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Cognitive Science: Integrative Theory of Cognition, Cognitivism and Computationalism
Published in Harald Maurer, Cognitive Science, 2021
Neurocognition is about explaining how these activities are realized in the brain, or rather, in the nervous system. Since the processes occurring there are very complex, they can not be described in detail. But one can form models of these processes that provide very plausible explanations for many phenomena. They are all based on artificial neural networks (ANN). The subject area of neurocognition should therefore be the investigation of the realization of cognitive processes of the brain with the help of suitable forms of ANN" (Dilger 2003/2004). In other words, the term neurocognition refers to the analysis of the internal self-organizing principles of the cognition of an information-processing system3 from the perspective of the more recent scientific empirical and theoretical results of (1) neuroinformatics and computational neuroscience, (2) cognitive neuroscience, (3) neurophilosophy, (4) cognitive neuropsychology and neurolinguistics, based on the mathematical theory of (nonlinear) dynamical complex systems.4 Accordingly, those theoretical models of the cognitive neuroarchitectures5 are taken into consideration which try to consider and replicate the newer neuroscientific, empirical evidence to a high degree. In other words, those neuroarchitectures have a high degree of neurobiological plausibility in the context of the cognitive neurosciences.
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.
Finding help
Published in Adam Staten, Combatting Burnout, 2019
The good news is that cognitive neuropsychology is teaching us that we can consciously use our minds to change our brains for the better – and that is no small revolution in terms of understanding how you can use this evolving science to help you to prevent or recover from burnout.
Remind Me To Remember: A pilot study of a novel smartphone reminder application for older adults with dementia and mild cognitive impairment
Published in Neuropsychological Rehabilitation, 2022
Katherine Hackett, Sarah Lehman, Ross Divers, Matthew Ambrogi, Likhon Gomes, Chiu C. Tan, Tania Giovannetti
All study activities occurred within the timeframe of June 2018 – August 2019. Participants and their caregivers completed the study during a single session lasting approximately three hours at the Temple University Cognitive Neuropsychology Laboratory. The session began with a brief screening and interview with the participant and their informant/caregiver (hereafter referred to as caregiver) to obtain demographic data (e.g., age, sex, level of education) and to confirm inclusion/exclusion criteria. Next, participants and caregivers were brought into separate testing rooms to complete different study procedures. Participants completed a brief cognitive assessment and questionnaires about their mood and computer experience. Following completion of the cognitive assessment and questionnaires, participants were guided through a brief training protocol covering use of the SmartPrompt. To evaluate the efficacy of the SmartPrompt, participants then completed an experimental prospective memory task, called the Remember to Drink Test, which was modelled after the commercially-available Memory for Intentions Test (MIST; Raskin & Buckheit, 2004). Following SmartPrompt testing using the Remember to Drink Test, participants completed a usability questionnaire about the SmartPrompt. Caregivers were administered questionnaires and asked to review, configure, and evaluate the SmartPrompt in a separate testing room. Study measures are described in further detail below.
Adaptation of the Aphasia Impact Questionnaire-21 into Turkish: Reliability and validity study
Published in Neuropsychological Rehabilitation, 2022
Esra Yaşar, Nazmiye Evra Günhan Şenol, Gözde Ertürk Zararsız, Namık Yücel Birol
Recently, the “boxes and arrows” model that formed the basis of cognitively directed aphasia batteries, similarly formed the basis for CAT and PALPA (Psycholinguistic assessments of language processing in aphasia) (Wilshire, 2008). AIQ-21 starting the process as DQ, the final section of CAT, and adapted to Turkish with this study can be used in clinics and studies in terms of cognitive neuropsychology in the Turkish literature.
INSPIRE: Inspiring practice innovation, research and engagement
Published in International Journal of Speech-Language Pathology, 2019
Gillam is the Raymond and Eloise Lillywhite Endowed Chair in Speech-Language Pathology at Utah State University, where he is also the Co-Director of the Interdisciplinary Doctoral Program in Neuroscience. In this article, based on his keynote address, he provides a stimulating and excellent example for the Research theme. Testing the cognitive processing abilities of his audience, he took us on a deep dive into the cognitive neuropsychology underlying language. Summarising his own work, and the broader field to date, he sought to explicate the relationships between cognitive processing and sentence comprehension for school-age children with and without developmental language disorder (Gillam, Montgomery, Evans, & Gillam, 2019, this issue). Gillam and his colleagues have applied a rigorous psychometric approach to generate the Gillam-Evans-Montgomery (GEM) model. This model assigns a pivotal role to complex working memory in mediating the interaction between reasoning, attention, long-term language knowledge, and sentence comprehension, and identifies critical differences between typically developing children and those with developmental language disorders with regard to the magnitude of this effect. He suggested that SLPs who have a good understanding of the reciprocal relationships between language and working memory will be in a better position to understand and explain children’s profiles of strengths and weaknesses to their parents and teachers. On this basis, he challenged SLPs to incorporate a wide range of measures that examine underlying cognitive processes in their assessment of language but warned against taking a bottom-up approach to therapy by focussing on underlying cognitive deficits. Rather, he suggested a narrative-based and context-bound approach to language intervention and introduces us to the SKILL narrative instruction programme. Gillam’s message about language processing and implications for assessment and therapy traversed the paediatric-adult divide as many of the paradigms presented are equally relevant to acquired language disorders, specifically aphasia and cognitive-communication disorders.