Self-Regulation through Adaptive Information Processing

2010 ◽  
Author(s):  
Remi Trudel ◽  
Kyle B. Murray
Keyword(s):  
Information Processing ◽  
Self Regulation ◽  
Adaptive Information Processing

Cognitive Early Education

2020 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Information Processing ◽  
Cognitive Development ◽  
Problem Solving ◽  
Executive Functions ◽  
Early Education ◽  
Self Regulation ◽  
Learning Tools ◽  
Mediated Learning ◽  
Cognition And Learning ◽  
The Mind

Cognitive early education, for children between ages 3 and 6 years, is designed to help learners develop and apply logic tools of systematic thinking, perceiving, learning, and problem-solving, usually as supplements to the content-oriented preschool and kindergarten curricula. Key concepts in cognitive early education include metacognition, executive functions, motivation, cognition, and learning. Most programs of cognitive early education are based on conceptions of cognitive development attributed to Jean Piaget, Lev S. Vygotsky, A. R. Luria, and Reuven Feuerstein. Piagetians and neoPiagetians hold that children must construct their personal repertoire of basic thinking processes on the basis of their early experience at gathering, assimilating, and reconciling knowledge. Vygotskians and neoVygotskians believe that cognitive development comes about through adults’ mediation of basic learning tools, which children internalize and apply. Adherents to Feuerstein’s concepts likewise accord a prominent role to mediated learning experiences. Followers of Luria believe that important styles of information processing underlie learning processes. Most programs emphasize, to varying degrees, habits of metacognition, that is, thinking about one’s own thinking as well as selecting and applying learning and problem-solving strategies. An important subset of metacognition is development and application of executive functions: self-regulation, management of one’s intellectual resources. Helping children to develop the motivation to learn and to derive satisfaction from information processing and learning is an important aspect of cognitive early education. Widely used programs of cognitive early education include Tools of the Mind, Bright Start, FIE-Basic, Des Procedures aux Concepts (DPC), PREP/COGENT, and Systematic Concept Teaching.

Self-regulation of the newlyweds in Taiwan: Goals and strategies

2020 ◽  
Vol 37 (8-9) ◽  
pp. 2674-2690
Author(s):  
Szu-Chia Chang ◽  
Jenny Hsiu-Ying Chang ◽  
Meng-Yeow Low ◽  
Tzu-Chin Chen ◽  
Shih-Hsien Kuo
Keyword(s):  
Gender Differences ◽  
Information Processing ◽  
Cultural Values ◽  
Thematic Analysis ◽  
Qualitative Data ◽  
Self Regulation ◽  
Marital Relationships ◽  
The Other ◽  
Role Norms ◽  
Depth Interviews

The aim of this study is to explore the goals and strategies of self-regulation of the newlyweds in Taiwan. Through in-depth interviews with eight newlywed couples ( N = 16), qualitative data were gathered and analyzed using thematic analysis. The findings revealed that, under the influence of their cultural values, the newlywed participants pursue the goals of genuine harmony and superficial harmony in their self-regulation for marital adjustment. Genuine harmony can be attained through people’s fulfillment of their role norms in in-law relationships and establishment of affiliations with spouses in marital relationships. On the other hand, superficial harmony can be maintained by people through keeping sketchy relationships with their in-laws and inhibiting anger to prevent open conflicts with their spouses. To achieve relational harmony, various strategies of self-regulation were used depending on the situations involved. Such strategies direct to the principle of zhong-yong (the Doctrine of Mean) involving holistic information processing and avoidance of extremities in implementation. Gender differences in self-regulation were found in both goals and strategies.

EMDR Case Formulation Tool

2019 ◽  
Vol 13 (3) ◽  
pp. 221-231
Author(s):  
Ines Santos
Keyword(s):  
Information Processing ◽  
Clinical Applications ◽  
Traumatic Experiences ◽  
Case Formulation ◽  
Clinical Tool ◽  
Case Examples ◽  
Negative Beliefs ◽  
Psychological Difficulties ◽  
Adaptive Information Processing ◽  
Emdr Therapy

This article describes a diagrammatic clinical tool to be used when formulating cases in eye movement desensitization and reprocessing (EMDR) therapy. Based on the Adaptive Information Processing (AIP) model, the EMDR Case Formulation Tool is a way of illustrating psychological difficulties, mapping out the relationships between six key elements: unprocessed traumatic experiences, triggers, intrusions, negative beliefs, and symptoms, as well as resilience. From the diagrammatic formulation, a narrative formulation can be developed. The case formulation tool can be shared with the client, used to guide treatment planning, in supervision, and in case consultations. The use of the tool is explained and its clinical applications demonstrated with case examples.

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