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PubMedDate not supplied

From the big bang to the brain.

Current research on the capacities of the infant has lead to a better understanding of developmental processes underlying cognition and motor skill acquisition. ASHA's Eighth Annual Research Symposium on Infant-Toddler Development, in November 1998, included a presentation on developmental cognitive science by Dr. Andrew Meltzoff and a presentation on motor skill acquisition by Dr. Esther Thelen. The theoretical constructs and data presented served to broaden our current perspectives on infant abilities. The data reported by Meltzoff and Thelen challenged several long-standing theories of infant cognition and motor development. Alternative theoretical models were used to describe skill acquisition during the first several years of life. Our response will include a brief summary of each investigator's presentation, discuss their findings with respect to research in the area of infant speech physiology and production, and provide possible future directions and challenges for individuals conducting developmental research.

Cognition↗
PubMed2000

Cognitive ecology: a field of substance?

In 1993, Les Real invented the label 'cognitive ecology'. This label was intended for work that brought cognitive science and behavioural ecology together. Real's article stressed the importance of such an approach to the understanding of behaviour. At the end of a decade in which more interdisciplinary work on behaviour has been seen than for many years, it is time to assess whether cognitive ecology is a label describing an active field.

Journal Article↗
PubMed1995

Narrative and psychotherapy--the phenomenology of healing.

In part I, I presented some results of empirical research on mind/body relationship: writing about traumatic experiences brings about improved psychological and physiological health. One important factor of healing in psychotherapy is thereby isolated empirically. In part II, it was shown that the cognitive science explanation of these findings, however, is based on categories deriving from common sense and is insufficient. Phenomenological method can serve as a form of criticism of the assumptions shared by most contemporary approaches to the human mind and brain in psychology, psychiatry, and medicine (e. g. cognitive, psychodynamic, behavioral, and biological). In part III, I presented research and concepts developed in the phenomenological tradition that have bearing on the problem of the healing factor in narrative acts (in writing and speech), including the "talking cure" of psychoanalysis and psychotherapy. I described the problem of the unconscious in narrative acts from the phenomenological point of view and provide an alternative explanation for their healing effects. In short, the way we overcome painful and traumatic experiences is not seen in terms of the cognitive theory in which a painful feeling is "translated" into a cognitive or linguistic representation that organizes it. Such a theory objectifies the human subject. Healing through narration and "opening up," involves an existential act of self-transcendence of an embodied person who organizes his/her experience in time.

Defense Mechanisms↗
PubMed2003

Just because you're imaging the brain doesn't mean you can stop using your head: a primer and set of first principles.

Developments within the neurosciences, cognitive sciences, and social sciences have contributed to the emergence of social neuroscience. Among the most obvious contemporary developments are brain-imaging procedures such as functional magnetic resonance imaging. The authors outline a set of first principles designed to help make sense of brain-imaging research within the fields of cognitive and social neuroscience. They begin with a principle few would debate--that social cognition, emotion, and behavior involve the brain--but whose implications might not be entirely obvious to those new to the field. The authors conclude that (a). complex aspects of the mind and behavior will benefit from yet a broader collaboration of neuroscientists, cognitive scientists, and social scientists, and (b). social psychologists bring important theoretical, methodological, and statistical expertise to this interdisciplinary enterprise.

Affect↗
PubMed2004

Neurocognitive mechanisms underlying the experience of flow.

Recent theoretical and empirical work in cognitive science and neuroscience is brought into contact with the concept of the flow experience. After a brief exposition of brain function, the explicit-implicit distinction is applied to the effortless information processing that is so characteristic of the flow state. The explicit system is associated with the higher cognitive functions of the frontal lobe and medial temporal lobe structures and has evolved to increase cognitive flexibility. In contrast, the implicit system is associated with the skill-based knowledge supported primarily by the basal ganglia and has the advantage of being more efficient. From the analysis of this flexibility/efficiency trade-off emerges a thesis that identifies the flow state as a period during which a highly practiced skill that is represented in the implicit system's knowledge base is implemented without interference from the explicit system. It is proposed that a necessary prerequisite to the experience of flow is a state of transient hypofrontality that enables the temporary suppression of the analytical and meta-conscious capacities of the explicit system. Examining sensory-motor integration skills that seem to typify flow such as athletic performance, writing, and free-jazz improvisation, the new framework clarifies how this concept relates to creativity and opens new avenues of research.

Attention↗
PubMed1997

What memory is for.

Let's start from scratch in thinking about what memory is for, and consequently, how it works. Suppose that memory and conceptualization work in the service of perception and action. In this case, conceptualization is the encoding of patterns of possible physical interaction with a three-dimensional world. These patterns are constrained by the structure of the environment, the structure of our bodies, and memory. Thus, how we perceive and conceive of the environment is determined by the types of bodies we have. Such a memory would not have associations. Instead, how concepts become related (and what it means to be related) is determined by how separate patterns of actions can be combined given the constraints of our bodies. I call this combination "mesh." To avoid hallucination, conceptualization would normally be driven by the environment, and patterns of action from memory would play a supporting, but automatic, role. A significant human skill is learning to suppress the overriding contribution of the environment to conceptualization, thereby allowing memory to guide conceptualization. The effort used in suppressing input from the environment pays off by allowing prediction, recollective memory, and language comprehension. I review theoretical work in cognitive science and empirical work in memory and language comprehension that suggest that it may be possible to investigate connections between topics as disparate as infantile amnesia and mental-model theory.

Cognition↗
PubMed2006

Modularity in cognition: framing the debate.

Modularity has been the subject of intense debate in the cognitive sciences for more than 2 decades. In some cases, misunderstandings have impeded conceptual progress. Here the authors identify arguments about modularity that either have been abandoned or were never held by proponents of modular views of the mind. The authors review arguments that purport to undermine modularity, with particular attention on cognitive architecture, development, genetics, and evolution. The authors propose that modularity, cleanly defined, provides a useful framework for directing research and resolving debates about individual cognitive systems and the nature of human evolved cognition. Modularity is a fundamental property of living things at every level of organization; it might prove indispensable for understanding the structure of the mind as well.

Biological Evolution↗
PubMed2003

The cumulative advance of human know-how.

Modern humans possess an enormous amount of 'know-how' that enables them to do things that early humans could not dream of doing. This paper explores some promising connections between two bodies of empirical research and theorizing that bear on technological know-how and its advance. Cognitive science is concerned with the nature and mechanisms of human knowing. The focus traditionally has not been on the knowledge involved in complex technologies, nor on the processes through which human know-how has advanced over time. However, certain recent developments in this field provide a nice linkage with the implicit cognitive theorizing used by scholars who study the advance of technology. And a number of the debates in the two fields are similar.

Biological Evolution↗
PubMed1988

Knowledge-based educational systems.

In knowledge-based educational systems, the key concept is that information and procedures are represented in the same data structure. These structures can search for each other in flexible and, consequently, very robust ways. At the Air Force Human Resources Laboratory (AFHRL), our researchers are building computer environments that know what they know, know how people can best use them, and know how to draw inferences about their state--self-referential electronic tutors. In September 1986, artificial intelligence researchers participated in AFHRL's Research Planning Forum for Intelligent Tutorial Systems (ITS). This essay reviews the state of the philosophy, art, and science of artificial intelligence (AI) approaches to education. Then it summarizes the research issues which were presented, discussed, and better defined in this Forum--namely the nature and representation of 1) expertise modules, 2) student diagnostic modules, 3) adaptive instructional and curriculum modules, 4) instructional environments, and 5) man-machine interfaces. Advances in artificial intelligence, cognitive science, and instructional discourse have provided a means for investigating human learning, for representing an individual's own "knowledge processing." Research and development in knowledge-based educational systems seems promising, not only for helping people learn how to perform complex tasks, but also for explicitly expressing how people learn to learn. Therefore, would it not be wise to establish a scientific legacy for the development of effective knowledge-based tutorial systems which is informed by the best studies of mind and meaning, language and thought, purpose and paradox?

Artificial Intelligence↗
PubMed2006

The relationship between working memory and episodic memory disorders in transient global amnesia.

In a previous study, we investigated the relationship between the disorders of both episodic memory and working memory in the acute phase of transient global amnesia (TGA). Since executive functions were spared, another dysfunction may be responsible for the binding and maintenance of multimodal informations and contribute to the encoding disorders observed in some patients [Quinette, P., Guillery, B., Desgranges, B., de la Sayette, V., Viader, F., & Eustache, F. (2003). Working memory and executive functions in transient global amnesia. Brain, 126, 1917-1934.]. The aim of this present study was to assess the functions of binding and maintenance of multimodal information during TGA and explore their involvement in episodic memory disorders. We therefore conducted a more thorough investigation of working memory in 16 new patients during the acute phase of TGA using two tasks designed to assess the binding process and both dimensions of the maintenance, namely the active storage and the memory load ability. We also investigated the nature of the episodic memory impairment in distinguishing between the performance of patients with preferential encoding deficits and those of patients with preferential storage disorders on the episodic memory task. This distinction was closely related to the severity of amnesia, i.e. an encoding disorder was observed rather in the early phase of TGA. The results showed that while the functions of binding and maintenance of multimodal information were intact in patients with storage disorders, they were impaired in the case of encoding deficits. These results are interpreted in the recent framework of episodic buffer proposed by Baddeley [Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417-423] that represents an interface between working memory and episodic memory.

Aged↗
PubMed1987

Computers in the cognitive rehabilitation of brain-injured persons.

Currently there is a rapid expansion of work among rehabilitation professionals in applying computer-assisted instructional technology to remediate cognitive deficits resulting from brain injury. The present article presents a framework for relating the various theoretical, empirical, and clinical challenges raised by the coalescence of two such recently emerging disciplines as computer-assisted instruction and cognitive rehabilitation. These challenges are presented from the perspectives of diverse disciplines, including cognitive science, rehabilitation professions, and computer science. A set of guiding principles are derived for evaluating the potential efficacy of currently existing programs and for directing future developmental work in software design, evaluation research, and service delivery.

Animals↗
PubMedDate not supplied

Cognitive evaluation of decision making processes and assessment of information technology in medicine.

This paper describes cognitive methods for analyzing medical decision making and evaluating medical information systems. The overall approach focuses on understanding the processes involved in the decision making and reasoning of health care workers, both with and without the use of information technologies. The issue of developing appropriate evaluation tools, for use in the design and analysis of medical information systems is considered to be of great importance. However, conventional methods are limited in their ability to identify and characterize the effects of information technology on the cognitive processes involved in decision making and reasoning. In this paper a range of methods are described involving video recording for collecting data on the use of information systems. The techniques described allow for the collection of an integrated data set consisting of transcripts of health care workers as they 'think aloud' in interacting with a medical system, along with complete video records of user-computer interaction. In addition, the methods can be extended to allow for the collection of process data from video recording of systems in actual clinical and emergency situations. The use of a variety of approaches, borrowing from research in cognitive science, is discussed. The development and application of these evaluation methods within the Canadian Centres of Excellence network HEALNet is subsequently described. Finally, implications for the development and evaluation of medical information systems are considered.

Cognition↗
PubMed1997

The complex connections between test properties and relevant outcomes: widening the perspective.

The formulation of analytical goals for the clinical laboratory should be based upon a wide perspective embracing multiple viewpoints. Mathematical consideration of analytical error is necessary but insufficient to address societal forces demanding increased effectiveness while also reducing costs. Appropriate goals also require the study of cognitive science, health policy research, and the measurement of subjective preferences and of predictive probability. Overall goals must focus on health outcomes that emphasize prevention or postponement of morbidity and the need for acute care. Care process variables that influence health outcomes must be identified. Process improvement through reduction in process variation can then improve health outcomes. Important process variables will be identified in the cognitive process as well as in the pre- and post-analytical phases of laboratory care. The impact of test characteristics upon the laboratory's contribution to health goals are exemplified by monitoring of oral anticoagulant, thyroxine, aminoglycoside and intensive insulin therapy plus identification of clinically occult diseases such as hypothyroidism and hemochromatosis.

Clinical Laboratory Techniques↗
PubMed2002

Introspection and cognitive brain mapping: from stimulus-response to script-report.

Cognitive science has wholeheartedly embraced functional brain imaging, but introspective data are still eschewed to the extent that it runs against standard practice to engage in the systematic collection of introspective reports. However, in the case of executive processes associated with prefrontal cortex, imaging has made limited progress, whereas introspective methods have considerable unfulfilled potential. We argue for a re-evaluation of the standard 'cognitive mapping' paradigm, emphasizing the use of retrospective reports alongside behavioural and brain imaging techniques. Using all three sources of evidence can compensate for their individual limitations, and so triangulate on higher cognitive processes.

Journal Article↗
PubMed1995

[Brain and behavior].

The author briefly reviews the milestones in recent developments in brain and behaviour research. The psychological and physiological disciplines have developed in parallell, with mutual benefit to both areas of research. Cognitive models in psychology, and taxonomy based on psychological analyses, have been instrumental in formulating proper hypotheses in brain research. Data from brain and behaviour research have confirmed cognitive models and taxonomy in cognitive science and in ethological studies of animals. A complex, multidisciplinary and multi-factorial concept of a self-regulating central nervous network emerges, to replace earlier concepts of single neurons functioning in simple reflex chains.

Animals↗
PubMed2005

Can we track the impact of Australian mental health research?

OBJECTIVE: Arguments are being made to increase research and development funding for mental health research in Australia. Consequently, the methods used to measure the results of increased investment require review. This study aimed to describe the status of Australian mental health research and to propose potential methods for tracking changes in research output. Specifically, we describe the research output of nations, Australian states, Australian and New Zealand institutions and Australian and New Zealand researchers using citation rates. METHOD: Information on research output was sourced from two international databases (Institute for scientific information [ISI] Essential Science Indicators and ISI Web of Science) and the ISI list of Highly Cited Researchers. RESULTS: In an international setting, Australia does not perform as well as other comparable countries such as New Zealand or Canada in terms of research output. Within Australia, the scientific performance of institutions apparently relates to the strength of some individual researchers or consolidated research groups. Highly cited papers are evident in the fields of syndrome definition, epidemiology and epidemiological methods, cognitive science and prognostic or longitudinal studies. CONCLUSIONS: Australian researchers need to consider the success of New Zealand and Canadian researchers, particularly given the relatively low investment in health and medical research in New Zealand. Although citation analyses are fraught with difficulties, they can be effectively complemented by other measures of responsiveness to clinical or population needs and community expectations and should be conducted regularly and independently to monitor the status of Australian mental health research.

Australia↗
PubMed1999

Communicative competence and the architecture of the mind/brain.

Cognitive pragmatics is concerned with the mental processes involved in intentional communication. I discuss a few issues that may help clarify the relationship between this area and the broader cognitive science and the contribution that they give, or might give, to each other. Rather than dwelling on the many technicalities of the various theories of communication that have been advanced, I focus on the different conceptions of the nature and the architecture of the mind/brain that underlie them. My aims are, first, to introduce and defend mentalist views of communication in general; second, to defend one such view, namely that communication is a cognitive competence, that is, a faculty, and the underlying idea that the architecture of the mind/brain is domain-specific; and, third, to review the (scarce) neuropsychological evidence that bears on these issues.

Brain↗