基于认知失调理论的大学生厌学原因与对策分析

从认知失调理论出发,大学生厌学是因学习认知失调所致。认识错位、环境改变、教育自身、社会问题等因素都可以导致大学生学习认知失调。通过改变行为认知元素、环境认知元素以及增加新的认知元素,可以促进学习认知从失调到协调的转变,从而达到激发大学生学习动力的目的。     

基础教育教师认知失调问题的研究

借鉴列昂·费斯廷洛的认知失调理论来研究基础教育教师在教育教学过程中遇到的认知失调问题,在以学生为本的精神的指导下,根据学校组织及教师职业的特点,分析教师认知失调现象,研究教师认知失调产生的原因、特征、影响因素,提出对策以引导教师遵循正确的认知,以对学生有利的行为来进行教育教学活动。     

认知失调理论视角下创业实践教育研究

对创业实践教育中认知失调理论应用的相关逻辑进行表述,提出模型框架为创业实践教育提供一种理论支撑。最后建议在创业实践教学过程中调控学生创业认知差异和失调、激发学生创业实践行为内部合理化、引导学生理性整合信息资源减轻失调,进而塑造学生创业认知体系。     

利用认知失调转变学困生

认知失调是一个心理学上的名词。用来描述在同一时间有着两种相矛盾的想法．因而产生了一种不甚舒适的紧张状态。它最早由社会心理学家利昂·费斯廷格提出来。笔者就是采用改变行为的方法使学生的行为不再与态度有冲突来解决认知失调问题的。     

运用认知失调理论 创设最佳问题情境

一、认知失调理论的含义 认知失调理论是美国心理学家费斯廷格于1957年提出的．它是一种用认知观点来阐释态度改变原因的社会心理学理论.该理论认为在任何问题和事件上,人总有要保持其各种认知协调的化身,保持自身态度和行为协调一致的动机．如果一旦不协调,便产生矛盾和冲突,人就会感到紧张、不安、烦闷,就会产生减少或消除这种不协调的内在动力,以获得内心的平衡,从而达到知识、信念、态度和行为的改变．     

认知失调理论及其对当代教育的启示

在我国,传统的教育观一直偏重于用行为主义学习理论来促成和解释教育中的各种行为,忽视了个体认知心理规律的功能。认知失调理论的提出为解决教育中出现的某些问题提供了新的角度。学习、研究这一理论,对我国教育有一定的理论借鉴价值和实践启示意义。本文在对西方认知失调理论介绍和研究的基础上,探讨了该理论对当代教育的几点启示。     

认知失调理论及其对当代教育的启示

在我国,传统的教育现一直偏重于用行为主义学习理论来促成和解释教育中的各种行为,忽视了个体认知心理规律的功能.认知失调理论的提出为解决教育中出现的某些问题提供了新的角度.学习、研究这一理论,对我国教育有一定的理论借鉴价值和实践启示意义.本文在对西方认知失调理论介绍和研究的基础上,探讨了该理论对当代教育的几点启示.     

中小学教师“认知改变”团体辅导设计与实践

<正>认知是出现在我们大脑里的一些想法和产生这些想法的过程《认知包括信念、想象、假设和自我对话。认知对人们的情绪和行为产生影响,认知歪曲和失调的思维会引发问题情绪和行为。中小学教师"认知改变"团体辅导,旨在帮助教师识别并监控自己的认知过程,改变无益的思维,学会挑战不合理思维的方法,有效处理压力,提高生活质量。     

应用认知失调理论培养小学生良好品德

美国心理学家费斯廷格认知失调理论认为：人对待任何问题和事件,总有一种要保持其认知协调的倾向,一旦不协调,便会产生矛盾和冲突,人就会感到紧张、不安和烦闷,就会产生消除这种不协调的内在动力,以获得内心的平衡,从而达到认知情感、态度或行为的改变。应用认知的失调理论培养小学生良好品德,要努力打破学生与周围环境之间的平衡,让学生的道德品质沿着“平衡、困惑、再平衡、再困惑”的螺旋形线路不断向上攀升。     

认知失调理论对品行不良儿童辅导的启示

我国传统的教育一直偏重于用行为主义学习理论培养儿童的良好行为和解释儿童的不良行为，而相对忽视对个体认知心理规律作用的认识。认知失调理论的提出为辅导和矫正儿童的品行不良问题提供了新的视角。学习和研究这一理论，对有效实施中小学思想品德教育有着重要的理论借鉴价值和实践启示意义。     

情绪调节在儿童焦虑症治疗中的作用

文章从情绪调节的定义入手,介绍了治疗儿童焦虑症的认知行为疗法,但它只对大约60—70％的儿童是有效的。文中重点介绍了情绪调节在焦虑症儿童治疗中的作用,还介绍了针对改善个体水平以及家庭水平的情绪调节策略。     

“What Works”: systematic review of the “FRIENDS for Life” programme as a universal school-based intervention programme for the prevention of child and youth anxiety

Mental health disorders are currently the leading cause of disability among young people, internalising disorders such as anxiety and depression representing the most predominant mental health problems experienced. Given the high prevalence rates, low rates of treatment and associated adverse effects on social, emotional and academic functioning, the need to prevent the development of anxiety disorders in children and adolescents is paramount. The FRIENDS for Life intervention programme has been endorsed by the World Health Organisation as an evidence based programme effective for the prevention of child and youth anxiety. The purpose of this article is to systematically review the research base surrounding the FRIENDS for Life programme. All reviewed studies found that the programme had a positive impact on primary anxiety outcome measures compared to control groups, with small to medium effect sizes reported. However, a number of methodological and design concerns were identified across studies. Further quality school-based research is needed to ameliorate these challenges.     

Latent Variable Modeling and Adaptive Testing for Experimental Cognitive Psychopathology Research

The adaptation of experimental cognitive tasks into measures that can be used to quantify neurocognitive outcomes in translational studies and clinical trials has become a key component of the strategy to address psychiatric and neurological disorders. Unfortunately, while most experimental cognitive tests have strong theoretical bases, they can have poor psychometric properties, leaving them vulnerable to measurement challenges that undermine their use in applied settings. Item response theory–based computerized adaptive testing has been proposed as a solution but has been limited in experimental and translational research due to its large sample requirements. We present a generalized latent variable model that, when combined with strong parametric assumptions based on mathematical cognitive models, permits the use of adaptive testing without large samples or the need to precalibrate item parameters. The approach is demonstrated using data from a common measure of working memory—the N-back task—collected across a diverse sample of participants. After evaluating dimensionality and model fit, we conducted a simulation study to compare adaptive versus nonadaptive testing. Computerized adaptive testing either made the task 36% more efficient or score estimates 23% more precise, when compared to nonadaptive testing. This proof-of-concept study demonstrates that latent variable modeling and adaptive testing can be used in experimental cognitive testing even with relatively small samples. Adaptive testing has the potential to improve the impact and replicability of findings from translational studies and clinical trials that use experimental cognitive tasks as outcome measures.     

远程开放教育学生的学习心理障碍及对策

现代远程教育是随着现代信息技术的发展而产生的一种新型教育方式，是构筑知识经济时代人们终身学习体系的主导手段，本根据远程开特点，从认知因素和非智力因素两个方面分析了学生产生学习心理障碍的因素，并提出了克服这些学习心理障碍的措施。     

Taking care with attachment disorders and autistic-like traits: the potential significance of cognitive markers

The behaviours associated with the attachment disorders (ADs) appear to overlap substantially with those linked to the autism spectrum (AS). Given the similarities between the two conditions this article urges caution when drawing conclusions concerning the likely aetiology of presenting difficulties in any particular case. Attention is drawn to recent research findings which may prove helpful in alerting psychologists to the presence of additional autistic-like vulnerabilities in children known to have experienced significant attachment-related trauma. The potential implications for practice are discussed.     

Anger Management Using a Cognitive‐behavioural Approach for Children with Special Education Needs: A literature review and meta‐analysis

This review examines the use of a cognitive‐behavioural approach to anger management in children with special needs in community settings. Eighteen experimental studies involving a total of 408 children were located. The participants were mainly of high school age, with an IQ above 80, and with behavioural or emotional disorders. A moderate effect was observed for improvement in the three dimensions of anger: behaviour, cognition and emotion – although conclusions need to be very tentative. The interventions employed varied greatly in their characteristics and there were concerns about the quality of many studies. Further research is needed to investigate the interaction between intervention features and participant characteristics.     

隐喻的认知属性

自上世纪80年代隐喻被引入认知领域后,认知心理学对隐喻作了大量的研究。本文从三个方面对隐喻的认知属性作了分析:隐喻的本质属性是一种思维形式,是认知心理学的研究对象之一;隐喻的三种理论阐述了隐喻反映客观事物的认知方式;隐喻作用于感知觉、思维、想象,影响它们反映客观世界的形式。     

认知结构理论研究述评

认知结构理论以认知结构为研究核心。纵向分析表明,不同的心理学家对认知结构进行了多角度、多层次的认识,但是都强调了认知结构建构的性质,认知结构与学习的互动关系,突出了学生中心的思想。     

听讲式接受学习过程中存在的一些问题--一种来自认知负荷的观点

听讲式接受学习仍是传统课堂教学的主要模式，但它存在着很多固有的缺陷。从认知负荷的观点来看，在这种模式下，教师很难有效地解决学生认知负荷的个别差异，大部分学生不能满负荷学习；学生也很难有效地使用认知资源、认知容量、认知策略和信息外存。剖析这些影响学习荻取知识和技能的因素，可给课堂教学改革以启迪。     

国外音乐认知研究发展概谈

本文对国际音乐知觉与认知联合会,欧洲、北美、亚太等地区及英国、德国、澳大利亚、日本、韩国、阿根廷等国的音乐认知学术组织进行了简单介绍,使我们粗略地了解了国际音乐认知学术研究领域的发展,对我国音乐心理学研究将起到借鉴与推动作用。