Which of the following describes a cognitive approach to training?a.A subject oriented session where the trainer states the dos and donts .b.A formal session where the content is regimented and driven by an authoritative figure who brooks no oppositionc.An interactive session with multi media examples and multiple breaks

Asking trainees to provide examples of how the knowledge being trained relates to what they already know facilitatesa.Operant conditioningb.Cognitive organizationc.Chainingd.Verbal association learning

Assist me in paraphrasing my paragraph below as i copy and paste most sentences from article and also tidy and reduce any unnecessary words or sentences that may confuse the reader keeping the gist of the essay and ensure coherent and logical flow: Cognitive-oriented intervention is currently the NPT that has been better explored in dementia and complements pharmacological treatment. Cognitive-oriented interventions are composed of three main types: cognitive training(CT), cognitive stimulation(CS), and individualized cognitive rehabilitation(ICR) (Clare & Woods, 2004). These interventions have received increasing attention in recent years as preventive or enhancing treatment for AD (Bahar-Fuchs et al., 2013). CS typically refers to a wide range of group activities and discussions, including reminiscence therapy and reality orientation therapy, aiming to improve the individual's general cognitive and social functioning (D'Onofrio et al., 2017). Several studies reported an improvement in general cognitive functioning in patients with mild-to-moderate dementia after CS sessions of variable length (Woods et al., 2012). CT focuses on a particular cognitive function (e.g., attention, memory, executive functions, language) through standard tasks to improve or maintain (Hill et al., 2017). Research studies reported that the adaptive chunking training provided to patients with mild AD has led to significant improvements in verbal working memory performance, which was evidenced by reduced task-related activation of the lateral prefrontal and parietal cortex on functional magnetic resonance imaging (fMRI), indicating that chunking-based cognitive training may help maintain cognitive functions in the early stage of AD (Huntley et al., 2011). While CS and CT consist of a global approach to arouse all cognitive domains, past studies have only focused on mild to moderate AD, and it is unclear whether these interventions would be effective in severe AD. ICR addresses specific functional difficulties and sets realistic goals to help patients and their families daily. The rehabilitation program focuses mainly on developing compensatory strategies for impairment and improving the individual's performance in everyday situations to some extent rather than on cognitive performance itself (Kim, 2015). In a preliminary open trial, the ICR intervention was shown to reduce patients' depression and caregivers' distress simultaneously, and such a reduction was maintained at the 3-month follow-up after the intervention (García-Alberca, 2017). Additionally, studies documented that the association of CS and CT did not result in better outcomes than ICR interventions (Carrion et al., 2018). Despite promising evidence, the quality of the studies varies due to differences in sample size and methodological heterogeneity in different studies. Moreover, the long-term effects of cognitive interventions remain uncertain, as most studies have only followed participants for a short per

Cognitive psychology focuses on studying ________.

In an Intelligent tutoring system which of the following is not a function of a training session manager?a.Responding either with more information, coaching or tutoringb.Interpreting trainee responsesc.Determining how and when to remediate the traineed.Determining the order and level of difficulty of problems presented to the trainee

What makes the information-processing/social cognitive approach unique as an instructional approach? a. Students have choices about what they learn and when they participate. b. Students are made aware of how they learn and how they can improve. c. Students are introduced to a new topic only after showing prior learning. d. Lessons are broken into manageable parts to be learned sequentially.