Sentence examples for cognitive instruction from inspiring English sources

However, the cognitive instruction in this study was that during the RECOGNIZE and SHARE EMOTION conditions the subjects had to appraise the emotions explicitly.

For example de Jong et al. [ 10] randomised students to small group tutorials or large group interactive seminars for cognitive instruction, and found no differences in end-of-sequence test scores, but greater satisfaction with the small group format.

Immediately before each fMRI scan the subjects were instructed to view the faces in a mind set according to one of the following cognitive instructions: a) identify the emotion expressed in the faces (RECOGNIZE), b) empathize with the emotion expressed in the faces (SHARE EMOTION), c) count the earrings in the faces shown (control condition: DETECT EARRINGS).

During the testing phase, participants were individually tested on four diagnoses, again using the cognitive processing instruction to which they were assigned.

Participants were asked to identify each diagnosis as a group and to practice their auscultation skills using the cognitive processing instruction to which they were assigned.

The studies which have used the term "psychoeducation" to define the type of psychological therapy have defined it as an applied educational-behavioral intervention [ 29], or interventions with behavioral components (behavior change, pleasant activities), cognition (cognitive restructuring, counseling), education (direct instruction, lectures) and competence (broad skill training) [ 26, 55].

Most studies employed multiple baseline across subject designs or between group designs and most employed cognitive-behavioral techniques (i.e., desensitisation, emotive imagery, cognitive self-instruction, and reinforcement procedures).

Cognitive interviewer instructions were inserted after this item: "If participant states NOT HEARD but states they HAD the test, go to question that asks if they had the test and revise".

Contiguity (Moreno and Mayer 1999) and coherence (Mayer et al. 2001) limit the cognitive load of instruction by using visual information to support comprehension and restricting unnecessary information that would require the use of additional cognitive resources to inhibit (Pasolunghi et al. 1999).

However, statistics teachers have paid more attention to improving the cognitive aspects of instruction and little regard has been given to non-cognitive aspects, such as student attitudes toward statistics [ 3].

Instead of being given detailed instructions, cognitive computers are fed masses of data and use statistical analysis to answer complex questions.