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PubMed1996

[A Trojan horse in nursing? Nursing diagnosis and its theoretical context].

Nursing diagnosis and their theoretical context. The necessity of developing and using nursing diagnoses is indisputable. In the process of the professionalisation of nursing they constitute a fundamental aspect of nursing science. However, if nursing diagnoses are not to harm nursing, they must be developed with care. One difficulty will be to translate the theoretical framework in its abstract form into realisable elements in practice. For this purpose the nursing related terminology must be unambiguous and understandable. Nursing must seek the discussion with allied sciences. Nurses must develop their cognitive skills to ensure a valid use of nursing diagnoses. The areas common with other occupational groups in the treatment process have to be classified and their contents have to be determined. This is a challenge to colleagues in all areas of work and indifferent functions to participate in this development. It is also a challenge to nursing science itself.

Clinical Competence↗
PubMed2002

Everyday value conflicts and integrative complexity of thought.

This study examined the value pluralism model in everyday value conflicts, and the effect of issue context on complexity of thought. According to the cognitive manager model we hypothesized that respondents would obtain a higher level of integrative complexity on personal issues that on professional and general issues. We also explored the relations of integrative complexity to value priorities, measured by the Schwartz Value Survey, and to emotional empathy. The value pluralism model was not supported by the data collected from 126 university students from social science, business and technology. The cognitive manager model was partially confirmed by data from females but not from males. Concerning value priorities, more complex respondents had higher regard for self-transcendence values, and less complex respondents for self-enhancement values Emotional empathy was also significantly related to complexity score.

Adult↗
PubMed1994

The relations between neuroscience and human behavioral science.

Neuroscience seeks to understand how the human brain, perhaps the most complex electrochemical machine in the universe, works, in terms of molecules, membranes, cells and cell assemblies, development, plasticity, learning, memory, cognition, and behavior. The human behavioral sciences, in particular psychiatry and clinical psychology, deal with disorders of human behavior and mentation. The gap between neuroscience and the human behavioral sciences is still large. However, some major advances in neuroscience over the last two decades have diminished the span. This article reviews the major advances of neuroscience in six areas with relevance to the behavioral sciences: (a) evolution of the nervous system; (b) visualizing activity in the human brain; (c) plasticity of the cerebral cortex; (d) receptors, ion channels, and second/third messengers; (e) molecular genetic approaches; and (f) understanding integrative systems with networks and circadian clocks as examples.

Animals↗
PubMed1994

A psychoanalytic appreciation of Giotto's mode of artistic representation and its implications for Renaissance art and science.

This paper applies developmental psychoanalytic and cognitive psychological principles to an evaluation of Giotto's Padua frescoes as pivotal in the transition from a medieval to a Renaissance mode of thought. The formulation stresses the importance of the emergence of triadic or operational thinking involving the coordination of multiple dimensions and the capacity for transforming them with reversibility, reciprocity, and conservation. This developmental achievement also results in an expanded sense of time and space. These concepts provide a basis for appreciating more fully the transition from the dyadic classical and medieval artistic representations to the triadic representations of Renaissance art, especially the contributions of Giotto's Padua frescoes to the development of the concept of infinity in nature, a concept central to both Renaissance art and science. The development of this concept in Renaissance thought raises a question about the relation of art and science. Two major modes of encoding or representing experiences are discussed--a sequential lexical and a nonsequential nonverbal mode (or word and thing representations). These formulations lead to the identification of a process that suggests that developments in art often precede those in science and thereby contribute to a fuller appreciation of Giotto's Padua frescoes as a landmark contribution with implications for the entirety of Renaissance thought.

Art↗
PubMed2001

Cognitive neuropsychiatry: towards a scientific psychopathology.

Cognitive neuropsychiatry represents a systematic and theoretically driven approach to explain clinical psychopathologies in terms of deficits to normal cognitive mechanisms. A concern with the neural substrates of impaired cognitive mechanisms links cognitive neuropsychiatry to the basic neurosciences. The emergence of cognitive neuropsychiatry in the 1990s illustrates the growing rapprochement between cognitive neuropsychology, clinical medicine and the neurosciences in addressing common questions about disorders of the mind/brain. In reviewing recent applications, we highlight how this hybrid discipline will make a distinctive contribution to the science of psychopathology.

Brain↗
PubMed2005

Sex differences in intrinsic aptitude for mathematics and science?: a critical review.

This article considers 3 claims that cognitive sex differences account for the differential representation of men and women in high-level careers in mathematics and science: (a) males are more focused on objects from the beginning of life and therefore are predisposed to better learning about mechanical systems; (b) males have a profile of spatial and numerical abilities producing greater aptitude for mathematics; and (c) males are more variable in their cognitive abilities and therefore predominate at the upper reaches of mathematical talent. Research on cognitive development in human infants, preschool children, and students at all levels fails to support these claims. Instead, it provides evidence that mathematical and scientific reasoning develop from a set of biologically based cognitive capacities that males and females share. These capacities lead men and women to develop equal talent for mathematics and science.

Adolescent↗
PubMed2003

Imaging a science of mind.

I believe that the study of neuroimaging has supported localization of mental operations within the human brain. Most studies have shown a small number of widely distributed brain areas that must be orchestrated to carry out a cognitive task. Although, as in all sciences, there are disagreements, the convergence of results in areas of attention and language in particular seem impressive. Moreover, the anatomical data has helped us to specify the computations that are used by the brain to carry out cognitive tasks. Building upon localization of cognitive operations, imaging methods are being applied to studies of the circuitry, plasticity and individual development of neural networks. Working together with cellular and genetic methods, there is movement towards a more unified view of the role of the human brain in supporting the mind.

Journal Article↗
PubMed2026

Subacute and long-term changes in cognitive functioning after administration of classic psychedelics, MDMA and ketamine: A systematic review of clinical and preclinical evidence.

Psychedelic agents induce a window of heightened neuroplasticity that extends beyond acute intoxication, during which neural circuits are more amenable to change. This period may facilitate changes in cognition relevant to the treatment of psychiatric disorders. This systematic review synthesised clinical and preclinical evidence of subacute and long-term (≥1 day) effects of classic and non-classic psychedelics on cognition. MEDLINE, EMBASE, APA PsycInfo and Web of Science were searched to identify human and animal studies investigating psychedelics and cognition (executive function, attention, decision-making). Sixty-seven (47 clinical, 20 preclinical) articles met inclusion criteria. Psilocybin demonstrated the most consistent evidence of subacute and longer-term cognitive improvement, particularly in cognitive flexibility and attention. Ketamine showed enhancement across cognitive domains, although findings were heterogeneous. LSD and DMT showed no consistent subacute changes, while MDMA was associated with transient cognitive impairments that resolved within days. Risk of bias assessments revealed selective outcome reporting, poor reporting of missing data and inadequate methodological detail, limiting the confidence of findings. Current evidence provides preliminary support for subacute changes in cognition following administration of select psychedelic agents. Cognitive improvements were more frequently seen in psychiatric populations than healthy subjects, which may reflect a remediation of existing cognitive deficit rather than enhancement above normal functioning. Adequately powered, controlled studies with standardised reporting of cognitive outcomes are required to determine the magnitude, durability and clinical relevance of psychedelic-associated cognitive change.

Hallucinogens↗
PubMed2003

Neurocognitive sequelae following coronary artery bypass graft. A research agenda for behavioral scientists.

Several studies have demonstrated that a sizeable proportion of patients undergoing coronary artery bypass graft (CABG) demonstrate persistent declines in cognitive functioning. However, several important questions remain regarding cognitive changes following CABG. First, can patients vulnerable to cognitive decline after CABG be identified, providing valuable information that can be factored into clinical decisions? Second, the specificity of CABG as a cause of cognitive decline, when compared to other coronary procedures such as percutaneous coronary interventions, has not been established. Third, what mechanisms account for the neurocognitive decline after CABG? Several mechanisms have been proposed to lead to post-CABG neurocognitive deficits, including pre-CABG neurocognitive deficits, physiological injury, psychosocial factors, and/or the patient's perceptual processes. Finally, no study has demonstrated that cognitive changes, as measured by neuropsychological tests, have ecological validity. Specifically, behavioral sciences research is needed to demonstrate that measured cognitive changes significantly impact health status independent of other risk factors.

Behavioral Research↗
PubMed2007

Mind and muscle: the cognitive-affective neuroscience of exercise.

There is growing basic-science interest in the mechanisms underpinning the positive effects of exercise on brain function and cognitive-affective performance. There is also increasing clinical evidence that exercise may prevent and treat various neuropsychiatric disorders. At the same time, there is growing awareness that athletic performance is mediated in crucial ways by central nervous system mechanisms. The relevant mechanisms in all these cases requires further exploration, but likely includes neurotrophic, neuroendocrine, and neurotransmitter systems, which in turn are crucial mediators of psychopathology and resilience. The hypothesis that Homo sapiens evolved as a specialist endurance runner provides an intriguing context against which to research the proximal mechanisms relevant to a cognitive-affective neuroscience of exercise.

Affect↗
PubMed2002

Learning and development in neural networks--the importance of prior experience.

Infants can discriminate between familiar and unfamiliar grammatical patterns expressed in a vocabulary that is distinct from that used earlier during familiarization (Cognition 70(2) (1999) 109; Science 283 (1999) 77). Various models have captured the data, although each required that discrimination be distinct, in terms of the computational process, from familiarization. This article describes a simple recurrent network (SRN), equipped only with the assumption that it should predict what comes next, which models the data without distinguishing between familiarization and discrimination. To accomplish this, the SRN requires pre-training on a range of sequences instantiating different structures and different vocabulary items to those used subsequently during familiarization and test. Pre-training enables the network to avoid replacing structure acquired during familiarization with structure experienced at test. An equivalent enabling condition may underpin infants' resistance to catastrophic interference between the different structures and vocabulary items to which they are exposed.

Cognition↗
PubMed2004

Self-validating presentation and response timing in cognitive paradigms: how and why?

With the proliferation of commercial experiment generators and custom software within cognitive psychology and the behavioral sciences, many have assumed that issues regarding millisecond timing accuracy have been largely solved. However, through empirical investigation of a variety of paradigms, we have discovered numerous sources of timing error. These can range from poor scripting practices, to incorrect timing specifications, to hardware variability. Building upon earlier research, we have developed a commercial device and associated software that enables researchers to benchmark most computer-based paradigms in situ and without modification. This gives them the opportunity to correct timing errors where practicable, increase replicability, and reduce variability by altering onset times for stimuli, by replacing inaccurate hardware, or by post hoc statistical manipulation should the source of error be constant. We outline the features of the device and accompanying software suite, stress the importance of such independent validation, and highlight typical areas that can be subject to error.

Benchmarking↗
PubMed2003

Neural connections that compute.

The UK's Foresight Cognitive Systems Project brings together researchers in the life sciences and physical sciences to see where they can learn from one another and to debate, and plan, the future of research in cognitive systems. The project, a part of the UK government's Foresight initiative, sets out to identify potential opportunities for the economy or society from new science and technology. Through a series of research reviews, the project has created 'snap shots' of research in cognitive systems. A major conference in Bristol in September will consider series of research manifestos created by interdisciplinary groups.

Cognition↗
PubMed2001

Getting scientists to think about what they are doing.

Research scientists are trained to produce specialised bricks of knowledge, but not to look at the whole building. Increasing public concern about the social role of science is forcing science students to think about what they are actually learning to do. What sort of knowledge will they be producing, and how will it be used? Science education now requires serious consideration of these philosophical and ethical questions. But the many different forms of knowledge produced by modern science cannot be covered by any single philosophical principle. Sociology and cognitive psychology are also needed to understand what the sciences have in common and the significance of what they generate. Again traditional modes of ethical analysis cannot deal adequately with the values, norms and interests activated by present-day technoscience without reference to its sociological, political and economic dimensions. What science education now requires is 'metascience', a discipline that extends beyond conventional philosophy and ethics to include the social and humanistic aspects of the scientific enterprise. For example, students need to learn about the practices, institutions, career choices, and societal responsibilities of research scientists, and to rehearse in advance some of the moral dilemmas that they are likely to meet. They need also to realise that science is changing rapidly, not only in its research techniques and organisational structures but also in its relationships with society at large.

Education↗
PubMed1995

Comparing the incommensurable: where science and politics collide.

Arguments about the possibility that cognitive variables may play a causal role in human behavior are unlikely to be resolved in favor of one side or the other, because they set against each other two incommensurable views of human agency. Contemporary cognitive models of psychology are based on an implicitly dualist view of human behavior, assuming the existence of a nonmaterial mental realm which has the capacity to act on the material world. Critics, by comparison, frequently argue from an epiphenomenalist position. While there may be sound scientific reasons for rejecting self-efficacy theory, and particularly for rejecting the utility of the concept that behavior is caused by efficacy expectations, this paper argues that epistemic criteria are frequently less important than a sense that a theory is compatible with a particular world view. I argue that cognitive theories are accepted by the psychological mainstream because their dualist basis accords with deeply held cultureal beliefs about the relationship between the person and the world. However, the social and political consequences of such models are rarely articulated, and there is a need for psychologists to develop a more explicit understanding of the relationship between psychological theories and their broader implications.

Cognition↗
PubMed2004

Impacting policy through science and education.

Scientists, researchers, and their findings are critical factors in helping to resolve contemporary societal problems. Because of the tremendous interconnectivity of our lives and the expanded scope and scale of the medical and health problems we face, the research community needs to be both more involved and more competent in the development of public policy and to become more effective participants in the political and media activities in which their work is firmly embedded. This article suggests that researchers and scientists will be more relevant, have more impact, and be more productive if they can blend outstanding science with new non-cognitive skills that can reinforce the important social context of their work.

Animals↗
PubMedDate not supplied

Predicting student success: a 10-year review using integrative review and meta-analysis.

This article describes research funded by a Dean's New Investigator Award conducted to describe and evaluate nursing education research on predictors of retention, graduation, and National Council Licensure Examination success of baccalaureate-degree nursing students through an integrative review and meta-analysis of nursing research. The sample (n = 47) for the integrative review included all nursing research conducted within the years 1981 to 1990 related to predicting student success that had at least one nurse author and was published in US nursing journals or dissertations from a US university. Four studies from the corpus were appropriate to be treated meta-analytically. Ninety-four per cent of the studies were descriptive, used convenience samples, and most often identified quantitative measures, including American College Test, Scholastic Aptitude Test, and grade point average as predictor variables. Findings of the integrative review showed grade point averages in nursing and science courses as the greatest cognitive predictors of student success and parental education and age as the greatest demographic predictors. The meta-analysis portion of the study showed significant effectiveness of interventions used in the experimental studies. The Fail-Safe N (NFS) was used to assess the comprehensiveness and exhaustiveness of the literature searches. The NFS = 162 studies indicated that it would require 162 studies to overturn the conclusions.

Achievement↗
PubMed2001

Effectiveness of a formal post-baccalaureate pre-medicine program for underrepresented minority students.

PURPOSE: To address the effectiveness of a formal postbaccalaureate (PB) experience for underrepresented minority (URM) students before medical school. The program provided an intense year-long experience of course work, research, and personal development. METHOD: There were 516 participants from one medical school: 15 URM medical students had completed the formal PB program, 58 students had done independent PB work before matriculation, and 443 students were traditional matriculants. Cognitive and academic indicators [college science and non-science grade-point averages (GPAs); biology, physics, and verbal MCAT scores; and percentage scores from first-year medical school courses] were compared for the three groups. RESULTS: Both groups of students with PB experience demonstrated competency in the first year of medical school consistent with traditional students even though the students who had completed the formal PB program had lower MCAT scores and lower college GPAs than did the traditional students. Traditional predictors of academic performance during the first year of medical school did not significantly contribute to actual academic performances of students from the formal PB program. CONCLUSION: The results support the use of a formal PB program to provide academic readiness and support for URM students prior to medical school. Such a program may also improve retention. Noncognitive variables, however, may be important to understanding the success of such students in medical school.

Adult↗