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A Brief History of Integrated and Unified Psychotherapy Approaches
Published in Judy Z. Koenigsberg, Anxiety Disorders, 2020
A similar position is taken by Melchert (2016), who, like Tryon (2016), suggested a unified approach that incorporates a neuroscience foundation; however, it is argued that the aforementioned unifying paradigms are but a flight to reductionism (Fraser, 2018). Tryon (2014), on the other hand, asserts that he introduces ideas that represent the opposite of reductionism, and he underscores the concept of emergence, the way in which complexity emerges from modest elements, the way and why psychology exists. Just as chemists are not afraid of reductionism in that they are not concerned that physicists will replace them and biologists are not afraid of physicists and chemists, so too psychologists do not need to feel concerned about neuroscience if the concept of emergence exists for them (Tryon, 2014). For Tryon (2014), cognitive neuroscience emphasizes biological explanations and how neural networks can explain cognition.
Major Schools of Psychology
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
Ulric Neisser (1928–2012), the “father of cognitive psychology,” defined it as “all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used.” These processes include topics such as perception, attention, memory, knowledge, language, problem-solving, reasoning and decision-making, and aspects of intelligence, emotion, and consciousness (Neisser, 1967). Also, cognitive psychologists are interested in less cognitively oriented phenomena, such as emotion and motivation. In short, cognitive psychology is involved in nearly all human behavior and psychological phenomena, and almost any topic of psychological interest may be studied from a cognitive perspective. A lot of research studies derived from cognitive psychology have been integrated into various other modern disciplines of psychological study, including developmental psychology, educational psychology, personality psychology, and abnormal psychology. Some of these disciplines were developed into specific subdisciplines of cognitive psychology, such as developmental cognitive neuropsychology, cognitive neuropsychology, cognitive neuropsychiatry, and cognitive neuroscience.
Self-relatedness, psychopathology, and the context: The concept of disease
Published in Gerrit Glas, Person-Centered Care in Psychiatry, 2019
One final approach that can also be grouped under the heading of realist theories of disease is the network approach to psychopathology (Borsboom 2008; Borsboom & Cramer 2013; Borsboom et al. 2011). Borsboom et al. criticize the traditional psychometric approach to psychopathology, which considers symptoms of disorder as expressions of variation on underlying latent variables. This approach is no longer plausible. The promise that findings in genetics or cognitive neuroscience will solve the problem of comorbidity or the lack of specificity of causally relevant factors is not convincing anymore. What we see, 15 years after the “decade of the brain,” is an increase in complexity, not a reduction to clinically manageable causal relations. Borsboom et al. state that this means that there is something wrong with the underlying model. The psychometric approach mimics the traditional “medical” approach to disease; latent variables have simply taken the place of dysfunctions or “causes” in the traditional disease model. Hence, all the problems of traditional models return. The network analysis approach Borsboom et al. suggest is based on the idea that from a psychometric point of view, symptoms are themselves causally interacting elements that form clusters instead of expressions of underlying latent variables.
The effect of physical activity with and without cognitive demand on the improvement of executive functions and behavioral symptoms in children with ADHD
Published in Expert Review of Neurotherapeutics, 2021
Vahid Nejati, Zahra Derakhshan
Thirty school-age children with ADHD (age 9.43 ± 1.43 years old, 26 boys) were recruited in the study. All participants were diagnosed with ADHD by a clinical psychologist based on DSM–V criteria. None of the participants had a history of head injury, seizure, and other medical diagnoses based on their medical records. Participants were allocated randomly into two equal intervention and active control groups. The number of inattentive, hyperactive, and combined subtypes were 5, 2, and 8 in experimental group and 6, 1, and 8 in the active control group. The intervention group received EXCIR and the control group received an aerobic exercise program without cognitive load, running. Both groups received their intervention for 10–12 sessions and were assessed in 3 sessions, before and after the intervention and one-month follow up. The procedures were in accordance with the ethical standards of the Helsinki Declaration of 1975, as revised in 1983. The consent form was filled by the participants’ parents. The procedures were approved by the ethics committee for research involving human participants at Raftar Cognitive Neuroscience Research Center.
Superethics Instead of Superintelligence: Know Thyself, and Apply Science Accordingly
Published in AJOB Neuroscience, 2020
Cognitive neuroscience has started to take a serious look at some of the roots of ethical behavior, understanding the mechanisms that make us act ethically. Ethicists are working increasingly toward bridging ethics and technology, devising methods to design ethics into our intelligent systems. But what we are missing are the daily life moral fitness apps, based on applications for personalized use of artificial intelligence that help us in our moral self-improvement. We are becoming more intelligent by the day, assisted by autonomous systems in any sort of cognitive task, from memory to communication to coordination and control. Those are the qualities we are proud to enforce with our technology, but only rarely are there moral virtues among those qualities. Yet moral virtue needs the attention of our AI assisted society, probably more than anything else.
Applying a Cognitive Neuroscience Perspective to Disruptive Behavior Disorders: Implications for Schools
Published in Developmental Neuropsychology, 2019
Patrick M. Tyler, Stuart F. White, Ronald W. Thompson, R. J. R. Blair
Students with disruptive behavior disorders (DBD) often exhibit externalizing behavior (e.g., aggression, delinquency, and impulsivity) and can also exhibit internalizing problems like depression and anxiety (Gage, 2013; Merrell & Walker, 2004; Wagner, Kutash, Duchnowski, Epstein, & Sumi, 2005). The current review will focus on externalizing behaviors and aims to apply a cognitive neuroscience perspective to these behaviors. Cognitive neuroscience seeks to understand behavior by identifying the functional properties of specific, integrated neurocognitive systems. A potential advantage of the cognitive neuroscience approach is that it may allow a reduced reliance upon subjective self and care-giver reports of behaviors for diagnosis (Insel & Cuthbert, 2015). A cognitive neuroscience based assessment of an individual in theory would determine the existence of any dysfunctional neurocognitive systems that could underpin a child’s behavior. Addressing these forms of dysfunction would be a core feature of a child’s intervention. This review will concentrate on data obtained from pre-teens to adolescents (ages 10–18 years). The conclusions may be relevant for school aged children (ages 5–10 years) but the empirical evidence does not yet exist to securely make such conclusions for younger children.