Victimological and cognitive scripting study of adult male and female rape

From this exploratory study it appears that the experience of adult rape has many similarities for men and women, but there are additional factors which may account for the adjustment differences and difficulties for and of men.

Role of internal cognitive processes and external causal attributions in midlife transition

This project was designed to ascertain the defining attributes of midlife that render it distinct from young and older adulthood. Based on the determined salient factors the Midlife Adjustment Scale was developed and the nature of midlife, that of a transitional period, was established. The scale was then used to assess the influence that perceived control and major life events have on one's adjustment during the middle years.

Unique invulnerability for unwanted pregnancy : cognitive or motivational?

The cognitive and motivational explanations of Unique Invulnerability (UI) for unwanted pregnancy (whereby individuals believe that their risk is less than that of the average female) were contrasted. Eight studies were conducted. Contrary to popular belief, it was found that the two different measures of UI (indirect-comparison (ICQ) and direct-comparison (DCQ)) were not equivalent; the findings suggest that while UI tapped by ICQs is cognitive in nature, UI tapped by DCQs is motivational in nature

Case study demonstration of the family context of anxiety disorders across the lifespan and the effectiveness of cognitive-behavioural interventions

This portfolio aims to explore some of the issues related to the treatment of anxiety disorders in clinical practice by reviewing the literature on anxiety disorders across the lifespan and presenting four clinical case studies of individuals with different anxiety disorders.

Cognitive evaluation : prompts used to measure sponsorship awareness

Marketing managers have the same accountability for their spending on sponsorship as they do for their general advertising spend. Since the direct impact on customer loyalty and profit is so hard to measure, surrogate measures such as recall are often used. Key issues with recall measures are the nature and type of prompting given. This paper reports the results of an experiment on three different ways of measuring sponsorship recall based on brand, category and event prompts. Differences between the prompts are shown with some facilitating and another inhibiting recall. The results are discussed within the framework of spreading activation theory which has the potential to explain and predict recall.

Can social cognitive theory constructs explain socio-economic variations in adolescent eating behaviours? A mediation analysis

Adolescents of low socio-economic position (SEP) are less likely than those of higher SEP to consume diets in line with current dietary recommendations. The reasons for these SEP variations remain poorly understood. We investigated the mechanisms underlying socio-economic variations in adolescents’ eating behaviours using a theoretically derived explanatory model. Data were obtained from a community-based sample of 2529 adolescents aged 12–15 years, from 37 secondary schools in Victoria, Australia. Adolescents completed a web-based survey assessing their eating behaviours, self-efficacy for healthy eating, perceived importance of nutrition and health, social modelling and support and the availability of foods in the home. Parents provided details of maternal education level, which was used as an indicator of SEP. All social cognitive constructs assessed mediated socio-economic variations in at least one indicator of adolescents’ diet. Cognitive factors were the strongest mediator of socio-economic variations in fruit intakes, while for energy-dense snack foods and fast foods, availability of energy-dense snacks at home tended to be strong mediators. Social cognitive theory provides a useful framework for understanding socio-economic variations in adolescent's diet and might guide public health programmes and policies focusing on improving adolescent nutrition among those experiencing socio-economic disadvantage.

Cognitive function in adolescents with chronic fatigue syndrome

This thesis explored cognitive function in adolescents with chronic fatigue syndrome. Counter to what has been found in adults, adolescents with CFS performed as well as their peers on demanding tests of executive function, information processing, memory and attention. The results suggest that CFS might impact differently on the developing brain. The portfolio used a case study approach to examine the effectiveness and utility of Finn's Therapeutic Assessment model in four clients.

A framework for re-thinking learning in science from recent cognitive science perspectives

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices and narrative-based representation rather than learners’ cognitive constructs. In this paper we analyze data from a longitudinal study of primary school children’s learning to outline a framework based on these contemporary accounts, and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students’ representational resources.

Differences in student engagement : investigating the role of the dominant cognitive processes preferred by engineering and education students

This paper reports on a study of the differences in the dominant cognitive processes preferred by groups of engineering and education students and examines the implications of these differences for the assessment of student engagement with university courses. Concern is expressed that the items commonly used to capture student engagement data do not adequately cover the full range of the dominant cognitive processes preferred by tertiary students. The paper sets out a brief overview of student engagement along with the theory of dominant and auxiliary cognitive processes, as developed by Jung and later by Myers. Evidence is presented of the differing frequencies of the eight cognitive processes, as assessed by the Myers-Briggs Type Indicator, that are preferred by cohorts of students undertaking courses in engineering and education. The implications of these differences are discussed in the context of subject disciplines in university environments.