|The Physical Object|
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95% of finding an effect of group interaction, under the assump-tion that group interaction generates a similar impact on others problems that also require idea retrieval. Results RAT Performance To determine if group interaction impairs RAT performance and whether it can be attributed to verbalization, RAT performance. The effect of controlled verbalization on learning to solve complex problems was investigated. Fifty participants individually solved the six-disk Tower of Hanoi problem as a criterion task, following one of the five treatments represented in a 2 × 2 factorial design with an appended control group. One factor was the presence or absence of a practice series which required participants to Cited by: This study investigated the effects of cognitive tasks and verbalization instructions on heart period (HP) and skin conductance (SC). Two tasks (imagining common scenes and solving mental arithmetic puzzles) were used to test the hypothesis that conditions requiring attention to internal processess (rejection of the environment) are accompanied by cardiac acceleration and SC by: Thus, the aim of the study is to investigate a measurement method for assessing the cognitive take-over performance. In this method, the cognitive component decision-making is operationalized via concurrent verbalization of action decisions. The results suggest that valid predictions for the time of the decision can be provided.
cognitive (mental) training methods in their preparation to enhance sports performance. Cognitive training is a broad term encompassing various techniques to help individuals alter their own stress reactions to environmental events (De Witt, ). The word “cognitive” means the techniques focus on an individual’s thoughts and perceptions. Perhaps verbalization enhanced performance because in reduced form at the back of the book. on detections is obscured by the interference effect of S-generated cognitive stimuli. We examined the effect of verbally describing faces upon visual memory. In particular, we examined the locus of the facilitative effects of verbalization by manipulating the visual distinctiveness of the to-be-remembered faces and using the remember/know procedure as a measure of recognition performance (i.e., remember vs. know judgments). The effects of visualization and verbalization on learners' L2 vocabulary improvement were checked. Deductions could be made that both methods led to the development of L2 vocabulary knowledge. Results indicated that learners' L2 vocabulary scores were significantly larger when the visualization technique was used.
Another potential limitation could be due to fixed order WCST administrations: the remediation could reflect merely practice effect instead of an effect of verbalization. However there is a dearth of literature on cognitive test practice effects in schizophrenia, likely because of the scarce possibility of improvement [ 22 ]. Sleep Deprivation and Cognitive Performance. October ; DOI: /_ In book: Sleep deprivation and disease Effects of 38 h . Arousal–performance theories suggest an inverted-U effect of acute exercise on cognition. Research shows little support for this. Moderate intensity appears to have a positive effect on speed of undertaking all cognitive tasks but especially working memory tasks. This would be as predicted by cognitive–energetic, arousal–performance theories. A study investigated the effects of verbalizing comprehension strategies on reading achievement, self-efficacy, and ability attributions of 26 children in grades four and five. The subjects, who had reading comprehension deficiencies, received instruction practice and opportunities. Within each grade, half of the subjects verbalized strategies prior to applying them to a reading passage and.