[Use of social science methods in medicine].
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Awareness↗
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Results for “Cognitive Science”
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The primacy of cognition in schizophrenia.
Cognitive tasks and concepts are used increasingly in schizophrenia science and treatment. Recent meta-analyses show that across a spectrum of research domains only cognitive measures distinguish a majority of schizophrenia patients from healthy people. Average effect sizes derived from common clinical tests of attention, memory, language, and reasoning are twice as large as those obtained in structural magnetic resonance imaging and positron emission tomography studies. Chronic stress, genes, brain disturbances, task structure, gender, and sociocultural background may all enhance the sensitivity of cognitive performance to schizophrenia. At the same time, disease heterogeneity and the presence of endophenotypes and subtypes within the patient population may place upper limits on the strength of any specific cognitive finding. Schizophrenia is a complex biobehavioral disorder that manifests itself primarily in cognition.
Adult↗
The use of cognitive taxonomies in licensure and certification test development: reasonable or customary?
This research addressed the functioning of a cognitive taxonomy within the test specifications of a health sciences certification examination. The research investigated whether test items written purposefully to assess the higher order cognitive processes provided evidence of assessing differing levels of cognitive processing. Overall, the results yielded no support for the continuing use of a hierarchical cognitive classification dimension for the test specifications. Implications of the research for test specifications development, test construction, item writing, and score reporting are presented. Limitations and suggestions for future research are provided.
Certification↗
Cognitive development, culture, and conversation: comments on Harris and Koenig's "truth in testimony: how children learn about science and religion".
Harris and Koenig make a compelling case for the importance of adult "testimony" and its influence on children's developing conceptions of topics in science and religion. This commentary considers how their analysis relates to constructivist and sociocultural theories and discusses several ways in which Harris and Koenig's arguments help to debunk some prevalent assumptions about research on the social context of cognitive development. Finally, a number of additional issues are raised for debate and discussion, and some critiques and suggestions for future research are discussed. The issues discussed by Harris and Koenig are crucial if we are to take seriously the importance of culture in cognitive development.
Adult↗
Design of interactive and dynamic anatomical visualizations: the implication of cognitive load theory.
In improving the teaching and learning of anatomical sciences, empirical research is needed to develop a set of guiding principles that facilitate the design and development of effective dynamic visualizations. Based on cognitive load theory (CLT), effective learning from dynamic visualizations requires the alignment of instructional conditions with the cognitive architecture of learners and their levels of expertise. By improving the effectiveness and efficiency of dynamic visualizations, students will be able to be more successful in retaining visual information that mediates their understanding of complex and difficult aspects of anatomy. This theoretical paper presents instructional strategies generated by CLT and provides examples of some instructional implications of CLT on the design of dynamic visualizations for teaching and learning of anatomy.
Anatomy↗
Is there a problem with mathematical psychology in the eighteenth century? A fresh look at Kant's old argument.
Common opinion ascribes to Immanuel Kant the view that psychology cannot become a science properly so called, because it cannot be mathematized. It is equally common to claim that this reflects the state of the art of his times; that the quantification of the mind was not achieved during the eighteenth century, while it was so during the nineteenth century; or that Kant's so-called "impossibility claim" was refuted by nineteenth-century developments, which in turn opened one path for psychology to become properly scientific. These opinions are often connected, but they are misguided nevertheless. In Part I, I show how the issue of a quantification of the mind was discussed before Kant, and I analyze the philosophical considerations both of pessimistic and optimistic authors. This debate reveals a certain progress, although it remains ultimately undecided. In Part II, I present actual examples of measuring the mind in the eighteenth century and analyze their presuppositions. Although these examples are limited in certain ways, the common view that there was no such measurement is wrong. In Part III, I show how Kant's notorious " impossibility claim" has to be viewed against its historical background. He not only accepts actual examples of a quantitative treatment of the mind, but also takes steps toward an explanation of their possibility. Thus, he does not advance the claim that the mind as such cannot be mathematized. His claim is directed against certain philosophical assumptions about the mind, assumptions shared by a then-dominating, strongly introspectionist conception of psychology. This conception did and could not provide an explanation of the possibility of quantifying the mind. In concluding, I reflect on how this case study helps to improve the dispute over when and why psychology became a science.
Attitude↗
Categories of social relationship.
The study of social relationships lies at the heart of the social sciences, but our understanding of the cognitive structures that support them has received little attention. This paper develops an account of the form and content of these structures, arguing that social relationships are represented by a small number of categories, rather than by dimensions as proposed by others. Taxometric analyses demonstrated that categories proposed by Fiske (1991) are truly discrete, controverting dimensional representation and one possible form of prototype structure. The categories appear to combine in the specification of actually existing social relationships, and are more informative, or "basic", then colloquial relationship categories.
Adult↗
Parent-child conversations about science: the socialization of gender inequities?
This study investigated the family as a context for the gender typing of science achievement. Adolescents (N = 52) from 2 age levels (mean ages = 11 and 13 years) participated with their mothers and fathers on separate occasions; families were from predominantly middle-income European American backgrounds. Questionnaires measured the parents' and the child's attitudes. Each parent also engaged his or her child in 4 structured teaching activities (including science and nonscience tasks). There were no child gender or grade-level differences in children's science-related grades, self-efficacy, or interest. However, parents were more likely to believe that science was less interesting and more difficult for daughters than sons. In addition, parents' beliefs significantly predicted children's interest and self-efficacy in science. When parents' teaching language was examined, fathers tended to use more cognitively demanding speech with sons than with daughters during one of the science tasks.
Adolescent↗
Mental representation of social relationships: dimensions, laws, or categories?
The study of social relationships lies at the heart of the social sciences, but psychologists' understanding of the cognitive structures that support them remains in the hinterlands. Two studies supported the proposal that social relationships are represented by a small number of implicit categorical forms in contrast with accounts proposing dimensional representations or formally specifiable laws. Discrete forms based on 2 of Alan Fiske's (1991, 1992) relational models predicted prototypicality ratings defined over a comprehensive field of hypothetical relationships better than corresponding dimensions of communality and authority and 3 laws of complementarity and symmetry propounded by D. J. Kiesler (1983), J. S. Wiggins (1979), and G. Bateson (1979). In addition, "competition" between the orthogonal dimensions was observed, strengthening the argument for categoriality.
Adult↗
Cultural psychology of surprise: holistic theories and recognition of contradiction.
The authors tested the hypothesis that East Asians, because of their holistic reasoning, take contradiction and inconsistency for granted and consequently are less likely than Americans to experience surprise. Studies 1 and 2 showed that Korean participants displayed less surprise and greater hindsight bias than American participants did when a target's behavior contradicted their expectations. Studies 3 and 4 further demonstrated that even when contradiction was created in highly explicit ways, Korean participants experienced little surprise, whereas American participants reported substantial surprise. We discuss the implications of these findings for various issues, including the psychology of conviction, cognitive dissonance, and the development of science.
Adult↗
Teaching of subject matter.
Psychology of subject matter refers to the scientific study of learning and instruction within school subjects. The growing research literature on teaching and learning of school subjects represents one of educational psychology's most productive accomplishments of the past two decades. The purpose of this chapter is to examine representative advances in the psychology of subject matter, including how people learn to read words, comprehend printed passages, write compositions, solve arithmetic word problems, and understand how scientific systems work. The introduction provides a historical overview of how to promote transfer and is followed by reviews of representative research in learning and teaching of reading fluency, reading comprehension, writing, mathematics, and science.
Cognition↗
Core curriculum for training in behavioral neurology and neuropsychiatry.
Recognizing the fundamental congruence between behavioral neurology and neuropsychiatry, the Joint Committee on Subspecialty Certification of the American Neuropsychiatric Association (ANPA) and the Society for Behavioral and Cognitive Neurology (SBCN) assert that these historically separate but parallel disciplines can be merged into a single subspecialty area of medicine: Behavioral Neurology & Neuropsychiatry. The authors first describe the historical background for the development of this medical subspecialty. Second, the goals and objectives for training in Behavioral Neurology & Neuropsychiatry are outlined. Finally, a core curriculum for fellowship training in Behavioral Neurology & Neuropsychiatry developed by SBCN and the ANPA is presented.
Behavioral Sciences↗
Is psychoanalysis one science, two sciences, or no science at all? A discourse among friendly antagonists.
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Cognition↗
The role of the flight surgeon in Greece.
From 1915 [corrected], the first time a flight surgeon participated in an aeromedical evacuation, to the present, the role has become more fundamental by working in wars and operations, experiencing search and rescue aeromedical evacuations from mass accidents or motor accidents, treating seriously ill individuals, and caring for wounded victims of attacks either at the scene or at the hospital. The improvements in cognitive and technological standards of medical science and in the education available have contributed in upgrading the role of flight surgeons; however, their presence in flight is considered essential in 20-60% of aeromedical evacuations, with the remainder of the flights being covered by paramedical personnel. In the Greek territory, the development of Air Force medicine began with the U.S. education of Panagiotis Korombilis, founder of the Center for Flight Crew Health Examination in 1936. In 1976, the Air Force Medical Center was established in the General Air Force Hospital while the educational and medical work of Air Force physicians led to the development of Air Force Medicine and supported Olympic Airways and Military Air Force development, which provides aircraft and personnel for patient aeromedical evacuations. An organized aeromedical evacuation system based on the National Health System, however, began operating in 1982 and was upgraded in 1994. Currently, the flight surgeon's work remains important in supporting the Military Air Force by offering regular examinations at the Air Force Medical Center for all personnel flying on civil and military aircrafts, and by educating all the Greek territory and Cypriot Air Force surgeons (of the National Emergency Assistance Center and the Military Services) at the Air Force Medical Center. Their presence at Air Force bases is important, as is their support of the overall well-being of flight personnel, their assistance in upholding the territory's future by improving aircraft and equipment and by purchasing search-rescue aeromedical evacuation helicopters and hospital aeromedical transportation aircraft capable of transporting seriously ill patients, their promotion of collaboration with other countries in educating Air Force surgeons, and in support of valuable human life according to the Hippocratic Oath.
Aerospace Medicine↗
Biology as an hermeneutic science.
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Animals↗
An investigation of the cognitive styles of 76 associate degree medical laboratory technology students.
The preferred learning styles of 76 associate degree medical laboratory technology students in four classes at two community colleges were assessed using the Modified Hill Cognitive Style Model. It was found that these students did not have a preference for finding meaning through spoken words or non-word symbols. They had little need to read body language or to be physically involved in order to learn; they preferred not to act out a role for acceptance, and they would have difficulty in influencing another's behavior. These students were capable of making decisions on their own and should do well studying independently. They preferred "categorical reasoning" as a basis for accepting or rejecting ideas and preferred to use deductive or syllogistic reasoning for inferences. Implications for instruction are discussed.
Cognition↗
A collaborative approach to targeted treatment development for schizophrenia: a qualitative evaluation of the NIMH-MATRICS project.
INTRODUCTION: In 2002, the National Institute of Mental Health (NIMH) initiated a multistakeholder research process designed to stimulate the development and evaluation of medications targeting the cognitive deficits associated with schizophrenia. The first phase, Measurement and Treatment Research to Improve Cognition in Schizophrenia (MATRICS), sought consensus on laboratory measures for cognition, clinical trial outcome measures, and drug registration requirements. MATRICS constitutes a unique drug development model because it targeted a specific endophenotype of schizophrenia and because it engaged academic, industry, and government stakeholders in a consensus-oriented process. This study offers a preliminary qualitative evaluation of the NIMH-MATRICS project. METHOD: Interview data are used to describe how MATRICS participants regard 3 aspects of the development of cognitive medications: the definition of the treatment target, stakeholders' role in the early development process, and anticipated dissemination complexities. RESULTS: MATRICS participants describe the treatment target in highly varied ways and envision a wide range of public health benefits. MATRICS is perceived as inclusive, despite minimal representation from some end users. According to informants, clinical detection, documentation, and monitoring of cognition and functioning may prove problematic. More thoroughly than non-industry-employed informants, industry-employed MATRICS participants articulate strategies by which treatments can be integrated into clinical practice. DISCUSSION: The MATRICS process did not produce a clinical concept of cognitive impairment in schizophrenia, and significant challenges remain to be addressed regarding the rational clinical use of novel pharmaceuticals for cognition. Broader inclusion of end users in translational science projects may streamline implementation and facilitate improvements in real-world outcomes.
Biomedical Research↗
Cognitive developmental approach to dementia.
Systematic observations of people suffering from dementia of the Alzheimer's type (DAT) reveal they regress in behavior and become childlike. These observations have been used to structure clinical research and therapeutic interventions for dementia patients. However, no concise framework explains successful caregiving. Models for care exist but they lack an adequate framework for the long-term care of a person with DAT. This state of the science review describes what is known about cognitive functioning in people with DAT. It examines studies based on cognitive functioning. It also then relates this information to an emerging theory tentatively identified as a "cognitive developmental approach" which may be useful for understanding people with dementia and for predicting caregiver requirements.
Activities of Daily Living↗