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At least 433 records · Page 24Linked to original sources
PubMed2006

Errors in surgical neuropathology and the influence of cognitive biases: the psychology of intelligence analysis.

CONTEXT: A significant difficulty that pathologists encounter in arriving at a correct diagnosis is related to the way information from various sources is processed and assimilated in context. OBJECTIVE: These issues are addressed by the science of cognitive psychology. Although cognitive biases are the focus of a number of studies on medical decision making, few if any focus on the visual sciences. DATA SOURCES: A recent publication authored by Richards Heuer, Jr, The Psychology of Intelligence Analysis, directly addresses many of the cognitive biases faced by neuropathologists and anatomic pathologists in general. These biases include visual anticipation, first impression, and established mindsets and subconsciously influence our critical decision-making processes. CONCLUSIONS: The book points out that while biases are an inherent property of cognition, the influence of such biases can be recognized and the effects blunted.

Cognition↗
PubMed2006

Identification: psychoanalytic and biological perspectives.

In recent attempts to bring psychoanalysis into greater contact with other sciences, a number of works have explicated neural science concepts and phenomena--affect, memory, consciousness--for the psychoanalyst. These efforts have helped analysts build a more scientific foundation for their theory and practice. A related task remains--namely, to take psychoanalytic concepts and see how they relate to other sciences. The concept of identification has a long history in psychoanalytic theory. It is seen in parent-child interactions, in teaching and mentoring relationships, and in psychoanalysis and psychotherapy. Neuropsychology and evolutionary biology have explored the phylogenetic precursors of identification, while genetics and infant observation provide insights into individual processes of identification. Finally, neuroscience, particularly recent studies of mirror neurons, offers information about the biological mechanisms of imitation and the relationship of imitation to identification. Findings from these sciences are presented in an effort to further the psychoanalytic understanding of identification, especially its biological underpinnings.

Animals↗
PubMed1982

Cognitive learning in the health sciences: a case for self-instruction.

The health professions are faced today as never before with the need to find more effective ways of acquiring a growing volume of biomedical knowledge and of addressing the urgent concerns about learning processes--namely, the continued dependence on outmoded techniques of cognitive transfer. The author believes that greater incentives should be given for faculty and students to experiment with innovative approaches to cognitive learning while recognizing the need for increased emphasis on problem-solving skills in medical care. Proven self-learning techniques demand greater attention in curriculum and course design efforts. Finally, the author states that the process of educational planning must be viewed as continuous, dynamic, and never-ending if it is to best serve the needs of individual students, educational institutions, and the society to which both are ultimately accountable and committed to serve.

Computer-Assisted Instruction↗
PubMed2002

Social neuroscience: understanding the pieces fosters understanding the whole and vice versa.

Social science and neuroscience perspectives represent two ends of a continuum of levels of organization studied in psychology. Human behavior as a whole unfolds at social levels of organization, whereas much of the research in psychology has focused on cognitive and biological pieces of this whole. Recent evidence underscores the complementary nature of social, cognitive, and biological levels of analysis and how research integrating these levels can foster more comprehensive theories of the mechanisms underlying complex behavior and the mind. This research underscores the unity of psychology and the importance of retaining multilevel integrative research that spans molar and molecular levels of analysis.

Cognitive Science↗
PubMed2003

Cognitive-behavioral approaches in the management of obesity.

Many of the behavioral interventions designed to promote dietary change in individuals include medical assessment, initial assessment of diet history, assessing readiness, establishing dietary goals, self-monitoring, stimulus control training, training in problem solving, relapse prevention training, enlisting social support, nutrition education, dietary therapy, and ongoing contact to maintain progress. The comprehensive nature of a cognitive-behavioral weight management program is of value in modifying behaviors that are linked to adverse health effects and psychological distresses, without necessarily causing a drastic weight loss in obese individuals. The behavioral treatments for overweight and obesity directly modify behaviors that bear on health and illness, such as improving dietary choices, decreasing sedentary behaviors, and increasing habitual physical activity and exercises. Cognitive-behavioral treatment can be used to help overweight adolescents become more assertive in coping with the adverse social stigma of being overweight, enhance their self-esteem, and reduce their dissatisfaction with body image regardless of their weight loss. Cognitive-behavioral treatments seem to be more effective in children when delivered before puberty than they are for adults.

Adolescent↗
PubMed2003

Effects of a revised preclinical curriculum on students' perceptions of their cognitive behaviors, attitudes to social issues in medicine, and the learning environment.

BACKGROUND: A modular, systems-based preclinical curriculum acceptable to faculty members who had rejected problem-based learning was introduced in 1997. PURPOSE: To evaluate to what extent the new curriculum is meeting some of its major goals. METHODS: We administered selected scales from 3 survey instruments to the last 2 classes in the old curriculum and the first 3 in the new curriculum. We also compared our results with those from other medical schools that had used the same scales. RESULTS: The new curriculum has had positive effects on students' perceptions of the learning environment (effect sizes mostly small to medium, d = .03 to .60) but less effect on their attitudes to social issues in medicine or on their preference for conceptualization versus memorization when studying (most effect sizes below small; largest d = .026). Our results are similar to those for problem-based learning curricula for the learning environment scales and to traditional curricula for the cognitive behavior scales. CONCLUSIONS: Some of the goals for the new curriculum are being achieved almost to the levels reported for problem-based curricula.

Analysis of Variance↗
PubMed1992

Cinderella and the four learning theories.

This paper explores the underlying assumptions about teaching, learning and knowledge as it relates to the four learning theories--behaviourist, cognitive, humanist and critical. The assumptions of these four theories are exposed with metaphorical adaptive use of the Cinderella story. It is this author's intention to provoke discussion and arouse interest regarding the four approaches to teaching and learning.

Behavioral Sciences↗
PubMed2005

An early work [1910-1913] in Biological Psychology by pioneer psychiatrist, criminologist and philosopher José Ingenieros, M.D. (1877-1925) of Buenos Aires.

One of the earliest recorded works in Biological Psychology was published in 1910 by Argentine psychiatrist José Ingenieros (1877-1925), Professor of Experimental Psychology at the Faculty of Philosophy and Letters of the University of Buenos Aires. Ingenieros, a multifaceted personality and prolific author and educator famous for his lapidary aphorisms, has been considered a 'luminary' for generations. Trained as a physician, he was the first scientist to establish a comprehensive psychological system in Latin America. His long list of publications includes more than 300 titles generally divided in two periods: studies in mental pathology and criminology (1897-1908) and studies in philosophy, psychology and sociology (1908-1925). His works were never made particularly available to English-speaking audiences, despite the fact that certain of his books are still best-sellers in the Spanish-speaking world. We present an overview of Ingenieros' life and work, and a detailed account of his profoundly interesting work Principios de Psicología Biológica, in which he analyzes the development, evolution and social context of mental functions. We also provide an English translation of the Introduction contributed by Nobel laureate Wilhelm Ostwald (1853-1932) to the 1922 German edition of the work, pertinent to the energetic principles Ingenieros used and the study of Psychology as a natural science. It is a hope, 80 years after Ingenieros' parting, to bibliographically resurrect this champion of reason, who, until now, has not been given his due placement in the international psychological and biomedical literature.

Argentina↗
PubMed2006

The paradigm of complexity in clinical neurocognitive science.

Neurocognitive science represents the modern approach to integrating the subdisciplines aimed at a scientific study of the brain-mind system. This relatively new discipline recognizes, implicitly or explicitly, that this is a complex system whose states and processes are determined by multiple bio-psycho-social variables and order parameters. In a generic perspective, all neurocognitive science is complex, as it is multidisciplinary, but in some studies, complexity has become a more defined scientific paradigm using its own specific empirical and theoretical tools. Some neuroscientists consider complexity science as a specific and formalized paradigm. Between their contributions, the author will try to highlight some current promising paths and new frontiers for neuroscience. In this perspective, he will mostly focus on those contributions directly related to clinical perspectives. This is the reason why some seminal contributions more focused on physiological functioning might not be mentioned.

Animals↗
PubMed2005

Diagnostic error in internal medicine.

BACKGROUND: The goal of this study was to determine the relative contribution of system-related and cognitive components to diagnostic error and to develop a comprehensive working taxonomy. METHODS: One hundred cases of diagnostic error involving internists were identified through autopsy discrepancies, quality assurance activities, and voluntary reports. Each case was evaluated to identify system-related and cognitive factors underlying error using record reviews and, if possible, provider interviews. RESULTS: Ninety cases involved injury, including 33 deaths. The underlying contributions to error fell into 3 natural categories: "no fault," system-related, and cognitive. Seven cases reflected no-fault errors alone. In the remaining 93 cases, we identified 548 different system-related or cognitive factors (5.9 per case). System-related factors contributed to the diagnostic error in 65% of the cases and cognitive factors in 74%. The most common system-related factors involved problems with policies and procedures, inefficient processes, teamwork, and communication. The most common cognitive problems involved faulty synthesis. Premature closure, ie, the failure to continue considering reasonable alternatives after an initial diagnosis was reached, was the single most common cause. Other common causes included faulty context generation, misjudging the salience of findings, faulty perception, and errors arising from the use of heuristics. Faulty or inadequate knowledge was uncommon. CONCLUSIONS: Diagnostic error is commonly multifactorial in origin, typically involving both system-related and cognitive factors. The results identify the dominant problems that should be targeted for additional research and early reduction; they also further the development of a comprehensive taxonomy for classifying diagnostic errors.

Australia↗
PubMed1996

The geometric structure, construction, and interpretation of path-following (trail-making) tests.

Diagnostic comparisons of performance on parts A and B of the Trail Making Test (TMT) assume that path structure in the two parts is equivalent but that task complexity is greater for B. The two parts are shown to differ with respect to length and angular variability. However, measures of fractal dimension show no difference in structural complexity between paths A and B. This analysis suggests a principled method for generating alternative pathways, varying in complexity, and opens the way for a systematic study of path-following. It also suggests that path-following may be interpretable within a general approach, in which perceptual, linguistic, reasoning and motor processes are seen as related through different groups of geometric transformations.

Adult↗
PubMedDate not supplied

Adjustment to cancer - coping or personal transition?

The term 'adjustment' is widely used within the psycho-oncology literature and, although it is a topic of central importance to the lived experience of people with cancer, the psychological mechanisms of adjustment have rarely been described. Rather than regarding it as the absence of psychopathology or the end-point of coping with the global threat of cancer, adjustment refers to the psychological processes that occur over time as the individual, and those in their social world, manage, learn from and adapt to the multitude of changes which have been precipitated by the illness and its treatment. However, these changes are not always for the worse: sometimes they precipitate 'healthy personal growth' in a number of areas. It is only from explicit theories of adjustment that progress can be made in understanding how and why psychological disorders so frequently develop in cancer and what steps may be taken to prevent them. This paper combines the complementary assets of coping theory and social-cognitive theory and proposes the Social-Cognitive Transition (SCT) model of adjustment, a clinical model which also accounts for the frequent reports of healthy personal growth associated with cancer.

Adaptation, Psychological↗
PubMed2000

Attention to bodily sensations: a test of the cognitive-attentional model of panic.

This paper describes a study designed to test the cognitive-attentional model of panic. This model suggests that attention to internal sensations is likely to increase misinterpretation of them as representing a serious threat to health, which in turn might increase anxiety. In the present study, instructions for internal attentional focus were predicted to increase symptom reporting, anxiety, and catastrophic symptom attributions. Two groups, patients diagnosed with panic disorder with agoraphobia (PDA) and normal controls, watched a stressful film; half of each group was asked to attend to their internal sensations while watching, and the other half to focus on the film. In the normal controls, the manipulation was effective in modifying attentional focus, and the self-focused attention group became more anxious, reported more symptoms, and made more negative symptom attributions. However, in the PDA group, attentional focus was high in both conditions, and perhaps for this reason the intervention had no effect on mood, symptoms, catastrophic cognitions, or symptom attribution.

Adaptation, Psychological↗
PubMed2003

Narrative plausibility: the impact of sequence and anchoring.

The perceived plausibility of suspect narratives is hypothesized to be a product of more than logical evaluation. Aspects of the narrative's internal structure, notably the extent to which it follows a canonical (or stereotypical) sequence of events, may influence judged plausibility. Plausibility may also be sensitive to external "anchors" that activate relevant schema. To test these possibilities, variations of two suspect testimonies were created in accordance with the model by Stein and Glenn (1979) of a stereotypical story grammar, and the account by Wagenaar, van Koppen, and Crombag (1993) of narrative anchoring. Subjects rated the narrative account using a perceived plausibility scale developed from pilot work. ANOVA revealed that criminal anchoring in suspect statements, regardless of the crime scenario, has a negative effect on the plausibility level. Similarly, plausibility levels were lower when the statement did not follow a temporal sequence of events. The implications for models of how people judge plausibility are discussed, as are the practical implications for legal contexts.

Adolescent↗