Cognitive Aids in Strategy brings together contributions by twelve strategy scholars, reflecting on a range of cognitive aids and their theoretical foundations, focusing attention on the importance of cognitive aids in strategy, and inspiring further research.

Cognitive task analysis is a broad area consisting of tools and techniques for describing the knowledge and strategies required for task performance. Cognitive task analysis has implications for the development of expert systems, training and instructional design, expert decision making and policymaking. It has been applied in a wide range of settings, with different purposes, for instance: specifying user requirements in system design or specifying training requirements in training needs analysis. The topics to be covered by this work include: general approaches to cognitive task analysis, system design, instruction, and cognitive task analysis for teams. The work settings to which the tools and techniques described in this work have been applied include: 911 dispatching, faultfinding on board naval ships, design aircraft, and various support systems. The editors' goal in this book is to present in a single source a comprehensive, in-depth introduction to the field of cognitive task analysis. They have attempted to include as many examples as possible in the book, making it highly suitable for those wishing to undertake a cognitive task analysis themselves. The book also contains a historical introduction to the field and an annotated bibliography, making it an excellent guide to additional resources.

Research on training programs for students with learning difficulties has usually focused on the development of social and behavioural skills and the acquisition of cognitive interventions and procedures. Originally published in 1989, this book attempts to apply the methods validated by research and synthesize the discoveries made in the psychological laboratory for the benefit of teachers in regular classrooms. It reviews the literature relevant to special needs teaching and traces the development of cognitive research as it applies to education. The authors propose a specific and practical teaching strategy which has been successfully used by those working with students with special needs. Starting from the basic belief that education is an interactive process between the participants, the authors have emphasised the role and responsibility both of the teacher and the learner. Their book should be of value to researchers and practitioners in psychology and special education.

This third volume in the New Horizons in Managerial and Organizational Cognition series comprises a collection of contributions that reflect the multiple emerging intersections between cognition and innovation studies.

"Practical and accessible, this book provides the first step-by-step guide to cognitive strategy instruction, which has been shown to be one of the most effective instructional techniques for students with learning problems. Presented are proven strategies that students can use to improve their self-regulated learning, study skills, and performance in specific content areas, including written language, reading, and math. Clear directions for teaching the strategies in the elementary or secondary classroom are accompanied by sample lesson plans and many concrete examples. Enhancing the book's hands-on utility are more than 20 reproducible worksheets and forms"--

This book explores how theories of cognition inform our theoretical understanding of business models and business model innovation. A business model can either be viewed as an objective description of an activity system, or as an abstract, conceptual, and perceptual construct, that is the result of cognition. From this second point of view, the business model becomes a schematic mental model that is created, shaped, and shared over time. In other words, managers hold in their mind perceptual constructs that constitute schemas of the business model. This book examines how the underlying processes of the creation, shaping, and sharing of business (mental) models take place at individual, organizational, and even inter-organizational levels. Theories of managerial and organizational cognition are explored to inform our understanding of business modelling and business model innovation. The reader is thus provided with an overview of existing literature and reflections on future avenues of research to explore the cognitive foundations of business modelling.

This book is out of print. See Transforming Cognitive Rehabilitation, ISBN 978-1-4625-5087-6.