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PubMed2006

Why don't they just let it go?

Discrepancies between what children expect about physical causality (indexed by looking time) and how they act on that knowledge have led to criticisms of claims about what infants "know." Baillargeon [Baillargeon, R. (1999). Young infants' expectations about hidden objects: A reply to three challenges. Developmental Science, 2, 115-163] advocates examining more tasks before revising views of early cognitive development. We report another discrepancy which suggests an additional indicator of what is salient for preverbal infants. While examining the Uzgiris-Hunt test performances of 40 children (26 females), 7.6-26.9-months-old, infants appeared captivated by the bouncing of a small rubber ball. However, most infants reproduced the motion of the bounce event itself, repeatedly hitting the ball against the table, rather than the experimenter's action (dropping). Comparing performances of those who did and did not imitate the drop, two possibly interrelated interpretations remained consistent with the data: infants perform goal-directed imitation of interesting phenomena, perhaps because they believe they must apply force to make them happen.

Child, Preschool↗
PubMed2002

Fixing unsaid meanings.

The First International Workshop on Semantics, Pragmatics and Rhetorics (SPR-01) was held in Donostia-San Sebastian, Spain, on 22-24 November 2001. The conference was organized by the Institute for Logic, Cognition, Language and Information (ILCLI), and the Department of Logic and Philosophy of Science of the University of the Basque Country (UPV/EHU).

Journal Article↗
PubMed2003

Biocultural orchestration of developmental plasticity across levels: the interplay of biology and culture in shaping the mind and behavior across the life span.

The author reviews reemerging coconstructive conceptions of development and recent empirical findings of developmental plasticity at different levels spanning several fields of developmental and life sciences. A cross-level dynamic biocultural coconstructive framework is endorsed to understand cognitive and behavioral development across the life span. This framework integrates main conceptions of earlier views into a unifying frame, viewing the dynamics of life span development as occurring simultaneously within different time scales (i.e., moment-to-moment microgenesis, life span ontogeny, and human phylogeny) and encompassing multiple levels (i.e., neurobiological, cognitive, behavioral, and sociocultural). Viewed through this metatheoretical framework, new insights of potential interfaces for reciprocal cultural and experiential influences to be integrated with behavioral genetics and cognitive neuroscience research can be more easily prescribed.

Aging↗
PubMed2004

[Discovery-based teaching and learning strategies in health: problematization and problem-based learning].

Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.

Education, Medical↗
PubMed2001

Successful aging. How increased life expectancy and medical advances are changing geriatric care.

If the unprecedented increase in life expectancy has a downside, it is the exposure of risk to chronic age-related disorders. As clinicians work to foster healthy aging, we must also seek ways to prevent the disabling disorders that keep many older persons from enjoying their longevity. The high prevalence of chronic illness and functional limitation among older persons underscores the need for strategically directed health and social services. Successful patient management must extend beyond diagnosis and disease treatment and include promotion of function and prevention of decline. Achieving this goal requires a seamless continuum of management and interdisciplinary caregiving. There also must be a focus on improving the understanding of the science of aging. New treatment approaches for managing aging may one day include cognitive enhancers, designer hormones, telomerase, antioxidants, and gene therapy.

Aged↗
PubMed1994

[Consciousness and self-consciousness as biological phenomena].

Can there be a generally accepted account of consciousness? Consciousness is the main aspect of the mind-body problem and has intrigued man since he achieved the awareness of his own existence and identity, i.e. since he became self-conscious. The topic of consciousness spans the efforts of the humanist and naturalist, psychological, theological and physiological thinking and research. During the last years an upsurge of both neurophysiological and philosophical interest has tried to outline the place of consciousness and self-consciousness in the order of nature. 'Without consciousness, the mind-body problem would be much less interesting. With consciousness it seems hopeless', Nagel (16) wrote. Our thesis, supported by a significant part of today's epistemology (which takes up the believes of several main physiologists from the last century up to now), is that the question of consciousness and the mind-body problem are systematically and scientifically insoluble because the mind is fated to remain intrinsically mysterious to us. Thus, even though consciousness and self-consciousness belong to the intrinsic characteristics of our everyday life and experience, they seem to remain indefinable and mysterious and, therefore, to fall outside the scope of rational inquiry, defying both scientific and philosophical investigation. This assumption does not mean that neurophysiological sciences are unfeasible, but it is just an inquiry into their methodologic and cognitive limits.

Awareness↗
PubMed2005

Environmental cognitive remediation in schizophrenia: ethical implications of "smart home" technology.

OBJECTIVE: In light of the advent of new technologies, we proposed to reexamine certain challenges posed by cognitive remediation and social reintegration (that is, deinstitutionalization) of patients with severe and persistent mental disorders. METHOD: We reviewed literature on cognition, remediation, smart homes, as well as on objects and utilities, using medical and computer science electronic library and Internet searches. RESULTS: These technologies provide solutions for disabled persons with respect to care delivery, workload reduction, and socialization. Examples include home support, video conferencing, remote monitoring of medical parameters through sensors, teledetection of critical situations (for example, a fall or malaise), measures of daily living activities, and help with tasks of daily living. One of the key concepts unifying all these technologies is the health-smart home. We present the notion of the health-smart home in general and then examine it more specifically in relation to schizophrenia. CONCLUSION: Management of people with schizophrenia with cognitive deficits who are being rehabilitated in the community can be improved with the use of technology; however, such technology has ethical ramifications.

Cognitive Behavioral Therapy↗
PubMed2004

Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory.

BACKGROUND: Effective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skills. While a number of strategies have been implemented and tested to promote these skills, educators have not been able consistently to predict their development. Self-regulated learning theory suggests that this development requires concurrent attention to both the cognitive and metacognitive dimensions of reasoning in nursing care contexts. AIMS: This paper reports on a study to explore the impact of self-regulated learning theory on reflective practice in nursing, and to advance the idea that both cognitive and metacognitive skills support the development of clinical reasoning skills. METHODS: Integrative review of published literature in social science, educational psychology, nursing education, and professional education using the Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resource Information Center (ERIC), and American Psychological Association (PsychInfo) Databases. The search included all English language articles with the key words clinical reasoning, cognition, critical thinking, metacognition, reflection, reflective practice, self-regulation and thinking. FINDINGS: Reflective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skill acquisition. This skill acquisition is best accomplished through teaching-learning attention to self-regulation learning theory. A critical analysis of the literature in the areas of critical thinking and reflective practice are described as a background for contemporary work with self-regulated learning theory. It is apparent that single-minded attention to critical thinking, without attention to the influence of metacognition or reflection, is but one perspective on clinical reasoning development. Likewise, single-minded attention to metacognition or reflection, without attention to the influence of critical thinking, is another perspective on clinical reasoning development. While strategies to facilitate critical thinking and reflective practice have been used in isolation from each other, there is evidence to suggest that they are inextricably linked and come together with the use of self-regulated learning prompts. CONCLUSIONS: Students and practising nurses are able to improve their cognitive and metacognitive skills in clinical contexts by using self-regulated learning strategies. The self-regulated learning model in nursing is offered to support teaching and learning of reflective clinical reasoning in nursing practice contexts.

Clinical Competence↗
PubMed1997

[Contextual rationality and cognitive presupposition. An epistemological reflexion about Lombroso's case].

This article proposes an epistemological reflexion about the posture of the historian of human sciences towards his objects. Cesare Lombroso's theory of criminal anthropology was taken here as an example of the discussion because it seemed to be caricatural case. Considering that normative or whiggish perspectives cannot account for the logic of Lombroso's discourse, we attempt to develop here an alternative posture from which extrapolations could be made to other fields. This alternate is found in the introduction of the concepts of contextual rationality and cognitive presupposition and in a reconsideration of the time duration.

Anthropology↗
PubMed2006

Update in neuropsychiatry: cognition, sleep and sleep-related disorders.

The 17th Annual Meeting of American Neuropsychiatric Association was held in La Jolla Torrey Pines, San Diego, California, U.S.A., on February 18-21, 2006. The meeting was jointly sponsored by the Center for Continuing Medical Education (CME), the Ohio State University Medical Center and the American Neuropsychiatric Association. The primary objectives of the meeting were to define and describe contributions of cognitive neuroscience, the relevance of sleep disorders to neuropsychiatry and assessment of malingering in clinical evaluation. The report provides a comprehensive outlook and addresses several aspects of neuropsychiatry such as behavioral neurology, amnesia, cognitive correlates of functional status, emotions, neuropsychiatry of sleep and related disorders, insomnia, narcolepsy and other disorders, all strongly linked with other areas of science. The conference was made up of the familiar mix of symposia, poster presentations, workshop and sociocultural programs.

Cognition↗
PubMed2005

Comparison of written examinations required for dental licensure in Japan and the United States: contents, cognitive levels, and cultural implications.

The goal of this article is to describe differences between the written examinations required for dental licensure in Japan and in the United States. Candidate guides, old exams, and other published data pertaining to the Japan National Examination for Dentists (NED) and the U.S. National Board Dental Examination (NBDE) were used. Dental education in Japan consists of a six-year program following high school graduation. The U.S. counterpart is usually a four-year program following a bachelor's degree. The NED, which is made up of 330 questions, is a single, all-important gatekeeper test that immediately grants licensure to practice dentistry throughout Japan. The NED contains no evaluation of technical skills; it is purely a written exam. By contrast, in the United States, the NBDE Parts I and II, which consist of 900 questions, are only components of a three-step licensure process. An additional state or regional board examination on technical skills is required to obtain licensure to practice. There are 400 basic science questions on the NBDE Part I, while the NED has thirty. In terms of cognitive level, questions on the NED place more emphasis on recall, while those on the NBDE Part II are more focused on problem solving. The outcomes of this comparison provide dental educators with comparisons of the licensure examination process for Japanese and U.S. dentists.

Clinical Competence↗
PubMed1994

What is it precisely that interpretive social research researches?

The literature on interpretive/qualitative social science is maddeningly imprecise with respect to both the focus and aims of interpretive social science; this paper articulates an attempt to address these twin limitations. The dimensions of physical and social reality are compared and the definition of 'meaning' and its acquisitive processes are explored. It is argued that the focus of interpretive social science is the propositions that operate to create and sustain social realities and that the aims of interpretive social science are to construct, in the minds of observing interpretivists, valid mirror images of such propositions, prior to making them public. It is further argued that this can only be achieved by inferring the prior intentional inferences of the human agents being observed. Related methodological implications are discussed as they arise in the analysis.

Cognition↗
PubMed2005

Evolving an integral ecology of mind.

A deliberation upon the possibility of generating a comprehensive view of 'mind as a whole' by integrating biology, psychology and sociology, and considering 'Mind' as a dynamical interplay between values existing over many levels and scales of complex systems. This view of mind as a coevolutionary whole is related to similar ecological viewpoints being developed in the fields of artificial life and multi-agent systems. A meta-model of mind is proposed which attempts to integrate the various existing views of mind from a time perspective, and positions the field in a way that we think augurs well for the potential of mind studies based upon modern complex systems science concepts.

Animals↗
PubMed2026

Beyond risk factors: A capacity framework for cancer survivorship research.

Cancer survivorship research has identified numerous biological, behavioral, psychosocial, health care, and structural factors that influence recovery. However, these factors are typically studied as separate determinants rather than interacting influences. This commentary proposes available survivorship capacity as a unifying framework that explains how these diverse determinants collectively shape recovery and survivorship outcomes. Concepts from geroscience, health care delivery, rehabilitation, occupational therapy, and human factors science were synthesized to develop a conceptual framework of available survivorship capacity. The framework conceptualizes recovery as a function of the capacity remaining after competing health care and life demands draw upon survivors' finite physical, cognitive, emotional, social, financial, temporal, and health care resources. It generates testable propositions for measurement, intervention research, health care delivery, and implementation science while positioning available survivorship capacity as a common mechanism linking diverse determinants of recovery and identifying actionable targets for intervention. Available capacity offers a unifying conceptual framework for understanding heterogeneity in survivorship outcomes and intervention effectiveness while generating a research agenda for future survivorship science. Measuring and strengthening survivors' available capacity, while reducing unnecessary demands, may improve engagement in care, health behaviors, and long-term recovery.

Humans↗
PubMed2006

Patterns of normal human brain plasticity after practice and their implications for neurorehabilitation.

OBJECTIVES: To illustrate how our knowledge about normal patterns of experience-induced plasticity can provide insights into the mechanisms of neurorehabilitation; to provide an overview of the practice-effects literature in order to simplify and amalgamate a large number of heterogeneous findings and identify typical patterns of practice effects and their determining factors; and to concentrate on the impact of practice on higher cognitive functions, such as working memory, and present some preliminary but promising behavioral data that show how practice on a complex cognitive task can benefit cognitive functioning more generally. DATA SOURCES: We performed a systematic search for peer-reviewed journal articles using computerized databases (PubMed, ISI Web of Science, PsycINFO). DATA SELECTION: Neuroimaging studies using functional magnetic resonance imaging (fMRI) or positron-emission tomography (PET) to examine functional activation changes as a result of practice on sensory, motor, or cognitive tasks in normal (healthy) populations were included in the review. Further studies were identified that examined the effects of rehabilitative training on functional activations in clinical populations using fMRI or PET. DATA EXTRACTION: Important characteristics of the selected studies were summarized in a systematic manner so to enable the extraction of specific factors impacting on the pattern of practice effects observed. DATA SYNTHESIS: We identified a number of factors that impact on the patterns of practice effects observed and discuss how the insights gained from the study of healthy populations can by applied to rehabilitation of cognitive deficits in clinical populations. CONCLUSIONS: Progress in our understanding of neurorehabilitative plasticity will be enabled by neuroimaging examinations of cognitive rehabilitation training grounded in a knowledge of normal (healthy) patterns of brain activation and practice-induced plasticity.

Brain↗
PubMed2005

Knowledge integration and reasoning as a function of instruction in a hybrid medical curriculum.

This study investigates the effect of curricular change on knowledge integration and reasoning processes during problem-solving by medical students. The curricular change involved the introduction of problem-based, small group tutorials into a conventional health science curriculum (CC). Students at three levels of training were asked to provide diagnostic explanations of two clinical cases, both before (spontaneous) and after (primed) being exposed to basic science information relevant to the clinical problems. Data were analyzed using techniques of propositional and semantic analysis. Based on theories of instruction and cognition, we expected that the instructional changes would facilitate knowledge integration and influence the reasoning patterns of the students. The results show that students generated fewer inferences and used more information from the basic science text (text-based) to explain the clinical problems. However, they generated a greater number of elaborations during explanations using a mixture of data-driven and hypothesis-driven strategies. The spontaneous and primed problem-solving conditions produced more hypothesis-driven and data-driven strategies, respectively, as would be expected in a hybrid curriculum. We conclude that a) problem-based, small group tutorials facilitate integration of clinical and biomedical knowledge through the use of elaborations and hypothesis-driven strategies, and b) aspects of problem-based learning can be successfully integrated into traditional curricula.

Clinical Competence↗
PubMed1992

Update in biomedical visualization: the professional communicator's role.

Health science communications professionals span a broad range of disciplines, each bringing a distinctly different focus and set of cognitive skills to bear upon information technologies. Nowhere is this more apparent than in biocommunications service units and academic programs. Until now, most faculty from visually-based disciplines were rarely required to generate research or project contracts. This is changing; new demands are being made for allied health faculty to obtain research grants and for academic health science centers to forge ventures with the private sector. Visualization in scientific computing offers new avenues for these activities.

Communication↗
PubMed2001

Psychoneuroimmunological Outcomes in Dementia Caregiver Intervention Studies: An Idea Whose Time Has Come?

PURPOSE: Mounting evidence indicates that the chronic stress of family caregiving has physiological effects and that caregiver stress may be associated with changes in the caregiver's physical health. Existing caregiver behavioral intervention studies have focused on caregiver stress and psychological distress outcomes. To date, no known caregiver intervention studies have included psychoneuroimmunological (PNI) outcome measures. Two bodies of literature were reviewed to determine if the current state-of-the-science supports the development of caregiver intervention studies that examine PNI outcomes--first, dementia caregiver PNI studies; and second, cognitive behavioral PNI intervention studies conducted with other clinical populations. CONCLUSIONS: If this line of research is pursued, the following issues need to be addressed: a) sampling strategies and study designs; b) measurement issues; and c) the need for multidisciplinary collaborative research teams. IMPLICATIONS: Nurses' preparation in the biomedical and behavioral sciences establishes a knowledge base that enables nurses to apply a PNI model in clinical situations. Their preparation and access to family caregivers put them in a unique position to design and implement improved caregiver interventions that focus on caregiver psychological, physiological, and physical health outcomes.

Journal Article↗