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At least 1,153 records · Page 64Linked to original sources
PubMed1992

Children's judgments in theory choice tasks: scientific rationality in childhood.

The current research examined whether children could use certain metaconceptual criteria such as the range of explanation, non-ad hocness of explanation, empirical consistency, and logical consistency to choose between competing accounts of physical phenomena. The tasks were constructed so that the conceptual content of the explanations to be evaluated was either consistent, inconsistent, or neutral with regard to children's prior knowledge. It was found that even 7-year-olds could use metaconceptual criteria such as the range, empirical consistency, and logical consistency of theories when the theories did not violate their beliefs. However only older children (11-year-olds) showed a systematic preference for non-ad hoc theories over ad hoc ones. The findings are consistent with recent work in the philosophy of science showing that, in evaluating theoretical alternatives, scientists are influenced by their prior beliefs about the domain being considered. This research demonstrates that even young children share some of the cognitive underpinnings of scientific rationality that scientists do.

Astronomical Phenomena↗
PubMed1999

The negative impact of the cognitive movement on the continued growth of the behavior therapy movement: a historical perspective.

In recent years, a growing number of behavior therapists have expressed concern over the current state of the behavioral therapy movement. Some of the major problems raised center on current overload and fractionization, the lack of a coherent overall picture, the loss of identity, and the influx of cognitivism. In an attempt to enhance understanding of the factors responsible for the current crises in the behavior therapy field, the author provides a historical overview of the behavioral movement from its original conception to its current state. An argument is made that the solution to the afore-mentioned problems resides in the readoption of the underlying philosophy of science that originally gave birth and purpose to the field.

Behavioral Medicine↗
PubMed1997

Special feature: personality disorders: models for treatment and strategies for treatment development.

A critical review of the literature suggests that the only approaches specific to the treatment of personality disorder that have been proven to be effective are behavioral, cognitive behavioral, or psychopharmacological. Those investigations have used a conventional protocol for clinical outcome studies commonly used in medical science. This protocol is described in a listing of Empirically Validated Therapies (EVT). The design calls for relatively brief treatments that are clearly operationalized, and studied in terms of symptom change in a treatment group relative to an appropriate clinical contrast group. It is argued here that such relatively brief studies of symptom or specific behavioral change do not address what is meant by personality disorder. The prevailing EVT model is challenged in two ways: (1) Efficacy of the approaches that have followed this model, namely the behavioral and psychopharmacological treatments, may have been overstated. (2) Because they are so brief, and because they assess symptoms, rather than relevant dynamic concepts like unconscious wishes and fears that organize personality, these protocols seem inappropriate to the study of effective treatment of personality disorder per se. Models that would be appropriate to treatment of personality disorder require testable causal theory rationally linked to treatment interventions, therapy process, and outcome measures. Some relevant modifications to research protocol for psychopharmacological, as well as psychosocial treatments, are suggested. A therapy approach that could meet these standards for testable causal theory is sketched.

Adult↗
PubMed2003

Children's psychological responses to hospitalization.

The data-based literature addressing children's psychological responses to hospitalization was reviewed using methods outlined by Cooper (1989). Using a developmental science perspective, early research was reviewed and a model of variables that contribute to children's responses was constructed. This model consists of three major foci, including maturational and cognitive variables (developmental level, experience, coping style), ecological variables (family and hospital milieu), and biological variables (inborn factors and pathophysiology). Coping serves as the overarching framework for examining these variables and their contributions to children's responses to hospitalization. A variety of theoretical perspectives from the social sciences have been used, with psychoanalytic and stress and adaptation theories predominating. The majority of the research used simple case study, descriptive, or pre- and post-test designs. Methodologic issues were common. Little qualitative work has been done. Future research directions call for studies to adopt new theoretical and empirical models that are methodologically rigorous and clinically relevant and that embrace the precepts of developmental science.

Adaptation, Psychological↗
PubMed2000

Negative symptoms: the 'pathology' of motivation and goal-directed behaviour.

In many neurological and psychiatric disorders, including Alzheimer's disease and schizophrenia, symptoms are present that appear to reflect an essential absence of normal movement, cognition and emotional states. These negative symptoms might reflect fundamental impairments in basic brain mechanisms that underlie goal-directed behaviour. Knowledge of the pathology and pathophysiology of these diseases, combined with evidence from basic science, offers opportunities for understanding the neurobiological basis of goal-directed behaviour, particularly the interaction between limbic structures and striato-thalamo-cortical circuits. The study of patients with negative symptoms also provides opportunities for testing cognitive models of goal-directed behaviour, and eventually to map such models onto the neurobiology of both normal and abnormal behaviour.

Behavior↗
PubMed1995

The role of cognition in complex human behavior: a contextualistic perspective.

Cognitive and behavioral psychology have long debated the merits of cognitive causality in the explanation of human behavior. We argue, however, that cognitive causality must be understood in the context of the pre-analytic philosophical assumptions of the scientist, not merely as an empirical matter. Many of the issues that seemingly separate cognitive from behavioral positions cannot be answered by research. We briefly present Relational Frame Theory, which is a behavioral approach to language and cognition. RFT is not subject to the same criticisms made by Bandura of behavior analytic thinking. Finally, we describe some aspects of Acceptance and Commitment Therapy as an example of the applied implications of this contextual analysis of cognition.

Cognition↗
PubMed2006

Neuroscience is awaiting for a breakthrough: an essay bridging the concepts of Descartes, Einstein, Heisenberg, Hebb and Hayek with the explanatory formulations in this special issue.

The paper presents gedankenmodels which, based on the theories and models in the present special issue, describe the conditions for a breakthrough in brain sciences and neuroscience. The new model is based on contemporary findings which show that the brain and its cognitive processes show super-synchronization. Accordingly, understanding the brain/body-mind complex is possible only when these three are considered as a wholistic entity and not as discrete structures or functions. Such a breakthrough and the related perspectives to the brain/body-mind complex will involve a transition from the mechanistic Cartesian system to a nebulous Cartesian system, one that is basically characterized by parallel computing and is further parallel to quantum mechanics. This integrated outlook on the brain/body-mind, or dynamic functionality, will make the treatment of also the meta-cognitive processes and the greater part of the iceberg, the unconscious, possible. All this will be possible only through the adoption of a multidisciplinary approach that will bring together the knowledge and the technology of the four P's which consist of physics, physiology, psychology and philosophy. The genetic approach to the functional dynamics of the brain/body-mind, where the oscillatory responses were found to be laws of brain activity, is presented in this volume as one of the most recent perspectives of neuroscience.

Animals↗
PubMed2005

Emotion understanding from the perspective of autonomous robots research.

In this paper, I discuss some of the contributions that modeling emotions in autonomous robots can make towards understanding human emotions-'as sited in the brain' and as used in our interactions with the environment-and emotions in general. Such contributions are linked, on the one hand, to the potential use of such robotic models as tools and 'virtual laboratories' to test and explore systematically theories and models of human emotions, and on the other hand to a modeling approach that fosters conceptual clarification and operationalization of the relevant aspects of theoretical notions and models. As illustrated by an overview of recent advances in the field, this area is still in its infancy. However, the work carried out already shows that we share many conceptual problems and interests with other disciplines in the affective sciences and that sound progress necessitates multidisciplinary efforts.

Adaptation, Psychological↗
PubMed2006

Neuroethics: a modern context for ethics in neuroscience.

Neuroethics, a recently modernized field at the intersection of bioethics and neuroscience, is founded on centuries of discussion of the ethical issues associated with mind and behavior. Broadly defined, neuroethics is concerned with ethical, legal and social policy implications of neuroscience, and with aspects of neuroscience research itself. Advances in neuroscience increasingly challenge long-held views of the self and the individual's relationship to society. Neuroscience also has led to innovations in clinical medicine that have not only therapeutic but also non-therapeutic dimensions that extend well beyond previously charted boundaries. The exponential increase in cross-disciplinary research, the commercialization of cognitive neuroscience, the impetus for training in ethics, and the increased attention being paid to public understanding of science all illuminate the important role of neuroethics in neuroscience.

Bioethical Issues↗
PubMed1995

The play approach to learning in the context of families and schools: an alternative paradigm for nutrition and fitness education in the 21st century.

An alternative paradigm for nutrition and fitness education centers on understanding and developing skill in implementing a play approach to learning about healthful eating and promoting active play in the context of the child, the family, and the school. The play approach is defined as a process for learning that is intrinsically motivated, enjoyable, freely chosen, nonliteral, safe, and actively engaged in by young learners. Making choices, assuming responsibility for one's decisions and actions, and having fun are inherent components of the play approach to learning. In this approach, internal cognitive transactions and intrinsic motivation are the primary forces that ultimately determine healthful choices and life habits. Theoretical models of children's learning--the dynamic systems theory and the cognitive-developmental theory of Jean Piaget--provide a theoretical basis for nutrition and fitness education in the 21st century. The ultimate goal is to develop partnerships of children, families, and schools in ways that promote the well-being of children and translate into healthful life habits. The play approach is an ongoing process of learning that is applicable to learners of all ages.

Adult↗
PubMed2001

Cognitive therapy, nutritional therapy and their combination in the treatment of bulimia nervosa.

BACKGROUND: This study compared the effectiveness of cognitive therapy (CT), nutritional therapy (NT), the combination of cognitive and nutritional therapy (CNT), against a control condition of support group (SG) in the treatment of bulimia nervosa. METHODS: One hundred female out-patients who fulfilled DSM-III-R criteria for bulimia nervosa were randomized to the four treatment groups. NT and CT were designed to cover different areas with minimal overlap, and CNT provided all of the features of both of these treatments. The control condition was conducted in a group self-help format. Each of the treatments lasted 14 weeks. RESULTS: All three active treatments as well as SG produced significant decreases in binge/vomit episodes. Intent-to-treat analysis found CNT and CT to be significantly more effective than SG in retaining subjects in treatment and completion of study, as well as in producing greater improvements in dysfunctional attitudes and self-control. CNT was superior to SG in achieving abstinence from bulimic behaviour. NT was superior to SG only in increase of self-control. Logistic regression found that the cognitive component, whether given alone or in conjunction with NT, and higher pre-treatment self-control scores were significant predictors for both completion of study and abstinence. CONCLUSION: CT (either alone, or in combination with nutritional therapy) remains the treatment of choice for bulimia nervosa. A treatment escalation approach should be tested for the treatment of bulimia with the more intensive and less widely available CT (with or without nutritional counselling) offered after patients have failed the less intensive and more widely available support group treatment.

Adolescent↗
PubMed2004

How we derived a core curriculum: from institutional to national--Ankara University experience.

As the first phase of a major curricular change in a large medical school the core curriculum had to be determined. The criteria for the inclusion of topics in the core curriculum were defined for both clinical and basic sciences. A large group of faculty members have worked in 11 sub-groups to determine the core knowledge, skills and attitudes for undergraduate medical students. During this work 608 clinical topics have been reviewed. Four-hundred and eighty five of them (79%) have been included in the core curriculum. Clinical and basic science knowledge, skills and attitudes relevant to these topics have been defined and classified. A total of 1610 cognitive, 428 psychomotor skills and 247 attitudes have been named. Thus the core curriculum defined is not just a set of diseases, conditions and symptoms but also includes the details of each and every topic. Starting from this point the medical school has participated actively in defining the national core curriculum, which has also been determined according to the same criteria.

Curriculum↗
PubMed2005

Viewpoint: New physicians for a new century.

How to train competent and compassionate physicians has assumed a new urgency. The authors propose that these concerns be approached by radically restructuring the medical school curriculum in ways that place facts and skills within the context of ethics and values. Doing so will require that the positivist stance of medical education be coupled to strategies that deal with ambiguity and uncertainty, communication and empathy, and, most important, physician self-awareness. Achieving such balance will require fundamental change in medicine's education philosophy along five general lines: (1) assertion of medical ethics as the foundation of clinical medicine; (2) recognition of the central place of values in clinical decision making; (3) cultivation of the ethos of humane care; (4) selection of medical students with the dual capacities of strong cognitive skills and empathy; and (5) encouragement and support of faculty who can transmit the knowledge of clinical science coupled to the principles of humane care. Such changes are both timely and necessary. Although they will be difficult to accomplish, they offer an opportunity for medical educators to foster the development of physicians with the range attributes that this new century demands.

Communication↗
PubMed2002

The effect of exercise, cognitive therapy, and nutritional counseling in treating bulimia nervosa.

OBJECTIVE: The aim of this treatment study on bulimia nervosa was (i) to examine the effect of physical exercise as an experimental treatment condition against the well-documented effect of cognitive-behavioral therapy (CBT), and (ii) to compare the effect of CBT versus the effect of nutritional advice as one single treatment component of CBT. METHOD: Normal weight female bulimic patients aged 18-29 yr were randomly assigned to a physical exercise program (N = 15), CBT (N = 16), nutritional advice (N = 17), or a waiting list control group (N = 16). Seventeen healthy female control subjects were also included. Treatment effects were determined by the frequency of binge eating and purging, scores on the Eating Disorder Inventory subscales "Drive for thinness," "Bulimia," and "Body dissatisfaction" and by a clinical interview to measure symptom severity. Assessments were made before and after treatment and at 6- and 18-month follow-up after the end of treatment. RESULTS: Nutritional counseling did not prove more effective than CBT. Physical exercise appeared more effective than CBT in reducing pursuit of thinness; change in body composition; aerobic fitness; and frequency of bingeing, purging, and laxative abuse. CONCLUSION: Physical exercise is important in the treatment of normal weight bulimic patients. Further studies should address possible additive effects of CBT and physical exercise.

Adolescent↗
PubMed1988

Scientific inquiry in nursing: a model for a new age.

Despite the acknowledged need for widespread and rapid scientific advancement in nursing, little systematic attention has been paid to the progenitor of research, the individual investigator. The nature of scientific problem solving as the fundamental process of research practice is explored, and a model of scientific inquiry is proposed. Variables in the model are discussed in relation to their potential effect on the inquiry process, and strategies that facilitate the practice of research are identified.

Cognition↗
PubMed2005

Three psychotherapies for anorexia nervosa: a randomized, controlled trial.

OBJECTIVE: Few randomized, controlled trials have examined the efficacy of treatments for anorexia nervosa. Cognitive behavior therapy and interpersonal psychotherapy are effective in a related disorder, bulimia nervosa. There are theoretical and treatment indications for these therapies in anorexia nervosa. METHOD: Fifty-six women with anorexia nervosa diagnosed by using strict and lenient weight criteria were randomly assigned to three treatments. Two were specialized psychotherapies (cognitive behavior therapy and interpersonal psychotherapy), and one was a control treatment combining clinical management and supportive psychotherapy (nonspecific supportive clinical management). Therapy consisted of 20 sessions over a minimum of 20 weeks. RESULTS: For the total study group (intent-to-treat group), there were significant differences among therapies in the primary global outcome measure. Nonspecific supportive clinical management was superior to interpersonal psychotherapy, while cognitive behavior therapy was intermediate, neither worse than nonspecific supportive clinical management nor better than interpersonal psychotherapy. For the women completing therapy, nonspecific supportive clinical management was superior to the two specialized therapies. CONCLUSIONS: The finding that nonspecific supportive clinical management was superior to more specialized psychotherapies was opposite to the primary hypothesis and challenges assumptions about the effective ingredients of successful treatments for anorexia nervosa.

Adolescent↗