"Babeș-Bolyai" University, Cluj-Napoca

DEPARTMENT OF PSYCHOLOGY

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Research interests: Cognitive Flexibility – development and mechanisms; Development of Categorization; Conceptual Development; Embodied/Grounded Cognition – implications for development and education; Giftedness; Insight in creative problem solving; Early education

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Conf. dr. Mih Viorel Beniamin este titular la Catedra de Psihologie din cadrul Universitatii Babes Bolyai. Domeniile sale de competenţă sunt: psihologia şcolară şi educaţională (teorie, cercetare, diagnoză şi intervenţie), consiliere şcolară (cercetare fundamentală şi aplicată), intervenţii în situaţii de criză educaţională, aplicaţii ale ştiinţelor cognitive în educaţie. Mih Viorel a publicat ca autor sau coautor peste 25 de studii ştiinţifice in reviste de specialitate recunoscute CNCSIS; a publicat trei cărţi ca unic / prim autor (in domeniile aplicaţiilor educaţionale ale înţelegerii textelor şi ale psihologiei educaţionale), 5 cărţi in calitate de coautor şi 19 capitole în calitate de autor sau coautor.

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My research focuses on structures and processes involved in the development of intentionality and agency in adolescence and emerging adulthood, from the perspective of identity formation, motivation, and goals. RESEARCH DOMAINS: Identity development, Goal structures and processes in human self-regulation, Motivation and performance, Emerging adulthood, Developmental approaches to career interventions

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Associate Professor Laura Visu-Petra is a principal investigator in the Developmental Psychology Lab, her main areas of interest being the typical and atypical development of executive functions, relevant for developing training programs and for improving academic performance. Her current research interests target emotion-cognition interactions in high- anxious children (from early preschoolers until adolescence, with a focus on working memory and cognitive-affective flexibility). Another current research interest relates to the emergence and development of deceptive behavior in relation to the child's socio-cognitive (theory of mind, executive functions) and problematic behavior.

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