: New. 2020. Hardcover. . . . . .
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Librería: Revaluation Books, Exeter, Reino UnidoRevaluation Books
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Hardcover. Condición: Brand New. 592 pages. 9.50x6.25x1.00 inches. In Stock.
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Condición: New. 2020. Hardcover. . . . . . Books ship from the US and Ireland.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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EUR 213,53
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Buch. Condición: Neu. Neuware - Cognitive and Working Memory Training assembles an interdisciplinary group of distinguished authors--all experts in the field--who have been testing the efficacy of cognitive and working memory training using a combination of behavioral, neuroimaging, meta-analytic, and computational modelling met…hods. This edited volume is a defining resource on the practicality and utility of the field of cognitive training research in general, and working memory training in particular. Importantly, one focus of the book is on the notion of transfer--namely, the extent to which cognitive training--be it through music, video-game play, or working memory demanding interventions at school--generalizes to learning and performance measures that were decidedly not part of the training regimen. As most cognitive scientists (and perhaps many casual observers) recognize, the notions of cognitive training and transfer have been widely controversial for many reasons, including disagreement over the reliability of outcomes and consensus on methodological 'best practices,' and even the ecological validity of laboratory-based tests. This collection does not resolve these debates of course; but its contribution is to address them directly by creating an exchange in a single compendium among scientists who, in separate research publications, do not always reach the same conclusions. The book is organized around comprehensive overview chapters from different disciplinary perspectives--Cognitive Psychology (by Hicks and Engle), Neuroscience (by Kuchinsky and Haarmann), and Development (by Ling and Diamond)--that define major issues, terms, and themes in the field, with a pointed set of challenge questions to which other scientists respond in subsequent chapters. The goal of this volume is to educate. It is designed for students and researchers, and perhaps the armchair psychologist. Crucially, the contributors recognize that it is good for science to persistently confront our understanding of an area: Debate and alternative viewpoints, backed by theory, data, and inferences drawn from the evidence, is what advances scientific knowledge. This book probes established paradigms in cognitive training research, and the long-form of these chapters (not found in scientific journals) allows detailed exploration of the current state of the science. Such breadth intends to invite novel ways of thinking about the nature of cognitive and perceptual plasticity, which may enlighten either new efforts at training, new inferences about prior results, or both.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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EUR 59,71
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Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Working memory (WM), which includes short-term memoryand cognitive control, has been found to be closelyrelated to a wide range of high-level cognitiveabilities and academic achievement. Prior studiesshowed children with attention-defici…t/hyperactivitydisorder improved their WM and fluid intelligencethrough computerized cognitive training (CCT) in aclinical setting. This research examined whetherregular middle-school students would significantlyimprove their WM through CCT on WM; and if so,whether increase in WM would lead to improved fluidintelligence and science achievement.Two randomized pretest-posttest control-groupexperimental studies were conducted to answer thesequestions. Results showed CCT effectively improvedregular students WM in a school setting, with moreincrease in short-term memory than in cognitivecontrol. No significant improvement was observedin fluid intelligence and science achievementimmediately following training. Given theincreasingly complex learning environment in schools,using CCT to improve students'' cognition and academiclearning has important implications for bothpractitioners and researchers in education.
