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Cognitive Disorders and Lifestyle Change
Published in Gia Merlo, Kathy Berra, Lifestyle Nursing, 2023
Cognition utilizes the daily mental processes of thought to learn, form memories, and retrieve information that helps us in our daily lives. Cognition is an individual’s ability to learn new information, sustain focus and attention, problem solve and reason, maintain short- and long-term memory, and recall information (Cognitive Health and Older Adults, 2020). Cognitive function involves major processes, including receptive function, memory and learning, thinking, and expressive functions (Lezak et al., 2012). Receptive function allows one to select, acquire, classify, and examine information. Memory and learning relate to information storage and retrieval. Thinking involves information organization and reorganization. Thinking is complex and involves calculation, reasoning and judgment, organizing, planning, and problem solving. Thinking is a function of the entire brain. Expressive functions involve how information is communicated or acted upon. Expressive functions include speaking, physical gestures, facial expressions, writing, drawing, and manipulating. All of these systems work together. The brain navigates all the information it receives and decides what to do with it. The prefrontal cortex is responsible for decision making, complex thinking, and information analysis. The prefrontal cortex works along with the hippocampus and surrounding limbic structures such as the amygdala, allowing learning and memory formation. Basic cognitive processes include sensation, perception, attention, and memory.
Making an accurate assessment
Published in Helen Taylor, Ian Stuart-Hamilton, Assessing the Nursing and Care Needs of Older Adults, 2021
Findings such as those of Cioffi9 indicate that decisions are often based on a nurse’s recalled observations of their patient. It is therefore important to consider the role of memory in decision making. A full and detailed examination of the enormous body of literature relating to memory is beyond the scope of this book. However, a number of key points will be examined in order to provide some insight into the way in which cognitive processes may impair the recall of information and thus the efficacy of decision making. In other words, if nurses forget some important piece of information relating to their patient, it is likely that any decisions made that require this information will be less than accurate. For example, consider the scenario in Box 5.1. Mary’s assessment of Jeremy’s ability to mobilise was based on an incomplete recollection of relevant information, and her judgement was therefore impaired.
Task analysis
Published in Paul Bowie, Carl de Wet, Aneez Esmail, Philip Cachia, Safety and Improvement in Primary Care: The Essential Guide, 2020
The task analysis methods described in this chapter focus on providing a physical description of the tasks and activities taking place within a system. A number of other methods exist that can be used to explore the cognitive processes used by people in the system. These cognitive task analysis methods can be used to explore, describe and represent cognitive elements such as decision-making and judgements. A number of different approaches are available (e.g. cognitive work analysis, applied cognitive task analysis, cognitive walk-through). The outputs of these types of analyses can be used to guide interface design, evaluation of training procedures and the evaluation of team performance in complex systems.8 Cognitive task analyses can be very time-consuming and rely on the users to recall events or incidents in the past and be able to explain their cognitive processes when performing tasks.
An Evaluation of the Structure of Attention in Adolescence
Published in Developmental Neuropsychology, 2023
Paul T. Cirino, Abigail E. Farrell, Marcia A. Barnes, Greg J. Roberts
Most of the above works generally limit their perspective to the cognitive neuroscience of visual attention. The present study makes many of the same assumptions but uses the relatively unique sample and broader measures to address a broader range of questions involving neurodevelopmental disorders and common functional outcomes for children. We agree with the general ideas that attention as a word is most useful for organizing communication, that dichotomies are much more likely to be continuua, and that there is need to focus on the specific stimulus parameters and cognitive and biological mechanisms that give rise to attentional phenomenon. More bluntly, our results underscore the need for a more careful consideration of the relationship of constructs discussed and the measures used in their operationalization. If distinctions among types of attention are to be used and be useful, particularly in the latent context, core constructs will need to share measurement features (as well as be differentiated from other constructs). We do not argue from hegemony, but consensus at a fundamental level will be necessary to a more nuanced understanding of attention as a meaningful construct. This is particularly important for constructs, such as attention that can be considered a “hub” or one involved in many other cognitive processes, therefore making it potentially confusable with most other domains of cognition.
Recognition memory for pictures in children with ADHD: an event-related potential study
Published in International Journal of Neuroscience, 2023
Chaoqun Wang, Huijuan Shen, Jie Zhu, Ni Manman, Lina Liao, Kaihua Jiang, Xuan Dong
Performance on recognition task improved with increasing age [10]. The development of recognition memory from childhood into young adulthood can be characterized as a continuous increase in memory accuracy, both in terms of quantity and quality [11]. We predict that the same is true of the behavior of recognition in children with ADHD. For many years the cognitive processes underlying recognition memory have been extensively studied. Differences between ADHD subjects and health children have been reported regarding several ERP (Event-related potential) components, such as N2pc component and distractor positivity (Pd). These differences have been correlated with difficulties in attentional selection of the memorized item and suppression processing. ERP results suggest that ADHD subjects present evident differences in stimulus processing compared to health children [7]. We would not describe in detail these ERPs differences given that the main interest of the present report is the brain processes that discriminate between old and new items in recognition memory tasks. The ability to recognize a previously experienced stimulus is supported by two processes: recollection of the stimulus in the context of other information associated with the experience, and a sense of familiarity with the features of the stimulus [12]. The previous studies have suggested that an early (300–500ms), mid-frontal, negative ERP effect is related to familiarity (‘FN400 old/new effect’) [13], and a later (400–800ms) parietal, positive ERP effect is related to recollection (‘parietal old/new effect’) [14].
Validity and Reliability of a Revised S-UPPS-P Impulsive Behavior Scale: The Interplay between Impulsivity and Working Memory
Published in Journal of Personality Assessment, 2023
Mahsa Samiefard, Javad Salehi Fadardi, Hossein Kareshki, Alan W. Stacy
Another main interest of this study was to test the relationship between working memory capacity and impulsivity. Working memory is a cognitive process maintaining and processing information concurrently (Baddeley, 2012). Several studies thus far have linked impulsivity with working memory load (Arce & Santisteban, 2006; Jameson et al., 2004; Whitney et al., 2004), showing that decreased working memory capacity can influence the process of making optimal decisions. Previous studies have linked behavioral control difficulties and cognitive deficits of impulsive people with the executive control system (Whitney et al., 2004). Baddeley (1986) stated that the executive control system engages in the allocation of attention to internal and external stimuli when information is processed during the performance of a complex task (Baddeley, 1986). We also found that the Wechsler forward digit span and backward digit span negatively predicted S-UPPS-P scores. The finding aligns with evidence for the role of attentional resources and working memory in impulsive behavior (Ellingson et al., 2014; Gunn & Finn, 2013; Mei et al., 2017), poor self-regulation and self-control, and faulty decision-making when there are immediate contingencies (Barkley, 1997, 2001; Fabio et al., 2020; Finn, 2002; Gunn et al., 2018).