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Reflections on metapsychology, theoretical coherence, hermeneutics, and biology.

Unable to correlate clinical findings with contemporary neurophysiology, Freud tried to anchor psychoanalysis within biology through a speculative metapsychology. Recently, epistemological objections have led to abandonment of his proposals qua scientific theory, although many still use them metaphorically. Others deny the need for any general theory of mental functions. Some theorists would espouse a hermeneutic basis for psychoanalysis, outside the boundaries of biology; they purport to confine their purview to mental contents but often use concepts based on metapsychological assumptions. Because the meanings of such contents are difficult to determine, their interpretation should be "constructed" in collaboration with analysands. By contrast, trained observers may reliably collect psychobiological data, accumulating knowledge of cognition, affectivity, communication, and the regulation of behavior--matters Freud encompassed via the economic and structural viewpoints. Hence analytic theory should be correlated with the findings of semiotics, cognitive psychology, and brain science. The hermeneutic focus on dynamics and genetics overlooks crucial data, such as the occurrence of trauma, leading to confusion about processes of pathogenesis, working through, and structural change. These and other biological phenomena (such as functional deficits and repetitive enactments) call for interventions beyond interpreting mental contents; improvement depends on learning better to process these contents. Change implies gradual establishment of alternative neural pathways; this does not automatically follow insight. Hence psychoanalysis must deal with intrapsychic phenomena beyond subjectivity. Intrapsychic conflicts represent efforts to ward off archaic mentality (primitive thought processing). Theories divorced from neurocognitive considerations encourage the theoretical fiction that analysands possess an "intact ego."

Biology↗

Creativity and the homospatial process. Experimental studies.

Through empirical studies involving intensive and extensive interviewing of outstanding creative persons in literature, visual art, and science, a specific creative cognitive operation involving complex mental imagery was identified. This operation has been designated the "homospatial process" and defined as actively conceiving two or more discrete entities occupying the same space, a conception leading to the articulation of new identities. Four experimental assessments involving exposure to stimuli designed to evoke the homospatial process have been carried out with groups of talented persons as follows: (1) 43 writers produced short poetic metaphors in response to 10 different pairs of slide stimuli. Subjects were randomly assigned to view the pairs either superimposed upon one another, and thereby appearing to occupy the same spatial location, or separated and side by side on the screen as a control condition. (2) 46 writers were similarly divided and exposed for a shortened period of time to the same stimuli in order to encourage mental elaboration in the creation of poetic metaphors. (3) Drawings were created by 43 artists separated into a group exposed to three superimposed images and a control group exposed to the same component images side by side. (4) 39 artists were separated into a group exposed to three superimposed images and a control group exposed to the same images constructed into a single-image figure-ground display. Findings were that, in all four experiments, subjects' productions in response to the superimposed visual stimuli were rated significantly higher in creativity, by independent experts, than productions in response to the control condition. Therefore, the externalized representations of the homospatial process facilitated both literary and artistic creativity.

Adolescent↗

Description of integrated competency examination: tools to assess the chiropractic curriculum effectiveness and students' competency levels.

Los Angeles College of Chiropractic (LACC) has developed a variety of methods to monitor the effectiveness of its competency based/problem-centered curriculum. The College introduced two Integrative Competency Examination courses (ICE I and ICE II) to assess the chiropractic program's effectiveness and students' competency levels. The ICE courses are pass/fail examinations that use a multistation, objective structured clinical examination (OSCE) format that involves standardized patients along with cognitive assessment of basic science information as methods of evaluation. ICE I requires students to perform psychomotor skills and interpret clinical data; ICE II requires students to perform at a higher level. They are directed to select, perform and interpret clinical data appropriately and correlate this data with relevant basic science information. Through these two levels of evaluation, the educational program, the individual courses and the competency level of each student are assessed. This paper describes the format, content and evaluation tools used in the ICE courses as well as the potential benefits of the courses.

Chiropractic↗

Virtually perfect time sharing in dual-task performance: uncorking the central cognitive bottleneck.

A fundamental issue for psychological science concerns the extent to which people can simultaneously perform two perceptual-motor tasks. Some theorists have hypothesized that such dual-task performance is severely and persistently constrained by a central cognitive "bottle-neck," whereas others have hypothesized that skilled procedural decision making and response selection for two or more tasks can proceed at the same time under adaptive executive control. The three experiments reported here support this latter hypothesis. Their results show that after relatively modest amounts of practice, at least some participants achieve virtually perfect time sharing in the dual-task performance of basic choice reaction tasks. The results also show that observed interference between tasks can be modulated by instructions about differential task priorities and personal preferences for daring (concurrent) or cautious (successive) scheduling of tasks. Given this outcome, future research should investigate exactly when and how such sophisticated skills in dual-task performance are acquired.

Adult↗

The neurobiology of cognition.

Perhaps the deepest mysteries facing the natural sciences concern the higher functions of the central nervous system. Understanding how the brain gives rise to mental experiences looms as one of the central challenges for science in the new millennium.

Brain↗

[Methodology of basic research in cognitive neuropsychology].

INTRODUCTION AND METHOD: The issue regarding the relations between behaviour and the brain is no longer the specific goal of neuropsychology, but rather that of the coordinated multidisciplinary activity of all the disciplines that go to make up the neurosciences. The specific contribution of neuropsychology to this multidisciplinary activity consists in trying to determine the nature of cognitive processes so that, in the future, it will be possible to ascertain the anatomophysiological foundations for each of them. The aim of basic research in cognitive neuropsychology is precisely that. The growing interest in research in this discipline that has been observed over the past few years in Spain has not usually been accompanied by the awareness of the fact that conducting research with damaged brains requires (if it is to be valid) a methodology that is specific and different to the methodology used in research with intact brains. In this study we describe some of the main fundamental principles of basic research in cognitive neuropsychology. Through the scientific analysis of a recent piece of research work, we illustrate the consequences of not bearing these principles in mind. CONCLUSIONS: We propose a methodology that can be used to approach basic research in cognitive neuropsychology that allows these undesirable consequences to be avoided. This same methodology constitutes a guide that enables us to evaluate the conclusions of the research, regardless of the statistical processing of the data that support them. Scientific criticism contributes more to the advance of science than actual research does.

Brain↗

Assessing animal cognition: ethological and philosophical perspectives.

Developments in the scientific and philosophical study of animal cognition and mentality are of great importance to animal scientists who face continued public scrutiny of the treatment of animals in research and agriculture. Because beliefs about animal minds, animal cognition, and animal consciousness underlie many people's views about the ethical treatment of nonhuman animals, it has become increasingly difficult for animal scientists to avoid these issues. Animal scientists may learn from ethologists who study animal cognition and mentality from an evolutionary and comparative perspective and who are at the forefront of the development of naturalistic and laboratory techniques of observation and experimentation that are capable of revealing the cognitive and mental properties of nonhuman animals. Despite growing acceptance of the ethological study of animal cognition, there are critics who dispute the scientific validity of the field, especially when the topic is animal consciousness. Here, a proper understanding of developments in the philosophy of mind and the philosophy of science can help to place cognitive studies on a firm methodological and philosophical foundation. Ultimately, this is an interdisciplinary task, involving scientists and philosophers. Animal scientists are well-positioned to contribute to the study of animal cognition because they typically have access to a large pool of potential research subjects whose habitats are more controlled than in most field studies while being more natural than most laboratory psychology experiments. Despite some formidable questions remaining for analysis, the prospects for progress in assessing animal cognition are bright.

Agriculture↗

On building a clinical cognitive neuroscience.

No one can or has doubted that the brain "lights up" in the context of normal and abnormal experience and behavior. The anatomy of the brain ensures that its regions, circuits, distributed pathways, and cell assemblies have to provide the "electricity" for the lights. Some of the relevant structures light up preferentially for some neurocognitive functions (e.g., language, attention and working memory, spatial orientation). However, many domains of experience and behavior relevant to mental health problems (e.g., motivation, attachment residuals, emotional responses) appear to have a different neural representation than traditional neurocognitive functions. At any rate, the preceding describes the territory that Strumwasser emphasizes should be taken into consideration in context of mental health problems. The territory he wants to connect with involves disturbances of experience and behavior, social inefficiency, behavioral breakdowns, and disordered thought, all of which demarcate the clinical domain. Strumwasser believes that a relevant and clinically useful bridge can be devised to cross and link together these territories in an effective way. He proposes and urges that attention be given to developing a frame of reference by means of which a solid correspondence can be established between the two territories. He provides a stimulating and provocative image of a future clinical cognitive neuroscience. His vision, however, raises many questions. Furthermore, whether future developments in the neural sciences will or can accommodate Strumwasser's wishes remains to be seen.

Animals↗

Misinterpretive phenomenology: Heidegger, ontology and nursing research.

This paper argues that Heidegger's phenomenology does not have the methodological implications usually ascribed to it in nursing literature. The Heidegger of Being and Time is not in any sense antagonistic to science, nor does he think that everydayness is more authentic, more genuine, than scientific enquiry or theoretical cognition. It is true that social science must rest on interpretive foundations, acknowledging the self-interpreting nature of human beings, but it does not follow from this that hermeneutics exhausts all the possibilities. Positivist approaches to social science are certainly inconsistent with Heidegger's ontology, but realist approaches are not and structuration theory, in particular, can be seen as a sociological translation of his ideas. Social enquiry in nursing is not therefore confined to studies of lived experience. Indeed, lived experience research constitutes not a realization, but rather a betrayal, of Heidegger's phenomenology, being thoroughly Cartesian in spirit.

Existentialism↗

Science, philosophy and man's mind.

This paper argues, in disagreement with most of the writers in the special issue [see Reyna (1995) Cognition, behavior and causality: A broad exchange of views stemming from the debate on the causal efficacy of human thought, Journal of Behavior Therapy and Experimental Psychiatry, 20(3)], that: (1) science cannot be separated from philosophy even for the purpose of trying to see which set of assumptions is more "pragmatically useful;" (2) a true understanding of causality eliminates skepticism and reveals why private, conscious events are causes of action; (3) consciousness is directly observable; and (4) the belief in cognition, far from divorcing man from the real world of action, points to the actual cause of action and of political change.

Behaviorism↗

Toward a consilient science of psychology.

From its inception, psychology has been characterized by conceptual fragmentation and slow scientific progress (Henriques, 2004; Meehl, 1978). In contrast, the natural sciences have achieved in recent decades a remarkable degree of consilience--the linking of fact, theory, and method across disciplines (and subdisciplines) and across nested levels of informational complexity (Wilson, 1998). Although such consilience serves as a potent catalyst of scientific discovery, there exists several barriers to the emergence of a consilient science of psychology (e.g., the persistent influence of dualism, longstanding internecine discord, resistance to perceived reductionism, etc.). We discuss the manner in which the development of metatheoretical frameworks (including Henriques' Tree of Knowledge model) may play an important role in addressing such barriers. Likewise, we describe the hybrid interdisciplinary domain of cognitive neuroscience, which provides an empirically testable metatheory and a promising consilient bridge between psychology and the natural sciences.

Cognitive Science↗

Cognitive performance in relation to vitamin status in healthy elderly German women-the effect of 6-month multivitamin supplementation.

BACKGROUND: Prior investigations have reported a link between poor status of antioxidants, folate, and cobalamin resulting in elevated total plasma homocysteine (tHcy) and methylmalonic acid (MMA) concentrations with an increased risk for reduced cognitive performance. The aim of the study was to evaluate the effect of a 6-month multivitamin supplementation on the cognitive performance of female seniors and to assess cognitive functioning in relation to vitamin status, tHcy, and MMA values at baseline. METHODS: The study was performed as a randomized placebo-controlled double-blind trial. 220 healthy, free-living women (aged 60-91 years) were included. Blood drawings and cognitive tests were performed at the Institute of Food Science of the University of Hanover, Germany. Vitamin and cognitive status have been evaluated prior to and 6 months after supplementation. Plasma ascorbic acid, serum concentrations of alpha-tocopherol, beta-carotene, and coenzyme Q10, serum and erythrocyte folate as well as serum cobalamin, serum MMA, and plasma tHcy concentrations were measured. Activity coefficient of erythrocyte alpha aspartic aminotransferase was used as functional index for vitamin B(6) status. The cognitive performance was assessed by the Symbol Search test, a subtest of the Wechsler Adult Intelligence Scale (WAIS-III) and the pattern-recognition test. Intelligence as assessed by the 'Kurztest für Allgemeine Intelligenz' (KAI) was a further variable. RESULTS: No significant differences in pattern-recognition and intelligence score were observed between vitamin and placebo group prior to and after multivitamin supplementation. In the Symbol Search test, the vitamin group exhibited better test results than the placebo group at both measure points. One-way ANOVA showed a marginally significant linear trend between the baseline tHcy concentration and the pattern-recognition score (P = 0.051) in the total sample. Multiple backward regression revealed only a significant influence of the school graduation on baseline cognitive function test results. A general linear model showed that the changes in cognitive function scores could not be explained by the type of treatment or blood parameters. CONCLUSIONS: Our data indicate that 6 months supplementation of physiological dosages of antioxidants and B vitamins have no effect on cognitive performance in presumedly healthy and well-nourished female seniors. An intervention period of only 6 months may be too short for improving cognitive performance in well-educated elderly women without dementia.

Aged↗

Rethinking ideology.

Rethinking the relationship between medicine and ideology means investigating the origins of the efficacy of ideological knowledge. Only after this investigation is completed is it possible to advance claims about dominance and hegemony. In order to rethink ideology, it is useful to divide the field into three levels of analysis: the level of ideological knowledge, where manifold and contradictory facts and meanings are produced and come to occupy the consciousness of the individual; the level of ideological discourse, where ideological knowledge is organized into trajectories of dominant facts and meanings; and the level of ideological process, where discourses are given authority and, sometimes, incorporated into ideological hegemonies. However, such an investigation requires that we reject certain preconceptions about "rationality." In the sovereign sense in which empiricist writers use this term, it has the effect of hiding the origins of ideological knowledge by desocializing its mode of production. Correctly understood, rationality is only one element within a socially determined and embedded rationalization process through which dominant facts and meanings are produced. Only by distinguishing between rationality (an aspect of mind) and rationalization (a social process) is it possible to clarify the relationship between ideology, medicine, and science.

Cognition↗

Core knowledge.

Compex cognitive skills such as reading and calculation and complex cognitive achievements such as formal science and mathematics may depend on a set of building block systems that emerge early in human ontogeny and phylogeny. These core knowledge systems show characteristic limits of domain and task specificity: Each serves to represent a particular class of entities for a particular set of purposes. By combining representations from these systems, however, human cognition may achieve extraordinary flexibility. Studies of cognition in human infants and in nonhuman primates therefore may contribute to understanding unique features of human knowledge.

Animals↗

Set size and repetition in the picture--word interference paradigm: implications for models of naming.

Caramazza and Costa (Cognition 75 (2000) B51) reported results which demonstrate that a semantically related word distractor interferes in picture naming even when it is not in the response set and there is no possibility for mediated interference. They interpreted the results to be problematic for the model of lexical access proposed by Levelt, Roelofs, and Meyer (Behavioral and Brain Sciences 22 (1999) 1). Roelofs (Cognition 80 (2001, this issue 283--90)) argues that those results are not inconsistent with Levelt et al.'s model when certain new assumptions about the mechanism of lexical selection are considered. Here we show that even with these assumptions the model still makes the wrong predictions. We report new results which demonstrate that the semantic interference and facilitation effects that are obtained respectively in the basic-level and category-level naming variants of the picture-word interference paradigm are not the result of response set size and response repetitions.

Humans↗