Journal of Experimental Psychology-learning Memory and Cognition, 2005
Emotional arousal can both enhance and impair memory. Considering that both emotional memory and ... more Emotional arousal can both enhance and impair memory. Considering that both emotional memory and trait anxiety (TA) have been associated with adrenergic activity, the authors investigated whether there is an association between 2 opposite emotional memory biases and the TA. The authors used a procedure recently put forward by B. A. Strange, R. Hurlemann, and R. J. to elicit an emotion-induced retrograde amnesia (ERA) coupled to an emotional memory enhancement (EME). The authors contrasted the association between these emotional memory biases and the TA in several conditions involving different levels of encoding and types of recall. The results presented here indicated a significant interaction of the TA with EME and ERA and the dependency of these biases on the consciously controlled use of memory.
Organizational identification works on the cognitive, affective, and evaluative levels. The prese... more Organizational identification works on the cognitive, affective, and evaluative levels. The present study, like previous research, conceptualizes identification as a multidimensional concept. We test a model of identification developed in experimental settings using an empirical study carried out in three Romanian organizations. We investigate relevant antecedents and consequences of cognitive, affective, and evaluative identification for organizations. The findings shed light on the conditions in which the impact of cognitive identification on organizational outcomes is mediated by the affective attachment to the organization. They also indicate that evaluative identification has a smaller impact in organizational settings than experimental studies have previously shown, contradicting predictions of the self-enhancement hypothesis. Based on these findings, we draw out the practical implications for effective strategies targeting organizational identification enhancement.
Cognitive psychology attempts to understand the nature of the human mind by using the information... more Cognitive psychology attempts to understand the nature of the human mind by using the information-processing approach. In this article, the fundamentals of the cognitive approach will be presented. It will be argued that the human mind can be described at three levels-computational, algorithmic-representational, and implementational-and that the cognitive approach has both important theoretical and practical/clinical implications. Finally, it will be suggested that the study of cognitive psychology can provide a foundation for other fields of social science, including the field of clinical psychology.
... 97‐98). Despite the efforts of the universities, the expectations created by the new degrees ... more ... 97‐98). Despite the efforts of the universities, the expectations created by the new degrees and the various pathways of the higher ... All the national and local employment agencies are pursuing the same goal as that of the universities: increasing employability and making ...
... 97‐98). Despite the efforts of the universities, the expectations created by the new degrees ... more ... 97‐98). Despite the efforts of the universities, the expectations created by the new degrees and the various pathways of the higher ... All the national and local employment agencies are pursuing the same goal as that of the universities: increasing employability and making ...
Research Findings: The current study's main aim was to implement a multifocused, communitybased i... more Research Findings: The current study's main aim was to implement a multifocused, communitybased intervention for preventing conduct problems in preschool children. Our assumption was that the same intervention program could be delivered concomitantly as a universal prevention program for all children as well as an indicated prevention program for high-risk children selected after screening for social and emotional competencies development. We used a quasi-experimental design with a between-subjects variable (intervention vs. comparison) and a within-subjects variable (preintervention, postintervention, and 3-month follow-up). The efficacy of the intervention was assessed for high-risk children targeted by the indicated intervention as well as for moderate-and low-risk children, who received the universal intervention. Practice or Policy: First, our results demonstrate the capacity of classroom-based interventions, without added pull-out sessions, to generate significant changes in high-risk children's competencies as well as externalizing and internalizing problems. Second, similar results were found for the moderate-risk, but not the low-risk, group, and these data suggest that marginally at-risk children are the most likely to benefit from participating in universal interventions. And third, comparing data from social and emotional competence risk groups indicates that underdeveloped emotional competencies might have a prolonged negative effect on children's social skills, which increases as a function of higher risk status.
Research addressing the issue of instructional control in computer-assisted instruction has revea... more Research addressing the issue of instructional control in computer-assisted instruction has revealed mixed results. Prior knowledge level seems to play a mediating role in the student's ability to effectively use given instructional control. This study examined the effects of three types of instructional control (non-adaptive program control, learner control, adaptive program control) and prior knowledge (high school, 1st year and 2nd year college students) on effectiveness and efficiency of learning in a genetics training program. The results revealed that adaptive program control led to highest training performance but not to superior post-test or far-transfer performance. Furthermore, adaptive program control proved to be more efficient in terms of learning outcomes of the test phase than the other two instructional control types. College students outperformed the high school students on all aspects of the study thereby strengthening the importance of prior knowledge in learning effectiveness and efficiency. Lastly, the interaction effects showed that for each prior knowledge level different levels of support were beneficial to learning.
Journal of Experimental Psychology-learning Memory and Cognition, 2005
Emotional arousal can both enhance and impair memory. Considering that both emotional memory and ... more Emotional arousal can both enhance and impair memory. Considering that both emotional memory and trait anxiety (TA) have been associated with adrenergic activity, the authors investigated whether there is an association between 2 opposite emotional memory biases and the TA. The authors used a procedure recently put forward by B. A. Strange, R. Hurlemann, and R. J. to elicit an emotion-induced retrograde amnesia (ERA) coupled to an emotional memory enhancement (EME). The authors contrasted the association between these emotional memory biases and the TA in several conditions involving different levels of encoding and types of recall. The results presented here indicated a significant interaction of the TA with EME and ERA and the dependency of these biases on the consciously controlled use of memory.
Organizational identification works on the cognitive, affective, and evaluative levels. The prese... more Organizational identification works on the cognitive, affective, and evaluative levels. The present study, like previous research, conceptualizes identification as a multidimensional concept. We test a model of identification developed in experimental settings using an empirical study carried out in three Romanian organizations. We investigate relevant antecedents and consequences of cognitive, affective, and evaluative identification for organizations. The findings shed light on the conditions in which the impact of cognitive identification on organizational outcomes is mediated by the affective attachment to the organization. They also indicate that evaluative identification has a smaller impact in organizational settings than experimental studies have previously shown, contradicting predictions of the self-enhancement hypothesis. Based on these findings, we draw out the practical implications for effective strategies targeting organizational identification enhancement.
Cognitive psychology attempts to understand the nature of the human mind by using the information... more Cognitive psychology attempts to understand the nature of the human mind by using the information-processing approach. In this article, the fundamentals of the cognitive approach will be presented. It will be argued that the human mind can be described at three levels-computational, algorithmic-representational, and implementational-and that the cognitive approach has both important theoretical and practical/clinical implications. Finally, it will be suggested that the study of cognitive psychology can provide a foundation for other fields of social science, including the field of clinical psychology.
Journal of Experimental Psychology-learning Memory and Cognition, 2005
Emotional arousal can both enhance and impair memory. Considering that both emotional memory and ... more Emotional arousal can both enhance and impair memory. Considering that both emotional memory and trait anxiety (TA) have been associated with adrenergic activity, the authors investigated whether there is an association between 2 opposite emotional memory biases and the TA. The authors used a procedure recently put forward by B. A. Strange, R. Hurlemann, and R. J. to elicit an emotion-induced retrograde amnesia (ERA) coupled to an emotional memory enhancement (EME). The authors contrasted the association between these emotional memory biases and the TA in several conditions involving different levels of encoding and types of recall. The results presented here indicated a significant interaction of the TA with EME and ERA and the dependency of these biases on the consciously controlled use of memory.
Organizational identification works on the cognitive, affective, and evaluative levels. The prese... more Organizational identification works on the cognitive, affective, and evaluative levels. The present study, like previous research, conceptualizes identification as a multidimensional concept. We test a model of identification developed in experimental settings using an empirical study carried out in three Romanian organizations. We investigate relevant antecedents and consequences of cognitive, affective, and evaluative identification for organizations. The findings shed light on the conditions in which the impact of cognitive identification on organizational outcomes is mediated by the affective attachment to the organization. They also indicate that evaluative identification has a smaller impact in organizational settings than experimental studies have previously shown, contradicting predictions of the self-enhancement hypothesis. Based on these findings, we draw out the practical implications for effective strategies targeting organizational identification enhancement.
Cognitive psychology attempts to understand the nature of the human mind by using the information... more Cognitive psychology attempts to understand the nature of the human mind by using the information-processing approach. In this article, the fundamentals of the cognitive approach will be presented. It will be argued that the human mind can be described at three levels-computational, algorithmic-representational, and implementational-and that the cognitive approach has both important theoretical and practical/clinical implications. Finally, it will be suggested that the study of cognitive psychology can provide a foundation for other fields of social science, including the field of clinical psychology.
... 97‐98). Despite the efforts of the universities, the expectations created by the new degrees ... more ... 97‐98). Despite the efforts of the universities, the expectations created by the new degrees and the various pathways of the higher ... All the national and local employment agencies are pursuing the same goal as that of the universities: increasing employability and making ...
... 97‐98). Despite the efforts of the universities, the expectations created by the new degrees ... more ... 97‐98). Despite the efforts of the universities, the expectations created by the new degrees and the various pathways of the higher ... All the national and local employment agencies are pursuing the same goal as that of the universities: increasing employability and making ...
Research Findings: The current study's main aim was to implement a multifocused, communitybased i... more Research Findings: The current study's main aim was to implement a multifocused, communitybased intervention for preventing conduct problems in preschool children. Our assumption was that the same intervention program could be delivered concomitantly as a universal prevention program for all children as well as an indicated prevention program for high-risk children selected after screening for social and emotional competencies development. We used a quasi-experimental design with a between-subjects variable (intervention vs. comparison) and a within-subjects variable (preintervention, postintervention, and 3-month follow-up). The efficacy of the intervention was assessed for high-risk children targeted by the indicated intervention as well as for moderate-and low-risk children, who received the universal intervention. Practice or Policy: First, our results demonstrate the capacity of classroom-based interventions, without added pull-out sessions, to generate significant changes in high-risk children's competencies as well as externalizing and internalizing problems. Second, similar results were found for the moderate-risk, but not the low-risk, group, and these data suggest that marginally at-risk children are the most likely to benefit from participating in universal interventions. And third, comparing data from social and emotional competence risk groups indicates that underdeveloped emotional competencies might have a prolonged negative effect on children's social skills, which increases as a function of higher risk status.
Research addressing the issue of instructional control in computer-assisted instruction has revea... more Research addressing the issue of instructional control in computer-assisted instruction has revealed mixed results. Prior knowledge level seems to play a mediating role in the student's ability to effectively use given instructional control. This study examined the effects of three types of instructional control (non-adaptive program control, learner control, adaptive program control) and prior knowledge (high school, 1st year and 2nd year college students) on effectiveness and efficiency of learning in a genetics training program. The results revealed that adaptive program control led to highest training performance but not to superior post-test or far-transfer performance. Furthermore, adaptive program control proved to be more efficient in terms of learning outcomes of the test phase than the other two instructional control types. College students outperformed the high school students on all aspects of the study thereby strengthening the importance of prior knowledge in learning effectiveness and efficiency. Lastly, the interaction effects showed that for each prior knowledge level different levels of support were beneficial to learning.
Journal of Experimental Psychology-learning Memory and Cognition, 2005
Emotional arousal can both enhance and impair memory. Considering that both emotional memory and ... more Emotional arousal can both enhance and impair memory. Considering that both emotional memory and trait anxiety (TA) have been associated with adrenergic activity, the authors investigated whether there is an association between 2 opposite emotional memory biases and the TA. The authors used a procedure recently put forward by B. A. Strange, R. Hurlemann, and R. J. to elicit an emotion-induced retrograde amnesia (ERA) coupled to an emotional memory enhancement (EME). The authors contrasted the association between these emotional memory biases and the TA in several conditions involving different levels of encoding and types of recall. The results presented here indicated a significant interaction of the TA with EME and ERA and the dependency of these biases on the consciously controlled use of memory.
Organizational identification works on the cognitive, affective, and evaluative levels. The prese... more Organizational identification works on the cognitive, affective, and evaluative levels. The present study, like previous research, conceptualizes identification as a multidimensional concept. We test a model of identification developed in experimental settings using an empirical study carried out in three Romanian organizations. We investigate relevant antecedents and consequences of cognitive, affective, and evaluative identification for organizations. The findings shed light on the conditions in which the impact of cognitive identification on organizational outcomes is mediated by the affective attachment to the organization. They also indicate that evaluative identification has a smaller impact in organizational settings than experimental studies have previously shown, contradicting predictions of the self-enhancement hypothesis. Based on these findings, we draw out the practical implications for effective strategies targeting organizational identification enhancement.
Cognitive psychology attempts to understand the nature of the human mind by using the information... more Cognitive psychology attempts to understand the nature of the human mind by using the information-processing approach. In this article, the fundamentals of the cognitive approach will be presented. It will be argued that the human mind can be described at three levels-computational, algorithmic-representational, and implementational-and that the cognitive approach has both important theoretical and practical/clinical implications. Finally, it will be suggested that the study of cognitive psychology can provide a foundation for other fields of social science, including the field of clinical psychology.
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Papers by Mircea Miclea