Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Cognitive Science”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,135 records · Page 63Linked to original sources
PubMed2004

Infants chunk object arrays into sets of individuals.

Research suggests that, using representations from object-based attention, infants can represent only 3 individuals at a time. For example, infants successfully represent 1, 2, or 3 hidden objects, but fail with 4 (Developmental Science 6 (2003) 568), and a similar limit is seen in adults' tracking of multiple objects (see Cognitive Psychology 38 (1999) 259). In the present experiments we used a manual search procedure to ask whether infants can overcome this limit of 3 by chunking individuals into sets. Experiments 1 and 2 replicate infants' failure to represent a total of 4 objects. We then show that infants can exceed this limit when items are spatiotemporally grouped into two sets of 2 prior to hiding, leading infants to successfully represent a total of 4 objects. Experiment 3 demonstrates that infants tracked the 4 objects as two sets of 2, searching for each set in its correct hiding location. That infants represented the number of individuals in each set is demonstrated by their reaching for the correct number of objects in each location. These results suggest that by binding individuals into sets, infants can increase their representational capacity. This is the first evidence for chunking abilities in infants.

Attention↗
PubMed2000

The semantic interference effect in the picture-word interference paradigm: does the response set matter?

In three picture-word interference experiments we explore some properties of the semantic interference (SI) effect in the picture-word interference paradigm. In Experiments 1 and 2, we test whether SI may be obtained when the distractor words are not part of the response set and when only one picture per semantic category is included in the experiment. In Experiment 3, we explore if the magnitude of the SI effect depends on whether or not the distractor words are part of the response set. Reliable SI effects were obtained in all three experiments and the magnitude of the effect did not vary as a function of whether or not distractor words are part of the response set. These results are problematic for the selection mechanism in the WEAVER++ lexical access model (Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences. 22, 1-75; Roelofs, A. (1992). A spreading-activation theory of lemma retrieval in speaking. Cognition, 42, 107-142).

Humans↗
PubMed1995

Psychology's role in the assessment of erectile dysfunction: historical precedents, current knowledge, and methods.

This article describes the role of the psychologist in the evaluation of erectile dysfunction. It begins by reviewing current diagnostic criteria and providing a historical overview. Next, current epidemiologic knowledge is summarized, including data on prevalence and recent research examining cognitive, affective, dyadic, and lifestyle etiologic risk factors. This is followed by a state-of-the-science discussion of assessment procedures. Recent psychophysiologic methods are highlighted, including RigiScan monitoring, waking arousal, and diurnal tumescence. It concludes by emphasizing the necessity of continued collaboration between psychology and medicine for both evaluation and treatment.

Erectile Dysfunction↗
PubMed1996

The advantages of problem-based curricula.

Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of basic science concepts into clinical problems, the development of self-directed learning skills, and the enhancement of students' intrinsic interest in the subject matter. In this paper a number of studies will be reviewed that provide empirical evidence for these premises.

Curriculum↗
PubMed2005

Investigative models for determining hormone therapy-induced outcomes in brain: evidence in support of a healthy cell bias of estrogen action.

The profound disparities between the largely positive basic science findings of gonadal steroid action in brain and the adverse outcomes of recent hormone therapy clinical trials in women who are either aged postmenopausal or postmenopausal with Alzheimer's disease have led to an intense reassessment of gonadal hormone action and the model systems used in basic and clinical science. The power of model systems is their predictive validity for a target population--in this case, menopausal women considering the health benefits and risks of hormone therapy. Analysis of the model systems used across the basic to clinical research continuum separate into two broad classes: those that use prevention interventions in healthy organisms and those that use hormone interventions in organisms with compromised neurological function. Basic science analyses that led to elucidation of the neurotrophic and neuroprotective effects of estrogen and the underlying mechanisms of action typically used a prevention-based experimental paradigm. This paradigm relies on healthy neurons/brains/animals/humans as the starting foundation followed by exposure to estrogen/hormone followed by exposure to neurodegenerative insult. The prevention paradigm in basic science analyses parallels the analyses of Sherwin and colleagues (Psychoneuroendocrinology 13: 345-357, 1988), who investigated the cognitive impact of estrogen therapy in women with surgical- or pharmacological-induced menopause. Observational retrospective and prospective studies are also consistent with the healthy cell bias of estrogen action and a prevention paradigm of estrogen or hormone therapy intervention. For the most part, the epidemiological observational data indicate reduction in the risk of Alzheimer's disease in women who began estrogen or hormone therapy at the time of the menopause. In contrast, studies that fall within the second class, hormone intervention in organisms with compromised neurological function--that is, a treatment paradigm--exhibit a mixed profile. In a randomized double-blind clinical trial of estrogen therapy in a cohort of women aged 72 or more years and diagnosed with Alzheimer's disease, estrogen therapy resulted in a modest benefit in the short term (2 months) and adverse progression of disease in the long term (12 months). In the Women's Health Initiative Memory Study (WHIMS) cohort of women 65 or more years of age, with no indicators of neurological disease but with variable health status, estrogen and hormone therapy for 5 years increased the risk of developing Alzheimer's disease. These data would suggest that as the continuum of neurological health progresses from healthy to unhealthy, so too do the benefits of estrogen or hormone therapy. If neurons are healthy at the time of estrogen exposure, their response to estrogen is beneficial for both neurological function and survival. In contrast, if neurological health is compromised, estrogen exposure over time exacerbates neurological demise. Based on these and other data, a hypothesis of a healthy cell bias of gonadal hormone action is put forth. The healthy cell bias of estrogen action hypothesis provides a lens through which to assess the disparities in outcomes across the domains of scientific inquiry and to access future applications of estrogen and hormone therapeutic interventions.

Aged↗
PubMed2000

[Social conditions in the reception of scientific knowledge].

Scientific knowledge has recently become dominant in the cognition and interpretation of the world. Its dominance is a result of the competence and authority that science has. The process of the social reception of science has an idealising character. The growing trust in science, on the one hand provides a better opportunity for the rationalisation of behaviour and a better control of natural phenomena, on the other hand it can be a cause of numerous distortions. The transmission of knowledge is a social act as we gain almost all our knowledge from and through other people. In this social process, apart from valid knowledge, mystifications and illusions are also transmitted.

History, 20th Century↗
PubMedDate not supplied

Information systems and human error in the lab.

Health system costs in clinical laboratories are incurred daily due to human error. Indeed, a major impetus for automating clinical laboratories has always been the opportunity it presents to simultaneously reduce cost and improve quality of operations by decreasing human error. But merely automating these processes is not enough. To the extent that introduction of these systems results in operators having less practice in dealing with unexpected events or becoming deskilled in problemsolving, however new kinds of error will likely appear. Clinical laboratories could potentially benefit by integrating findings on human error from modern behavioral science into their operations. Fully understanding human error requires a deep understanding of human information processing and cognition. Predicting and preventing negative consequences requires application of this understanding to laboratory operations. Although the occurrence of a particular error at a particular instant cannot be absolutely prevented, human error rates can be reduced. The following principles are key: an understanding of the process of learning in relation to error; understanding the origin of errors since this knowledge can be used to reduce their occurrence; optimal systems should be forgiving to the operator by absorbing errors, at least for a time; although much is known by industrial psychologists about how to write operating procedures and instructions in ways that reduce the probability of error, this expertise is hardly ever put to use in the laboratory; and a feedback mechanism must be designed into the system that enables the operator to recognize in real time that an error has occurred.

Clinical Laboratory Information Systems↗
PubMed1994

[Innovation of undergraduate medical education for future patient oriented medical care].

Recent supersubspecialization of medical sciences and technologies have developed DOS (Doctor/Disease Oriented System) in medical practice, and teaching of medical knowledge (cognitive domain) and techniques (psychomotor domain) have been overemphasized. However, the up-to-date knowledge and skills the students learn will become obsolete by the time they go into clinical practice. DOS has led to recognition of patient's rights and introduction of POS (Patient/Problem Oriented System) for the future medical practice with such concepts as holistic care, primary care, terminal care, truth telling, informed consent, quality of life, and death with dignity. What students must learn is not factual knowledge and techniques, but problem solving skills, habits for continuing self-education, and attitudes for holistic care of patients with proper communication skills. To attain such objectives, problem-based experiential self-learning methods and teaching communication skills through role playing, simulated patients, workshops, nursing practice, and clinical clerkship have been advocated. We introduced such new teaching strategies in our medical school about 10 years ago, and have been impressed by their effectiveness.

Education, Medical, Undergraduate↗
PubMed2001

Paradigms, promises, and the potential of clinical psychology.

Both Plaud's and Ilardi and Feldman's articles call for clinical psychology to redefine itself according to a particular paradigm or "unifying framework." This commentary focuses on the nature of clinical psychology as an applied discipline, whether clinical psychology in fact has an urgent need for a unifying framework, and whether radical behaviorism or cognitive neuroscience could provide such a framework. It is concluded that, as an applied field that draws both theory and method from a number of natural and social sciences, clinical psychology is served best by continued development and appropriation of competing scientific viewpoints rather than by fealty to a single perspective or paradigm.

Behaviorism↗
PubMed2001

Exploring the biology of socialization.

How will the social sciences take advantage of the revolution that has taken place in biology during the past two decades? Over the last fifteen years, neuroimaging has allowed the study of human cognition and emotion within psychology to achieve close alliances with biology through the development of cognitive and affective neuroscience. There is little doubt that a similar alliance between psychology and biology will occur in the domain of human brain development. In principle, understanding how the human brain is organized by experience (epigenetic rules) and how societies instruct their young could produce a link between natural and social science. The late David C. McClelland sought methods to base the social sciences on psychological ideas. McClelland sought to connect the values of achievement and power as coded from children's readers and popular ballads to societal economic growth and conflict. These efforts lacked knowledge of brain mechanisms of memory and attention and an understanding of the role of experience in organizing brain circuitry. Understanding of cognitive and brain systems related to knowledge and action may allow a new approach to forging connections between individual minds and social behavior.

Biology↗
PubMed1991

Patient's surface, clinical surface, and workable surface.

Surface is a term often used in clinical theory, which seems to have eluded a reliable definition. Freud used the term mostly to denote the analysand's consciousness. This patient's surface does not always coincide with the data the analyst can observe, i.e., the clinical surface. It is proposed that clinical surface be understood, in contrast to other psychoanalytic concepts, as the clinical evidence that does not need conjecture to be grasped cognitively. The concept of "average expectable apperception" is introduced. Workable surface is defined as those aspects of the clinical surface that lend themselves well to the exploration of unconscious dynamics or genesis. Ideas about which surfaces are optimally workable vary according to different schools of technique. The advantages of considering clinical surface the objective anchorage of psychoanalysis as a positive science and of differentiating it from patient's surface and workable surface are discussed.

Cognition↗
PubMed2005

Error and objectivity: cognitive illusions and qualitative research.

Psychological research has shown that cognitive illusions, of which visual illusions are just a special case, are systematic and pervasive, raising epistemological questions about how error in all forms of research can be identified and eliminated. The quantitative sciences make use of statistical techniques for this purpose, but it is not clear what the qualitative equivalent is, particularly in view of widespread scepticism about validity and objectivity. I argue that, in the light of cognitive psychology, the 'error question' cannot be dismissed as a positivist obsession, and that the concepts of truth and objectivity are unavoidable. However, they constitute only a 'minimal realism', which does not necessarily bring a commitment to 'absolute' truth, certainty, correspondence, causation, reductionism, or universal laws in its wake. The assumption that it does reflects a misreading of positivism and, ironically, precipitates a 'crisis of legitimation and representation', as described by constructivist authors.

Cognition↗
PubMed2002

Validity of admissions measures in predicting performance outcomes: the contribution of cognitive and non-cognitive dimensions.

BACKGROUND: Admissions committees face the daunting task of selecting a small number of candidates who are most likely to succeed in medical school from a large pool of seemingly suitable applicants. While numerous studies have shown moderate correlations among measures of academic performance, predictors of the non-cognitive domain (e.g. interpersonal, communication, ethical) remain elusive, in part because of the absence of a sound criterion measure. PURPOSE: We examined the utility of several cognitive and non-cognitive criteria used in the admissions processes in predicting both cognitive and non-cognitive dimensions of the licencing examinations of the Medical Council of Canada (LMCC). METHODS: Predictors included: undergraduate GPA, undergraduate science GPA, an autobiographical letter, scores from a simulated tutorial, a personal interview and the MCAT. Of specific interest was the relation between measures of communication and problem-exploration skills as assessed during the admissions process and Part II of the LMCC Examination, a multi-station OSCE. RESULTS: Undergraduate GPAs were found to have the most utility in predicting both academic and clinical performance. Scores derived from the simulated tutorial did not predict future performance. The MCAT Verbal Reasoning score and the personal interview were found to be useful in predicting communication skills on the LMCC Part II. CONCLUSIONS: The results have implications for any school that uses the interview as an admissions tool.

Cognition↗
PubMed2006

How the mind understands other minds: cognitive psychology, attachment and reflective function.

Jung's epistemological relativistic attitude was very advanced for his time and very much in line with the contemporary philosophy of science. Further, Jung states that the patient's unconscious has the capacity to represent itself by creating metaphors which give the therapist all the help he might need in treating his patient. As such, Jungian analysts have not been encouraged to embark on theoretical work and as a result, the Jungian movement has been lacking those theories that connect general psychological principles with clinical practices. In an attempt to enlarge our 'middle-range theories', we shall discuss Peter Fonagy's concept of reflective function. In our opinion, the theoretical hypothesis regarding the instinct of reading the mind (Baron-Cohen 1995) and Fonagy's idea of reflective function are extremely useful in our Jungian clinical practice and these concepts are utilizable because they are not at odds with analytical psychology's general epistemological and theoretical framework.

Cognition↗
PubMed1998

Clinically relevant basic science studies of gender differences and sex hormone effects.

Ovarian steroids produce a variety of effects on the brain, influencing diverse nonreproductive processes such as cognitive function, motor activity, seizure susceptibility, and pain sensitivity, as well as pathological processes such as Parkinson's disease and Alzheimer's disease. Studies of ovarian hormone effects on animal brains have revealed a wide array of neurochemical and structural effects of ovarian steroids, which are reviewed in this article. These studies provide a foundation for understanding hormone effects on mood, behavior, and cognition in the menstrual cycle, during reproductive transitions and in depressive illness.

Animals↗
PubMed2005

[Why do so many arts and social scientists have huge difficulties accepting (evolutionary)biologically based opinions for gender differences].

The contribution deals with the wide-spread rejection of (evolutionary) biological founded statements concerning sex differences by social sciences and arts, which are not based on objective objections, but are ideologically justified. The starting point therefore is to be seen in the justified critique of the biological legitimized racism and sexism in the sixties and seventies of the last century. The continuation of this rejecting position, though the modern biology has changed itself essentially, can be explained psychologically by Festinger's "Theory of Cognitive Dissonance".

Art↗
PubMed2001

Can selection assessments predict students' achievements in the premedical year?: a study at Arabian Gulf University.

BACKGROUND: In a problem-based learning (PBL) program, students are encouraged to develop self-motivation, self-confidence, communication skills and problem-solving skills. Measuring these attributes when selecting students into medical schools is a formidable task. Admission to medical school typically depends upon students' academic achievement in their prior education. In the past 3 years the College of Medicine and Medical Science (CMMS) at the Arabian Gulf University, which has a PBL curriculum, adopted an admission policy that utilizes final high school scores, a written admission examination in English and science, as well as a structured interview. OBJECTIVE: To determine the extent to which the admissions measures predict academic achievement in the first year of studies at CMMS. DESIGN: Prediction study of prospectively collected data. Final cumulative score for all subjects at the end of the first year was the main dependent variable analyzed. SUBJECTS: All students admitted to the college during the academic year 1998-1999. RESULTS: The written admission science examination scores had the highest correlation (r =0.663, p< 0.05) with the Year 1 final cumulative score. Although the admission interview focused on non-cognitive student attributes, which may or may not affect the students' academic performance, its score had a statistically significant, if low, correlation with the Year 1 final cumulative score (r =0.275, p< 0.012). Approximately 59% of the total variability of the Year 1 final cumulative scores could be explained by the admission examination scores in science and English and the high school scores. CONCLUSION: Procedures for selecting students who are most likely to succeed academically in the initial year at an innovative medical school deserve further study and probably should include both academic performance and non-academic attributes.

Journal Article↗
PubMed2003

Design and performance frameworks for constructing problem-solving simulations.

Rapid advancements in hardware, software, and connectivity are helping to shorten the times needed to develop computer simulations for science education. These advancements, however, have not been accompanied by corresponding theories of how best to design and use these technologies for teaching, learning, and testing. Such design frameworks ideally would be guided less by the strengths/limitations of the presentation media and more by cognitive analyses detailing the goals of the tasks, the needs and abilities of students, and the resulting decision outcomes needed by different audiences. This article describes a problem-solving environment and associated theoretical framework for investigating how students select and use strategies as they solve complex science problems. A framework is first described for designing on-line problem spaces that highlights issues of content, scale, cognitive complexity, and constraints. While this framework was originally designed for medical education, it has proven robust and has been successfully applied to learning environments from elementary school through medical school. Next, a similar framework is detailed for collecting student performance and progress data that can provide evidence of students' strategic thinking and that could potentially be used to accelerate student progress. Finally, experimental validation data are presented that link strategy selection and use with other metrics of scientific reasoning and student achievement.

Computer Simulation↗