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Cognitive mapping: its use as an assessment tool for client education.

To provide adequate educational interventions for students living with chronic illnesses, health professionals must develop methods suited to each individual's needs. Too often, clients are lumped into a category based on the illness diagnosis and few other factors are taken into consideration. Regardless of the diagnosis, each individual presents with authentic mental representations of the illness and the impact of that illness on important aspects of his or her life. The health professional can offer comprehensive educational interventions when all aspects of the client's own understanding of illness are assessed. Cognitive mapping is an assessment technique that can be used in addition to the initial interview and can be useful throughout the educational process to determine changes in mental representations.

Chronic Disease↗

Bereavement coping self-efficacy in cancer widows.

This study applied social cognitive theory to help explain the differential outcomes observed in conjugal bereavement. Specifically, a measure of bereavement coping self-efficacy was created and relationships tested with psychological, spiritual, and physical health outcomes. One hundred and one women whose husbands had died from cancer within the last year served as participants. Mean age of this relatively well-educated, predominately Caucasian sample was 54 years old. Median time since death was between 6 months and a year. Results supported the hypotheses that bereavement coping self-efficacy was a significant predictor of emotional distress, psychological well-being, spiritual well-being, and physical health perceptions after controlling for several other important factors. Theoretical and clinical ramifications of these findings are discussed.

Adaptation, Psychological↗

Imaging or imagining? A neuroethics challenge informed by genetics.

From a twenty-first century partnership between bioethics and neuroscience, the modern field of neuroethics is emerging, and technologies enabling functional neuroimaging with unprecedented sensitivity have brought new ethical, social and legal issues to the forefront. Some issues, akin to those surrounding modern genetics, raise critical questions regarding prediction of disease, privacy and identity. However, with new and still-evolving insights into our neurobiology and previously unquantifiable features of profoundly personal behaviors such as social attitude, value and moral agency, the difficulty of carefully and properly interpreting the relationship between brain findings and our own self-concept is unprecedented. Therefore, while the ethics of genetics provides a legitimate starting point--even a backbone--for tackling ethical issues in neuroimaging, they do not suffice. Drawing on recent neuroimaging findings and their plausible real-world applications, we argue that interpretation of neuroimaging data is a key epistemological and ethical challenge. This challenge is two-fold. First, at the scientific level, the sheer complexity of neuroscience research poses challenges for integration of knowledge and meaningful interpretation of data. Second, at the social and cultural level, we find that interpretations of imaging studies are bound by cultural and anthropological frameworks. In particular, the introduction of concepts of self and personhood in neuroimaging illustrates the interaction of interpretation levels and is a major reason why ethical reflection on genetics will only partially help settle neuroethical issues. Indeed, ethical interpretation of such findings will necessitate not only traditional bioethical input but also a wider perspective on the construction of scientific knowledge.

Behavior↗

Cognitive neuropsychology and developmental disorders: uncomfortable bedfellows.

Cognitive neuropsychology provides a theoretical framework and methods that can be of value in the study of developmental disorders, but the "dissociation" logic at the centre of this approach is not well suited to the developmental context. This is illustrated with examples from specific language impairment. Within the developing language system there is ample evidence for interaction between levels of representation, with modularity emerging in the course of development. This means that one typically is seeking to explain a complex pattern of associated impairments, rather than highly selective deficits. For instance, a selective impairment in auditory processing can have repercussions through the language system and may lead to distinctive syntactic deficits that are seen in written as well as spoken language. Changes in the nature of representations and in the relationships between components of a developing system mean that cross-sectional data at a single point in development may be misleading indicators of the primary deficit. Furthermore, traditional cognitive neuropsychology places a disproportionate emphasis on representational (competence) deficits, with processing (performance) deficits being relatively neglected. Methods for distinguishing these two kinds of impairment are discussed, as well as other approaches for elucidating the underlying nature of developmental disorders.

Child↗

How memory research can benefit from CASM.

Research on cognitive aspects of survey methodology (CASM) has helped survey researchers to understand the processes involved in responding to survey questions. The survey situation, and the methods employed by CASM researchers, can also be used to benefit cognitive psychology. In particular, the size and coverage of sample surveys, and the techniques used to examine how respondents understand survey questions, could be of much value for exploring some aspects of memory research. We give some examples where this is being done and urge others to follow suit.

Cognitive Science↗

The effect of Achievement orientation on response to success and failure in pediatric cancer patients.

OBJECTIVE: To assess the effects of different cognitive orientations focused on social comparison or self-comparison, followed by success or failure feedback, on mood, task persistence, and task difficulty choice in children with cancer. METHOD: Children with cancer (N = 79) and a group of age-matched controls (N = 72 were randomly assigned in a 2 (Achievement Orientation) x 2 (Feedback) between-subjects design. RESULTS: Between-group differences revealed that children with cancer chose more difficult tasks for the future than those in the comparison group, while the comparison subjects chose to persist longer with the problems than did children with cancer, with no significant differences on measures of mood. CONCLUSIONS: The beneficial effects of achievement orientation as a clinical manipulation may not be as robust as expected with a medically ill population, due to the apparent stability of achievement orientations.

Achievement↗

Implications of cognitive research for ambulatory care education.

Research in cognitive psychology has led to changes in how educators conceptualize thinking and approach improving students' thinking processes. As medical education moves into ambulatory care settings, there is an opportunity for educators to consider the implications of cognition theories for the ambulatory case curriculum. In this paper, the author briefly explains four major concepts of cognitive theory-the importance of context; students' need for transferable knowledge; the importance of balancing depth and breadth of knowledge; and the role of prior knowledge in problem solving- and discusses the possible implications of each concept for ambulatory care educations.

Ambulatory Care↗