Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Cognitive Science”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 253 records · Page 14Linked to original sources
PubMed2000

Measurement of cognitive performance in computer programming concept acquisition: interactive effects of visual metaphors and the cognitive style construct.

An innovative research program was devised to investigate the interactive effect of instructional strategies enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style on the acquisition of programming concepts. The Cognitive Styles Analysis (CSA) program (Riding,1991) was used to establish the participants' cognitive style. The QUEST Interactive Test Analysis System (Adams and Khoo,1996) provided the cognitive performance measuring tool, which ensured an absence of error measurement in the programming knowledge testing instruments. Therefore, reliability of the instrumentation was assured through the calibration techniques utilized by the QUEST estimate; providing predictability of the research design. A means analysis of the QUEST data, using the Cohen (1977) approach to size effect and statistical power further quantified the significance of the findings. The experimental methodology adopted for this research links the disciplines of instructional science, cognitive psychology, and objective measurement to provide reliable mechanisms for beneficial use in the evaluation of cognitive performance by the education, training and development sectors. Furthermore, the research outcomes will be of interest to educators, cognitive psychologists, communications engineers, and computer scientists specializing in computer-human interactions.

Aptitude Tests↗
PubMed2006

Sex and discipline differences in empathising, systemising and autistic symptomatology: evidence from a student population.

Baron-Cohen's [(2002) Trends in Cognitive Sciences, 6, 248-255] 'extreme male brain' theory of autism is investigated by examining the relationships between theory of mind, central coherence, empathising, systemising and autistic-like symptomatology in typical undergraduates. There were sex differences in the expected directions on all tasks. Differences according to discipline were found only in central coherence. There was no evidence of an association between empathising and systemising. In the second study, performance on the Mechanical Reasoning task was compared with Systemising quotient and the Social Skills Inventory was compared with the Empathising Quotient. Moderate, but not high correlations were found. Findings are broadly consistent with the distinction between empathising and systemising but cast some doubt on the tasks used to measure these abilities.

Adult↗
PubMed1999

[The mnemonic effects of benzodiazepines].

The amnesiac effects of benzodiazepines were used soon after their introduction by anaesthetists for premedication. The aim was to crase any unpleasant memories of surgical intervention or its preparation. Unfortunately, these amnesiac effects are particularly undesirable in everyday living when the subject has to use his memory. The widespread usage of benzodiazepine anxiolytics for neurotic patients or depressives treated as out-patients, or treating sleeping problems, has led to a real problem of public health. Therefore, it is important to carry out trials with a strict methodology to understand the cognitive effects of these drugs, based on the application of the concepts and methods of the cognitive sciences (a field of rapid development in recent years). Whereas the amnesiac effects of benzodiazepines were ignored by physicians for years, their consequences are possibly overestimated at present, sometimes leading to a caricatural attitude in the usage of these products.

Activities of Daily Living↗
PubMedDate not supplied

Disambiguating the components of emotion regulation.

Affective neuroscience and cognitive science approaches are useful for understanding the components of emotion regulation; several examples from current research are provided. Individual differences in emotion regulation and a focus on the context of emotion experience and expression provide additional tools to study emotion regulation, and its development, from a biobehavioral perspective.

Child↗
PubMed2004

Cognitive and usability engineering methods for the evaluation of clinical information systems.

Increasingly healthcare policy and decision makers are demanding evidence to justify investments in health information systems. This demand requires an adequate evaluation of these systems. A wide variety of approaches and methodologies have been applied in assessing the impact of information systems in health care, ranging from controlled clinical trials to use of questionnaires and interviews with users. In this paper we describe methodological approaches which we have applied and refined for the past 10 years for the evaluation of health information systems. The approaches are strongly rooted in theories and methods from cognitive science and the emerging field of usability engineering. The focus is on assessing human computer interaction and in particular, the usability of computer systems in both laboratory and naturalistic settings. The methods described can be a part of the formative evaluation of systems during their iterative development, and can also complement more traditional assessment methods used in summative system evaluation of completed systems. The paper provides a review of the general area of systems evaluation with the motivation and rationale for methodological approaches underlying usability engineering and cognitive task analysis as applied to health information systems. This is followed by a detailed description of the methods we have applied in a variety of settings in conducting usability testing and usability inspection of systems such as computer-based patient records. Emerging trends in the evaluation of complex information systems are discussed.

Biomedical Engineering↗
PubMedDate not supplied

[Neuropsychologic function of the depressive patient. A lexical decision investigation in major depression].

According to the Resource Allocation Model, it is logical to think that emotional mood states modulate the allocation of capacity, most cognitive tasks require some allocation of capacity, and in many instances there is a positive correlation between effort and memory. In cognitive science, the experimental paradigm of lexical decision task is used to investigate visual words recognition and lexical access. According to the Resource Allocation Model, we postulated that depressed patients take more time to recognize items from an affective loaded list. In order to compare their behavior in lexical decision task in this study, depressed patients and healthy controls were studied. We hoped to find an interaction between the mood state of subjects and the categories (affective or neutral) of words. This kind of interaction is expected to figure among the cognitive markers of depression. Two groups of right-handed adults served as subjects in our experiment. The subjects were living in the north west region of Quebec. The first group consisted of 11 depressed patients (mean age: 40.2; SD: 6.8). All of them met the DSM III criteria for major depressive disorder and the RDC. Patients were rated using the 24-item Hamilton Depression Rating Scale (HDRS). All depressed patients were without medications. The control group was composed with 24 subjects (mean age: 32.7; SD: 7.9). We built a depressive word-list (Mood-list) and a neutral word-list (Neutral-list) and used a computer for the lexical-decision task. We noted a significant interaction [F(1.33) = 10,035, p < 0.001] between the subjects group (depression vs control) and the words category (Moodlist vs Neutral-list).(ABSTRACT TRUNCATED AT 250 WORDS)

Adult↗
PubMed2003

Folkscience: coarse interpretations of a complex reality.

The rise of appeals to intuitive theories in many areas of cognitive science must cope with a powerful fact. People understand the workings of the world around them in far less detail than they think. This illusion of knowledge depth has been uncovered in a series of recent studies and is caused by several distinctive properties of explanatory understanding not found in other forms of knowledge. Other experimental work has shown that people do have skeletal frameworks of expectations that constrain richer ad hoc theory construction on the fly. These frameworks are supplemented by an ability to evaluate and rely on the division of cognitive labour in one's culture, an ability shown to be present even in young children.

Journal Article↗
PubMed2006

Issues in the design of training for quality and safety.

The US healthcare delivery system is in a state of change. Medical science and technology are advancing at an unprecedented rate, while cost containment and productivity pressures on clinicians make the clinical environment less than ideal for training. Training is one of the vehicles for addressing new knowledge requirements and for enhancing human and system based performance. Yet the theoretical underpinnings and design aspects of training have been largely unrecognized and unexamined in health care. This paper first explores changes in the practice of medicine and the healthcare delivery environment. It then describes how healthcare training and education can benefit from findings in the behavioral and cognitive sciences. It describes the systems approach to training and explores the extent to which a systems approach can be applied to the clinical environment. Finally, the paper examines innovative training and education techniques that are already gaining acceptance in health care.

Curriculum↗
PubMed1999

A software agent model of consciousness.

Baars (1988, 1997) has proposed a psychological theory of consciousness, called global workspace theory. The present study describes a software agent implementation of that theory, called "Conscious" Mattie (CMattie). CMattie operates in a clerical domain from within a UNIX operating system, sending messages and interpreting messages in natural language that organize seminars at a university. CMattie fleshes out global workspace theory with a detailed computational model that integrates contemporary architectures in cognitive science and artificial intelligence. Baars (1997) lists the psychological "facts that any complete theory of consciousness must explain" in his appendix to In the Theater of Consciousness; global workspace theory was designed to explain these "facts." The present article discusses how the design of CMattie accounts for these facts and thereby the extent to which it implements global workspace theory.

Cognition↗
PubMed1989

Propositional knowledge and mere responding.

This commentary examines views recently offered by Furedy and Riley (1987) on the nature of classical conditioning. Their analysis identifies propositional learning as a component of conditioning separate from response acquisition. They reserve to this component the label cognitive on the epistemological grounds of falsifiability. We suggest that this analysis does not do justice to the concept of cognition in human conditioning. In particular it limits the scope of propositional knowledge to a formal role in the conditioning paradigm and ignores the recent development of propositional models in cognitive science. In seeking to integrate their propositional account with animal conditioning theory they usefully map their two processes on to the conditioned response/instrumental response distinction proposed by Gormezano and Kehoe (1975). However, their propositional contingency interpretation of the Rescorla and Wagner (1972) theory ignores the essentially associative mechanism used in the model to account for interevent relations.

Animals↗
PubMed2001

Telling what we know: describing inner experience.

It is claimed that psychological science can obtain accurate reports about people's inner experience. We reconsider three criticisms of introspection: Nisbett and Wilson's critical review of introspection, the failure of introspectionists to agree about imageless thought, and Skinner's behavioral position. We show that rather than dismissing introspection, these criticisms point the way towards technical improvements in the methods used to produce accurate descriptions of inner experience. One such method, Descriptive Experience Sampling, is described and used as an example to illustrate our conclusion that, although exploring inner experience is not trivially easy, it can provide important knowledge for many areas in cognitive science.

Journal Article↗
PubMed2003

Life-span learning: a developmental perspective.

The article discusses learning as embedded processes of development and aging, and as social activity over the life course. The concept of life-span learning is proposed and outlined to discuss these processes as aspects of and propositions in life-span development and aging theory. Life-span learning processes arise and continuously develop in a dynamically complex body, brain, and the mind they support as essential features of development and aging over the life course. Life-span learning processes are established by evolutionary adaptive mechanisms, enriched by challenging environments, and continuously developed in supportive social structures. These ideas are derived from evolutionary biology and psychology, the cognitive sciences, life-span development and aging research, and adult development and learning studies. It is argued that life-span learning activities that challenge the body-mind-brain nexus are indispensable to optimize individual development and aging. Three global interventions and their strategies are discussed that enhance life-span learning: Learning to Learn, Learning for Growth, and Learning for Well-being.

Aging↗
PubMed2005

New approaches to demystifying insight.

After a person has become stuck on a problem, they sometimes achieve a clear and sudden solution through insight--the so-called Aha! experience. Because of its distinctive experience, the origins and characteristics of insight have received considerable attention historically in psychological research. However, despite considerable progress in characterizing insight, the underlying mechanisms remain mysterious. We argue that research on insight could be greatly advanced by supplementing traditional insight research, which depends on a few complex problems, with paradigms common in other domains of cognitive science. We describe a large set of mini-insight problems to which multiple methods can be applied, together with subjective reports to identify insight problem-solving. Behavioral priming and neuroimaging methods are providing evidence about what, where, and how neural activity occurs during insight. Such evidence constrains theories of component processes, and will help to demystify insight.

Attention↗
PubMed2002

1.2 Cognition and learning.

This theme is concerned with the relevance and efficacy of educational methods adopted in dental schools while recognizing the influence of geopolitical issues in different countries and regions. Particular emphasis will be given to examples of best practices and innovations. Cognition and learning are dealt with in many different research areas such as education, psychology, cognitive sciences, brain research, neurolinguistics, gender, etc. and comprise the theoretical foundation for the philosophies, principles and methods underlying the dental education system. Educational methods are many and mixed. This group has used existing knowledge, personal experiences and current literature together with some of the material from the DentEd visits.

Cognition↗
PubMed2004

Mechanisms of theory formation in young children.

Research suggests that by the age of five, children have extensive causal knowledge, in the form of intuitive theories. The crucial question for developmental cognitive science is how young children are able to learn causal structure from evidence. Recently, researchers in computer science and statistics have developed representations (causal Bayes nets) and learning algorithms to infer causal structure from evidence. Here we explore evidence suggesting that infants and children have the prerequisites for making causal inferences consistent with causal Bayes net learning algorithms. Specifically, we look at infants and children's ability to learn from evidence in the form of conditional probabilities, interventions and combinations of the two.

Bayes Theorem↗
PubMed1999

Issues in teaching and learning time-limited psychodynamic psychotherapy.

Psychodynamic psychotherapy training is briefly reviewed, with particular attention to short-term forms of treatment and to empirical investigations of therapy training. There have been relatively few investigations of actual psychotherapy training, and the prospect is for even fewer in the future. The traditional pedagogic strategy for conceptualizing and developing psychodynamic training programs has been to adapt psychoanalytic clinical theory for instructional purposes. It is proposed that concepts, principles, and instructional strategies from the area of the cognitive sciences concerned with the development of generic expertise offers a potentially more fruitful theoretical/empirical framework for understanding therapeutic expertise and can be applied to developing improved psychotherapy teaching methods. The mental processes of therapists are discussed from this perspective. A teaching format based on multimedia computer technology and designed to fill a gap between didactic course work and actual therapy supervision is briefly described. In addition, recommendations are offered for improving psychotherapy training using existing methods.

Cognition↗
PubMed1999

Aging with a disability: views from the National Institute on Disability and Rehabilitation Research.

As I move toward the completion of my term as Director of the National Institute on Disability and Rehabilitation Research (NIDRR), I see many examples of renewal in our field. For example, disability studies and rehabilitation science are emerging new areas of academic specialization, and we will all be involved in shaping the future of these endeavors. The field is recapturing its identity and relevance locally and internationally. Also, I see a considerable number of challenges that range from acute care in medical rehabilitation to universal design in engineering to overall technology policy. I see a challenge in moving research to practice, a challenge in funding, a challenge in service delivery locations, and a challenge in defining the role of the professional in order to build capacity for the future. I believe that the research field ignores practice at its own peril, including practice in older fields such as vocational rehabilitation and in newer fields such as cognitive science and access engineering. Practice must be determined by today's needs and those we foresee for tomorrow. For the NIDRR family, the Long-Range Plan provides a beacon to direct us into the new millennium.

Aged↗
PubMed2002

Hypnotic suggestion and the modulation of Stroop interference.

BACKGROUND: Hypnosis has been used clinically for hundreds of years and is primarily a phenomenon involving attentive receptive concentration. Cognitive science has not fully exploited hypnosis and hypnotic suggestion as experimental tools. This study was designed to determine whether a hypnotic suggestion to hinder lexical processing could modulate the Stroop effect. METHODS: Behavioral Stroop data were collected from 16 highly suggestible and 16 less suggestible subjects; both naturally vigilant and under posthypnotic suggestion. Subjects were urged to only attend to the ink color and to impede reading the stimuli under posthypnotic suggestion. RESULTS: Whereas posthypnotic suggestion eliminated Stroop interference for highly suggestible subjects, less suggestible control subjects showed no significant reduction in the interference effect. CONCLUSIONS: This outcome challenges the dominant view that word recognition is obligatory for proficient readers, and may provide insight into top-down influences of suggestion on cognition.

Adult↗