Decoding Addiction: How Cognitive-Based Therapies Treat Substance Use Disorders
How new approach in cognitive-based therapy is creating effective individualized treatment plans to patients in addiction recovery.
Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations
Campbell, Susan B., et al. “Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations.” Journal of Applied Developmental Psychology 45 (2016): 19-41.
The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists
Jones, Stephanie M., and Jennifer Kahn. “The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists.” Aspen Institute (2017).
The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.
Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children
Domitrovich, C. E., Durlak, J., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk and school children. Child Development, 88, 408-416. doi:10.1111/cdev.12739
The Implications of Cognitive Style for the Management of Student-Supervisor Relationships
Armstrong, Steven, Christopher W. Allinson, and John Hayes. “The implications of cognitive style for the management of student‐supervisor relationships.” Educational Psychology 17.1-2 (1997): 209-217.
Cognitive style and the theory and practice of individual and collective learning in organizations
Hayes, John, and Christopher W. Allinson. “Cognitive style and the theory and practice of individual and collective learning in organizations.” Human relations 51.7 (1998): 847-871.
Learning preferences and cognitive style: Some implications for continuing professional development
Sadler-Smith, Eugene, Christopher W. Allinson, and John Hayes. “Learning preferences and cognitive style: Some implications for continuing professional development.” Management Learning 31.2 (2000): 239-256.
The Split-Brain Phenomenon Revisited: A Single Conscious Agent with Split Perception
Pinto, Yair, et al. “The Split-Brain Phenomenon Revisited: A Single Conscious Agent with Split Perception.” Trends in Cognitive Sciences, vol. 21, no. 11, Nov. 2017, pp. 835–851., doi:10.1016/j.tics.2017.09.003.
Relationship of Cognitive Style and Job Level: First Demonstration of Cultural Differences
Kageyama, Tetsuya, and Motoaki Sugiura. “Relationship of Cognitive Style and Job Level: First Demonstration of Cultural Differences.” Frontiers in Psychology, Frontiers Media S.A., 25 July 2017.