Universal Gestational Age Effects on Cognitive and Basic Mathematic Processing: 2 Cohorts in 2 Countries

PubMed Central

Wolke, Dieter; Strauss, Vicky Yu-Chun; Johnson, Samantha; Gilmore, Camilla; Marlow, Neil; Jaekel, Julia

2015-01-01

Objective To determine whether general cognitive ability, basic mathematic processing, and mathematic attainment are universally affected by gestation at birth, as well as whether mathematic attainment is more strongly associated with cohort-specific factors such as schooling than basic cognitive and mathematical abilities. Study design The Bavarian Longitudinal Study (BLS, 1289 children, 27-41 weeks gestational age [GA]) was used to estimate effects of GA on IQ, basic mathematic processing, and mathematic attainment. These estimations were used to predict IQ, mathematic processing, and mathematic attainment in the EPICure Study (171 children <26 weeks GA). Results For children born <34 weeks GA, each lower week decreased IQ and mathematic attainment scores by 2.34 (95% CI: −2.99, −1.70) and 2.76 (95% CI: −3.40, −2.11) points, respectively. There were no differences among children born 34-41 weeks GA. Similarly, for children born <36 weeks GA, mathematic processing scores decreased by 1.77 (95% CI: −2.20, −1.34) points with each lower GA week. The prediction function generated using BLS data accurately predicted the effect of GA on IQ and mathematic processing among EPICure children. However, these children had better attainment than predicted by BLS. Conclusions Prematurity has adverse effects on basic mathematic processing following birth at all gestations <36 weeks and on IQ and mathematic attainment <34 weeks GA. The ability to predict IQ and mathematic processing scores from one cohort to another among children cared for in different eras and countries suggests that universal neurodevelopmental factors may explain the effects of gestation at birth. In contrast, mathematic attainment may be improved by schooling. PMID:25842966

Decision Making and Ratio Processing in Patients with Mild Cognitive Impairment.

PubMed

Pertl, Marie-Theres; Benke, Thomas; Zamarian, Laura; Delazer, Margarete

2015-01-01

Making advantageous decisions is important in everyday life. This study aimed at assessing how patients with mild cognitive impairment (MCI) make decisions under risk. Additionally, it investigated the relationship between decision making, ratio processing, basic numerical abilities, and executive functions. Patients with MCI (n = 22) were compared with healthy controls (n = 29) on a complex task of decision making under risk (Game of Dice Task-Double, GDT-D), on two tasks evaluating basic decision making under risk, on a task of ratio processing, and on several neuropsychological background tests. Patients performed significantly lower than controls on the GDT-D and on ratio processing, whereas groups performed comparably on basic decision tasks. Specifically, in the GDT-D, patients obtained lower net scores and lower mean expected values, which indicate a less advantageous performance relative to that of controls. Performance on the GDT-D correlated significantly with performance in basic decision tasks, ratio processing, and executive-function measures when the analysis was performed on the whole sample. Patients with MCI make sub-optimal decisions in complex risk situations, whereas they perform at the same level as healthy adults in simple decision situations. Ratio processing and executive functions have an impact on the decision-making performance of both patients and healthy older adults. In order to facilitate advantageous decisions in complex everyday situations, information should be presented in an easily comprehensible form and cognitive training programs for patients with MCI should focus--among other abilities--on executive functions and ratio processing.

Preliminary cognitive scale of basic and instrumental activities of daily living for dementia and mild cognitive impairment.

PubMed

Rodríguez-Bailón, María; Montoro-Membila, Nuria; Garcia-Morán, Tamara; Arnedo-Montoro, María Luisa; Funes Molina, María Jesús

2015-01-01

In the present study we explored cognitive and functional deficits in patients with multidomain mild cognitive impairment (MCI), patients with dementia, and healthy age-matched control participants using the Cognitive Scale for Basic and Instrumental Activities of Daily Living, a new preliminary informant-based assessment tool. This tool allowed us to evaluate four key cognitive abilities-task memory schema, error detection, problem solving, and task self-initiation-in a range of basic and instrumental activities of daily living (BADL and IADL, respectively). The first part of the present study was devoted to testing the psychometric adequateness of this new informant-based tool and its convergent validity with other global functioning and neuropsychological measures. The second part of the study was aimed at finding the patterns of everyday cognitive factors that best discriminate between the three groups. We found that patients with dementia exhibited impairment in all cognitive abilities in both basic and instrumental activities. By contrast, patients with MCI were found to have preserved task memory schema in both types of ADL; however, such patients exhibited deficits in error detection and task self-initiation but only in IADL. Finally, patients with MCI also showed a generalized problem solving deficit that affected even BADL. Studying various cognitive processes instantiated in specific ADL differing in complexity seems a promising strategy to further understand the specific relationships between cognition and function in these and other cognitively impaired populations.

"I Am Really Good at It" or "I Am Just Feeling Lucky": The Effects of Emotions on Information Problem-Solving

ERIC Educational Resources Information Center

Zhou, Mingming

2013-01-01

The ability to search, process, extract, evaluate and integrate information for learning purposes has clearly become the basic skills of the twenty first century. Although this process is often taken as a cognitive process, research has shown a strong connection between emotion and cognition. Recent research has suggested that positive emotions…

Revisiting the Relations between the WJ-IV Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement during the School-Age Years

ERIC Educational Resources Information Center

Cormier, Damien C.; McGrew, Kevin S.; Bulut, Okan; Funamoto, Allyson

2017-01-01

This study examined associations between broad cognitive abilities (Fluid Reasoning [Gf], Short-Term Working Memory [Gwm], Long-Term Storage and Retrieval [Glr], Processing Speed [Gs], Comprehension-Knowledge [Gc], Visual Processing [Gv], and Auditory Processing [Ga]) and reading achievement (Basic Reading Skills, Reading Rate, Reading Fluency,…

Information Processing in Cognition Process and New Artificial Intelligent Systems

NASA Astrophysics Data System (ADS)

Zheng, Nanning; Xue, Jianru

In this chapter, we discuss, in depth, visual information processing and a new artificial intelligent (AI) system that is based upon cognitive mechanisms. The relationship between a general model of intelligent systems and cognitive mechanisms is described, and in particular we explore visual information processing with selective attention. We also discuss a methodology for studying the new AI system and propose some important basic research issues that have emerged in the intersecting fields of cognitive science and information science. To this end, a new scheme for associative memory and a new architecture for an AI system with attractors of chaos are addressed.

Social cognition and neurocognition as independent domains in psychosis.

PubMed

van Hooren, S; Versmissen, D; Janssen, I; Myin-Germeys, I; à Campo, J; Mengelers, R; van Os, J; Krabbendam, L

2008-08-01

Patients with psychosis display alterations in social cognition as well as in the realm of neurocognition. It is unclear, however, to what degree these cognitive domains represent two separate dimensions of liability or the pleiotropic expression of a single deficit. The purpose of the present study was to investigate (i) to what extent alterations in social cognition represent an independent area of vulnerability to psychosis, separate from neurocognitive deficits and (ii) whether social cognition is one construct or can be divided into several subcomponents. Five social cognition and three neurocognitive tasks were completed by 186 participants with different levels of vulnerability for psychosis: 44 patients with psychotic disorder; 47 subjects at familial risk; 41 subjects at psychometric risk and 54 control subjects. The social cognition tasks covered important basic subcomponents of social cognition, i.e. mentalisation (or theory of mind), data gathering bias (jumping to conclusions), source monitoring and attribution style. Neurocognitive tasks assessed speed of information processing, inhibition, cognitive shifting and strategy-driven retrieval from semantic memory. The results of factor analysis suggested that neurocognition and social cognition are two separate areas of vulnerability in psychosis. Furthermore, the social cognition measures lacked significant overlap, suggesting a multidimensional construct. Cognitive liabilities to psychosis are manifold, and include key processes underlying basic person-environment interactions in daily life, independent of cognition quantified by neuropsychological tests.

The poverty of embodied cognition.

PubMed

Goldinger, Stephen D; Papesh, Megan H; Barnhart, Anthony S; Hansen, Whitney A; Hout, Michael C

2016-08-01

In recent years, there has been rapidly growing interest in embodied cognition, a multifaceted theoretical proposition that (1) cognitive processes are influenced by the body, (2) cognition exists in the service of action, (3) cognition is situated in the environment, and (4) cognition may occur without internal representations. Many proponents view embodied cognition as the next great paradigm shift for cognitive science. In this article, we critically examine the core ideas from embodied cognition, taking a "thought exercise" approach. We first note that the basic principles from embodiment theory are either unacceptably vague (e.g., the premise that perception is influenced by the body) or they offer nothing new (e.g., cognition evolved to optimize survival, emotions affect cognition, perception-action couplings are important). We next suggest that, for the vast majority of classic findings in cognitive science, embodied cognition offers no scientifically valuable insight. In most cases, the theory has no logical connections to the phenomena, other than some trivially true ideas. Beyond classic laboratory findings, embodiment theory is also unable to adequately address the basic experiences of cognitive life.

The Poverty of Embodied Cognition

PubMed Central

Goldinger, Stephen D.; Papesh, Megan H.; Barnhart, Anthony S.; Hansen, Whitney A.; Hout, Michael C.

2016-01-01

In recent years, there has been rapidly growing interest in Embodied Cognition, a multifaceted theoretical proposition that (1) cognitive processes are influenced by the body, (2) cognition exists in the service of action, (3) cognition is situated in the environment, and (4) cognition may occur without internal representations. Many proponents view embodied cognition as the next great paradigm shift for cognitive science. In this article, we critically examine the core ideas from embodied cognition, taking a “thought exercise” approach. We first note that the basic principles from embodiment theory are either unacceptably vague (e.g., the premise that perception is influenced by the body) or they offer nothing new (e.g., cognition evolved to optimize survival, emotions affect cognition, perception-action couplings are important). We next suggest that, for the vast majority of classic findings in cognitive science, embodied cognition offers no scientifically valuable insight. In most cases, the theory has no logical connections to the phenomena, other than some trivially true ideas. Beyond classic laboratory findings, embodiment theory is also unable to adequately address the basic experiences of cognitive life. PMID:27282990

Intraindividual variability in basic reaction time predicts middle-aged and older pilots' flight simulator performance.

PubMed

Kennedy, Quinn; Taylor, Joy; Heraldez, Daniel; Noda, Art; Lazzeroni, Laura C; Yesavage, Jerome

2013-07-01

Intraindividual variability (IIV) is negatively associated with cognitive test performance and is positively associated with age and some neurological disorders. We aimed to extend these findings to a real-world task, flight simulator performance. We hypothesized that IIV predicts poorer initial flight performance and increased rate of decline in performance among middle-aged and older pilots. Two-hundred and thirty-six pilots (40-69 years) completed annual assessments comprising a cognitive battery and two 75-min simulated flights in a flight simulator. Basic and complex IIV composite variables were created from measures of basic reaction time and shifting and divided attention tasks. Flight simulator performance was characterized by an overall summary score and scores on communication, emergencies, approach, and traffic avoidance components. Although basic IIV did not predict rate of decline in flight performance, it had a negative association with initial performance for most flight measures. After taking into account processing speed, basic IIV explained an additional 8%-12% of the negative age effect on initial flight performance. IIV plays an important role in real-world tasks and is another aspect of cognition that underlies age-related differences in cognitive performance.

Intraindividual Variability in Basic Reaction Time Predicts Middle-Aged and Older Pilots’ Flight Simulator Performance

PubMed Central

2013-01-01

Objectives. Intraindividual variability (IIV) is negatively associated with cognitive test performance and is positively associated with age and some neurological disorders. We aimed to extend these findings to a real-world task, flight simulator performance. We hypothesized that IIV predicts poorer initial flight performance and increased rate of decline in performance among middle-aged and older pilots. Method. Two-hundred and thirty-six pilots (40–69 years) completed annual assessments comprising a cognitive battery and two 75-min simulated flights in a flight simulator. Basic and complex IIV composite variables were created from measures of basic reaction time and shifting and divided attention tasks. Flight simulator performance was characterized by an overall summary score and scores on communication, emergencies, approach, and traffic avoidance components. Results. Although basic IIV did not predict rate of decline in flight performance, it had a negative association with initial performance for most flight measures. After taking into account processing speed, basic IIV explained an additional 8%–12% of the negative age effect on initial flight performance. Discussion. IIV plays an important role in real-world tasks and is another aspect of cognition that underlies age-related differences in cognitive performance. PMID:23052365

Cluster analysis of cognitive performance in elderly and demented subjects.

PubMed

Giaquinto, S; Nolfe, G; Calvani, M

1985-06-01

48 elderly normals, 14 demented subjects and 76 young controls were tested for basic cognitive functions. All the tests were quantified and could therefore be subjected to statistical analysis. The results show a difference in the speed of information processing and in memory load between the young controls and elderly normals but the age groups differed in quantitative terms only. Cluster analysis showed that the elderly and the demented formed two distinctly separate groups at the qualitative level, the basic cognitive processes being damaged in the demented group. Age thus appears to be only a risk factor for dementia and not its cause. It is concluded that batteries based on precise and measurable tasks are the most appropriate not only for the study of dementia but for rehabilitation purposes too.

Emotion, Emotional Expression, and the Cognitive-Physiological Interaction: A Readout View.

ERIC Educational Resources Information Center

Buck, Ross

A basic tenet of this paper is that, from the time of the ancient Greeks, Western thought has distinguished between rational processes unique to humans and the processes governing animal behavior. A model of motivation, emotion, and the cognitive/physiological interaction that can be applied to both animals and humans is presented. The special…

Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities

ERIC Educational Resources Information Center

Andersson, Ulf; Ostergren, Rickard

2012-01-01

The study sought out to extend our knowledge regarding the origin of mathematical learning disabilities (MLD) in children by testing different hypotheses in the same samples of children. Different aspects of cognitive functions and number processing were assessed in fifth- and sixth-graders (11-13 years old) with MLD and compared to controls. The…

[Significance of emotion-focused concepts to cognitive-behavioral therapy].

PubMed

Lammers, C-H

2006-09-01

Emotions are the central process of motivation and play a key role in adaptive behavior in humans. Although cognitive-behavioral therapy stresses the importance of changing both cognition and behavior, there is growing emphasis on direct therapeutic work on emotions and emotional processing, as problematic emotional processes are at the core of nearly all psychic disorders. This type of work is the goal of emotion-focused psychotherapy, which centers on direct change of problematic emotions, especially those which are usually suppressed resp. overregulated by the patient. This paper examines the basic phobic/emotional conflict, the problematic emotional processes arising from this conflict, and the importance to cognitive-behavioral therapy of their potentially integrative role.

How Expert Pilots Think Cognitive Processes in Expert Decision Making

DTIC Science & Technology

1993-02-01

Management (CRM) This document is available to the public Advanced Qualification Program (AQP) through the National Technical Information Cognitive Task Analysis (CTA...8217 Selecting realistic EDM scenarios with critical events and performing a cognitive task analysis of novice vs. expert decision making for these events...scenarios with critical events and performing a cognitive task analysis of novice vs. expert decision making for these events is a basic requirement for

Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices.

PubMed

Lisk, Kristina; Agur, Anne M R; Woods, Nicole N

2016-06-01

Integration of basic and clinical science knowledge is increasingly being recognized as important for practice in the health professions. The concept of 'cognitive integration' places emphasis on the value of basic science in providing critical connections to clinical signs and symptoms while accounting for the fact that clinicians may not spontaneously articulate their use of basic science knowledge in clinical reasoning. In this study we used a diagnostic justification test to explore the impact of integrated basic science instruction on novices' diagnostic reasoning process. Participants were allocated to an integrated basic science or clinical science training group. The integrated basic science group was taught the clinical features along with the underlying causal mechanisms of four musculoskeletal pathologies while the clinical science group was taught only the clinical features. Participants completed a diagnostic accuracy test immediately after initial learning, and one week later a diagnostic accuracy and justification test. The results showed that novices who learned the integrated causal mechanisms had superior diagnostic accuracy and better understanding of the relative importance of key clinical features. These findings further our understanding of cognitive integration by providing evidence of the specific changes in clinical reasoning when basic and clinical sciences are integrated during learning.

Individual differences and predictors of forgetting in old age: the role of processing speed and working memory.

PubMed

Zimprich, Daniel; Kurtz, Tanja

2013-01-01

The goal of the present study was to examine whether individual differences in basic cognitive abilities, processing speed, and working memory, are reliable predictors of individual differences in forgetting rates in old age. The sample for the present study comprised 364 participants aged between 65 and 80 years from the Zurich Longitudinal Study on Cognitive Aging. The impact of basic cognitive abilities on forgetting was analyzed by modeling working memory and processing speed as predictors of the amount of forgetting of 27 words, which had been learned across five trials. Forgetting was measured over a 30-minute interval by using parceling and a latent change model, in which the latent difference between recall performance after five learning trials and a delayed recall was modeled. Results implied reliable individual differences in forgetting. These individual differences in forgetting were strongly related to processing speed and working memory. Moreover, an age-related effect, which was significantly stronger for forgetting than for learning, emerged even after controlling effects of processing speed and working memory.

Differential profiles in auditory social cognition deficits between adults with autism and schizophrenia spectrum disorders: A preliminary analysis.

PubMed

Tobe, Russell H; Corcoran, Cheryl M; Breland, Melissa; MacKay-Brandt, Anna; Klim, Casimir; Colcombe, Stanley J; Leventhal, Bennett L; Javitt, Daniel C

2016-08-01

Impairment in social cognition, including emotion recognition, has been extensively studied in both Autism Spectrum Disorders (ASD) and Schizophrenia (SZ). However, the relative patterns of deficit between disorders have been studied to a lesser degree. Here, we applied a social cognition battery incorporating both auditory (AER) and visual (VER) emotion recognition measures to a group of 19 high-functioning individuals with ASD relative to 92 individuals with SZ, and 73 healthy control adult participants. We examined group differences and correlates of basic auditory processing and processing speed. Individuals with SZ were impaired in both AER and VER while ASD individuals were impaired in VER only. In contrast to SZ participants, those with ASD showed intact basic auditory function. Our finding of a dissociation between AER and VER deficits in ASD relative to Sz support modality-specific theories of emotion recognition dysfunction. Future studies should focus on visual system-specific contributions to social cognitive impairment in ASD. Copyright © 2016 Elsevier Ltd. All rights reserved.

Does activity limitation predict discharge destination for postacute care patients?

PubMed

Chang, Feng-Hang; Ni, Pengsheng; Jette, Alan M

2014-09-01

This study aimed to examine the ability of different domains of activity limitation to predict discharge destination (home vs. nonhome settings) 1 mo after hospital discharge for postacute rehabilitation patients. A secondary analysis was conducted using a data set of 518 adults with neurologic, lower extremity orthopedic, and complex medical conditions followed after discharge from a hospital into postacute care. Variables collected at baseline include activity limitations (basic mobility, daily activity, and applied cognitive function, measured by the Activity Measure for Post-Acute Care), demographics, diagnosis, and cognitive status. The discharge destination was recorded at 1 mo after being discharged from the hospital. Correlational analyses revealed that the 1-mo discharge destination was correlated with two domains of activity (basic mobility and daily activity) and cognitive status. However, multiple logistic regression and receiver operating characteristic curve analyses showed that basic mobility functioning performed the best in discriminating home vs. nonhome living. This study supported the evidence that basic mobility functioning is a critical determinant of discharge home for postacute rehabilitation patients. The Activity Measure for Post-Acute Care-basic mobility showed good usability in discriminating home vs. nonhome living. The findings shed light on the importance of basic mobility functioning in the discharge planning process.

[Sociophysiology: basic processes of empathy].

PubMed

Haker, Helene; Schimansky, Jenny; Rössler, Wulf

2010-01-01

The aim of this review is to describe sociophysiological and social cognitive processes that underlie the complex phenomenon of human empathy. Automatic reflexive processes such as physiological contagion and action mirroring are mediated by the mirror neuron system. They are a basis for further processing of social signals and a physiological link between two individuals. This link comprises simultaneous activation of shared motor representations. Shared representations lead implicitly via individual associations in the limbic and vegetative system to a shared affective state. These processes are called sociophysiology. Further controlled- reflective, self-referential processing of those social signals leads to explicit, conscious representations of others' minds. Those higher-order processes are called social cognition. The interaction of physiological and cognitive social processes lets arise the phenomenon of human empathy.

Reason, emotion and decision-making: risk and reward computation with feeling.

PubMed

Quartz, Steven R

2009-05-01

Many models of judgment and decision-making posit distinct cognitive and emotional contributions to decision-making under uncertainty. Cognitive processes typically involve exact computations according to a cost-benefit calculus, whereas emotional processes typically involve approximate, heuristic processes that deliver rapid evaluations without mental effort. However, it remains largely unknown what specific parameters of uncertain decision the brain encodes, the extent to which these parameters correspond to various decision-making frameworks, and their correspondence to emotional and rational processes. Here, I review research suggesting that emotional processes encode in a precise quantitative manner the basic parameters of financial decision theory, indicating a reorientation of emotional and cognitive contributions to risky choice.

Information processing as a paradigm for decision making.

PubMed

Oppenheimer, Daniel M; Kelso, Evan

2015-01-03

For decades, the dominant paradigm for studying decision making--the expected utility framework--has been burdened by an increasing number of empirical findings that question its validity as a model of human cognition and behavior. However, as Kuhn (1962) argued in his seminal discussion of paradigm shifts, an old paradigm cannot be abandoned until a new paradigm emerges to replace it. In this article, we argue that the recent shift in researcher attention toward basic cognitive processes that give rise to decision phenomena constitutes the beginning of that replacement paradigm. Models grounded in basic perceptual, attentional, memory, and aggregation processes have begun to proliferate. The development of this new approach closely aligns with Kuhn's notion of paradigm shift, suggesting that this is a particularly generative and revolutionary time to be studying decision science.

Disorders of emotional processing in amyotrophic lateral sclerosis.

PubMed

Sedda, Anna

2014-12-01

Amyotrophic lateral sclerosis (ALS) is a degenerative brain disease characterized by motor, behavioural and cognitive deficits. Only recently, emotional processing disorders have been shown in this disease. The interest in affective processing in ALS is growing given that basic emotion impairments could impact copying strategies and mood. Studies explore both basic emotion recognition and social cognition. Results are congruent on arousal and valence detection impairments, independently from the stimulus modality (verbal or visual). Further, recognition of facial expressions of anger, sadness and disgust is impaired in ALS, even when cognition is preserved. Clinical features such as type of onset and severity of the disease could be the cause of the heterogeneity in emotional deficits profiles between patients. Finally, a study employing diffusion tensor imaging showed that emotional dysfunctions in ALS are related to right hemispheric connective bundles impairments, involving the inferior longitudinal fasciculus and the inferior frontal occipital fasciculus. Research on emotional processing in ALS is still in its infancy and results are mixed. Future research including more detailed clinical profiles of patients and measures of brain connectivity will provide useful information to understand heterogeneity of results in ALS.

Individual Difference Relations in Psychometric and Experimental Cognitive Tasks. Final Report. No. 163.

ERIC Educational Resources Information Center

Carroll, John B.

Fifty-five recent studies of individual differences (IDs) in elementary cognitive tasks (ECTs) are reviewed. Twenty-five data sets are examined, analyzed, or reanalyzed by factor analysis. The following promising dimensions are identified: basic perceptual processes, reaction and movement times, mental comparison and recognition tasks, retrieval…

Rational Approximations to Rational Models: Alternative Algorithms for Category Learning

ERIC Educational Resources Information Center

Sanborn, Adam N.; Griffiths, Thomas L.; Navarro, Daniel J.

2010-01-01

Rational models of cognition typically consider the abstract computational problems posed by the environment, assuming that people are capable of optimally solving those problems. This differs from more traditional formal models of cognition, which focus on the psychological processes responsible for behavior. A basic challenge for rational models…

Perceptual-Motor and Cognitive Performance Task-Battery for Pilot Selection

DTIC Science & Technology

1981-01-01

processing. Basic researchers in cognitive phychology have become discouraged with the inability of numerous models to consider and account for individual...attention in the use of cues in verbal problem-solving. Journal of Personality, 197?, 40, 226-241. Mensh, I. N. Pilot selection by phychological methods

Rater Cognition Research: Some Possible Directions for the Future

ERIC Educational Resources Information Center

Myford, Carol M.

2012-01-01

Over the last several decades, researchers have studied many and varied aspects of rater cognition. Those interested in pursuing basic research have focused on gaining an understanding of raters' thought processes as they score different types of performances and products, striving to understand how raters' mental representations and the cognitive…

Identifying Cognitive Mechanisms Targeted for Treatment Development in Schizophrenia: An Overview of the First Meeting of the Cognitive Neuroscience Treatment Research to Improve Cognition in Schizophrenia (CNTRICS) Initiative

PubMed Central

Carter, Cameron S.; Barch, Deanna M.; Buchanan, Robert W.; Bullmore, Ed; Krystal, John H.; Cohen, Jonathan; Geyer, Mark; Green, Michael; Nuechterlein, Keith H.; Robbins, Trevor; Silverstein, Steven; Smith, Edward E.; Strauss, Milton; Wykes, Til; Heinssen, Robert

2008-01-01

This overview describes the generation and development of the ideas that led to the Cognitive Neuroscience Treatment Research to Improve Cognition in Schizophrenia (CNTRICS) initiative. It also describes the organization, process and products of the first meeting. The CNTRICS initiative involves a series of three conferences that will systematically address barriers to translating paradigms developed in the basic animal and human cognitive neuroscience fields for use in translational research aimed at developing novel treatments for cognitive impairments in schizophrenia. The articles in this special section report on the results of the first conference, which used a criterion based consensus-building process to develop a set of cognitive constructs to be targeted for translation efforts. PMID:18466880

Analysis of cognitive theories in artificial intelligence and psychology in relation to the qualitative process of emotion

DOE Office of Scientific and Technical Information (OSTI.GOV)

Semrau, P.

The purpose of this study was to analyze selected cognitive theories in the areas of artificial intelligence (A.I.) and psychology to determine the role of emotions in the cognitive or intellectual processes. Understanding the relationship of emotions to processes of intelligence has implications for constructing theories of aesthetic response and A.I. systems in art. Psychological theories were examined that demonstrated the changing nature of the research in emotion related to cognition. The basic techniques in A.I. were reviewed and the A.I. research was analyzed to determine the process of cognition and the role of emotion. The A.I. research emphasized themore » digital, quantifiable character of the computer and associated cognitive models and programs. In conclusion, the cognitive-emotive research in psychology and the cognitive research in A.I. emphasized quantification methods over analog and qualitative characteristics required for a holistic explanation of cognition. Further A.I. research needs to examine the qualitative aspects of values, attitudes, and beliefs on influencing the creative thinking processes. Inclusion of research related to qualitative problem solving in art provides a more comprehensive base of study for examining the area of intelligence in computers.« less

Extended cognition and the space of social interaction.

PubMed

Krueger, Joel

2011-09-01

The extended mind thesis (EM) asserts that some cognitive processes are (partially) composed of actions consisting of the manipulation and exploitation of environmental structures. Might some processes at the root of social cognition have a similarly extended structure? In this paper, I argue that social cognition is fundamentally an interactive form of space management--the negotiation and management of "we-space"--and that some of the expressive actions involved in the negotiation and management of we-space (gesture, touch, facial and whole-body expressions) drive basic processes of interpersonal understanding and thus do genuine social-cognitive work. Social interaction is a kind of extended social cognition, driven and at least partially constituted by environmental (non-neural) scaffolding. Challenging the Theory of Mind paradigm, I draw upon research from gesture studies, developmental psychology, and work on Moebius Syndrome to support this thesis. Copyright © 2010 Elsevier Inc. All rights reserved.

Depressive Rumination: Investigating Mechanisms to Improve Cognitive Behavioural Treatments

PubMed Central

Watkins, Edward R.

2009-01-01

Rumination has been identified as a core process in the development and maintenance of depression. Treatments targeting ruminative processes may, therefore, be particularly helpful for treating chronic and recurrent depression. The development of such treatments requires translational research that marries clinical trials, process–outcome research, and basic experimental research that investigates the mechanisms underpinning pathological rumination. For example, a program of experimental research has demonstrated that there are distinct processing modes during rumination that have distinct functional effects for the consequences of rumination on a range of clinically relevant cognitive and emotional processes: an adaptive style characterized by more concrete, specific processing and a maladaptive style characterized by abstract, overgeneral processing. Based on this experimental work, two new treatments for depression have been developed and evaluated: (a) rumination-focused cognitive therapy, an individual-based face-to-face therapy, which has encouraging results in the treatment of residual depression in an extended case series and a pilot randomized controlled trial; and (b) concreteness training, a facilitated self-help intervention intended to increase specificity of processing in patients with depression, which has beneficial findings in a proof-of-principle study in a dysphoric population. These findings indicate the potential value of process–outcome research (a) explicitly targeting identified vulnerability processes and (b) developing interventions informed by research into basic mechanisms. PMID:19697180

Basic Process Skills and Attitude toward Science: Inputs to an Enhanced Students' Cognitive Performance

ERIC Educational Resources Information Center

Maranan, Veronique M.

2017-01-01

This study focused on the correlation of mastery in basic process skills and attitude toward Science to grade 7 students' performance. From the 200 respondents 74% or most of the students are normally in the age bracket for Grade 7 students which is 11 to 12. One hundred one (101) respondents or 50.5 % of the total respondents are male while 99…

Comorbidity of Arithmetic and Reading Disorder: Basic Number Processing and Calculation in Children with Learning Impairments

ERIC Educational Resources Information Center

Raddatz, Julia; Kuhn, Jörg-Tobias; Holling, Heinz; Moll, Kristina; Dobel, Christian

2017-01-01

The aim of the present study was to investigate the cognitive profiles of primary school children (age 82-133 months) on a battery of basic number processing and calculation tasks. The sample consisted of four groups matched for age and IQ: arithmetic disorder only (AD; n = 20), reading disorder only (RD; n = 40), a comorbid group (n = 27), and an…

Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms.

PubMed

Kuhn, Jörg-Tobias; Ise, Elena; Raddatz, Julia; Schwenk, Christin; Dobel, Christian

2016-09-01

Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS.

Action mechanisms for social cognition: behavioral and neural correlates of developing Theory of Mind

PubMed Central

Bowman, Lindsay C.; Thorpe, Samuel G.; Cannon, Erin N.; Fox, Nathan A.

2016-01-01

Many psychological theories posit foundational links between two fundamental constructs: (1) our ability to produce, perceive, and represent action; and (2) our ability to understand the meaning and motivation behind the action (i.e. Theory of Mind; ToM). This position is contentious, however, and long-standing competing theories of social-cognitive development debate roles for basic action-processing in ToM. Developmental research is key to investigating these hypotheses, but whether individual differences in neural and behavioral measures of motor action relate to social-cognitive development is unknown. We examined 3- to 5-year-old children’s (N = 26) EEG mu-desynchronization during production of object-directed action, and explored associations between mu-desynchronization and children’s behavioral motor skills, behavioral action-representation abilities, and behavioral ToM. For children with high (but not low) mu-desynchronization, motor skill related to action-representation abilities, and action-representation mediated relations between motor skill and ToM. Results demonstrate novel foundational links between action-processing and ToM, suggesting that basic motor action may be a key mechanism for social-cognitive development, thus shedding light on the origins and emergence of higher social cognition. PMID:27573916

What does semantic tiling of the cortex tell us about semantics?

PubMed

Barsalou, Lawrence W

2017-10-01

Recent use of voxel-wise modeling in cognitive neuroscience suggests that semantic maps tile the cortex. Although this impressive research establishes distributed cortical areas active during the conceptual processing that underlies semantics, it tells us little about the nature of this processing. While mapping concepts between Marr's computational and implementation levels to support neural encoding and decoding, this approach ignores Marr's algorithmic level, central for understanding the mechanisms that implement cognition, in general, and conceptual processing, in particular. Following decades of research in cognitive science and neuroscience, what do we know so far about the representation and processing mechanisms that implement conceptual abilities? Most basically, much is known about the mechanisms associated with: (1) feature and frame representations, (2) grounded, abstract, and linguistic representations, (3) knowledge-based inference, (4) concept composition, and (5) conceptual flexibility. Rather than explaining these fundamental representation and processing mechanisms, semantic tiles simply provide a trace of their activity over a relatively short time period within a specific learning context. Establishing the mechanisms that implement conceptual processing in the brain will require more than mapping it to cortical (and sub-cortical) activity, with process models from cognitive science likely to play central roles in specifying the intervening mechanisms. More generally, neuroscience will not achieve its basic goals until it establishes algorithmic-level mechanisms that contribute essential explanations to how the brain works, going beyond simply establishing the brain areas that respond to various task conditions. Copyright © 2017 Elsevier Ltd. All rights reserved.

Modularity, comparative cognition and human uniqueness.

PubMed

Shettleworth, Sara J

2012-10-05

Darwin's claim 'that the difference in mind between man and the higher animals … is certainly one of degree and not of kind' is at the core of the comparative study of cognition. Recent research provides unprecedented support for Darwin's claim as well as new reasons to question it, stimulating new theories of human cognitive uniqueness. This article compares and evaluates approaches to such theories. Some prominent theories propose sweeping domain-general characterizations of the difference in cognitive capabilities and/or mechanisms between adult humans and other animals. Dual-process theories for some cognitive domains propose that adult human cognition shares simple basic processes with that of other animals while additionally including slower-developing and more explicit uniquely human processes. These theories are consistent with a modular account of cognition and the 'core knowledge' account of children's cognitive development. A complementary proposal is that human infants have unique social and/or cognitive adaptations for uniquely human learning. A view of human cognitive architecture as a mosaic of unique and species-general modular and domain-general processes together with a focus on uniquely human developmental mechanisms is consistent with modern evolutionary-developmental biology and suggests new questions for comparative research.

Modularity, comparative cognition and human uniqueness

PubMed Central

Shettleworth, Sara J.

2012-01-01

Darwin's claim ‘that the difference in mind between man and the higher animals … is certainly one of degree and not of kind’ is at the core of the comparative study of cognition. Recent research provides unprecedented support for Darwin's claim as well as new reasons to question it, stimulating new theories of human cognitive uniqueness. This article compares and evaluates approaches to such theories. Some prominent theories propose sweeping domain-general characterizations of the difference in cognitive capabilities and/or mechanisms between adult humans and other animals. Dual-process theories for some cognitive domains propose that adult human cognition shares simple basic processes with that of other animals while additionally including slower-developing and more explicit uniquely human processes. These theories are consistent with a modular account of cognition and the ‘core knowledge’ account of children's cognitive development. A complementary proposal is that human infants have unique social and/or cognitive adaptations for uniquely human learning. A view of human cognitive architecture as a mosaic of unique and species-general modular and domain-general processes together with a focus on uniquely human developmental mechanisms is consistent with modern evolutionary-developmental biology and suggests new questions for comparative research. PMID:22927578

U.S. Army Research Institute Program in Basic Research-FY 2010

DTIC Science & Technology

2010-11-01

2007). Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts. Learning and Instruction ...73 Achievement in Complex Learning Environments as a Function of Information Processing Ability ...Development and Validation of a Situational Judgment Test to Predict Attrition Incrementally Over General Cognitive Ability and a Forced-Choice

Teaching Compound Nouns in ESP: Insights from Cognitive Semantics

ERIC Educational Resources Information Center

Fries, Marie-Hélène

2017-01-01

The objective of this chapter is to explore the relevance of cognitive linguistics for teaching [noun] + [noun] constructions to French learners of English for Specific Purposes (ESP), and more specifically, for process engineering. After a review of research on Compound Nouns (CNs) and explicit versus implicit learning, three basic tenets of…

The neural mediators of kindness-based meditation: a theoretical model

PubMed Central

Mascaro, Jennifer S.; Darcher, Alana; Negi, Lobsang T.; Raison, Charles L.

2015-01-01

Although kindness-based contemplative practices are increasingly employed by clinicians and cognitive researchers to enhance prosocial emotions, social cognitive skills, and well-being, and as a tool to understand the basic workings of the social mind, we lack a coherent theoretical model with which to test the mechanisms by which kindness-based meditation may alter the brain and body. Here, we link contemplative accounts of compassion and loving-kindness practices with research from social cognitive neuroscience and social psychology to generate predictions about how diverse practices may alter brain structure and function and related aspects of social cognition. Contingent on the nuances of the practice, kindness-based meditation may enhance the neural systems related to faster and more basic perceptual or motor simulation processes, simulation of another’s affective body state, slower and higher-level perspective-taking, modulatory processes such as emotion regulation and self/other discrimination, and combinations thereof. This theoretical model will be discussed alongside best practices for testing such a model and potential implications and applications of future work. PMID:25729374

Categorial Compositionality II: Universal Constructions and a General Theory of (Quasi-)Systematicity in Human Cognition

PubMed Central

Phillips, Steven; Wilson, William H.

2011-01-01

A complete theory of cognitive architecture (i.e., the basic processes and modes of composition that together constitute cognitive behaviour) must explain the systematicity property—why our cognitive capacities are organized into particular groups of capacities, rather than some other, arbitrary collection. The classical account supposes: (1) syntactically compositional representations; and (2) processes that are sensitive to—compatible with—their structure. Classical compositionality, however, does not explain why these two components must be compatible; they are only compatible by the ad hoc assumption (convention) of employing the same mode of (concatenative) compositionality (e.g., prefix/postfix, where a relation symbol is always prepended/appended to the symbols for the related entities). Architectures employing mixed modes do not support systematicity. Recently, we proposed an alternative explanation without ad hoc assumptions, using category theory. Here, we extend our explanation to domains that are quasi-systematic (e.g., aspects of most languages), where the domain includes some but not all possible combinations of constituents. The central category-theoretic construct is an adjunction involving pullbacks, where the primary focus is on the relationship between processes modelled as functors, rather than the representations. A functor is a structure-preserving map (or construction, for our purposes). An adjunction guarantees that the only pairings of functors are the systematic ones. Thus, (quasi-)systematicity is a necessary consequence of a categorial cognitive architecture whose basic processes are functors that participate in adjunctions. PMID:21857816

Auditory temporal processing skills in musicians with dyslexia.

PubMed

Bishop-Liebler, Paula; Welch, Graham; Huss, Martina; Thomson, Jennifer M; Goswami, Usha

2014-08-01

The core cognitive difficulty in developmental dyslexia involves phonological processing, but adults and children with dyslexia also have sensory impairments. Impairments in basic auditory processing show particular links with phonological impairments, and recent studies with dyslexic children across languages reveal a relationship between auditory temporal processing and sensitivity to rhythmic timing and speech rhythm. As rhythm is explicit in music, musical training might have a beneficial effect on the auditory perception of acoustic cues to rhythm in dyslexia. Here we took advantage of the presence of musicians with and without dyslexia in musical conservatoires, comparing their auditory temporal processing abilities with those of dyslexic non-musicians matched for cognitive ability. Musicians with dyslexia showed equivalent auditory sensitivity to musicians without dyslexia and also showed equivalent rhythm perception. The data support the view that extensive rhythmic experience initiated during childhood (here in the form of music training) can affect basic auditory processing skills which are found to be deficient in individuals with dyslexia. Copyright © 2014 John Wiley & Sons, Ltd.

A Game Simulation of Multilateral Trade for Classroom Use.

ERIC Educational Resources Information Center

Thompson, Gary L.; Carter, Ronald L.

An alternative to existing methods for teaching elementary economic geography courses was developed in a game format to teach the basic process of trade through role playing. Simplifying the complexities of multilateral trade to a few basic decisions and acts, the cognitive objectives are to develop in the student: 1) an understanding of regional…

The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence

ERIC Educational Resources Information Center

Braasch, Jason L. G.; Bråten, Ivar

2017-01-01

Despite the importance of source attention and evaluation for learning from texts, little is known about the particular conditions that encourage sourcing during reading. In this article, basic assumptions of the discrepancy-induced source comprehension (D-ISC) model are presented, which describes the moment-by-moment cognitive processes that…

Aspects of Piaget's cognitive developmental psychology and neurobiology of psychotic disorders - an integrative model.

PubMed

Gebhardt, Stefan; Grant, Phillip; von Georgi, Richard; Huber, Martin T

2008-09-01

Psychological, neurobiological and neurodevelopmental approaches have frequently been used to provide pathogenic concepts on psychotic disorders. However, aspects of cognitive developmental psychology have hardly been considered in current models. Using a hypothesis-generating approach an integration of these concepts was conducted. According to Piaget (1896-1980), assimilation and accommodation as forms of maintenance and modification of cognitive schemata represent fundamental processes of the brain. In general, based on the perceived input stimuli, cognitive schemata are developed resulting in a conception of the world, the realistic validity and the actuality of which is still being controlled and modified by cognitive adjustment processes. In psychotic disorders, however, a disproportion of environmental demands and the ability to activate required neuronal adaptation processes occurs. We therefore hypothesize a failure of the adjustment of real and requested output patterns. As a consequence autonomous cognitive schemata are generated, which fail to adjust with reality resulting in psychotic symptomatology. Neurobiological, especially neuromodulatory and neuroplastic processes play a central role in these perceptive and cognitive processes. In conclusion, integration of cognitive developmental psychology into the existing pathogenic concepts of psychotic disorders leads to interesting insights into basic disease mechanisms and also guides future research in the cognitive neuroscience of such disorders.

A model of individualized canonical microcircuits supporting cognitive operations

PubMed Central

Peterson, Andre D. H.; Haueisen, Jens; Knösche, Thomas R.

2017-01-01

Major cognitive functions such as language, memory, and decision-making are thought to rely on distributed networks of a large number of basic elements, called canonical microcircuits. In this theoretical study we propose a novel canonical microcircuit model and find that it supports two basic computational operations: a gating mechanism and working memory. By means of bifurcation analysis we systematically investigate the dynamical behavior of the canonical microcircuit with respect to parameters that govern the local network balance, that is, the relationship between excitation and inhibition, and key intrinsic feedback architectures of canonical microcircuits. We relate the local behavior of the canonical microcircuit to cognitive processing and demonstrate how a network of interacting canonical microcircuits enables the establishment of spatiotemporal sequences in the context of syntax parsing during sentence comprehension. This study provides a framework for using individualized canonical microcircuits for the construction of biologically realistic networks supporting cognitive operations. PMID:29200435

A new account of the neurocognitive foundations of impairments in space, time and number processing in children with chromosome 22q11.2 deletion syndrome.

PubMed

Simon, Tony J

2008-01-01

In this article, I present an updated account that attempts to explain, in cognitive processing and neural terms, the nonverbal intellectual impairments experienced by most children with deletions of chromosome 22q11.2. Specifically, I propose that this genetic syndrome leads to early developmental changes in the structure and function of clearly delineated neural circuits for basic spatiotemporal cognition. This dysfunction then cascades into impairments in basic magnitude and then numerical processes, because of the central role that representations of space and time play in their construction. I propose that this takes the form of "spatiotemporal hypergranularity"; the increase in grain size and thus reduced resolution of mental representations of spatial and temporal information. The result is that spatiotemporal processes develop atypically and thereby produce the characteristic impairments in nonverbal cognitive domains that are a hallmark feature of chromosome 22q11.2 deletion syndrome. If this hypothesis driven account is supported by future research, the results will create a neurocognitive explanation of spatiotemporal and numerical impairments in the syndrome that is specific enough to be directly translated into the development of targeted therapeutic interventions.

Cognitive Processes and Math Performance: A Study with Children at Third Grade of Basic Education

ERIC Educational Resources Information Center

Campos, Isabel S.; Almeida, Leandro S.; Ferreira, Aristides I.; Martinez, Luis F.; Ramalho, Gloria

2013-01-01

The present study aims to examine the relationship between cognitive factors and mathematical achievement in primary education. Participants were 103 Portuguese third grade students, aged 8 and 9. All participants completed a battery for working memory (WMTB-C), a test of general intelligence (Raven's Progressive Color Matrices), a selective…

Reversing the Speed-IQ Correlation: Intra-Individual Variability and Attentional Control in the Inspection Time Paradigm

ERIC Educational Resources Information Center

Fox, Mark C.; Roring, Roy W.; Mitchum, Ainsley L.

2009-01-01

Elementary cognitive tasks (ECTs) are simple tasks involving basic cognitive processes for which speed of performance typically correlates with IQ. Inspection time (IT) has the strongest IQ correlations and is considered critical evidence for neural speed underlying individual differences in intelligence. However, results from Bors et al. [Bors,…

Enhancement of human cognitive performance using transcranial magnetic stimulation (TMS)

PubMed Central

Luber, Bruce; Lisanby, and Sarah H.

2014-01-01

Here we review the usefulness of transcranial magnetic stimulation (TMS) in modulating cortical networks in ways that might produce performance enhancements in healthy human subjects. To date over sixty studies have reported significant improvements in speed and accuracy in a variety of tasks involving perceptual, motor, and executive processing. Two basic categories of enhancement mechanisms are suggested by this literature: direct modulation of a cortical region or network that leads to more efficient processing, and addition-by-subtraction, which is disruption of processing which competes or distracts from task performance. Potential applications of TMS cognitive enhancement, including research into cortical function, rehabilitation therapy in neurological and psychiatric illness, and accelerated skill acquisition in healthy individuals are discussed, as are methods of optimizing the magnitude and duration of TMS-induced performance enhancement, such as improvement of targeting through further integration of brain imaging with TMS. One technique, combining multiple sessions of TMS with concurrent TMS/task performance to induce Hebbian-like learning, appears to be promising for prolonging enhancement effects. While further refinements in the application of TMS to cognitive enhancement can still be made, and questions remain regarding the mechanisms underlying the observed effects, this appears to be a fruitful area of investigation that may shed light on the basic mechanisms of cognitive function and their therapeutic modulation. PMID:23770409

Applied vs Basic Research: On Maintaining Your Balance with a Foot in Each Camp.

ERIC Educational Resources Information Center

Martin, David W.

The paper discusses a number of issues concerning the practical usefulness of cognitive psychology research, and presents a case study of pilot training methods to illustrate a model of research processes that produces outcomes which contribute to both basic and applied research goals. Research studies are described as varying in the degree to…

Cognitive Modifiability of Children with Developmental Disabilities: A Multicentre Study Using Feuerstein's Instrumental Enrichment-Basic Program

ERIC Educational Resources Information Center

Kozulin, A.; Lebeer, J.; Madella-Noja, A.; Gonzalez, F.; Jeffrey, I.; Rosenthal, N.; Koslowsky, M.

2010-01-01

The study aimed at exploring the effectiveness of cognitive intervention with the new "Instrumental Enrichment Basic" program (IE-basic), based on Feuerstein's theory of structural cognitive modifiability that contends that a child's cognitive functioning can be significantly modified through mediated learning intervention. The IE-basic…

Everyday Cognition: Age and Intellectual Ability Correlates

PubMed Central

Allaire, Jason C.; Marsiske, Michael

2010-01-01

The primary aim of this study was to examine the relationship between a new battery of everyday cognition measures, which assessed 4 cognitive abilities within 3 familiar real-world domains, and traditional psychometric tests of the same basic cognitive abilities. Several theoreticians have argued that everyday cognition measures are somewhat distinct from traditional cognitive assessment approaches, and the authors investigated this assertion correlationally in the present study. The sample consisted of 174 community-dwelling older adults from the Detroit metropolitan area, who had an average age of 73 years. Major results of the study showed that (a) each everyday cognitive test was strongly correlated with the basic cognitive abilities; (b) several basic abilities, as well as measures of domain-specific knowledge, predicted everyday cognitive performance; and (c) everyday and basic measures were similarly related to age. The results suggest that everyday cognition is not unrelated to traditional measures, nor is it less sensitive to age-related differences. PMID:10632150

Cognitive measure on different profiles.

PubMed

Spindola, Marilda; Carra, Giovani; Balbinot, Alexandre; Zaro, Milton A

2010-01-01

Based on neurology and cognitive science many studies are developed to understand the human model mental, getting to know how human cognition works, especially about learning processes that involve complex contents and spatial-logical reasoning. Event Related Potential - ERP - is a basic and non-invasive method of electrophysiological investigation. It can be used to assess aspects of human cognitive processing by changing the rhythm of the frequency bands brain indicate that some type of processing or neuronal behavior. This paper focuses on ERP technique to help understand cognitive pathway in subjects from different areas of knowledge when they are exposed to an external visual stimulus. In the experiment we used 2D and 3D visual stimulus in the same picture. The signals were captured using 10 (ten) Electroencephalogram - EEG - channel system developed for this project and interfaced in a ADC (Analogical Digital System) board with LabVIEW system - National Instruments. That research was performed using project of experiments technique - DOE. The signal processing were done (math and statistical techniques) showing the relationship between cognitive pathway by groups and intergroups.

Vision science and schizophrenia research: toward a re-view of the disorder. Editors' introduction to special section.

PubMed

Silverstein, Steven M; Keane, Brian P

2011-07-01

This theme section on vision science and schizophrenia research demonstrates that our understanding of the disorder could be significantly accelerated by a greater adoption of the methods of vision science. In this introduction, we briefly describe what vision science is, how it has advanced our understanding of schizophrenia, and what challenges and opportunities lay ahead regarding schizophrenia research. We then summarize the articles that follow. These include reviews of abnormal form perception (perceptual organization and backward masking) and motion processing, and an article on reduced size contrast illusions experienced by hearing but not deaf persons with schizophrenia. These articles reveal that the methods of basic vision research can provide insights into a number of aspects of the disorder, including pathophysiology, development, cognition, social cognition, and phenomenology. Importantly, studies of visual processing in schizophrenia make it clear that there are impairments in the functioning of basic neural mechanisms (e.g., center-surround modulation, contextual modulation of feedforward processing, reentrant processing) that are found throughout the cortex and that are operative in multiple forms of cognitive dysfunction in the illness. Such evidence allows for an updated view of schizophrenia as a condition involving generalized failures in neural network formation and maintenance, as opposed to a primary failure in a higher level factor (e.g., cognitive control) that accounts for all other types of perceptual and cognitive dysfunction. Finally, studies of vision in schizophrenia can identify sensitive probes of neural functioning that can be used as biomarkers of treatment response.

Vision Science and Schizophrenia Research: Toward a Re-view of the Disorder Editors’ Introduction to Special Section

PubMed Central

Silverstein, Steven M.; Keane, Brian P.

2011-01-01

This theme section on vision science and schizophrenia research demonstrates that our understanding of the disorder could be significantly accelerated by a greater adoption of the methods of vision science. In this introduction, we briefly describe what vision science is, how it has advanced our understanding of schizophrenia, and what challenges and opportunities lay ahead regarding schizophrenia research. We then summarize the articles that follow. These include reviews of abnormal form perception (perceptual organization and backward masking) and motion processing, and an article on reduced size contrast illusions experienced by hearing but not deaf persons with schizophrenia. These articles reveal that the methods of basic vision research can provide insights into a number of aspects of the disorder, including pathophysiology, development, cognition, social cognition, and phenomenology. Importantly, studies of visual processing in schizophrenia make it clear that there are impairments in the functioning of basic neural mechanisms (eg, center-surround modulation, contextual modulation of feedforward processing, reentrant processing) that are found throughout the cortex and that are operative in multiple forms of cognitive dysfunction in the illness. Such evidence allows for an updated view of schizophrenia as a condition involving generalized failures in neural network formation and maintenance, as opposed to a primary failure in a higher level factor (eg, cognitive control) that accounts for all other types of perceptual and cognitive dysfunction. Finally, studies of vision in schizophrenia can identify sensitive probes of neural functioning that can be used as biomarkers of treatment response. PMID:21700588

From self-observation to imitation: visuomotor association on a robotic hand.

PubMed

Chaminade, Thierry; Oztop, Erhan; Cheng, Gordon; Kawato, Mitsuo

2008-04-15

Being at the crux of human cognition and behaviour, imitation has become the target of investigations ranging from experimental psychology and neurophysiology to computational sciences and robotics. It is often assumed that the imitation is innate, but it has more recently been argued, both theoretically and experimentally, that basic forms of imitation could emerge as a result of self-observation. Here, we tested this proposal on a realistic experimental platform, comprising an associative network linking a 16 degrees of freedom robotic hand and a simple visual system. We report that this minimal visuomotor association is sufficient to bootstrap basic imitation. Our results indicate that crucial features of human imitation, such as generalization to new actions, may emerge from a connectionist associative network. Therefore, we suggest that a behaviour as complex as imitation could be, at the neuronal level, founded on basic mechanisms of associative learning, a notion supported by a recent proposal on the developmental origin of mirror neurons. Our approach can be applied to the development of realistic cognitive architectures for humanoid robots as well as to shed new light on the cognitive processes at play in early human cognitive development.

Human Cognition and Performance.

DTIC Science & Technology

1985-05-01

implications. In D. LaBerge & S. J. Samuels (Eds.), Basic processes in reading: Perception and comprehesion. Hillsdale, NJ: Eribaum. Anderson, J. A...Also pub- lished individually as follows: Some observations on mental models, in D. Gentner and A. Stevens (Eds.), Mental models, Hillsdale, NJ: Erlbaum...A. Stevens (Eds.), Mental Models. Hillsdale, NJ: Erlbaunm. Norman, D.A. (1983). Theories and models in cognitive psychology. In E. Douclkin (Ed

A Music Program for Training Head Start Teachers Using a Sequential, Cognitive, Developmental Process with Pre-school Children.

ERIC Educational Resources Information Center

Brodhecker, Shirley G.

This practicum report addresses the need to supply Head Start teachers with: (1) specific preschool music objectives; (2) a sequential preschool developmental program in music to match the child's cognitive level; (3) how to choose instructional material to encourage specific basic school readiness skills; and (4) workshops to accomplish these…

Basic Information Processing Abilities at 11 years Account for Deficits in IQ Associated with Preterm Birth.

PubMed

Rose, Susan A; Feldman, Judith F; Jankowski, Jeffery J; Van Rossem, Ronan

2011-07-01

Although it is well established that preterms as a group do poorly relative to their full-term peers on tests of global cognitive functioning, the basis for this relative deficiency is less understood. The present paper examines preterm deficits in core cognitive abilities and determines their role in mediating preterm/full-term differences in IQ. The performance of 11-year-old children born preterm (birth weight <1750g) and their full-term controls were compared on a large battery of 15 tasks, covering four basic cognitive domains -- memory, attention, speed of processing and representational competence. The validity of these four domains was established using latent variables and confirmatory factor analysis (CFA). Preterms showed pervasive deficits within and across domains. Additionally, preterm deficits in IQ were completely mediated by these four cognitive domains in a structural equation model involving a cascade from elementary abilities (attention and speed), to more complex abilities (memory and representational competence), to IQ. The similarity of findings to those obtained with this cohort in infancy and toddlerhood suggest that preterm deficits persist - across time, across task, and from the non-verbal to the verbal period.

Basic Information Processing Abilities at 11 years Account for Deficits in IQ Associated with Preterm Birth

PubMed Central

Rose, Susan A.; Feldman, Judith F.; Jankowski, Jeffery J.; Van Rossem, Ronan

2011-01-01

Although it is well established that preterms as a group do poorly relative to their full-term peers on tests of global cognitive functioning, the basis for this relative deficiency is less understood. The present paper examines preterm deficits in core cognitive abilities and determines their role in mediating preterm/full-term differences in IQ. The performance of 11-year-old children born preterm (birth weight <1750g) and their full-term controls were compared on a large battery of 15 tasks, covering four basic cognitive domains -- memory, attention, speed of processing and representational competence. The validity of these four domains was established using latent variables and confirmatory factor analysis (CFA). Preterms showed pervasive deficits within and across domains. Additionally, preterm deficits in IQ were completely mediated by these four cognitive domains in a structural equation model involving a cascade from elementary abilities (attention and speed), to more complex abilities (memory and representational competence), to IQ. The similarity of findings to those obtained with this cohort in infancy and toddlerhood suggest that preterm deficits persist – across time, across task, and from the non-verbal to the verbal period. PMID:21643482

A taxonomy of prospection: introducing an organizational framework for future-oriented cognition.

PubMed

Szpunar, Karl K; Spreng, R Nathan; Schacter, Daniel L

2014-12-30

Prospection--the ability to represent what might happen in the future--is a broad concept that has been used to characterize a wide variety of future-oriented cognitions, including affective forecasting, prospective memory, temporal discounting, episodic simulation, and autobiographical planning. In this article, we propose a taxonomy of prospection to initiate the important and necessary process of teasing apart the various forms of future thinking that constitute the landscape of prospective cognition. The organizational framework that we propose delineates episodic and semantic forms of four modes of future thinking: simulation, prediction, intention, and planning. We show how this framework can be used to draw attention to the ways in which various modes of future thinking interact with one another, generate new questions about prospective cognition, and illuminate our understanding of disorders of future thinking. We conclude by considering basic cognitive processes that give rise to prospective cognitions, cognitive operations and emotional/motivational states relevant to future-oriented cognition, and the possible role of procedural or motor systems in future-oriented behavior.

[Tutorial functions in 1st level nursing masters: cognitive study].

PubMed

Sarli, Maria Pompea; Burrai, Francesco; Cicolini, Giancarlo

2009-01-01

Tutorial functions are becoming increasingly more respondent to the requirements of student-based training. On the basis of national and international experiences, some active learning methods seem to be suitable for tutoring. Both basic and post-basic training can be directed towards satisfying the requirements of a society that is continually changing , forming professionals who are able to guarantee and maintain suitable levels of skill.In this study the results of a cognitive study, performed in various Italian universities where Masters in Nursing have already been implemented, are described. In particular, these results have shown the need for tutorial teaching methods that actively involve students in the training process.

Evidence for shared cognitive processing of pitch in music and language.

PubMed

Perrachione, Tyler K; Fedorenko, Evelina G; Vinke, Louis; Gibson, Edward; Dilley, Laura C

2013-01-01

Language and music epitomize the complex representational and computational capacities of the human mind. Strikingly similar in their structural and expressive features, a longstanding question is whether the perceptual and cognitive mechanisms underlying these abilities are shared or distinct--either from each other or from other mental processes. One prominent feature shared between language and music is signal encoding using pitch, conveying pragmatics and semantics in language and melody in music. We investigated how pitch processing is shared between language and music by measuring consistency in individual differences in pitch perception across language, music, and three control conditions intended to assess basic sensory and domain-general cognitive processes. Individuals' pitch perception abilities in language and music were most strongly related, even after accounting for performance in all control conditions. These results provide behavioral evidence, based on patterns of individual differences, that is consistent with the hypothesis that cognitive mechanisms for pitch processing may be shared between language and music.

The social-cognitive basis of personality disorders.

PubMed

Herpertz, Sabine C; Bertsch, Katja

2014-01-01

The review summarizes recent results on abnormalities in social cognition in patients with personality disorders that predispose them to develop dysfunctional interaction with others. The review starts with more basic social cognition processes, such as emotion recognition and reactions to social exclusion that are followed by more complex processes such as cognitive and affective empathy. The deficits in social cognition depend on the particular function that is investigated and is strongly associated with characteristic symptoms of particular personality disorders. Thus, patients with borderline personality disorder are hypersensitive for social threat, they show deficits in cognitive empathy and high emotion contagion, that is, they share emotions of others without properly discriminating between one's own feelings and those of others. Psychopaths are characterized by deficiency in facial fear recognition and emotional empathy similar to patients with narcissistic personality disorder. Studies on social cognition in cluster A and C personality disorders are sparse. Research indicates deficits in social cognition in patients with personality disorders, but more research is needed to investigate social cognition in cluster A and C personality disorders and to compare deficits in social cognitive functions across personality disorders.

Segmenting Dynamic Human Action via Statistical Structure

ERIC Educational Resources Information Center

Baldwin, Dare; Andersson, Annika; Saffran, Jenny; Meyer, Meredith

2008-01-01

Human social, cognitive, and linguistic functioning depends on skills for rapidly processing action. Identifying distinct acts within the dynamic motion flow is one basic component of action processing; for example, skill at segmenting action is foundational to action categorization, verb learning, and comprehension of novel action sequences. Yet…

Cognitive performance modeling based on general systems performance theory.

PubMed

Kondraske, George V

2010-01-01

General Systems Performance Theory (GSPT) was initially motivated by problems associated with quantifying different aspects of human performance. It has proved to be invaluable for measurement development and understanding quantitative relationships between human subsystem capacities and performance in complex tasks. It is now desired to bring focus to the application of GSPT to modeling of cognitive system performance. Previous studies involving two complex tasks (i.e., driving and performing laparoscopic surgery) and incorporating measures that are clearly related to cognitive performance (information processing speed and short-term memory capacity) were revisited. A GSPT-derived method of task analysis and performance prediction termed Nonlinear Causal Resource Analysis (NCRA) was employed to determine the demand on basic cognitive performance resources required to support different levels of complex task performance. This approach is presented as a means to determine a cognitive workload profile and the subsequent computation of a single number measure of cognitive workload (CW). Computation of CW may be a viable alternative to measuring it. Various possible "more basic" performance resources that contribute to cognitive system performance are discussed. It is concluded from this preliminary exploration that a GSPT-based approach can contribute to defining cognitive performance models that are useful for both individual subjects and specific groups (e.g., military pilots).

Hoping for more: How cognitive science has and hasn't been helpful to the OCD clinician.

PubMed

Ouimet, Allison J; Ashbaugh, Andrea R; Radomsky, Adam S

2018-04-12

Cognitive-behavioural models of obsessive-compulsive disorder (OCD) stemmed from knowledge acquired from cognitive science. Researchers continue to apply basic cognitive-affective science methods to understanding OCD, with the overarching goal of improving and refining evidence-based treatments. However, the degree to which such research has contributed to this goal is unclear. We reviewed OCD research in the general areas that comprise basic cognitive science, and evaluated the degree to which it has contributed to our understanding of the development, maintenance, and treatment of OCD. We focused on studies that either compared people with and without OCD and/or used experimental psychopathology methods with human participants, and attempted to resolve some of the conflicting theories related to the importance of cognitive deficits vs. cognitive biases. Overall, we observed equivocal findings for deficits in perception, attention, memory, and executive functioning. Moreover, many so-called deficits were moderated and/or explained by OCD-relevant beliefs, highlighting the role of confidence in cognitive processes as integral to our understanding of OCD. We discussed these findings in terms of cognitive measurement, cognitive-behavioural models, and clinical applicability, and made recommendations for future research that may offer innovation and insight helpful to clinicians working to improve the symptoms and lives of people with OCD. Copyright © 2018 Elsevier Ltd. All rights reserved.

Stochastic model predicts evolving preferences in the Iowa gambling task

PubMed Central

Fuentes, Miguel A.; Lavín, Claudio; Contreras-Huerta, L. Sebastián; Miguel, Hernan; Rosales Jubal, Eduardo

2014-01-01

Learning under uncertainty is a common task that people face in their daily life. This process relies on the cognitive ability to adjust behavior to environmental demands. Although the biological underpinnings of those cognitive processes have been extensively studied, there has been little work in formal models seeking to capture the fundamental dynamic of learning under uncertainty. In the present work, we aimed to understand the basic cognitive mechanisms of outcome processing involved in decisions under uncertainty and to evaluate the relevance of previous experiences in enhancing learning processes within such uncertain context. We propose a formal model that emulates the behavior of people playing a well established paradigm (Iowa Gambling Task - IGT) and compare its outcome with a behavioral experiment. We further explored whether it was possible to emulate maladaptive behavior observed in clinical samples by modifying the model parameter which controls the update of expected outcomes distributions. Results showed that the performance of the model resembles the observed participant performance as well as IGT performance by healthy subjects described in the literature. Interestingly, the model converges faster than some subjects on the decks with higher net expected outcome. Furthermore, the modified version of the model replicated the trend observed in clinical samples performing the task. We argue that the basic cognitive component underlying learning under uncertainty can be represented as a differential equation that considers the outcomes of previous decisions for guiding the agent to an adaptive strategy. PMID:25566043

Stochastic model predicts evolving preferences in the Iowa gambling task.

PubMed

Fuentes, Miguel A; Lavín, Claudio; Contreras-Huerta, L Sebastián; Miguel, Hernan; Rosales Jubal, Eduardo

2014-01-01

Learning under uncertainty is a common task that people face in their daily life. This process relies on the cognitive ability to adjust behavior to environmental demands. Although the biological underpinnings of those cognitive processes have been extensively studied, there has been little work in formal models seeking to capture the fundamental dynamic of learning under uncertainty. In the present work, we aimed to understand the basic cognitive mechanisms of outcome processing involved in decisions under uncertainty and to evaluate the relevance of previous experiences in enhancing learning processes within such uncertain context. We propose a formal model that emulates the behavior of people playing a well established paradigm (Iowa Gambling Task - IGT) and compare its outcome with a behavioral experiment. We further explored whether it was possible to emulate maladaptive behavior observed in clinical samples by modifying the model parameter which controls the update of expected outcomes distributions. Results showed that the performance of the model resembles the observed participant performance as well as IGT performance by healthy subjects described in the literature. Interestingly, the model converges faster than some subjects on the decks with higher net expected outcome. Furthermore, the modified version of the model replicated the trend observed in clinical samples performing the task. We argue that the basic cognitive component underlying learning under uncertainty can be represented as a differential equation that considers the outcomes of previous decisions for guiding the agent to an adaptive strategy.

From basic to applied research to improve outcomes for individuals who require augmentative and alternative communication: potential contributions of eye tracking research methods.

PubMed

Light, Janice; McNaughton, David

2014-06-01

In order to improve outcomes for individuals who require AAC, there is an urgent need for research across the full spectrum--from basic research to investigate fundamental language and communication processes, to applied clinical research to test applications of this new knowledge in the real world. To date, there has been a notable lack of basic research in the AAC field to investigate the underlying cognitive, sensory perceptual, linguistic, and motor processes of individuals with complex communication needs. Eye tracking research technology provides a promising method for researchers to investigate some of the visual cognitive processes that underlie interaction via AAC. The eye tracking research technology automatically records the latency, duration, and sequence of visual fixations, providing key information on what elements attract the individual's attention (and which ones do not), for how long, and in what sequence. As illustrated by the papers in this special issue, this information can be used to improve the design of AAC systems, assessments, and interventions to better meet the needs of individuals with developmental and acquired disabilities who require AAC (e.g., individuals with autism spectrum disorders, Down syndrome, intellectual disabilities of unknown origin, aphasia).

In search of a metatheory for cognitive development (or, Piaget is dead and I don't feel so good myself).

PubMed

Bjorklund, D F

1997-02-01

With the waning of influence of Piaget's theory and the shortcomings of information-processing perspectives of cognitive growth, cognitive developmentalists lack a common set of broad, overarching principles and assumptions--a metatheory--to guide their research. Developmental biology is suggested as metatheory for cognitive development. Although it is important for developmentalists to understand proximal biological causes (e.g., brain development), most important for such a metatheory is an evolutionary perspective. Some basic principles of evolutionary psychology are introduced, and examples of contemporary research and theory consistent with these ideas are provided.

Tone Language Speakers and Musicians Share Enhanced Perceptual and Cognitive Abilities for Musical Pitch: Evidence for Bidirectionality between the Domains of Language and Music

PubMed Central

Bidelman, Gavin M.; Hutka, Stefanie; Moreno, Sylvain

2013-01-01

Psychophysiological evidence suggests that music and language are intimately coupled such that experience/training in one domain can influence processing required in the other domain. While the influence of music on language processing is now well-documented, evidence of language-to-music effects have yet to be firmly established. Here, using a cross-sectional design, we compared the performance of musicians to that of tone-language (Cantonese) speakers on tasks of auditory pitch acuity, music perception, and general cognitive ability (e.g., fluid intelligence, working memory). While musicians demonstrated superior performance on all auditory measures, comparable perceptual enhancements were observed for Cantonese participants, relative to English-speaking nonmusicians. These results provide evidence that tone-language background is associated with higher auditory perceptual performance for music listening. Musicians and Cantonese speakers also showed superior working memory capacity relative to nonmusician controls, suggesting that in addition to basic perceptual enhancements, tone-language background and music training might also be associated with enhanced general cognitive abilities. Our findings support the notion that tone language speakers and musically trained individuals have higher performance than English-speaking listeners for the perceptual-cognitive processing necessary for basic auditory as well as complex music perception. These results illustrate bidirectional influences between the domains of music and language. PMID:23565267

A model of the human in a cognitive prediction task.

NASA Technical Reports Server (NTRS)

Rouse, W. B.

1973-01-01

The human decision maker's behavior when predicting future states of discrete linear dynamic systems driven by zero-mean Gaussian processes is modeled. The task is on a slow enough time scale that physiological constraints are insignificant compared with cognitive limitations. The model is basically a linear regression system identifier with a limited memory and noisy observations. Experimental data are presented and compared to the model.

U.S. Army Research Institute Program in Basic Research - FY 2007

DTIC Science & Technology

2008-05-01

learner characteristics (e.g., cognitive ability or learning style), depth and complexity of content, or instructional design characteristics. There...trainers to think about ways of making learning purposeful. The effects of cognitive load on learning were minimally explored in the current research...Achievement in Complex Learning Environments as a Function of Information Processing Ability , Knowledge, and Self-Control Josep h F . F ag an

Neuropsychological Assessment and Training of Cognitive Processing Strategies for Reading Recognition and Comprehension: A Computer Assisted Program for Learning Disabled Students. Final Report.

ERIC Educational Resources Information Center

Teeter, Phyllis Anne; Smith, Philip L.

The final report of the 2-year project describes the development and validation of microcomputer software to help assess reading disabled elementary grade children and to provide basic reading instruction. Accomplishments of the first year included: design of the STAR Neuro-Cognitive Assessment Program which includes a reproduction of…

REVIEWS OF TOPICAL PROBLEMS: Nonlinear dynamics of the brain: emotion and cognition

NASA Astrophysics Data System (ADS)

Rabinovich, Mikhail I.; Muezzinoglu, M. K.

2010-07-01

Experimental investigations of neural system functioning and brain activity are standardly based on the assumption that perceptions, emotions, and cognitive functions can be understood by analyzing steady-state neural processes and static tomographic snapshots. The new approaches discussed in this review are based on the analysis of transient processes and metastable states. Transient dynamics is characterized by two basic properties, structural stability and information sensitivity. The ideas and methods that we discuss provide an explanation for the occurrence of and successive transitions between metastable states observed in experiments, and offer new approaches to behavior analysis. Models of the emotional and cognitive functions of the brain are suggested. The mathematical object that represents the observed transient brain processes in the phase space of the model is a structurally stable heteroclinic channel. The possibility of using the suggested models to construct a quantitative theory of some emotional and cognitive functions is illustrated.

Filipino Teachers Sense of Efficacy in Inclusion Classes

ERIC Educational Resources Information Center

Dalanon, Junhel; Matsuka, Yoshizo

2017-01-01

Self-efficacy beliefs produce their effects through cognitive, motivational, affective, and elective processes. These processes usually operate in concert rather than on their own. In 2016, cross-sectional survey method to determine the teachers' sense of efficacy (TSE) in inclusion classes was done in a rural, private, basic-education school in…

Advanced Instruction: Facilitation of Individual Learning Processes in Large Groups

ERIC Educational Resources Information Center

Putz, Claus; Intveen, Geesche

2009-01-01

By supplying various combinations of advanced instructions and different forms of exercises individual learning processes within the impartation of basic knowledge can be activated and supported at best. The fundamentals of our class "Introduction to spatial-geometric cognition using CAD" are constructional inputs, which systematically induce the…

Investigation of basic cognitive predictors of reading and spelling abilities in Tunisian third-grade primary school children.

PubMed

Batnini, Soulef; Uno, Akira

2015-06-01

This study investigated first the main cognitive abilities; phonological processing, visual cognition, automatization and receptive vocabulary in predicting reading and spelling abilities in Arabic. Second, we compared good/poor readers and spellers to detect the characteristics of cognitive predictors which contribute to identifying reading and spelling difficulties in Arabic speaking children. A sample of 116 Tunisian third-grade children was tested on their abilities to read and spell, phonological processing, visual cognition, automatization and receptive vocabulary. For reading, phonological processing and automatization uniquely predicted Arabic word reading and paragraph reading abilities. Automatization uniquely predicted Arabic non-word reading ability. For spelling, phonological processing was a unique predictor for Arabic word spelling ability. Furthermore, poor readers had significantly lower scores on the phonological processing test and slower reading times on the automatization test as compared with good readers. Additionally, poor spellers showed lower scores on the phonological processing test as compared with good spellers. Visual cognitive processing and receptive vocabulary were not significant cognitive predictors of Arabic reading and spelling abilities for Tunisian third grade children in this study. Our results are consistent with previous studies in alphabetic orthographies and demonstrate that phonological processing and automatization are the best cognitive predictors in detecting early literacy problems. We suggest including phonological processing and automatization tasks in screening tests and in intervention programs may help Tunisian children with poor literacy skills overcome reading and spelling difficulties in Arabic. Copyright © 2014 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Cognitive Processes Related to Counting in Students with Special Educational Needs

ERIC Educational Resources Information Center

Carrasumada, S.; Vendrell, R.; Ribera, G.; Montserrat, M.

2006-01-01

This study is aimed at the mechanisms used by students with an intellectual disability in the counting process. The assessment of the counting process is carried out through experimental tests inspired by the basic principles of Gelman and Gallistel, namely one-to-one, stable order, cardinality, abstraction and order irrelevance. This is a…

Neural mechanisms of rhythm perception: current findings and future perspectives.

PubMed

Grahn, Jessica A

2012-10-01

Perception of temporal patterns is fundamental to normal hearing, speech, motor control, and music. Certain types of pattern understanding are unique to humans, such as musical rhythm. Although human responses to musical rhythm are universal, there is much we do not understand about how rhythm is processed in the brain. Here, I consider findings from research into basic timing mechanisms and models through to the neuroscience of rhythm and meter. A network of neural areas, including motor regions, is regularly implicated in basic timing as well as processing of musical rhythm. However, fractionating the specific roles of individual areas in this network has remained a challenge. Distinctions in activity patterns appear between "automatic" and "cognitively controlled" timing processes, but the perception of musical rhythm requires features of both automatic and controlled processes. In addition, many experimental manipulations rely on participants directing their attention toward or away from certain stimulus features, and measuring corresponding differences in neural activity. Many temporal features, however, are implicitly processed whether attended to or not, making it difficult to create controlled baseline conditions for experimental comparisons. The variety of stimuli, paradigms, and definitions can further complicate comparisons across domains or methodologies. Despite these challenges, the high level of interest and multitude of methodological approaches from different cognitive domains (including music, language, and motor learning) have yielded new insights and hold promise for future progress. Copyright © 2012 Cognitive Science Society, Inc.

A Cognitive Profile of Obesity and Its Translation into New Interventions

PubMed Central

Jansen, Anita; Houben, Katrijn; Roefs, Anne

2015-01-01

Change your lifestyle: decrease your energy intake and increase your energy expenditure, is what obesity experts tell people who need to lose weight. Though the advice might be correct, it appears to be extremely difficult to change one’s lifestyle. Unhealthy habits usually are ingrained and hard to change, especially for people with an “obese cognitive profile.” Knowledge of the cognitive mechanisms that maintain unhealthy eating habits is necessary for the development of interventions that can change behavior effectively. This paper discusses some cognitive processes that might maintain unhealthy eating habits and make healthier eating difficult, like increased food cue reactivity, weak executive skills and attention bias. An effort is also done to translate these basic scientific findings into new interventions which aim to tackle the sabotaging cognitive processes. Preliminary studies into the effectiveness of these interventions, if available, are presented. PMID:26640451

Deficits in implicit attention to social signals in schizophrenia and high risk groups: behavioural evidence from a new illusion.

PubMed

van 't Wout, Mascha; van Rijn, Sophie; Jellema, Tjeerd; Kahn, René S; Aleman, André

2009-01-01

An increasing body of evidence suggests that the apparent social impairments observed in schizophrenia may arise from deficits in social cognitive processing capacities. The ability to process basic social cues, such as gaze direction and biological motion, effortlessly and implicitly is thought to be a prerequisite for establishing successful social interactions and for construing a sense of "social intuition." However, studies that address the ability to effortlessly process basic social cues in schizophrenia are lacking. Because social cognitive processing deficits may be part of the genetic vulnerability for schizophrenia, we also investigated two groups that have been shown to be at increased risk of developing schizophrenia-spectrum pathology: first-degree relatives of schizophrenia patients and men with Klinefelter syndrome (47,XXY). We compared 28 patients with schizophrenia, 29 siblings of patients with schizophrenia, and 29 individuals with Klinefelter syndrome with 46 matched healthy control subjects on a new paradigm. This paradigm measures one's susceptibility for a bias in distance estimation between two agents that is induced by the implicit processing of gaze direction and biological motion conveyed by these agents. Compared to control subjects, patients with schizophrenia, as well as siblings of patients and Klinefelter men, showed a lack of influence of social cues on their distance judgments. We suggest that the insensitivity for social cues is a cognitive aspect of schizophrenia that may be seen as an endophenotype as it appears to be present both in relatives who are at increased genetic risk and in a genetic disorder at risk for schizophrenia-spectrum psychopathology. These social cue-processing deficits could contribute, in part, to the difficulties in higher order social cognitive tasks and, hence, to decreased social competence that has been observed in these groups.

Motivation, working memory, and decision making: a cognitive-motivational theory of personality vulnerability to alcoholism.

PubMed

Finn, Peter R

2002-09-01

This article presents a cognitive-motivational theory (CMT) of the mechanisms associated with three basic dimensions of personality vulnerability to alcoholism, impulsivity/novelty seeking, harm avoidance, and excitement seeking. CMT describes the interrelationships between activity in basic motivational systems and attentional, decision-making and working memory processes as the mechanisms associated with variation in each personality trait. Impulsivity/novelty seeking reflects activity in both appetitive and inhibitory motivational systems, greater attention to reward cues, and increased emotional reactivity to reward and frustration. Harm avoidance reflects individual differences in fearfulness and activity in specific inhibitory systems. Excitement seeking reflects the need to engage in appetitive behaviors in less predictable environments to experience positive affect. CMT also describes the impact of working memory and the specific motivational processes underlying each trait dimension on the dynamics of decision making from the perspective of decision field theory.

A taxonomy of prospection: Introducing an organizational framework for future-oriented cognition

PubMed Central

Szpunar, Karl K.; Spreng, R. Nathan; Schacter, Daniel L.

2014-01-01

Prospection—the ability to represent what might happen in the future—is a broad concept that has been used to characterize a wide variety of future-oriented cognitions, including affective forecasting, prospective memory, temporal discounting, episodic simulation, and autobiographical planning. In this article, we propose a taxonomy of prospection to initiate the important and necessary process of teasing apart the various forms of future thinking that constitute the landscape of prospective cognition. The organizational framework that we propose delineates episodic and semantic forms of four modes of future thinking: simulation, prediction, intention, and planning. We show how this framework can be used to draw attention to the ways in which various modes of future thinking interact with one another, generate new questions about prospective cognition, and illuminate our understanding of disorders of future thinking. We conclude by considering basic cognitive processes that give rise to prospective cognitions, cognitive operations and emotional/motivational states relevant to future-oriented cognition, and the possible role of procedural or motor systems in future-oriented behavior. PMID:25416592

A chronometric functional sub-network in the thalamo-cortical system regulates the flow of neural information necessary for conscious cognitive processes.

PubMed

León-Domínguez, Umberto; Vela-Bueno, Antonio; Froufé-Torres, Manuel; León-Carrión, Jose

2013-06-01

The thalamo-cortical system has been defined as a neural network associated with consciousness. While there seems to be wide agreement that the thalamo-cortical system directly intervenes in vigilance and arousal, a divergence of opinion persists regarding its intervention in the control of other cognitive processes necessary for consciousness. In the present manuscript, we provide a review of recent scientific findings on the thalamo-cortical system and its role in the control and regulation of the flow of neural information necessary for conscious cognitive processes. We suggest that the axis formed by the medial prefrontal cortex and different thalamic nuclei (reticular nucleus, intralaminar nucleus, and midline nucleus), represents a core component for consciousness. This axis regulates different cerebral structures which allow basic cognitive processes like attention, arousal and memory to emerge. In order to produce a synchronized coherent response, neural communication between cerebral structures must have exact timing (chronometry). Thus, a chronometric functional sub-network within the thalamo-cortical system keeps us in an optimal and continuous functional state, allowing high-order cognitive processes, essential to awareness and qualia, to take place. Copyright © 2013 Elsevier Ltd. All rights reserved.

Dose-Related Effects of Alcohol on Cognitive Functioning

PubMed Central

Dry, Matthew J.; Burns, Nicholas R.; Nettelbeck, Ted; Farquharson, Aaron L.; White, Jason M.

2012-01-01

We assessed the suitability of six applied tests of cognitive functioning to provide a single marker for dose-related alcohol intoxication. Numerous studies have demonstrated that alcohol has a deleterious effect on specific areas of cognitive processing but few have compared the effects of alcohol across a wide range of different cognitive processes. Adult participants (N = 56, 32 males, 24 females aged 18–45 years) were randomized to control or alcohol treatments within a mixed design experiment involving multiple-dosages at approximately one hour intervals (attained mean blood alcohol concentrations (BACs) of 0.00, 0.048, 0.082 and 0.10%), employing a battery of six psychometric tests; the Useful Field of View test (UFOV; processing speed together with directed attention); the Self-Ordered Pointing Task (SOPT; working memory); Inspection Time (IT; speed of processing independent from motor responding); the Traveling Salesperson Problem (TSP; strategic optimization); the Sustained Attention to Response Task (SART; vigilance, response inhibition and psychomotor function); and the Trail-Making Test (TMT; cognitive flexibility and psychomotor function). Results demonstrated that impairment is not uniform across different domains of cognitive processing and that both the size of the alcohol effect and the magnitude of effect change across different dose levels are quantitatively different for different cognitive processes. Only IT met the criteria for a marker for wide-spread application: reliable dose-related decline in a basic process as a function of rising BAC level and easy to use non-invasive task properties. PMID:23209840

Primary Teacher's Perceptions of Classroom Assessment Practices as Means of Providing Quality Primary/Basic Education by Botswana and Nigeria

ERIC Educational Resources Information Center

Nenty, H. J.; Adedoyin, O. O.; Odili, John N.; Major, T. E.

2007-01-01

More than any other of its aspects, assessment plays a central role in determining the quality of education. Quality of primary/basic education (QoE) can be viewed as the extent to which the process of education at the primary education level maximizes desirable outcomes in terms of cognitive, affective and psychomotor behaviour of the learners.…

Distinct pathways of neural coupling for different basic emotions.

PubMed

Tettamanti, Marco; Rognoni, Elena; Cafiero, Riccardo; Costa, Tommaso; Galati, Dario; Perani, Daniela

2012-01-16

Emotions are complex events recruiting distributed cortical and subcortical cerebral structures, where the functional integration dynamics within the involved neural circuits in relation to the nature of the different emotions are still unknown. Using fMRI, we measured the neural responses elicited by films representing basic emotions (fear, disgust, sadness, happiness). The amygdala and the associative cortex were conjointly activated by all basic emotions. Furthermore, distinct arrays of cortical and subcortical brain regions were additionally activated by each emotion, with the exception of sadness. Such findings informed the definition of three effective connectivity models, testing for the functional integration of visual cortex and amygdala, as regions processing all emotions, with domain-specific regions, namely: i) for fear, the frontoparietal system involved in preparing adaptive motor responses; ii) for disgust, the somatosensory system, reflecting protective responses against contaminating stimuli; iii) for happiness: medial prefrontal and temporoparietal cortices involved in understanding joyful interactions. Consistently with these domain-specific models, the results of the effective connectivity analysis indicate that the amygdala is involved in distinct functional integration effects with cortical networks processing sensorimotor, somatosensory, or cognitive aspects of basic emotions. The resulting effective connectivity networks may serve to regulate motor and cognitive behavior based on the quality of the induced emotional experience. Copyright © 2011. Published by Elsevier Inc.

How does "not left" become "right"? Electrophysiological evidence for a dynamic conflict-bound negation processing account.

PubMed

Dudschig, Carolin; Kaup, Barbara

2018-05-01

Human thought and language is traditionally considered as abstract, amodal, and symbolic. However, recent theories propose that high-level human cognition is directly linked to basic, modal biological systems such as sensorimotor areas. Despite this influential representational debate very little is known regarding whether the mechanisms involved in sensorimotor control are also shared with higher-level cognitive processes, such as language comprehension. We investigated negation as a universal of human language, addressing two key questions: (a) Does negation result in a conflict-like representation? (b) Does negation trigger executive control adjustments in a similar manner as standard information processing conflicts do (e.g., Simon, Flanker)? Electrophysiological data indicated that phrases such as "not left/not right" result in initial activation of the to-be-negated information and subsequently the outcome of the negation process. More importantly, our findings also suggest that negation triggers conflict-related adjustments in information processing in line with traditional conflict tasks. Trial-by-trial conflict adaptation patterns in both behavioral and electrophysiological data indicated that negation processing dynamically changes depending on the current cognitive state. In summary, negation processing results in cognitive conflict, and dynamic influences of the cognitive state determine conflict resolution, that is, negation implementation. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Can Individuals with Autism Abstract Prototypes of Natural Faces?

ERIC Educational Resources Information Center

Gastgeb, Holly Zajac; Wilkinson, Desiree A.; Minshew, Nancy J.; Strauss, Mark S.

2011-01-01

There is a growing amount of evidence suggesting that individuals with autism have difficulty with face processing. One basic cognitive ability that may underlie face processing difficulties is the ability to abstract a prototype. The current study examined prototype formation with natural faces using eye-tracking in high-functioning adults with…

Knowledge Intensive Programming: A New Educational Computing Environment.

ERIC Educational Resources Information Center

Seidman, Robert H.

1990-01-01

Comparison of the process of problem solving using a conventional procedural computer programing language (e.g., BASIC, Logo, Pascal), with the process when using a logic programing language (i.e., Prolog), focuses on the potential of the two types of programing languages to facilitate the transfer of problem-solving skills, cognitive development,…

Building Cognition: The Construction of Computational Representations for Scientific Discovery.

PubMed

Chandrasekharan, Sanjay; Nersessian, Nancy J

2015-11-01

Novel computational representations, such as simulation models of complex systems and video games for scientific discovery (Foldit, EteRNA etc.), are dramatically changing the way discoveries emerge in science and engineering. The cognitive roles played by such computational representations in discovery are not well understood. We present a theoretical analysis of the cognitive roles such representations play, based on an ethnographic study of the building of computational models in a systems biology laboratory. Specifically, we focus on a case of model-building by an engineer that led to a remarkable discovery in basic bioscience. Accounting for such discoveries requires a distributed cognition (DC) analysis, as DC focuses on the roles played by external representations in cognitive processes. However, DC analyses by and large have not examined scientific discovery, and they mostly focus on memory offloading, particularly how the use of existing external representations changes the nature of cognitive tasks. In contrast, we study discovery processes and argue that discoveries emerge from the processes of building the computational representation. The building process integrates manipulations in imagination and in the representation, creating a coupled cognitive system of model and modeler, where the model is incorporated into the modeler's imagination. This account extends DC significantly, and we present some of the theoretical and application implications of this extended account. Copyright © 2014 Cognitive Science Society, Inc.

Experimentally induced distraction impacts cognitive but not emotional processes in think-aloud cognitive assessment

PubMed Central

Hsu, Kean J.; Babeva, Kalina N.; Feng, Michelle C.; Hummer, Justin F.; Davison, Gerald C.

2014-01-01

Studies have examined the impact of distraction on basic task performance (e.g., working memory, motor responses), yet research is lacking regarding its impact in the domain of think-aloud cognitive assessment, where the threat to assessment validity is high. The Articulated Thoughts in Simulated Situations think-aloud cognitive assessment paradigm was employed to address this issue. Participants listened to scenarios under three conditions (i.e., while answering trivia questions, playing a visual puzzle game, or with no experimental distractor). Their articulated thoughts were then content-analyzed both by the Linguistic Inquiry and Word Count (LIWC) program and by content analysis of emotion and cognitive processes conducted by trained coders. Distraction did not impact indices of emotion but did affect cognitive processes. Specifically, with the LIWC system, the trivia questions distraction condition resulted in significantly higher proportions of insight and causal words, and higher frequencies of non-fluencies (e.g., “uh” or “umm”) and filler words (e.g., “like” or “you know”). Coder-rated content analysis found more disengagement and more misunderstanding particularly in the trivia questions distraction condition. A better understanding of how distraction disrupts the amount and type of cognitive engagement holds important implications for future studies employing cognitive assessment methods. PMID:24904488

Cognitive predictors of skilled performance with an advanced upper limb multifunction prosthesis: a preliminary analysis.

PubMed

Hancock, Laura; Correia, Stephen; Ahern, David; Barredo, Jennifer; Resnik, Linda

2017-07-01

Purpose The objectives were to 1) identify major cognitive domains involved in learning to use the DEKA Arm; 2) specify cognitive domain-specific skills associated with basic versus advanced users; and 3) examine whether baseline memory and executive function predicted learning. Method Sample included 35 persons with upper limb amputation. Subjects were administered a brief neuropsychological test battery prior to start of DEKA Arm training, as well as physical performance measures at the onset of, and following training. Multiple regression models controlling for age and including neuropsychological tests were developed to predict physical performance scores. Prosthetic performance scores were divided into quartiles and independent samples t-tests compared neuropsychological test scores of advanced scorers and basic scorers. Baseline neuropsychological test scores were used to predict change in scores on physical performance measures across time. Results Cognitive domains of attention and processing speed were statistically significantly related to proficiency of DEKA Arm use and predicted level of proficiency. Conclusions Results support use of neuropsychological tests to predict learning and use of a multifunctional prosthesis. Assessment of cognitive status at the outset of training may help set expectations for the duration and outcomes of treatment. Implications for Rehabilitation Cognitive domains of attention and processing speed were significantly related to level of proficiencyof an advanced multifunctional prosthesis (the DEKA Arm) after training. Results provide initial support for the use of neuropsychological tests to predict advanced learningand use of a multifunctional prosthesis in upper-limb amputees. Results suggest that assessment of patients' cognitive status at the outset of upper limb prosthetictraining may, in the future, help patients, their families and therapists set expectations for theduration and intensity of training and may help set reasonable proficiency goals.

Dysfunctions of decision-making and cognitive control as transdiagnostic mechanisms of mental disorders: advances, gaps, and needs in current research.

PubMed

Goschke, Thomas

2014-01-01

Disadvantageous decision-making and impaired volitional control over actions, thoughts, and emotions are characteristics of a wide range of mental disorders such as addiction, eating disorders, depression, and anxiety disorders and may reflect transdiagnostic core mechanisms and possibly vulnerability factors. Elucidating the underlying neurocognitive mechanisms is a precondition for moving from symptom-based to mechanism-based disorder classifications and ultimately mechanism-targeted interventions. However, despite substantial advances in basic research on decision-making and cognitive control, there are still profound gaps in our current understanding of dysfunctions of these processes in mental disorders. Central unresolved questions are: (i) to which degree such dysfunctions reflect transdiagnostic mechanisms or disorder-specific patterns of impairment; (ii) how phenotypical features of mental disorders relate to dysfunctional control parameter settings and aberrant interactions between large-scale brain systems involved in habit and reward-based learning, performance monitoring, emotion regulation, and cognitive control; (iii) whether cognitive control impairments are consequences or antecedent vulnerability factors of mental disorders; (iv) whether they reflect generalized competence impairments or context-specific performance failures; (v) whether not only impaired but also chronic over-control contributes to mental disorders. In the light of these gaps, needs for future research are: (i) an increased focus on basic cognitive-affective mechanisms underlying decision and control dysfunctions across disorders; (ii) longitudinal-prospective studies systematically incorporating theory-driven behavioural tasks and neuroimaging protocols to assess decision-making and control dysfunctions and aberrant interactions between underlying large-scale brain systems; (iii) use of latent-variable models of cognitive control rather than single tasks; (iv) increased focus on the interplay of implicit and explicit cognitive-affective processes; (v) stronger focus on computational models specifying neurocognitive mechanisms underlying phenotypical expressions of mental disorders. Copyright © 2013 John Wiley & Sons, Ltd.

Neuroscience and education.

PubMed

Goswami, Usha

2004-03-01

Neuroscience is a relatively new discipline encompassing neurology, psychology and biology. It has made great strides in the last 100 years, during which many aspects of the physiology, biochemistry, pharmacology and structure of the vertebrate brain have been understood. Understanding of some of the basic perceptual, cognitive, attentional, emotional and mnemonic functions is also making progress, particularly since the advent of the cognitive neurosciences, which focus specifically on understanding higher level processes of cognition via imaging technology. Neuroimaging has enabled scientists to study the human brain at work in vivo, deepening our understanding of the very complex processes underpinning speech and language, thinking and reasoning, reading and mathematics. It seems timely, therefore, to consider how we might implement our increased understanding of brain development and brain function to explore educational questions.

The challenge of understanding the brain: where we stand in 2015

PubMed Central

Lisman, John

2015-01-01

Starting with the work of Cajal more than 100 years ago, neuroscience has sought to understand how the cells of the brain give rise to cognitive functions. How far has neuroscience progressed in this endeavor? This Perspective assesses progress in elucidating five basic brain processes: visual recognition, long-term memory, short-term memory, action selection, and motor control. Each of these processes entails several levels of analysis: the behavioral properties, the underlying computational algorithm, and the cellular/network mechanisms that implement that algorithm. At this juncture, while many questions remain unanswered, achievements in several areas of research have made it possible to relate specific properties of brain networks to cognitive functions. What has been learned reveals, at least in rough outline, how cognitive processes can be an emergent property of neurons and their connections. PMID:25996132

[Neural and cognitive correlates of social cognition: findings on neuropsychological and neuroimaging studies].

PubMed

Kobayakawa, Mutsutaka; Kawamura, Mitsuru

2011-12-01

Social cognition includes various components of information processing related to communication with other individuals. In this review, we have discussed 3 components of social cognitive function: face recognition, empathy, and decision making. Our social behavior involves recognition based on facial features and also involves empathizing with others; while making decisions, it is important to consider the social consequences of the course of action followed. Face recognition is divided into 2 routes for information processing: a route responsible for overt recognition of the face's identity and a route for emotional and orienting responses based on the face's personal affective significance. Two systems are possibly involved in empathy: a basic emotional contagion "mirroring" system and a more advanced "theory of mind" system that considers the cognitive perspective. Decision making is mediated by a widespread system that includes several cortical and subcortical components. Numerous lesion and neuroimaging studies have contributed to clarifying the neural correlates of social cognitive function, and greater information can be obtained on social cognitive function by combining these 2 approaches.

[Establishment and practice of traditional Chinese medicine property cognitive model based on three elements].

PubMed

Zhang, Bing; Jin, Rui; Huang, Jianmei; Liu, Xiaoqing; Xue, Chunmiao; Lin, Zhijian

2012-08-01

Traditional Chinese medicine (TCM) property theory is believed to be a key and difficult point of basic theory studies of TCM. Complex concepts, components and characteristics of TCM property have long puzzled researchers and urged them to develop new angles and approaches. In the view of cognitive science, TCM property theory is a cognitive process of storing, extracting, rebuilding and summarizing the sensory information about TCMs and their effects during the medical practice struggling against diseases under the guidance of traditional Chinese philosophical thinking. The cognitive process of TCM property has particular cognitive elements and strategies. Taking into account clinical application characteristics of TCMs, this study defines the particular cognitive elements. In the combination of research methods of modern chemistry, biology and mathematics, and on the basis early-stage work for five years, we have built a TCM property cognition model based on three elements and practiced with drugs with pungent and hot properties as example, in the hope of interpreting TCM properties with modern science and providing thoughts for the nature of medical properties and instruction for rational clinical prescription.

Behavioral Assessment of Emotion Discrimination, Emotion Regulation, and Cognitive Control in Childhood, Adolescence, and Adulthood

PubMed Central

Tottenham, Nim; Hare, Todd A.; Casey, B. J.

2011-01-01

Emotion discrimination, emotion regulation, and cognitive control are three related, yet separable processes that emerge over the course of development. The current study tested 100 children, adolescents, and adults on an Emotional Go/Nogo task, illustrating the ability of this paradigm to identify the unique developmental patterns for each of these three processes in the context of both positive (happy) and negative emotions (fear, sad, and anger), across three different age groups. Consistent with previous literature, our findings show that emotion discrimination and regulatory abilities (both cognitive control and emotion regulation) improve steadily for each age group, with each age group showing unique patterns of performance. The findings suggest that emotion regulation is constructed from basic cognition control and emotion discrimination skills. The patterns of behavior from the Emotional Go/Nogo task provide normative benchmark data across a wide range of emotions that can be used for future behavioral and neuroimaging studies that examine the developmental construction of emotion regulatory processes. PMID:21716604

What changes in neural oscillations can reveal about developmental cognitive neuroscience: language development as a case in point.

PubMed

Maguire, Mandy J; Abel, Alyson D

2013-10-01

EEG is a primary method for studying temporally precise neuronal processes across the lifespan. Most of this work focuses on event related potentials (ERPs); however, using time-locked time frequency analysis to decompose the EEG signal can identify and distinguish multiple changes in brain oscillations underlying cognition (Bastiaansen et al., 2010). Further this measure is thought to reflect changes in inter-neuronal communication more directly than ERPs (Nunez and Srinivasan, 2006). Although time frequency has elucidated cognitive processes in adults, applying it to cognitive development is still rare. Here, we review the basics of neuronal oscillations, some of what they reveal about adult cognitive function, and what little is known relating to children. We focus on language because it develops early and engages complex cortical networks. Additionally, because time frequency analysis of the EEG related to adult language comprehension has been incredibly informative, using similar methods with children will shed new light on current theories of language development and increase our understanding of how neural processes change over the lifespan. Our goal is to emphasize the power of this methodology and encourage its use throughout developmental cognitive neuroscience. Copyright © 2013 Elsevier Ltd. All rights reserved.

Living Slow and Being Moral : Life History Predicts the Dual Process of Other-Centered Reasoning and Judgments.

PubMed

Zhu, Nan; Hawk, Skyler T; Chang, Lei

2018-06-01

Drawing from the dual process model of morality and life history theory, the present research examined the role of cognitive and emotional processes as bridges between basic environmental challenges (i.e., unpredictability and competition) and other-centered moral orientation (i.e., prioritizing the welfare of others). In two survey studies, cognitive and emotional processes represented by future-oriented planning and emotional attachment, respectively (Study 1, N = 405), or by perspective taking and empathic concern, respectively (Study 2, N = 424), positively predicted other-centeredness in prosocial moral reasoning (Study 1) and moral judgment dilemmas based on rationality or intuition (Study 2). Cognitive processes were more closely related to rational aspects of other-centeredness, whereas the emotional processes were more closely related to the intuitive aspects of other-centeredness (Study 2). Finally, the cognitive and emotional processes also mediated negative effects of unpredictability (i.e., negative life events and childhood financial insecurity), as well as positive effects of individual-level, contest competition (i.e., educational and occupational competition) on other-centeredness. Overall, these findings support the view that cognitive and emotional processes do not necessarily contradict each other. Rather, they might work in concert to promote other-centeredness in various circumstances and might be attributed to humans' developmental flexibility in the face of environmental challenges.

Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students.

PubMed

Landerl, Karin; Bevan, Anna; Butterworth, Brian

2004-09-01

Thirty-one 8- and 9-year-old children selected for dyscalculia, reading difficulties or both, were compared to controls on a range of basic number processing tasks. Children with dyscalculia only had impaired performance on the tasks despite high-average performance on tests of IQ, vocabulary and working memory tasks. Children with reading disability were mildly impaired only on tasks that involved articulation, while children with both disorders showed a pattern of numerical disability similar to that of the dyscalculic group, with no special features consequent on their reading or language deficits. We conclude that dyscalculia is the result of specific disabilities in basic numerical processing, rather than the consequence of deficits in other cognitive abilities.

Approximate Number Sense, Symbolic Number Processing, or Number-Space Mappings: What Underlies Mathematics Achievement?

ERIC Educational Resources Information Center

Sasanguie, Delphine; Gobel, Silke M.; Moll, Kristina; Smets, Karolien; Reynvoet, Bert

2013-01-01

In this study, the performance of typically developing 6- to 8-year-old children on an approximate number discrimination task, a symbolic comparison task, and a symbolic and nonsymbolic number line estimation task was examined. For the first time, children's performances on these basic cognitive number processing tasks were explicitly contrasted…

The Influence of Schema and Cultural Difference on L1 and L2 Reading

ERIC Educational Resources Information Center

Yang, Shi-sheng

2010-01-01

Reading in L1 shares numerous basic elements with reading in L2, and the processes also differ greatly. Intriguing questions involve whether there are two parallel cognitive processes at work, or whether there are processing strategies that accommodate both L1 and L2. This paper examines how reading in L1 is different from and similar to reading…

Clinical (but not cognitive) recovery in schizophrenia through the experience of fictional cinema.

PubMed

Peña, J; Sánchez, P; Elizagárate, E; Ibarretxe-Bilbao, N; Ezcurra, J; Caballero, L; Magariños, M; García Del Castillo, I; Gutiérrez, M; Ojeda, N

2015-12-01

One of the criticisms of rehabilitation techniques is their limited application to the patient's daily life. In the past, cinema has been used as a psychiatric rehabilitation tool, with the primary objective of facilitating training in social abilities and communication. In this study, we consider the use of film not only as a clinical recovery tool but also as a novel cognitive recovery tool for additional rehabilitation not only for communication and social abilities but also for all of the basic cognitive and social cognition processes. In this randomized clinical trial, 48 patients with schizophrenia were assigned to an experimental or control group. Both of the groups received treatment sessions that included viewing episodes of the television series The Sopranos . Next, the experimental group participated in a structured cognitive training session that featured questions and exercises based on the episodes. The control group participated in an idea-sharing session (of the same duration and frequency) about what the group members saw in the episode. At the end of the treatment, both the positive and negative clinical symptoms of the experimental group improved significantly compared with the control group. However, this improvement was not observed in basic or social cognitive functions. A brief intervention based on transforming the activities of daily life can be an effective tool for psychiatric rehabilitation. However, the study's current characteristics and sample did not produce benefits in cognitive parameters.

The effect of embodied emotive states on cognitive categorization.

PubMed

Price, Tom F; Harmon-Jones, Eddie

2010-12-01

Research has uncovered that positive affect broadens cognitive categorization. The motivational dimensional model, however, posits that positive affect is not a unitary construct with only one cognitive consequence. Instead, this model puts forth that there are different positive affects varying in approach motivational intensity. According to this model, only positive affects lower in motivational intensity should broaden cognitive processes, whereas positive affects higher in motivational intensity should narrow cognitive processes. Consistent with these predictions, high approach positive affect has been shown to narrow attention, whereas low approach positive affect has been shown to broaden it (Gable & Harmon-Jones, 2008). High approach positive affect, therefore, might narrow categorization. Two experiments investigated this possibility by having participants respond to cognitive categorization tasks in 3 body postures designed to elicit different levels of approach motivation: reclining backward, which should evoke low approach motivation; sitting upright, which should evoke moderate approach motivation; and leaning forward, which should evoke high approach motivation. Participants smiled while in each posture in order to experience positive affect. Experiment 1 provided initial support for the idea that high approach positive affect narrows categorization and low approach positive affect broadens categorization. Experiment 2 replicated these findings with improved smiling instructions. These results extend previous work by showing that the motivational model's predictions hold for basic attentional processes as well as higher level cognitive processes such as categorization.

Visual Basic Programming Impact on Cognitive Style of College Students: Need for Prerequisites

ERIC Educational Resources Information Center

White, Garry L.

2012-01-01

This research investigated the impact learning a visual programming language, Visual Basic, has on hemispheric cognitive style, as measured by the Hemispheric Mode Indicator (HMI). The question to be answered is: will a computer programming course help students improve their cognitive abilities in order to perform well? The cognitive styles for…

[Attentional impairment after traumatic brain injury: assessment and rehabilitation].

PubMed

Ríos-Lago, M; Muñoz-Céspedes, J M; Paúl-Lapedriza, N

Attention disorders are a major problem after traumatic brain injury underlying deficits in other cognitive functions and in everyday activities, hindering the rehabilitation process and the possibility of return to work. Functional neuroimaging and neuropsychological assessment have depicted theoretical models considering attention as a complex and non-unitary process. Although there are conceptual difficulties, it seems possible to establish a theoretical background to better define attentional impairments and to guide the rehabilitation process. The aim of the present study is to review some of the most important pieces involved in the assessment and rehabilitation of attentional impairments. We also propose an appropriate model for the design of individualized rehabilitation programs. Lastly, different approaches for the rehabilitation are reviewed. Neuropsychological assessment should provide valuable strategies to better design the cognitive rehabilitation programs. It is necessary to establish a link between basic and applied neuropsychology, in order to optimize the treatments for traumatic brain injury patients. It is also emphasized that well-defined cognitive targets and skills are required, given that an unspecific stimulation of cognitive processes (pseudorehabilitation) has been shown to be unsuccessful.

Unifying the field: developing an integrative paradigm for behavior therapy.

PubMed

Eifert, G H; Forsyth, J P; Schauss, S L

1993-06-01

The limitations of early conditioning models and treatments have led many behavior therapists to abandon conditioning principles and replace them with loosely defined cognitive theories and treatments. Systematic theory extensions to human behavior, using new concepts and processes derived from and built upon the basic principles, could have prevented the divisive debates over whether psychological dysfunctions are the results of conditioning or cognition and whether they should be treated with conditioning or cognitive techniques. Behavior therapy could also benefit from recent advances in experimental cognitive psychology that provide objective behavioral methods of studying dysfunctional processes. We suggest a unifying paradigm for explaining abnormal behavior that links and integrates different fields of study and processes that are frequently believed to be incompatible or antithetical such as biological vulnerability variables, learned behavioral repertoires, and that also links historical and current antecedents of the problem. An integrative paradigmatic behavioral approach may serve a unifying function in behavior therapy (a) by promoting an understanding of the dysfunctional processes involved in different disorders and (b) by helping clinicians conduct functional analyses that lead to theory-based, individualized, and effective treatments.

Affect is a form of cognition: A neurobiological analysis

PubMed Central

Duncan, Seth; Barrett, Lisa Feldman

2008-01-01

In this paper, we suggest that affect meets the traditional definition of “cognition” such that the affect–cognition distinction is phenomenological, rather than ontological. We review how the affect–cognition distinction is not respected in the human brain, and discuss the neural mechanisms by which affect influences sensory processing. As a result of this sensory modulation, affect performs several basic “cognitive” functions. Affect appears to be necessary for normal conscious experience, language fluency, and memory. Finally, we suggest that understanding the differences between affect and cognition will require systematic study of how the phenomenological distinction characterising the two comes about, and why such a distinction is functional. PMID:18509504

Measuring disorganized speech in schizophrenia: automated analysis explains variance in cognitive deficits beyond clinician-rated scales.

PubMed

Minor, K S; Willits, J A; Marggraf, M P; Jones, M N; Lysaker, P H

2018-04-25

Conveying information cohesively is an essential element of communication that is disrupted in schizophrenia. These disruptions are typically expressed through disorganized symptoms, which have been linked to neurocognitive, social cognitive, and metacognitive deficits. Automated analysis can objectively assess disorganization within sentences, between sentences, and across paragraphs by comparing explicit communication to a large text corpus. Little work in schizophrenia has tested: (1) links between disorganized symptoms measured via automated analysis and neurocognition, social cognition, or metacognition; and (2) if automated analysis explains incremental variance in cognitive processes beyond clinician-rated scales. Disorganization was measured in schizophrenia (n = 81) with Coh-Metrix 3.0, an automated program that calculates basic and complex language indices. Trained staff also assessed neurocognition, social cognition, metacognition, and clinician-rated disorganization. Findings showed that all three cognitive processes were significantly associated with at least one automated index of disorganization. When automated analysis was compared with a clinician-rated scale, it accounted for significant variance in neurocognition and metacognition beyond the clinician-rated measure. When combined, these two methods explained 28-31% of the variance in neurocognition, social cognition, and metacognition. This study illustrated how automated analysis can highlight the specific role of disorganization in neurocognition, social cognition, and metacognition. Generally, those with poor cognition also displayed more disorganization in their speech-making it difficult for listeners to process essential information needed to tie the speaker's ideas together. Our findings showcase how implementing a mixed-methods approach in schizophrenia can explain substantial variance in cognitive processes.

Knowledge.

PubMed

Jost, Jürgen

2017-06-01

We investigate the basic principles of structural knowledge. Structural knowledge underlies cognition, and it organizes, selects and assigns meaning to information. It is the result of evolutionary, cultural and developmental processes. Because of its own constraints, it needs to discover and exploit regularities and thereby achieve a complexity reduction.

Child Art and the Emergence of Learning Styles.

ERIC Educational Resources Information Center

Wieder, Charles G.

1998-01-01

Looks at individuality, in the sense of a personal expressive idiom or style, in children's art production. Shows that early stylistic differences manifest in children's art making correspond to basic cognitive/affective learning processes. Outlines implications for ideas about child development. (DSK)

The specificity of the effects of stimulant medication on classroom learning-related measures of cognitive processing for attention deficit disorder children.

PubMed

Balthazor, M J; Wagner, R K; Pelham, W E

1991-02-01

There appear to be beneficial effects of stimulant medication on daily classroom measures of cognitive functioning for Attention Deficit Disorder (ADD) children, but the specificity and origin of such effects is unclear. Consistent with previous results, 0.3 mg/kg methylphenidate improved ADD children's performance on a classroom reading comprehension measure. Using the Posner letting-matching task and four additional measures of phonological processing, we attempted to isolate the effects of methylphenidate to parameter estimates of (a) selective attention, (b) the basic cognitive process of retrieving name codes from permanent memory, and (c) a constant term that represented nonspecific aspects of information processing. Responses to the letter-matching stimuli were faster and more accurate with medication compared to placebo. The improvement in performance was isolated to the parameter estimate that reflected nonspecific aspects of information processing. A lack of medication effect on the other measures of phonological processing supported the Posner task findings in indicating that methylphenidate appears to exert beneficial effects on academic processing through general rather than specific aspects of information processing.

The nature of social cognitive deficits in children and adults with Klinefelter syndrome (47,XXY).

PubMed

van Rijn, S; de Sonneville, L; Swaab, H

2018-02-06

About 1 in 650 boys are born with an extra X chromosome (47,XXY or Klinefelter syndrome). 47,XXY is associated with vulnerabilities in socio-emotional development. This study was designed to assess types of cognitive deficits in individuals with 47,XXY that may contribute to social-emotional dysfunction, and to evaluate the nature of such deficits at various levels: ranging from basic visuospatial processing deficits, impairments in face recognition (FR), to emotion expression impairments. A total of 70 boys and men with 47,XXY, aged 8 to 60 years old, participated in the study. The subtests feature identification, FR and identification of facial emotions of the Amsterdam Neuropsychological Tasks were used. Level of intellectual functioning was assessed with the child and adult versions of the Wechsler Intelligence Scales. Reaction time data showed that in the 47,XXY group, 17% had difficulties in visuospatial processing (no social load), 26% had difficulties with FR (medium social load) and an even higher number of 33% had difficulties with facial expressions of emotions (high-social load). Information processing impairments increased as a function of "social load" of the stimuli, independent of intellectual functioning. Taken together, our data suggest that on average individuals with XXY may have more difficulties in information processing when "social load" increases, suggesting a specific difficulty in the higher-order labeling and interpretation of social cues, which cannot be explained by more basic visuospatial perceptual skills. Considering the increased risk for social cognitive impairments, routine assessment of social cognitive functioning as part of neuropsychological screening is warranted. © 2018 John Wiley & Sons Ltd and International Behavioural and Neural Genetics Society.

Quantum cognition based on an ambiguous representation derived from a rough set approximation.

PubMed

Gunji, Yukio-Pegio; Sonoda, Kohei; Basios, Vasileios

2016-03-01

Over the last years, in a series papers by Arecchi and others, a model for the cognitive processes involved in decision making has been proposed and investigated. The key element of this model is the expression of apprehension and judgment, basic cognitive process of decision making, as an inverse Bayes inference classifying the information content of neuron spike trains. It has been shown that for successive plural stimuli this inference, equipped with basic non-algorithmic jumps, is affected by quantum-like characteristics. We show here that such a decision making process is related consistently with an ambiguous representation by an observer within a universe of discourse. In our work the ambiguous representation of an object or a stimuli is defined as a pair of maps from objects of a set to their representations, where these two maps are interrelated in a particular structure. The a priori and a posteriori hypotheses in Bayes inference are replaced by the upper and lower approximations, correspondingly, for the initial data sets that are derived with respect to each map. Upper and lower approximations herein are defined in the context of "rough set" analysis. The inverse Bayes inference is implemented by the lower approximations with respect to the one map and for the upper approximation with respect to the other map for a given data set. We show further that, due to the particular structural relation between the two maps, the logical structure of such combined approximations can only be expressed as an orthomodular lattice and therefore can be represented by a quantum rather than a Boolean logic. To our knowledge, this is the first investigation aiming to reveal the concrete logic structure of inverse Bayes inference in cognitive processes. Copyright © 2016. Published by Elsevier Ireland Ltd.

Cognitive Remediation: Potential Novel Brain-Based Treatment for Bipolar Disorder in Children and Adolescents

PubMed Central

Dickstein, Daniel P.; Cushman, Grace K.; Kim, Kerri L.; Weissman, Alexandra B.; Wegbreit, Ezra

2015-01-01

Bipolar disorder (BD) is among the most impairing psychiatric disorders affecting children and adolescents, despite our best psychopharmacological and psychotherapeutic treatments. Cognitive remediation, defined as a behavioral intervention designed to improve cognitive functions so as to reduce psychiatric illness, is an emerging brain-based treatment approach that has thus far not been studied in pediatric BD. The present article reviews the basic principles of cognitive remediation, describes what is known about cognitive remediation in psychiatric disorders, and delineates potential brain/behavior alterations implicated in pediatric BD that might be targets for cognitive remediation. Emerging data shows that cognitive remediation may be useful in children and adults with schizophrenia, ADHD, and anxiety disorders, and in adults with BD. Potential targets for cognitive remediation in pediatric BD include face processing, response inhibition, frustration, and cognitive flexibility. Further study is warranted to determine if cognitive remediation for these targets, or others, may serve as a novel, brain-based treatment for pediatric BD. PMID:26135596

Designing Effective Supports for Causal Reasoning

ERIC Educational Resources Information Center

Jonassen, David H.; Ionas, Ioan Gelu

2008-01-01

Causal reasoning represents one of the most basic and important cognitive processes that underpin all higher-order activities, such as conceptual understanding and problem solving. Hume called causality the "cement of the universe" [Hume (1739/2000). Causal reasoning is required for making predictions, drawing implications and…

Thinking as the control of imagination: a conceptual framework for goal-directed systems.

PubMed

Pezzulo, Giovanni; Castelfranchi, Cristiano

2009-07-01

This paper offers a conceptual framework which (re)integrates goal-directed control, motivational processes, and executive functions, and suggests a developmental pathway from situated action to higher level cognition. We first illustrate a basic computational (control-theoretic) model of goal-directed action that makes use of internal modeling. We then show that by adding the problem of selection among multiple action alternatives motivation enters the scene, and that the basic mechanisms of executive functions such as inhibition, the monitoring of progresses, and working memory, are required for this system to work. Further, we elaborate on the idea that the off-line re-enactment of anticipatory mechanisms used for action control gives rise to (embodied) mental simulations, and propose that thinking consists essentially in controlling mental simulations rather than directly controlling behavior and perceptions. We conclude by sketching an evolutionary perspective of this process, proposing that anticipation leveraged cognition, and by highlighting specific predictions of our model.

Short-Term Free Recall and Sequential Memory for Pictures and Words: A Simultaneous-Successive Processing Interpretation.

ERIC Educational Resources Information Center

Randhawa, Bikkar S.; And Others

1982-01-01

Replications of two basic experiments in support of the dual-coding processing model with grade 10 and college subjects used pictures, concrete words, and abstract words as stimuli presented at fast and slow rates for immediate and sequential recall. Results seem to be consistent with predictions of simultaneous-successive cognitive theory. (MBR)

Heuristic and algorithmic processing in English, mathematics, and science education.

PubMed

Sharps, Matthew J; Hess, Adam B; Price-Sharps, Jana L; Teh, Jane

2008-01-01

Many college students experience difficulties in basic academic skills. Recent research suggests that much of this difficulty may lie in heuristic competency--the ability to use and successfully manage general cognitive strategies. In the present study, the authors evaluated this possibility. They compared participants' performance on a practice California Basic Educational Skills Test and on a series of questions in the natural sciences with heuristic and algorithmic performance on a series of mathematics and reading comprehension exercises. Heuristic competency in mathematics was associated with better scores in science and mathematics. Verbal and algorithmic skills were associated with better reading comprehension. These results indicate the importance of including heuristic training in educational contexts and highlight the importance of a relatively domain-specific approach to questions of cognition in higher education.

Pavlovian to instrumental transfer of control in a human learning task.

PubMed

Nadler, Natasha; Delgado, Mauricio R; Delamater, Andrew R

2011-10-01

Pavlovian learning tasks have been widely used as tools to understand basic cognitive and emotional processes in humans. The present studies investigated one particular task, Pavlovian-to-instrumental transfer (PIT), with human participants in an effort to examine potential cognitive and emotional effects of Pavlovian cues upon instrumentally trained performance. In two experiments, subjects first learned two separate instrumental response-outcome relationships (i.e., R1-O1 and R2-O2) and then were exposed to various stimulus-outcome relationships (i.e., S1-O1, S2-O2, S3-O3, and S4-) before the effects of the Pavlovian stimuli on instrumental responding were assessed during a non-reinforced test. In Experiment 1, instrumental responding was established using a positive-reinforcement procedure, whereas in Experiment 2, a quasi-avoidance learning task was used. In both cases, the Pavlovian stimuli exerted selective control over instrumental responding, whereby S1 and S2 selectively elevated the instrumental response with which it shared an outcome. In addition, in Experiment 2, S3 exerted a nonselective transfer of control effect, whereby both responses were elevated over baseline levels. These data identify two ways, one specific and one general, in which Pavlovian processes can exert control over instrumental responding in human learning paradigms, suggesting that this method may serve as a useful tool in the study of basic cognitive and emotional processes in human learning.

Pavlovian to Instrumental Transfer of Control in a Human Learning Task

PubMed Central

Nadler, Natasha; Delgado, Mauricio R.; Delamater, Andrew R.

2011-01-01

Pavlovian learning tasks have been widely used as tools to understand basic cognitive and emotional processes in humans. The present studies investigated one particular task, Pavlovian-to-instrumental transfer (PIT), with human participants in an effort to examine potential cognitive and emotional effects of Pavlovian cues upon instrumentally-trained performance. In two experiments subjects first learned two separate instrumental response-outcome relationships (R1-O1, R2-O2) and then were exposed to various stimulus-outcome relationships (S1-O1, S2-O2, S3-O3, S4-) before the effects of the Pavlovian stimuli on instrumental responding were assessed during a nonreinforced test. In Experiment 1 instrumental responding was established using a positive reinforcement procedure whereas in Experiment 2 a quasi-avoidance learning task was used. In both cases the Pavlovian stimuli exerted selective control over instrumental responding, whereby S1 & S2 selectively elevated the instrumental response with which it shared an outcome. In addition, in Experiment 2, S3 exerted a nonselective transfer of control effect, whereby both responses were elevated over baseline levels. These data identify two ways, one specific and one general, in which Pavlovian processes can exert control over instrumental responding in human learning paradigms, and suggest that this method may serve as a useful tool in the study of basic cognitive and emotional processes in human learning. PMID:21534664

Combining computerized social cognitive training with neuroplasticity-based auditory training in schizophrenia.

PubMed

Sacks, Stephanie; Fisher, Melissa; Garrett, Coleman; Alexander, Phillip; Holland, Christine; Rose, Demian; Hooker, Christine; Vinogradov, Sophia

2013-01-01

Social cognitive deficits are an important treatment target in schizophrenia, but it is unclear to what degree they require specialized interventions and which specific components of behavioral interventions are effective. In this pilot study, we explored the effects of a novel computerized neuroplasticity-based auditory training delivered in conjunction with computerized social cognition training (SCT) in patients with schizophrenia. Nineteen clinically stable schizophrenia subjects performed 50 hours of computerized exercises that place implicit, increasing demands on auditory perception, plus 12 hours of computerized training in emotion identification, social perception, and theory of mind tasks. All subjects were assessed with MATRICS-recommended measures of neurocognition and social cognition, plus a measure of self-referential source memory before and after the computerized training. Subjects showed significant improvements on multiple measures of neurocognition. Additionally, subjects showed significant gains on measures of social cognition, including the MSCEIT Perceiving Emotions, MSCEIT Managing Emotions, and self-referential source memory, plus a significant decrease in positive symptoms. Computerized training of auditory processing/verbal learning in schizophrenia results in significant basic neurocognitive gains. Further, addition of computerized social cognition training results in significant gains in several social cognitive outcome measures. Computerized cognitive training that directly targets social cognitive processes can drive improvements in these crucial functions.

Event-related potentials, cognition, and behavior: a biological approach.

PubMed

Kotchoubey, Boris

2006-01-01

The prevailing cognitive-psychological accounts of event-related brain potentials (ERPs) assume that ERP components manifest information processing operations leading from stimulus to response. Since this view encounters numerous difficulties already analyzed in previous studies, an alternative view is presented here that regards cortical control of behavior as a repetitive sensorimotor cycle consisting of two phases: (i) feedforward anticipation and (ii) feedback cortical performance. This view allows us to interpret in an integrative manner numerous data obtained from very different domains of ERP studies: from biophysics of ERP waves to their relationship to the processing of language, in which verbal behavior is viewed as likewise controlled by the same two basic control processes: feedforward (hypothesis building) and feedback (hypothesis checking). The proposed approach is intentionally simplified, explaining numerous effects on the basis of few assumptions and relating several levels of analysis: neurophysiology, macroelectrical processes (i.e. ERPs), cognition and behavior. It can, therefore, be regarded as a first approximation to a general theory of ERPs.

Motivation, cognition and pseudoscience.

PubMed

Lindeman, M

1998-12-01

The article proposes a framework that views pseudoscientific beliefs as a joint function of the basic social motives and the default way of processing everyday information. The interplay between the basic motives and experiential thinking is illustrated with three examples. The first concerns comprehension of self via astrology and graphology, and the second involves the comprehension of unexpected events (one domain of the motive to comprehend the world). The last example describes health control by alternative medicine, as a modern way of controlling future outcomes.

Information-Processing Correlates of Computer-Assisted Word Learning by Mentally Retarded Students.

ERIC Educational Resources Information Center

Conners, Frances A.; Detterman, Douglas K.

1987-01-01

Nineteen moderately/severely retarded students (ages 9-22) completed ten 15-minute computer-assisted instruction sessions and seven basic cognitive tasks measuring simple learning, choice reaction time, relearning, probed recall, stimulus discrimination, tachictoscopic threshold, and recognition memory. Stimulus discrimination, probed recall, and…

Processes of Skill Performance: A Foundation for the Design and Use of Training Equipment

DTIC Science & Technology

1983-11-01

F. I. M., & Lockhart , R. S. Levels of processing : A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 1972, 11. 671-784...knowledge regarding the basic processes , the kinds and levels of information to be sought in examining individual skills can be Identified. Analysis of...explaining what is involved In even the simple compass example would require analyses of cognitive processes that go far beyond the level of

The Theory of Localist Representation and of a Purely Abstract Cognitive System: The Evidence from Cortical Columns, Category Cells, and Multisensory Neurons.

PubMed

Roy, Asim

2017-01-01

The debate about representation in the brain and the nature of the cognitive system has been going on for decades now. This paper examines the neurophysiological evidence, primarily from single cell recordings, to get a better perspective on both the issues. After an initial review of some basic concepts, the paper reviews the data from single cell recordings - in cortical columns and of category-selective and multisensory neurons. In neuroscience, columns in the neocortex (cortical columns) are understood to be a basic functional/computational unit. The paper reviews the fundamental discoveries about the columnar organization and finds that it reveals a massively parallel search mechanism. This columnar organization could be the most extensive neurophysiological evidence for the widespread use of localist representation in the brain. The paper also reviews studies of category-selective cells. The evidence for category-selective cells reveals that localist representation is also used to encode complex abstract concepts at the highest levels of processing in the brain. A third major issue is the nature of the cognitive system in the brain and whether there is a form that is purely abstract and encoded by single cells. To provide evidence for a single-cell based purely abstract cognitive system, the paper reviews some of the findings related to multisensory cells. It appears that there is widespread usage of multisensory cells in the brain in the same areas where sensory processing takes place. Plus there is evidence for abstract modality invariant cells at higher levels of cortical processing. Overall, that reveals the existence of a purely abstract cognitive system in the brain. The paper also argues that since there is no evidence for dense distributed representation and since sparse representation is actually used to encode memories, there is actually no evidence for distributed representation in the brain. Overall, it appears that, at an abstract level, the brain is a massively parallel, distributed computing system that is symbolic. The paper also explains how grounded cognition and other theories of the brain are fully compatible with localist representation and a purely abstract cognitive system.

The Theory of Localist Representation and of a Purely Abstract Cognitive System: The Evidence from Cortical Columns, Category Cells, and Multisensory Neurons

PubMed Central

Roy, Asim

2017-01-01

The debate about representation in the brain and the nature of the cognitive system has been going on for decades now. This paper examines the neurophysiological evidence, primarily from single cell recordings, to get a better perspective on both the issues. After an initial review of some basic concepts, the paper reviews the data from single cell recordings – in cortical columns and of category-selective and multisensory neurons. In neuroscience, columns in the neocortex (cortical columns) are understood to be a basic functional/computational unit. The paper reviews the fundamental discoveries about the columnar organization and finds that it reveals a massively parallel search mechanism. This columnar organization could be the most extensive neurophysiological evidence for the widespread use of localist representation in the brain. The paper also reviews studies of category-selective cells. The evidence for category-selective cells reveals that localist representation is also used to encode complex abstract concepts at the highest levels of processing in the brain. A third major issue is the nature of the cognitive system in the brain and whether there is a form that is purely abstract and encoded by single cells. To provide evidence for a single-cell based purely abstract cognitive system, the paper reviews some of the findings related to multisensory cells. It appears that there is widespread usage of multisensory cells in the brain in the same areas where sensory processing takes place. Plus there is evidence for abstract modality invariant cells at higher levels of cortical processing. Overall, that reveals the existence of a purely abstract cognitive system in the brain. The paper also argues that since there is no evidence for dense distributed representation and since sparse representation is actually used to encode memories, there is actually no evidence for distributed representation in the brain. Overall, it appears that, at an abstract level, the brain is a massively parallel, distributed computing system that is symbolic. The paper also explains how grounded cognition and other theories of the brain are fully compatible with localist representation and a purely abstract cognitive system. PMID:28261127

Emergent processes in cognitive-emotional interactions

PubMed Central

Pessoa, Luiz

2010-01-01

Emotion and cognition have been viewed as largely separate entities in the brain. Within this framework, significant progress has been made in understanding specific aspects of behavior. Research in the past two decades, however, has started to paint a different picture of brain organization, one in which network interactions are key to understanding complex behaviors. From both basic and clinical perspectives, the characterization of cognitive-emotional interactions constitutes a fundamental issue in the investigation of the mind and brain. This review will highlight the interactive and integrative potential that exists in the brain to bring together the cognitive and emotional domains. First, anatomical evidence will be provided, focusing on structures such as hypothalamus, basal forebrain, amygdala, cingulate cortex, orbitofrontal cortex, and insula. Data on functional interactions will then be discussed, followed by a discussion of a dual competition framework, which describes cognitive-emotional interactions in terms of perceptual and cognitive competition mechanisms. PMID:21319489

Assessing children's empathy through a Spanish adaptation of the Basic Empathy Scale: parent's and child's report forms.

PubMed

Sánchez-Pérez, Noelia; Fuentes, Luis J; Jolliffe, Darrick; González-Salinas, Carmen

2014-01-01

The aim of the current research was to study cognitive and affective empathy in children aged 6-12 years old, and their associations with children's family environment and social adjustment. For this purpose, we developed the Spanish version of the Basic Empathy Scale (BES), self- and parent-report forms. Factorial analyses confirmed a two-component model of empathy in both self- and parent-report forms. Concordance between parent-child measures of empathy was low for cognitive and affective factors. Analyses of variance on the cognitive and affective components brought a significant effect of age for self-reported cognitive empathy, with older children scoring higher than younger ones. Gender brought out a significant principal effect for self-reported affective empathy, with girls scoring higher than boys. No other main effects were found for age and gender for the rest of the factors analyzed. Children's empathy was associated with socioeconomic status and other family socialization processes, as well as children' social behaviors. Overall the new measures provided a coherent view of empathy in middle childhood and early adolescence when measured through self and parent reports, and illustrate the similarity of the validity of the BES in a European-Spanish culture.

Analyzing the Relationship between Learning Styles and Basic Concept Knowledge Level of Kindergarten Children

ERIC Educational Resources Information Center

Balat, Gülden Uyanik

2014-01-01

Most basic concepts are acquired during preschool period. There are studies indicating that the basic concept knowledge of children is related to language development, cognitive development, academic achievement and intelligence. The relationship between learning behaviors (sometime called learning or cognitive styles) and a child academic success…

Back to Basics: A Bilingual Advantage in Infant Visual Habituation

ERIC Educational Resources Information Center

Singh, Leher; Fu, Charlene S. L.; Rahman, Aishah A.; Hameed, Waseem B.; Sanmugam, Shamini; Agarwal, Pratibha; Jiang, Binyan; Chong, Yap Seng; Meaney, Michael J.; Rifkin-Graboi, Anne

2015-01-01

Comparisons of cognitive processing in monolinguals and bilinguals have revealed a bilingual advantage in inhibitory control. Recent studies have demonstrated advantages associated with exposure to two languages in infancy. However, the domain specificity and scope of the infant bilingual advantage in infancy remains unclear. In the present study,…

Reading Comprehension: From Research to Practice.

ERIC Educational Resources Information Center

Orasanu, Judith, Ed.

In response to recommendations by a National Institute of Education (NIE) planning group to the effect that NIE should support efforts to understand the cognitive processes involved in acquiring basic reading skills and in comprehending linguistic messages, this book summarizes what has been learned about reading comprehension in the decade since…

Automated Essay Scoring

ERIC Educational Resources Information Center

Dikli, Semire

2006-01-01

The impacts of computers on writing have been widely studied for three decades. Even basic computers functions, i.e. word processing, have been of great assistance to writers in modifying their essays. The research on Automated Essay Scoring (AES) has revealed that computers have the capacity to function as a more effective cognitive tool (Attali,…

Attention Performance in Young Adults with Learning Disabilities

ERIC Educational Resources Information Center

Sterr, Annette M.

2004-01-01

Attention acts as the mind's "gatekeeper" by regulating and prioritizing the stimuli processed by the central nervous system. It is essential for cognitive performance, memory, and behavior, and we know that even slight deficiencies in attention compromise learning. Basic neuroscience research further indicates that attention consists of (fairly)…

Cognitive-motivational model of obesity. Motivational mechanisms and cognitive biases underlying the processing of food-related images by people with excess body weight.

PubMed

Pawłowska, Monika; Kalka, Dorota

2015-01-01

Obesity is a constantly escalating problem in all age groups. In the face of ubiquitous images of food, colourful advertisements of high-calorie meals and beverages, it is necessary to examine the role of the memory and attention mechanism in the processing of these stimuli. Knowledge regarding this subject will surely significantly contribute to the improvement of prevention and management of obesity programs designed to prevent secondary psychological difficulties, including depression. This paper presents cognitive-motivational model of obesity, according to which the description of mechanisms of eating disorders occurrence should include not only motivational factors but also the cognitive ones. The paper shows theoretical perspectives on the problem of obesity irrespective of its origin, as well as the latest empirical reports in this field. The presented survey demonstrates the lack of explicit research findings related to the processing of high and low-calorie food images by persons with excess weight. It seems that the knowledge of the basic mechanisms involved in the processing of these stimuli and the exploration of this phenomenon will allow to improve programs whose objective is to prevent obesity.

Normal voice processing after posterior superior temporal sulcus lesion.

PubMed

Jiahui, Guo; Garrido, Lúcia; Liu, Ran R; Susilo, Tirta; Barton, Jason J S; Duchaine, Bradley

2017-10-01

The right posterior superior temporal sulcus (pSTS) shows a strong response to voices, but the cognitive processes generating this response are unclear. One possibility is that this activity reflects basic voice processing. However, several fMRI and magnetoencephalography findings suggest instead that pSTS serves as an integrative hub that combines voice and face information. Here we investigate whether right pSTS contributes to basic voice processing by testing Faith, a patient whose right pSTS was resected, with eight behavioral tasks assessing voice identity perception and recognition, voice sex perception, and voice expression perception. Faith performed normally on all the tasks. Her normal performance indicates right pSTS is not necessary for intact voice recognition and suggests that pSTS activations to voices reflect higher-level processes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Improving executive function in childhood: evaluation of a training intervention for 5-year-old children

PubMed Central

Traverso, Laura; Viterbori, Paola; Usai, Maria Carmen

2015-01-01

Executive function (EF) refers to a set of higher order cognitive processes that control and modulate cognition under continuously changing and multiple task demands. EF plays a central role in early childhood, is associated and predictive of important cognitive achievements and has been recognized as a significant aspect of school readiness. This study examines the efficacy of a group based intervention for 5-year-old children that focuses on basic components of EF (working memory, inhibitory control, cognitive flexibility). The intervention included 12 sessions, lasted 1 month and used low-cost materials. Seventy-five children took part in the study. The results indicate that the children who attended the intervention outperformed controls in simple and more complex EF tasks. Specifically, these children exhibited increased abilities to delay gratification, to control on-going responses, to process and update information, and to manage high cognitive conflict. These results suggest the possibility that this intervention, which may be easily implemented in educational services, can promote EF during preschool period before the entrance in primary school. PMID:25983706

Improving executive function in childhood: evaluation of a training intervention for 5-year-old children.

PubMed

Traverso, Laura; Viterbori, Paola; Usai, Maria Carmen

2015-01-01

Executive function (EF) refers to a set of higher order cognitive processes that control and modulate cognition under continuously changing and multiple task demands. EF plays a central role in early childhood, is associated and predictive of important cognitive achievements and has been recognized as a significant aspect of school readiness. This study examines the efficacy of a group based intervention for 5-year-old children that focuses on basic components of EF (working memory, inhibitory control, cognitive flexibility). The intervention included 12 sessions, lasted 1 month and used low-cost materials. Seventy-five children took part in the study. The results indicate that the children who attended the intervention outperformed controls in simple and more complex EF tasks. Specifically, these children exhibited increased abilities to delay gratification, to control on-going responses, to process and update information, and to manage high cognitive conflict. These results suggest the possibility that this intervention, which may be easily implemented in educational services, can promote EF during preschool period before the entrance in primary school.

Impairment on theory of mind and empathy in patients with stroke.

PubMed

Yeh, Zai-Ting; Tsai, Chung-Fen

2014-08-01

Impaired social function has been described in patients following stroke. The present study was designed to explore the degree of impairment in the ability to infer mental states in others, or cognitive and affective theory of mind, and empathy, in patients with stroke. A total of 34 patients with stroke were compared to 40 control subjects on tasks testing verbal and non-verbal theory of mind and empathy. Results indicated that patients with stroke were significantly impaired in both cognitive and affective theory of mind, even controlling for basic cognitive function and emotional processing. The patients with right stroke had poorer performance than those with left stroke on the cognitive component of non-verbal theory of mind. On the subscale of cognitive empathy, the right stroke group had poorer performance on perspective-taking than the control group. The right hemisphere may play an important role in decoding non-verbal cues to infer others' minds as well as the processing of empathy, especially the ability of perspective-taking. © 2014 The Authors. Psychiatry and Clinical Neurosciences © 2014 Japanese Society of Psychiatry and Neurology.

Cognitive Linguistics and Second Language Learning: Theoretical Basics and Experimental Evidence

ERIC Educational Resources Information Center

Tyler, Andrea

2012-01-01

This book illustrates the ways that cognitive linguistics, a relatively new paradigm in language studies, can illuminate and facilitate language research and teaching. The first part of the book introduces the basics of cognitive linguistic theory in a way that is geared toward second language teachers and researchers. The second part of the book…

"Blame" Concept in Phraseology: Cognitive-Semantic Aspect (Based on the French Language)

ERIC Educational Resources Information Center

Zalavina, Tatyana Y.; Kisel, Olesya V.

2016-01-01

Phraseology is one of the basic and most important objects of study in cognitive linguistics. The article deals with verbal fixed phrases in their correlation with the cognitive structure of knowledge--a concept. The used definitional analysis method to identify the basic notions of the conceptual content of the concept of blame and basic…

Effects of social cognitive impairment on speech disorder in schizophrenia.

PubMed

Docherty, Nancy M; McCleery, Amanda; Divilbiss, Marielle; Schumann, Emily B; Moe, Aubrey; Shakeel, Mohammed K

2013-05-01

Disordered speech in schizophrenia impairs social functioning because it impedes communication with others. Treatment approaches targeting this symptom have been limited by an incomplete understanding of its causes. This study examined the process underpinnings of speech disorder, assessed in terms of communication failure. Contributions of impairments in 2 social cognitive abilities, emotion perception and theory of mind (ToM), to speech disorder were assessed in 63 patients with schizophrenia or schizoaffective disorder and 21 nonpsychiatric participants, after controlling for the effects of verbal intelligence and impairments in basic language-related neurocognitive abilities. After removal of the effects of the neurocognitive variables, impairments in emotion perception and ToM each explained additional variance in speech disorder in the patients but not the controls. The neurocognitive and social cognitive variables, taken together, explained 51% of the variance in speech disorder in the patients. Schizophrenic disordered speech may be less a concomitant of "positive" psychotic process than of illness-related limitations in neurocognitive and social cognitive functioning.

Intercorporeality as a theory of social cognition.

PubMed

Tanaka, Shogo

2015-08-01

The main aim of this article is to revisit Merleau-Ponty's notion of intercorporeality (intercorporéité) and elaborate it as a new theory of social cognition. As is well known, theory of mind has been the central issue in the field of social cognition for more than two decades. In reviewing the basic concepts involved in two major theories (theory theory and simulation theory), I make clear that both theories have been missing the embodied dimension because of their mind-body dualistic supposition. The notion of intercorporeality, in accordance with the recent interaction theory, stresses the role of embodied interactions between the self and the other in the process of social understanding. I develop this notion into two directions and describe the related process of social cognition: one is behavior matching and primordial empathy, the other is interactional synchrony and the sense of mutual understanding. Through these embodied interactions, intersubjective meanings are created and directly shared between the self and the other, without being mediated by mental representations.

The Social Context Network Model in Psychiatric and Neurological Diseases.

PubMed

Baez, Sandra; García, Adolfo M; Ibanez, Agustín

2017-01-01

The role of contextual modulations has been extensively studied in basic sensory and cognitive processes. However, little is known about their impact on social cognition, let alone their disruption in disorders compromising such a domain. In this chapter, we flesh out the social context network model (SCNM), a neuroscientific proposal devised to address the issue. In SCNM terms, social context effects rely on a fronto-temporo-insular network in charge of (a) updating context cues to make predictions, (b) consolidating context-target associative learning, and (c) coordinating internal and external milieus. First, we characterize various social cognition domains as context-dependent phenomena. Then, we review behavioral and neural evidence of social context impairments in behavioral variant frontotemporal dementia (bvFTD) and autism spectrum disorder (ASD), highlighting their relation with key SCNM hubs. Next, we show that other psychiatric and neurological conditions involve context-processing impairments following damage to the brain regions included in the model. Finally, we call for an ecological approach to social cognition assessment, moving beyond widespread abstract and decontextualized methods.

Equilibrium relations and bipolar cognitive mapping for online analytical processing with applications in international relations and strategic decision support.

PubMed

Zhang, Wen-Ran

2003-01-01

Bipolar logic, bipolar sets, and equilibrium relations are proposed for bipolar cognitive mapping and visualization in online analytical processing (OLAP) and online analytical mining (OLAM). As cognitive models, cognitive maps (CMs) hold great potential for clustering and visualization. Due to the lack of a formal mathematical basis, however, CM-based OLAP and OLAM have not gained popularity. Compared with existing approaches, bipolar cognitive mapping has a number of advantages. First, bipolar CMs are formal logical models as well as cognitive models. Second, equilibrium relations (with polarized reflexivity, symmetry, and transitivity), as bipolar generalizations and fusions of equivalence relations, provide a theoretical basis for bipolar visualization and coordination. Third, an equilibrium relation or CM induces bipolar partitions that distinguish disjoint coalition subsets not involved in any conflict, disjoint coalition subsets involved in a conflict, disjoint conflict subsets, and disjoint harmony subsets. Finally, equilibrium energy analysis leads to harmony and stability measures for strategic decision and multiagent coordination. Thus, this work bridges a gap for CM-based clustering and visualization in OLAP and OLAM. Basic ideas are illustrated with example CMs in international relations.

Chronic alcoholism: insights from neurophysiology.

PubMed

Campanella, S; Petit, G; Maurage, P; Kornreich, C; Verbanck, P; Noël, X

2009-01-01

Increasing knowledge of the anatomical structures and cellular processes underlying psychiatric disorders may help bridge the gap between clinical signs and basic physiological processes. Accordingly, considerable insight has been gained in recent years into a common psychiatric condition, i.e., chronic alcoholism. We reviewed various physiological parameters that are altered in chronic alcoholic patients compared to healthy individuals--continuous electroencephalogram, oculomotor measures, cognitive event-related potentials and event-related oscillations--to identify links between these physiological parameters, altered cognitive processes and specific clinical symptoms. Alcoholic patients display: (1) high beta and theta power in the resting electroencephalogram, suggesting hyperarousal of their central nervous system; (2) abnormalities in smooth pursuit eye movements, in saccadic inhibition during antisaccade tasks, and in prepulse inhibition, suggesting disturbed attention modulation and abnormal patterns of prefrontal activation that may stem from the same prefrontal "inhibitory" cortical dysfunction; (3) decreased amplitude for cognitive event-related potentials situated along the continuum of information-processing, suggesting that alcoholism is associated with neurophysiological deficits at the level of the sensory cortex and not only disturbances involving associative cortices and limbic structures; and (4) decreased theta, gamma and delta oscillations, suggesting cognitive disinhibition at a functional level. The heterogeneity of alcoholic disorders in terms of symptomatology, course and outcome is the result of various pathophysiological processes that physiological parameters may help to define. These alterations may be related to precise cognitive processes that could be easily monitored neurophysiologically in order to create more homogeneous subgroups of alcoholic individuals.

Have We Vindicated the Motivational Unconscious Yet? A Conceptual Review

PubMed Central

Billon, Alexandre

2011-01-01

Motivationally unconscious (M-unconscious) states are unconscious states that can directly motivate a subject’s behavior and whose unconscious character typically results from a form of repression. The basic argument for M-unconscious states claims that they provide the best explanation for some seemingly non-rational behaviors, like akrasia, impulsivity, or apparent self-deception. This basic argument has been challenged on theoretical, empirical, and conceptual grounds. Drawing on recent works on apparent self-deception and on the “cognitive unconscious” I assess those objections. I argue that (i) even if there is a good theoretical argument for its existence, (ii) most empirical vindications of the M-unconscious miss their target. (iii) As for the conceptual objections, they compel us to modify the classical picture of the M-unconscious. I conclude that M-unconscious states and processes must be affective states and processes that the subject really feels and experiences – and which are in this sense conscious – even though they are not, or not well, cognitively accessible to him. Dual-process psychology and the literature on cold–hot empathy gaps partly support the existence of such M-unconscious states. PMID:21991258

Training cognitive control in older adults with the space fortress game: the role of training instructions and basic motor ability.

PubMed

Blumen, Helena M; Gopher, Daniel; Steinerman, Joshua R; Stern, Yaakov

2010-01-01

This study examined if and how cognitively healthy older adults can learn to play a complex computer-based action game called the Space Fortress (SF) as a function of training instructions [Standard vs. Emphasis Change (EC); e.g., Gopher et al., 1989] and basic motor ability. A total of 35 cognitively healthy older adults completed a 3-month SF training program with three SF sessions weekly. Twelve 3-min games were played during each session. Basic motor ability was assessed with an aiming task, which required rapidly rotating a spaceship to shoot targets. Older adults showed improved performance on the SF task over time, but did not perform at the same level as younger adults. Unlike studies of younger adults, overall SF performance in older adults was greater following standard instructions than following EC instructions. However, this advantage was primarily due to collecting more bonus points and not - the primary goal of the game - shooting and destroying the fortress, which in contrast benefited from EC instructions. Basic motor ability was low and influenced many different aspects of SF game learning, often interacted with learning rate, and influenced overall SF performance. These findings show that older adults can be trained to deal with the complexity of the SF task but that overall SF performance, and the ability to capitalize on EC instructions, differs when a basic ability such as motor control is low. Hence, the development of this training program as a cognitive intervention that can potentially compensate for age-related cognitive decline should consider that basic motor ability can interact with the efficiency of training instructions that promote the use of cognitive control (e.g., EC instructions) - and the confluence between such basic abilities and higher-level cognitive control abilities should be further examined.

Training Cognitive Control in Older Adults with the Space Fortress Game: The Role of Training Instructions and Basic Motor Ability

PubMed Central

Blumen, Helena M.; Gopher, Daniel; Steinerman, Joshua R.; Stern, Yaakov

2010-01-01

This study examined if and how cognitively healthy older adults can learn to play a complex computer-based action game called the Space Fortress (SF) as a function of training instructions [Standard vs. Emphasis Change (EC); e.g., Gopher et al., 1989] and basic motor ability. A total of 35 cognitively healthy older adults completed a 3-month SF training program with three SF sessions weekly. Twelve 3-min games were played during each session. Basic motor ability was assessed with an aiming task, which required rapidly rotating a spaceship to shoot targets. Older adults showed improved performance on the SF task over time, but did not perform at the same level as younger adults. Unlike studies of younger adults, overall SF performance in older adults was greater following standard instructions than following EC instructions. However, this advantage was primarily due to collecting more bonus points and not – the primary goal of the game – shooting and destroying the fortress, which in contrast benefited from EC instructions. Basic motor ability was low and influenced many different aspects of SF game learning, often interacted with learning rate, and influenced overall SF performance. These findings show that older adults can be trained to deal with the complexity of the SF task but that overall SF performance, and the ability to capitalize on EC instructions, differs when a basic ability such as motor control is low. Hence, the development of this training program as a cognitive intervention that can potentially compensate for age-related cognitive decline should consider that basic motor ability can interact with the efficiency of training instructions that promote the use of cognitive control (e.g., EC instructions) – and the confluence between such basic abilities and higher-level cognitive control abilities should be further examined. PMID:21120135

Prospective memory training in older adults and its relevance for successful aging.

PubMed

Hering, Alexandra; Rendell, Peter G; Rose, Nathan S; Schnitzspahn, Katharina M; Kliegel, Matthias

2014-11-01

In research on cognitive plasticity, two training approaches have been established: (1) training of strategies to improve performance in a given task (e.g., encoding strategies to improve episodic memory performance) and (2) training of basic cognitive processes (e.g., working memory, inhibition) that underlie a range of more complex cognitive tasks (e.g., planning) to improve both the training target and the complex transfer tasks. Strategy training aims to compensate or circumvent limitations in underlying processes, while process training attempts to augment or to restore these processes. Although research on both approaches has produced some promising findings, results are still heterogeneous and the impact of most training regimes for everyday life is unknown. We, therefore, discuss recent proposals of training regimes aiming to improve prospective memory (i.e., forming and realizing delayed intentions) as this type of complex cognition is highly relevant for independent living. Furthermore, prospective memory is associated with working memory and executive functions and age-related decline is widely reported. We review initial evidence suggesting that both training regimes (i.e., strategy and/or process training) can successfully be applied to improve prospective memory. Conceptual and methodological implications of the findings for research on age-related prospective memory and for training research in general are discussed.

Infant motor and cognitive abilities and subsequent executive function.

PubMed

Wu, Meng; Liang, Xi; Lu, Shan; Wang, Zhengyan

2017-11-01

Although executive function (EF) is widely considered crucial to several aspects of life, the mechanisms underlying EF development remain largely unexplored, especially for infants. From a behavioral or neurodevelopmental perspective, motor and general cognitive abilities are linked with EF. EF development is a multistage process that starts with sensorimotor interactive behaviors, which become basic cognitive abilities and, in turn, mature EF. This study aims to examine how infant motor and general cognitive abilities are linked with their EF at 3 years of age. This work also aims to explore the potential processes of EF development from early movement. A longitudinal study was conducted with 96 infants (55 girls and 41 boys). The infants' motor and general cognitive abilities were assessed at 1 and 2 years of age with Bayley Scales of Infant and Toddler Development, Second and Third Editions, respectively. Infants' EFs were assessed at 3 years of age with Working Memory Span task, Day-Night task, Wrapped Gift task, and modified Gift-in-Bag task. Children with higher scores for cognitive ability at 2 years of age performed better in working memory, and children with higher scores for gross motor ability at 2 years performed better in cognitive inhibitory control (IC). Motor ability at 1 year and fine/gross motor ability at 2 years indirectly affected cognitive IC via general cognitive ability at 2 years and working memory. EF development is a multistage process that originates from physical movement to simple cognitive function, and then to complex cognitive function. Infants and toddlers can undergo targeted motor training to promote EF development. Copyright © 2017 Elsevier Inc. All rights reserved.

Using Video Game Telemetry Data to Research Motor Chunking, Action Latencies, and Complex Cognitive-Motor Skill Learning.

PubMed

Thompson, Joseph J; McColeman, C M; Stepanova, Ekaterina R; Blair, Mark R

2017-04-01

Many theories of complex cognitive-motor skill learning are built on the notion that basic cognitive processes group actions into easy-to-perform sequences. The present work examines predictions derived from laboratory-based studies of motor chunking and motor preparation using data collected from the real-time strategy video game StarCraft 2. We examined 996,163 action sequences in the telemetry data of 3,317 players across seven levels of skill. As predicted, the latency to the first action (thought to be the beginning of a chunked sequence) is delayed relative to the other actions in the group. Other predictions, inspired by the memory drum theory of Henry and Rogers, received only weak support. Copyright © 2017 Cognitive Science Society, Inc.

Comparison of Teachers' and School Psychologists' Accuracy in Assigning Basic Academic Tasks to Underlying CHC-Model Cognitive Abilities

ERIC Educational Resources Information Center

Petruccelli, Meredith Lohr; Fiorello, Catherine A.; Thurman, S. Kenneth

2010-01-01

Teacher perceptions of their students' cognitive abilities affect the referrals they make and intervention strategies they implement. In this study, teachers and school psychologists were asked to sort basic academic tasks into categories on the basis of the Cattell-Horn-Carroll (CHC) broad cognitive abilities, such as fluid reasoning and…

Do Different Types of School Mathematics Development Depend on Different Constellations of Numerical versus General Cognitive Abilities?

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Bryant, Joan D.; Schatschneider, Christopher

2010-01-01

The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word…

Developing Connectivist Schemas for Geological and Geomorphological Education

NASA Astrophysics Data System (ADS)

Whalley, B.

2012-12-01

Teaching geology is difficult; students need to grasp changes in time over three dimensions. Furthermore, the scales and rates of change in four dimensions may vary over several orders of magnitude. Geological explanations incorporate ideas from physics, chemistry, biology and engineering, lectures and textbooks provide a basic framework but they need to be amplified by laboratories and fieldwork involving active student participation and engagement. Being shown named 'things' is only a start to being able to being able to inculcate geological thinking that requires a wide and focused viewpoints. Kastens and Ishikawa (2006) suggested five aspects of thinking geologically, summarised as: 1. Observing, describing, recording, communicating geologically entities (ie basic cognitive skills) 2. (mentally) manipulating these entities 3. interpreting them via causal relationships 4. predicting other aspects using the basic knowledge (to create new knowledge) 5. using cognitive strategies to develop new ways of interpreting gained knowledge. These steps can be used follow the sequence from 'known' through 'need to know' to using knowledge to gain better geologic explanation, taken as enquiry-based or problem solving modes of education. These follow ideas from Dewey though Sternberg's 'thinking styles' and Siemens' connectivist approaches. Implementation of this basic schema needs to be structured for students in a complex geological world in line with Edelson's (2006) 'learning for' framework. In a geomorphological setting, this has been done by showing students how to interpret a landscape (landform, section etc) practice their skills and thus gain confidence with a tutor at hand. A web-based device, 'Virtorial' provides scenarios for students to practice interpretation (or even be assessed with). A cognitive tool is provided for landscape interpretation by division into the recognition of 'Materials' (rock, sediments etc), Processes (slope, glacial processes etc) and 'Geometry' (what it looks like). These components provide basic metadata for any landform in a landscape. Thus, the recognition of a landform means much more than a feature; the metadata provide contexts that can be used for interpretation in the field or laboratory, individually or in discussion groups, distance or field learning environments.

"Minding the gap": imagination, creativity and human cognition.

PubMed

Pelaprat, Etienne; Cole, Michael

2011-12-01

Inquiry into the nature of mental images is a major topic in psychology where research is focused on the psychological faculties of imagination and creativity. In this paper, we draw on the work of L.S. Vygotsky to develop a cultural-historical approach to the study of imagination as central to human cognitive processes. We characterize imagination as a process of image making that resolves "gaps" arising from biological and cultural-historical constraints, and that enables ongoing time-space coordination necessary for thought and action. After presenting some basic theoretical considerations, we offer a series of examples to illustrate for the reader the diversity of processes of imagination as image making. Applying our arguments to contemporary digital media, we argue that a cultural-historical approach to image formation is important for understanding how imagination and creativity are distinct, yet inter-penetrating processes.

Cognitive therapy for performance anxiety.

PubMed

Rodebaugh, Thomas L; Chambless, Dianne L

2004-08-01

We present and illustrate the major components of cognitive therapy for performance anxiety, focusing on the performance fears of a client treated with a protocol designed for social phobia. The basic supposition of cognitive theory is that a client's thoughts and beliefs about situations maintain distressing feelings, such as anxiety. Changing these beliefs involves detection and disputation of anxiety-provoking thoughts, as well as testing of these thoughts through exposure to feared situations. Through a process of identifying existing beliefs about performance situations and challenging these beliefs, clients can gain a more realistic and less anxiety-producing perspective on performance tasks. Specific techniques, along with common difficulties and potential solutions, are presented in a detailed case study. Copyright 2004 Wiley Periodicals, Inc.

Social Cognition in Schizophrenia: From Social Stimuli Processing to Social Engagement

PubMed Central

Billeke, Pablo; Aboitiz, Francisco

2013-01-01

Social cognition consists of several skills which allow us to interact with other humans. These skills include social stimuli processing, drawing inferences about others’ mental states, and engaging in social interactions. In recent years, there has been growing evidence of social cognitive impairments in patients with schizophrenia. Apparently, these impairments are separable from general neurocognitive impairments, such as attention, memory, and executive functioning. Moreover, social cognition seems to be a main determinant of functional outcome and could be used as a guide to elaborate new pharmacological and psychological treatments. However, most of these studies focus on individual mechanisms and observational perspectives; only few of them study schizophrenic patients during interactive situations. We first review evidences of social cognitive impairments both in social stimuli processing and in mental state attribution. We focus on the relationship between these functions and both general cognitive impairments and functional outcome. We next review recent game theory approaches to the study of how social engagement occurs in schizophrenic patients. The advantage of using game theory is that game-oriented tasks can assess social decision making in an interactive everyday situation model. Finally, we review proposed theoretical models used to explain social alterations and their underlying biological mechanisms. Based on interactive studies, we propose a framework which takes into account the dynamic nature of social processes. Thus, understanding social skills as a result of dynamical systems could facilitate the development of both basic research and clinical applications oriented to psychiatric populations. PMID:23444313

Moving Toward Integrative, Multidimensional Research in Modern Psychiatry: Lessons Learned From Fragile X Syndrome.

PubMed

Fung, Lawrence K; Reiss, Allan L

2016-07-15

The field of psychiatry is approaching a major inflection point. The basic science behind cognition, emotion, behavior, and social processes has been advancing rapidly in the past 20 years. However, clinical research supporting the classification system in psychiatry has not kept up with these scientific advances. To begin organizing the basic science of psychiatry in a comprehensive manner, we begin by selecting fragile X syndrome, a neurogenetic disease with cognitive-behavioral manifestations, to illustrate key concepts in an integrative, multidimensional model. Specifically, we describe key genetic and molecular mechanisms (e.g., gamma-aminobutyric acidergic dysfunction and metabotropic glutamate receptor 5-associated long-term depression) relevant to the pathophysiology of fragile X syndrome as well as neural correlates of cognitive-behavioral symptoms. We then describe what we have learned from fragile X syndrome that may be applicable to other psychiatric disorders. We conclude this review by discussing current and future opportunities in diagnosing and treating psychiatric diseases. Copyright © 2016 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

Cognition of an expert tackling an unfamiliar conceptual physics problem

NASA Astrophysics Data System (ADS)

Schuster, David; Undreiu, Adriana

2009-11-01

We have investigated and analyzed the cognition of an expert tackling a qualitative conceptual physics problem of an unfamiliar type. Our goal was to elucidate the detailed cognitive processes and knowledge elements involved, irrespective of final solution form, and consider implications for instruction. The basic but non-trivial problem was to find qualitatively the direction of acceleration of a pendulum bob at various stages of its motion, a problem originally studied by Reif and Allen. Methodology included interviews, introspection, retrospection and self-reported metacognition. Multiple facets of cognition were revealed, with different reasoning strategies used at different stages and for different points on the path. An account is given of the zigzag thinking paths and interplay of reasoning modes and schema elements involved. We interpret the cognitive processes in terms of theoretical concepts that emerged, namely: case-based, principle-based, experiential-intuitive and practical-heuristic reasoning; knowledge elements and schemata; activation; metacognition and epistemic framing. The complexity of cognition revealed in this case study contrasts with the tidy principle-based solutions we present to students. The pervasive role of schemata, case-based reasoning, practical heuristic strategies, and their interplay with physics principles is noteworthy, since these aspects of cognition are generally neither recognized nor taught. The schema/reasoning-mode perspective has direct application in science teaching, learning and problem-solving.

Reading a Suspenseful Literary Text Activates Brain Areas Related to Social Cognition and Predictive Inference

PubMed Central

Lehne, Moritz; Engel, Philipp; Rohrmeier, Martin; Menninghaus, Winfried; Jacobs, Arthur M.; Koelsch, Stefan

2015-01-01

Stories can elicit powerful emotions. A key emotional response to narrative plots (e.g., novels, movies, etc.) is suspense. Suspense appears to build on basic aspects of human cognition such as processes of expectation, anticipation, and prediction. However, the neural processes underlying emotional experiences of suspense have not been previously investigated. We acquired functional magnetic resonance imaging (fMRI) data while participants read a suspenseful literary text (E.T.A. Hoffmann's “The Sandman”) subdivided into short text passages. Individual ratings of experienced suspense obtained after each text passage were found to be related to activation in the medial frontal cortex, bilateral frontal regions (along the inferior frontal sulcus), lateral premotor cortex, as well as posterior temporal and temporo-parietal areas. The results indicate that the emotional experience of suspense depends on brain areas associated with social cognition and predictive inference. PMID:25946306

Stanislavsky's system as an enactive guide to embodied cognition?

NASA Astrophysics Data System (ADS)

Clare, Ysabel

2017-01-01

This paper presents a model of the structure of subjective experience derived from the work of Konstantin Stanislavsky, and demonstrates its usefulness as a functional framework of enacted cognitive embodiment by using it to articulate his approach to the process of acting. Research into Stanislavsky's training exercises reveals that they evoke a spatial adpositional conceptualisation of experience. When reflected back onto the practice from which it emerges, this situates the choices made by actors as contributing towards the construction of a stable attention field with which they enter into relationship during performance. It is suggested that the resulting template might clarify conceptual distinctions between practices at the unconscious level, and a brief illustrative comparison between Stanislavsky's and Meisner's practices is essayed. A parallel is drawn throughout with the basic principles of embodied cognition, and correlations found with aspects of Dynamic Field Theory and Wilson's notions of "on-" and "off-line" processing.

Information-Theoretic Properties of Auditory Sequences Dynamically Influence Expectation and Memory

ERIC Educational Resources Information Center

Agres, Kat; Abdallah, Samer; Pearce, Marcus

2018-01-01

A basic function of cognition is to detect regularities in sensory input to facilitate the prediction and recognition of future events. It has been proposed that these implicit expectations arise from an internal predictive coding model, based on knowledge acquired through processes such as statistical learning, but it is unclear how different…

Hands-On Writing: An Alternative Approach to Understanding Art

ERIC Educational Resources Information Center

Barnes, Natalie Selden

2009-01-01

Art is visual literacy, some would say more basic than writing and speaking, because it is not hampered by the barrier of language. The process of creating a visual narrative and understanding visual literacy is multi-faceted. Because similar cognitive strategies are used in the practice of both visual and written literacy, incorporation of…

Objective Observation: A Socially Just Approach to Student Assessment

ERIC Educational Resources Information Center

Moineau, Suzanne; Heisler, Lori

2013-01-01

The authors describe an activity they developed for teacher candidates that: (1) demonstrated the natural tendency of the brain to engage in subjective analysis of human behavior; (2) instructed them on the difference between subjective and objective processing and the basic neurology underlying these cognitive functions; (3) engaged them in a…

Mirroring, Mentalizing, and the Social Neuroscience of Listening

ERIC Educational Resources Information Center

Spunt, Robert P.

2013-01-01

Listening to another speak is a basic process in social cognition. In the social neurosciences, there are relatively few studies that directly bear on listening; however, numerous studies have investigated the neural bases of some of the likely constituents of successful listening. In this article, I review some of this work as it relates to…

A Practical Methodology for the Systematic Development of Multiple Choice Tests.

ERIC Educational Resources Information Center

Blumberg, Phyllis; Felner, Joel

Using Guttman's facet design analysis, four parallel forms of a multiple-choice test were developed. A mapping sentence, logically representing the universe of content of a basic cardiology course, specified the facets of the course and the semantic structural units linking them. The facets were: cognitive processes, disease priority, specific…

Pre-School Students' Informal Acquisitions Regarding the Concepts of Point and Straight Line

ERIC Educational Resources Information Center

Orbay, Keziban; Develi, Mehmet Hikmet

2015-01-01

This study aimed to investigate the informal cognitive structures regarding "point" and "straight line"--two basic and undefined terms of geometry--in children registered in preschool--the previous step before in-class formal education process. The study was conducted with the participation of 50 children enrolled in nursery,…

The Assayer's Scale: Was Intelligence the Ultimate Currency of the Information Age?

ERIC Educational Resources Information Center

Fuller, Renee

1992-01-01

This article considers the role of the basic cognitive unit, called the "story engram," in young children's learning to read, including children ranging in ability from severe mental retardation to giftedness. It illustrates how the "Ball-Stick-Bird" method of beginning reading can facilitate this process because of the…

Research on cognitive, social and cultural processes of written communication.

PubMed

Arroyo González, Rosario; Salvador Mata, Francisco

2009-08-01

This article compiles the investigations carried out by a Research Group of the University of Granada, Spain. Its different projects on writing's cognitive social and cultural processes have been supported by the Spanish Government. This line of research joined together linguistic, psychological, social and cultural contributions to the development of writing from the 1970s. Currently, this line of research develops in collaboration with other European Universities: (a) Interuniversity Centre for Research On Cognitive Processing in Natural and Artificial Systems (ECONA), "La Sapienza" University of Rome (Italy); (b) Anadolu University, (Eskisehir, Turkey); (c) Coimbra University (Portugal); (d) University of Zaragoza (Spain); (e) the Institute of Education of the University of London (United Kingdom). The aforementioned collaboration is materializing into projects like the International Master on Multilingual Writing: Cognitive, Intercultural and Technological Processes of Written Communication ( http://www.multilingualwriting.com ) and the International Congress: Writing in the twenty-first Century: Cognition, Multilinguisim and Technologies, held in Granada ( http://www.asprogrades.org ). This research line is focussed on the development of strategies in writing development, basic to train twenty-first century societies' citizens. In these societies, participation in production media, social exchange and the development of multilingual written communication skills through new computer technologies spread multicultural values. In order to fulfil the social exigencies, it is needed to have the collaboration of research groups for designing and applying international research projects.

Auditory Cortical Plasticity Drives Training-Induced Cognitive Changes in Schizophrenia

PubMed Central

Dale, Corby L.; Brown, Ethan G.; Fisher, Melissa; Herman, Alexander B.; Dowling, Anne F.; Hinkley, Leighton B.; Subramaniam, Karuna; Nagarajan, Srikantan S.; Vinogradov, Sophia

2016-01-01

Schizophrenia is characterized by dysfunction in basic auditory processing, as well as higher-order operations of verbal learning and executive functions. We investigated whether targeted cognitive training of auditory processing improves neural responses to speech stimuli, and how these changes relate to higher-order cognitive functions. Patients with schizophrenia performed an auditory syllable identification task during magnetoencephalography before and after 50 hours of either targeted cognitive training or a computer games control. Healthy comparison subjects were assessed at baseline and after a 10 week no-contact interval. Prior to training, patients (N = 34) showed reduced M100 response in primary auditory cortex relative to healthy participants (N = 13). At reassessment, only the targeted cognitive training patient group (N = 18) exhibited increased M100 responses. Additionally, this group showed increased induced high gamma band activity within left dorsolateral prefrontal cortex immediately after stimulus presentation, and later in bilateral temporal cortices. Training-related changes in neural activity correlated with changes in executive function scores but not verbal learning and memory. These data suggest that computerized cognitive training that targets auditory and verbal learning operations enhances both sensory responses in auditory cortex as well as engagement of prefrontal regions, as indexed during an auditory processing task with low demands on working memory. This neural circuit enhancement is in turn associated with better executive function but not verbal memory. PMID:26152668

Functional specificity in the human brain: A window into the functional architecture of the mind

PubMed Central

Kanwisher, Nancy

2010-01-01

Is the human mind/brain composed of a set of highly specialized components, each carrying out a specific aspect of human cognition, or is it more of a general-purpose device, in which each component participates in a wide variety of cognitive processes? For nearly two centuries, proponents of specialized organs or modules of the mind and brain—from the phrenologists to Broca to Chomsky and Fodor—have jousted with the proponents of distributed cognitive and neural processing—from Flourens to Lashley to McClelland and Rumelhart. I argue here that research using functional MRI is beginning to answer this long-standing question with new clarity and precision by indicating that at least a few specific aspects of cognition are implemented in brain regions that are highly specialized for that process alone. Cortical regions have been identified that are specialized not only for basic sensory and motor processes but also for the high-level perceptual analysis of faces, places, bodies, visually presented words, and even for the very abstract cognitive function of thinking about another person’s thoughts. I further consider the as-yet unanswered questions of how much of the mind and brain are made up of these functionally specialized components and how they arise developmentally. PMID:20484679

Oscillatory mechanisms of process binding in memory.

PubMed

Klimesch, Wolfgang; Freunberger, Roman; Sauseng, Paul

2010-06-01

A central topic in cognitive neuroscience is the question, which processes underlie large scale communication within and between different neural networks. The basic assumption is that oscillatory phase synchronization plays an important role for process binding--the transient linking of different cognitive processes--which may be considered a special type of large scale communication. We investigate this question for memory processes on the basis of different types of oscillatory synchronization mechanisms. The reviewed findings suggest that theta and alpha phase coupling (and phase reorganization) reflect control processes in two large memory systems, a working memory and a complex knowledge system that comprises semantic long-term memory. It is suggested that alpha phase synchronization may be interpreted in terms of processes that coordinate top-down control (a process guided by expectancy to focus on relevant search areas) and access to memory traces (a process leading to the activation of a memory trace). An analogous interpretation is suggested for theta oscillations and the controlled access to episodic memories. Copyright (c) 2009 Elsevier Ltd. All rights reserved.

Cognitive load and autonomic response patterns under negative priming demand in depersonalization-derealization disorder.

PubMed

Lemche, Erwin; Sierra-Siegert, Mauricio; David, Anthony S; Phillips, Mary L; Gasston, David; Williams, Steven C R; Giampietro, Vincent P

2016-04-01

Previous studies have yielded evidence for cognitive processing abnormalities and alterations of autonomic functioning in depersonalization-derealization disorder (DPRD). However, multimodal neuroimaging and psychophysiology studies have not yet been conducted to test for functional and effective connectivity under cognitive stress in patients with DPRD. DPRD and non-referred control subjects underwent a combined Stroop/negative priming task, and the neural correlates of Stroop interference effect, negative priming effect, error rates, cognitive load span and average amplitude of skin conductance responses were ascertained for both groups. Evoked haemodynamic responses for basic Stroop/negative priming activations were compared. For basic Stroop to neutral contrast, patients with DPRD differed in the location (inferior vs. superior lobule) of the parietal region involved, but showed similar activations in the left frontal region. In addition, patients with DPRD also co-activated the dorsomedial prefrontal cortex (BA9) and posterior cingulate cortex (BA31), which were also found to be the main between-group difference regions. These regions furthermore showed connectivity with frequency of depersonalization states. Evoked haemodynamic responses drawn from regions of interest indicated significant between-group differences in 30-40% of time points. Brain-behaviour correlations differed mainly in laterality, yet only slightly in regions. A reversal of autonomic patterning became evident in patients with DPRD for cognitive load spans, indicating less effective arousal suppression under cognitive stress - patients with DPRD showed positive associations of cognitive load with autonomic responses, whereas controls exhibit respective inverse association. Overall, the results of the present study show only minor executive cognitive peculiarities, but further support the notion of abnormalities in autonomic functioning in patients with DPRD. © 2016 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

The effect of visual representation style in problem-solving: a perspective from cognitive processes.

PubMed

Nyamsuren, Enkhbold; Taatgen, Niels A

2013-01-01

Using results from a controlled experiment and simulations based on cognitive models, we show that visual presentation style can have a significant impact on performance in a complex problem-solving task. We compared subject performances in two isomorphic, but visually different, tasks based on a card game of SET. Although subjects used the same strategy in both tasks, the difference in presentation style resulted in radically different reaction times and significant deviations in scanpath patterns in the two tasks. Results from our study indicate that low-level subconscious visual processes, such as differential acuity in peripheral vision and low-level iconic memory, can have indirect, but significant effects on decision making during a problem-solving task. We have developed two ACT-R models that employ the same basic strategy but deal with different presentations styles. Our ACT-R models confirm that changes in low-level visual processes triggered by changes in presentation style can propagate to higher-level cognitive processes. Such a domino effect can significantly affect reaction times and eye movements, without affecting the overall strategy of problem solving.

The Effect of Visual Representation Style in Problem-Solving: A Perspective from Cognitive Processes

PubMed Central

Nyamsuren, Enkhbold; Taatgen, Niels A.

2013-01-01

Using results from a controlled experiment and simulations based on cognitive models, we show that visual presentation style can have a significant impact on performance in a complex problem-solving task. We compared subject performances in two isomorphic, but visually different, tasks based on a card game of SET. Although subjects used the same strategy in both tasks, the difference in presentation style resulted in radically different reaction times and significant deviations in scanpath patterns in the two tasks. Results from our study indicate that low-level subconscious visual processes, such as differential acuity in peripheral vision and low-level iconic memory, can have indirect, but significant effects on decision making during a problem-solving task. We have developed two ACT-R models that employ the same basic strategy but deal with different presentations styles. Our ACT-R models confirm that changes in low-level visual processes triggered by changes in presentation style can propagate to higher-level cognitive processes. Such a domino effect can significantly affect reaction times and eye movements, without affecting the overall strategy of problem solving. PMID:24260415

Emotional Processing, Recognition, Empathy and Evoked Facial Expression in Eating Disorders: An Experimental Study to Map Deficits in Social Cognition

PubMed Central

Cardi, Valentina; Corfield, Freya; Leppanen, Jenni; Rhind, Charlotte; Deriziotis, Stephanie; Hadjimichalis, Alexandra; Hibbs, Rebecca; Micali, Nadia; Treasure, Janet

2015-01-01

Background Difficulties in social cognition have been identified in eating disorders (EDs), but the exact profile of these abnormalities is unclear. The aim of this study is to examine distinct processes of social-cognition in this patient group, including attentional processing and recognition, empathic reaction and evoked facial expression in response to discrete vignettes of others displaying positive (i.e. happiness) or negative (i.e. sadness and anger) emotions. Method One hundred and thirty-eight female participants were included in the study: 73 healthy controls (HCs) and 65 individuals with an ED (49 with Anorexia Nervosa and 16 with Bulimia Nervosa). Self-report and behavioural measures were used. Results Participants with EDs did not display specific abnormalities in emotional processing, recognition and empathic response to others’ basic discrete emotions. However, they had poorer facial expressivity and a tendency to turn away from emotional displays. Conclusion Treatments focusing on the development of non-verbal emotional communication skills might be of benefit for patients with EDs. PMID:26252220

A Cognitive Approach to the Education of Retarded Children

ERIC Educational Resources Information Center

Haywood, H. Carl

1977-01-01

Moderately mentally retarded children can acquire the necessary basic mental operations through a proper progression of mediated learning experiences; once the basic mental operations have been acquired, complex learning can occur because the necessary cognitive tools are present. (JD)

A comprehensive neuropsychological mapping battery for functional magnetic resonance imaging.

PubMed

Karakas, Sirel; Baran, Zeynel; Ceylan, Arzu Ozkan; Tileylioglu, Emre; Tali, Turgut; Karakas, Hakki Muammer

2013-11-01

Existing batteries for FMRI do not precisely meet the criteria for comprehensive mapping of cognitive functions within minimum data acquisition times using standard scanners and head coils. The goal was to develop a battery of neuropsychological paradigms for FMRI that can also be used in other brain imaging techniques and behavioural research. Participants were 61 healthy, young adult volunteers (48 females and 13 males, mean age: 22.25 ± 3.39 years) from the university community. The battery included 8 paradigms for basic (visual, auditory, sensory-motor, emotional arousal) and complex (language, working memory, inhibition/interference control, learning) cognitive functions. Imaging was performed using standard functional imaging capabilities (1.5-T MR scanner, standard head coil). Structural and functional data series were analysed using Brain Voyager QX2.9 and Statistical Parametric Mapping-8. For basic processes, activation centres for individuals were within a distance of 3-11 mm of the group centres of the target regions and for complex cognitive processes, between 7 mm and 15 mm. Based on fixed-effect and random-effects analyses, the distance between the activation centres was 0-4 mm. There was spatial variability between individual cases; however, as shown by the distances between the centres found with fixed-effect and random-effects analyses, the coordinates for individual cases can be used to represent those of the group. The findings show that the neuropsychological brain mapping battery described here can be used in basic science studies that investigate the relationship of the brain to the mind and also as functional localiser in clinical studies for diagnosis, follow-up and pre-surgical mapping. © 2013.

Emotional processing in patients with mild cognitive impairment: the influence of the valence and intensity of emotional stimuli: the valence and intensity of emotional stimuli influence emotional processing in patients with mild cognitive impairment.

PubMed

Sarabia-Cobo, Carmen M; García-Rodríguez, Beatriz; Navas, M José; Ellgring, Heiner

2015-10-15

We studied the ability of individuals with mild cognitive impairment (MCI) to process emotional facial expressions (EFEs). To date, no systematic study has addressed how variation in intensity affects recognition of the different type of EFEs in such subjects. Two groups of 50 elderly subjects, 50 healthy individuals and 50 with MCI, completed a task that involved identifying 180 EFEs prepared using virtual models. Two features of the EFEs were contemplated, their valence (operationalized in six basic emotions) and five levels of intensity. At all levels of intensity, elderly individuals with MCI were significantly worse at identifying each EFE than healthy subjects. Some emotions were easier to identify than others, with happiness proving to be the easiest to identify and disgust the hardest, and intensity influenced the identification of the EFEs (the stronger the intensity, the greater the number of correct identifications). Overall, elderly individuals with MCI had a poorer capacity to process EFEs, suggesting that cognitive ability modulates the processing of emotions, where features of such stimuli also seem to play a prominent role (e.g., valence and intensity). Thus, the neurological substrates involved in emotional processing appear to be affected by MCI. Copyright © 2015 Elsevier B.V. All rights reserved.

A comparative psychophysical approach to visual perception in primates.

PubMed

Matsuno, Toyomi; Fujita, Kazuo

2009-04-01

Studies on the visual processing of primates, which have well developed visual systems, provide essential information about the perceptual bases of their higher-order cognitive abilities. Although the mechanisms underlying visual processing are largely shared between human and nonhuman primates, differences have also been reported. In this article, we review psychophysical investigations comparing the basic visual processing that operates in human and nonhuman species, and discuss the future contributions potentially deriving from such comparative psychophysical approaches to primate minds.

Mild Traumatic Brain Injury Pocket Guide (CONUS)

DTIC Science & Technology

2010-01-01

Cognitive Rehab Driving Following TBI Patient Education Clinical Tools and Resources Report Documentation Page Form ApprovedOMB No. 0704-0188 Public... Rehab Driving Following TBI Patient Education Clinical Tools and Resources 2 3 TBI Basics VA/DoD CPG Management of Headaches Management of Other...Symptoms ICD-9 Coding Cognitive Rehab Driving Following TBI Patient Education Clinical Tools and Resources TBI BASICS 4 5 TBI BASICS dod definition

Assessing children’s empathy through a Spanish adaptation of the Basic Empathy Scale: parent’s and child’s report forms

PubMed Central

Sánchez-Pérez, Noelia; Fuentes, Luis J.; Jolliffe, Darrick; González-Salinas, Carmen

2014-01-01

The aim of the current research was to study cognitive and affective empathy in children aged 6–12 years old, and their associations with children’s family environment and social adjustment. For this purpose, we developed the Spanish version of the Basic Empathy Scale (BES), self- and parent-report forms. Factorial analyses confirmed a two-component model of empathy in both self- and parent-report forms. Concordance between parent–child measures of empathy was low for cognitive and affective factors. Analyses of variance on the cognitive and affective components brought a significant effect of age for self-reported cognitive empathy, with older children scoring higher than younger ones. Gender brought out a significant principal effect for self-reported affective empathy, with girls scoring higher than boys. No other main effects were found for age and gender for the rest of the factors analyzed. Children’s empathy was associated with socioeconomic status and other family socialization processes, as well as children’ social behaviors. Overall the new measures provided a coherent view of empathy in middle childhood and early adolescence when measured through self and parent reports, and illustrate the similarity of the validity of the BES in a European-Spanish culture. PMID:25566121

Performance-based interpretation bias in clinically anxious youths: relationships with attention, anxiety, and negative cognition.

PubMed

Rozenman, Michelle; Amir, Nader; Weersing, V Robin

2014-09-01

This preliminary investigation sought to examine basic interpretive biases, as assessed via performance-based means, in the context of anxious symptomatology, attention, and negative cognition in children and adolescents. At a single assessment, 26 youths diagnosed with primary separation anxiety, social phobia, or generalized anxiety disorder completed performance-based assessments of interpretation and attention. Youths and parents also completed diagnostic interviews and youths completed a measure of negative self-statements. Components of interpretation (threat-valence judgments and speed of responding) were examined, and interpretation was explored as a correlate of youth anxiety, attention bias, and negative self-statements. Results found percentage of negative interpretations endorsed as the strongest predictor of anxiety symptoms; this index was also correlated with attention bias. Slower rejection of benign interpretations was also associated with youth-reported negative self-statements.This initial investigation provides support for a relationship between interpretation bias and anxiety and preliminary evidence for a relationship between attention and interpretation biases. Continued research dismantling the stages of basic cognition within the chain of information processing may provide a better understanding of the mechanisms underlying anxiety disorders in youths and lead to continued development and refinement of cognitive interventions. Copyright © 2014. Published by Elsevier Ltd.

Neuroscientific Model of Motivational Process

PubMed Central

Kim, Sung-il

2013-01-01

Considering the neuroscientific findings on reward, learning, value, decision-making, and cognitive control, motivation can be parsed into three sub processes, a process of generating motivation, a process of maintaining motivation, and a process of regulating motivation. I propose a tentative neuroscientific model of motivational processes which consists of three distinct but continuous sub processes, namely reward-driven approach, value-based decision-making, and goal-directed control. Reward-driven approach is the process in which motivation is generated by reward anticipation and selective approach behaviors toward reward. This process recruits the ventral striatum (reward area) in which basic stimulus-action association is formed, and is classified as an automatic motivation to which relatively less attention is assigned. By contrast, value-based decision-making is the process of evaluating various outcomes of actions, learning through positive prediction error, and calculating the value continuously. The striatum and the orbitofrontal cortex (valuation area) play crucial roles in sustaining motivation. Lastly, the goal-directed control is the process of regulating motivation through cognitive control to achieve goals. This consciously controlled motivation is associated with higher-level cognitive functions such as planning, retaining the goal, monitoring the performance, and regulating action. The anterior cingulate cortex (attention area) and the dorsolateral prefrontal cortex (cognitive control area) are the main neural circuits related to regulation of motivation. These three sub processes interact with each other by sending reward prediction error signals through dopaminergic pathway from the striatum and to the prefrontal cortex. The neuroscientific model of motivational process suggests several educational implications with regard to the generation, maintenance, and regulation of motivation to learn in the learning environment. PMID:23459598

Neuroscientific model of motivational process.

PubMed

Kim, Sung-Il

2013-01-01

Considering the neuroscientific findings on reward, learning, value, decision-making, and cognitive control, motivation can be parsed into three sub processes, a process of generating motivation, a process of maintaining motivation, and a process of regulating motivation. I propose a tentative neuroscientific model of motivational processes which consists of three distinct but continuous sub processes, namely reward-driven approach, value-based decision-making, and goal-directed control. Reward-driven approach is the process in which motivation is generated by reward anticipation and selective approach behaviors toward reward. This process recruits the ventral striatum (reward area) in which basic stimulus-action association is formed, and is classified as an automatic motivation to which relatively less attention is assigned. By contrast, value-based decision-making is the process of evaluating various outcomes of actions, learning through positive prediction error, and calculating the value continuously. The striatum and the orbitofrontal cortex (valuation area) play crucial roles in sustaining motivation. Lastly, the goal-directed control is the process of regulating motivation through cognitive control to achieve goals. This consciously controlled motivation is associated with higher-level cognitive functions such as planning, retaining the goal, monitoring the performance, and regulating action. The anterior cingulate cortex (attention area) and the dorsolateral prefrontal cortex (cognitive control area) are the main neural circuits related to regulation of motivation. These three sub processes interact with each other by sending reward prediction error signals through dopaminergic pathway from the striatum and to the prefrontal cortex. The neuroscientific model of motivational process suggests several educational implications with regard to the generation, maintenance, and regulation of motivation to learn in the learning environment.

The decade 1989-1998 in Spanish psychology: an analysis of research in basic psychological processes, history of psychology, and other related topics.

PubMed

Igoa, J M

2001-11-01

This article presents a review of research published by Spanish Faculty from the area of basic psychology in the decade 1989-1998. It provides information about research on basic psychological processes commonly studied under the labels of experimental and cognitive psychology, plus a number of topics from other research areas, including some applied psychology issues. The review analyzes the work of 241 faculty members from 27 different Spanish universities, as reflected in 1,882 published papers, book chapters, and books. The analyses carried out in this report include a description of the main research trends found in each area, with some representative references of the published materials, and statistics showing the distribution of this research work in various relevant publications (both Spanish and foreign), with figures that reveal the impact of this work both at a national and international scale.

Mechanisms of Memory Dysfunction during High Altitude Hypoxia Training in Military Aircrew.

PubMed

Nation, Daniel A; Bondi, Mark W; Gayles, Ellis; Delis, Dean C

2017-01-01

Cognitive dysfunction from high altitude exposure is a major cause of civilian and military air disasters. Pilot training improves recognition of the early symptoms of altitude exposure so that countermeasures may be taken before loss of consciousness. Little is known regarding the nature of cognitive impairments manifesting within this critical window when life-saving measures may still be taken. Prior studies evaluating cognition during high altitude simulation have predominantly focused on measures of reaction time and other basic attention or motor processes. Memory encoding, retention, and retrieval represent critical cognitive functions that may be vulnerable to acute hypoxic/ischemic events and could play a major role in survival of air emergencies, yet these processes have not been studied in the context of high altitude simulation training. In a series of experiments, military aircrew underwent neuropsychological testing before, during, and after brief (15 min) exposure to high altitude simulation (20,000 ft) in a pressure-controlled chamber. Acute exposure to high altitude simulation caused rapid impairment in learning and memory with relative preservation of basic visual and auditory attention. Memory dysfunction was predominantly characterized by deficiencies in memory encoding, as memory for information learned during high altitude exposure did not improve after washout at sea level. Retrieval and retention of memories learned shortly before altitude exposure were also impaired, suggesting further impairment in memory retention. Deficits in memory encoding and retention are rapidly induced upon exposure to high altitude, an effect that could impact life-saving situational awareness and response. (JINS, 2017, 23, 1-10).

Perceptual Anomalies in Schizophrenia: Integrating Phenomenology and Cognitive Neuroscience

PubMed Central

Uhlhaas, Peter J.; Mishara, Aaron L.

2007-01-01

From phenomenological and experimental perspectives, research in schizophrenia has emphasized deficits in “higher” cognitive functions, including attention, executive function, as well as memory. In contrast, general consensus has viewed dysfunctions in basic perceptual processes to be relatively unimportant in the explanation of more complex aspects of the disorder, including changes in self-experience and the development of symptoms such as delusions. We present evidence from phenomenology and cognitive neuroscience that changes in the perceptual field in schizophrenia may represent a core impairment. After introducing the phenomenological approach to perception (Husserl, the Gestalt School), we discuss the views of Paul Matussek, Klaus Conrad, Ludwig Binswanger, and Wolfgang Blankenburg on perception in schizophrenia. These 4 psychiatrists describe changes in perception and automatic processes that are related to the altered experience of self. The altered self-experience, in turn, may be responsible for the emergence of delusions. The phenomenological data are compatible with current research that conceptualizes dysfunctions in perceptual processing as a deficit in the ability to combine stimulus elements into coherent object representations. Relationships of deficits in perceptual organization to cognitive and social dysfunction as well as the possible neurobiological mechanisms are discussed. PMID:17118973

Response-Conflict Moderates the Cognitive Control of Episodic and Contextual Load in Older Adults

PubMed Central

Eich, Teal S.; Rakitin, Brian C.

2016-01-01

Objectives: Decline in cognitive control is one of the primary cognitive changes in normal aging. Reaching a consensus regarding the nature of these age-related changes, however, is complicated by the complexity of cognitive control as a construct. Methods: Healthy older and younger adults participated in a multifactorial test of cognitive control. Within participants, the procedure varied as a function of the amount contextual load, episodic load, and response-conflict load present. Results: We found that older adults showed impaired performance relative to younger adults. We also found, however, that the response selection process underlying the response-conflict manipulation was a major moderator of age-related differences in both the contextual and episodic load conditions—suggesting a hierarchical organization. Discussion: These findings are consistent with previous findings, suggesting that deficits in cognitive control in older adults are directly related to the resolution of response-conflict and that other apparent deficits may be derivative upon the more basic response-conflict related deficit. PMID:26224757

Left ventricular mass, blood pressure, and lowered cognitive performance in the Framingham offspring.

PubMed

Elias, Merrill F; Sullivan, Lisa M; Elias, Penelope K; D'Agostino, Ralph B; Wolf, Philip A; Seshadri, Sudha; Au, Rhoda; Benjamin, Emelia J; Vasan, Ramachandran S

2007-03-01

The purpose of this study was to determine whether echocardiographic left ventricular mass is related to cognitive performance beyond casual blood pressure adjusting for the influence of other vascular risk factors. We used multivariable regression analyses to relate left ventricular mass assessed at a routine examination (1995-1998) to measures of cognitive ability obtained routinely (1998-2001) in 1673 Framingham Offspring Study participants (56% women; mean age: 57 years) free from stroke, transient ischemic attack, and dementia. We adjusted for the following covariates hierarchically: (1) age, education, sex, body weight, height, interval between left ventricular mass measurement and neuropsychological testing (basic model); (2) basic model+blood pressure+treatment for hypertension; and (3) basic model+blood pressure+treatment for hypertension+vascular risk factors and prevalent cardiovascular disease. For the basic model, left ventricular mass was inversely associated with abstract reasoning (similarities), visual-spatial memory and organization, and verbal memory. For the basic model+blood pressure+treatment for hypertension, left ventricular mass was inversely associated with similarities and visual-spatial memory and organization. For the basic+blood pressure+treatment for hypertension+risk factors+cardiovascular disease model, no significant associations were observed. Echocardiographic left ventricular mass is associated with cognitive performance beyond casual and time-averaged systolic blood pressure, but this association is attenuated and rendered nonsignificant with additional adjustment for cardiovascular risk factors and cardiovascular disease, thus suggesting that these variables play an important role in mediating the association between left ventricular mass and cognition.

Executive functions and basic symptoms in adolescent antisocial behavior: a cross-sectional study on an Italian sample of late-onset offenders.

PubMed

Muscatello, Maria Rosaria A; Scimeca, Giuseppe; Pandolfo, Gianluca; Micò, Umberto; Romeo, Vincenzo M; Mallamace, Domenico; Mento, Carmela; Zoccali, Rocco; Bruno, Antonio

2014-04-01

Executive cognitive functions (ECFs) and other cognitive impairments, such as lower IQ and verbal deficits, have been associated with the pattern of antisocial and delinquent behavior starting in childhood (early-onset), but not with late-onset antisocial behavior. Beyond objective measures of ECF, basic symptoms are prodromal, subjectively experienced cognitive, perceptual, affective, and social disturbances, associated with a range of psychiatric disorders, mainly with psychosis. The goal of the present study was to examine ECF and basic symptoms in a sample of late-onset juvenile delinquents. Two-hundred nine male adolescents (aged 15-20 years) characterized by a pattern of late-onset delinquent behavior with no antecedents of Conduct Disorder, were consecutively recruited from the Social Services of the Department of Juvenile Justice of the city of Messina (Italy), and compared with nonantisocial controls matched for age, educational level, and socio-demographic features on measures for ECF dysfunction and basic symptoms. Significant differences between late-onset offenders (completers=147) and control group (n=150) were found on ECF and basic symptoms measures. Chi-square analysis showed that a significantly greater number of late-onset offending participants scored in the clinical range on several ECF measures. Executive cognitive impairment, even subtle and subclinical, along with subjective symptoms of cognitive dysfunction (basic symptom), may be contributing factor in the development and persistence of antisocial behaviors displayed by late-onset adolescent delinquents. The findings also suggest the need for additional research aimed to assess a broader range of cognitive abilities and specific vulnerability and risk factors for late-onset adolescent offenders. Copyright © 2014 Elsevier Inc. All rights reserved.

Frame of reference for electronic maps - The relevance of spatial cognition, mental rotation, and componential task analysis

NASA Technical Reports Server (NTRS)

Wickens, Christopher D.; Aretz, Anthony; Harwood, Kelly

1989-01-01

Three experiments are reported that examine the difference between north-up and track-up maps for airborne navigation. The results of the first two experiments, conducted in a basic laboratory setting, identified the cost associated with mental rotation, when a north-up map is used. However, the data suggest that these costs are neither large nor consistent. The third experiment examined a range of tasks in a higher fidelity helicopter flight simulation, and associated the costs of north-up maps with a cognitive component related to orientation, and the costs of track-up maps with a cognitive component related to inconsistent landmark location. Different tasks are associated with different dependence on these components. The results are discussed in terms of their implications for map design, and for cognitive models of navigational processes.

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

PubMed

Fuchs, Lynn S; Geary, David C; Compton, Donald L; Fuchs, Douglas; Hamlett, Carol L; Seethaler, Pamela M; Bryant, Joan D; Schatschneider, Christopher

2010-11-01

The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Development was indexed by latent change scores, and the interplay between numerical and domain-general abilities was analyzed by multiple regression. Results suggest that the development of different types of formal school mathematics depends on different constellations of numerical versus general cognitive abilities. When controlling for 8 domain-general abilities, both aspects of basic numerical cognition were uniquely predictive of procedural calculations and word problems development. Yet, for procedural calculations development, the additional amount of variance explained by the set of domain-general abilities was not significant, and only counting span was uniquely predictive. By contrast, for word problems development, the set of domain-general abilities did provide additional explanatory value, accounting for about the same amount of variance as the basic numerical cognition variables. Language, attentive behavior, nonverbal problem solving, and listening span were uniquely predictive.

Do Different Types of School Mathematics Development Depend on Different Constellations of Numerical versus General Cognitive Abilities?

PubMed Central

Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Bryant, Joan D.; Schatschneider, Christopher

2010-01-01

The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (n=280; 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations (PCs), and word problems (WPs) in fall and then reassessed on PCs and WPs in spring. Development was indexed via latent change scores, and the interplay between numerical and domain-general abilities was analyzed via multiple regression. Results suggest that the development of different types of formal school mathematics depends on different constellations of numerical versus general cognitive abilities. When controlling for 8 domain-general abilities, both aspects of basic numerical cognition were uniquely predictive of PC and WP development. Yet, for PC development, the additional amount of variance explained by the set of domain-general abilities was not significant, and only counting span was uniquely predictive. By contrast, for WP development, the set of domain- general abilities did provide additional explanatory value, accounting for about the same amount of variance as the basic numerical cognition variables. Language, attentive behavior, nonverbal problem solving, and listening span were uniquely predictive. PMID:20822213

Cognitive debiasing 1: origins of bias and theory of debiasing.

PubMed

Croskerry, Pat; Singhal, Geeta; Mamede, Sílvia

2013-10-01

Numerous studies have shown that diagnostic failure depends upon a variety of factors. Psychological factors are fundamental in influencing the cognitive performance of the decision maker. In this first of two papers, we discuss the basics of reasoning and the Dual Process Theory (DPT) of decision making. The general properties of the DPT model, as it applies to diagnostic reasoning, are reviewed. A variety of cognitive and affective biases are known to compromise the decision-making process. They mostly appear to originate in the fast intuitive processes of Type 1 that dominate (or drive) decision making. Type 1 processes work well most of the time but they may open the door for biases. Removing or at least mitigating these biases would appear to be an important goal. We will also review the origins of biases. The consensus is that there are two major sources: innate, hard-wired biases that developed in our evolutionary past, and acquired biases established in the course of development and within our working environments. Both are associated with abbreviated decision making in the form of heuristics. Other work suggests that ambient and contextual factors may create high risk situations that dispose decision makers to particular biases. Fatigue, sleep deprivation and cognitive overload appear to be important determinants. The theoretical basis of several approaches towards debiasing is then discussed. All share a common feature that involves a deliberate decoupling from Type 1 intuitive processing and moving to Type 2 analytical processing so that eventually unexamined intuitive judgments can be submitted to verification. This decoupling step appears to be the critical feature of cognitive and affective debiasing.

Diagnostic reasoning: where we've been, where we're going.

PubMed

Monteiro, Sandra M; Norman, Geoffrey

2013-01-01

Recently, clinical diagnostic reasoning has been characterized by "dual processing" models, which postulate a fast, unconscious (System 1) component and a slow, logical, analytical (System 2) component. However, there are a number of variants of this basic model, which may lead to conflicting claims. This paper critically reviews current theories and evidence about the nature of clinical diagnostic reasoning. We begin by briefly discussing the history of research in clinical reasoning. We then focus more specifically on the evidence to support dual-processing models. We conclude by identifying knowledge gaps about clinical reasoning and provide suggestions for future research. In contrast to work on analytical and nonanalytical knowledge as a basis for reasoning, these theories focus on the thinking process, not the nature of the knowledge retrieved. Ironically, this appears to be a revival of an outdated concept. Rather than defining diagnostic performance by problem-solving skills, it is now being defined by processing strategy. The version of dual processing that has received most attention in the literature in medical diagnosis might be labeled a "default/interventionist" model,(17) which suggests that a default system of cognitive processes (System 1) is responsible for cognitive biases that lead to diagnostic errors and that System 2 intervenes to correct these errors. Consequently, from this model, the best strategy for reducing errors is to make students aware of the biases and to encourage them to rely more on System 2. However, an accumulation of evidence suggests that (a) strategies directed at increasing analytical (System 2) processing, by slowing down, reducing distractions, paying conscious attention, and (b) strategies directed at making students aware of the effect of cognitive biases, have no impact on error rates. Conversely, strategies based on increasing application of relevant knowledge appear to have some success and are consistent with basic research on concept formation.

Face puzzle—two new video-based tasks for measuring explicit and implicit aspects of facial emotion recognition

PubMed Central

Kliemann, Dorit; Rosenblau, Gabriela; Bölte, Sven; Heekeren, Hauke R.; Dziobek, Isabel

2013-01-01

Recognizing others' emotional states is crucial for effective social interaction. While most facial emotion recognition tasks use explicit prompts that trigger consciously controlled processing, emotional faces are almost exclusively processed implicitly in real life. Recent attempts in social cognition suggest a dual process perspective, whereby explicit and implicit processes largely operate independently. However, due to differences in methodology the direct comparison of implicit and explicit social cognition has remained a challenge. Here, we introduce a new tool to comparably measure implicit and explicit processing aspects comprising basic and complex emotions in facial expressions. We developed two video-based tasks with similar answer formats to assess performance in respective facial emotion recognition processes: Face Puzzle, implicit and explicit. To assess the tasks' sensitivity to atypical social cognition and to infer interrelationship patterns between explicit and implicit processes in typical and atypical development, we included healthy adults (NT, n = 24) and adults with autism spectrum disorder (ASD, n = 24). Item analyses yielded good reliability of the new tasks. Group-specific results indicated sensitivity to subtle social impairments in high-functioning ASD. Correlation analyses with established implicit and explicit socio-cognitive measures were further in favor of the tasks' external validity. Between group comparisons provide first hints of differential relations between implicit and explicit aspects of facial emotion recognition processes in healthy compared to ASD participants. In addition, an increased magnitude of between group differences in the implicit task was found for a speed-accuracy composite measure. The new Face Puzzle tool thus provides two new tasks to separately assess explicit and implicit social functioning, for instance, to measure subtle impairments as well as potential improvements due to social cognitive interventions. PMID:23805122

M30. Cortical Thickness Patterns of Cognitive Impairment in Schizophrenia

PubMed Central

Pinnock, Farena; Hanford, Lindsay; Heinrichs, R. Walter

2017-01-01

Abstract Background: Schizophrenia is characterized by both psychotic illness and cognitive impairment, but it is unclear whether they represent related yet distinct disease processes. There is evidence to suggest dissociation. For example, cognitive impairment occurs in schizophrenia patients during both active psychosis and symptom remission. However, the shared or nonshared neural underpinnings of cognition and psychotic psychopathology are also unclear despite findings of multi-focal cortical thinning in the illness. Accordingly, this study sampled patients and controls with a broad range of cognitive ability to examine relations between cortical thickness and cognitive performance with and without the presence of psychotic illness. Our basic questions were: do regional thickness values primarily index the psychotic disease process or cognitive performance and to what extent do disease and performance interact? Methods: Cognitive functioning of patients diagnosed with schizophrenia or schizoaffective disorder (n = 61) and healthy controls (n = 40) were assessed with the MATRICS Consensus Cognitive Battery (MCCB). Neuroimaging data were obtained with a 3T General Electric System MRI scanner, and cortical thickness was calculated using Freesurfer. General linear models were conducted to examine relations and interactions between cortical thickness, diagnosis, and cognition. Results: Cortical thickness and cognitive performance on MCCB subscales and overall composite score were positively correlated in 34 brain regions, predominantly in the frontal, parietal, and temporal brain areas, irrespective of diagnostic status. Patients showed the same cortical thickness-cognitive performance relationship as controls, but had significantly reduced thickness in 27/34 of these regions despite similar behavioral performance. An interaction of diagnosis, cognition, and cortical thickness was found in the parahippocampal and left caudal middle frontal gyri only. Lastly, there were several regions of reduced cortical thickness among patients with no corresponding relationship to cognitive performance. Conclusion: These findings suggest that despite their high rates of co-occurrence, cognitive impairment and psychosis may be partially independent pathologies of the schizophrenia disease process. Cortical thickness varies with cognition in both schizophrenia patients and healthy controls, but remains significantly reduced in patients. This occurs even when cognitive performance is largely equalized between patients and controls. These findings are consistent with recent neurogenetic research linking liability to schizophrenia with cortical abnormalities including thinning, reduced synaptic structure and excessive pruning. The results point to the importance of studying cognition and psychotic symptoms as potentially separable processes that may also represent independent treatment targets.

Psychopathic Personality Traits Associated with Abnormal Selective Attention and Impaired Cognitive Control

PubMed Central

Sadeh, Naomi; Verona, Edelyn

2008-01-01

The current study investigated how mechanisms of attention that have been well-characterized in the cognitive psychology literature (Lavie, Hirst, De Fockert, & Viding, 2004; Maylor & Lavie, 1998) may be differentially associated with psychopathic traits in non-incarcerated men. Previous research on cognition and psychopathy indicates that primary psychopathic traits are associated with over-focused attention and/or reduced processing of information peripheral to the focus of attention. Conversely, deficits in executive functioning, such as working memory and cognitive control, are implicated in secondary psychopathic traits. Results revealed a significant relationship between traits typically associated with primary psychopathy (e.g., low anxiety, social dominance, fearlessness, callousness) and reduced processing of task-irrelevant distractors, suggesting diminished basic attentional capacity among individuals high on these traits. In contrast, some characteristics linked to secondary psychopathy (e.g., social alienation, cynicism) showed a positive relationship with impaired working memory functioning, indicative of deficits in cognitive control, whereas other traits (i.e., self-centeredness, antagonism) did not. These results suggest that psychopathic traits are differentially related to selective impairments in attentional functioning, which may help explain the observed heterogeneity in psychopathic manifestations. PMID:18763886

Basic Guidelines for Brain-Compatible Classrooms: Theory to Praxis.

ERIC Educational Resources Information Center

Liston, Delores D.

This paper reviews recent findings in the field of neuroscience that may have a direct impact on specific methodologies and practices in education. It focuses on five concepts from neuroscience: (1) the mind-brain processes symbolic information; (2) neurons are imbued with an epistemic hunger and the mind-brain with a cognitive imperative to learn…

The Role of Emotion in Word Learning

ERIC Educational Resources Information Center

Doan, S. N.

2010-01-01

The way in which emotion interacts with cognition has been of great interest to researchers for hundreds of years. Emotion has been shown to play an important role in attention, learning and memory. However, the way in which emotion influences the basic process of word learning in infancy has largely been ignored. In the current paper, the…

The Meanings Attributed to Writing Skills in English by Turkish Children: A Concept Map Study

ERIC Educational Resources Information Center

Erginer, Ergin; Yar, Veda

2013-01-01

One of the four basic language skills of children, writing, is central to expressing themselves and to developing high level thinking capabilities. Competence in writing is a rather complex learning structure in which cognitive and, especially, psycho-motor learning processes are intensively employed and it further needs to be fed by perceptive…

So What's the Big Idea? Using Graphic Organizers to Guide Writing for Secondary Students with Learning and Behavioral Issues

ERIC Educational Resources Information Center

Sundeen, Todd H.

2007-01-01

Writing expressive essays is especially difficult for many students with learning and behavior difficulties. They struggle not only with basic writing skills such as spelling, sentence formation, capitalization, and handwriting, but also with the cognitive processes of writing such as planning, organizing, and writing (Schumaker & Deshler, 2003).…

An Information Theoretic Analysis of Classification Sorting and Cognition by Ninth Grade Children within a Piagetian Setting.

ERIC Educational Resources Information Center

Dunlop, David Livingston

The purpose of this study was to use an information theoretic memory model to quantitatively investigate classification sorting and recall behaviors of various groups of students. The model provided theorems for the determination of information theoretic measures from which inferences concerning mental processing were made. The basic procedure…

The Event-Related Brain Potential as an Index of Information Processing and Cognitive Activity: A Program of Basic Research.

DTIC Science & Technology

1986-02-20

related brain potential at the Joint EEG Society/ ohp hysioogical Society (ERP) and measures of the electromyogram Meeting. Bristol (England), 1983. and...proving the memory representation of the task ( mem - manipulations of primary-task difficulty attenuated ory data limits). If the P300 amplitude does in

The uncertainty processing theory of motivation.

PubMed

Anselme, Patrick

2010-04-02

Most theories describe motivation using basic terminology (drive, 'wanting', goal, pleasure, etc.) that fails to inform well about the psychological mechanisms controlling its expression. This leads to a conception of motivation as a mere psychological state 'emerging' from neurophysiological substrates. However, the involvement of motivation in a large number of behavioural parameters (triggering, intensity, duration, and directedness) and cognitive abilities (learning, memory, decision, etc.) suggest that it should be viewed as an information processing system. The uncertainty processing theory (UPT) presented here suggests that motivation is the set of cognitive processes allowing organisms to extract information from the environment by reducing uncertainty about the occurrence of psychologically significant events. This processing of information is shown to naturally result in the highlighting of specific stimuli. The UPT attempts to solve three major problems: (i) how motivations can affect behaviour and cognition so widely, (ii) how motivational specificity for objects and events can result from nonspecific neuropharmacological causal factors (such as mesolimbic dopamine), and (iii) how motivational interactions can be conceived in psychological terms, irrespective of their biological correlates. The UPT is in keeping with the conceptual tradition of the incentive salience hypothesis while trying to overcome the shortcomings inherent to this view. Copyright 2009 Elsevier B.V. All rights reserved.

Playing an action video game reduces gender differences in spatial cognition.

PubMed

Feng, Jing; Spence, Ian; Pratt, Jay

2007-10-01

We demonstrate a previously unknown gender difference in the distribution of spatial attention, a basic capacity that supports higher-level spatial cognition. More remarkably, we found that playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability, a higher-level process in spatial cognition. After only 10 hr of training with an action video game, subjects realized substantial gains in both spatial attention and mental rotation, with women benefiting more than men. Control subjects who played a non-action game showed no improvement. Given that superior spatial skills are important in the mathematical and engineering sciences, these findings have practical implications for attracting men and women to these fields.

Linking ADHD to the Neural Circuitry of Attention

PubMed Central

Mueller, Adrienne; Hong, David S.; Shepard, Steven; Moore, Tirin

2017-01-01

ADHD is a complex condition with a heterogeneous presentation. Current diagnosis is primarily based on subjective experience and observer reports of behavioral symptoms – an approach that has significant limitations. Many studies show that individuals with ADHD exhibit poorer performance on cognitive tasks than neurotypical controls, and at least seven main functional domains appear implicated in ADHD. We discuss the underlying neural mechanisms of cognitive functions associated with ADHD with emphasis on the neural basis of selective attention, demonstrating the feasibility of basic research approaches for further understanding cognitive behavioral processes as they relate to human psychopathology. The study of circuit-level mechanisms underlying executive functions in nonhuman primates holds promise for advancing our understanding, and ultimately the treatment, of ADHD. PMID:28483638

Cognitive factors affecting children's nonsymbolic and symbolic magnitude judgment abilities: A latent profile analysis.

PubMed

Chew, Cindy S; Forte, Jason D; Reeve, Robert A

2016-12-01

Early math abilities are claimed to be linked to magnitude representation ability. Some claim that nonsymbolic magnitude abilities scaffold the acquisition of symbolic (Arabic number) magnitude abilities and influence math ability. Others claim that symbolic magnitude abilities, and ipso facto math abilities, are independent of nonsymbolic abilities and instead depend on the ability to process number symbols (e.g., 2, 7). Currently, the issue of whether symbolic abilities are or are not related to nonsymbolic abilities, and the cognitive factors associated with nonsymbolic-symbolic relationships, remains unresolved. We suggest that different nonsymbolic-symbolic relationships reside within the general magnitude ability distribution and that different cognitive abilities are likely associated with these different relationships. We further suggest that the different nonsymbolic-symbolic relationships and cognitive abilities in combination differentially predict math abilities. To test these claims, we used latent profile analysis to identify nonsymbolic-symbolic judgment patterns of 124, 5- to 7-year-olds. We also assessed four cognitive factors (visuospatial working memory [VSWM], naming numbers, nonverbal IQ, and basic reaction time [RT]) and two math abilities (number transcoding and single-digit addition abilities). Four nonsymbolic-symbolic ability profiles were identified. Naming numbers, VSWM, and basic RT abilities were differentially associated with the different ability profiles and in combination differentially predicted math abilities. Findings show that different patterns of nonsymbolic-symbolic magnitude abilities can be identified and suggest that an adequate account of math development should specify the inter-relationship between cognitive factors and nonsymbolic-symbolic ability patterns. Copyright © 2016 Elsevier Inc. All rights reserved.

The Basic Writer as Reluctant Oralist.

ERIC Educational Resources Information Center

Villanueva, Victor

By identifying speculations concerning cognitive abilities and cognition's relation to culture, this paper outlines some of the work surrounding basic writers and speaking-writing relationships. Beginning with a discussion of the differences between speaking and writing popularized by Mina Shaughnessy, the paper goes on to examine studies that…

Basic Cognitive Neuroscience of Memory and Self-Appraisals in PTSD

DTIC Science & Technology

2014-02-01

Control condition. In the High Self Efficacy condition, individuals were asked to recall three autobiographical memories associated with success and......DATE 2. REPORT TYPE Annual 3. DATES COVERED 15 JAN 2013-14 JAN 2014 4. TITLE AND SUBTITLE Basic Cognitive Neuroscience of Memory and Self

Dyslexia and dyscalculia: two learning disorders with different cognitive profiles.

PubMed

Landerl, Karin; Fussenegger, Barbara; Moll, Kristina; Willburger, Edith

2009-07-01

This study tests the hypothesis that dyslexia and dyscalculia are associated with two largely independent cognitive deficits, namely a phonological deficit in the case of dyslexia and a deficit in the number module in the case of dyscalculia. In four groups of 8- to 10-year-olds (42 control, 21 dyslexic, 20 dyscalculic, and 26 dyslexic/dyscalculic), phonological awareness, phonological and visual-spatial short-term and working memory, naming speed, and basic number processing skills were assessed. A phonological deficit was found for both dyslexic groups, irrespective of additional arithmetic deficits, but not for the dyscalculia-only group. In contrast, deficits in processing of symbolic and nonsymbolic magnitudes were observed in both groups of dyscalculic children, irrespective of additional reading difficulties, but not in the dyslexia-only group. Cognitive deficits in the comorbid dyslexia/dyscalculia group were additive; that is, they resulted from the combination of two learning disorders. These findings suggest that dyslexia and dyscalculia have separable cognitive profiles, namely a phonological deficit in the case of dyslexia and a deficient number module in the case of dyscalculia.

Anthropomorphic reasoning about neuromorphic AGI safety

NASA Astrophysics Data System (ADS)

Jilk, David J.; Herd, Seth J.; Read, Stephen J.; O'Reilly, Randall C.

2017-11-01

One candidate approach to creating artificial general intelligence (AGI) is to imitate the essential computations of human cognition. This process is sometimes called 'reverse-engineering the brain' and the end product called 'neuromorphic.' We argue that, unlike with other approaches to AGI, anthropomorphic reasoning about behaviour and safety concerns is appropriate and crucial in a neuromorphic context. Using such reasoning, we offer some initial ideas to make neuromorphic AGI safer. In particular, we explore how basic drives that promote social interaction may be essential to the development of cognitive capabilities as well as serving as a focal point for human-friendly outcomes.

Categorical Perception Beyond the Basic Level: The Case of Warm and Cool Colors.

PubMed

Holmes, Kevin J; Regier, Terry

2017-05-01

Categories can affect our perception of the world, rendering between-category differences more salient than within-category ones. Across many studies, such categorical perception (CP) has been observed for the basic-level categories of one's native language. Other research points to categorical distinctions beyond the basic level, but it does not demonstrate CP for such distinctions. Here we provide such a demonstration. Specifically, we show CP in English speakers for the non-basic distinction between "warm" and "cool" colors, claimed to represent the earliest stage of color lexicon evolution. Notably, the advantage for discriminating colors that straddle the warm-cool boundary was restricted to the right visual field-the same behavioral signature previously observed for basic-level categories. This pattern held in a replication experiment with increased power. Our findings show that categorical distinctions beyond the basic-level repertoire of one's native language are psychologically salient and may be spontaneously accessed during normal perceptual processing. Copyright © 2016 Cognitive Science Society, Inc.

Cognitive skills assessment during robot-assisted surgery: separating the wheat from the chaff.

PubMed

Guru, Khurshid A; Esfahani, Ehsan T; Raza, Syed J; Bhat, Rohit; Wang, Katy; Hammond, Yana; Wilding, Gregory; Peabody, James O; Chowriappa, Ashirwad J

2015-01-01

To investigate the utility of cognitive assessment during robot-assisted surgery (RAS) to define skills in terms of cognitive engagement, mental workload, and mental state; while objectively differentiating between novice and expert surgeons. In all, 10 surgeons with varying operative experience were assigned to beginner (BG), combined competent and proficient (CPG), and expert (EG) groups based on the Dreyfus model. The participants performed tasks for basic, intermediate and advanced skills on the da Vinci Surgical System. Participant performance was assessed using both tool-based and cognitive metrics. Tool-based metrics showed significant differences between the BG vs CPG and the BG vs EG, in basic skills. While performing intermediate skills, there were significant differences only on the instrument-to-instrument collisions between the BG vs CPG (2.0 vs 0.2, P = 0.028), and the BG vs EG (2.0 vs 0.1, P = 0.018). There were no significant differences between the CPG and EG for both basic and intermediate skills. However, using cognitive metrics, there were significant differences between all groups for the basic and intermediate skills. In advanced skills, there were no significant differences between the CPG and the EG except time (1116 vs 599.6 s), using tool-based metrics. However, cognitive metrics revealed significant differences between both groups. Cognitive assessment of surgeons may aid in defining levels of expertise performing complex surgical tasks once competence is achieved. Cognitive assessment may be used as an adjunct to the traditional methods for skill assessment during RAS. © 2014 The Authors. BJU International © 2014 BJU International.

Social Cognition Deficits: Current Position and Future Directions for Neuropsychological Interventions in Cerebrovascular Disease.

PubMed

Njomboro, Progress

2017-01-01

Neuropsychological assessments of cognitive dysfunction in cerebrovascular illness commonly target basic cognitive functions involving aspects of memory, attention, language, praxis, and number processing. Here, I highlight the clinical importance of often-neglected social cognition functions. These functions recruit a widely distributed neural network, making them vulnerable in most cerebrovascular diseases. Sociocognitive deficits underlie most of the problematic social conduct observed in patients and are associated with more negative clinical outcomes (compared to nonsocial cognitive deficits). In clinical settings, social cognition deficits are normally gleaned from collateral information from caregivers or from indirect inferences made from patients' performance on standard nonsocial cognitive tests. Information from these sources is however inadequate. I discuss key social cognition functions, focusing initially on deficits in emotion perception and theory of mind, two areas that have gained sizeable attention in neuroscientific research, and then extend the discussion into relatively new, less covered but crucial functions involving empathic behaviour, social awareness, social judgements, and social decision making. These functions are frequently impaired following neurological change. At present, a wide range of psychometrically robust social cognition tests is available, and this review also makes the case for their inclusion in neuropsychological assessments.

Social Cognition Deficits: Current Position and Future Directions for Neuropsychological Interventions in Cerebrovascular Disease

PubMed Central

2017-01-01

Neuropsychological assessments of cognitive dysfunction in cerebrovascular illness commonly target basic cognitive functions involving aspects of memory, attention, language, praxis, and number processing. Here, I highlight the clinical importance of often-neglected social cognition functions. These functions recruit a widely distributed neural network, making them vulnerable in most cerebrovascular diseases. Sociocognitive deficits underlie most of the problematic social conduct observed in patients and are associated with more negative clinical outcomes (compared to nonsocial cognitive deficits). In clinical settings, social cognition deficits are normally gleaned from collateral information from caregivers or from indirect inferences made from patients' performance on standard nonsocial cognitive tests. Information from these sources is however inadequate. I discuss key social cognition functions, focusing initially on deficits in emotion perception and theory of mind, two areas that have gained sizeable attention in neuroscientific research, and then extend the discussion into relatively new, less covered but crucial functions involving empathic behaviour, social awareness, social judgements, and social decision making. These functions are frequently impaired following neurological change. At present, a wide range of psychometrically robust social cognition tests is available, and this review also makes the case for their inclusion in neuropsychological assessments. PMID:28729755

The Event Related Brain Potential as an Index of Information Processing, Cognitive Activity, and Skill Acquisition: A Program of Basic Research.

DTIC Science & Technology

1983-10-01

representations in memory as multidimensional "traces" containing infqrmation on both semantic and nonsemantic attributes. Isolation in this study results...effect and induced amnesia : Production by manipulation of sound intensity. Journal of Experimental Psychology: Human Learning and Memory , 1, 614-628...Thomson, D.M. (1973). Encoding specificity and retrieval processes in episodic memory . Psychological Review, 80, 352-373. .. -- "V- - ’. 4 -- .7 ’. ... . n

Cognitive modifiability of children with developmental disabilities: a multicentre study using Feuerstein's Instrumental Enrichment--Basic program.

PubMed

Kozulin, A; Lebeer, J; Madella-Noja, A; Gonzalez, F; Jeffrey, I; Rosenthal, N; Koslowsky, M

2010-01-01

The study aimed at exploring the effectiveness of cognitive intervention with the new "Instrumental Enrichment Basic" program (IE-basic), based on Feuerstein's theory of structural cognitive modifiability that contends that a child's cognitive functioning can be significantly modified through mediated learning intervention. The IE-basic progam is aimed at enhancing domain-general cognitive functioning in a number of areas (systematic perception, self-regulation abilities, conceptual vocabulary, planning, decoding emotions and social relations) as well as transferring learnt principles to daily life domains. Participants were children with DCD, CP, intellectual impairment of genetic origin, autistic spectrum disorder, ADHD or other learning disorders, with a mental age of 5-7 years, from Canada, Chile, Belgium, Italy and Israel. Children in the experimental groups (N=104) received 27-90 h of the program during 30-45 weeks; the comparison groups (N=72) received general occupational and sensory-motor therapy. Analysis of the pre- to post-test gain scores demonstrated significant (p<0.05) advantage of experimental over comparison groups in three WISC-R subtests ("Similarities", "Picture Completion", "Picture Arrangement") and Raven Coloured Matrices. Effect sizes ranged from 0.3 to 0.52. Results suggest that it is possible to improve cognitive functioning of children with developmental disability. No advantage was found for children with specific aetiology. Greater cognitive gains were demonstrated by children who received the program in an educational context where all teachers were committed to the principles of mediated learning. Copyright 2009 Elsevier Ltd. All rights reserved.

Simulation-Based Assessment Identifies Longitudinal Changes in Cognitive Skills in an Anesthesiology Residency Training Program.

PubMed

Sidi, Avner; Gravenstein, Nikolaus; Vasilopoulos, Terrie; Lampotang, Samsun

2017-06-02

We describe observed improvements in nontechnical or "higher-order" deficiencies and cognitive performance skills in an anesthesia residency cohort for a 1-year time interval. Our main objectives were to evaluate higher-order, cognitive performance and to demonstrate that simulation can effectively serve as an assessment of cognitive skills and can help detect "higher-order" deficiencies, which are not as well identified through more traditional assessment tools. We hypothesized that simulation can identify longitudinal changes in cognitive skills and that cognitive performance deficiencies can then be remediated over time. We used 50 scenarios evaluating 35 residents during 2 subsequent years, and 18 of those 35 residents were evaluated in both years (post graduate years 3 then 4) in the same or similar scenarios. Individual basic knowledge and cognitive performance during simulation-based scenarios were assessed using a 20- to 27-item scenario-specific checklist. Items were labeled as basic knowledge/technical (lower-order cognition) or advanced cognitive/nontechnical (higher-order cognition). Identical or similar scenarios were repeated annually by a subset of 18 residents during 2 successive academic years. For every scenario and item, we calculated group error scenario rate (frequency) and individual (resident) item success. Grouped individuals' success rates are calculated as mean (SD), and item success grade and group error rates are calculated and presented as proportions. For all analyses, α level is 0.05. Overall PGY4 residents' error rates were lower and success rates higher for the cognitive items compared with technical item performance in the operating room and resuscitation domains. In all 3 clinical domains, the cognitive error rate by PGY4 residents was fairly low (0.00-0.22) and the cognitive success rate by PGY4 residents was high (0.83-1.00) and significantly better compared with previous annual assessments (P < 0.05). Overall, there was an annual decrease in error rates for 2 years, primarily driven by decreases in cognitive errors. The most commonly observed cognitive error types remained anchoring, availability bias, premature closure, and confirmation bias. Simulation-based assessments can highlight cognitive performance areas of relative strength, weakness, and progress in a resident or resident cohort. We believe that they can therefore be used to inform curriculum development including activities that require higher-level cognitive processing.

Daily Fluctuations in Everyday Cognition: Is It Meaningful?

PubMed

Gamaldo, Alyssa A; Allaire, Jason C

2016-08-01

This study examined whether there are daily fluctuations in everyday cognition that are consistent with daily fluctuations often observed in traditional measures of basic cognitive abilities. Two hundred six independently living older adults (age range = 60-91 years) were asked to complete a computerized cognitive battery over eight occasions within a 2- to 3-week period. Using multilevel model, significant within-person variability was observed across the Daily Everyday Cognition Assessment (DECA; 46%), with 54% between-person variability. At each occasion, better performance on the DECA was significantly associated with better performance on simple reaction time ( p < .01) and memory (Auditory Verbal Learning Task, p < .01) even after accounting for time, age, education, and performance on other cognitive measures. These findings demonstrate that within-person performance fluctuations can be observed for everyday cognition tasks, and these fluctuations are consistent with daily changes in basic cognitive abilities. © The Author(s) 2015.

Effects of age on cognitive control during semantic categorization.

PubMed

Mudar, Raksha A; Chiang, Hsueh-Sheng; Maguire, Mandy J; Spence, Jeffrey S; Eroh, Justin; Kraut, Michael A; Hart, John

2015-01-01

We used event-related potentials (ERPs) to study age effects of perceptual (basic-level) vs. perceptual-semantic (superordinate-level) categorization on cognitive control using the go/nogo paradigm. Twenty-two younger (11 M; 21 ± 2.2 years) and 22 older adults (9 M; 63 ± 5.8 years) completed two visual go/nogo tasks. In the single-car task (SiC) (basic), go/nogo responses were made based on single exemplars of a car (go) and a dog (nogo). In the object animal task (ObA) (superordinate), responses were based on multiple exemplars of objects (go) and animals (nogo). Each task consisted of 200 trials: 160 (80%) 'go' trials that required a response through button pressing and 40 (20%) 'nogo' trials that required inhibition/withholding of a response. ERP data revealed significantly reduced nogo-N2 and nogo-P3 amplitudes in older compared to younger adults, whereas go-N2 and go-P3 amplitudes were comparable in both groups during both categorization tasks. Although the effects of categorization levels on behavioral data and P3 measures were similar in both groups with longer response times, lower accuracy scores, longer P3 latencies, and lower P3 amplitudes in ObA compared to SiC, N2 latency revealed age group differences moderated by the task. Older adults had longer N2 latency for ObA compared to SiC, in contrast, younger adults showed no N2 latency difference between SiC and ObA. Overall, these findings suggest that age differentially affects neural processing related to cognitive control during semantic categorization. Furthermore, in older adults, unlike in younger adults, levels of categorization modulate neural processing related to cognitive control even at the early stages (N2). Published by Elsevier B.V.

Intentionality as a link between the neuropsychology and the symptoms of schizophrenia.

PubMed

Kaiser, Stefan; Weisbrod, Matthias

2007-01-01

Cognitive deficits are an important feature of schizophrenia, particularly in the areas of working memory and executive function. However, their relationship to other clinical dimensions of the illness has remained elusive. We suggest that a phenomenological exploration of disordered intentionality in schizophrenia symptoms might provide us with a framework for understanding the role of cognitive deficits. We propose an understanding of intentionality as having a layered structure, which facilitates a mapping onto neuropsychological concepts. A disturbance of basic intentional processes can explain some of the 'positive' symptoms of schizophrenia. We focus on the temporal aspect of intentionality, which will be related to recent conceptions of prefrontal cortical function as the temporal organization of thought and behavior. A compensation of these basic disturbances leads to a 'minimization of change', which can explain some of the 'negative' symptoms. The compensatory strategies are thought to rely on the higher-order executive functions of the prefrontal cortex. These are also disturbed in schizophrenia, which often renders the process of compensation ineffective, leading to a fragmentation of thought and behavior. Thus the concept of intentionality might help us relate different aspects of prefrontal dysfunction to specific schizophrenic symptom clusters. (c) 2007 S. Karger AG, Basel.

Cognitive neuroscience of cognitive retraining for addiction medicine: From mediating mechanisms to questions of efficacy.

PubMed

Gladwin, Thomas E; Wiers, Corinde E; Wiers, Reinout W

2016-01-01

Cognitive retraining or cognitive bias modification (CBM) involves having subjects repeatedly perform a computerized task designed to reduce the impact of automatic processes that lead to harmful behavior. We first discuss the theory underlying CBM and provide a brief overview of important research progress in its application to addiction. We then focus on cognitive- and neural-mediating mechanisms. We consider recent criticism of both CBM and its theoretical foundations. Evaluations of CBM could benefit from considering theory-driven factors that may determine variations in efficacy, such as motivation. Concerning theory, while there is certainly room for fundamental advances in current models, we argue that the basic view of impulsive behavior and its control remains a useful and productive heuristic. Finally, we briefly discuss some interesting new directions for CBM research: enhancement of training via transcranial direct current stimulation, online training, and gamification, i.e., the use of gameplay elements to increase motivation. © 2016 Elsevier B.V. All rights reserved.

Introduction. Back to nurture: cross-cultural research as a paradigm for understanding bio-cultural dynamics of cognitive ageing.

PubMed

Luszcz, Mary

2006-01-01

One of the earliest and most persistent inquiries in developmental psychology is that of the relative contributions of nature and nurture to human ontogeny. One way of studying this distinction is by doing cross-cultural studies, in which culture provides a powerful way to operationalize the influence of nurture. The purpose is to provide some background to the emergence of the field of cross-cultural gerontological research, as a prelude to the special series of papers on cognitive ageing and culture from the laboratory of Park and Nisbett and their colleagues. A qualitative review of theoretical notions about cross-cultural differences provides an introduction and orientation to papers dealing with aspects of cognitive ageing, including picture naming specificity, source memory, use of categorical information in free recall, and perceptions of stereotypes of older and younger adults. Most of the research on cognitive ageing has focused on Western cultures and has assumed universality in the operation of the cognitive system. If culture makes a difference, a plausible hypothesis might be that, with ageing, any effects of culture on cognitive processes would become more apparent, due to older adults' increased exposure to their culture, and that these might be limited to the pragmatics of intelligence or crystallized abilities. The papers presented demonstrate that for some cognitive processes, i.e., source memory and free recall, cultural invariance, or universality of cognitive ageing, was observed. Further, stereotypes of both cultures shifted with advancing age from positive to increasingly negative views for mental and physical domains. A modest interaction of age and culture was observed in social and emotional domains, where stereotypes were relatively neutral, except for a small positive bias among the young Chinese participants for both older and younger adults. Marked cultural differences were seen in naming specificity and in the use of categories to structure the recall process. Claims have been made about universals of cognitive function, particularly for basic cognitive processes. These results challenge that view. Cross-cultural research has begun to reshape the way we think about cognitive ageing.

Cognitive debiasing 1: origins of bias and theory of debiasing

PubMed Central

Croskerry, Pat; Singhal, Geeta; Mamede, Sílvia

2013-01-01

Numerous studies have shown that diagnostic failure depends upon a variety of factors. Psychological factors are fundamental in influencing the cognitive performance of the decision maker. In this first of two papers, we discuss the basics of reasoning and the Dual Process Theory (DPT) of decision making. The general properties of the DPT model, as it applies to diagnostic reasoning, are reviewed. A variety of cognitive and affective biases are known to compromise the decision-making process. They mostly appear to originate in the fast intuitive processes of Type 1 that dominate (or drive) decision making. Type 1 processes work well most of the time but they may open the door for biases. Removing or at least mitigating these biases would appear to be an important goal. We will also review the origins of biases. The consensus is that there are two major sources: innate, hard-wired biases that developed in our evolutionary past, and acquired biases established in the course of development and within our working environments. Both are associated with abbreviated decision making in the form of heuristics. Other work suggests that ambient and contextual factors may create high risk situations that dispose decision makers to particular biases. Fatigue, sleep deprivation and cognitive overload appear to be important determinants. The theoretical basis of several approaches towards debiasing is then discussed. All share a common feature that involves a deliberate decoupling from Type 1 intuitive processing and moving to Type 2 analytical processing so that eventually unexamined intuitive judgments can be submitted to verification. This decoupling step appears to be the critical feature of cognitive and affective debiasing. PMID:23882089

Option generation in decision making: ideation beyond memory retrieval

PubMed Central

Del Missier, Fabio; Visentini, Mimì; Mäntylä, Timo

2015-01-01

According to prescriptive decision theories, the generation of options for choice is a central aspect of decision making. A too narrow representation of the problem may indeed limit the opportunity to evaluate promising options. However, despite the theoretical and applied significance of this topic, the cognitive processes underlying option generation are still unclear. In particular, while a cued recall account of option generation emphasizes the role of memory and executive control, other theoretical proposals stress the importance of ideation processes based on various search and thinking processes. Unfortunately, relevant behavioral evidence on the cognitive processes underlying option generation is scattered and inconclusive. In order to reach a better understanding, we carried out an individual-differences study employing a wide array of cognitive predictors, including measures of episodic memory, semantic memory, cognitive control, and ideation fluency. The criterion tasks consisted of three different poorly-structured decision-making scenarios, and the participants were asked to generate options to solve these problems. The main criterion variable of the study was the number of valid options generated, but also the diversity and the quality of generated options were examined. The results showed that option generation fluency and diversity in the context of ill-structured decision making are supported by ideation ability even after taking into account the effects of individual differences in several other aspects of cognitive functioning. Thus, ideation processes, possibly supported by search and thinking processes, seem to contribute to option generation beyond basic associative memory retrieval. The findings of the study also indicate that generating more options may have multifaceted consequences for choice, increasing the quality of the best option generated but decreasing the mean quality of the options in the generated set. PMID:25657628

Option generation in decision making: ideation beyond memory retrieval.

PubMed

Del Missier, Fabio; Visentini, Mimì; Mäntylä, Timo

2014-01-01

According to prescriptive decision theories, the generation of options for choice is a central aspect of decision making. A too narrow representation of the problem may indeed limit the opportunity to evaluate promising options. However, despite the theoretical and applied significance of this topic, the cognitive processes underlying option generation are still unclear. In particular, while a cued recall account of option generation emphasizes the role of memory and executive control, other theoretical proposals stress the importance of ideation processes based on various search and thinking processes. Unfortunately, relevant behavioral evidence on the cognitive processes underlying option generation is scattered and inconclusive. In order to reach a better understanding, we carried out an individual-differences study employing a wide array of cognitive predictors, including measures of episodic memory, semantic memory, cognitive control, and ideation fluency. The criterion tasks consisted of three different poorly-structured decision-making scenarios, and the participants were asked to generate options to solve these problems. The main criterion variable of the study was the number of valid options generated, but also the diversity and the quality of generated options were examined. The results showed that option generation fluency and diversity in the context of ill-structured decision making are supported by ideation ability even after taking into account the effects of individual differences in several other aspects of cognitive functioning. Thus, ideation processes, possibly supported by search and thinking processes, seem to contribute to option generation beyond basic associative memory retrieval. The findings of the study also indicate that generating more options may have multifaceted consequences for choice, increasing the quality of the best option generated but decreasing the mean quality of the options in the generated set.

The illusion of the positive: the impact of natural and induced mood on older adults' false recall.

PubMed

Emery, Lisa; Hess, Thomas M; Elliot, Tonya

2012-11-01

Recent research suggests that affective and motivational processes can influence age differences in memory. In the current study, we examine the impact of both natural and induced mood state on age differences in false recall. Older and younger adults performed a version of the Deese-Roediger-McDermott (DRM; Roediger & McDermott, 1995 , Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 803) false memory paradigm in either their natural mood state or after a positive or negative mood induction. Results indicated that, after accounting for age differences in basic cognitive function, age-related differences in positive mood during the testing session were related to increased false recall in older adults. Inducing older adults into a positive mood also exacerbated age differences in false memory. In contrast, veridical recall did not appear to be systematically influenced by mood. Together, these results suggest that positive mood states can impact older adults' information processing and potentially increase underlying cognitive age differences.

Three treatments for bilingual children with primary language impairment: Examining cross-linguistic and cross-domain effects

PubMed Central

Ebert, Kerry Danahy; Kohnert, Kathryn; Pham, Giang; Disher, Jill Rentmeester; Payesteh, Bita

2014-01-01

Purpose This study examines the absolute and relative effects of three different treatment programs for school-aged bilingual children with primary or specific language impairment (PLI). It serves to expand the evidence base on which service providers can base treatment decisions. It also explores hypothesized relations between languages and cognition in bilinguals with PLI. Method Fifty-nine school-aged Spanish-English bilingual children with PLI were assigned to receive nonlinguistic cognitive processing, English, bilingual (Spanish-English), or deferred treatment. Participants in each of the three active treatments received treatment administered by nationally certified speech-language pathologists. Pre- and post-treatment assessments measured change in nonlinguistic cognitive processing, English, and Spanish skills, and analyses examined change within and across both treatment groups and skill domains. Results All active treatment groups made significant pre- to post-treatment improvement on multiple outcome measures. There were fewer significant changes in Spanish than in English across groups. Between group comparisons indicate that the active treatment groups generally outperformed the deferred treatment control, reaching statistical significance for two tasks. Conclusions Results provide insight into cross-language transfer in bilingual children and advance understanding of the general PLI profile with respect to relationships between basic cognitive processing and higher level language skills. PMID:23900032

The influence of pets on infants' processing of cat and dog images.

PubMed

Hurley, Karinna B; Kovack-Lesh, Kristine A; Oakes, Lisa M

2010-12-01

We examined how experience at home with pets is related to infants' processing of animal stimuli in a standard laboratory procedure. We presented 6-month-old infants with photographs of cats or dogs and found that infants with pets at home (N=40) responded differently to the pictures than infants without pets (N=40). These results suggest that infants' experience in one context (at home) contributes to their processing of similar stimuli in a different context (the laboratory), and have implications for how infants' early experience shapes basic cognitive processing. Copyright © 2010 Elsevier Inc. All rights reserved.

The Influence of Pets on Infants’ Processing of Cat and Dog Images

PubMed Central

Hurley, Karinna B.; Kovack-Lesh, Kristine A.; Oakes, Lisa M.

2010-01-01

We examined how experience at home with pets is related to infants’ processing of animal stimuli in a standard laboratory procedure. We presented 6-month-old infants with photographs of cats or dogs and found that infants with pets at home (N = 40) responded differently to the pictures than infants without pets (N = 40). These results suggest that infants’ experience in one context (at home) contributes to their processing of similar stimuli in a different context (the lab), and have implications for how infants’ early experience shapes basic cognitive processing. PMID:20728223

Cognition-based development and evaluation of ergonomic user interfaces for medical image processing and archiving systems.

PubMed

Demiris, A M; Meinzer, H P

1997-01-01

Whether or not a computerized system enhances the conditions of work in the application domain, very much demands on the user interface. Graphical user interfaces seem to attract the interest of the users but mostly ignore some basic rules of visual information processing thus leading to systems which are difficult to use, lowering productivity and increasing working stress (cognitive and work load). In this work we present some fundamental ergonomic considerations and their application to the medical image processing and archiving domain. We introduce the extensions to an existing concept needed to control and guide the development of GUIs with respect to domain specific ergonomics. The suggested concept, called Model-View-Controller Constraints (MVCC), can be used to programmatically implement ergonomic constraints, and thus has some advantages over written style guides. We conclude with the presentation of existing norms and methods to evaluate user interfaces.

The Event-Related Brain Potential as an Index of Information Processing and Cognitive Activity: A Program of Basic Research.

DTIC Science & Technology

1988-02-29

reciprocity: An event- related brain potentials analysis. Acta Psychologica. Submitted for publication. 21. Stolar, N., Sparenborg, S., Donchin, E...in press) argued that it is a manifestation of a process related to the updating of models of the environment or context in working memory. Such an...suggemng " ees ud e may involve working memory, but they do am hold any privileged relation to working memory.u However, he immedi- ately proceeds to narrow

[Basic symptoms in schizophrenia, their clinical study and relevance in research].

PubMed

Miret, Salvador; Fatjó-Vilas, Mar; Peralta, Víctor; Fañanás, Lourdes

2016-01-01

Basic symptoms consist of subtle sub-clinical disturbances subjectively experienced by schizophrenia patients. These are mainly related to drive, affect, thinking and language, perception, memory, motor action, central vegetative functions, control of cognitive processes, and stress tolerance. Initially described by Huber, from a phenomenological approach, basic symptoms are part of the earliest features of schizophrenia, and they can evolve along the course of the disorder. Their assessment during the prodromal phase of the disease (together with ultra-high risk criteria) is one of the 2 main approaches that allow the definition of states of clinical risk for the development of psychosis. The present review provides an updated view of the concept of basic symptoms, highlighting its potential value in establishing neurobiological correlates of interest in aetiopathogenic research. Copyright © 2015 SEP y SEPB. Published by Elsevier España. All rights reserved.

The Translation of Cognitive Paradigms for Patient Research

PubMed Central

Luck, Steven J.; Gold, James M.

2008-01-01

Many cognitive tasks have been developed by basic scientists to isolate and measure specific cognitive processes in healthy young adults, and these tasks have the potential to provide important information about cognitive dysfunction in psychiatric disorders, both in psychopathology research and in clinical trials. However, several practical and conceptual challenges arise in translating these tasks for patient research. Here we outline a paradigm development strategy—which involves iteratively testing modifications of the tasks in college students, in older healthy adults, and in patients—that we have used to successfully translate a large number of cognitive tasks for use in schizophrenia patients. This strategy makes it possible to make the tasks patient friendly while maintaining their cognitive precision. We also outline several measurement issues that arise in these tasks, including differences in baseline performance levels and speed-accuracy trade-offs, and we provide suggestions for addressing these issues. Finally, we present examples of 2 experiments, one of which exemplifies our recommendations regarding measurement issues and was a success and one of which was a painful but informative failure. PMID:18487226

Social cognition and African American men: The roles of perceived discrimination and experimenter race on task performance.

PubMed

Nagendra, Arundati; Twery, Benjamin L; Neblett, Enrique W; Mustafic, Hasan; Jones, Tevin S; Gatewood, D'Angelo; Penn, David L

2018-01-01

The Social Cognition Psychometric Evaluation (SCOPE) study consists of a battery of eight tasks selected to measure social-cognitive deficits in individuals with schizophrenia. The battery is currently in a multisite validation process. While the SCOPE study collects basic demographic data, more nuanced race-related factors might artificially inflate cross-cultural differences in social cognition. As an initial step, we investigated whether race, independent of mental illness status, affects performance on the SCOPE battery. Thus, we examined the effects of perceived discrimination and experimenter race on the performance of 51 non-clinical African American men on the SCOPE battery. Results revealed that these factors impacted social cognitive task performance. Specifically, participants performed better on a skills-based task factor in the presence of Black experimenters, and frequency of perceived racism predicted increased perception of hostility in negative interpersonal situations with accidental causes. Thus, race-related factors are important to identify and explore in the measurement of social cognition in African Americans. Copyright © 2017 Elsevier B.V. All rights reserved.

Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load

ERIC Educational Resources Information Center

Sweller, John

2010-01-01

In cognitive load theory, element interactivity has been used as the basic, defining mechanism of intrinsic cognitive load for many years. In this article, it is suggested that element interactivity underlies extraneous cognitive load as well. By defining extraneous cognitive load in terms of element interactivity, a distinct relation between…

Reprint of: Semantic impairment disrupts perception, memory, and naming of secondary but not primary colours.

PubMed

Rogers, Timothy T; Graham, Kim S; Patterson, Karalyn

2015-09-01

To investigate how basic aspects of perception are shaped by acquired knowledge about the world, we assessed colour perception and cognition in patients with semantic dementia (SD), a disorder that progressively erodes conceptual knowledge. We observed a previously undocumented pattern of impairment to colour perception and cognition characterized by: (i) a normal ability to discriminate between only subtly different colours but an impaired ability to group different colours into categories, (ii) normal perception and memory for the colours red, green, and blue but impaired perception and memory for colours lying between these regions of a fully-saturated and luminant spectrum, and (iii) normal naming of polar colours in the opponent-process colour system (red, green, blue, yellow, white, and black) but impaired naming of other basic colours (brown, gray, pink, and orange). The results suggest that fundamental aspects of perception can be shaped by acquired knowledge about the world, but only within limits. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Semantic impairment disrupts perception, memory, and naming of secondary but not primary colours.

PubMed Central

Rogers, Timothy T.; Graham, Kim S.; Patterson, Karalyn

2015-01-01

To investigate how basic aspects of perception are shaped by acquired knowledge about the world, we assessed colour perception and cognition in patients with semantic dementia (SD), a disorder that progressively erodes conceptual knowledge. We observed a previously undocumented pattern of impairment to colour perception and cognition characterized by: (i) a normal ability to discriminate between only subtly different colours but an impaired ability to group different colours into categories, (ii) normal perception and memory for the colours red, green, and blue but impaired perception and memory for colours lying between these regions of a fully-saturated and luminant spectrum, and (iii) normal naming of polar colours in the opponent-process colour system (red, green, blue, yellow, white, and black) but impaired naming of other basic colours (brown, gray, pink, and orange). The results suggest that fundamental aspects of perception can be shaped by acquired knowledge about the world, but only within limits. PMID:25637227

Semantic impairment disrupts perception, memory, and naming of secondary but not primary colours.

PubMed

Rogers, Timothy T; Graham, Kim S; Patterson, Karalyn

2015-04-01

To investigate how basic aspects of perception are shaped by acquired knowledge about the world, we assessed colour perception and cognition in patients with semantic dementia (SD), a disorder that progressively erodes conceptual knowledge. We observed a previously undocumented pattern of impairment to colour perception and cognition characterized by: (i) a normal ability to discriminate between only subtly different colours but an impaired ability to group different colours into categories, (ii) normal perception and memory for the colours red, green, and blue but impaired perception and memory for colours lying between these regions of a fully-saturated and luminant spectrum, and (iii) normal naming of polar colours in the opponent-process colour system (red, green, blue, yellow, white, and black) but impaired naming of other basic colours (brown, gray, pink, and orange). The results suggest that fundamental aspects of perception can be shaped by acquired knowledge about the world, but only within limits. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Influence of emotional states on inhibitory gating: Animals models to clinical neurophysiology

PubMed Central

Cromwell, Howard C.; Atchley, Rachel M.

2014-01-01

Integrating research efforts using a cross-domain approach could redefine traditional constructs used in behavioral and clinical neuroscience by demonstrating that behavior and mental processes arise not from functional isolation but from integration. Our research group has been examining the interface between cognitive and emotional processes by studying inhibitory gating. Inhibitory gating can be measured via changes in behavior or neural signal processing. Sensorimotor gating of the startle response is a well-used measure. To study how emotion and cognition interact during startle modulation in the animal model, we examined ultrasonic vocalization (USV) emissions during acoustic startle and prepulse inhibition. We found high rates of USV emission during the sensorimotor gating paradigm and revealed links between prepulse inhibition (PPI) and USV emission that could reflect emotional and cognitive influences. Measuring inhibitory gating as P50 event-related potential suppression has also revealed possible connections between emotional states and cognitive processes. We have examined the single unit responses during the traditional gating paradigm and found that acute and chronic stress can alter gating of neural signals in regions such as amygdala, striatum and medial prefrontal cortex. Our findings point to the need for more cross-domain research on how shifting states of emotion can impact basic mechanisms of information processing. Results could inform clinical work with the development of tools that depend upon cross-domain communication, and enable a better understanding and evaluation of psychological impairment. PMID:24861710

Basic Emotions, Natural Kinds, Emotion Schemas, and a New Paradigm.

PubMed

Izard, Carroll E

2007-09-01

Research on emotion flourishes in many disciplines and specialties, yet experts cannot agree on its definition. Theorists and researchers use the term emotion in ways that imply different processes and meanings. Debate continues about the nature of emotions, their functions, their relations to broad affective dimensions, the processes that activate them, and their role in our daily activities and pursuits. I will address these issues here, specifically in terms of basic emotions as natural kinds, the nature of emotion schemas, the development of emotion-cognition relations that lead to emotion schemas, and discrete emotions in relation to affective dimensions. Finally, I propose a new paradigm that assumes continual emotion as a factor in organizing consciousness and as an influence on mind and behavior. The evidence reviewed suggests that a theory that builds on concepts of both basic emotions and emotion schemas provides a viable research tool and is compatible with more holistic or dimensional approaches. © 2007 Association for Psychological Science.

[Cognition-Emotion Interactions and Psychopathic Personality: Distinct Pathways to Antisocial and Violent Behavior].

PubMed

Verona, Edelyn

Researchers have long acknowledged heterogeneity among persons who exhibit antisocial and violent behaviours. The study of psychopathic personality or psychopathy can help elucidate this heterogeneity through examination of the different facets that constitute this disorder. In particular, the distinct correlates of the interpersonal-affective traits (Factor 1) and the impulsive-antisocial traits (Factor 2) of psychopathy suggest at least two possible pathways to antisocial behaviours. Building on basic studies in cognitive and affective neuroscience, we provide a focused, non-comprehensive review of work identifying the biopsychological mechanisms involved in these two pathways, with special attention to studies using event-related potential (ERP) methods. In specific, a series of studies are discussed which examined affective and cognitive processes that may distinguish offenders high on psychopathic traits from other offenders, with emphasis on alterations in emotion-cognition interactions related to each factor of psychopathy. The set of findings reviewed highlight a central conclusion: Factor 1 represents a pathway involving reduced emotional responding, exacerbated by attentional abnormalities, that make for a more deliberate and emotionally insensitive offender profile. In contrast, Factor 2 characterizes a pathway marked by emotional and behavioural dysregulation and cognitive control dysfunctions, particularly in emotional contexts. Implications for identifying etiological processes and the further understanding of antisocial and violent behaviours are discussed.

The Effect of Emotional Intelligence on Program Completion among Adult Basic Education Students

ERIC Educational Resources Information Center

Batiste, Mildred M.

2014-01-01

Program completion among adult learners attending adult basic education programs has been found to be an area of struggle. Cognitive ability has always been the primary factor for determining an individual's ability. However, non-cognitive ability has been proposed as a significant factor in academic success. Many attrition models have been…

Examining the Effect of Self-Explanation on Cognitive Integration of Basic and Clinical Sciences in Novices

ERIC Educational Resources Information Center

Lisk, Kristina; Agur, Anne M. R.; Woods, Nicole N.

2017-01-01

Several studies have shown that cognitive integration of basic and clinical sciences supports diagnostic reasoning in novices; however, there has been limited exploration of the ways in which educators can translate this model of mental activity into sound instructional strategies. The use of "self-explanation" during learning has the…

Determination of Secondary School Students' Cognitive Structure, and Misconception in Ecological Concepts through Word Association Test

ERIC Educational Resources Information Center

Yücel, Elif Özata; Özkan, Mulis

2015-01-01

In this study, we determined cognitive structures and misconceptions about basic ecological concepts by using "word association" tests on secondary school students, age between 12-14 years. Eighty-nine students participated in this study. Before WAT was generated, basic ecological concepts that take place in the secondary science…

Contextual Social Cognition Impairments in Schizophrenia and Bipolar Disorder

PubMed Central

Villarin, Lilian; Theil, Donna; Gonzalez-Gadea, María Luz; Gomez, Pedro; Mosquera, Marcela; Huepe, David; Strejilevich, Sergio; Vigliecca, Nora Silvana; Matthäus, Franziska; Decety, Jean; Manes, Facundo; Ibañez, Agustín M.

2013-01-01

Background The ability to integrate contextual information with social cues to generate social meaning is a key aspect of social cognition. It is widely accepted that patients with schizophrenia and bipolar disorders have deficits in social cognition; however, previous studies on these disorders did not use tasks that replicate everyday situations. Methodology/Principal Findings This study evaluates the performance of patients with schizophrenia and bipolar disorders on social cognition tasks (emotional processing, empathy, and social norms knowledge) that incorporate different levels of contextual dependence and involvement of real-life scenarios. Furthermore, we explored the association between social cognition measures, clinical symptoms and executive functions. Using a logistic regression analysis, we explored whether the involvement of more basic skills in emotional processing predicted performance on empathy tasks. The results showed that both patient groups exhibited deficits in social cognition tasks with greater context sensitivity and involvement of real-life scenarios. These deficits were more severe in schizophrenic than in bipolar patients. Patients did not differ from controls in tasks involving explicit knowledge. Moreover, schizophrenic patients’ depression levels were negatively correlated with performance on empathy tasks. Conclusions/Significance Overall performance on emotion recognition predicted performance on intentionality attribution during the more ambiguous situations of the empathy task. These results suggest that social cognition deficits could be related to a general impairment in the capacity to implicitly integrate contextual cues. Important implications for the assessment and treatment of individuals with schizophrenia and bipolar disorders, as well as for neurocognitive models of these pathologies are discussed. PMID:23520477

Social cognition in patients with schizophrenia, their unaffected first degree relatives and healthy controls. Comparison between groups and analysis of associated clinical and sociodemographic variables.

PubMed

Rodríguez Sosa, Juana Teresa; Gil Santiago, Hiurma; Trujillo Cubas, Angel; Winter Navarro, Marta; León Pérez, Petra; Guerra Cazorla, Luz Marina; Martín Jiménez, José María

2013-01-01

To evaluate and compare the social cognition in patients with schizophrenia, healthy first-degree relatives and controls, by studying the relationship between social cognition and nonsocial cognition, psychopathology, and other clinical and sociodemographic variables. The total sample was comprised of patients diagnosed with paranoid schizophrenia (N = 29), healthy first-degree relatives (N = 21) and controls (N = 28). All groups were assessed with an ad hoc questionnaire and a Social Cognition Scale, which assessed the domains: emotional processing, social perception and attributional style in a Spanish population. The patient group was also assessed with the Scale for the Positive and Negative Syndrome Scale and the Mini-mental state examination. Statistical analyses were performed with SPSS version 15.0. Patients scored significantly worse in all domains of social cognition assessed, compared with controls, and mastery attributional style, compared with relatives. The type of psychopathology correlated negatively and statistically significantly with different domains of social cognition: negative symptoms with emotional processing and attributional style, and positive symptoms with social perception. Basic cognition scores correlated positively and statistically significantly with the domains social perception and attributional style. Social cognition has become an interesting object of study, especially in how it relates to non-social cognition, psychopathology and global functioning of patients, bringing new elements to be considered in the early detection, comprehensive treatment and psychosocial rehabilitation of patients. Its conceptualization as trait variable, the consideration of the existence of a continuum between patients and relatives are plausible hypotheses that require further research. Copyright © 2012 SEP y SEPB. Published by Elsevier Espana. All rights reserved.

Cognition before curriculum: rethinking the integration of basic science and clinical learning.

PubMed

Kulasegaram, Kulamakan Mahan; Martimianakis, Maria Athina; Mylopoulos, Maria; Whitehead, Cynthia R; Woods, Nicole N

2013-10-01

Integrating basic science and clinical concepts in the undergraduate medical curriculum is an important challenge for medical education. The health professions education literature includes a variety of educational strategies for integrating basic science and clinical concepts at multiple levels of the curriculum. To date, assessment of this literature has been limited. In this critical narrative review, the authors analyzed literature published in the last 30 years (1982-2012) using a previously published integration framework. They included studies that documented approaches to integration at the level of programs, courses, or teaching sessions and that aimed to improve learning outcomes. The authors evaluated these studies for evidence of successful integration and to identify factors that contribute to integration. Several strategies at the program and course level are well described but poorly evaluated. Multiple factors contribute to successful learning, so identifying how interventions at these levels result in successful integration is difficult. Evidence from session-level interventions and experimental studies suggests that integration can be achieved if learning interventions attempt to link basic and clinical science in a causal relationship. These interventions attend to how learners connect different domains of knowledge and suggest that successful integration requires learners to build cognitive associations between basic and clinical science. One way of understanding the integration of basic and clinical science is as a cognitive activity occurring within learners. This perspective suggests that learner-centered, content-focused, and session-level-oriented strategies can achieve cognitive integration.

Integration of basic sciences and clinical sciences in oral radiology education for dental students.

PubMed

Baghdady, Mariam T; Carnahan, Heather; Lam, Ernest W N; Woods, Nicole N

2013-06-01

Educational research suggests that cognitive processing in diagnostic radiology requires a solid foundation in the basic sciences and knowledge of the radiological changes associated with disease. Although it is generally assumed that dental students must acquire both sets of knowledge, little is known about the most effective way to teach them. Currently, the basic and clinical sciences are taught separately. This study was conducted to compare the diagnostic accuracy of students when taught basic sciences segregated or integrated with clinical features. Predoctoral dental students (n=51) were taught four confusable intrabony abnormalities using basic science descriptions integrated with the radiographic features or taught segregated from the radiographic features. The students were tested with diagnostic images, and memory tests were performed immediately after learning and one week later. On immediate and delayed testing, participants in the integrated basic science group outperformed those from the segregated group. A main effect of learning condition was found to be significant (p<0.05). The results of this study support the critical role of integrating biomedical knowledge in diagnostic radiology and shows that teaching basic sciences integrated with clinical features produces higher diagnostic accuracy in novices than teaching basic sciences segregated from clinical features.

Fundamental Visual Representations of Social Cognition in ASD

DTIC Science & Technology

2016-12-01

visual adaptation functions in Autism , again pointing to basic sensory processing anomalies in this population. Our research team is developing...challenging-to-test ASD pediatric population. 15. SUBJECT TERMS Autism , Visual Adaptation, Retinotopy, Social Communication, Eye-movements, fMRI, EEG, ERP...social interaction are a hallmark symptom of Autism , and the lack of appropriate eye- contact during interpersonal interactions is an oft-noted feature

The Development of Real-Time Stability Supports Visual Working Memory Performance: Young Children's Feature Binding Can Be Improved through Perceptual Structure

ERIC Educational Resources Information Center

Simmering, Vanessa R.; Wood, Chelsey M.

2017-01-01

Working memory is a basic cognitive process that predicts higher-level skills. A central question in theories of working memory development is the generality of the mechanisms proposed to explain improvements in performance. Prior theories have been closely tied to particular tasks and/or age groups, limiting their generalizability. The cognitive…

The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children

ERIC Educational Resources Information Center

Strasser, Katherine; del Río, Francisca

2014-01-01

Recent studies have revealed that preschoolers' story comprehension is influenced by several basic as well as complex cognitive and linguistic processes. Among the abilities known to be relevant for young children's understanding of stories are the size of their vocabulary, their inference-making ability, and their working memory. In this study,…

Breaking New Ground: Teaching Skills of Intelligence. Lethbridge Catholic Separate School District No. 9.

ERIC Educational Resources Information Center

Lethbridge Catholic Separate School District #9 (Alberta).

The objectives of the 2-year Thinking Skills Project were to provide teachers and students with a set of thinking skills, to develop and validate a model of cognition for teachers, to devise a Measure of Questioning Skills, and to establish a normative base for this instrument. The model of essential thinking skills covers the basic processes: (1)…

Basic functional trade-offs in cognition: An integrative framework.

PubMed

Del Giudice, Marco; Crespi, Bernard J

2018-06-14

Trade-offs between advantageous but conflicting properties (e.g., speed vs. accuracy) are ubiquitous in cognition, but the relevant literature is conceptually fragmented, scattered across disciplines, and has not been organized in a coherent framework. This paper takes an initial step toward a general theory of cognitive trade-offs by examining four key properties of goal-directed systems: performance, efficiency, robustness, and flexibility. These properties define a number of basic functional trade-offs that can be used to map the abstract "design space" of natural and artificial cognitive systems. Basic functional trade-offs provide a shared vocabulary to describe a variety of specific trade-offs including speed vs. accuracy, generalist vs. specialist, exploration vs. exploitation, and many others. By linking specific features of cognitive functioning to general properties such as robustness and efficiency, it becomes possible to harness some powerful insights from systems engineering and systems biology to suggest useful generalizations, point to under-explored but potentially important trade-offs, and prompt novel hypotheses and connections between disparate areas of research. Copyright © 2018 Elsevier B.V. All rights reserved.

Construction of Virtual-Experiment Systems for Information Science Education

NASA Astrophysics Data System (ADS)

She, Jin-Hua; Amano, Naoki

Practice is very important in education because it not only can stimulate the motivation of learning, but also can deepen the understanding of theory. However, due to the limitations on the time and experiment resources, experiments cannot be simply introduced in every lesson. To make the best use of multimedia technology, this paper designs five virtual experiment systems, which are based on the knowledge of physics at the high-school lever, to improve the effectiveness of teaching data processing. The systems are designed by employing the cognitive theory of multimedia learning and the inner game principle to ensure the easy use and to reduce the cognitive load. The learning process is divided into two stages: the first stage teaches the basic concepts of data processing; and the second stage practices the techniques taught in the first stage and uses them to build a linear model and to carry out estimation. The virtual experiment systems have been tested in an university's data processing course, and have demonstrated their validity.

Emotional Intelligence in Agenesis of the Corpus Callosum.

PubMed

Anderson, Luke B; Paul, Lynn K; Brown, Warren S

2017-05-01

People with agenesis of the corpus callosum (AgCC) with normal general intelligence have deficits in complex cognitive processing, as well as in social cognition. It is uncertain the extent to which impoverished processing of emotions may contribute to social processing deficiencies. We used the Mayer-Salovey-Caruso Emotional Intelligence Test to clarify the nature of emotional intelligence in 16 adults with AgCC. As hypothesized, persons with AgCC exhibited greater disparities from norms on tests involving more socially complex aspects of emotions. The AgCC group did not differ from norms on the Experiential subscale, but they were significantly below norms on the Strategic subscale. These findings suggest that the corpus callosum is not essential for experiencing and thinking about basic emotions in a "normal" way, but is necessary for more complex processes involving emotions in the context of social interactions. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Cognitive correlates of verbal memory and verbal fluency in schizophrenia, and differential effects of various clinical symptoms between male and female patients.

PubMed

Brébion, Gildas; Villalta-Gil, Victoria; Autonell, Jaume; Cervilla, Jorge; Dolz, Montserrat; Foix, Alexandrina; Haro, Josep Maria; Usall, Judith; Vilaplana, Miriam; Ochoa, Susana

2013-06-01

Impairment of higher cognitive functions in patients with schizophrenia might stem from perturbation of more basic functions, such as processing speed. Various clinical symptoms might affect cognitive efficiency as well. Notably, previous research has revealed the role of affective symptoms on memory performance in this population, and suggested sex-specific effects. We conducted a post-hoc analysis of an extensive neuropsychological study of 88 patients with schizophrenia. Regression analyses were conducted on verbal memory and verbal fluency data to investigate the contribution of semantic organisation and processing speed to performance. The role of negative and affective symptoms and of attention disorders in verbal memory and verbal fluency was investigated separately in male and female patients. Semantic clustering contributed to verbal recall, and a measure of reading speed contributed to verbal recall as well as to phonological and semantic fluency. Negative symptoms affected verbal recall and verbal fluency in the male patients, whereas attention disorders affected these abilities in the female patients. Furthermore, depression affected verbal recall in women, whereas anxiety affected it in men. These results confirm the association of processing speed with cognitive efficiency in patients with schizophrenia. They also confirm the previously observed sex-specific associations of depression and anxiety with memory performance in these patients, and suggest that negative symptoms and attention disorders likewise are related to cognitive efficiency differently in men and women. Copyright © 2013 Elsevier B.V. All rights reserved.

Cognitive Characteristics of Children with Genetic Syndromes

PubMed Central

Simon, Tony J.

2008-01-01

The cognitive profile of several different populations of children, each with a distinct neurogenetic disorder that has been described as fitting the pattern of a “nonverbal learning disorder”, is examined. In particular, this paper presents the view that a cognitive endophenotype, specified in terms of specific cognitive processes involving the spatial, temporal and attentional domains, can be used to generate an explanation of the neurocognitive foundation of the common impairments found in these disorders. Methods for evaluating cognitive impairments are first compared and contrasted and the concept of “nonverbal learning disorders” is described. The paper then examines data from experimental tests of spatiotemporal and executive cognitive function acquired from children with one of several disorders to determine whether such a cognitive endophenotype holds promise for moving from descriptions of to explanations for the impairments observed and whether prescriptions for therapeutic interventions might flow from such an account. Synopsis This paper presents the cognitive profile observed in children with one of several common genetic syndromes associated with “nonverbal learning disorders”. It introduces the concept of a cognitive endophenotype in order to help explain the similar pattern of impairments across the syndromes. It explores the explanation of diverse impairments in higher-order visual, spatial, temporal, numerical and executive cognitive competencies deriving from origins in more basic attentional and spatial cognitive dysfunctions. The importance of a developmental approach to understanding dysfunction is stressed. PMID:17562581

Medical Holography for Basic Anatomy Training

DTIC Science & Technology

2013-12-01

Interservicel!ndustry Training, Simulation, and Education Conference (l/ITSEC) 2013 Medical Holography for Basic Anatomy Training Matthew Hackett...to the complex 3D structures inherent in human anatomy . One potential solution to this problem is to present medical content in three dimensions...traditional format via textbook handouts or through holography. Cognitive load analysis was performed to determine if a difference in cognitive effort was

Basic Cognitive Neuroscience of Memory and Self-Appraisals in PTSD

DTIC Science & Technology

2015-02-01

autobiographical memories associated with success and self- efficacy. In the Control condition, participants recalled any three personally significant memories ...less recruitment in areas associated with the construction of autobiographical memories . In particular, OEF/OIF veterans appears to show...AD_________________ Award Number: W81XWH-13-2-0021 TITLE: Basic Cognitive Neuroscience of Memory and Self-Appraisals in PTSD PRINCIPAL

[Acupuncture at Baihui(GV 20) and Shenting(GV 24) combined with basic treatment and regular rehabilitation for post-stroke cognitive impairment:a randomized controlled trial].

PubMed

Zhan, Jie; Pan, Ruihuan; Guo, Youhua; Zhan, Lechang; He, Mingfeng; Wang, Qiuchun; Chen, Hongxia

2016-08-12

To observe the clinical effect of acupuncture at Baihui(GV 20) and Shenting(GV 24) combined with rehabilitation for post-stroke cognitive impairment(PSCI). Fifty patients with PSCI were randomly assigned to an observation group and a control group,25 cases in each one. In the control group,basic treatment and regular rehabilitation were applied. In the observation group,acupuncture at Baihui(GV 20) and Shenting(GV 24) and the same therapies as the control group were used for continuous four weeks,once a day and five times a week. Mini-mental state examination(MMSE) and Montreal cognitive assessment(MoCA) were observed before and after treatment in the two groups. After treatment,the scores of MMSE and MoCA were improved apparently(both P <0.05),with better results in the observation group(both P <0.05). Acupuncture at Baihui(GV 20) and Shenting(GV 24) combined with basic treatment and regular rehabilitation can obviously improve the cognitive function of PSCI,and the effect is superior to that of basic treatment and regular rehabilitation.

Facial decoding in schizophrenia is underpinned by basic visual processing impairments.

PubMed

Belge, Jan-Baptist; Maurage, Pierre; Mangelinckx, Camille; Leleux, Dominique; Delatte, Benoît; Constant, Eric

2017-09-01

Schizophrenia is associated with a strong deficit in the decoding of emotional facial expression (EFE). Nevertheless, it is still unclear whether this deficit is specific for emotions or due to a more general impairment for any type of facial processing. This study was designed to clarify this issue. Thirty patients suffering from schizophrenia and 30 matched healthy controls performed several tasks evaluating the recognition of both changeable (i.e. eyes orientation and emotions) and stable (i.e. gender, age) facial characteristics. Accuracy and reaction times were recorded. Schizophrenic patients presented a performance deficit (accuracy and reaction times) in the perception of both changeable and stable aspects of faces, without any specific deficit for emotional decoding. Our results demonstrate a generalized face recognition deficit in schizophrenic patients, probably caused by a perceptual deficit in basic visual processing. It seems that the deficit in the decoding of emotional facial expression (EFE) is not a specific deficit of emotion processing, but is at least partly related to a generalized perceptual deficit in lower-level perceptual processing, occurring before the stage of emotion processing, and underlying more complex cognitive dysfunctions. These findings should encourage future investigations to explore the neurophysiologic background of these generalized perceptual deficits, and stimulate a clinical approach focusing on more basic visual processing. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

The cognitive neuroscience of time perception: how psychological studies might help to dissect the timing system.

PubMed

Wearden, John H

2013-01-01

It is argued that the cognitive neuroscience of time perception does not make sufficient use of a range of experimental techniques and theoretical approaches which might be useful in "dissecting" the human timing system, and thus helping to uncover its neural basis. These techniques are mostly inspired by scalar expectancy theory, but do not depend on acceptance of that model. Most of the methods result in the same physical stimuli giving rise to systematically different time judgements, thus they avoid problems of control which have haunted some areas of the cognitive neuroscience of timing. Among the possibilities are (a) changing the basic duration judgement of stimuli and events, (b) manipulating working memory and reference memories for duration, and (c) changing temporal decision processes. Copyright © 2012. Published by Elsevier Ltd.

Basic symptoms in the general population and in psychotic and non-psychotic psychiatric adolescents.

PubMed

Meng, Heiner; Schimmelmann, Benno Graf; Koch, Eginhard; Bailey, Barbara; Parzer, Peter; Günter, Michael; Mohler, Beat; Kunz, Natalia; Schulte-Markwort, Michael; Felder, Wilhelm; Zollinger, Rudolf; Bürgin, Dieter; Resch, Franz

2009-06-01

Cognitive-perceptive 'basic symptoms' are used complementary to ultra-high-risk criteria in order to predict onset of psychosis in the pre-psychotic phase. The aim was to investigate the prevalence of a broad selection of 'basic symptoms' in a representative general adolescent population sample (GPS; N=96) and to compare it with adolescents first admitted for early onset psychosis (EOP; N=87) or non-psychotic psychiatric disorders (NP; N=137). Subjects were assessed with the Bonn Scale for the Assessment of Basic Symptoms (BSABS). Prevalence of at least one 'basic symptom' and mean numbers were compared across the three groups. Logistic regression was used to predict group membership by BSABS subscales; risk ratios were calculated to identify 'basic symptoms' which best discriminated between groups. The prevalence of at least any one 'basic symptom' was 30.2% in GPS compared to 81% in NP and 96.5% in EOP. Correct classification of EOP when compared to GPS was high (94.0%) and lower when compared to NP (78.6%). Cognitive symptoms discriminated best between EOP and NP. Alike other prodromal- and psychotic-like experiences, 'basic symptoms' are prevalent in the general adolescent population, yet at a lower rate compared to EOP and NP. The usage of 'at least one basic symptom' as a screening criterion for youth at risk of developing a psychotic disorder is not recommended in the general population or in unselected psychiatrically ill adolescents. However, particularly cognitive 'basic symptoms' may be a valuable criteria to be included in future 'at risk' studies in adolescents.

Tackling creativity at its roots: Evidence for different patterns of EEG alpha activity related to convergent and divergent modes of task processing

PubMed Central

Jauk, Emanuel; Benedek, Mathias; Neubauer, Aljoscha C.

2012-01-01

The distinction between convergent and divergent cognitive processes given by Guilford (1956) had a strong influence on the empirical research on creative thinking. Neuroscientific studies typically find higher event-related synchronization in the EEG alpha rhythm for individuals engaged in creative ideation tasks compared to intelligence-related tasks. This study examined, whether these neurophysiological effects can also be found when both cognitive processing modes (convergent vs. divergent) are assessed by means of the same task employing a simple variation of instruction. A sample of 55 participants performed the alternate uses task as well as a more basic word association task while EEG was recorded. On a trial-by-trial basis, participants were either instructed to find a most common solution (convergent condition) or a most uncommon solution (divergent condition). The answers given in the divergent condition were in both tasks significantly more original than those in the convergent condition. Moreover, divergent processing was found to involve higher task-related EEG alpha power than convergent processing in both the alternate uses task and the word association task. EEG alpha synchronization can hence explicitly be associated with divergent cognitive processing rather than with general task characteristics of creative ideation tasks. Further results point to a differential involvement of frontal and parietal cortical areas by individuals of lower versus higher trait creativity. PMID:22390860

Cognitive factors associated with immersion in virtual environments

NASA Technical Reports Server (NTRS)

Psotka, Joseph; Davison, Sharon

1993-01-01

Immersion into the dataspace provided by a computer, and the feeling of really being there or 'presence', are commonly acknowledged as the uniquely important features of virtual reality environments. How immersed one feels appears to be determined by a complex set of physical components and affordances of the environment, and as yet poorly understood psychological processes. Pimentel and Teixeira say that the experience of being immersed in a computer-generated world involves the same mental shift of 'suspending your disbelief for a period of time' as 'when you get wrapped up in a good novel or become absorbed in playing a computer game'. That sounds as if it could be right, but it would be good to get some evidence for these important conclusions. It might be even better to try to connect these statements with theoretical positions that try to do justice to complex cognitive processes. The basic precondition for understanding Virtual Reality (VR) is understanding the spatial representation systems that localize our bodies or egocenters in space. The effort to understand these cognitive processes is being driven with new energy by the pragmatic demands of successful virtual reality environments, but the literature is largely sparse and anecdotal.

Short-term effects of processing musical syntax: an ERP study.

PubMed

Koelsch, Stefan; Jentschke, Sebastian

2008-05-30

We investigated influences of short-term experience on music-syntactic processing, using a chord-sequence paradigm in which sequences ended on a harmony that was syntactically either regular or irregular. In contrast to previous studies (in which block durations were rather short), chord sequences were presented to participants for around 2 h while they were watching a silent movie with subtitles. Results showed that the music-syntactically irregular chord functions elicited an early right anterior negativity (ERAN), and that the ERAN amplitude significantly declined over the course of the experiment. The ERAN has previously been suggested to reflect the processing of music-syntactic irregularities, and the present data show that the cognitive representations of musical regularities are influenced by the repeated presentation of unexpected, irregular harmonies. Because harmonies were task-irrelevant, the data suggest that cognitive representations of musical regularities can change implicitly, i.e., even when listeners do not attend to the harmonies, and when they are presumably oblivious of the changes of such representations. Although the ERAN amplitude was significantly reduced, it was still present towards the end of the experiment at the right anterior electrodes, indicating that cognitive representations of basic music-syntactic regularities cannot easily be erased.

Cognitive and Affective Empathy as Predictors of Proactive and Reactive Aggression

ERIC Educational Resources Information Center

Gordon, Gina M.

2013-01-01

This study examined cognitive and affective empathy as predictors of proactive and reactive aggression. This study also explored whether levels of cognitive and affective empathy differed among children who use proactive and reactive aggression. Cognitive and affective empathy were measured by the Basic Empathy Scale (Jolliffe & Farrington,…

Training 21st-century workers: Facts, fiction and memory illusions

NASA Astrophysics Data System (ADS)

Abadzi, Helen

2016-06-01

Technological achievements require complex skills for the workplace, along with creativity, communication, and critical thinking. To compete effectively in the global economy, governments must provide their citizens with relevant education and training. To help close the skills gap, international agencies often advise governments of developing countries to de-emphasise basic knowledge and focus instead on complex cognition and systemic improvements. However, the donors' advice may be due to memory biases of highly educated people. Such training strategies would fail most students, because complex skills are built by combining and automatising shorter chains of thoughts or behaviours. An effective training process requires much practice, feedback and rearrangement of subcomponents over time. Execution of various tasks must become automatic and effortless to avoid using up too much of the very limited capacity of what is termed the "working memory". Marketable skills are those skills which are fluently performed without excessive cognitive load. To provide complex skills for all, including non-cognitive skills, curricula should therefore first ensure detailed instruction and practice of basic components which can then be strung together and applied to new tasks. Policy advisers seem unaware of these scientific insights, so they are not taken into account. The article reviews the essential neurocognitive functions involved in the acquisition and execution of skills chains. The author concludes that to improve the skills of economically disadvantaged populations, donors and governments must acquire expertise and offer advice on the basis of cognitive science.

The Cognitive and Motivation Intervention Program in Youth Female Volleyball Players.

PubMed

Claver, Fernando; Jiménez, Ruth; Gil-Arias, Alexander; Moreno, Alberto; Moreno, M Perla

2017-10-01

This study, grounded in Self-Determination Theory (Deci and Ryan, 1985, 2002) was aimed to determine the influence of a cognitive-motivational intervention program, to improve the basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment, in youth volleyball players. Participants included 34 Under-19 female volleyball players. A quasi-experimental design was carried out with an experimental group (n = 16; M = 17.45; SD = .45) and a control group (n = 18; M = 16.64; SD = .70). The experimental group followed a multidimensional intervention program comprised of 24 sessions held over three months (two training sessions per week). It was based on two strategies: giving athletes the possibility of choice in specific training tasks (proposing training situations with several action alternatives) and questioning (cognitively involving players through tactical questions). A repeated-measures MANOVA 2 (group: experimental and control) x 2 (time: pre-test and post-test) was used to analyse the effect of Group x Time interaction. The results of the inter-group analysis showed significant differences in the post-test measurement between the experimental group and the control group (in favour of the experimental group) in the variables: basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment. Given the relevance of the cognitive-motivational processes, not only for performance but also for sport commitment, this intervention has important implications for sport coaching.

Sleep Disrupts High-Level Speech Parsing Despite Significant Basic Auditory Processing.

PubMed

Makov, Shiri; Sharon, Omer; Ding, Nai; Ben-Shachar, Michal; Nir, Yuval; Zion Golumbic, Elana

2017-08-09

The extent to which the sleeping brain processes sensory information remains unclear. This is particularly true for continuous and complex stimuli such as speech, in which information is organized into hierarchically embedded structures. Recently, novel metrics for assessing the neural representation of continuous speech have been developed using noninvasive brain recordings that have thus far only been tested during wakefulness. Here we investigated, for the first time, the sleeping brain's capacity to process continuous speech at different hierarchical levels using a newly developed Concurrent Hierarchical Tracking (CHT) approach that allows monitoring the neural representation and processing-depth of continuous speech online. Speech sequences were compiled with syllables, words, phrases, and sentences occurring at fixed time intervals such that different linguistic levels correspond to distinct frequencies. This enabled us to distinguish their neural signatures in brain activity. We compared the neural tracking of intelligible versus unintelligible (scrambled and foreign) speech across states of wakefulness and sleep using high-density EEG in humans. We found that neural tracking of stimulus acoustics was comparable across wakefulness and sleep and similar across all conditions regardless of speech intelligibility. In contrast, neural tracking of higher-order linguistic constructs (words, phrases, and sentences) was only observed for intelligible speech during wakefulness and could not be detected at all during nonrapid eye movement or rapid eye movement sleep. These results suggest that, whereas low-level auditory processing is relatively preserved during sleep, higher-level hierarchical linguistic parsing is severely disrupted, thereby revealing the capacity and limits of language processing during sleep. SIGNIFICANCE STATEMENT Despite the persistence of some sensory processing during sleep, it is unclear whether high-level cognitive processes such as speech parsing are also preserved. We used a novel approach for studying the depth of speech processing across wakefulness and sleep while tracking neuronal activity with EEG. We found that responses to the auditory sound stream remained intact; however, the sleeping brain did not show signs of hierarchical parsing of the continuous stream of syllables into words, phrases, and sentences. The results suggest that sleep imposes a functional barrier between basic sensory processing and high-level cognitive processing. This paradigm also holds promise for studying residual cognitive abilities in a wide array of unresponsive states. Copyright © 2017 the authors 0270-6474/17/377772-10$15.00/0.

Affective Biases in Humans and Animals.

PubMed

Robinson, E S J; Roiser, J P

Depression is one of the most common but poorly understood psychiatric conditions. Although drug treatments and psychological therapies are effective in some patients, many do not achieve full remission and some patients receive no apparent benefit. Developing new improved treatments requires a better understanding of the aetiology of symptoms and evaluation of novel therapeutic targets in pre-clinical studies. Recent developments in our understanding of the basic cognitive processes that may contribute to the development of depression and its treatment offer new opportunities for both clinical and pre-clinical research. This chapter discusses the clinical evidence supporting a cognitive neuropsychological model of depression and antidepressant efficacy, and how this information may be usefully translated to pre-clinical investigation. Studies using neuropsychological tests in depressed patients and at risk populations have revealed basic negative emotional biases and disrupted reward and punishment processing, which may also impact on non-affective cognition. These affective biases are sensitive to antidepressant treatments with early onset effects observed, suggesting an important role in recovery. This clinical work into affective biases has also facilitated back-translation to animals and the development of assays to study affective biases in rodents. These animal studies suggest that, similar to humans, rodents in putative negative affective states exhibit negative affective biases on decision-making and memory tasks. Antidepressant treatments also induce positive biases in these rodent tasks, supporting the translational validity of this approach. Although still in the early stages of development and validation, affective biases in depression have the potential to offer new insights into the clinical condition, as well as facilitating the development of more translational approaches for pre-clinical studies.

Validity of the Symbol Digit Modalities Test as a cognition performance outcome measure for multiple sclerosis

PubMed Central

Benedict, Ralph HB; DeLuca, John; Phillips, Glenn; LaRocca, Nicholas; Hudson, Lynn D; Rudick, Richard

2017-01-01

Cognitive and motor performance measures are commonly employed in multiple sclerosis (MS) research, particularly when the purpose is to determine the efficacy of treatment. The increasing focus of new therapies on slowing progression or reversing neurological disability makes the utilization of sensitive, reproducible, and valid measures essential. Processing speed is a basic elemental cognitive function that likely influences downstream processes such as memory. The Multiple Sclerosis Outcome Assessments Consortium (MSOAC) includes representatives from advocacy organizations, Food and Drug Administration (FDA), European Medicines Agency (EMA), National Institute of Neurological Disorders and Stroke (NINDS), academic institutions, and industry partners along with persons living with MS. Among the MSOAC goals is acceptance and qualification by regulators of performance outcomes that are highly reliable and valid, practical, cost-effective, and meaningful to persons with MS. A critical step for these neuroperformance metrics is elucidation of clinically relevant benchmarks, well-defined degrees of disability, and gradients of change that are deemed clinically meaningful. This topical review provides an overview of research on one particular cognitive measure, the Symbol Digit Modalities Test (SDMT), recognized as being particularly sensitive to slowed processing of information that is commonly seen in MS. The research in MS clearly supports the reliability and validity of this test and recently has supported a responder definition of SDMT change approximating 4 points or 10% in magnitude. PMID:28206827

Validity of the Symbol Digit Modalities Test as a cognition performance outcome measure for multiple sclerosis.

PubMed

Benedict, Ralph Hb; DeLuca, John; Phillips, Glenn; LaRocca, Nicholas; Hudson, Lynn D; Rudick, Richard

2017-04-01

Cognitive and motor performance measures are commonly employed in multiple sclerosis (MS) research, particularly when the purpose is to determine the efficacy of treatment. The increasing focus of new therapies on slowing progression or reversing neurological disability makes the utilization of sensitive, reproducible, and valid measures essential. Processing speed is a basic elemental cognitive function that likely influences downstream processes such as memory. The Multiple Sclerosis Outcome Assessments Consortium (MSOAC) includes representatives from advocacy organizations, Food and Drug Administration (FDA), European Medicines Agency (EMA), National Institute of Neurological Disorders and Stroke (NINDS), academic institutions, and industry partners along with persons living with MS. Among the MSOAC goals is acceptance and qualification by regulators of performance outcomes that are highly reliable and valid, practical, cost-effective, and meaningful to persons with MS. A critical step for these neuroperformance metrics is elucidation of clinically relevant benchmarks, well-defined degrees of disability, and gradients of change that are deemed clinically meaningful. This topical review provides an overview of research on one particular cognitive measure, the Symbol Digit Modalities Test (SDMT), recognized as being particularly sensitive to slowed processing of information that is commonly seen in MS. The research in MS clearly supports the reliability and validity of this test and recently has supported a responder definition of SDMT change approximating 4 points or 10% in magnitude.

Education and the Brain; The Seventy-seventh Yearbook of the National Society for the Study of Education. Part II.

ERIC Educational Resources Information Center

Chall, Jeanne S., Ed.; Mirsky, Allan F., Ed.

The brain sciences and education is the topic for this yearbook volume, which is divided into five parts. Part one consists of an introduction to the brain sciences that is a primer on the neuroanatomy, neurochemistry, and neurophysiology of the brain. Part two contains chapters on some of the basic processes of the brain: attention, cognition,…

Brief Lags in Interrupted Sequential Performance: Evaluating a Model and Model Evaluation Method

DTIC Science & Technology

2015-01-05

rehearsal mechanism in the model. To evaluate the model we developed a simple new goodness-of-fit test based on analysis of variance that offers an...repeated step). Sequen- tial constraints are common in medicine, equipment maintenance, computer programming and technical support, data analysis ...legal analysis , accounting, and many other home and workplace environ- ments. Sequential constraints also play a role in such basic cognitive processes

Serotonergic and dopaminergic modulation of attentional processes.

PubMed

Boulougouris, Vasileios; Tsaltas, Eleftheria

2008-01-01

Disturbances in attentional processes are a common feature of several psychiatric disorders such as schizophrenia, attention deficit/hyperactivity disorder and Huntington's disease. The use of animal models has been useful in defining various candidate neural systems thus enabling us to translate basic laboratory science to the clinic and vice-versa. In this chapter, a comparative and integrated account is provided on the neuroanatomical and neurochemical modulation of basic behavioural operations such as selective attention, vigilance, set-shifting and executive control focusing on the comparative functions of the serotonin and dopamine systems in the cognitive control exerted by the prefrontal cortex. Specifically, we have reviewed evidence emerging from several behavioural paradigms in experimental animals and humans each of which centres on a different aspect of the attentional function. These paradigms offering both human and animal variants include the five-choice serial reaction time task (5CSRTT), attentional set-shifting and stop-signal reaction time task. In each case, the types of operation that are measured by the given paradigm and their neural correlates are defined. Then, the role of the ascending dopaminergic and serotonergic systems in the neurochemical modulation of its behavioural output are examined, and reference is made to clinical implications for neurological and neuropsychiatric disorders which exhibit deficits in these cognitive tests.

Rett syndrome: basic features of visual processing-a pilot study of eye-tracking.

PubMed

Djukic, Aleksandra; Valicenti McDermott, Maria; Mavrommatis, Kathleen; Martins, Cristina L

2012-07-01

Consistently observed "strong eye gaze" has not been validated as a means of communication in girls with Rett syndrome, ubiquitously affected by apraxia, unable to reply either verbally or manually to questions during formal psychologic assessment. We examined nonverbal cognitive abilities and basic features of visual processing (visual discrimination attention/memory) by analyzing patterns of visual fixation in 44 girls with Rett syndrome, compared with typical control subjects. To determine features of visual fixation patterns, multiple pictures (with the location of the salient and presence/absence of novel stimuli as variables) were presented on the screen of a TS120 eye-tracker. Of the 44, 35 (80%) calibrated and exhibited meaningful patterns of visual fixation. They looked longer at salient stimuli (cartoon, 2.8 ± 2 seconds S.D., vs shape, 0.9 ± 1.2 seconds S.D.; P = 0.02), regardless of their position on the screen. They recognized novel stimuli, decreasing the fixation time on the central image when another image appeared on the periphery of the slide (2.7 ± 1 seconds S.D. vs 1.8 ± 1 seconds S.D., P = 0.002). Eye-tracking provides a feasible method for cognitive assessment and new insights into the "hidden" abilities of individuals with Rett syndrome. Copyright © 2012 Elsevier Inc. All rights reserved.

Translational Cognition for Decision Support in Critical Care Environments: A Review

PubMed Central

Patel, Vimla L.; Zhang, Jiajie; Yoskowitz, Nicole A.; Green, Robert; Sayan, Osman R.

2008-01-01

The dynamic and distributed work environment in critical care requires a high level of collaboration among clinical team members and a sophisticated task coordination system to deliver safe, timely and effective care. A complex cognitive system underlies the decision-making process in such cooperative workplaces. This methodological review paper addresses the issues of translating cognitive research to clinical practice with a specific focus on decision-making in critical care, and the role of information and communication technology to aid in such decisions. Examples are drawn from studies of critical care in our own research laboratories. Critical care, in this paper, includes both intensive (inpatient) and emergency (outpatient) care. We define translational cognition as the research on basic and applied cognitive issues that contribute to our understanding of how information is stored, retrieved and used for problem-solving and decision-making. The methods and findings are discussed in the context of constraints on decision-making in real world complex environments and implications for supporting the design and evaluation of decision support tools for critical care health providers. PMID:18343731

Translational cognition for decision support in critical care environments: a review.

PubMed

Patel, Vimla L; Zhang, Jiajie; Yoskowitz, Nicole A; Green, Robert; Sayan, Osman R

2008-06-01

The dynamic and distributed work environment in critical care requires a high level of collaboration among clinical team members and a sophisticated task coordination system to deliver safe, timely and effective care. A complex cognitive system underlies the decision-making process in such cooperative workplaces. This methodological review paper addresses the issues of translating cognitive research to clinical practice with a specific focus on decision-making in critical care, and the role of information and communication technology to aid in such decisions. Examples are drawn from studies of critical care in our own research laboratories. Critical care, in this paper, includes both intensive (inpatient) and emergency (outpatient) care. We define translational cognition as the research on basic and applied cognitive issues that contribute to our understanding of how information is stored, retrieved and used for problem-solving and decision-making. The methods and findings are discussed in the context of constraints on decision-making in real-world complex environments and implications for supporting the design and evaluation of decision support tools for critical care health providers.

Modeling driver behavior in a cognitive architecture.

PubMed

Salvucci, Dario D

2006-01-01

This paper explores the development of a rigorous computational model of driver behavior in a cognitive architecture--a computational framework with underlying psychological theories that incorporate basic properties and limitations of the human system. Computational modeling has emerged as a powerful tool for studying the complex task of driving, allowing researchers to simulate driver behavior and explore the parameters and constraints of this behavior. An integrated driver model developed in the ACT-R (Adaptive Control of Thought-Rational) cognitive architecture is described that focuses on the component processes of control, monitoring, and decision making in a multilane highway environment. This model accounts for the steering profiles, lateral position profiles, and gaze distributions of human drivers during lane keeping, curve negotiation, and lane changing. The model demonstrates how cognitive architectures facilitate understanding of driver behavior in the context of general human abilities and constraints and how the driving domain benefits cognitive architectures by pushing model development toward more complex, realistic tasks. The model can also serve as a core computational engine for practical applications that predict and recognize driver behavior and distraction.

Relationships between visual-motor and cognitive abilities in intellectual disabilities.

PubMed

Di Blasi, Francesco D; Elia, Flaviana; Buono, Serafino; Ramakers, Ger J A; Di Nuovo, Santo F

2007-06-01

The neurobiological hypothesis supports the relevance of studying visual-perceptual and visual-motor skills in relation to cognitive abilities in intellectual disabilities because the defective intellectual functioning in intellectual disabilities is not restricted to higher cognitive functions but also to more basic functions. The sample was 102 children 6 to 16 years old and with different severities of intellectual disabilities. Children were administered the Wechsler Intelligence Scale for Children, the Bender Visual Motor Gestalt Test, and the Developmental Test of Visual Perception, and data were also analysed according to the presence or absence of organic anomalies, which are etiologically relevant for mental disabilities. Children with intellectual disabilities had deficits in perceptual organisation which correlated with the severity of intellectual disabilities. Higher correlations between the spatial subtests of the Developmental Test of Visual Perception and the Performance subtests of the Wechsler Intelligence Scale for Children suggested that the spatial skills and cognitive performance may have a similar basis in information processing. Need to differentiate protocols for rehabilitation and intervention for recovery of perceptual abilities from general programs of cognitive stimulations is suggested.

Cognitive and Linguistic Predictors of Basic Arithmetic Skills: Evidence from First-Language and Second-Language Learners

ERIC Educational Resources Information Center

Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo

2014-01-01

The present study investigated the role of both cognitive and linguistic predictors in basic arithmetic skills (i.e., addition and subtraction) in 69 first-language (L1) learners and 60 second-language (L2) learners from the second grade of primary schools in the Netherlands. All children were tested on non-verbal intelligence, working memory,…

Spontaneous Emergence of Legibility in Writing Systems: The Case of Orientation Anisotropy.

PubMed

Morin, Olivier

2018-03-01

Cultural forms are constrained by cognitive biases, and writing is thought to have evolved to fit basic visual preferences, but little is known about the history and mechanisms of that evolution. Cognitive constraints have been documented for the topology of script features, but not for their orientation. Orientation anisotropy in human vision, as revealed by the oblique effect, suggests that cardinal (vertical and horizontal) orientations, being easier to process, should be overrepresented in letters. As this study of 116 scripts shows, the orientation of strokes inside written characters massively favors cardinal directions, and it is organized in such a way as to make letter recognition easier: Cardinal and oblique strokes tend not to mix, and mirror symmetry is anisotropic, favoring vertical over horizontal symmetry. Phylogenetic analyses and recently invented scripts show that cultural evolution over the last three millennia cannot be the sole cause of these effects. Copyright © 2017 The Authors. Cognitive Science published by Wiley Periodicals, Inc. on behalf of Cognitive Science Society.

Fear or disgust? The role of emotions in spider phobia and blood-injection-injury phobia.

PubMed

Çavuşoğlu, Merve; Dirik, Gülay

2011-01-01

According to the literature, it is assumed that fear and anxiety are basic emotions in anxiety disorders. Many recent studies report that disgust, as well as fear, has an important role in the etiology and maintenance of anxiety disorders. Evaluation of the role of disgust in anxiety disorders has led the theoretical and empirical literature in a new direction, beyond the traditional emphasis on fear. Most of this basic research has focused on specific phobias, such as blood-injection-injury phobia and spider phobia. Findings obtained from evaluation of physiological and cognitive processes, and subjective and behavioral experiences clearly show that in addition to fear, emotional reactions to phobic stimuli also include disgust; however, empirical studies show that disgust and fear have different relative impacts on specific phobias. To illustrate, individuals experience disgust as the basic emotion in blood-injection-injury phobia, whereas both fear and disgust are experienced in spider phobia. Nevertheless, it is concluded that fear has a more fundamental role in the latter. Yet, research indicates that basic emotions different from those identified from neural structures or physiological responses, such as heart rate, can be identified if facial expressions and cognitive appraisals are taken into account. In the present review the role of fear and disgust in blood-injection-injury phobia vs. spider phobia are discussed, based on the relationship between the phobias and disgust sensitivity, disgust as part of phobic responses, and disgust-motivated avoidance behavior.

Reading impairments in schizophrenia relate to individual differences in phonological processing and oculomotor control: evidence from a gaze-contingent moving window paradigm.

PubMed

Whitford, Veronica; O'Driscoll, Gillian A; Pack, Christopher C; Joober, Ridha; Malla, Ashok; Titone, Debra

2013-02-01

Language and oculomotor disturbances are 2 of the best replicated findings in schizophrenia. However, few studies have examined skilled reading in schizophrenia (e.g., Arnott, Sali, Copland, 2011; Hayes & O'Grady, 2003; Revheim et al., 2006; E. O. Roberts et al., 2012), and none have examined the contribution of cognitive and motor processes that underlie reading performance. Thus, to evaluate the relationship of linguistic processes and oculomotor control to skilled reading in schizophrenia, 20 individuals with schizophrenia and 16 demographically matched controls were tested using a moving window paradigm (McConkie & Rayner, 1975). Linguistic skills supporting reading (phonological awareness) were assessed with the Comprehensive Test of Phonological Processing (R. K. Wagner, Torgesen, & Rashotte, 1999). Eye movements were assessed during reading tasks and during nonlinguistic tasks tapping basic oculomotor control (prosaccades, smooth pursuit) and executive functions (predictive saccades, antisaccades). Compared with controls, schizophrenia patients exhibited robust oculomotor markers of reading difficulty (e.g., reduced forward saccade amplitude) and were less affected by reductions in window size, indicative of reduced perceptual span. Reduced perceptual span in schizophrenia was associated with deficits in phonological processing and reduced saccade amplitudes. Executive functioning (antisaccade errors) was not related to perceptual span but was related to reading comprehension. These findings suggest that deficits in language, oculomotor control, and cognitive control contribute to skilled reading deficits in schizophrenia. Given that both language and oculomotor dysfunction precede illness onset, reading may provide a sensitive window onto cognitive dysfunction in schizophrenia vulnerability and be an important target for cognitive remediation. 2013 APA, all rights reserved

Multifactorial determinants of cognition — Thyroid function is not the only one

PubMed Central

Moncayo, Roy; Ortner, Karina

2015-01-01

Background Since the 1960s hypothyroidism together with iodine deficiency have been considered to be a principal determinant of cognition development. Following iodine supplementation programs and improved treatment options for hypothyroidism this relation might not be valid in 2015. On the other hand neurosciences have added different inputs also related to cognition. Scope of review We will examine the characteristics of the original and current publications on thyroid function and cognition and also add some general determinants of intelligence and cognition. One central issue for us is the relation of stress to cognition knowing that both physical and psychological stress, are frequent elements in subjects with thyroid dysfunction. We have considered a special type of stress called pre-natal stress which can influence cognitive functions. Fear and anxiety can be intermingled requiring mechanisms of fear extinction. Major conclusions Recent studies have failed to show an influence of thyroid medication during pregnancy on intellectual development. Neuroscience offers a better explanation of cognition than hypothyroidism and iodine deficiency. Additional factors relevant to cognition are nutrition, infection, prenatal stress, and early life stress. In turn stress is related to low magnesium levels. Magnesium supplementation can correct both latent hypothyroidism and acquired mild cognitive deficits. General significance Cognition is a complex process that depends on many determinants and not only on thyroid function. Magnesium deficiency appears to be a basic mechanism for changes in thyroid function as well as of cognition. PMID:26672993

Top-down predictions in the cognitive brain

PubMed Central

Kveraga, Kestutis; Ghuman, Avniel S.; Bar, Moshe

2007-01-01

The human brain is not a passive organ simply waiting to be activated by external stimuli. Instead, it is proposed tat the brain continuously employs memory of past experiences to interpret sensory information and predict the immediately relevant future. This review concentrates on visual recognition as the model system for developing and testing ideas about the role and mechanisms of top-down predictions in the brain. We cover relevant behavioral, computational and neural aspects. These ideas are then extended to other domains. The basic elements of this proposal include analogical mapping, associative representations and the generation of predictions. Connections to a host of cognitive processes will be made and implications to several mental disorders will be proposed. PMID:17923222

Response-Conflict Moderates the Cognitive Control of Episodic and Contextual Load in Older Adults.

PubMed

Eich, Teal S; Rakitin, Brian C; Stern, Yaakov

2016-11-01

Decline in cognitive control is one of the primary cognitive changes in normal aging. Reaching a consensus regarding the nature of these age-related changes, however, is complicated by the complexity of cognitive control as a construct. Healthy older and younger adults participated in a multifactorial test of cognitive control. Within participants, the procedure varied as a function of the amount contextual load, episodic load, and response-conflict load present. We found that older adults showed impaired performance relative to younger adults. We also found, however, that the response selection process underlying the response-conflict manipulation was a major moderator of age-related differences in both the contextual and episodic load conditions-suggesting a hierarchical organization. These findings are consistent with previous findings, suggesting that deficits in cognitive control in older adults are directly related to the resolution of response-conflict and that other apparent deficits may be derivative upon the more basic response-conflict related deficit. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Looking back to inform the future: The role of cognition in forest disturbance characterization from remote sensing imagery

NASA Astrophysics Data System (ADS)

Bianchetti, Raechel Anne

Remotely sensed images have become a ubiquitous part of our daily lives. From novice users, aiding in search and rescue missions using tools such as TomNod, to trained analysts, synthesizing disparate data to address complex problems like climate change, imagery has become central to geospatial problem solving. Expert image analysts are continually faced with rapidly developing sensor technologies and software systems. In response to these cognitively demanding environments, expert analysts develop specialized knowledge and analytic skills to address increasingly complex problems. This study identifies the knowledge, skills, and analytic goals of expert image analysts tasked with identification of land cover and land use change. Analysts participating in this research are currently working as part of a national level analysis of land use change, and are well versed with the use of TimeSync, forest science, and image analysis. The results of this study benefit current analysts as it improves their awareness of their mental processes used during the image interpretation process. The study also can be generalized to understand the types of knowledge and visual cues that analysts use when reasoning with imagery for purposes beyond land use change studies. Here a Cognitive Task Analysis framework is used to organize evidence from qualitative knowledge elicitation methods for characterizing the cognitive aspects of the TimeSync image analysis process. Using a combination of content analysis, diagramming, semi-structured interviews, and observation, the study highlights the perceptual and cognitive elements of expert remote sensing interpretation. Results show that image analysts perform several standard cognitive processes, but flexibly employ these processes in response to various contextual cues. Expert image analysts' ability to think flexibly during their analysis process was directly related to their amount of image analysis experience. Additionally, results show that the basic Image Interpretation Elements continue to be important despite technological augmentation of the interpretation process. These results are used to derive a set of design guidelines for developing geovisual analytic tools and training to support image analysis.

Planning and problem-solving training for patients with schizophrenia: a randomized controlled trial

PubMed Central

2011-01-01

Background The purpose of this study was to assess whether planning and problem-solving training is more effective in improving functional capacity in patients with schizophrenia than a training program addressing basic cognitive functions. Methods Eighty-nine patients with schizophrenia were randomly assigned either to a computer assisted training of planning and problem-solving or a training of basic cognition. Outcome variables included planning and problem-solving ability as well as functional capacity, which represents a proxy measure for functional outcome. Results Planning and problem-solving training improved one measure of planning and problem-solving more strongly than basic cognition training, while two other measures of planning did not show a differential effect. Participants in both groups improved over time in functional capacity. There was no differential effect of the interventions on functional capacity. Conclusion A differential effect of targeting specific cognitive functions on functional capacity could not be established. Small differences on cognitive outcome variables indicate a potential for differential effects. This will have to be addressed in further research including longer treatment programs and other settings. Trial registration ClinicalTrials.gov NCT00507988 PMID:21527028

A dynamically minimalist cognitive explanation of musical preference: is familiarity everything?

PubMed

Schubert, Emery; Hargreaves, David J; North, Adrian C

2014-01-01

This paper examines the idea that attraction to music is generated at a cognitive level through the formation and activation of networks of interlinked "nodes." Although the networks involved are vast, the basic mechanism for activating the links is relatively simple. Two comprehensive cognitive-behavioral models of musical engagement are examined with the aim of identifying the underlying cognitive mechanisms and processes involved in musical experience. A "dynamical minimalism" approach (after Nowak, 2004) is applied to re-interpret musical engagement (listening, performing, composing, or imagining any of these) and to revise the latest version of the reciprocal-feedback model (RFM) of music processing. Specifically, a single cognitive mechanism of "spreading activation" through previously associated networks is proposed as a pleasurable outcome of musical engagement. This mechanism underlies the dynamic interaction of the various components of the RFM, and can thereby explain the generation of positive affects in the listener's musical experience. This includes determinants of that experience stemming from the characteristics of the individual engaging in the musical activity (whether listener, composer, improviser, or performer), the situation and contexts (e.g., social factors), and the music (e.g., genre, structural features). The theory calls for new directions for future research, two being (1) further investigation of the components of the RFM to better understand musical experience and (2) more rigorous scrutiny of common findings about the salience of familiarity in musical experience and preference.

Eye Movement Analysis and Cognitive Assessment. The Use of Comparative Visual Search Tasks in a Non-immersive VR Application.

PubMed

Rosa, Pedro J; Gamito, Pedro; Oliveira, Jorge; Morais, Diogo; Pavlovic, Matthew; Smyth, Olivia; Maia, Inês; Gomes, Tiago

2017-03-23

An adequate behavioral response depends on attentional and mnesic processes. When these basic cognitive functions are impaired, the use of non-immersive Virtual Reality Applications (VRAs) can be a reliable technique for assessing the level of impairment. However, most non-immersive VRAs use indirect measures to make inferences about visual attention and mnesic processes (e.g., time to task completion, error rate). To examine whether the eye movement analysis through eye tracking (ET) can be a reliable method to probe more effectively where and how attention is deployed and how it is linked with visual working memory during comparative visual search tasks (CVSTs) in non-immersive VRAs. The eye movements of 50 healthy participants were continuously recorded while CVSTs, selected from a set of cognitive tasks in the Systemic Lisbon Battery (SLB). Then a VRA designed to assess of cognitive impairments were randomly presented. The total fixation duration, the number of visits in the areas of interest and in the interstimulus space, along with the total execution time was significantly different as a function of the Mini Mental State Examination (MMSE) scores. The present study demonstrates that CVSTs in SLB, when combined with ET, can be a reliable and unobtrusive method for assessing cognitive abilities in healthy individuals, opening it to potential use in clinical samples.

Reorganization of the Connectivity between Elementary Functions – A Model Relating Conscious States to Neural Connections

PubMed Central

Mogensen, Jesper; Overgaard, Morten

2017-01-01

In the present paper it is argued that the “neural correlate of consciousness” (NCC) does not appear to be a separate “module” – but an aspect of information processing within the neural substrate of various cognitive processes. Consequently, NCC can only be addressed adequately within frameworks that model the general relationship between neural processes and mental states – and take into account the dynamic connectivity of the brain. We presently offer the REFGEN (general reorganization of elementary functions) model as such a framework. This model builds upon and expands the REF (reorganization of elementary functions) and REFCON (of elementary functions and consciousness) models. All three models integrate the relationship between the neural and mental layers of description via the construction of an intermediate level dealing with computational states. The importance of experience based organization of neural and cognitive processes is stressed. The models assume that the mechanisms of consciousness are in principle the same as the basic mechanisms of all aspects of cognition – when information is processed to a sufficiently “high level” it becomes available to conscious experience. The NCC is within the REFGEN model seen as aspects of the dynamic and experience driven reorganizations of the synaptic connectivity between the neurocognitive “building blocks” of the model – the elementary functions. PMID:28473797

Spatial representation of pitch height: the SMARC effect.

PubMed

Rusconi, Elena; Kwan, Bonnie; Giordano, Bruno L; Umiltà, Carlo; Butterworth, Brian

2006-03-01

Through the preferential pairing of response positions to pitch, here we show that the internal representation of pitch height is spatial in nature and affects performance, especially in musically trained participants, when response alternatives are either vertically or horizontally aligned. The finding that our cognitive system maps pitch height onto an internal representation of space, which in turn affects motor performance even when this perceptual attribute is irrelevant to the task, extends previous studies on auditory perception and suggests an interesting analogy between music perception and mathematical cognition. Both the basic elements of mathematical cognition (i.e. numbers) and the basic elements of musical cognition (i.e. pitches), appear to be mapped onto a mental spatial representation in a way that affects motor performance.

Serotonin depletion induces pessimistic-like behavior in a cognitive bias paradigm in pigs.

PubMed

Stracke, Jenny; Otten, Winfried; Tuchscherer, Armin; Puppe, Birger; Düpjan, Sandra

2017-05-15

Cognitive and affective processes are highly interrelated. This has implications for neuropsychiatric disorders such as major depressive disorder in humans but also for the welfare of non-human animals. The brain serotonergic system might play a key role in mediating the relationship between cognitive functions and affective regulation. The aim of our study was to examine the influence of serotonin depletion on the affective state and cognitive processing in pigs, an important farm animal species but also a potential model species for biomedical research in humans. For this purpose, we modified a serotonin depletion model using para-chlorophenylalanine (pCPA) to decrease serotonin levels in brain areas involved in cognitive and affective processing (part 1). The consequences of serotonin depletion were then measured in two behavioral tests (part 2): the spatial judgement task (SJT), providing information about the effects of the affective state on cognitive processing, and the open field/novel object (OFNO) test, which measures behavioral reactions to novelty that are assumed to reflect affective state. In part 1, 40 pigs were treated with either pCPA or saline for six consecutive days. Serotonin levels were assessed in seven different brain regions 4, 5, 6, 11 and 13days after the first injection. Serotonin was significantly depleted in all analyzed brain regions up to 13days after the first application. In part 2, the pCPA model was applied to 48 animals in behavioral testing. Behavioral tests, the OFNO test and the SJT, were conducted both before and after pCPA/saline injections. While results from the OFNO tests were inconclusive, an effect of treatment as well as an effect of the phase (before and after treatment) was observed in the SJT. Animals treated with pCPA showed more pessimistic-like behavior, suggesting a more negative affective state due to serotonin depletion. Thus, our results confirm that the serotonergic system is a key player in cognitive-emotional processing. Hence, the serotonin depletion model and the spatial judgement task can increase our understanding of the basic mechanisms underlying both human neuropsychiatric disorders and animal welfare. Copyright © 2017 Elsevier Inc. All rights reserved.

Kinetic Behavior of Leucine and Other Amino Acids Modulating Cognitive Performance via mTOR Pathway

DTIC Science & Technology

2011-12-02

is a potential target for modulation with leucine (or other therapeutic agents), to maintain/enhance normal functioning under stress conditions. Such... functioning under stress conditions. Such an effect has potential for optimizing warfighter cognitive performance under high demand conditions. The... Isoleucine L1 Essential Neutral Non-polar Branched chain Lysine Basic Y+ Essential Basic Polar Proline L1? Neutral Non-polar Aromatic Asparagine Neutral

The Four Postulates of Freudian Unconscious Neurocognitive Convergences

PubMed Central

Arminjon, Mathieu

2011-01-01

In the 1980s, the terms “cognitive unconscious” were invented to denominate a perspective on unconscious mental processes independent from the psychoanalytical views. For several reasons, the two approaches to unconscious are generally conceived as irreducible. Nowadays, we are witnessing a certain convergence between both fields. The aim of this paper consists in examining the four basic postulates of Freudian unconscious at the light of neurocognitive sciences. They posit: (1) that some psychological processes are unconsciously performed and causally determine conscious processes, (2) that they are governed by their own cognitive rules, (3) that they set out their own intentions, (4) and that they lead to a conflicting organization of psyche. We show that each of these postulates is the subject of empirical and theoretical works. If the two fields refer to more or less similar mechanisms, we propose that their opposition rests on an epistemological misunderstanding. As a conclusion, we promote a conservative reunification of the two perspectives. PMID:21734896

Methodology of problem-based learning engineering and technology and of its implementation with modern computer resources

NASA Astrophysics Data System (ADS)

Lebedev, A. A.; Ivanova, E. G.; Komleva, V. A.; Klokov, N. M.; Komlev, A. A.

2017-01-01

The considered method of learning the basics of microelectronic circuits and systems amplifier enables one to understand electrical processes deeper, to understand the relationship between static and dynamic characteristics and, finally, bring the learning process to the cognitive process. The scheme of problem-based learning can be represented by the following sequence of procedures: the contradiction is perceived and revealed; the cognitive motivation is provided by creating a problematic situation (the mental state of the student), moving the desire to solve the problem, to raise the question "why?", the hypothesis is made; searches for solutions are implemented; the answer is looked for. Due to the complexity of architectural schemes in the work the modern methods of computer analysis and synthesis are considered in the work. Examples of engineering by students in the framework of students' scientific and research work of analog circuits with improved performance based on standard software and software developed at the Department of Microelectronics MEPhI.

Modulating Human Auditory Processing by Transcranial Electrical Stimulation

PubMed Central

Heimrath, Kai; Fiene, Marina; Rufener, Katharina S.; Zaehle, Tino

2016-01-01

Transcranial electrical stimulation (tES) has become a valuable research tool for the investigation of neurophysiological processes underlying human action and cognition. In recent years, striking evidence for the neuromodulatory effects of transcranial direct current stimulation, transcranial alternating current stimulation, and transcranial random noise stimulation has emerged. While the wealth of knowledge has been gained about tES in the motor domain and, to a lesser extent, about its ability to modulate human cognition, surprisingly little is known about its impact on perceptual processing, particularly in the auditory domain. Moreover, while only a few studies systematically investigated the impact of auditory tES, it has already been applied in a large number of clinical trials, leading to a remarkable imbalance between basic and clinical research on auditory tES. Here, we review the state of the art of tES application in the auditory domain focussing on the impact of neuromodulation on acoustic perception and its potential for clinical application in the treatment of auditory related disorders. PMID:27013969

Neuroanatomic overlap between intelligence and cognitive factors: morphometry methods provide support for the key role of the frontal lobes.

PubMed

Colom, Roberto; Burgaleta, Miguel; Román, Francisco J; Karama, Sherif; Alvarez-Linera, Juan; Abad, Francisco J; Martínez, Kenia; Quiroga, Ma Ángeles; Haier, Richard J

2013-05-15

Evidence from neuroimaging studies suggests that intelligence differences may be supported by a parieto-frontal network. Research shows that this network is also relevant for cognitive functions such as working memory and attention. However, previous studies have not explicitly analyzed the commonality of brain areas between a broad array of intelligence factors and cognitive functions tested in the same sample. Here fluid, crystallized, and spatial intelligence, along with working memory, executive updating, attention, and processing speed were each measured by three diverse tests or tasks. These twenty-one measures were completed by a group of one hundred and four healthy young adults. Three cortical measures (cortical gray matter volume, cortical surface area, and cortical thickness) were regressed against psychological latent scores obtained from a confirmatory factor analysis for removing test and task specific variance. For cortical gray matter volume and cortical surface area, the main overlapping clusters were observed in the middle frontal gyrus and involved fluid intelligence and working memory. Crystallized intelligence showed an overlapping cluster with fluid intelligence and working memory in the middle frontal gyrus. The inferior frontal gyrus showed overlap for crystallized intelligence, spatial intelligence, attention, and processing speed. The fusiform gyrus in temporal cortex showed overlap for spatial intelligence and attention. Parietal and occipital areas did not show any overlap across intelligence and cognitive factors. Taken together, these findings underscore that structural features of gray matter in the frontal lobes support those aspects of intelligence related to basic cognitive processes. Copyright © 2013 Elsevier Inc. All rights reserved.

Mood, motivation, and misinformation: aging and affective state influences on memory.

PubMed

Hess, Thomas M; Popham, Lauren E; Emery, Lisa; Elliott, Tonya

2012-01-01

Normative age differences in memory have typically been attributed to declines in basic cognitive and cortical mechanisms. The present study examined the degree to which dominant everyday affect might also be associated with age-related memory errors using the misinformation paradigm. Younger and older adults viewed a positive and a negative event, and then were exposed to misinformation about each event. Older adults exhibited a higher likelihood than young adults of falsely identifying misinformation as having occurred in the events. Consistent with expectations, strength of the misinformation effect was positively associated with dominant mood, and controlling for mood eliminated any age effects. Also, motivation to engage in complex cognitive activity was negatively associated with susceptibility to misinformation, and susceptibility was stronger for negative than for positive events. We argue that motivational processes underlie all of the observed effects, and that such processes are useful in understanding age differences in memory performance.

Mood, motivation, and misinformation: Aging and affective state influences on memory

PubMed Central

Hess, Thomas M.; Popham, Lauren E.; Emery, Lisa; Elliott, Tonya

2014-01-01

Normative age differences in memory have typically been attributed to declines in basic cognitive and cortical mechanisms. The present study examined the degree to which dominant everyday affect might also be associated with age-related memory errors using the misinformation paradigm. Younger and older adults viewed a positive and a negative event, and then were exposed to misinformation about each event. Older adults exhibited a higher likelihood than young adults of falsely identifying misinformation as having occurred in the events. Consistent with expectations, strength of the misinformation effect was positively associated with dominant mood, and controlling for mood eliminated any age effects. Also, motivation to engage in complex cognitive activity was negatively associated with susceptibility to misinformation, and susceptibility was stronger for negative than for positive events. We argue that motivational processes underlie all of the observed effects, and that such processes are useful in understanding age differences in memory performance. PMID:22059441

Rationality.

PubMed

Shafir, Eldar; LeBoeuf, Robyn A

2002-01-01

This chapter reviews selected findings in research on reasoning, judgment, and choice and considers the systematic ways in which people violate basic requirements of the corresponding normative analyses. Recent objections to the empirical findings are then considered; these objections question the findings' relevance to assumptions about rationality. These objections address the adequacy of the tasks used in the aforementioned research and the appropriateness of the critical interpretation of participants' responses, as well as the justifiability of some of the theoretical assumptions made by experimenters. The objections are each found not to seriously impinge on the general conclusion that people often violate tenets of rationality in inadvisable ways. In the process, relevant psychological constructs, ranging from cognitive ability and need for cognition, to dual process theories and the role of incentives, are discussed. It is proposed that the rationality critique is compelling and rightfully gaining influence in the social sciences in general.

Memory loss in Alzheimer's disease: implications for development of therapeutics

PubMed Central

Gold, Carl A; Budson, Andrew E

2009-01-01

Alzheimer's disease (AD) is a progressive neurodegenerative disease marked by a constellation of cognitive disturbances, the earliest and most prominent being impaired episodic memory. Episodic memory refers to the memory system that allows an individual to consciously retrieve a previously experienced item or episode of life. Many recent studies have focused on characterizing how AD pathology impacts particular aspects of episodic memory and underlying mental and neural processes. This review summarizes the findings of those studies and discusses the effects of current and promising treatments for AD on episodic memory. The goal of this review is to raise awareness of the strides that cognitive neuroscientists have made in understanding intact and dysfunctional memory. Knowledge of the specific memorial processes that are impaired in AD may be of great value to basic scientists developing novel therapies and to clinical researchers assessing the efficacy of those therapies. PMID:19086882

The neurophysiology of sexual arousal.

PubMed

Schober, Justine M; Pfaff, Donald

2007-09-01

Our understanding of the process and initiation of sexual arousal is being enhanced by both animal and human studies, inclusive of basic science principles and research on clinical outcomes. Sexual arousal is dependent on neural (sensory and cognitive) factors, hormonal factors, genetic factors and, in the human case, the complex influences of culture and context. Sexual arousal activates the cognitive and physiologic processes that can eventually lead to sexual behavior. Sexual arousal comprises a particular subset of central nervous system arousal functions which depend on primitive, fundamental arousal mechanisms that cause generalized brain activity, but are manifest in a sociosexual context. The neurophysiology of sexual arousal is seen as a bidirectional system universal to all vertebrates. The following review includes known neural and genomic mechanisms of a hormone-dependent circuit for simple sex behavior. New information about hormone effects on causal steps related to sex hormones' nuclear receptor isoforms expressed by hypothalamic neurons continues to enrich our understanding of this neurophysiology.

Blaming the brain for obesity: Integration of hedonic and homeostatic mechanisms

PubMed Central

Berthoud, Hans-Rudolf; Münzberg, Heike; Morrison, Christopher D.

2017-01-01

The brain plays a key role in the controls of energy intake and expenditure and many genes associated with obesity are expressed in the central nervous system. Technological and conceptual advances in both basic and clinical neurosciences have expanded the traditional view of homeostatic regulation of body weight by mainly the hypothalamus to include hedonic controls of appetite by cortical and subcortical brain areas processing external sensory information, reward, cognition, and executive functions. Thus, hedonic controls interact with homeostatic controls to regulate body weight in a flexible and adaptive manner that takes environmental conditions into account. This new conceptual framework has several important implications for the treatment of obesity. Because much of this interactive neural processing is outside awareness, cognitive restraint in a world of plenty is made difficult and prevention and treatment of obesity should be more rationally directed to the complex and often redundant mechanisms underlying this interaction. PMID:28192106

[Surgical laboratory in pregraduate medicine.

PubMed

Tapia-Jurado, Jesús

2011-01-01

Surgical laboratory in pregraduate students in medicine is beneficial and improves learning processes in cognitive aspects and skills acquisition. It is also an early initiation into scientific research. The laboratory is the introductory pathway into basic concepts of medical science (meaningful learning). It is also where students gain knowledge in procedures and abilities to obtain professional skills, an interactive teacher-student process. Medicine works rapidly to change from an art to a science. This fact compromises all schools and medical faculties to analyze their actual lesson plans. Simulators give students confidence and ability and save time, money and resources, eliminating at the same time the ethical factor of using live animals and the fear of patient safety. Multimedia programs may give a cognitive context evolving logically with an explanation based on written and visual animation followed by a clinical problem and its demonstration in a simulator, all before applying knowledge to the patient.

The function and failure of sensory predictions.

PubMed

Bansal, Sonia; Ford, Judith M; Spering, Miriam

2018-04-23

Humans and other primates are equipped with neural mechanisms that allow them to automatically make predictions about future events, facilitating processing of expected sensations and actions. Prediction-driven control and monitoring of perceptual and motor acts are vital to normal cognitive functioning. This review provides an overview of corollary discharge mechanisms involved in predictions across sensory modalities and discusses consequences of predictive coding for cognition and behavior. Converging evidence now links impairments in corollary discharge mechanisms to neuropsychiatric symptoms such as hallucinations and delusions. We review studies supporting a prediction-failure hypothesis of perceptual and cognitive disturbances. We also outline neural correlates underlying prediction function and failure, highlighting similarities across the visual, auditory, and somatosensory systems. In linking basic psychophysical and psychophysiological evidence of visual, auditory, and somatosensory prediction failures to neuropsychiatric symptoms, our review furthers our understanding of disease mechanisms. © 2018 New York Academy of Sciences.

The Contribution of Childhood Parental Rejection and Early Androgen Exposure to Impairments in Socio-Cognitive Skills in Intimate Partner Violence Perpetrators with High Alcohol Consumption

PubMed Central

Romero-Martínez, Ángel; Lila, Marisol; Catalá-Miñana, Alba; Williams, Ryan K.; Moya-Albiol, Luis

2013-01-01

Alcohol consumption, a larger history of childhood parental rejection, and high prenatal androgen exposure have been linked with facilitation and high risk of recidivism in intimate partner violence (IPV) perpetrators. Participants were distributed into two groups according to their alcohol consumption scores as high (HA) and low (LA). HA presented a higher history of childhood parental rejection, prenatal masculinization (smaller 2D:4D ratio), and violence-related scores than LA IPV perpetrators. Nonetheless, the former showed poor socio-cognitive skills performance (cognitive flexibility, emotional recognition and cognitive empathy). Particularly in HA IPV perpetrators, the history of childhood parental rejection was associated with high hostile sexism and low cognitive empathy. Moreover, a masculinized 2D:4D ratio was associated with high anger expression and low cognitive empathy. Parental rejection during childhood and early androgen exposure are relevant factors for the development of violence and the lack of adequate empathy in adulthood. Furthermore, alcohol abuse plays a key role in the development of socio-cognitive impairments and in the proneness to violence and its recidivism. These findings contribute to new coadjutant violence intervention programs, focused on the rehabilitation of basic executive functions and emotional decoding processes and on the treatment of alcohol dependence. PMID:23965927

The contribution of childhood parental rejection and early androgen exposure to impairments in socio-cognitive skills in intimate partner violence perpetrators with high alcohol consumption.

PubMed

Romero-Martínez, Ángel; Lila, Marisol; Catalá-Miñana, Alba; Williams, Ryan K; Moya-Albiol, Luis

2013-08-20

Alcohol consumption, a larger history of childhood parental rejection, and high prenatal androgen exposure have been linked with facilitation and high risk of recidivism in intimate partner violence (IPV) perpetrators. Participants were distributed into two groups according to their alcohol consumption scores as high (HA) and low (LA). HA presented a higher history of childhood parental rejection, prenatal masculinization (smaller 2D:4D ratio), and violence-related scores than LA IPV perpetrators. Nonetheless, the former showed poor socio-cognitive skills performance (cognitive flexibility, emotional recognition and cognitive empathy). Particularly in HA IPV perpetrators, the history of childhood parental rejection was associated with high hostile sexism and low cognitive empathy. Moreover, a masculinized 2D:4D ratio was associated with high anger expression and low cognitive empathy. Parental rejection during childhood and early androgen exposure are relevant factors for the development of violence and the lack of adequate empathy in adulthood. Furthermore, alcohol abuse plays a key role in the development of socio-cognitive impairments and in the proneness to violence and its recidivism. These findings contribute to new coadjutant violence intervention programs, focused on the rehabilitation of basic executive functions and emotional decoding processes and on the treatment of alcohol dependence.

Insight into others' minds: spatio-temporal representations by intrinsic frame of reference.

PubMed

Sun, Yanlong; Wang, Hongbin

2014-01-01

Recent research has seen a growing interest in connections between domains of spatial and social cognition. Much evidence indicates that processes of representing space in distinct frames of reference (FOR) contribute to basic spatial abilities as well as sophisticated social abilities such as tracking other's intention and belief. Argument remains, however, that belief reasoning in social domain requires an innately dedicated system and cannot be reduced to low-level encoding of spatial relationships. Here we offer an integrated account advocating the critical roles of spatial representations in intrinsic frame of reference. By re-examining the results from a spatial task (Tamborello etal., 2012) and a false-belief task (Onishi and Baillargeon, 2005), we argue that spatial and social abilities share a common origin at the level of spatio-temporal association and predictive learning, where multiple FOR-based representations provide the basic building blocks for efficient and flexible partitioning of the environmental statistics. We also discuss neuroscience evidence supporting these mechanisms. We conclude that FOR-based representations may bridge the conceptual as well as the implementation gaps between the burgeoning fields of social and spatial cognition.

Cognitive and neural components of the phenomenology of agency.

PubMed

Morsella, Ezequiel; Berger, Christopher C; Krieger, Stepehen C

2011-06-01

A primary aspect of the self is the sense of agency – the sense that one is causing an action. In the spirit of recent reductionistic approaches to other complex, multifaceted phenomena (e.g., working memory; cf. Johnson &Johnson, 2009), we attempt to unravel the sense of agency by investigating its most basic components, without invoking high-level conceptual or 'central executive' processes. After considering the high-level components of agency, we examine the cognitive and neural underpinnings of its low-level components, which include basic consciousness and subjective urges (e.g., the urge to breathe when holding one's breath). Regarding urges, a quantitative review revealed that certain inter-representational dynamics (conflicts between action plans, as when holding one's breath) reliably engender fundamental aspects both of the phenomenology of agency and of 'something countering the will of the self'. The neural correlates of such dynamics, for both primordial urges (e.g., air hunger) and urges elicited in laboratory interference tasks, are entertained. In addition, we discuss the implications of this unique perspective for the study of disorders involving agency.

Eye movements reveal the time-course of anticipating behaviour based on complex, conflicting desires.

PubMed

Ferguson, Heather J; Breheny, Richard

2011-05-01

The time-course of representing others' perspectives is inconclusive across the currently available models of ToM processing. We report two visual-world studies investigating how knowledge about a character's basic preferences (e.g. Tom's favourite colour is pink) and higher-order desires (his wish to keep this preference secret) compete to influence online expectations about subsequent behaviour. Participants' eye movements around a visual scene were tracked while they listened to auditory narratives. While clear differences in anticipatory visual biases emerged between conditions in Experiment 1, post-hoc analyses testing the strength of the relevant biases suggested a discrepancy in the time-course of predicting appropriate referents within the different contexts. Specifically, predictions to the target emerged very early when there was no conflict between the character's basic preferences and higher-order desires, but appeared to be relatively delayed when comprehenders were provided with conflicting information about that character's desire to keep a secret. However, a second experiment demonstrated that this apparent 'cognitive cost' in inferring behaviour based on higher-order desires was in fact driven by low-level features between the context sentence and visual scene. Taken together, these results suggest that healthy adults are able to make complex higher-order ToM inferences without the need to call on costly cognitive processes. Results are discussed relative to previous accounts of ToM and language processing. Copyright © 2011 Elsevier B.V. All rights reserved.

Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought

ERIC Educational Resources Information Center

de Jong, Ton

2010-01-01

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems…

Where Cognitive Conflict Arises from?: The Structure of Creating Cognitive Conflict

ERIC Educational Resources Information Center

Lee, Gyoungho; Yi, Jinseog

2013-01-01

In this study, our basic contention was that it is essential for researchers to answer the question, "Where does cognitive conflict really arise from?" with more precision than has heretofore been attempted. First, we examined how the term "cognitive conflict" has been treated in the existing literature and try to pinpoint some difficulties,…

Education and trajectories of cognitive decline over 9 years in very old people: methods and risk analysis.

PubMed

Muniz-Terrera, Graciela; Matthews, Fiona; Dening, Tom; Huppert, Felicia A; Brayne, Carol

2009-05-01

the investigation of cognitive decline in the older population has been hampered by analytical considerations. Most studies of older people over prolonged periods suffer from loss to follow-up, yet this has seldom been investigated fully to date. Such considerations limit our understanding of how basic variables such as education can affect cognitive trajectories. we examined cognitive trajectories in a population-based cohort study in Cambridge, UK, of people aged 75 and over in whom multiple interviews were conducted over time. Cognitive function was assessed using the Mini-Mental State Examination (MMSE). Socio-demographic variables were measured, including educational level and social class. An age-based quadratic latent growth model was fitted to cognitive scores. The effect of socio-demographic variables was examined on all latent variables and the probability of death and dropout. at baseline, age, education, social class and mobility were associated with cognitive performance. Education and social class were not related to decline or its rate of change. In contrast, poor mobility was associated with lower cognitive performance, increased cognitive decline and increased rate of change of cognitive decline. Gender, age, mobility and cognitive ability predicted death and dropout contrary to much of the current literature, education was not related to rate of cognitive decline or change in this rate as measured by MMSE. Higher levels of education do not appear to protect against cognitive decline, though if the MMSE is used in the diagnostic process, individuals with less education may be diagnosed as having dementia somewhat earlier.

Does human cognition allow Human Factors (HF) certification of advanced aircrew systems?

NASA Technical Reports Server (NTRS)

Macleod, Iain S.; Taylor, Robert M.

1994-01-01

This paper has examined the requirements of HF specification and certification within advanced or complex aircrew systems. It suggests reasons for current inadequacies in the use of HF in the design process, giving some examples in support, and suggesting an avenue towards the improvement of the HF certification process. The importance of human cognition to the operation and performance of advanced aircrew systems has been stressed. Many of the shortfalls of advanced aircrew systems must be attributed to over automated designs that show little consideration on either the mental limits or the cognitive capabilities of the human system component. Traditional approaches to system design and HF certification are set within an over physicalistic foundation. Also, traditionally it was assumed that physicalistic system functions could be attributed to either the human or the machine on a one to one basis. Moreover, any problems associated with the parallel needs, or promoting human understanding alongside system operation and direction, were generally equated in reality by the natural flexibility and adaptability of human skills. The consideration of the human component of a complex system is seen as being primarily based on manifestations of human behavior to the almost total exclusion of any appreciation of unobservable human mental and cognitive processes. The argument of this paper is that the considered functionality of any complex human-machine system must contain functions that are purely human and purely cognitive. Human-machine system reliability ultimately depends on human reliability and dependability and, therefore, on the form and frequency of cognitive processes that have to be conducted to support system performance. The greater the demand placed by an advanced aircraft system on the human component's basic knowledge processes or cognition, rather than on skill, the more insiduous the effects the human may have on that system. This paper discusses one example of an attempt to devise an improved method of specificaiton and certification with relation to the advanced aircrew system, that of the RN Merlin helicopter. The method is realized to have limitations in practice, these mainly associated with the late production of the system specification in relation to the system development process. The need for a careful appreciation of the capabilities and support needs of human cognition within the design process of a complex man machine system has been argued, especially with relation to the concept of system functionality. Unlike the physicalistic Fitts list, a new classification of system functionality is proposed, namely: (1) equipment - system equipment related; (2) cognitive - human cognition related; and (3) associated - necessary combinatin of equipment and cognitive. This paper has not proposed a method for a fuller consideration of cognition within systems design, but has suggested the need for such a method and indicated an avenue towards its development. Finally, the HF certification of advanced aircrew systems is seen as only being possible in a qualified sense until the important functions of human cognition are considered within the system design process. (This paper contains the opinions of its authors and does not necessarily refledt the standpoint of their respective organizations).

The Social Attribution Task-Multiple Choice (SAT-MC): A Psychometric and Equivalence Study of an Alternate Form.

PubMed

Johannesen, Jason K; Lurie, Jessica B; Fiszdon, Joanna M; Bell, Morris D

2013-01-01

The Social Attribution Task-Multiple Choice (SAT-MC) uses a 64-second video of geometric shapes set in motion to portray themes of social relatedness and intentions. Considered a test of "Theory of Mind," the SAT-MC assesses implicit social attribution formation while reducing verbal and basic cognitive demands required of other common measures. We present a comparability analysis of the SAT-MC and the new SAT-MC-II, an alternate form created for repeat testing, in a university sample (n = 92). Score distributions and patterns of association with external validation measures were nearly identical between the two forms, with convergent and discriminant validity supported by association with affect recognition ability and lack of association with basic visual reasoning. Internal consistency of the SAT-MC-II was superior (alpha = .81) to the SAT-MC (alpha = .56). Results support the use of SAT-MC and new SAT-MC-II as equivalent test forms. Demonstrating relatively higher association to social cognitive than basic cognitive abilities, the SAT-MC may provide enhanced sensitivity as an outcome measure of social cognitive intervention trials.

Cluster B personality symptoms in persons at genetic risk for schizophrenia are associated with social competence and activation of the right temporo-parietal junction during emotion processing.

PubMed

Goldschmidt, Micaela Giuliana; Villarreal, Mirta Fabiana; de Achával, Delfina; Drucaroff, Lucas Javier; Costanzo, Elsa Yolanda; Castro, Mariana Nair; Pahissa, Jaime; Camprodon, Joan; Nemeroff, Charles; Guinjoan, Salvador Martín

2014-01-30

Personality disorders are common in nonpsychotic siblings of patients with schizophrenia, and some personality traits in this group may be associated with an increased risk for full-blown psychosis. We sought to establish if faulty right-hemisphere activation induced by social cognitive tasks, as previously described in patients with schizophrenia, is associated with specific personality symptoms in their unaffected siblings. We observed that cluster B personality symptoms in this group were inversely related to activation in the right temporo parietal junction (rTPJ, a structure critical in social cognitive processing) in response to a basic emotion processing task and also to social competence, whereas in contrast to our initial hypothesis, cluster A traits were not associated with right hemisphere activation during emotion processing or with social competence. These findings suggest the existence of clinical traits in at-risk individuals which share a common neurobiological substrate with schizophrenia, in regards to social performance. © 2013 Published by Elsevier Ireland Ltd.

The equivalence of learning paths in early science instruction: effect of direct instruction and discovery learning.

PubMed

Klahr, David; Nigam, Milena

2004-10-01

In a study with 112 third- and fourth-grade children, we measured the relative effectiveness of discovery learning and direct instruction at two points in the learning process: (a) during the initial acquisition of the basic cognitive objective (a procedure for designing and interpreting simple, unconfounded experiments) and (b) during the subsequent transfer and application of this basic skill to more diffuse and authentic reasoning associated with the evaluation of science-fair posters. We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgments, the many children who learned about experimental design from direct instruction performed as well as those few children who discovered the method on their own. These results challenge predictions derived from the presumed superiority of discovery approaches in teaching young children basic procedures for early scientific investigations.

Performance on the Hamilton search task, and the influence of lateralization, in captive orange-winged Amazon parrots (Amazona amazonica).

PubMed

Cussen, Victoria A; Mench, Joy A

2014-07-01

Psittacines are generally considered to possess cognitive abilities comparable to those of primates. Most psittacine research has evaluated performance on standardized complex cognition tasks, but studies of basic cognitive processes are limited. We tested orange-winged Amazon parrots (Amazona amazonica) on a spatial foraging assessment, the Hamilton search task. This task is a standardized test used in human and non-human primate studies. It has multiple phases, which require trial and error learning, learning set breaking, and spatial memory. We investigated search strategies used to complete the task, cognitive flexibility, and long-term memory for the task. We also assessed the effects of individual strength of motor lateralization (foot preference) and sex on task performance. Almost all (92%) of the parrots acquired the task. All had significant foot preferences, with 69% preferring their left foot, and showed side preferences contralateral to their preferred limb during location selection. The parrots were able to alter their search strategies when reward contingencies changed, demonstrating cognitive flexibility. They were also able to remember the task over a 6-month period. Lateralization had a significant influence on learning set acquisition but no effect on cognitive flexibility. There were no sex differences. To our knowledge, this is the first cognitive study using this particular species and one of the few studies of cognitive abilities in any Neotropical parrot species.

Knowing how you are feeling depends on what's on my mind: Cognitive load and expression categorization.

PubMed

Ahmed, Lubna

2018-03-01

The ability to correctly interpret facial expressions is key to effective social interactions. People are well rehearsed and generally very efficient at correctly categorizing expressions. However, does their ability to do so depend on how cognitively loaded they are at the time? Using repeated-measures designs, we assessed the sensitivity of facial expression categorization to cognitive resources availability by measuring people's expression categorization performance during concurrent low and high cognitive load situations. In Experiment1, participants categorized the 6 basic upright facial expressions in a 6-automated-facial-coding response paradigm while maintaining low or high loading information in working memory (N = 40; 60 observations per load condition). In Experiment 2, they did so for both upright and inverted faces (N = 46; 60 observations per load and inversion condition). In both experiments, expression categorization for upright faces was worse during high versus low load. Categorization rates actually improved with increased load for the inverted faces. The opposing effects of cognitive load on upright and inverted expressions are explained in terms of a cognitive load-related dispersion in the attentional window. Overall, the findings support that expression categorization is sensitive to cognitive resources availability and moreover suggest that, in this paradigm, it is the perceptual processing stage of expression categorization that is affected by cognitive load. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Physical Models of Cognition

NASA Technical Reports Server (NTRS)

Zak, Michail

1994-01-01

This paper presents and discusses physical models for simulating some aspects of neural intelligence, and, in particular, the process of cognition. The main departure from the classical approach here is in utilization of a terminal version of classical dynamics introduced by the author earlier. Based upon violations of the Lipschitz condition at equilibrium points, terminal dynamics attains two new fundamental properties: it is spontaneous and nondeterministic. Special attention is focused on terminal neurodynamics as a particular architecture of terminal dynamics which is suitable for modeling of information flows. Terminal neurodynamics possesses a well-organized probabilistic structure which can be analytically predicted, prescribed, and controlled, and therefore which presents a powerful tool for modeling real-life uncertainties. Two basic phenomena associated with random behavior of neurodynamic solutions are exploited. The first one is a stochastic attractor ; a stable stationary stochastic process to which random solutions of a closed system converge. As a model of the cognition process, a stochastic attractor can be viewed as a universal tool for generalization and formation of classes of patterns. The concept of stochastic attractor is applied to model a collective brain paradigm explaining coordination between simple units of intelligence which perform a collective task without direct exchange of information. The second fundamental phenomenon discussed is terminal chaos which occurs in open systems. Applications of terminal chaos to information fusion as well as to explanation and modeling of coordination among neurons in biological systems are discussed. It should be emphasized that all the models of terminal neurodynamics are implementable in analog devices, which means that all the cognition processes discussed in the paper are reducible to the laws of Newtonian mechanics.

Judgment of moral and social transgression in schizophrenia.

PubMed

McGuire, Jonathan; Brüne, Martin; Langdon, Robyn

2017-07-01

Despite evidence of pervasive social-cognitive deficits in schizophrenia, little is known of moral cognition in this population. While recent research indicates that impairment of explicit moral reasoning is explained by these individuals' other cognitive deficits, their capacities for basic moral judgment are unknown. 45 people with schizophrenia and 27 healthy controls completed the Moral-Conventional Distinction Task: a classic task that assesses judgment of violations of moral or social convention on permissibility, severity, and authority-contingence. Justifications of judgments were also probed. Basic cognition was indexed by measures of IQ, verbal memory, and information processing speed. Self-report inventories were used to assess different facets of 'empathy' (e.g., perspective-taking, or theory of mind, and empathic concern), and aggressive tendencies. Groups did not differ significantly in judgments of permissibility or authority-contingency, or justifications of judgments. Patients did, however, rate violations of social (but not moral) convention more harshly. They also took longer to judge impermissibility of moral (but nor social) transgressions. Slower moral judgment in patients was associated with lower levels of self-reported empathic concern, while harsher condemnation of social transgression was associated with poorer (self-reported) perspective-taking. Findings provide no evidence that moral judgment is fundamentally compromised in schizophrenia. Evidence of slower moral judgment in schizophrenia does suggest, however, that patients were less influenced by automatic aversive responses to amoral conduct. The association found between poorer (self-reported) perspective-taking and greater condemnation of social transgressions also suggests that an insensitivity to others' extenuating motives may exacerbate social misunderstandings in schizophrenia. Copyright © 2017 Elsevier Inc. All rights reserved.

Temperament and the Pursuit of an Integrated Developmental Psychology

ERIC Educational Resources Information Center

Rothbart, Mary K.

2004-01-01

Historically, developmental psychology has been split into the areas of social development and cognitive development, with the cognitive area most recently dominating the field. Nevertheless, basic questions about development often require more integrative approaches, cutting across social and cognitive areas, while taking advantage of recent…

Mirror neurons, language, and embodied cognition.

PubMed

Perlovsky, Leonid I; Ilin, Roman

2013-05-01

Basic mechanisms of the mind, cognition, language, its semantic and emotional mechanisms are modeled using dynamic logic (DL). This cognitively and mathematically motivated model leads to a dual-model hypothesis of language and cognition. The paper emphasizes that abstract cognition cannot evolve without language. The developed model is consistent with a joint emergence of language and cognition from a mirror neuron system. The dual language-cognition model leads to the dual mental hierarchy. The nature of cognition embodiment in the hierarchy is analyzed. Future theoretical and experimental research is discussed. Published by Elsevier Ltd.

[Cognitive functions, their development and modern diagnostic methods].

PubMed

Klasik, Adam; Janas-Kozik, Małgorzata; Krupka-Matuszczyk, Irena; Augustyniak, Ewa

2006-01-01

Cognitive psychology is an interdisciplinary field whose main aim is to study the thinking mechanisms of humans leading to cognizance. Therefore the concept of human cognitive processes envelopes the knowledge related to the mechanisms which determine the way humans acquire information from the environment and utilize their knowledge and experience. There are three basic processes which need to be distinguished when discussing human perception development: acquiring sensations, perceptiveness and attention. Acquiring sensations means the experience arising from the stimulation of a single sense organ, i.e. detection and differentiation of sensory information. Perceptiveness stands for the interpretation of sensations and may include recognition and identification of sensory information. The attention process relates to the selectivity of perception. Mental processes of the higher order used in cognition, thanks to which humans tend to try to understand the world and adapt to it, doubtlessly include the processes of memory, reasoning, learning and problem solving. There is a great difference in the human cognitive functioning at different stages of one's life (from infancy to adulthood). The difference is both quantitative and qualitative. There are three main approaches to the human cognitive functioning development: Jean Piaget's approach, information processing approach and psychometric approach. Piaget's ideas continue to form the groundwork of child cognitive psychology. Piaget identified four developmental stages of child cognition: 1. Sensorimotor stage (birth - 2 years old); 2. Preoperational stage (ages 2-7); 3. Concrete operations (ages 7-11; 4. Formal operations (11 and more). The supporters of the information processing approach use a computer metaphor to present the human cognitive processes functioning model. The three important mechanisms involved are: coding, automation and strategy designing and they all often co-operate together. This theory has provided a theory. The psychometric approach concentrates on studying the differences in intelligence. The aim of this approach is to test intelligence by means of standardized tests (e.g. WISC-R, WAIS-R) used to show the individual differences among humans. Human cognitive functions determine individuals' adaptation capabilities and disturbances in this area indicate a number of psychopathological changes and are a symptom enabling to differentiate or diagnose one with a disorder. That is why the psychological assessment of cognitive functions is an important part of patients' diagnosis. Contemporary neuropsychological studies are to a great extent based computer tests. The use of computer methods has a number of measurement-related advantages. It allows for standardized testing environment, increasing therefore its reliability and standardizes the patient assessment process. Special attention should be paid to the neuropsychological tests included in the Vienna Test System (Cognitron, SIGNAL, RT, VIGIL, DAUF), which are used to assess the operational memory span, learning processes, reaction time, attention selective function, attention continuity as well as attention interference resistance. It also seems justified to present the CPT id test (Continuous Performance Test) as well as Free Recall. CPT is a diagnostic tool used to assess the attention selective function, attention continuity of attention, attention interference resistance as well as attention alertness. The Free Recall test is used in the memory processes diagnostics to assess patients' operational memory as well as the information organization degree in operational memory. The above mentioned neuropsychological tests are tools used in clinical assessment of cognitive function disorders.

Cenesthopathy and Subjective Cognitive Complaints: An Exploratory Study in Schizophrenia.

PubMed

Jimeno, Natalia; Vargas, Martin L

2018-01-01

Cenesthopathy is mainly associated with schizophrenia; however, its neurobiological basis is nowadays unclear. The general objective was to explore clinical correlates of cenesthopathy and subjective cognitive complaints in schizophrenia. Participants (n = 30) meeting DSM-IV criteria for psychotic disorder were recruited from a psychiatry unit and assessed with: Association for Methodology and Documentation in Psychiatry (AMDP) system, Positive and Negative Syndrome Scale, Frankfurt Complaint Questionnaire (FCQ), and the Bonn Scale for the Assessment of Basic Symptoms (BSABS). For quantitative variables, means and Spearman correlation coefficients were calculated. Linear regression following backward method and principal component analysis with varimax rotation were used. 83.3% of subjects (73.3% male, mean age, 31.5 years) presented any type of cenesthopathy; all types of cenesthetic basic symptoms were found. Cenesthetic basic symptoms significantly correlated with the AMDP category "fear and anancasm," FCQ total score, and BSABS cognitive thought disturbances. In the regression analysis only 1 predictor, cognitive thought disturbances, entered the model. In the principal component analysis, a main component which accounted for 22.69% of the variance was found. Cenesthopathy, as assessed with the Bonn Scale (BSABS), is mainly associated with cog-nitive abnormalities including disturbances of thought initiative and mental intentionality, of receptive speech, and subjective retardation or pressure of thoughts. © 2018 S. Karger AG, Basel.

Anticipation by multi-modal association through an artificial mental imagery process

NASA Astrophysics Data System (ADS)

Gaona, Wilmer; Escobar, Esaú; Hermosillo, Jorge; Lara, Bruno

2015-01-01

Mental imagery has become a central issue in research laboratories seeking to emulate basic cognitive abilities in artificial agents. In this work, we propose a computational model to produce an anticipatory behaviour by means of a multi-modal off-line hebbian association. Unlike the current state of the art, we propose to apply hebbian learning during an internal sensorimotor simulation, emulating a process of mental imagery. We associate visual and tactile stimuli re-enacted by a long-term predictive simulation chain motivated by covert actions. As a result, we obtain a neural network which provides a robot with a mechanism to produce a visually conditioned obstacle avoidance behaviour. We developed our system in a physical Pioneer 3-DX robot and realised two experiments. In the first experiment we test our model on one individual navigating in two different mazes. In the second experiment we assess the robustness of the model by testing in a single environment five individuals trained under different conditions. We believe that our work offers an underpinning mechanism in cognitive robotics for the study of motor control strategies based on internal simulations. These strategies can be seen analogous to the mental imagery process known in humans, opening thus interesting pathways to the construction of upper-level grounded cognitive abilities.

Semantic processing of actions at 9months is linked to language proficiency at 9 and 18months.

PubMed

Kaduk, Katharina; Bakker, Marta; Juvrud, Joshua; Gredebäck, Gustaf; Westermann, Gert; Lunn, Judith; Reid, Vincent M

2016-11-01

The current study uses event-related potential methodologies to investigate how social-cognitive processes in preverbal infants relate to language performance. We assessed 9-month-olds' understanding of the semantic structure of actions via an N400 event-related potential (ERP) response to action sequences that contained expected and unexpected outcomes. At 9 and 18months of age, infants' language abilities were measured using the Swedish Early Communicative Development Inventory (SECDI). Here we show that 9-month-olds' understanding of the semantic structure of actions, evidenced in an N400 ERP response to action sequences with unexpected outcomes, is related to language comprehension scores at 9months and is related to language production scores at 18months of age. Infants who showed a selective N400 response to unexpected action outcomes are those who are classed as above mean in their language proficiency. The results provide evidence that language performance is related to the ability to detect and interpret human actions at 9months of age. This study suggests that some basic cognitive mechanisms are involved in the processing of sequential events that are shared between two conceptually different cognitive domains and that pre-linguistic social understanding skills and language proficiency are linked to one another. Copyright © 2016. Published by Elsevier Inc.

Why Barack Obama is black: a cognitive account of hypodescent.

PubMed

Halberstadt, Jamin; Sherman, Steven J; Sherman, Jeffrey W

2011-01-01

We propose that hypodescent-the assignment of mixed-race individuals to a minority group-is an emergent feature of basic cognitive processes of learning and categorization. According to attention theory, minority groups are learned by attending to the features that distinguish them from previously learned majority groups. Selective attention creates a strong association between minority groups and their distinctive features, producing a tendency to see individuals who possess a mixture of majority- and minority-group traits as minority-group members. Two experiments on face categorization, using both naturally occurring and manipulated minority groups, support this view, suggesting that hypodescent need not be the product of racist or political motivations, but can be sufficiently explained by an individual's learning history.

A critical view of the quest for brain structural markers of Albert Einstein's special talents (a pot of gold under the rainbow).

PubMed

Colombo, Jorge A

2018-06-01

Assertions regarding attempts to link glial and macrostructural brain events with cognitive performance regarding Albert Einstein, are critically reviewed. One basic problem arises from attempting to draw causal relationships regarding complex, delicately interactive functional processes involving finely tuned molecular and connectivity phenomena expressed in cognitive performance, based on highly variable brain structural events of a single, aged, formalin fixed brain. Data weaknesses and logical flaws are considered. In other instances, similar neuroanatomical observations received different interpretations and conclusions, as those drawn, e.g., from schizophrenic brains. Observations on white matter events also raise methodological queries. Additionally, neurocognitive considerations on other intellectual aptitudes of A. Einstein were simply ignored.

Basic disturbances of information processing in psychosis prediction.

PubMed

Bodatsch, Mitja; Klosterkötter, Joachim; Müller, Ralf; Ruhrmann, Stephan

2013-01-01

The basic symptoms (BS) approach provides a valid instrument in predicting psychosis onset and represents moreover a significant heuristic framework for research. The term "basic symptoms" denotes subtle changes of cognition and perception in the earliest and prodromal stages of psychosis development. BS are thought to correspond to disturbances of neural information processing. Following the heuristic implications of the BS approach, the present paper aims at exploring disturbances of information processing, revealed by functional magnetic resonance imaging (fMRI) and electro-encephalographic as characteristics of the at-risk state of psychosis. Furthermore, since high-risk studies employing ultra-high-risk criteria revealed non-conversion rates commonly exceeding 50%, thus warranting approaches that increase specificity, the potential contribution of neural information processing disturbances to psychosis prediction is reviewed. In summary, the at-risk state seems to be associated with information processing disturbances. Moreover, fMRI investigations suggested that disturbances of language processing domains might be a characteristic of the prodromal state. Neurophysiological studies revealed that disturbances of sensory processing may assist psychosis prediction in allowing for a quantification of risk in terms of magnitude and time. The latter finding represents a significant advancement since an estimation of the time to event has not yet been achieved by clinical approaches. Some evidence suggests a close relationship between self-experienced BS and neural information processing. With regard to future research, the relationship between neural information processing disturbances and different clinical risk concepts warrants further investigations. Thereby, a possible time sequence in the prodromal phase might be of particular interest.

Skills of Cognitive Therapy (SoCT): A New Measure of Patients' Comprehension and Use

ERIC Educational Resources Information Center

Jarrett, Robin B.; Vittengl, Jeffrey R.; Clark, Lee Anna; Thase, Michael E.

2011-01-01

The authors describe the development and psychometric properties of a new measure called the Skills of Cognitive Therapy (SoCT) in depressed adults and their cognitive therapists. The 8-item SoCT assesses patients' understanding and use of basic cognitive therapy (CT) skills rated from the perspectives of both observers (SoCT-O; therapists in this…

Mapping the developmental constraints on working memory span performance.

PubMed

Bayliss, Donna M; Jarrold, Christopher; Baddeley, Alan D; Gunn, Deborah M; Leigh, Eleanor

2005-07-01

This study investigated the constraints underlying developmental improvements in complex working memory span performance among 120 children of between 6 and 10 years of age. Independent measures of processing efficiency, storage capacity, rehearsal speed, and basic speed of processing were assessed to determine their contribution to age-related variance in complex span. Results showed that developmental improvements in complex span were driven by 2 age-related but separable factors: 1 associated with general speed of processing and 1 associated with storage ability. In addition, there was an age-related contribution shared between working memory, processing speed, and storage ability that was important for higher level cognition. These results pose a challenge for models of complex span performance that emphasize the importance of processing speed alone.

Systematicity and a Categorical Theory of Cognitive Architecture: Universal Construction in Context

PubMed Central

Phillips, Steven; Wilson, William H.

2016-01-01

Why does the capacity to think certain thoughts imply the capacity to think certain other, structurally related, thoughts? Despite decades of intensive debate, cognitive scientists have yet to reach a consensus on an explanation for this property of cognitive architecture—the basic processes and modes of composition that together afford cognitive capacity—called systematicity. Systematicity is generally considered to involve a capacity to represent/process common structural relations among the equivalently cognizable entities. However, the predominant theoretical approaches to the systematicity problem, i.e., classical (symbolic) and connectionist (subsymbolic), require arbitrary (ad hoc) assumptions to derive systematicity. That is, their core principles and assumptions do not provide the necessary and sufficient conditions from which systematicity follows, as required of a causal theory. Hence, these approaches fail to fully explain why systematicity is a (near) universal property of human cognition, albeit in restricted contexts. We review an alternative, category theory approach to the systematicity problem. As a mathematical theory of structure, category theory provides necessary and sufficient conditions for systematicity in the form of universal construction: each systematically related cognitive capacity is composed of a common component and a unique component. Moreover, every universal construction can be viewed as the optimal construction in the given context (category). From this view, universal constructions are derived from learning, as an optimization. The ultimate challenge, then, is to explain the determination of context. If context is a category, then a natural extension toward addressing this question is higher-order category theory, where categories themselves are the objects of construction. PMID:27524975

Systematicity and a Categorical Theory of Cognitive Architecture: Universal Construction in Context.

PubMed

Phillips, Steven; Wilson, William H

2016-01-01

Why does the capacity to think certain thoughts imply the capacity to think certain other, structurally related, thoughts? Despite decades of intensive debate, cognitive scientists have yet to reach a consensus on an explanation for this property of cognitive architecture-the basic processes and modes of composition that together afford cognitive capacity-called systematicity. Systematicity is generally considered to involve a capacity to represent/process common structural relations among the equivalently cognizable entities. However, the predominant theoretical approaches to the systematicity problem, i.e., classical (symbolic) and connectionist (subsymbolic), require arbitrary (ad hoc) assumptions to derive systematicity. That is, their core principles and assumptions do not provide the necessary and sufficient conditions from which systematicity follows, as required of a causal theory. Hence, these approaches fail to fully explain why systematicity is a (near) universal property of human cognition, albeit in restricted contexts. We review an alternative, category theory approach to the systematicity problem. As a mathematical theory of structure, category theory provides necessary and sufficient conditions for systematicity in the form of universal construction: each systematically related cognitive capacity is composed of a common component and a unique component. Moreover, every universal construction can be viewed as the optimal construction in the given context (category). From this view, universal constructions are derived from learning, as an optimization. The ultimate challenge, then, is to explain the determination of context. If context is a category, then a natural extension toward addressing this question is higher-order category theory, where categories themselves are the objects of construction.

Predictors of Physical Altercation among Adolescents in Residential Substance Abuse Treatment

PubMed Central

Crawley, Rachel D.; Becan, Jennifer Edwards; Knight, Danica Kalling; Joe, George W.; Flynn, Patrick M.

2014-01-01

This study tested the hypothesis that basic social information-processing components represented by family conflict, peer aggression, and pro-aggression cognitive scripts are related to aggression and social problems among adolescents in substance abuse treatment. The sample consisted of 547 adolescents in two community-based residential facilities. Correlation results indicated that more peer aggression is related to more pro-aggression scripts; scripts, peer aggression, and family conflict are associated with social problems; and in-treatment physical altercation involvement is predicted by higher peer aggression. Findings suggest that social information-processing components are valuable for treatment research. PMID:26622072

Human Cognitive Processes in Command and Control Planning. 3. Determining Basic Processes Involved in Planning in Time and Space (Cognitieve Processen in Command and Control Planning. 3. Basisprocessen in Planning in Tijd en Ruimte)

DTIC Science & Technology

1991-08-07

spatidle componenten bevat."De studie had twee do6elen: hei ontwikkelen, van een methode voor bet bepalen van . de cognitieve processen, die met...planning samenhangen en bet ontwikkelen van een model voor efficidnte planning voor de taak gebruikt in deze studie. Twee planners gaven verbale en...grafische protocolfen terwijl ze een planning maakten voor de meest effi-cidnte weg voor winkel-robot’s orn goederen op te halen in een winkel. Voor twaalf

Rubric Authoring Tool Supporting Cognitive Skills Assessment across an Institution

ERIC Educational Resources Information Center

Simper, Natalie

2018-01-01

This paper explores a method to support instructors in assessing cognitive skills in their course, designed to enable aggregation of data across an institution. A rubric authoring tool, "BASICS" (Building Assessment Scaffolds for Intellectual Cognitive Skills) was built as part of the Queen's University Learning Outcomes Assessment (LOA)…

76 FR 12979 - Submission for OMB Review: Comment Request; Questionnaire Cognitive Interviewing and Pretesting...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-09

... cognitive interviews, focus groups, Pilot household interviews, and experimental research in laboratory and field settings, both for applied questionnaire evaluation and more basic research on response errors in surveys. The most common evaluation method is the cognitive interview, in which a questionnaire design...

Cognitive Components of Developmental Writing Skill

ERIC Educational Resources Information Center

Decker, Scott L.; Roberts, Alycia M.; Roberts, Kristin L.; Stafford, Allison L.; Eckert, Mark A.

2016-01-01

A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across…

Aging, physical activity, and cognitive processing: an examination of P300.

PubMed

McDowell, K; Kerick, S E; Santa Maria, D L; Hatfield, B D

2003-01-01

Physical activity appears to attenuate the decline of cognitive function typically observed in older men and women. The P300 component of the event-related potential (ERP) is particularly affected by aging and allows for basic neurobiological assessment of cognitive function. Three aspects of the P300 component (i.e. latency, amplitude, and area under the curve (AUC)), elicited by an oddball task, were derived to assess cognitive function in young and older participants (N=73) who were further classified as high- and low-active. The low-active elderly participants exhibited larger AUC values than those observed in all other groups which were undifferentiated. That is, the high-active elderly and the young participants exhibited smaller AUC values than the low-active older group. In conclusion, higher levels of physical activity in the elderly may be associated with a reduction in the neural resources allocated in response to simple cognitive challenge. This interpretation is consistent with the concept of psychomotor efficiency proposed by Hatfield and Hillman [The psychophysiology of sport: a mechanistic understanding of the psychology of superior performance. In: Singer RN, Hausenbias HA, Janelle CM, editors. Handbook of sport psychology. 2nd ed. New York: Wiley; 2001, p. 362-88].

Reading comprehension in Parkinson's disease.

PubMed

Murray, Laura L; Rutledge, Stefanie

2014-05-01

Although individuals with Parkinson's disease (PD) self-report reading problems and experience difficulties in cognitive-linguistic functions that support discourse-level reading, prior research has primarily focused on sentence-level processing and auditory comprehension. Accordingly, the authors investigated the presence and nature of reading comprehension in PD, hypothesizing that (a) individuals with PD would display impaired accuracy and/or speed on reading comprehension tests and (b) reading performances would be correlated with cognitive test results. Eleven adults with PD and 9 age- and education-matched control participants completed tests that evaluated reading comprehension; general language and cognitive abilities; and aspects of attention, memory, and executive functioning. The PD group obtained significantly lower scores on several, but not all, reading comprehension, language, and cognitive measures. Memory, language, and disease severity were significantly correlated with reading comprehension for the PD group. Individuals in the early stages of PD without dementia or broad cognitive deficits can display reading comprehension difficulties, particularly for high- versus basic-level reading tasks. These reading difficulties are most closely related to memory, high-level language, and PD symptom severity status. The findings warrant additional research to delineate further the types and nature of reading comprehension impairments experienced by individuals with PD.

The reciprocal relationship between participation in leisure activities and cognitive functioning: the moderating effect of self-rated literacy level.

PubMed

Lifshitz-Vahav, Hefziba; Shrira, Amit; Bodner, Ehud

2017-05-01

Participation in leisure activities is beneficial for cognitive functioning of older adults, but it is less known whether it is also beneficial for those with low basic cognitive level. This study examined the reciprocal relationship between participating in leisure activities and cognitive functioning among low and higher literacy level older adults. Respondents aged 60 years and older who participated in both first waves (2005-2006 and 2009-2010) of the Israeli component of the Survey of Health, Ageing and Retirement in Europe (SHARE-Israel) were divided into low (n = 139) and higher literacy level respondents (n = 714). They reported participation in leisure activities and completed measures of cognitive functioning at both waves. Cross-lagged models showed that participation in leisure activities predicted higher cognitive functioning four years later only among older adults with low literacy level. On the other hand, cognitive functioning predicted more participation in leisure activities four years later only among higher literacy level older adults. Participating in leisure activities may be especially beneficial to cognitive functioning among older adults with low literacy level, as their initial low cognitive level allows more room for cognitive improvement than among higher literacy level older adults. Public efforts aimed at increasing participation in leisure activities may therefore target particularly older adults with low basic cognitive level.

Multinational Experiment 7: A Process for Deterring and Influencing Actors in Space, v1.01

DTIC Science & Technology

2013-01-31

relationships with potential aggressors even though no one is considering an attack, which is sometimes called ‘general deterrence’; and second, the...the status quo, then they will distort or ignore information about the costs of challenging it. In formulating a strategy, it will be important to...third parties. Also, one of the basic findings of cognitive psychology is perceptions change only slowly and are maintained in the face of conflicting

Acceptance and Commitment Therapy and Contextual Behavioral Science: Examining the Progress of a Distinctive Model of Behavioral and Cognitive Therapy

PubMed Central

Hayes, Steven C.; Levin, Michael E.; Plumb-Vilardaga, Jennifer; Villatte, Jennifer L.; Pistorello, Jacqueline

2012-01-01

A number of recent authors have compared acceptance and commitment therapy (ACT) and traditional cognitive behavior therapy (CBT). The present article describes ACT as a distinct and unified model of behavior change, linked to a specific strategy of scientific development, which we term “contextual behavioral science.” We outline the empirical progress of ACT and describe its distinctive development strategy. A contextual behavioral science approach is an inductive attempt to build more adequate psychological systems based on philosophical clarity; the development of basic principles and theories; the development of applied theories linked to basic ones; techniques and components linked to these processes and principles; measurement of theoretically key processes; an emphasis on mediation and moderation in the analysis of applied impact; an interest in effectiveness, dissemination, and training; empirical testing of the research program across a broad range of areas and levels of analysis; and the creation of a more effective scientific and clinical community. We argue that this is a reasonable approach, focused on long-term progress, and that in broad terms it seems to be working. ACT is not hostile to traditional CBT, and is not directly buoyed by whatever weaknesses traditional CBT may have. ACT should be measured at least in part against its own goals as specified by its own developmental strategy. PMID:23611068

Acceptance and commitment therapy and contextual behavioral science: examining the progress of a distinctive model of behavioral and cognitive therapy.

PubMed

Hayes, Steven C; Levin, Michael E; Plumb-Vilardaga, Jennifer; Villatte, Jennifer L; Pistorello, Jacqueline

2013-06-01

A number of recent authors have compared acceptance and commitment therapy (ACT) and traditional cognitive behavior therapy (CBT). The present article describes ACT as a distinct and unified model of behavior change, linked to a specific strategy of scientific development, which we term "contextual behavioral science." We outline the empirical progress of ACT and describe its distinctive development strategy. A contextual behavioral science approach is an inductive attempt to build more adequate psychological systems based on philosophical clarity; the development of basic principles and theories; the development of applied theories linked to basic ones; techniques and components linked to these processes and principles; measurement of theoretically key processes; an emphasis on mediation and moderation in the analysis of applied impact; an interest in effectiveness, dissemination, and training; empirical testing of the research program across a broad range of areas and levels of analysis; and the creation of a more effective scientific and clinical community. We argue that this is a reasonable approach, focused on long-term progress, and that in broad terms it seems to be working. ACT is not hostile to traditional CBT, and is not directly buoyed by whatever weaknesses traditional CBT may have. ACT should be measured at least in part against its own goals as specified by its own developmental strategy. Copyright © 2011. Published by Elsevier Ltd.

A dynamically minimalist cognitive explanation of musical preference: is familiarity everything?

PubMed Central

Schubert, Emery; Hargreaves, David J.; North, Adrian C.

2014-01-01

This paper examines the idea that attraction to music is generated at a cognitive level through the formation and activation of networks of interlinked “nodes.” Although the networks involved are vast, the basic mechanism for activating the links is relatively simple. Two comprehensive cognitive-behavioral models of musical engagement are examined with the aim of identifying the underlying cognitive mechanisms and processes involved in musical experience. A “dynamical minimalism” approach (after Nowak, 2004) is applied to re-interpret musical engagement (listening, performing, composing, or imagining any of these) and to revise the latest version of the reciprocal-feedback model (RFM) of music processing. Specifically, a single cognitive mechanism of “spreading activation” through previously associated networks is proposed as a pleasurable outcome of musical engagement. This mechanism underlies the dynamic interaction of the various components of the RFM, and can thereby explain the generation of positive affects in the listener’s musical experience. This includes determinants of that experience stemming from the characteristics of the individual engaging in the musical activity (whether listener, composer, improviser, or performer), the situation and contexts (e.g., social factors), and the music (e.g., genre, structural features). The theory calls for new directions for future research, two being (1) further investigation of the components of the RFM to better understand musical experience and (2) more rigorous scrutiny of common findings about the salience of familiarity in musical experience and preference. PMID:24567723

Modeling Deficits from Early Auditory Information Processing to Psychosocial Functioning in Schizophrenia

PubMed Central

Thomas, Michael L.; Green, Michael F.; Hellemann, Gerhard; Sugar, Catherine A.; Tarasenko, Melissa; Calkins, Monica E.; Greenwood, Tiffany A.; Gur, Raquel E.; Gur, Ruben C.; Lazzeroni, Laura C.; Nuechterlein, Keith H.; Radant, Allen D.; Seidman, Larry J.; Shiluk, Alexandra L.; Siever, Larry J.; Silverman, Jeremy M.; Sprock, Joyce; Stone, William S.; Swerdlow, Neal R.; Tsuang, Debby W.; Tsuang, Ming T.; Turetsky, Bruce I.; Braff, David L.; Light, Gregory A.

2017-01-01

Importance Neurophysiological measures of early auditory information processing (EAP) are used as endophenotypes in genomic studies and biomarkers in clinical intervention studies. Research in schizophrenia has established correlations among measures of EAP, cognition, clinical symptoms, and functional outcome. Clarifying these relationships by determining the pathways through which deficits in EAP affect functioning would suggest when and where to therapeutically intervene. Objective We sought to characterize the pathways from EAP to outcome and to estimate the extent to which enhancement of basic information processing might improve both cognition and psychosocial functioning in schizophrenia. Design Cross-sectional data were analyzed using structural equation modeling to examine the associations between EAP, cognition, negative symptoms, and functional outcome. Setting Participants were recruited from the community at five geographically distributed laboratories as part of the Consortium on the Genetics of Schizophrenia-2 (COGS-2). Participants This well-characterized cohort of schizophrenia patients (N = 1,415) underwent EAP and cognitive testing as well as thorough clinical and functional assessment. Main Outcome and Measures EAP was measured by mismatch negativity, P3a, and reorienting negativity. Cognition was measured by the Letter Number Span test and scales from the California Verbal Learning Test - Second Edition, the Wechsler Memory Scale Third Edition, and the Penn Computerized Neurocognitive Battery. Negative symptoms were measured by the Scale for the Assessment of Negative Symptoms. Functional outcome was measured by the Role Functioning Scale. Results EAP had a direct effect on cognition (β = 0.37, p < .001), cognition had a direct effect on negative symptoms (β = −0.16, p < .001), and both cognition (β = 0.26, p < .001) and experiential negative symptoms (β = −0.75, p < .001) had direct effects on functional outcome. Overall, EAP had a fully mediated effect on functional outcome, engaging general rather than modality-specific cognition, with separate pathways that either involved or bypassed negative symptoms. Conclusions and Relevance The data support a model where EAP deficits lead to poor functional outcome via impaired cognition and increased negative symptoms. Results can be used to help guide mechanistically informed, personalized treatments, and support the strategy of using EAP measures as surrogate endpoints in early stage pro-cognitive intervention studies. PMID:27926742

Facial emotion recognition in paranoid schizophrenia and autism spectrum disorder.

PubMed

Sachse, Michael; Schlitt, Sabine; Hainz, Daniela; Ciaramidaro, Angela; Walter, Henrik; Poustka, Fritz; Bölte, Sven; Freitag, Christine M

2014-11-01

Schizophrenia (SZ) and autism spectrum disorder (ASD) share deficits in emotion processing. In order to identify convergent and divergent mechanisms, we investigated facial emotion recognition in SZ, high-functioning ASD (HFASD), and typically developed controls (TD). Different degrees of task difficulty and emotion complexity (face, eyes; basic emotions, complex emotions) were used. Two Benton tests were implemented in order to elicit potentially confounding visuo-perceptual functioning and facial processing. Nineteen participants with paranoid SZ, 22 with HFASD and 20 TD were included, aged between 14 and 33 years. Individuals with SZ were comparable to TD in all obtained emotion recognition measures, but showed reduced basic visuo-perceptual abilities. The HFASD group was impaired in the recognition of basic and complex emotions compared to both, SZ and TD. When facial identity recognition was adjusted for, group differences remained for the recognition of complex emotions only. Our results suggest that there is a SZ subgroup with predominantly paranoid symptoms that does not show problems in face processing and emotion recognition, but visuo-perceptual impairments. They also confirm the notion of a general facial and emotion recognition deficit in HFASD. No shared emotion recognition deficit was found for paranoid SZ and HFASD, emphasizing the differential cognitive underpinnings of both disorders. Copyright © 2014 Elsevier B.V. All rights reserved.

Short- and medium-term efficacy of a Web-based computer-tailored nutrition education intervention for adults including cognitive and environmental feedback: randomized controlled trial.

PubMed

Springvloet, Linda; Lechner, Lilian; de Vries, Hein; Candel, Math J J M; Oenema, Anke

2015-01-19

Web-based, computer-tailored nutrition education interventions can be effective in modifying self-reported dietary behaviors. Traditional computer-tailored programs primarily targeted individual cognitions (knowledge, awareness, attitude, self-efficacy). Tailoring on additional variables such as self-regulation processes and environmental-level factors (the home food environment arrangement and perception of availability and prices of healthy food products in supermarkets) may improve efficacy and effect sizes (ES) of Web-based computer-tailored nutrition education interventions. This study evaluated the short- and medium-term efficacy and educational differences in efficacy of a cognitive and environmental feedback version of a Web-based computer-tailored nutrition education intervention on self-reported fruit, vegetable, high-energy snack, and saturated fat intake compared to generic nutrition information in the total sample and among participants who did not comply with dietary guidelines (the risk groups). A randomized controlled trial was conducted with a basic (tailored intervention targeting individual cognition and self-regulation processes; n=456), plus (basic intervention additionally targeting environmental-level factors; n=459), and control (generic nutrition information; n=434) group. Participants were recruited from the general population and randomly assigned to a study group. Self-reported fruit, vegetable, high-energy snack, and saturated fat intake were assessed at baseline and at 1- (T1) and 4-months (T2) postintervention using online questionnaires. Linear mixed model analyses examined group differences in change over time. Educational differences were examined with group×time×education interaction terms. In the total sample, the basic (T1: ES=-0.30; T2: ES=-0.18) and plus intervention groups (T1: ES=-0.29; T2: ES=-0.27) had larger decreases in high-energy snack intake than the control group. The basic version resulted in a larger decrease in saturated fat intake than the control intervention (T1: ES=-0.19; T2: ES=-0.17). In the risk groups, the basic version caused larger decreases in fat (T1: ES=-0.28; T2: ES=-0.28) and high-energy snack intake (T1: ES=-0.34; T2: ES=-0.20) than the control intervention. The plus version resulted in a larger increase in fruit (T1: ES=0.25; T2: ES=0.37) and a larger decrease in high-energy snack intake (T1: ES=-0.38; T2: ES=-0.32) than the control intervention. For high-energy snack intake, educational differences were found. Stratified analyses showed that the plus version was most effective for high-educated participants. Both intervention versions were more effective in improving some of the self-reported dietary behaviors than generic nutrition information, especially in the risk groups, among both higher- and lower-educated participants. For fruit intake, only the plus version was more effective than providing generic nutrition information. Although feasible, incorporating environmental-level information is time-consuming. Therefore, the basic version may be more feasible for further implementation, although inclusion of feedback on the arrangement of the home food environment and on availability and prices may be considered for fruit and, for high-educated people, for high-energy snack intake. Netherlands Trial Registry NTR3396; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=3396 (Archived by WebCite at http://www.webcitation.org/6VNZbdL6w).

Short- and Medium-Term Efficacy of a Web-Based Computer-Tailored Nutrition Education Intervention for Adults Including Cognitive and Environmental Feedback: Randomized Controlled Trial

PubMed Central

Lechner, Lilian; de Vries, Hein; Candel, Math JJM; Oenema, Anke

2015-01-01

Background Web-based, computer-tailored nutrition education interventions can be effective in modifying self-reported dietary behaviors. Traditional computer-tailored programs primarily targeted individual cognitions (knowledge, awareness, attitude, self-efficacy). Tailoring on additional variables such as self-regulation processes and environmental-level factors (the home food environment arrangement and perception of availability and prices of healthy food products in supermarkets) may improve efficacy and effect sizes (ES) of Web-based computer-tailored nutrition education interventions. Objective This study evaluated the short- and medium-term efficacy and educational differences in efficacy of a cognitive and environmental feedback version of a Web-based computer-tailored nutrition education intervention on self-reported fruit, vegetable, high-energy snack, and saturated fat intake compared to generic nutrition information in the total sample and among participants who did not comply with dietary guidelines (the risk groups). Methods A randomized controlled trial was conducted with a basic (tailored intervention targeting individual cognition and self-regulation processes; n=456), plus (basic intervention additionally targeting environmental-level factors; n=459), and control (generic nutrition information; n=434) group. Participants were recruited from the general population and randomly assigned to a study group. Self-reported fruit, vegetable, high-energy snack, and saturated fat intake were assessed at baseline and at 1- (T1) and 4-months (T2) postintervention using online questionnaires. Linear mixed model analyses examined group differences in change over time. Educational differences were examined with group×time×education interaction terms. Results In the total sample, the basic (T1: ES=–0.30; T2: ES=–0.18) and plus intervention groups (T1: ES=–0.29; T2: ES=–0.27) had larger decreases in high-energy snack intake than the control group. The basic version resulted in a larger decrease in saturated fat intake than the control intervention (T1: ES=–0.19; T2: ES=–0.17). In the risk groups, the basic version caused larger decreases in fat (T1: ES=–0.28; T2: ES=–0.28) and high-energy snack intake (T1: ES=–0.34; T2: ES=–0.20) than the control intervention. The plus version resulted in a larger increase in fruit (T1: ES=0.25; T2: ES=0.37) and a larger decrease in high-energy snack intake (T1: ES=–0.38; T2: ES=–0.32) than the control intervention. For high-energy snack intake, educational differences were found. Stratified analyses showed that the plus version was most effective for high-educated participants. Conclusions Both intervention versions were more effective in improving some of the self-reported dietary behaviors than generic nutrition information, especially in the risk groups, among both higher- and lower-educated participants. For fruit intake, only the plus version was more effective than providing generic nutrition information. Although feasible, incorporating environmental-level information is time-consuming. Therefore, the basic version may be more feasible for further implementation, although inclusion of feedback on the arrangement of the home food environment and on availability and prices may be considered for fruit and, for high-educated people, for high-energy snack intake. Trial Registration Netherlands Trial Registry NTR3396; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=3396 (Archived by WebCite at http://www.webcitation.org/6VNZbdL6w). PMID:25599828

Exploiting range imagery: techniques and applications

NASA Astrophysics Data System (ADS)

Armbruster, Walter

2009-07-01

Practically no applications exist for which automatic processing of 2D intensity imagery can equal human visual perception. This is not the case for range imagery. The paper gives examples of 3D laser radar applications, for which automatic data processing can exceed human visual cognition capabilities and describes basic processing techniques for attaining these results. The examples are drawn from the fields of helicopter obstacle avoidance, object detection in surveillance applications, object recognition at high range, multi-object-tracking, and object re-identification in range image sequences. Processing times and recognition performances are summarized. The techniques used exploit the bijective continuity of the imaging process as well as its independence of object reflectivity, emissivity and illumination. This allows precise formulations of the probability distributions involved in figure-ground segmentation, feature-based object classification and model based object recognition. The probabilistic approach guarantees optimal solutions for single images and enables Bayesian learning in range image sequences. Finally, due to recent results in 3D-surface completion, no prior model libraries are required for recognizing and re-identifying objects of quite general object categories, opening the way to unsupervised learning and fully autonomous cognitive systems.

Examining the effect of self-explanation on cognitive integration of basic and clinical sciences in novices.

PubMed

Lisk, Kristina; Agur, Anne M R; Woods, Nicole N

2017-12-01

Several studies have shown that cognitive integration of basic and clinical sciences supports diagnostic reasoning in novices; however, there has been limited exploration of the ways in which educators can translate this model of mental activity into sound instructional strategies. The use of self-explanation during learning has the potential to promote and support the development of integrated knowledge by encouraging novices to elaborate on the causal relationship between clinical features and basic science mechanisms. To explore the effect of this strategy, we compared diagnostic efficacy of teaching students (n = 71) the clinical features of four musculoskeletal pathologies using either (1) integrated causal basic science descriptions (BaSci group); (2) integrated causal basic science descriptions combined with self-explanation prompts (SE group); (3) basic science mechanisms segregated from the clinical features (SG group). All participants completed a diagnostic accuracy test immediately after learning and 1-week later. The results showed that the BaSci group performed significantly better compared to the SE (p = 0.019) and SG groups (p = 0.004); however, no difference was observed between the SE and SG groups (p = 0.91). We hypothesize that the structure of the self-explanation task may not have supported the development of a holistic conceptual understanding of each disease. These findings suggest that integration strategies need to be carefully structured and applied in ways that support the holistic story created by integrated basic science instruction in order to foster conceptual coherence and to capitalize on the benefits of cognition integration.

Individual Differences in Algebraic Cognition: Relation to the Approximate Number and Sematic Memory Systems

PubMed Central

Geary, David C.; Hoard, Mary K.; Nugent, Lara; Rouder, Jeffrey N.

2015-01-01

The relation between performance on measures of algebraic cognition and acuity of the approximate number system (ANS) and memory for addition facts was assessed for 171 (92 girls) 9th graders, controlling parental education, sex, reading achievement, speed of numeral processing, fluency of symbolic number processing, intelligence, and the central executive component of working memory. The algebraic tasks assessed accuracy in placing x,y pairs in the coordinate plane, speed and accuracy of expression evaluation, and schema memory for algebra equations. ANS acuity was related to accuracy of placements in the coordinate plane and expression evaluation, but not schema memory. Frequency of fact-retrieval errors was related to schema memory but not coordinate plane or expression evaluation accuracy. The results suggest the ANS may contribute to or is influenced by spatial-numerical and numerical only quantity judgments in algebraic contexts, whereas difficulties in committing addition facts to long-term memory may presage slow formation of memories for the basic structure of algebra equations. More generally, the results suggest different brain and cognitive systems are engaged during the learning of different components of algebraic competence, controlling demographic and domain general abilities. PMID:26255604

Cognitive Research and Elementary Science Instruction: From the Laboratory, to the Classroom, and Back

ERIC Educational Resources Information Center

Klahr, David; Li, Junlei

2005-01-01

Can cognitive research generate usable knowledge for elementary science instruction? Can issues raised by classroom practice drive the agenda of laboratory cognitive research? Answering yes to both questions, we advocate building a reciprocal interface between basic and applied research. We discuss five studies of the teaching, learning, and…

Cognitive behaviour therapy - incorporating therapy into general practice.

PubMed

Harden, Maarit

2012-09-01

Cognitive behaviour therapy is a talking therapy that looks at the connections between our emotions, thoughts and behaviours within the context of specific circumstances and symptoms. This article describes cognitive behaviour therapy, its evidence base and applications. Pathways for further training for general practitioners in cognitive behaviour therapy are described. Cognitive behaviour therapy is an effective treatment for mild to moderate depression, generalised anxiety disorder, panic disorder with or without agoraphobia, social phobia, post-traumatic stress disorder, and childhood depressive and anxiety disorders. At its simplest, it can take the form of an exercise prescription, teaching relaxation techniques, assistance with sleep hygiene, scheduling pleasurable activities and guiding the patient through thought identification and challenge. With some basic training in the area, GPs are well placed to provide basic cognitive behaviour therapy treatments, particularly to patients at the mild end of the spectrum of mental health disease, as they already know their patients well and have a therapeutic alliance with them. In some cases, this may be all that is needed; however, patients who have more complicated issues or more severe symptoms may require specialist psychiatrist or psychologist referral.

Cognitive simulators for medical education and training.

PubMed

Kahol, Kanav; Vankipuram, Mithra; Smith, Marshall L

2009-08-01

Simulators for honing procedural skills (such as surgical skills and central venous catheter placement) have proven to be valuable tools for medical educators and students. While such simulations represent an effective paradigm in surgical education, there is an opportunity to add a layer of cognitive exercises to these basic simulations that can facilitate robust skill learning in residents. This paper describes a controlled methodology, inspired by neuropsychological assessment tasks and embodied cognition, to develop cognitive simulators for laparoscopic surgery. These simulators provide psychomotor skill training and offer the additional challenge of accomplishing cognitive tasks in realistic environments. A generic framework for design, development and evaluation of such simulators is described. The presented framework is generalizable and can be applied to different task domains. It is independent of the types of sensors, simulation environment and feedback mechanisms that the simulators use. A proof of concept of the framework is provided through developing a simulator that includes cognitive variations to a basic psychomotor task. The results of two pilot studies are presented that show the validity of the methodology in providing an effective evaluation and learning environments for surgeons.

Cognitive and Functional Correlates of NPI-Q Scores and Symptom Clusters in Mildly Demented Alzheimer Patients.

PubMed

Travis Seidl, Jennifer N; Massman, Paul J

2016-01-01

Previous research has demonstrated an association between the emotional and behavioral symptoms of dementia, known as neuropsychiatric symptoms, and cognitive and functional decline among patients with Alzheimer disease (AD). The present study aimed to identify associations between neuropsychiatric symptoms as measured by the Neuropsychiatric Inventory-Questionnaire (NPI-Q) and cognitive and functional performance. Participants were 256 AD patients enrolled in the Alzheimer's Disease and Memory Disorders Center at Baylor College of Medicine. An exploratory factor analysis of the NPI-Q indicated a 2-factor structure consisting of Negative/Oppositional and Anxiety/Restlessness factors. Regression analyses revealed significant associations between greater total severity of neuropsychiatric symptoms and poorer performance on basic and Instrumental Activities of Daily Living. Greater severity of Anxiety/Restlessness symptoms was associated with poor performance on measures of visuospatial functioning and basic and instrumental activities of daily living. The Negative/Oppositional factor was not related to cognition or functioning. In summary, neuropsychiatric symptoms (particularly Anxiety/Restlessness symptoms) were related to cognition and everyday functioning. Proper assessment and treatment of these symptoms is essential for improving cognition and functioning in AD patients.

The Social Attribution Task-Multiple Choice (SAT-MC): A Psychometric and Equivalence Study of an Alternate Form

PubMed Central

Johannesen, Jason K.; Lurie, Jessica B.; Fiszdon, Joanna M.; Bell, Morris D.

2013-01-01

The Social Attribution Task-Multiple Choice (SAT-MC) uses a 64-second video of geometric shapes set in motion to portray themes of social relatedness and intentions. Considered a test of “Theory of Mind,” the SAT-MC assesses implicit social attribution formation while reducing verbal and basic cognitive demands required of other common measures. We present a comparability analysis of the SAT-MC and the new SAT-MC-II, an alternate form created for repeat testing, in a university sample (n = 92). Score distributions and patterns of association with external validation measures were nearly identical between the two forms, with convergent and discriminant validity supported by association with affect recognition ability and lack of association with basic visual reasoning. Internal consistency of the SAT-MC-II was superior (alpha = .81) to the SAT-MC (alpha = .56). Results support the use of SAT-MC and new SAT-MC-II as equivalent test forms. Demonstrating relatively higher association to social cognitive than basic cognitive abilities, the SAT-MC may provide enhanced sensitivity as an outcome measure of social cognitive intervention trials. PMID:23864984

Attention Is Required for Knowledge-Based Sequential Grouping: Insights from the Integration of Syllables into Words.

PubMed

Ding, Nai; Pan, Xunyi; Luo, Cheng; Su, Naifei; Zhang, Wen; Zhang, Jianfeng

2018-01-31

How the brain groups sequential sensory events into chunks is a fundamental question in cognitive neuroscience. This study investigates whether top-down attention or specific tasks are required for the brain to apply lexical knowledge to group syllables into words. Neural responses tracking the syllabic and word rhythms of a rhythmic speech sequence were concurrently monitored using electroencephalography (EEG). The participants performed different tasks, attending to either the rhythmic speech sequence or a distractor, which was another speech stream or a nonlinguistic auditory/visual stimulus. Attention to speech, but not a lexical-meaning-related task, was required for reliable neural tracking of words, even when the distractor was a nonlinguistic stimulus presented cross-modally. Neural tracking of syllables, however, was reliably observed in all tested conditions. These results strongly suggest that neural encoding of individual auditory events (i.e., syllables) is automatic, while knowledge-based construction of temporal chunks (i.e., words) crucially relies on top-down attention. SIGNIFICANCE STATEMENT Why we cannot understand speech when not paying attention is an old question in psychology and cognitive neuroscience. Speech processing is a complex process that involves multiple stages, e.g., hearing and analyzing the speech sound, recognizing words, and combining words into phrases and sentences. The current study investigates which speech-processing stage is blocked when we do not listen carefully. We show that the brain can reliably encode syllables, basic units of speech sounds, even when we do not pay attention. Nevertheless, when distracted, the brain cannot group syllables into multisyllabic words, which are basic units for speech meaning. Therefore, the process of converting speech sound into meaning crucially relies on attention. Copyright © 2018 the authors 0270-6474/18/381178-11$15.00/0.

A Nexus Model of the Temporal-Parietal Junction

PubMed Central

Carter, R. McKell; Huettel, Scott A.

2013-01-01

The temporal-parietal junction (TPJ) has been proposed to support either specifically social functions or non-specific processes of cognition like memory and attention. To account for diverse prior findings, we propose a Nexus Model for TPJ function: overlap of basic processes produces novel secondary functions at their convergence. We present meta-analytic evidence that is consistent with the anatomical convergence of attention, memory, language, and social processing in the TPJ – leading to a higher-order role in the creation of a social context for behavior. The Nexus Model accounts for recent examples of TPJ contributions specifically to decision making in a social context, and it provides a potential reconciliation for competing claims about TPJ function. PMID:23790322

Age differences in daily predictors of forgetting to take medication: the importance of context and cognition.

PubMed

Neupert, Shevaun D; Patterson, Taryn R; Davis, Agnes A; Allaire, Jason C

2011-07-01

The present study examined age differences in the within-person daily associations of basic cognition, everyday cognition, and busyness with forgetting to take medication. The authors extend previous interindividual difference findings by conducting a daily diary study of a baseline assessment and 8 consecutive days of 40 older adults (age = 60-89 years, M = 74.86) and 31 younger adults (age = 18-20 years, M = 18.30) where basic cognition, everyday cognition, busyness, and forgetting medication were assessed each day and entered simultaneously into one model. Results from a logistic multilevel model indicated that performance on Letter Series was beneficial for both age groups, but the role of fluctuations in busyness on forgetting to take medications was opposite for younger and older adults. Younger adults remembered to take their medication the most on days when they had high everyday cognition and were busier. Older adults remembered to take their medication the most on days when they had high everyday cognition but were less busy. These findings highlight the importance of contextual variation in busyness in relation to daily medication adherence for younger and older adults.

Cognitive analysis as a way to understand students' problem-solving process in BODMAS rule

NASA Astrophysics Data System (ADS)

Ung, Ting Su; Kiong, Paul Lau Ngee; Manaf, Badron bin; Hamdan, Anniza Binti; Khium, Chen Chee

2017-04-01

Students tend to make lots of careless mistake during the process of mathematics solving. To facilitate effective learning, educators have to understand which cognitive processes are used by students and how these processes help them to solve problems. This paper is only aimed to determine the common errors in mathematics by pre-diploma students that took Intensive Mathematics I (MAT037) in UiTM Sarawak. Then, concentrate on the errors did by the students on the topic of BODMAS rule and the mental processes corresponding to these errors that been developed by students. One class of pre-diploma students taking MAT037 taught by the researchers was selected because they performed poorly in SPM mathematics. It is inevitable that they finished secondary education with many misconceptions in mathematics. The solution scripts for all the tutorials of the participants were collected. This study was predominately qualitative and the solution scripts were content analyzed to identify the common errors committed by the participants, and to generate possible mental processes to these errors. Selected students were interviewed by the researchers during the progress. BODMAS rule could be further divided into Numerical Simplification and Powers Simplification. Furthermore, the erroneous processes could be attributed to categories of Basic Arithmetic Rules, Negative Numbers and Powers.

Indestructible plastic: the neuroscience of the new aging brain.

PubMed

Holman, Constance; de Villers-Sidani, Etienne

2014-01-01

In recent years, research on experience-dependent plasticity has provided valuable insight on adaptation to environmental input across the lifespan, and advances in understanding the minute cellular changes underlying the brain's capacity for self-reorganization have opened exciting new possibilities for treating illness and injury. Ongoing work in this line of inquiry has also come to deeply influence another field: cognitive neuroscience of the normal aging. This complex process, once considered inevitable or beyond the reach of treatment, has been transformed into an arena of intense investigation and strategic intervention. However, important questions remain about this characterization of the aging brain, and the assumptions it makes about the social, cultural, and biological space occupied by cognition in the older individual and body. The following paper will provide a critical examination of the move from basic experiments on the neurophysiology of experience-dependent plasticity to the growing market for (and public conception of) cognitive aging as a medicalized space for intervention by neuroscience-backed technologies. Entangled with changing concepts of normality, pathology, and self-preservation, we will argue that this new understanding, led by personalized cognitive training strategies, is approaching a point where interdisciplinary research is crucial to provide a holistic and nuanced understanding of the aging process. This new outlook will allow us to move forward in a space where our knowledge, like our new conception of the brain, is never static.

Indestructible plastic: the neuroscience of the new aging brain

PubMed Central

Holman, Constance; de Villers-Sidani, Etienne

2014-01-01

In recent years, research on experience-dependent plasticity has provided valuable insight on adaptation to environmental input across the lifespan, and advances in understanding the minute cellular changes underlying the brain’s capacity for self-reorganization have opened exciting new possibilities for treating illness and injury. Ongoing work in this line of inquiry has also come to deeply influence another field: cognitive neuroscience of the normal aging. This complex process, once considered inevitable or beyond the reach of treatment, has been transformed into an arena of intense investigation and strategic intervention. However, important questions remain about this characterization of the aging brain, and the assumptions it makes about the social, cultural, and biological space occupied by cognition in the older individual and body. The following paper will provide a critical examination of the move from basic experiments on the neurophysiology of experience-dependent plasticity to the growing market for (and public conception of) cognitive aging as a medicalized space for intervention by neuroscience-backed technologies. Entangled with changing concepts of normality, pathology, and self-preservation, we will argue that this new understanding, led by personalized cognitive training strategies, is approaching a point where interdisciplinary research is crucial to provide a holistic and nuanced understanding of the aging process. This new outlook will allow us to move forward in a space where our knowledge, like our new conception of the brain, is never static. PMID:24782746

Modeling Deficits From Early Auditory Information Processing to Psychosocial Functioning in Schizophrenia.

PubMed

Thomas, Michael L; Green, Michael F; Hellemann, Gerhard; Sugar, Catherine A; Tarasenko, Melissa; Calkins, Monica E; Greenwood, Tiffany A; Gur, Raquel E; Gur, Ruben C; Lazzeroni, Laura C; Nuechterlein, Keith H; Radant, Allen D; Seidman, Larry J; Shiluk, Alexandra L; Siever, Larry J; Silverman, Jeremy M; Sprock, Joyce; Stone, William S; Swerdlow, Neal R; Tsuang, Debby W; Tsuang, Ming T; Turetsky, Bruce I; Braff, David L; Light, Gregory A

2017-01-01

Neurophysiologic measures of early auditory information processing (EAP) are used as endophenotypes in genomic studies and biomarkers in clinical intervention studies. Research in schizophrenia has established correlations among measures of EAP, cognition, clinical symptoms, and functional outcome. Clarifying these associations by determining the pathways through which deficits in EAP affect functioning would suggest when and where to therapeutically intervene. To characterize the pathways from EAP to outcome and to estimate the extent to which enhancement of basic information processing might improve cognition and psychosocial functioning in schizophrenia. Cross-sectional data were analyzed using structural equation modeling to examine the associations among EAP, cognition, negative symptoms, and functional outcome. Participants were recruited from the community at 5 geographically distributed laboratories as part of the Consortium on the Genetics of Schizophrenia 2 from July 1, 2010, through January 31, 2014. This well-characterized cohort of 1415 patients with schizophrenia underwent EAP, cognitive, and thorough clinical and functional assessment. Mismatch negativity, P3a, and reorienting negativity were used to measure EAP. Cognition was measured by the Letter Number Span test and scales from the California Verbal Learning Test-Second Edition, the Wechsler Memory Scale-Third Edition, and the Penn Computerized Neurocognitive Battery. Negative symptoms were measured by the Scale for the Assessment of Negative Symptoms. Functional outcome was measured by the Role Functioning Scale. Participants included 1415 unrelated outpatients diagnosed with schizophrenia or schizoaffective disorder (mean [SD] age, 46 [11] years; 979 males [69.2%] and 619 white [43.7%]). Early auditory information processing had a direct effect on cognition (β = 0.37, P < .001), cognition had a direct effect on negative symptoms (β = -0.16, P < .001), and both cognition (β = 0.26, P < .001) and experiential negative symptoms (β = -0.75, P < .001) had direct effects on functional outcome. The indirect effect of EAP on functional outcome was significant as well (β = 0.14, P < .001). Overall, EAP had a fully mediated effect on functional outcome, engaging general rather than modality-specific cognition, with separate pathways that involved or bypassed negative symptoms. The data support a model in which EAP deficits lead to poor functional outcome via impaired cognition and increased negative symptoms. Results can be used to help guide mechanistically informed, personalized treatments and support the strategy of using EAP measures as surrogate end points in early-stage procognitive intervention studies.

The Basic Empathy Scale adapted to French middle childhood: Structure and development of empathy.

PubMed

Bensalah, Leila; Stefaniak, Nicolas; Carre, Arnaud; Besche-Richard, Chrystel

2016-12-01

We adapted the adult French version of the Basic Empathy Scale to French children aged 6-11 years, in order to probe the factorial structure underlying empathy. A total of 410 children (189 girls and 221 boys) were instructed to fill out the resulting Basic Empathy Scale in Children (BES-C). Results showed that, as in adulthood, the three-factor model of empathy (i.e., emotional contagion, cognitive empathy, and emotional disconnection) was more relevant than the one- and two-factor ones. This means that as early as 6 years of age, children's responses should reflect the same organization of the three components of empathy as those of adults. In line with the literature, cognitive empathy increased and emotional disconnection decreased in middle childhood, while emotional contagion remained stable. Moreover, girls exhibited greater emotional contagion than boys, with the reverse pattern being observed for emotional disconnection. No sex difference was found regarding cognitive empathy.

Transient Cognitive Dynamics, Metastability, and Decision Making

PubMed Central

Rabinovich, Mikhail I.; Huerta, Ramón; Varona, Pablo; Afraimovich, Valentin S.

2008-01-01

The idea that cognitive activity can be understood using nonlinear dynamics has been intensively discussed at length for the last 15 years. One of the popular points of view is that metastable states play a key role in the execution of cognitive functions. Experimental and modeling studies suggest that most of these functions are the result of transient activity of large-scale brain networks in the presence of noise. Such transients may consist of a sequential switching between different metastable cognitive states. The main problem faced when using dynamical theory to describe transient cognitive processes is the fundamental contradiction between reproducibility and flexibility of transient behavior. In this paper, we propose a theoretical description of transient cognitive dynamics based on the interaction of functionally dependent metastable cognitive states. The mathematical image of such transient activity is a stable heteroclinic channel, i.e., a set of trajectories in the vicinity of a heteroclinic skeleton that consists of saddles and unstable separatrices that connect their surroundings. We suggest a basic mathematical model, a strongly dissipative dynamical system, and formulate the conditions for the robustness and reproducibility of cognitive transients that satisfy the competing requirements for stability and flexibility. Based on this approach, we describe here an effective solution for the problem of sequential decision making, represented as a fixed time game: a player takes sequential actions in a changing noisy environment so as to maximize a cumulative reward. As we predict and verify in computer simulations, noise plays an important role in optimizing the gain. PMID:18452000

Aspects of alcohol use disorder affecting social cognition as assessed using the Mini Social and Emotional Assessment (mini-SEA).

PubMed

Cox, Sharon; Bertoux, Maxime; Turner, John J D; Moss, Antony; Locker, Kirsty; Riggs, Kevin

2018-06-01

Alcohol Use Disorder (AUD) is associated with problems with processing complex social scenarios. Little is known about the relationship between distinct AUD-related factors (e.g., years of problematic drinking), aspects of cognitive function and dysfunction in individuals diagnosed with AUD, and the relative impact these may have on social cognition. To explore differences in social cognition between a group of participants diagnosed with AUD and controls, using a clinical measure, the Mini Social and Emotional Assessment (mini-SEA). The mini-SEA was used to evaluate social and emotional understanding through a facial emotional recognition task and by utilising a series of social scenes some of which contain a faux pas (social error). Eighty-five participants (individuals with AUD and controls) completed demographic questions and a general cognitive and social cognitive test battery over three consecutive days. Between group analyses revealed that the participants with AUD performed less well on the faux pas test, and differences were also revealed in the emotional facial recognition task. Years of problematic alcohol consumption was the strongest predictor of poor ToM reasoning. These results suggest a strong link between AUD chronicity and social cognition, though the direction of this relationship needs further elucidation. This may be of clinical relevance to abstinence and relapse management, as basic social cognition skills and ability to maintain interpersonal relationships are likely to be crucial to recovery. Copyright © 2018 Elsevier B.V. All rights reserved.

Multimodal imaging of the self-regulating developing brain.

PubMed

Fjell, Anders M; Walhovd, Kristine Beate; Brown, Timothy T; Kuperman, Joshua M; Chung, Yoonho; Hagler, Donald J; Venkatraman, Vijay; Roddey, J Cooper; Erhart, Matthew; McCabe, Connor; Akshoomoff, Natacha; Amaral, David G; Bloss, Cinnamon S; Libiger, Ondrej; Darst, Burcu F; Schork, Nicholas J; Casey, B J; Chang, Linda; Ernst, Thomas M; Gruen, Jeffrey R; Kaufmann, Walter E; Kenet, Tal; Frazier, Jean; Murray, Sarah S; Sowell, Elizabeth R; van Zijl, Peter; Mostofsky, Stewart; Jernigan, Terry L; Dale, Anders M

2012-11-27

Self-regulation refers to the ability to control behavior, cognition, and emotions, and self-regulation failure is related to a range of neuropsychiatric problems. It is poorly understood how structural maturation of the brain brings about the gradual improvement in self-regulation during childhood. In a large-scale multicenter effort, 735 children (4-21 y) underwent structural MRI for quantification of cortical thickness and surface area and diffusion tensor imaging for quantification of the quality of major fiber connections. Brain development was related to a standardized measure of cognitive control (the flanker task from the National Institutes of Health Toolbox), a critical component of self-regulation. Ability to inhibit responses and impose cognitive control increased rapidly during preteen years. Surface area of the anterior cingulate cortex accounted for a significant proportion of the variance in cognitive performance. This finding is intriguing, because characteristics of the anterior cingulum are shown to be related to impulse, attention, and executive problems in neurodevelopmental disorders, indicating a neural foundation for self-regulation abilities along a continuum from normality to pathology. The relationship was strongest in the younger children. Properties of large-fiber connections added to the picture by explaining additional variance in cognitive control. Although cognitive control was related to surface area of the anterior cingulate independently of basic processes of mental speed, the relationship between white matter quality and cognitive control could be fully accounted for by speed. The results underscore the need for integration of different aspects of brain maturation to understand the foundations of cognitive development.

Teacher Effectiveness as Correlate of Students' Cognitive Achievement at Upper Basic Education in Basic Technology

ERIC Educational Resources Information Center

Owoh, Titus M.

2016-01-01

This study sought to find out the relationship between students perception of their teacher effectiveness and academic achievement in Basic Technology. Teacher's personality, teaching techniques/classroom management strategy and appearance, all integrate to make for teacher effectiveness. To carry out this research, two research questions and one…

Current Health Problems.

ERIC Educational Resources Information Center

Gay, John; And Others

The basic premise of this text is that, in addition to the presentation of basic cognitive and affective information, health education should go one step further by assisting student in developing decision-making skills. The text begins by offering the student a basic foundation of what is meant by health and how this meaning applies to the world,…

A cognitive approach for design of a multimedia informed consent video and website in pediatric research.

PubMed

Antal, Holly; Bunnell, H Timothy; McCahan, Suzanne M; Pennington, Chris; Wysocki, Tim; Blake, Kathryn V

2017-02-01

Poor participant comprehension of research procedures following the conventional face-to-face consent process for biomedical research is common. We describe the development of a multimedia informed consent video and website that incorporates cognitive strategies to enhance comprehension of study related material directed to parents and adolescents. A multidisciplinary team was assembled for development of the video and website that included human subjects professionals; psychologist researchers; institutional video and web developers; bioinformaticians and programmers; and parent and adolescent stakeholders. Five learning strategies that included Sensory-Modality view, Coherence, Signaling, Redundancy, and Personalization were integrated into a 15-min video and website material that describes a clinical research trial. A diverse team collaborated extensively over 15months to design and build a multimedia platform for obtaining parental permission and adolescent assent for participant in as asthma clinical trial. Examples of the learning principles included, having a narrator describe what was being viewed on the video (sensory-modality); eliminating unnecessary text and graphics (coherence); having the initial portion of the video explain the sections of the video to be viewed (signaling); avoiding simultaneous presentation of text and graphics (redundancy); and having a consistent narrator throughout the video (personalization). Existing conventional and multimedia processes for obtaining research informed consent have not actively incorporated basic principles of human cognition and learning in the design and implementation of these processes. The present paper illustrates how this can be achieved, setting the stage for rigorous evaluation of potential benefits such as improved comprehension, satisfaction with the consent process, and completion of research objectives. New consent strategies that have an integrated cognitive approach need to be developed and tested in controlled trials. Copyright © 2017 Elsevier Inc. All rights reserved.

Rationality versus reality: the challenges of evidence-based decision making for health policy makers

PubMed Central

2010-01-01

Background Current healthcare systems have extended the evidence-based medicine (EBM) approach to health policy and delivery decisions, such as access-to-care, healthcare funding and health program continuance, through attempts to integrate valid and reliable evidence into the decision making process. These policy decisions have major impacts on society and have high personal and financial costs associated with those decisions. Decision models such as these function under a shared assumption of rational choice and utility maximization in the decision-making process. Discussion We contend that health policy decision makers are generally unable to attain the basic goals of evidence-based decision making (EBDM) and evidence-based policy making (EBPM) because humans make decisions with their naturally limited, faulty, and biased decision-making processes. A cognitive information processing framework is presented to support this argument, and subtle cognitive processing mechanisms are introduced to support the focal thesis: health policy makers' decisions are influenced by the subjective manner in which they individually process decision-relevant information rather than on the objective merits of the evidence alone. As such, subsequent health policy decisions do not necessarily achieve the goals of evidence-based policy making, such as maximizing health outcomes for society based on valid and reliable research evidence. Summary In this era of increasing adoption of evidence-based healthcare models, the rational choice, utility maximizing assumptions in EBDM and EBPM, must be critically evaluated to ensure effective and high-quality health policy decisions. The cognitive information processing framework presented here will aid health policy decision makers by identifying how their decisions might be subtly influenced by non-rational factors. In this paper, we identify some of the biases and potential intervention points and provide some initial suggestions about how the EBDM/EBPM process can be improved. PMID:20504357

Rationality versus reality: the challenges of evidence-based decision making for health policy makers.

PubMed

McCaughey, Deirdre; Bruning, Nealia S

2010-05-26

Current healthcare systems have extended the evidence-based medicine (EBM) approach to health policy and delivery decisions, such as access-to-care, healthcare funding and health program continuance, through attempts to integrate valid and reliable evidence into the decision making process. These policy decisions have major impacts on society and have high personal and financial costs associated with those decisions. Decision models such as these function under a shared assumption of rational choice and utility maximization in the decision-making process. We contend that health policy decision makers are generally unable to attain the basic goals of evidence-based decision making (EBDM) and evidence-based policy making (EBPM) because humans make decisions with their naturally limited, faulty, and biased decision-making processes. A cognitive information processing framework is presented to support this argument, and subtle cognitive processing mechanisms are introduced to support the focal thesis: health policy makers' decisions are influenced by the subjective manner in which they individually process decision-relevant information rather than on the objective merits of the evidence alone. As such, subsequent health policy decisions do not necessarily achieve the goals of evidence-based policy making, such as maximizing health outcomes for society based on valid and reliable research evidence. In this era of increasing adoption of evidence-based healthcare models, the rational choice, utility maximizing assumptions in EBDM and EBPM, must be critically evaluated to ensure effective and high-quality health policy decisions. The cognitive information processing framework presented here will aid health policy decision makers by identifying how their decisions might be subtly influenced by non-rational factors. In this paper, we identify some of the biases and potential intervention points and provide some initial suggestions about how the EBDM/EBPM process can be improved.

Cultural Affordances: Scaffolding Local Worlds Through Shared Intentionality and Regimes of Attention

PubMed Central

Ramstead, Maxwell J. D.; Veissière, Samuel P. L.; Kirmayer, Laurence J.

2016-01-01

In this paper we outline a framework for the study of the mechanisms involved in the engagement of human agents with cultural affordances. Our aim is to better understand how culture and context interact with human biology to shape human behavior, cognition, and experience. We attempt to integrate several related approaches in the study of the embodied, cognitive, and affective substrates of sociality and culture and the sociocultural scaffolding of experience. The integrative framework we propose bridges cognitive and social sciences to provide (i) an expanded concept of ‘affordance’ that extends to sociocultural forms of life, and (ii) a multilevel account of the socioculturally scaffolded forms of affordance learning and the transmission of affordances in patterned sociocultural practices and regimes of shared attention. This framework provides an account of how cultural content and normative practices are built on a foundation of contentless basic mental processes that acquire content through immersive participation of the agent in social practices that regulate joint attention and shared intentionality. PMID:27507953

Social cognitive theory, metacognition, and simulation learning in nursing education.

PubMed

Burke, Helen; Mancuso, Lorraine

2012-10-01

Simulation learning encompasses simple, introductory scenarios requiring response to patients' needs during basic hygienic care and during situations demanding complex decision making. Simulation integrates principles of social cognitive theory (SCT) into an interactive approach to learning that encompasses the core principles of intentionality, forethought, self-reactiveness, and self-reflectiveness. Effective simulation requires an environment conducive to learning and introduces activities that foster symbolic coding operations and mastery of new skills; debriefing builds self-efficacy and supports self-regulation of behavior. Tailoring the level of difficulty to students' mastery level supports successful outcomes and motivation to set higher standards. Mindful selection of simulation complexity and structure matches course learning objectives and supports progressive development of metacognition. Theory-based facilitation of simulated learning optimizes efficacy of this learning method to foster maturation of cognitive processes of SCT, metacognition, and self-directedness. Examples of metacognition that are supported through mindful, theory-based implementation of simulation learning are provided. Copyright 2012, SLACK Incorporated.

Changes in Behavior and Salivary Cortisol after Targeted Cognitive Training in Typical 12-Month-Old Infants

ERIC Educational Resources Information Center

Wass, Sam V.; Cook, Clare; Clackson, Kaili

2017-01-01

Previous research has suggested that early development may be an optimal period to implement cognitive training interventions, particularly those relating to attention control, a basic ability that is essential for the development of other cognitive skills. In the present study, we administered gaze-contingent training (95 min across 2 weeks)…

The Concept of Energy in Psychological Theory. Cognitive Science Program, Technical Report No. 86-2.

ERIC Educational Resources Information Center

Posner, Michael I.; Rothbart, Mary Klevjord

This paper describes a basic framework for integration of computational and energetic concepts in psychological theory. The framework is adapted from a general effort to understand the neural systems underlying cognition. The element of the cognitive system that provides the best basis for attempting to relate energetic and computational ideas is…

On the Meaning of Cross-Cultural Differences in Simple Cognitive Measures

ERIC Educational Resources Information Center

van de Vijver, Fons J. R.

2008-01-01

A set of 5 reaction time tests of increasing cognitive complexity were administered to 35 secondary school pupils in Zimbabwe and The Netherlands at 4 consecutive school days in order to explore the existence and nature of cross-cultural differences on reaction time tests measuring basic cognitive operations. No cross-cultural differences were…

Opening the Implicit Leadership Theories’ Black Box: An Experimental Approach with Conjoint Analysis

PubMed Central

Tavares, Gustavo M.; Sobral, Filipe; Goldszmidt, Rafael; Araújo, Felipe

2018-01-01

Although research on implicit leadership theories (ILTs) has concentrated on determining which attributes define a leadership prototype, little attention has been paid to testing the relative importance of each of these attributes for individuals’ leadership perceptions. Building on socio-cognitive theories of impression processes, we experimentally explore the formation of leadership perceptions based on the recognition of six key attributes in a series of three experimental studies comprising 566 US-based participants recruited online via Amazon Mechanical Turk. Our results show that while certain attributes play an important role in the leader categorization process, others are less relevant. We also demonstrate that some attributes’ importance is contingent on the presence of other attributes and on the leadership schema type activated in respondents’ minds. Consistent with the Leadership Categorization Theory, our findings support the premise that individuals cognitively hold a superordinate leadership prototype, which imposes constraints on their more basic level prototypes. We discuss the implications of these results for leadership theory and practice. PMID:29467706

Opening the Implicit Leadership Theories' Black Box: An Experimental Approach with Conjoint Analysis.

PubMed

Tavares, Gustavo M; Sobral, Filipe; Goldszmidt, Rafael; Araújo, Felipe

2018-01-01

Although research on implicit leadership theories (ILTs) has concentrated on determining which attributes define a leadership prototype, little attention has been paid to testing the relative importance of each of these attributes for individuals' leadership perceptions. Building on socio-cognitive theories of impression processes, we experimentally explore the formation of leadership perceptions based on the recognition of six key attributes in a series of three experimental studies comprising 566 US-based participants recruited online via Amazon Mechanical Turk. Our results show that while certain attributes play an important role in the leader categorization process, others are less relevant. We also demonstrate that some attributes' importance is contingent on the presence of other attributes and on the leadership schema type activated in respondents' minds. Consistent with the Leadership Categorization Theory, our findings support the premise that individuals cognitively hold a superordinate leadership prototype, which imposes constraints on their more basic level prototypes. We discuss the implications of these results for leadership theory and practice.

The Illusion of the Positive: The impact of natural and induced mood on older adults’ false recall

PubMed Central

Emery, Lisa; Hess, Thomas M.; Elliot, Tonya

2012-01-01

Recent research suggests that affective and motivational processes can influence age differences in memory. In the current study, we examine the impact of both natural and induced mood state on age differences in false recall. Older and younger adults performed a version of the Deese-Roediger-McDermott (DRM; Roediger & McDermott, 1995) false memory paradigm in either their natural mood state or after a positive or negative mood induction. Results indicated that, after accounting for age differences in basic cognitive function, age-related differences in positive mood during the testing session were related to increased false recall in older adults. Inducing older adults into a positive mood also exacerbated age differences in false memory. In contrast, veridical recall did not appear to be systematically influenced by mood. Together, these results suggest that positive mood states can impact older adults’ information processing and potentially increase underlying cognitive age differences. PMID:22292431

Lack of habituation of evoked visual potentials in analytic information processing style: evidence in healthy subjects.

PubMed

Buonfiglio, Marzia; Toscano, M; Puledda, F; Avanzini, G; Di Clemente, L; Di Sabato, F; Di Piero, V

2015-03-01

Habituation is considered one of the most basic mechanisms of learning. Habituation deficit to several sensory stimulations has been defined as a trait of migraine brain and also observed in other disorders. On the other hand, analytic information processing style is characterized by the habit of continually evaluating stimuli and it has been associated with migraine. We investigated a possible correlation between lack of habituation of evoked visual potentials and analytic cognitive style in healthy subjects. According to Sternberg-Wagner self-assessment inventory, 15 healthy volunteers (HV) with high analytic score and 15 HV with high global score were recruited. Both groups underwent visual evoked potentials recordings after psychological evaluation. We observed significant lack of habituation in analytical individuals compared to global group. In conclusion, a reduced habituation of visual evoked potentials has been observed in analytic subjects. Our results suggest that further research should be undertaken regarding the relationship between analytic cognitive style and lack of habituation in both physiological and pathophysiological conditions.

Infant Joint Attention, Neural Networks and Social Cognition

PubMed Central

Mundy, Peter; Jarrold, William

2010-01-01

Neural network models of attention can provide a unifying approach to the study of human cognitive and emotional development (Posner & Rothbart, 2007). This paper we argue that a neural networks approach to the infant development of joint attention can inform our understanding of the nature of human social learning, symbolic thought process and social cognition. At its most basic, joint attention involves the capacity to coordinate one’s own visual attention with that of another person. We propose that joint attention development involves increments in the capacity to engage in simultaneous or parallel processing of information about one’s own attention and the attention of other people. Infant practice with joint attention is both a consequence and organizer of the development of a distributed and integrated brain network involving frontal and parietal cortical systems. This executive distributed network first serves to regulate the capacity of infants to respond to and direct the overt behavior of other people in order to share experience with others through the social coordination of visual attention. In this paper we describe this parallel and distributed neural network model of joint attention development and discuss two hypotheses that stem from this model. One is that activation of this distributed network during coordinated attention enhances to depth of information processing and encoding beginning in the first year of life. We also propose that with development joint attention becomes internalized as the capacity to socially coordinate mental attention to internal representations. As this occurs the executive joint attention network makes vital contributions to the development of human symbolic thinking and social cognition. PMID:20884172

Reviews, Software.

ERIC Educational Resources Information Center

Science Teacher, 1988

1988-01-01

Reviews two software programs for Apple series computers. Includes "Orbital Mech," a basic planetary orbital simulation for the Macintosh, and "START: Stimulus and Response Tools for Experiments in Memory, Learning, Cognition, and Perception," a program that demonstrates basic psychological principles and experiments. (CW)

Mental Objects in Working Memory: Development of Basic Capacity or of Cognitive Completion?

PubMed Central

Cowan, Nelson

2018-01-01

Working memory is the small amount of information that we hold in mind and use to carry out cognitive processes such as language comprehension and production, problem-solving, and decision-making. In order to understand cognitive development, it would be helpful to know whether working memory increases in capacity with development and, if so, how and why. I will focus on two major stumbling blocks toward understanding working memory development, namely that (1) many potentially relevant aspects of the mind change in parallel during development, obscuring the role of any one change; and (2) one cannot use the same test procedure from infancy to adulthood, complicating comparisons across age groups. With regard to the first stumbling block, the parallel development of different aspects of the mind, we discuss research in which attempts were made to hold constant some factors (knowledge, strategies, direction of attention) to investigate whether developmental differences remain. With regard to the second stumbling block, procedural differences in tests at different age groups, I suggest ways in which the results might be reconciled across procedures. I highlight the value of pursuing research that could distinguish between two different key hypotheses that emerge: that there is a developmental increase in the number of working memory slots (or in a basic resource that holds items in working memory), and that there is a developmental increase in the amount of detail that each of these slots can hold. PMID:28215289

Mental Objects in Working Memory: Development of Basic Capacity or of Cognitive Completion?

PubMed

Cowan, N

2017-01-01

Working memory is the small amount of information that we hold in mind and use to carry out cognitive processes such as language comprehension and production, problem solving, and decision making. In order to understand cognitive development, it would be helpful to know whether working memory increases in capacity with development and, if so, how and why. I will focus on two major stumbling blocks toward understanding working memory development, namely that (1) many potentially relevant aspects of the mind change in parallel during development, obscuring the role of any one change; and (2) one cannot use the same test procedure from infancy to adulthood, complicating comparisons across age groups. With regard to the first stumbling block, the parallel development of different aspects of the mind, we discuss research in which attempts were made to hold constant some factors (knowledge, strategies, direction of attention) to investigate whether developmental differences remain. With regard to the second stumbling block, procedural differences in tests for different age groups, I suggest ways in which the results might be reconciled across procedures. I highlight the value of pursuing research that could distinguish between two different key hypotheses that emerge: that there is a developmental increase in the number of working memory slots (or in a basic resource that holds items in working memory), and that there is a developmental increase in the amount of detail that each of these slots can hold. © 2017 Elsevier Inc. All rights reserved.

Auditory agnosia.

PubMed

Slevc, L Robert; Shell, Alison R

2015-01-01

Auditory agnosia refers to impairments in sound perception and identification despite intact hearing, cognitive functioning, and language abilities (reading, writing, and speaking). Auditory agnosia can be general, affecting all types of sound perception, or can be (relatively) specific to a particular domain. Verbal auditory agnosia (also known as (pure) word deafness) refers to deficits specific to speech processing, environmental sound agnosia refers to difficulties confined to non-speech environmental sounds, and amusia refers to deficits confined to music. These deficits can be apperceptive, affecting basic perceptual processes, or associative, affecting the relation of a perceived auditory object to its meaning. This chapter discusses what is known about the behavioral symptoms and lesion correlates of these different types of auditory agnosia (focusing especially on verbal auditory agnosia), evidence for the role of a rapid temporal processing deficit in some aspects of auditory agnosia, and the few attempts to treat the perceptual deficits associated with auditory agnosia. A clear picture of auditory agnosia has been slow to emerge, hampered by the considerable heterogeneity in behavioral deficits, associated brain damage, and variable assessments across cases. Despite this lack of clarity, these striking deficits in complex sound processing continue to inform our understanding of auditory perception and cognition. © 2015 Elsevier B.V. All rights reserved.

The role of emotion in decision-making: evidence from neurological patients with orbitofrontal damage.

PubMed

Bechara, Antoine

2004-06-01

Most theories of choice assume that decisions derive from an assessment of the future outcomes of various options and alternatives through some type of cost-benefit analyses. The influence of emotions on decision-making is largely ignored. The studies of decision-making in neurological patients who can no longer process emotional information normally suggest that people make judgments not only by evaluating the consequences and their probability of occurring, but also and even sometimes primarily at a gut or emotional level. Lesions of the ventromedial (which includes the orbitofrontal) sector of the prefrontal cortex interfere with the normal processing of "somatic" or emotional signals, while sparing most basic cognitive functions. Such damage leads to impairments in the decision-making process, which seriously compromise the quality of decisions in daily life. The aim of this paper is to review evidence in support of "The Somatic Marker Hypothesis," which provides a systems-level neuroanatomical and cognitive framework for decision-making and suggests that the process of decision-making depends in many important ways on neural substrates that regulate homeostasis, emotion, and feeling. The implications of this theoretical framework for the normal and abnormal development of the orbitofrontal cortex are also discussed.

Extending SME to Handle Large-Scale Cognitive Modeling.

PubMed

Forbus, Kenneth D; Ferguson, Ronald W; Lovett, Andrew; Gentner, Dedre

2017-07-01

Analogy and similarity are central phenomena in human cognition, involved in processes ranging from visual perception to conceptual change. To capture this centrality requires that a model of comparison must be able to integrate with other processes and handle the size and complexity of the representations required by the tasks being modeled. This paper describes extensions to Structure-Mapping Engine (SME) since its inception in 1986 that have increased its scope of operation. We first review the basic SME algorithm, describe psychological evidence for SME as a process model, and summarize its role in simulating similarity-based retrieval and generalization. Then we describe five techniques now incorporated into the SME that have enabled it to tackle large-scale modeling tasks: (a) Greedy merging rapidly constructs one or more best interpretations of a match in polynomial time: O(n 2 log(n)); (b) Incremental operation enables mappings to be extended as new information is retrieved or derived about the base or target, to model situations where information in a task is updated over time; (c) Ubiquitous predicates model the varying degrees to which items may suggest alignment; (d) Structural evaluation of analogical inferences models aspects of plausibility judgments; (e) Match filters enable large-scale task models to communicate constraints to SME to influence the mapping process. We illustrate via examples from published studies how these enable it to capture a broader range of psychological phenomena than before. Copyright © 2016 Cognitive Science Society, Inc.

A new computational account of cognitive control over reinforcement-based decision-making: Modeling of a probabilistic learning task.

PubMed

Zendehrouh, Sareh

2015-11-01

Recent work on decision-making field offers an account of dual-system theory for decision-making process. This theory holds that this process is conducted by two main controllers: a goal-directed system and a habitual system. In the reinforcement learning (RL) domain, the habitual behaviors are connected with model-free methods, in which appropriate actions are learned through trial-and-error experiences. However, goal-directed behaviors are associated with model-based methods of RL, in which actions are selected using a model of the environment. Studies on cognitive control also suggest that during processes like decision-making, some cortical and subcortical structures work in concert to monitor the consequences of decisions and to adjust control according to current task demands. Here a computational model is presented based on dual system theory and cognitive control perspective of decision-making. The proposed model is used to simulate human performance on a variant of probabilistic learning task. The basic proposal is that the brain implements a dual controller, while an accompanying monitoring system detects some kinds of conflict including a hypothetical cost-conflict one. The simulation results address existing theories about two event-related potentials, namely error related negativity (ERN) and feedback related negativity (FRN), and explore the best account of them. Based on the results, some testable predictions are also presented. Copyright © 2015 Elsevier Ltd. All rights reserved.

42 CFR 483.152 - Requirements for approval of a nurse aide training and competency evaluation program.

Code of Federal Regulations, 2012 CFR

2012-10-01

...) Instructors must have completed a course in teaching adults or have experience in teaching adults or... cognitively impaired residents; and (v) Methods of reducing the effects of cognitive impairments. (6) Basic...

42 CFR 483.152 - Requirements for approval of a nurse aide training and competency evaluation program.

Code of Federal Regulations, 2013 CFR

2013-10-01

...) Instructors must have completed a course in teaching adults or have experience in teaching adults or... cognitively impaired residents; and (v) Methods of reducing the effects of cognitive impairments. (6) Basic...

42 CFR 483.152 - Requirements for approval of a nurse aide training and competency evaluation program.

Code of Federal Regulations, 2014 CFR

2014-10-01

...) Instructors must have completed a course in teaching adults or have experience in teaching adults or... cognitively impaired residents; and (v) Methods of reducing the effects of cognitive impairments. (6) Basic...

42 CFR 483.152 - Requirements for approval of a nurse aide training and competency evaluation program.

Code of Federal Regulations, 2011 CFR

2011-10-01

...) Instructors must have completed a course in teaching adults or have experience in teaching adults or... cognitively impaired residents; and (v) Methods of reducing the effects of cognitive impairments. (6) Basic...

Eagle-eyed visual acuity: an experimental investigation of enhanced perception in autism.

PubMed

Ashwin, Emma; Ashwin, Chris; Rhydderch, Danielle; Howells, Jessica; Baron-Cohen, Simon

2009-01-01

Anecdotal accounts of sensory hypersensitivity in individuals with autism spectrum conditions (ASC) have been noted since the first reports of the condition. Over time, empirical evidence has supported the notion that those with ASC have superior visual abilities compared with control subjects. However, it remains unclear whether these abilities are specifically the result of differences in sensory thresholds (low-level processing), rather than higher-level cognitive processes. This study investigates visual threshold in n = 15 individuals with ASC and n = 15 individuals without ASC, using a standardized optometric test, the Freiburg Visual Acuity and Contrast Test, to investigate basic low-level visual acuity. Individuals with ASC have significantly better visual acuity (20:7) compared with control subjects (20:13)-acuity so superior that it lies in the region reported for birds of prey. The results of this study suggest that inclusion of sensory hypersensitivity in the diagnostic criteria for ASC may be warranted and that basic standardized tests of sensory thresholds may inform causal theories of ASC.

Association between MRI structural features and cognitive measures in pediatric multiple sclerosis

NASA Astrophysics Data System (ADS)

Amoroso, N.; Bellotti, R.; Fanizzi, A.; Lombardi, A.; Monaco, A.; Liguori, M.; Margari, L.; Simone, M.; Viterbo, R. G.; Tangaro, S.

2017-09-01

Multiple sclerosis (MS) is an inflammatory and demyelinating disease associated with neurodegenerative processes that lead to brain structural changes. The disease affects mostly young adults, but 3-5% of cases has a pediatric onset (POMS). Magnetic Resonance Imaging (MRI) is generally used for diagnosis and follow-up in MS patients, however the most common MRI measures (e.g. new or enlarging T2-weighted lesions, T1-weighted gadolinium- enhancing lesions) have often failed as surrogate markers of MS disability and progression. MS is clinically heterogenous with symptoms that can include both physical changes (such as visual loss or walking difficulties) and cognitive impairment. 30-50% of POMS experience prominent cognitive dysfunction. In order to investigate the association between cognitive measures and brain morphometry, in this work we present a fully automated pipeline for processing and analyzing MRI brain scans. Relevant anatomical structures are segmented with FreeSurfer; besides, statistical features are computed. Thus, we describe the data referred to 12 patients with early POMS (mean age at MRI: 15.5 +/- 2.7 years) with a set of 181 structural features. The major cognitive abilities measured are verbal and visuo-spatial learning, expressive language and complex attention. Data was collected at the Department of Basic Sciences, Neurosciences and Sense Organs, University of Bari, and exploring different abilities like the verbal and visuo-spatial learning, expressive language and complex attention. Different regression models and parameter configurations are explored to assess the robustness of the results, in particular Generalized Linear Models, Bayes Regression, Random Forests, Support Vector Regression and Artificial Neural Networks are discussed.

Language learning impairments: integrating basic science, technology, and remediation.

PubMed

Tallal, P; Merzenich, M M; Miller, S; Jenkins, W

1998-11-01

One of the fundamental goals of the modern field of neuroscience is to understand how neuronal activity gives rise to higher cortical function. However, to bridge the gap between neurobiology and behavior, we must understand higher cortical functions at the behavioral level at least as well as we have come to understand neurobiological processes at the cellular and molecular levels. This is certainly the case in the study of speech processing, where critical studies of behavioral dysfunction have provided key insights into the basic neurobiological mechanisms relevant to speech perception and production. Much of this progress derives from a detailed analysis of the sensory, perceptual, cognitive, and motor abilities of children who fail to acquire speech, language, and reading skills normally within the context of otherwise normal development. Current research now shows that a dysfunction in normal phonological processing, which is critical to the development of oral and written language, may derive, at least in part, from difficulties in perceiving and producing basic sensory-motor information in rapid succession--within tens of ms (see Tallal et al. 1993a for a review). There is now substantial evidence supporting the hypothesis that basic temporal integration processes play a fundamental role in establishing neural representations for the units of speech (phonemes), which must be segmented from the (continuous) speech stream and combined to form words, in order for the normal development of oral and written language to proceed. Results from magnetic resonance imaging (MRI) and positron emission tomography (PET) studies, as well as studies of behavioral performance in normal and language impaired children and adults, will be reviewed to support the view that the integration of rapidly changing successive acoustic events plays a primary role in phonological development and disorders. Finally, remediation studies based on this research, coupled with neuroplasticity research, will be presented.

The role of simultaneous and successive processing in EFL reading.

PubMed

Filickova, Marta; Kovalcikova, Iveta; Ropovik, Ivan

2016-10-01

This study examines the relationship between simultaneous and successive processing (the Planning, Attention, Simultaneous and Successive processing [PASS] theory processes) and reading skills in English as a foreign language (EFL). A group of 81 children were administered two batteries of tests. One was used to measure EFL reading skills, while the other one assessed simultaneous and successive processing. We hypothesised (a) cognitive processes to predict reading ability, as well as (b) the presence of a significant relationship between (c) simultaneous processing and reading comprehension and (d) successive processing and letter and word decoding. The findings confirmed that the anticipated relationships between these domains exist and are of moderate effect size. The research has helped to contribute to the understanding of how simultaneous and successive processing can affect EFL reading skills both on the level of basic word and letter decoding and reading comprehension. © 2015 International Union of Psychological Science.

Perceptual-cognitive skills and performance in orienteering.

PubMed

Guzmán, José F; Pablos, Ana M; Pablos, Carlos

2008-08-01

The goal was analysis of the perceptual-cognitive skills associated with sport performance in orienteering in a sample of 22 elite and 17 nonelite runners. Variables considered were memory, basic orienteering techniques, map reading, symbol knowledge, map-terrain-map identification, and spatial organisation. A computerised questionnaire was developed to measure the variables. The reliability of the test (agreement between experts) was 90%. Findings suggested that competence in performing basic orienteering techniques efficiently was a key variable differentiating between the elite and the nonelite athletes. The results are discussed in comparison with previous studies.

Young children can be taught basic natural selection using a picture-storybook intervention.

PubMed

Kelemen, Deborah; Emmons, Natalie A; Seston Schillaci, Rebecca; Ganea, Patricia A

2014-04-01

Adaptation by natural selection is a core mechanism of evolution. It is also one of the most widely misunderstood scientific processes. Misconceptions are rooted in cognitive biases found in preschoolers, yet concerns about complexity mean that adaptation by natural selection is generally not comprehensively taught until adolescence. This is long after untutored theoretical misunderstandings are likely to have become entrenched. In a novel approach, we explored 5- to 8-year-olds' capacities to learn a basic but theoretically coherent mechanistic explanation of adaptation through a custom storybook intervention. Experiment 1 showed that children understood the population-based logic of natural selection and also generalized it. Furthermore, learning endured 3 months later. Experiment 2 replicated these results and showed that children understood and applied an even more nuanced mechanistic causal explanation. The findings demonstrate that, contrary to conventional educational wisdom, basic natural selection is teachable in early childhood. Theory-driven interventions using picture storybooks with rich explanatory structure are beneficial.

The cognitive nature of action - functional links between cognitive psychology, movement science, and robotics.

PubMed

Schack, Thomas; Ritter, Helge

2009-01-01

This paper examines the cognitive architecture of human action, showing how it is organized over several levels and how it is built up. Basic action concepts (BACs) are identified as major building blocks on a representation level. These BACs are cognitive tools for mastering the functional demands of movement tasks. Results from different lines of research showed that not only the structure formation of mental representations in long-term memory but also chunk formation in working memory are built up on BACs and relate systematically to movement structures. It is concluded that such movement representations might provide the basis for action implementation and action control in skilled voluntary movements in the form of cognitive reference structures. To simulate action implementation we discuss challenges and issues that arise when we try to replicate complex movement abilities in robots. Among the key issues to be addressed is the question how structured representations can arise during skill acquisition and how the underlying processes can be understood sufficiently succinctly to replicate them on robot platforms. Working towards this goal, we translate our findings in studies of motor control in humans into models that can guide the implementation of cognitive robot architectures. Focusing on the issue of manual action control, we illustrate some results in the context of grasping with a five-fingered anthropomorphic robot hand.

The cognitive apprenticeship theory for the teaching of mathematics in an online 3D virtual environment

NASA Astrophysics Data System (ADS)

Bouta, Hara; Paraskeva, Fotini

2013-03-01

Research spanning two decades shows that there is a continuing development of 3D virtual worlds and investment in such environments for educational purposes. Research stresses the need for these environments to be well-designed and for suitable pedagogies to be implemented in the teaching practice in order for these worlds to be fully effective. To this end, we propose a pedagogical framework based on the cognitive apprenticeship for deriving principles and guidelines to inform the design, development and use of a 3D virtual environment. This study examines how the use of a 3D virtual world facilitates the teaching of mathematics in primary education by combining design principles and guidelines based on the Cognitive Apprenticeship Theory and the teaching methods that this theory introduces. We focus specifically on 5th and 6th grade students' engagement (behavioral, affective and cognitive) while learning fractional concepts over a period of two class sessions. Quantitative and qualitative analyses indicate considerable improvement in the engagement of the students who participated in the experiment. This paper presents the findings regarding students' cognitive engagement in the process of comprehending basic fractional concepts - notoriously hard for students to master. The findings are encouraging and suggestions are made for further research.

Social-cognitive risk factors for violence in psychosis: A discriminant function analysis.

PubMed

de Jong, Steven; van Donkersgoed, Rozanne; Renard, Selwyn; Carter, Sarah; Bokern, Hein; Lysaker, Paul; van der Gaag, Mark; Aleman, André; Pijnenborg, Gerdina Hendrika Maria

2018-04-14

It has been proposed that mixed findings in studies investigating social cognition as a risk factor for violence in psychosis may be explained by utilizing a framework distinguishing between social-cognitive tests which measure relatively more basic operations (e.g. facial affect recognition) and measures of more complex operations (mentalizing, metacognition). The current study investigated which social cognitive and metacognitive processes are related to a violent history over and above illness-related deficits. Data from control participants (n = 33), patients with a psychotic disorder and no violent history (n = 27), and patients with a psychotic disorder in a forensic clinic (n = 23) were analyzed utilizing discriminant analysis. Metacognition and associative learning emerged as significant factors in predicting group membership between the three groups. In a follow-up analysis between only the patient groups, metacognitive Self-Reflectivity and Empathic Accuracy emerged as statistically significant predictors of group membership. The control group presented with higher levels of social cognitive and metacognitive capacity than patient groups, and the forensic patient group had lower levels than the non-forensic patient group. Our findings support previous research findings implying impaired metacognitive Self-Reflectivity in particular as a risk factor for violence. Copyright © 2018. Published by Elsevier B.V.

Intelligence May Moderate the Cognitive Profile of Patients with ASD.

PubMed

Rommelse, Nanda; Langerak, Ilse; van der Meer, Jolanda; de Bruijn, Yvette; Staal, Wouter; Oerlemans, Anoek; Buitelaar, Jan

2015-01-01

The intelligence of individuals with Autism Spectrum Disorder (ASD) varies considerably. The pattern of cognitive deficits associated with ASD may differ depending on intelligence. We aimed to study the absolute and relative severity of cognitive deficits in participants with ASD in relation to IQ. A total of 274 children (M age = 12.1, 68.6% boys) participated: 30 ASD and 22 controls in the below average Intelligence Quotient (IQ) group (IQ<85), 57 ASD and 54 controls in the average IQ group (85115). Matching for age, sex, Full Scale IQ (FSIQ), Verbal IQ (VIQ), Performance IQ (PIQ) and VIQ-PIQ difference was performed. Speed and accuracy of social cognition, executive functioning, visual pattern recognition and basic processing speed were examined per domain and as a composite score. The composite score revealed a trend significant IQ by ASD interaction (significant when excluding the average IQ group). In absolute terms, participants with below average IQs performed poorest (regardless of diagnosis). However, in relative terms, above average intelligent participants with ASD showed the most substantial cognitive problems (particularly for social cognition, visual pattern recognition and verbal working memory) since this group differed significantly from the IQ-matched control group (p < .001), whereas this was not the case for below-average intelligence participants with ASD (p = .57). In relative terms, cognitive deficits appear somewhat more severe in individuals with ASD and above average IQs compared to the below average IQ patients with ASD. Even though high IQ ASD individuals enjoy a certain protection from their higher IQ, they clearly demonstrate cognitive impairments that may be targeted in clinical assessment and treatment. Conversely, even though in absolute terms ASD patients with below average IQs were clearly more impaired than ASD patients with average to above average IQs, the differences in cognitive functioning between participants with and without ASD on the lower end of the IQ spectrum were less pronounced. Clinically this may imply that cognitive assessment and training of cognitive skills in below average intelligent children with ASD may be a less fruitful endeavour. These findings tentatively suggest that intelligence may act as a moderator in the cognitive presentation of ASD, with qualitatively different cognitive processes affected in patients at the high and low end of the IQ spectrum.

Intelligence May Moderate the Cognitive Profile of Patients with ASD

PubMed Central

Rommelse, Nanda; Langerak, Ilse; van der Meer, Jolanda; de Bruijn, Yvette; Staal, Wouter; Oerlemans, Anoek; Buitelaar, Jan

2015-01-01

Background The intelligence of individuals with Autism Spectrum Disorder (ASD) varies considerably. The pattern of cognitive deficits associated with ASD may differ depending on intelligence. We aimed to study the absolute and relative severity of cognitive deficits in participants with ASD in relation to IQ. Methods A total of 274 children (M age = 12.1, 68.6% boys) participated: 30 ASD and 22 controls in the below average Intelligence Quotient (IQ) group (IQ<85), 57 ASD and 54 controls in the average IQ group (85115). Matching for age, sex, Full Scale IQ (FSIQ), Verbal IQ (VIQ), Performance IQ (PIQ) and VIQ-PIQ difference was performed. Speed and accuracy of social cognition, executive functioning, visual pattern recognition and basic processing speed were examined per domain and as a composite score. Results The composite score revealed a trend significant IQ by ASD interaction (significant when excluding the average IQ group). In absolute terms, participants with below average IQs performed poorest (regardless of diagnosis). However, in relative terms, above average intelligent participants with ASD showed the most substantial cognitive problems (particularly for social cognition, visual pattern recognition and verbal working memory) since this group differed significantly from the IQ-matched control group (p < .001), whereas this was not the case for below-average intelligence participants with ASD (p = .57). Conclusions In relative terms, cognitive deficits appear somewhat more severe in individuals with ASD and above average IQs compared to the below average IQ patients with ASD. Even though high IQ ASD individuals enjoy a certain protection from their higher IQ, they clearly demonstrate cognitive impairments that may be targeted in clinical assessment and treatment. Conversely, even though in absolute terms ASD patients with below average IQs were clearly more impaired than ASD patients with average to above average IQs, the differences in cognitive functioning between participants with and without ASD on the lower end of the IQ spectrum were less pronounced. Clinically this may imply that cognitive assessment and training of cognitive skills in below average intelligent children with ASD may be a less fruitful endeavour. These findings tentatively suggest that intelligence may act as a moderator in the cognitive presentation of ASD, with qualitatively different cognitive processes affected in patients at the high and low end of the IQ spectrum. PMID:26444877

Rate- and accuracy-disabled subtype profiles among adults with dyslexia in the Hebrew orthography.

PubMed

Shany, Michal; Breznitz, Zvia

2011-01-01

This study examined a subtyping scheme rooted in the dissociation between reading rate and accuracy in an exceptionally large sample of adult readers with dyslexia using a wide variety of behavioral and event-related potential (ERP) measures. Stage 1 was a behavioral study, in which basic reading skill, reading comprehension, linguistic and cognitive tasks were administered to 661 learning-disabled university students (n = 382) and their non-learning-disabled peers (n = 279). Based on a word reading measure, accuracy-disabled and rate-disabled subgroups were identified, as was a subgroup with deficits in both rate and accuracy. The results support the persistence of a rate versus accuracy dissociation into adulthood. Accuracy disability was related to a broad range of deficits affecting phonological, orthographic, and morphological processing, verbal memory, attention, and reading comprehension. Rate disability appeared to be associated with slower processing of printed material, alongside largely intact functioning resembling those of skilled readers. In stage 2, electroencephalogram (EEG)-ERP measurements were obtained from 140 participants recruited from the larger sample. Activation in visual association cortex, indicated by the N170 amplitude, was found to be lower for accuracy-disabled than skilled readers, and comparable between rate-disabled and skilled readers. The lowest amplitude was found in the double-deficit subgroup. The findings support the existence of distinctive reading disability profiles, based on selective deficits in reading rate versus accuracy and associated with different basic reading, linguistic, and cognitive skills as well as electrophysiological responses.

Cognitive access to numbers: the philosophical significance of empirical findings about basic number abilities.

PubMed

Giaquinto, Marcus

2017-02-19

How can we acquire a grasp of cardinal numbers, even the first very small positive cardinal numbers, given that they are abstract mathematical entities? That problem of cognitive access is the main focus of this paper. All the major rival views about the nature and existence of cardinal numbers face difficulties; and the view most consonant with our normal thought and talk about numbers, the view that cardinal numbers are sizes of sets, runs into the cognitive access problem. The source of the problem is the plausible assumption that cognitive access to something requires causal contact with it. It is argued that this assumption is in fact wrong, and that in this and similar cases, we should accept that a certain recognize-and-distinguish capacity is sufficient for cognitive access. We can then go on to solve the cognitive access problem, and thereby support the set-size view of cardinal numbers, by paying attention to empirical findings about basic number abilities. To this end, some selected studies of infants, pre-school children and a trained chimpanzee are briefly discussed.This article is part of a discussion meeting issue 'The origins of numerical abilities'. © 2017 The Author(s).

Contemporary Accounts of the Cognition/Language Relationship: Implications for Speech-Language Clinicians.

ERIC Educational Resources Information Center

Rice, Mabel L.

1983-01-01

A review of research on how cognition relates to language in children with language impairments discusses terminology and analyzes the basic mapping problem. Evidence for a variety of hypotheses related to the issue are examined. (CL)

Assessment of cognitive safety in clinical drug development

PubMed Central

Roiser, Jonathan P.; Nathan, Pradeep J.; Mander, Adrian P.; Adusei, Gabriel; Zavitz, Kenton H.; Blackwell, Andrew D.

2016-01-01

Cognitive impairment is increasingly recognised as an important potential adverse effect of medication. However, many drug development programmes do not incorporate sensitive cognitive measurements. Here, we review the rationale for cognitive safety assessment, and explain several basic methodological principles for measuring cognition during clinical drug development, including study design and statistical analysis, from Phase I through to postmarketing. The crucial issue of how cognition should be assessed is emphasized, especially the sensitivity of measurement. We also consider how best to interpret the magnitude of any identified effects, including comparison with benchmarks. We conclude by discussing strategies for the effective communication of cognitive risks. PMID:26610416

Prediction and constancy of cognitive-motivational structures in mothers and their adolescents.

PubMed

Malerstein, A J; Ahern, M M; Pulos, S; Arasteh, J D

1995-01-01

Three clinically-derived, cognitive-motivational structures were predicted in 68 adolescents from their caregiving situations as revealed in their mothers' interviews, elicited six years earlier. Basic to each structure is a motivational concern and its related social cognitive style, a style which corresponds to a Piagetian cognitive stage: concrete operational, intuitive or symbolic. Because these structure types parse a non-clinical population, current views of health and accordingly goals of treatment may need modification.

The architecture of personality.

PubMed

Cervone, David

2004-01-01

This article presents a theoretical framework for analyzing psychological systems that contribute to the variability, consistency, and cross-situational coherence of personality functioning. In the proposed knowledge-and-appraisal personality architecture (KAPA), personality structures and processes are delineated by combining 2 principles: distinctions (a) between knowledge structures and appraisal processes and (b) among intentional cognitions with varying directions of fit, with the latter distinction differentiating among beliefs, evaluative standards, and aims. Basic principles of knowledge activation and use illuminate relations between knowledge and appraisal, yielding a synthetic account of personality structures and processes. Novel empirical data illustrate the heuristic value of the knowledge/appraisal distinction by showing how self-referent and situational knowledge combine to foster cross-situational coherence in appraisals of self-efficacy.

Cognitive Factors and Residual Speech Errors: Basic Science, Translational Research, and Some Clinical Frameworks.

PubMed

Eaton, Catherine Torrington

2015-11-01

This article explores the theoretical and empirical relationships between cognitive factors and residual speech errors (RSEs). Definitions of relevant cognitive domains are provided, as well as examples of formal and informal tasks that may be appropriate in assessment. Although studies to date have been limited in number and scope, basic research suggests that cognitive flexibility, short- and long-term memory, and self-monitoring may be areas of weakness in this population. Preliminary evidence has not supported a relationship between inhibitory control, attention, and RSEs; however, further studies that control variables such as language ability and temperament are warranted. Previous translational research has examined the effects of self-monitoring training on residual speech errors. Although results have been mixed, some findings suggest that children with RSEs may benefit from the inclusion of this training. The article closes with a discussion of clinical frameworks that target cognitive skills, including self-monitoring and attention, as a means of facilitating speech sound change. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

[Chronic fatigue syndrome in a cognitive perspective. A therapeutic model].

PubMed

d'Elia, Giacomo

2004-01-29

The cognitive approach to the treatment of chronic fatigue syndrome (CSF) is based on a multifactor etiological hypothesis, i.e. inaccurate beliefs and attitudes to the illness interact with pathophysiological processes, ineffective coping behaviours, negative states of mood, social problem, to perpetuate the illness. Patients suffering from CFS are supposed to be hypervigilant to somatic sensations and to interpret them as signs of impending physical catastrophe. The aim of the this paper is to describe the clinical implementation of principles of cognitive therapy in the treatment of CFS. Basic to the treatment approach is a collaborative, listening and empathic attitude, sensitive to the patient's personal beliefs and potential threats to self-esteem. The aim is to develop more useful, functional, formulations of the illness. The patient and the therapist work together to look at how the patient thinks about herself/himself and the illness, detect unhelpful attitudes, thoughts and mental images about the illness, and to make them accessible to Socratic reasoning. Graded behavioural interventions are planned in order to disconfirm unhelpful beliefs and reverse the spiral of tiredness, demoralization and reduced activity. The treatment is structured according to the general principles of cognitive therapy.

The Basics of Exercising the Mind and Body.

ERIC Educational Resources Information Center

Leppo, Marjorie L.; Davis, Diane; Crim, Bruce

2000-01-01

Examines the link between movement experiences--and their consequences during infancy--and cognitive development. Explains how movement stimulates cognitive development, the role of aerobic activity, and the importance of skill development. Offers suggestions for enhancing preschool motor learning experiences, practicing movement fundamentals,…

Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systems.

PubMed

Geary, David C; Hoard, Mary K; Nugent, Lara; Rouder, Jeffrey N

2015-12-01

The relation between performance on measures of algebraic cognition and acuity of the approximate number system (ANS) and memory for addition facts was assessed for 171 ninth graders (92 girls) while controlling for parental education, sex, reading achievement, speed of numeral processing, fluency of symbolic number processing, intelligence, and the central executive component of working memory. The algebraic tasks assessed accuracy in placing x,y pairs in the coordinate plane, speed and accuracy of expression evaluation, and schema memory for algebra equations. ANS acuity was related to accuracy of placements in the coordinate plane and expression evaluation but not to schema memory. Frequency of fact retrieval errors was related to schema memory but not to coordinate plane or expression evaluation accuracy. The results suggest that the ANS may contribute to or be influenced by spatial-numerical and numerical-only quantity judgments in algebraic contexts, whereas difficulties in committing addition facts to long-term memory may presage slow formation of memories for the basic structure of algebra equations. More generally, the results suggest that different brain and cognitive systems are engaged during the learning of different components of algebraic competence while controlling for demographic and domain general abilities. Copyright © 2015 Elsevier Inc. All rights reserved.

Meta-analysis: how does posterior parietal cortex contribute to reasoning?

PubMed Central

Wendelken, Carter

2015-01-01

Reasoning depends on the contribution of posterior parietal cortex (PPC). But PPC is involved in many basic operations—including spatial attention, mathematical cognition, working memory, long-term memory, and language—and the nature of its contribution to reasoning is unclear. Psychological theories of the processes underlying reasoning make divergent claims about the neural systems that are likely to be involved, and better understanding the specific contribution of PPC can help to inform these theories. We set out to address several competing hypotheses, concerning the role of PPC in reasoning: (1) reasoning involves application of formal logic and is dependent on language, with PPC activation for reasoning mainly reflective of linguistic processing; (2) reasoning involves probabilistic computation and is thus dependent on numerical processing mechanisms in PPC; and (3) reasoning is built upon the representation and processing of spatial relations, and PPC activation associated with reasoning reflects spatial processing. We conducted two separate meta-analyses. First, we pooled data from our own studies of reasoning in adults, and examined activation in PPC regions of interest (ROI). Second, we conducted an automated meta-analysis using Neurosynth, in which we examined overlap between activation maps associated with reasoning and maps associated with other key functions of PPC. In both analyses, we observed reasoning-related activation concentrated in the left Inferior Parietal Lobe (IPL). Reasoning maps demonstrated the greatest overlap with mathematical cognition. Maintenance, visuospatial, and phonological processing also demonstrated some overlap with reasoning, but a large portion of the reasoning map did not overlap with the map for any other function. This evidence suggests that the PPC’s contribution to reasoning may be most closely related to its role in mathematical cognition, but that a core component of this contribution may be specific to reasoning. PMID:25653604

Neuro-cognitive foundations of word stress processing - evidence from fMRI

PubMed Central

2011-01-01

Background To date, the neural correlates of phonological word stress processing are largely unknown. Methods In the present study, we investigated the processing of word stress and vowel quality using an identity matching task with pseudowords. Results In line with previous studies, a bilateral fronto-temporal network comprising the superior temporal gyri extending into the sulci as well as the inferior frontal gyri was observed for word stress processing. Moreover, we found differences in the superior temporal gyrus and the superior temporal sulcus, bilaterally, for the processing of different stress patterns. For vowel quality processing, our data reveal a substantial contribution of the left intraparietal cortex. All activations were modulated by task demands, yielding different patterns for same and different pairs of stimuli. Conclusions Our results suggest that the left superior temporal gyrus represents a basic system underlying stress processing to which additional structures including the homologous cortex site are recruited with increasing difficulty. PMID:21575209

Organizational stressors and basic psychological needs: The mediating role of athletes' appraisal mechanisms.

PubMed

Bartholomew, K J; Arnold, R; Hampson, R J; Fletcher, D

2017-12-01

This article reports the first study to quantitatively examine the relationships between the demands encountered by athletes that are associated with the organization within which they are operating, cognitive appraisals, and basic psychological need experiences. Three hundred and fifteen high-level British athletes completed a multisection questionnaire which assessed each of the aforementioned constructs. A series of path analyses provided valuable insight into the way in which the three dimensions (ie, frequency, intensity, and duration) of five organizational stressor categories were evaluated by athletes and, in turn, how such threat or challenge appraisals predicted feelings of need satisfaction and need frustration. Moreover, cognitive stress appraisals were found to mediate the relationship between organizational stressors and psychological need experiences. The role of secondary control appraisals was also explored and found to mediate the relationship between primary cognitive appraisals and basic psychological need experiences. Study limitations, proposed future research directions, and the implications of the findings for applied practitioners are discussed. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Accurate reactions open up the way for more cooperative societies

NASA Astrophysics Data System (ADS)

Vukov, Jeromos

2014-09-01

We consider a prisoner's dilemma model where the interaction neighborhood is defined by a square lattice. Players are equipped with basic cognitive abilities such as being able to distinguish their partners, remember their actions, and react to their strategy. By means of their short-term memory, they can remember not only the last action of their partner but the way they reacted to it themselves. This additional accuracy in the memory enables the handling of different interaction patterns in a more appropriate way and this results in a cooperative community with a strikingly high cooperation level for any temptation value. However, the more developed cognitive abilities can only be effective if the copying process of the strategies is accurate enough. The excessive extent of faulty decisions can deal a fatal blow to the possibility of stable cooperative relations.

DCS facilitation of fear extinction and exposure-based therapy may rely on lower-level, automatic mechanisms

PubMed Central

Grillon, Christian

2009-01-01

Exposure-based therapy (EBT), a leading technique in the treatment of a range of anxiety disorders, is facilitated by D-cycloserine (DCS), a partial N-methyl-D-aspartate (NMDA) receptor agonist. This review discusses the potential mechanisms involved in this facilitation, and its implications for developing theories of fear conditioning in humans. Basic research in rodents suggests that DCS acts by speeding up extinction. However, several lab-based investigations found that DCS had no effect on extinction in humans. This paper proposes that these observations can be accounted for by a dual-model theory of fear conditioning in humans that engages two complementary defensive systems: a reflexive lower-order system independent of conscious awareness and a higher-order cognitive system associated with conscious awareness of danger and expectation. DCS studies in animals appear to have explored lower-order conditioning mechanisms, whereas human studies have explored higher-order cognitive processes. These observations suggest that DCS may act preferentially on lower- rather than higher-order learning. This paper presents evidence suggesting that, in humans, DCS may similarly affect lower-order learning during EBT and, consequently, may be less effective during cognitive therapy (e.g., cognitive restructuring). Finally, it is recommended that extinction studies using DCS in humans be conducted using fear-relevant stimuli (e.g., snakes), short conditional stimulus-unconditioned stimulus (CS-US) intervals, and intense US in order to promote lower-order conditioning processes. PMID:19520359

Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress.

PubMed

Harms, Madeline B; Shannon Bowen, Katherine E; Hanson, Jamie L; Pollak, Seth D

2017-10-19

Children who experience severe early life stress show persistent deficits in many aspects of cognitive and social adaptation. Early stress might be associated with these broad changes in functioning because it impairs general learning mechanisms. To explore this possibility, we examined whether individuals who experienced abusive caregiving in childhood had difficulties with instrumental learning and/or cognitive flexibility as adolescents. Fifty-three 14-17-year-old adolescents (31 exposed to high levels of childhood stress, 22 control) completed an fMRI task that required them to first learn associations in the environment and then update those pairings. Adolescents with histories of early life stress eventually learned to pair stimuli with both positive and negative outcomes, but did so more slowly than their peers. Furthermore, these stress-exposed adolescents showed markedly impaired cognitive flexibility; they were less able than their peers to update those pairings when the contingencies changed. These learning problems were reflected in abnormal activity in learning- and attention-related brain circuitry. Both altered patterns of learning and neural activation were associated with the severity of lifetime stress that the adolescents had experienced. Taken together, the results of this experiment suggest that basic learning processes are impaired in adolescents exposed to early life stress. These general learning mechanisms may help explain the emergence of social problems observed in these individuals. © 2017 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

Individual differences in online spoken word recognition: Implications for SLI

PubMed Central

McMurray, Bob; Samelson, Vicki M.; Lee, Sung Hee; Tomblin, J. Bruce

2012-01-01

Thirty years of research has uncovered the broad principles that characterize spoken word processing across listeners. However, there have been few systematic investigations of individual differences. Such an investigation could help refine models of word recognition by indicating which processing parameters are likely to vary, and could also have important implications for work on language impairment. The present study begins to fill this gap by relating individual differences in overall language ability to variation in online word recognition processes. Using the visual world paradigm, we evaluated online spoken word recognition in adolescents who varied in both basic language abilities and non-verbal cognitive abilities. Eye movements to target, cohort and rhyme objects were monitored during spoken word recognition, as an index of lexical activation. Adolescents with poor language skills showed fewer looks to the target and more fixations to the cohort and rhyme competitors. These results were compared to a number of variants of the TRACE model (McClelland & Elman, 1986) that were constructed to test a range of theoretical approaches to language impairment: impairments at sensory and phonological levels; vocabulary size, and generalized slowing. None were strongly supported, and variation in lexical decay offered the best fit. Thus, basic word recognition processes like lexical decay may offer a new way to characterize processing differences in language impairment. PMID:19836014

Cognitive effects of cancer and its treatments at the intersection of aging: what do we know; what do we need to know?

PubMed

Mandelblatt, Jeanne S; Hurria, Arti; McDonald, Brenna C; Saykin, Andrew J; Stern, Robert A; VanMeter, John W; McGuckin, Meghan; Traina, Tiffani; Denduluri, Neelima; Turner, Scott; Howard, Darlene; Jacobsen, Paul B; Ahles, Tim

2013-12-01

There is a fairly consistent, albeit non-universal body of research documenting cognitive declines after cancer and its treatments. While few of these studies have included subjects aged 65 years and older, it is logical to expect that older patients are at risk of cognitive decline. Here, we use breast cancer as an exemplar disease for inquiry into the intersection of aging and cognitive effects of cancer and its therapies. There are a striking number of common underlying potential biological risks and pathways for the development of cancer, cancer-related cognitive declines, and aging processes, including the development of a frail phenotype. Candidate shared pathways include changes in hormonal milieu, inflammation, oxidative stress, DNA damage and compromised DNA repair, genetic susceptibility, decreased brain blood flow or disruption of the blood-brain barrier, direct neurotoxicity, decreased telomere length, and cell senescence. There also are similar structure and functional changes seen in brain imaging studies of cancer patients and those seen with "normal" aging and Alzheimer's disease. Disentangling the role of these overlapping processes is difficult since they require aged animal models and large samples of older human subjects. From what we do know, frailty and its low cognitive reserve seem to be a clinically useful marker of risk for cognitive decline after cancer and its treatments. This and other results from this review suggest the value of geriatric assessments to identify older patients at the highest risk of cognitive decline. Further research is needed to understand the interactions between aging, genetic predisposition, lifestyle factors, and frailty phenotypes to best identify the subgroups of older patients at greatest risk for decline and to develop behavioral and pharmacological interventions targeting this group. We recommend that basic science and population trials be developed specifically for older hosts with intermediate endpoints of relevance to this group, including cognitive function and trajectories of frailty. Clinicians and their older patients can advance the field by active encouragement of and participation in research designed to improve the care and outcomes of the growing population of older cancer patients. © 2013 Elsevier Inc. All rights reserved.

Cognitive Effects of Cancer and its Treatments at the Intersection of Aging: What do we Know; What do we Need to Know?

PubMed Central

Mandelblatt, Jeanne S.; Hurria, Arti; McDonald, Brenna C.; Saykin, Andrew J.; Stern, Robert A.; VanMeter, John W.; McGuckin, Meghan; Traina, Tiffani; Denduluri, Neelima; Turner, Scott; Howard, Darlene; Jacobsen, Paul B.; Ahles, Tim

2013-01-01

There is a fairly consistent, albeit non-universal body of research documenting cognitive declines after cancer and its treatments. While few of these studies have included those 65 and older, it is logical to expect that older patients are at risk of cognitive decline. In this paper, we use breast cancer as an exemplar disease for inquiry into the intersection of aging and cognitive effects of cancer and its therapies. There are a striking number of common underlying potential biological risks and pathways for the development of cancer, cancer-related cognitive declines, and aging processes, including the development of a frail phenotype. Candidate shared pathways include changes in hormonal milieu, inflammation, oxidative stress, DNA damage and compromised DNA repair, genetic susceptibility, decreased brain blood flow or disruption of the blood-brain barrier, direct neurotoxicity, decreased telomere length, and cell senescence. There are also similar structure and functional changes seen in brain imaging studies of cancer patients and those seen with “normal” aging and Alzheimer’s disease. Disentangling the role of these overlapping processes is difficult since they require aged animal models and large samples of older human subjects. From what we do know, frailty and its low cognitive reserve seem to be a clinically useful marker of risk for cognitive decline after cancer and its treatments. This and other results from this review suggest the value of geriatric assessments to identify older patients at the highest risk of cognitive decline. Further research is needed to understand the interactions between aging, genetic predisposition, lifestyle factors and frailty phenotypes to best identify the sub-groups of older patients at greatest risk for decline and to develop behavioral and pharmacological interventions targeting this group. We recommend that basic science and population trials be developed specifically for older hosts with intermediate endpoints of relevance to this group, including cognitive function and trajectories of frailty. Clinicians and their older patients can advance the field by active encouragement of and participation in research designed to improve the care and outcomes of the growing population of older cancer patients. PMID:24331192

The Event Related Brain Potential as an Index of Information Processing, Cognitive Activity, and Skill Acquisition: A Program of Basic Research.

DTIC Science & Technology

1985-02-28

psychophysiological function in question. For example, for most measurements of the cardiovascular system, data are available only at each heart beat ...function of the duration of the charging period, *i . and hence will be proportional to the inter- beat interval (and inversely °°. • .*~* 14 information (0... beat interval. Thus, the output will lag the input. 2.3 Computer Access to Voltage x Time Functions 2.3.1 Digital Input and Analog-to-Digital Conversion

Intelligent tutoring systems as tools for investigating individual differences in learning

NASA Technical Reports Server (NTRS)

Shute, Valerie J.

1987-01-01

The ultimate goal of this research is to build an improved model-based selection and classification system for the United States Air Force. Researchers are developing innovative approaches to ability testing. The Learning Abilities Measurement Program (LAMP) examines individual differences in learning abilities, seeking answers to the questions of why some people learn more and better than others and whether there are basic cognitive processes applicable across tasks and domains that are predictive of successful performance (or whether there are more complex problem solving behaviors involved).

Computational Foundations of Natural Intelligence

PubMed Central

van Gerven, Marcel

2017-01-01

New developments in AI and neuroscience are revitalizing the quest to understanding natural intelligence, offering insight about how to equip machines with human-like capabilities. This paper reviews some of the computational principles relevant for understanding natural intelligence and, ultimately, achieving strong AI. After reviewing basic principles, a variety of computational modeling approaches is discussed. Subsequently, I concentrate on the use of artificial neural networks as a framework for modeling cognitive processes. This paper ends by outlining some of the challenges that remain to fulfill the promise of machines that show human-like intelligence. PMID:29375355

Methods for transition toward computer assisted cognitive examination.

PubMed

Jurica, P; Valenzi, S; Struzik, Z R; Cichocki, A

2015-01-01

We present a software framework which enables the extension of current methods for the assessment of cognitive fitness using recent technological advances. Screening for cognitive impairment is becoming more important as the world's population grows older. Current methods could be enhanced by use of computers. Introduction of new methods to clinics requires basic tools for collection and communication of collected data. To develop tools that, with minimal interference, offer new opportunities for the enhancement of the current interview based cognitive examinations. We suggest methods and discuss process by which established cognitive tests can be adapted for data collection through digitization by pen enabled tablets. We discuss a number of methods for evaluation of collected data, which promise to increase the resolution and objectivity of the common scoring strategy based on visual inspection. By involving computers in the roles of both instructing and scoring, we aim to increase the precision and reproducibility of cognitive examination. The tools provided in Python framework CogExTools available at http://bsp. brain.riken.jp/cogextools/ enable the design, application and evaluation of screening tests for assessment of cognitive impairment. The toolbox is a research platform; it represents a foundation for further collaborative development by the wider research community and enthusiasts. It is free to download and use, and open-source. We introduce a set of open-source tools that facilitate the design and development of new cognitive tests for modern technology. We provide these tools in order to enable the adaptation of technology for cognitive examination in clinical settings. The tools provide the first step in a possible transition toward standardized mental state examination using computers.

On applying cognitive psychology.

PubMed

Baddeley, Alan

2013-11-01

Recent attempts to assess the practical impact of scientific research prompted my own reflections on over 40 years worth of combining basic and applied cognitive psychology. Examples are drawn principally from the study of memory disorders, but also include applications to the assessment of attention, reading, and intelligence. The most striking conclusion concerns the many years it typically takes to go from an initial study, to the final practical outcome. Although the complexity and sheer timescale involved make external evaluation problematic, the combination of practical satisfaction and theoretical stimulation make the attempt to combine basic and applied research very rewarding. © 2013 The British Psychological Society.

Similarities and Differences in Psychology.

PubMed

Chen, Yu; Sun, Yan; Ai, Si-Zhi; Li, Jason J; Lu, Lin; Shi, Jie

2017-01-01

Addiction is marked by repeating a certain behavior while ignoring the potential physical or mental consequences. Non-substance addiction provides an ideal model for researching the emergence and development of addiction's basic mechanism. Comparative studies of substance and non-substance addiction are helpful to reveal the common basis of addiction development. This article explores this topic from a psychological angle, touching upon sensation seeking, inhibitory control, attentional bias, intertemporal choice and environment. A review of previous literature urges future research to propose a biopsychosocial model of addiction and consider addiction's effect on basic cognitive function alongside cognitive neuroscience technology.

Infant joint attention, neural networks and social cognition.

PubMed

Mundy, Peter; Jarrold, William

2010-01-01

Neural network models of attention can provide a unifying approach to the study of human cognitive and emotional development (Posner & Rothbart, 2007). In this paper we argue that a neural network approach to the infant development of joint attention can inform our understanding of the nature of human social learning, symbolic thought process and social cognition. At its most basic, joint attention involves the capacity to coordinate one's own visual attention with that of another person. We propose that joint attention development involves increments in the capacity to engage in simultaneous or parallel processing of information about one's own attention and the attention of other people. Infant practice with joint attention is both a consequence and an organizer of the development of a distributed and integrated brain network involving frontal and parietal cortical systems. This executive distributed network first serves to regulate the capacity of infants to respond to and direct the overt behavior of other people in order to share experience with others through the social coordination of visual attention. In this paper we describe this parallel and distributed neural network model of joint attention development and discuss two hypotheses that stem from this model. One is that activation of this distributed network during coordinated attention enhances the depth of information processing and encoding beginning in the first year of life. We also propose that with development, joint attention becomes internalized as the capacity to socially coordinate mental attention to internal representations. As this occurs the executive joint attention network makes vital contributions to the development of human symbolic thinking and social cognition. Copyright © 2010 Elsevier Ltd. All rights reserved.

The development of real-time stability supports visual working memory performance: Young children's feature binding can be improved through perceptual structure.

PubMed

Simmering, Vanessa R; Wood, Chelsey M

2017-08-01

Working memory is a basic cognitive process that predicts higher-level skills. A central question in theories of working memory development is the generality of the mechanisms proposed to explain improvements in performance. Prior theories have been closely tied to particular tasks and/or age groups, limiting their generalizability. The cognitive dynamics theory of visual working memory development has been proposed to overcome this limitation. From this perspective, developmental improvements arise through the coordination of cognitive processes to meet demands of different behavioral tasks. This notion is described as real-time stability, and can be probed through experiments that assess how changing task demands impact children's performance. The current studies test this account by probing visual working memory for colors and shapes in a change detection task that compares detection of changes to new features versus swaps in color-shape binding. In Experiment 1, 3- to 4-year-old children showed impairments specific to binding swaps, as predicted by decreased real-time stability early in development; 5- to 6-year-old children showed a slight advantage on binding swaps, but 7- to 8-year-old children and adults showed no difference across trial types. Experiment 2 tested the proposed explanation of young children's binding impairment through added perceptual structure, which supported the stability and precision of feature localization in memory-a process key to detecting binding swaps. This additional structure improved young children's binding swap detection, but not new-feature detection or adults' performance. These results provide further evidence for the cognitive dynamics and real-time stability explanation of visual working memory development. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

High Field fMRI Reveals Thalamocortical Integration of Segregated Cognitive and Emotional Processing in Mediodorsal and Intralaminar Thalamic Nuclei

PubMed Central

Metzger, C. D.; Eckert, U.; Steiner, J.; Sartorius, A.; Buchmann, J. E.; Stadler, J.; Tempelmann, C.; Speck, O.; Bogerts, B.; Abler, B.; Walter, M.

2010-01-01

Thalamocortical loops, connecting functionally segregated, higher order cortical regions, and basal ganglia, have been proposed not only for well described motor and sensory regions, but also for limbic and prefrontal areas relevant for affective and cognitive processes. These functions are, however, more specific to humans, rendering most invasive neuroanatomical approaches impossible and interspecies translations difficult. In contrast, non-invasive imaging of functional neuroanatomy using fMRI allows for the development of elaborate task paradigms capable of testing the specific functionalities proposed for these circuits. Until recently, spatial resolution largely limited the anatomical definition of functional clusters at the level of distinct thalamic nuclei. Since their anatomical distinction seems crucial not only for the segregation of cognitive and limbic loops but also for the detection of their functional interaction during cognitive–emotional integration, we applied high resolution fMRI on 7 Tesla. Using an event-related design, we could isolate thalamic effects for preceding attention as well as experience of erotic stimuli. We could demonstrate specific thalamic effects of general emotional arousal in mediodorsal nucleus and effects specific to preceding attention and expectancy in intralaminar centromedian/parafascicular complex. These thalamic effects were paralleled by specific coactivations in the head of caudate nucleus as well as segregated portions of rostral or caudal cingulate cortex and anterior insula supporting distinct thalamo–striato–cortical loops. In addition to predescribed effects of sexual arousal in hypothalamus and ventral striatum, high resolution fMRI could extent this network to paraventricular thalamus encompassing laterodorsal and parataenial nuclei. We could lend evidence to segregated subcortical loops which integrate cognitive and emotional aspects of basic human behavior such as sexual processing. PMID:21088699

Conceptual Spaces of the Immune System.

PubMed

Fierz, Walter

2016-01-01

The immune system can be looked at as a cognitive system. This is often done in analogy to the neuro-psychological system. Here, it is demonstrated that the cognitive functions of the immune system can be properly described within a new theory of cognitive science. Gärdenfors' geometrical framework of conceptual spaces is applied to immune cognition. Basic notions, like quality dimensions, natural properties and concepts, similarities, prototypes, saliences, etc., are related to cognitive phenomena of the immune system. Constraints derived from treating the immune system within a cognitive theory, like Gärdenfors' conceptual spaces, might well prove to be instrumental for the design of vaccines, immunological diagnostic tests, and immunotherapy.

Cognitive Foundry v. 3.0 (OSS)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Basilico, Justin; Dixon, Kevin; McClain, Jonathan

2009-11-18

The Cognitive Foundry is a unified collection of tools designed for research and applications that use cognitive modeling, machine learning, or pattern recognition. The software library contains design patterns, interface definitions, and default implementations of reusable software components and algorithms designed to support a wide variety of research and development needs. The library contains three main software packages: the Common package that contains basic utilities and linear algebraic methods, the Cognitive Framework package that contains tools to assist in implementing and analyzing theories of cognition, and the Machine Learning package that provides general algorithms and methods for populating Cognitive Frameworkmore » components from domain-relevant data.« less

Long-term effects of cannabis on oculomotor function in humans.

PubMed

Huestegge, L; Radach, R; Kunert, H J

2009-08-01

Cannabis is known to affect human cognitive and visuomotor skills directly after consumption. Some studies even point to rather long-lasting effects, especially after chronic tetrahydrocannabinol (THC) abuse. However, it is still unknown whether long-term effects on basic visual and oculomotor processing may exist. In the present study, the performance of 20 healthy long-term cannabis users without acute THC intoxication and 20 control subjects were examined in four basic visuomotor paradigms to search for specific long-term impairments. Subjects were asked to perform: 1) reflexive saccades to visual targets (prosaccades), including gap and overlap conditions, 2) voluntary antisaccades, 3) memory-guided saccades and 4) double-step saccades. Spatial and temporal parameters of the saccades were subsequently analysed. THC subjects exhibited a significant increase of latency in the prosaccade and antisaccade tasks, as well as prolonged saccade amplitudes in the antisaccade and memory-guided task, compared with the control subjects. The results point to substantial and specific long-term deficits in basic temporal processing of saccades and impaired visuo-spatial working memory. We suggest that these impairments are a major contributor to degraded performance of chronic users in a vital everyday task like visual search, and they might potentially also affect spatial navigation and reading.

Attentional blink in young people with high-functioning autism and Asperger's disorder.

PubMed

Rinehart, Nicole; Tonge, Bruce; Brereton, Avril; Bradshaw, John

2010-01-01

The aim of the study was to examine the temporal characteristics of information processing in individuals with high-functioning autism and Asperger's disorder using a rapid serial visual presentation paradigm. The results clearly showed that such people demonstrate an attentional blink of similar magnitude to comparison groups. This supports the proposition that the social processing difficulties experienced by these individuals are not underpinned by a basic temporal-cognitive processing deficit, which is consistent with Minshew's complex information processing theory. This is the second study to show that automatic inhibitory processes are intact in both autism and Asperger's disorder, which appears to distinguish these disorders from some other frontostriatal disorders. The finding that individuals with autism were generally poorer than the comparison group at detecting black Xs, while being as good in responding to white letters, was accounted for in the context of a potential dual-task processing difficulty or visual search superiority.

[Neuroscientific basic in addiction].

PubMed

Johann-Ridinger, Monika

2014-10-01

The growing evidence of Neuroscience leads to a better understanding of cerebral processes in cases of acute or chronic intake of psychotropic substances (ps). Predominantly, structures of the "reward system" contributed to the development of addiction. Chronic consumption of ps provides changing in brain equilibrium and leads to adaptations in the brain architecture. In this article, the complex responses of neurons and neuronal networks are presented in cases of chronic intake of ps. The alterations affect the cognitive, emotional and behavioral processings and influence learning and stress regulation. In summary, all cerebral adaptations are integrated in a complex model of biological, psychological and social factors and therefore, addiction arises as a consequence of combination of individual protecting and risk factors.

Recursiveness in learning processes: An analogy to help software development for ABA intervention for autistic kids

NASA Astrophysics Data System (ADS)

Presti, Giovambattista; Premarini, Claudio; Leuzzi, Martina; Di Blasi, Melina; Squatrito, Valeria

2017-11-01

The operant was conceptualized by Skinner as a class of behaviors which have common effect on the environment and that, as a class can be shown to vary lawfully in their relations to the other environmental variables, namely antecedents and consequences. And Skinner himself underlined the fact that "operant field is the very field purpose of behavior". The operant offers interesting basic and applied characteristic to conceptualize complex behavior as a recursive process of learning. In this paper we will discuss how the operant concept can be applied in the implementation of software oriented to increase cognitive skills in autistic children and provide an example.

Individual differences in nonverbal number skills predict math anxiety.

PubMed

Lindskog, Marcus; Winman, Anders; Poom, Leo

2017-02-01

Math anxiety (MA) involves negative affect and tension when solving mathematical problems, with potentially life-long consequences. MA has been hypothesized to be a consequence of negative learning experiences and cognitive predispositions. Recent research indicates genetic and neurophysiological links, suggesting that MA stems from a basic level deficiency in symbolic numerical processing. However, the contribution of evolutionary ancient purely nonverbal processes is not fully understood. Here we show that the roots of MA may go beyond symbolic numbers. We demonstrate that MA is correlated with precision of the Approximate Number System (ANS). Individuals high in MA have poorer ANS functioning than those low in MA. This correlation remains significant when controlling for other forms of anxiety and for cognitive variables. We show that MA mediates the documented correlation between ANS precision and math performance, both with ANS and with math performance as independent variable in the mediation model. In light of our results, we discuss the possibility that MA has deep roots, stemming from a non-verbal number processing deficiency. The findings provide new evidence advancing the theoretical understanding of the developmental etiology of MA. Copyright © 2016 Elsevier B.V. All rights reserved.

Neural activity during natural viewing of Sesame Street statistically predicts test scores in early childhood.

PubMed

Cantlon, Jessica F; Li, Rosa

2013-01-01

It is not currently possible to measure the real-world thought process that a child has while observing an actual school lesson. However, if it could be done, children's neural processes would presumably be predictive of what they know. Such neural measures would shed new light on children's real-world thought. Toward that goal, this study examines neural processes that are evoked naturalistically, during educational television viewing. Children and adults all watched the same Sesame Street video during functional magnetic resonance imaging (fMRI). Whole-brain intersubject correlations between the neural timeseries from each child and a group of adults were used to derive maps of "neural maturity" for children. Neural maturity in the intraparietal sulcus (IPS), a region with a known role in basic numerical cognition, predicted children's formal mathematics abilities. In contrast, neural maturity in Broca's area correlated with children's verbal abilities, consistent with prior language research. Our data show that children's neural responses while watching complex real-world stimuli predict their cognitive abilities in a content-specific manner. This more ecologically natural paradigm, combined with the novel measure of "neural maturity," provides a new method for studying real-world mathematics development in the brain.

Triple representation of language, working memory, social and emotion processing in the cerebellum: convergent evidence from task and seed-based resting-state fMRI analyses in a single large cohort.

PubMed

Guell, Xavier; Gabrieli, John D E; Schmahmann, Jeremy D

2018-05-15

Delineation of functional topography is critical to the evolving understanding of the cerebellum's role in a wide range of nervous system functions. We used data from the Human Connectome Project (n = 787) to analyze cerebellar fMRI task activation (motor, working memory, language, social and emotion processing) and resting-state functional connectivity calculated from cerebral cortical seeds corresponding to the peak Cohen's d of each task contrast. The combination of exceptional statistical power, activation from both motor and multiple non-motor tasks in the same participants, and convergent resting-state networks in the same participants revealed novel aspects of the functional topography of the human cerebellum. Consistent with prior studies there were two distinct representations of motor activation. Newly revealed were three distinct representations each for working memory, language, social, and emotional task processing that were largely separate for these four cognitive and affective domains. In most cases, the task-based activations and the corresponding resting-network correlations were congruent in identifying the two motor representations and the three non-motor representations that were unique to working memory, language, social cognition, and emotion. The definitive localization and characterization of distinct triple representations for cognition and emotion task processing in the cerebellum opens up new basic science questions as to why there are triple representations (what different functions are enabled by the different representations?) and new clinical questions (what are the differing consequences of lesions to the different representations?). Copyright © 2018 Elsevier Inc. All rights reserved.

The Nature of Music

ERIC Educational Resources Information Center

Peretz, Isabelle

2005-01-01

Music, as language, is a universal human trait. Throughout human history and across all cultures, individuals have produced and enjoyed music. Despite its ubiquity, music is rarely studied as a basic and distinct cognitive faculty. However, recent evidence suggests that music might well be distinct from other cognitive functions, in being…

Selective attention neutralizes the adverse effects of low socioeconomic status on memory in 9-month-old infants

PubMed Central

Markant, Julie; Ackerman, Laura K.; Nussenbaum, Kate; Amso, Dima

2015-01-01

Socioeconomic status (SES) has a documented impact on brain and cognitive development. We demonstrate that engaging spatial selective attention mechanisms may counteract this negative influence of impoverished environments on early learning. We previously used a spatial cueing task to compare target object encoding in the context of basic orienting (“facilitation”) versus a spatial selective attention orienting mechanism that engages distractor suppression (“IOR”). This work showed that object encoding in the context of IOR boosted 9-month-old infants’ recognition memory relative to facilitation (Markant and Amso, 2013). Here we asked whether this attention-memory links further interacted with SES in infancy. Results indicated that SES was related to memory but not attention orienting efficacy. However, the correlation between SES and memory performance was moderated by the attention mechanism engaged during encoding. SES predicted memory performance when objects were encoded with basic orienting processes, with infants from low-SES environments showing poorer memory than those from high-SES environments. However, SES did not predict memory performance among infants who engaged selective attention during encoding. Spatial selective attention engagement mitigated the effects of SES on memory and may offer an effective mechanism for promoting learning among infants at risk for poor cognitive outcomes related to SES. PMID:26597046

"Now I see it, now I don't": Determining Threshold Levels of Facial Emotion Recognition for Use in Patient Populations.

PubMed

Chiu, Isabelle; Gfrörer, Regina I; Piguet, Olivier; Berres, Manfred; Monsch, Andreas U; Sollberger, Marc

2015-08-01

The importance of including measures of emotion processing, such as tests of facial emotion recognition (FER), as part of a comprehensive neuropsychological assessment is being increasingly recognized. In clinical settings, FER tests need to be sensitive, short, and easy to administer, given the limited time available and patient limitations. Current tests, however, commonly use stimuli that either display prototypical emotions, bearing the risk of ceiling effects and unequal task difficulty, or are cognitively too demanding and time-consuming. To overcome these limitations in FER testing in patient populations, we aimed to define FER threshold levels for the six basic emotions in healthy individuals. Forty-nine healthy individuals between 52 and 79 years of age were asked to identify the six basic emotions at different intensity levels (25%, 50%, 75%, 100%, and 125% of the prototypical emotion). Analyses uncovered differing threshold levels across emotions and sex of facial stimuli, ranging from 50% up to 100% intensities. Using these findings as "healthy population benchmarks", we propose to apply these threshold levels to clinical populations either as facial emotion recognition or intensity rating tasks. As part of any comprehensive social cognition test battery, this approach should allow for a rapid and sensitive assessment of potential FER deficits.

Evolving the future: Toward a science of intentional change

PubMed Central

Wilson, David Sloan; Hayes, Steven C.; Biglan, Anthony; Embry, Dennis D.

2015-01-01

Humans possess great capacity for behavioral and cultural change, but our ability to manage change is still limited. This article has two major objectives: first, to sketch a basic science of intentional change centered on evolution; second, to provide examples of intentional behavioral and cultural change from the applied behavioral sciences, which are largely unknown to the basic sciences community. All species have evolved mechanisms of phenotypic plasticity that enable them to respond adaptively to their environments. Some mechanisms of phenotypic plasticity count as evolutionary processes in their own right. The human capacity for symbolic thought provides an inheritance system having the same kind of combinatorial diversity as does genetic recombination and antibody formation. Taking these propositions seriously allows an integration of major traditions within the basic behavioral sciences, such as behaviorism, social constructivism, social psychology, cognitive psychology, and evolutionary psychology, which are often isolated and even conceptualized as opposed to one another. The applied behavioral sciences include well-validated examples of successfully managing behavioral and cultural change at scales ranging from individuals to small groups to large populations. However, these examples are largely unknown beyond their disciplinary boundaries, for lack of a unifying theoretical framework. Viewed from an evolutionary perspective, they are examples of managing evolved mechanisms of phenotypic plasticity, including open-ended processes of variation and selection. Once the many branches of the basic and applied behavioral sciences become conceptually unified, we are closer to a science of intentional change than one might think. PMID:24826907

Nicholas Epley: Award for Distinguished Scientific Early Career Contributions to Psychology.

PubMed

2011-11-01

Presents Nicholas Epley, the 2011 winner of the American Psychological Association Award for Distinguished Scientific Early Career Contributions to Psychology. "For brilliant empirical and theoretical contributions to social cognition in general and for creative insights into how people understand the minds of others in particular. Nicholas Epley's empirical work demonstrates how basic mechanisms of social cognition can lead to interpersonal conflict and misunderstanding. His theoretical work expands social cognition beyond its traditional focus on human beings as targets of judgment, showing how basic mechanisms explain people's understanding of minds of all kinds, from pets to gadgets to gods. His work shows how social psychology, at its best, increases understanding of everyday life and inspires others to understand more." (PsycINFO Database Record (c) 2011 APA, all rights reserved). 2011 APA, all rights reserved

A structural model of emotions of cognitive dissonances.

PubMed

Fontanari, José F; Bonniot-Cabanac, Marie-Claude; Cabanac, Michel; Perlovsky, Leonid I

2012-08-01

Cognitive dissonance is the stress that comes from holding two conflicting thoughts simultaneously in the mind, usually arising when people are asked to choose between two detrimental or two beneficial options. In view of the well-established role of emotions in decision making, here we investigate whether the conventional structural models used to represent the relationships among basic emotions, such as the Circumplex model of affect, can describe the emotions of cognitive dissonance as well. We presented a questionnaire to 34 anonymous participants, where each question described a decision to be made among two conflicting motivations and asked the participants to rate analogically the pleasantness and the intensity of the experienced emotion. We found that the results were compatible with the predictions of the Circumplex model for basic emotions. Copyright © 2012 Elsevier Ltd. All rights reserved.

The experience of agency: an interplay between prediction and postdiction

PubMed Central

Synofzik, Matthis; Vosgerau, Gottfried; Voss, Martin

2013-01-01

The experience of agency, i.e., the registration that I am the initiator of my actions, is a basic and constant underpinning of our interaction with the world. Whereas several accounts have underlined predictive processes as the central mechanism (e.g., the comparator model by C. Frith), others emphasized postdictive inferences (e.g., post-hoc inference account by D. Wegner). Based on increasing evidence that both predictive and postdictive processes contribute to the experience of agency, we here present a unifying but at the same time parsimonious approach that reconciles these accounts: predictive and postdictive processes are both integrated by the brain according to the principles of optimal cue integration. According to this framework, predictive and postdictive processes each serve as authorship cues that are continuously integrated and weighted depending on their availability and reliability in a given situation. Both sensorimotor and cognitive signals can serve as predictive cues (e.g., internal predictions based on an efferency copy of the motor command or cognitive anticipations based on priming). Similarly, other sensorimotor and cognitive cues can each serve as post-hoc cues (e.g., visual feedback of the action or the affective valence of the action outcome). Integration and weighting of these cues might not only differ between contexts and individuals, but also between different subject and disease groups. For example, schizophrenia patients with delusions of influence seem to rely less on (probably imprecise) predictive motor signals of the action and more on post-hoc action cues like e.g., visual feedback and, possibly, the affective valence of the action outcome. Thus, the framework of optimal cue integration offers a promising approach that directly stimulates a wide range of experimentally testable hypotheses on agency processing in different subject groups. PMID:23508565

Connecting a cognitive architecture to robotic perception

NASA Astrophysics Data System (ADS)

Kurup, Unmesh; Lebiere, Christian; Stentz, Anthony; Hebert, Martial

2012-06-01

We present an integrated architecture in which perception and cognition interact and provide information to each other leading to improved performance in real-world situations. Our system integrates the Felzenswalb et. al. object-detection algorithm with the ACT-R cognitive architecture. The targeted task is to predict and classify pedestrian behavior in a checkpoint scenario, most specifically to discriminate between normal versus checkpoint-avoiding behavior. The Felzenswalb algorithm is a learning-based algorithm for detecting and localizing objects in images. ACT-R is a cognitive architecture that has been successfully used to model human cognition with a high degree of fidelity on tasks ranging from basic decision-making to the control of complex systems such as driving or air traffic control. The Felzenswalb algorithm detects pedestrians in the image and provides ACT-R a set of features based primarily on their locations. ACT-R uses its pattern-matching capabilities, specifically its partial-matching and blending mechanisms, to track objects across multiple images and classify their behavior based on the sequence of observed features. ACT-R also provides feedback to the Felzenswalb algorithm in the form of expected object locations that allow the algorithm to eliminate false-positives and improve its overall performance. This capability is an instance of the benefits pursued in developing a richer interaction between bottom-up perceptual processes and top-down goal-directed cognition. We trained the system on individual behaviors (only one person in the scene) and evaluated its performance across single and multiple behavior sets.

Rational approximations to rational models: alternative algorithms for category learning.

PubMed

Sanborn, Adam N; Griffiths, Thomas L; Navarro, Daniel J

2010-10-01

Rational models of cognition typically consider the abstract computational problems posed by the environment, assuming that people are capable of optimally solving those problems. This differs from more traditional formal models of cognition, which focus on the psychological processes responsible for behavior. A basic challenge for rational models is thus explaining how optimal solutions can be approximated by psychological processes. We outline a general strategy for answering this question, namely to explore the psychological plausibility of approximation algorithms developed in computer science and statistics. In particular, we argue that Monte Carlo methods provide a source of rational process models that connect optimal solutions to psychological processes. We support this argument through a detailed example, applying this approach to Anderson's (1990, 1991) rational model of categorization (RMC), which involves a particularly challenging computational problem. Drawing on a connection between the RMC and ideas from nonparametric Bayesian statistics, we propose 2 alternative algorithms for approximate inference in this model. The algorithms we consider include Gibbs sampling, a procedure appropriate when all stimuli are presented simultaneously, and particle filters, which sequentially approximate the posterior distribution with a small number of samples that are updated as new data become available. Applying these algorithms to several existing datasets shows that a particle filter with a single particle provides a good description of human inferences.

34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...

34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...

34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...

34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School

PubMed Central

Gómez-Veiga, Isabel; Vila Chaves, José O.; Duque, Gonzalo; García Madruga, Juan A.

2018-01-01

Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school. PMID:29643823

Building a functional multiple intelligences theory to advance educational neuroscience.

PubMed

Cerruti, Carlo

2013-01-01

A key goal of educational neuroscience is to conduct constrained experimental research that is theory-driven and yet also clearly related to educators' complex set of questions and concerns. However, the fields of education, cognitive psychology, and neuroscience use different levels of description to characterize human ability. An important advance in research in educational neuroscience would be the identification of a cognitive and neurocognitive framework at a level of description relatively intuitive to educators. I argue that the theory of multiple intelligences (MI; Gardner, 1983), a conception of the mind that motivated a past generation of teachers, may provide such an opportunity. I criticize MI for doing little to clarify for teachers a core misunderstanding, specifically that MI was only an anatomical map of the mind but not a functional theory that detailed how the mind actually processes information. In an attempt to build a "functional MI" theory, I integrate into MI basic principles of cognitive and neural functioning, namely interregional neural facilitation and inhibition. In so doing I hope to forge a path toward constrained experimental research that bears upon teachers' concerns about teaching and learning.

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School.

PubMed

Gómez-Veiga, Isabel; Vila Chaves, José O; Duque, Gonzalo; García Madruga, Juan A

2018-01-01

Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school.

Atypical birdsong and artificial languages provide insights into how communication systems are shaped by learning, use, and transmission.

PubMed

Fehér, Olga

2017-02-01

In this article, I argue that a comparative approach focusing on the cognitive capacities and behavioral mechanisms that underlie vocal learning in songbirds and humans can provide valuable insights into the evolutionary origins of language. The experimental approaches I discuss use abnormal song and atypical linguistic input to study the processes of individual learning, social interaction, and cultural transmission. Atypical input places increased learning and communicative pressure on learners, so exploring how they respond to this type of input provides a particularly clear picture of the biases and constraints at work during learning and use. Furthermore, simulating the cultural transmission of these unnatural communication systems in the laboratory informs us about how learning and social biases influence the structure of communication systems in the long run. Findings based on these methods suggest fundamental similarities in the basic social-cognitive mechanisms underlying vocal learning in birds and humans, and continuing research promises insights into the uniquely human mechanisms and into how human cognition and social behavior interact, and ultimately impact on the evolution of language.

Distinct alterations in value-based decision-making and cognitive control in suicide attempters: toward a dual neurocognitive model.

PubMed

Richard-Devantoy, Stéphane; Olié, Emilie; Guillaume, Sébastien; Bechara, Antoine; Courtet, Philippe; Jollant, Fabrice

2013-12-01

The literature suggests that many suicide attempters show impairment in both decision-making and cognitive control. However, it is not clear if these deficits are linked to each other, and if they may be related to more basic alterations in attention. This is a relevant question in the perspective of future interventions targeting cognitive deficits to prevent suicidal acts. Two different populations of patients with histories of suicide attempts were assessed (N=142 and 119). The Iowa Gambling Task (IGT) was used to measure decision-making in both populations. We used a D2 cancellation task and a verbal working memory task in population 1; the Stroop test, the N-Back task, the Trail Making Test, and the Hayling Sentence Completion test in population 2. Regarding decision-making, we only found a small negative correlation between the Hayling test error score (r=-0.24; p=0.01), and the net score from the second half of the IGT. In contrast, working memory, cognitive flexibility and cognitive inhibition measures were largely inter-correlated. Most patients were medicated. Only patients with mood disorders. These results add to previous findings suggesting that the neurocognitive vulnerability to suicidal behavior may rely on impairments in two distinct anatomical systems, one processing value-based decision-making (associated with ventral prefrontal cortex, among others) and one underlying cognitive control (associated with more dorsal prefrontal regions). This distinction may result in tailored-made cognitive interventions. Copyright © 2013 Elsevier B.V. All rights reserved.

Educational Psychology--Theory, Research, and Teaching: A 25-Year Retrospective

ERIC Educational Resources Information Center

McInerney, Dennis M.

2005-01-01

This article presents a brief overview of developments in educational psychology over the last twenty-five years. It firstly presents an historical context by reviewing four basic emphases in educational psychology; cognitive psychology, behavioural psychology, social cognitive theory and humanism. The article then reviews the growth in cognitive…

A Delineation of Epistemic Possibilities in Explanations of Cognitive Development.

ERIC Educational Resources Information Center

Price, Reese E.

Several epistemic formulations have been advanced to explain cognitive development. Many writers have divided the field of psychology into three basic underlying models: the mechanistic, organismic, and dialectic models. An examination of epistemic positions reveals five broadly defined positions on how behavior develops within a given organism.…

Rethinking the Boundaries of Cognitive Load Theory in Complex Learning

ERIC Educational Resources Information Center

Kalyuga, Slava; Singh, Anne-Marie

2016-01-01

In the traditional framework of cognitive load theory, it is assumed that the acquisition of domain-specific knowledge structures (or schemas) is the only instructional goal, and therefore, the theory is applicable to any instructional task. Accordingly, the basic concepts of intrinsic (productive) and extraneous (unproductive) types of cognitive…

Acceptance and Commitment Therapy: Introduction

ERIC Educational Resources Information Center

Twohig, Michael P.

2012-01-01

This is the introductory article to a special series in Cognitive and Behavioral Practice on Acceptance and Commitment Therapy (ACT). Instead of each article herein reviewing the basics of ACT, this article contains that review. This article provides a description of where ACT fits within the larger category of cognitive behavior therapy (CBT):…