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At least 1,225 records · Page 68Linked to original sources
PubMed2006

Functions of frontostriatal systems in cognition: comparative neuropsychopharmacological studies in rats, monkeys and humans.

A comparative and integrated account is provided of the evidence that implicates frontostriatal systems in neurodegenerative and neuropsychiatric disorders. Specifically, we have made detailed comparisons of performance following basal ganglia disease such as Parkinson's disease, with other informative groups, including Alzheimer's disease, schizophrenia and attention deficit/hyperactivity disorder and structural damage to the frontal lobes themselves. We have reviewed several behavioural paradigms including spatial attention and set-shifting, working memory and decision-making tasks in which optimal performance requires the operation of several cognitive processes that can be successfully dissociated with suitable precision in experimental animals. The role of ascending neurotransmitter systems are analysed from the perspective of different interactions with the prefrontal cortex. In particular, the role of dopamine in attentional control and spatial working memory is surveyed with reference to its deleterious as well as facilitatory effects. Parallels are identified in humans receiving dopaminergic medication, and with monkeys and rats with frontal dopamine manipulations. The effects of serotonergic manipulations are also contrasted with frontal lobe deficits observed in both humans and animals. The main findings are that certain tests of frontal lobe function are very sensitive to several neurocognitive and neuropsychiatric disorders. However, the nature of some of these deficits often differs qualitatively from those produced by frontal lobe lesions, and animal models have been useful in defining various candidate neural systems thus enabling us to translate basic laboratory science to the clinic, as well as in the reverse direction.

Animals↗
PubMed2026

Efficacy and safety of cannabinoid-based interventions for behavioral and cognitive symptoms in dementia: systematic review and meta-analysis.

BACKGROUND: Behavioral and cognitive symptoms are frequent in Alzheimer's disease and dementia, and available pharmacological options offer limited benefit. Cannabinoid-based therapies have been proposed as alternatives, but evidence remains inconclusive. METHODS: We systematically searched PubMed, Embase, Web of Science, and the Cochrane Library through November 2025 for randomized controlled trials evaluating cannabinoids in Alzheimer's disease or dementia. Primary outcomes were agitation measured by the Cohen-Mansfield Agitation Inventory (CMAI) and neuropsychiatric symptoms assessed by the Neuropsychiatric Inventory-Nursing Home version (NPI-NH). Secondary outcomes included cognition using the Mini-Mental State Examination (MMSE) and adverse events. Standardized Mean Differences (SMDs) and Risk Ratios (RRs) were synthesized using random-effects (REML) and Bayesian random-effects models. Risk of bias was evaluated with RoB 2, and certainty of evidence with GRADE. RESULTS: Nine trials (334 participants) met inclusion criteria. Cannabinoids did not improve CMAI (SMD -0.58, 95% CI -1.71 to 0.55; I2 = 84%), NPI-NH total (SMD -0.02, 95% CI -1.00 to 0.96; I2 = 67%), NPI-NH agitation (SMD -0.44, 95% CI -1.45 to 0.57; I2 = 48%), or MMSE (SMD 0.86, 95% CI -16.33 to 18.06; I2 = 96%). Bayesian posterior estimates were close to zero, supporting the absence of effect. Leave-one-out analyses reduced heterogeneity only after excluding influential trials but did not alter results. Certainty of evidence was moderate for behavioral outcomes and low for cognition. Overall adverse events were similar to placebo, while somnolence was more frequent with cannabinoids (RR 2.03, 95% CI 1.29-3.20). CONCLUSIONS: Cannabinoid-based therapies do not improve agitation, neuropsychiatric symptoms, or cognition in Alzheimer's disease and increase somnolence.

Humans↗
PubMedDate not supplied

Cognitive pathways and historical research.

The nursing literature is replete with articles detailing the logical reasoning processes required by the individual scientist to implement the rigors of research and theory development. Much less attention has been focused on creative and critical thinking as modes for deriving explanations, inferences, and conclusions essential to science as a product. Historical research, as a particular kind of qualitative research, is dependent on and compatible with such mental strategies as logical, creative, and critical thinking. These strategies depict an intellectual framework for the scientist examining archival data and offer a structure for such inquiry. A model for analyzing historical data delineating the cognitive pathways of logical reasoning, creative processing, and critical thinking is proposed.

Cognition↗
PubMed2001

Is problem-based learning a quality approach to education in health sciences?

The Faculty of Health Sciences at McMaster University has pioneered, experimented and finally excelled in the application of problem-based learning (PBL) as an entire medical curriculum for the past 35 years. However, the general practice of PBL by other medical schools around the globe has progressed slowly. In theory, PBL as an educational philosophy has long been considered as a quality cognitive concept and was adopted by many medical schools via curriculum reform to improve students' learning attitude. In practice, what is the experimental evidence for PBL meeting the expectation of a quality education in health sciences? How do we differentiate problems associated with PBL philosophy per se from those associated with the ways PBL are handled and implemented? I will address these questions from the perspective of the assessment of performance of students, graduates and practising physicians from the PBL track compared to those from the conventional track based on literature information. Ample evidence suggests that PBL is superior in producing more compassionate physicians and graduates with lifelong learning and leadership quality. But, some educators and administrators are still skeptical that the benefits from PBL may be too marginal to justify the resources required in sustaining it. In this presentation, the assessment of PBL, in both theoretical and practical terms, will be discussed using McMaster PBL as a convenient example because of its relatively long history in practising PBL in medical education.

Education, Medical↗
PubMed1996

Patient's evaluation of dietetic care: testing a cognitive-attitude approach.

The study of patients' attitudes is an important subject because the success of many medical programs is linked to it. We have used a cognitive attitude theory -- the Elaboration Likelihood Model (ELM), to study how patients form an evaluation of dietetic care. Respondents answered one questionnaire before (46% response) and one questionnaire after (60% response) their first consultation with a primary care dietitian. Patients rated their pre-test quality expectations and post-test quality evaluations of each of 28 distinctive aspects of care. They also rated the relative importance of each aspect. According to the ELM, people of high motivation and capacity to process information do so in an elaborate way. From this model five hypotheses are derived. Patients who elaborate are assumed to show a more differentiated pattern in (1) their quality expectations, (2) their rating of importance and (3) their quality judgements of distinctive aspects of dietetic care than people who do not elaborate. Furthermore, they are expected to show (4) a weaker association between quality expectation and quality judgement, and (5) relatively more extreme quality judgements. The three first hypotheses are accepted, the evidence of the last two is still inconclusive.

Cognition↗
PubMed2006

Toward an integrative model of the spectrum of mood, behavioral and personality disorders based on fear and anger traits: I. Clinical implications.

Current formal psychiatric approaches to nosology are plagued by an unwieldy degree of heterogeneity with insufficient appreciation of the commonalities of emotional, personality, behavioral, and addictive disorders. We address this challenge by building a spectrum model that integrates the advantages of Cloninger's and Akiskalian approaches to personality and temperament while avoiding some of their limitations. We specifically propose that "fear" and "anger" traits--used in a broader connotation than in the conventional literature--provide an optimum basis for understanding how the spectra of anxiety, depressive, bipolar, ADHD, alcohol, substance use and other impulse-control, as well as cluster B and C personality disorders arise and relate to one another. By erecting a bidimensional approach, we attempt to resolve the paradox that apparently polar conditions (e.g. depression and mania, compulsivity and impulsivity, internalizing and externalizing disorders) can coexist without cancelling one another. The combination of excessive or deficient fear and anger traits produces 4 main quadrants corresponding to the main temperament types of hyperthymic, depressive, cyclothymic and labile individuals, which roughly correspond to bipolar I, unipolar depression, bipolar II and ADHD, respectively. Other affective temperaments resulting from excess or deficiency of only fear or anger include irritable, anxious, apathetic and hyperactive. Our model does not consider schizophrenia. We propose that "healthy" or euthymic individuals would have average or moderate fear and anger traits. We further propose that family history, course and comorbidity patterns can also be understood based on fear and anger traits. We finally discuss the implications of the new derived model for clinical diagnosis of the common psychiatric disorders, and for subtyping depression and anxiety as well as cognitive and behavioral styles. We submit this proposed schema represented herein as a heuristic attempt to build bridges between basic and clinical science.

Alcoholism↗
PubMed1998

A case for the lemma/lexeme distinction in models of speaking: comment on Caramazza and Miozzo (1997)

In a recent series of papers, Caramazza and Miozzo [Caramazza, A., 1997. How many levels of processing are there in lexical access? Cognitive Neuropsychology 14, 177-208; Caramazza, A., Miozzo, M., 1997. The relation between syntactic and phonological knowledge in lexical access: evidence from the 'tip-of-the-tongue' phenomenon. Cognition 64, 309-343; Miozzo, M., Caramazza, A., 1997. On knowing the auxiliary of a verb that cannot be named: evidence for the independence of grammatical and phonological aspects of lexical knowledge. Journal of Cognitive Neuropsychology 9, 160-166] argued against the lemma/lexeme distinction made in many models of lexical access in speaking, including our network model [Roelofs, A., 1992. A spreading-activation theory of lemma retrieval in speaking. Cognition 42, 107-142; Levelt, W.J.M., Roelofs, A., Meyer, A.S., 1998. A theory of lexical access in speech production. Behavioral and Brain Sciences, (in press)]. Their case was based on the observations that grammatical class deficits of brain-damaged patients and semantic errors may be restricted to either spoken or written forms and that the grammatical gender of a word and information about its form can be independently available in tip-of-the-tongue states (TOTs). In this paper, we argue that though our model is about speaking, not taking position on writing, extensions to writing are possible that are compatible with the evidence from aphasia and speech errors. Furthermore, our model does not predict a dependency between gender and form retrieval in TOTs. Finally, we argue that Caramazza and Miozzo have not accounted for important parts of the evidence motivating the lemma/lexeme distinction, such as word frequency effects in homophone production, the strict ordering of gender and phoneme access in LRP data, and the chronometric and speech error evidence for the production of complex morphology.

Humans↗
PubMed1997

Transforming schools into communities of thinking and learning about serious matters.

In this article, a program of research known as Fostering Communities of Learners is described. This program is in place in several schools and classrooms serving inner-city students from 6 to 12 years of age. Based on theoretical advances in cognitive and developmental psychology, the program is successful at improving both literacy skills and domain-area subject matter knowledge (e.g., environmental science and biology). Building on young children's emergent strategic and metacognitive knowledge, together with their skeletal biological theories, the program leads children to discover the deep principles of the domain and to develop flexible learning and inquiry strategies of wide applicability.

Child↗
PubMed2005

Cognitive impairment in sepsis survivors from cecal ligation and perforation.

OBJECTIVE: Critical illness survivors present long-term cognitive impairment, including problems with memory and learning. We evaluated cognitive performance in rats that survived from sepsis induced by cecal ligation and puncture (CLP). DESIGN: Prospective, controlled experiment. SETTING: Animal basic science laboratory. SUBJECTS: Male Wistar rats, weighing 300-350 g. INTERVENTIONS: The rats underwent CLP (sepsis group) with "basic support" (saline at 50 mL/kg immediately and 12 hrs after CLP plus ceftriaxone at 30 mg/kg and clindamycin at 25 mg/kg 6, 12, and 18 hrs after CLP) or sham-operated (control group). MEASUREMENTS AND MAIN RESULTS: Ten days after surgery, the animals underwent three behavioral tasks: a) inhibitory avoidance task; b) habituation to an open field; and c) continuous multiple-trials step-down inhibitory avoidance task (CMSIA). In the habituation to an open-field task, there were no differences in the number of crossings and rearings. The sepsis group showed significantly decreased performance in latency retention compared with the sham group in inhibitory avoidance. Furthermore, when tested by the habituation to an open-field task, the sepsis group did not show any difference between training and test, indicating memory impairment. In the CMSIA, the sepsis group showed a significant increase in the number of training trials required to reach the acquisition criterion. CONCLUSION: Our data provide the first experimental demonstration that survivors from CLP show learning and memory impairment after complete physical recovery from sepsis.

Animals↗
PubMed1992

The effectiveness of early intervention: a critical review.

The following principles are now clearly defined in the management of children with developmental delay: (1) Multidisciplinary teams are more effective than individual therapeutic approaches. (2) The whole development of the child needs to be considered rather than a single deficient area alone. (3) Home-based programmes are more effective in the young preschool child than centre-based programmes alone. (4) Parent involvement in partnership with professionals is essential for sustained progress. (5) Maximum effectiveness is achieved when parental skills are increased. (6) Programmes commencing earlier in preschool years are more effective than those that commence late. This concept has been recently challenged and evidence supports benefits for the disadvantaged rather than the disabled. White also contends that there is 'simply not enough information to be confident about the long-term impact of early intervention with handicapped children and evidence in support of many of the commonly held positions about mediating variables (e.g. parental involvement, age at start) is either non-existent or contradictory. Early intervention is clearly effective in offering parental support, fostering parent/child relationships and diminishing anxiety even for those programmes that have not at present been proven in altering the developmental disability. Programmes that involve high cost, disrupt total family functioning, deflect scarce resources away from more proven areas of effectiveness should be discouraged, and they should never cause guilt in either parent or professional when they seem ineffective. Future research should include investigation of outcomes other than cognitive and physical functioning alone. We should be warned from the somewhat crisp statement of Mark Twain: 'There is something fascinating about science. One gets such wholesale returns of conjecture out of such a trifling investment in fact'.(ABSTRACT TRUNCATED AT 250 WORDS)

Age Factors↗
PubMed2004

What can experience add to early medical education? Consensus survey.

OBJECTIVE: To provide a rationale for integrating experience into early medical education ("early experience"). DESIGN: Small group discussions to obtain stakeholders' views. Grounded theory analysis with respondent, internal, and external validation. SETTING: Problem based, undergraduate medical curriculum that is not vertically integrated. PARTICIPANTS: A purposive sample of 64 students, staff, and curriculum leaders from three university medical schools in the United Kingdom. RESULTS: Without early experience, the curriculum was socially isolating and divorced from clinical practice. The abruptness of students' transition to the clinical environment in year 3 generated positive and negative emotions. The rationale for early experience would be to ease the transition; orientate the curriculum towards the social context of practice; make students more confident to approach patients; motivate them; increase their awareness of themselves and others; strengthen, deepen, and contextualise their theoretical knowledge; teach intellectual skills; strengthen learning of behavioural and social sciences; and teach them about the role of health professionals. CONCLUSION: A rationale for early experience would be to strengthen and deepen cognitively, broaden affectively, contextualise, and integrate medical education. This is partly a process of professional socialisation that should start earlier to avoid an abrupt transition. "Experience" can be defined as "authentic human contact in a social or clinical context that enhances learning of health, illness or disease, and the role of the health professional."

Attitude↗
PubMed2004

Oestrogen: brain ageing, cognition and neuropsychiatric disorder.

The effects of oestrogen on brain ageing, cognition and neuropsychiatric disorder are an important public health issue, which, despite intensive research, has yet to be resolved. Evidence from basic science demonstrates that oestrogen has multiple protective effects on neurons and neurotransmitter systems. However, the evidence for oestrogen having a clinical role in the treatment and prevention of neuropsychiatric disorders is not well established. Here we review research into the effects of oestrogen on brain maturation and function and discuss the role for oestrogen replacement therapy (ERT) as a therapeutic tool.

Aging↗
PubMed2007

Complexity: the co-evolution of epistemology, axiology and ontology.

If epistemology is about what we know and how we know what we know (what is inside) and ontology is about what there is to know (what is outside) then the most fundamental challenge that complexity makes is that these can no longer be considered as separable. Traditional science was based on the idea that there was an objective reality outside, and that we could study it and do experiments on it that allowed us to build, cumulatively, an increasingly accurate picture of that reality. Whilst for simple physical problems, and for planetary motion, this was a reasonable working hypothesis, for biological and social systems this has always been a problem. Experiments are not repeatable or transferable, and situations are historically evolved involving local, co-evolving contexts, and therefore can potentially all be unique and lacking in any generic behaviours or laws. Complexity science brings us face to face with this elusive reality, and tells us that we must accept uncertainty, and admit that our cognition, our descriptions and our models are necessarily incomplete and temporary props to our current functioning. They help us make some sense of the past and the present, and are all we have to help us in taking steps into the future. Examples of these ideas will be given for ecological, social and economic systems, showing that models, despite their necessary incompleteness, can still be useful in clarifying and living with some of the real uncertainties we have, and in this way can help us explore possible futures. However, complexity also tells us that we need not limit our explorations to those suggested by our models, since they are necessarily incomplete, and that we should also indulge in "creative actions" in order to find out more about what might happen, and in this way both increase our possible choices of action, and also improve the scope of our models.

Biological Evolution↗
PubMed1990

Cognitive networking as a learning strategy.

A concept map, concept network, or hierarchical concept tree is an instructional tool which graphically arranges information to help students build better mental connections among concepts. The ability to retain and recall concepts by building such mental connections is called cognitive networking. In the pilot study described here, we tested whether this arrangement of graphics could enhance senior medical technology students' ability to create effective cognitive networks on bacterial features. The self-instructional slide/tape program we designed made use of the graphics to show the relationships among general and specific bacterial features. Students who viewed the slide/tape and used the graphics when studying for the exam performed significantly better on objectives illustrated on the slide/tape than did the previous class which did not view the graphics. There was no significant difference between the two groups on objectives which were the base from which the graphics were built.

Cognition↗
PubMed1986

The cognitive level demands of a dental school's predoctoral, didactic examinations.

A sample of 563 test items was selected from the entire population of predoctoral, written examinations administered by the University of Pittsburgh School of Dental Medicine during the 1983-1984 academic year. Four independent judges classified the sample test items according to the six major levels of the Taxonomy of Educational Objectives (Cognitive Domain) (1956). From the individual classification responses of the four judges, final overall ratings were determined for 518 of the 563 test items. Based upon the final, overall classification ratings for the 518 test items, it was found that 83.9 percent of the items were classified at the Taxonomy's level 1, Knowledge, and 16.1 percent of the test items were classified at the Taxonomy's level 2, Comprehension. No test items were classified at any of the other four levels of the Taxonomy--that is, Application, Analysis, Synthesis, and Evaluation.

Cognition↗
PubMedDate not supplied

[Epidemiology of schoolchildren's cognitive development in Jequié, Bahia State, Brazil: assessment procedures and general results].

This paper describes the methodology, applicability and utility of the Raven Progressive Matrix (Raven Test) and the Brazilian Intellectual Probe (TSI), comparing them with school achievement in a typical medium-size urban community of Northeastern Brazil. 388 schoolchildren (7-17 years old) were examined, with 371 Raven tests applied. Only 231 TSIs were completed, since 106 students were illiterate. School grades were obtained for all participants. A questionnaire evaluating school resources, and teacher profiles was answered by 200 teachers. Raven and TSI test scores were highly correlated (r = 0.53, p < 0.001), but both correlated weakly with overall school grade (r = 0.22, p < 0.001 and r = 0.12, p < 0.07 respectively). For individual school grades, the Raven scores showed statistically significant correlation with all subjects, while the Brazilian TSI presented statistically significant correlation only with geography, history and sciences. Boys' mean scores were higher than girls' for both the Raven and the TSI Tests, but for the school grades girls performed better. In general, level of cognitive development was below that expected for children in the age-group analyzed.

Achievement↗