Remediative approaches for cognitive disorders after TBI
Mark J. Ashley, David A. Hovda in Traumatic Brain Injury, 2017
Cognition entails specific skill sets (e.g., the ability to maintain a focus of attention) which, combined, form processes (learning, remembering, planning, problem solving). Interventions designed to improve overall cognitive function must, therefore, address both specific skill sets and processes. Because many cognitive skills combine to form processes of cognition, a review of the definitions here provides insight into the breadth and complexity of cognitive skills and processes. The American Congress of Rehabilitation Medicine9 and the American Speech-Language-Hearing Association8 guidelines combined may provide the most comprehensive inventory of cognitive skills and processes. These include attention, alertness, awareness, attention span, selective attention, stimuli recognition, stimuli discrimination, maintenance of the temporal order of stimuli, learning, retention, memory, organizing, categorizing, association, synthesis of information, comprehension, thinking, problem solving, decision making, planning, insight, reasoning, learning ability, maintenance of sequential goal-directed behavior with self-correction of responses, and emotionality.
The Exercise Effect on Mental Health in Children and Adolescents
Henning Budde, Mirko Wegner in The Exercise Effect on Mental Health, 2018
The term cognition includes processes of perception, attention, thinking/problem solving, memory, and language and is typically referred to as how the mind works (Pinker 1999). Cognitive control processes, also called executive functions, include different cognitive functions such as self-control, selective attention, cognitive inhibition, working memory, and cognitive flexibility (Diamond 2013; Miyake et al. 2000). Executive functions are usually subsumed into the three categories of self-control, working memory, and cognitive flexibility. Self-control involves resisting temptations and avoiding impulsive acting. The working memory supports keeping information in mind and allows working with this information mentally (e.g. to solve a problem). And cognitive flexibility refers to the ability to change perspectives on how to solve a problem, and the flexibility to adjust to changing priorities, rules, or demands (Diamond 2013). Executive functions further contribute to the higher-order cognitive processes of planning, problem-solving, and reasoning and are linked to mental health (Collins and Koechlin 2012; Diamond 2013). Individuals suffering from mental disorders (e.g. attention deficit hyperactivity, conduct disorder, depression) show decreased executive functioning (Diamond 2005; Fairchild, van Goozen, Stollery, Aitken, & Savage 2009; Taylor Tavares et al. 2007).
Cognitive psychology
Devinder Rana, Dominic Upton in Psychology for Nurses, 2013
Cognitive psychology is the branch of psychology that is concerned with the study of mental states and processes such as problem-solving, memory and language. The cognitive psychology perspective is different from previous approaches on two fronts. Firstly, this perspective suggests that data that is introspective (an individual's recalled information) is not scientific, i.e. cannot be tested or measured. This is what the psychodynamic perspective is largely based on (see Chapter 4). Secondly, cognitive psychologists focus on mental states as being important in determining and predicting behaviour, which behavioural psychologists do not consider. Instead, behaviourists propose that only behaviour that is observable can be studied. Cognitive psychologists in contrast, suggest that a large part of behaviour that is not observable, e.g. memory, is equally important.
Memory enhancement of fresh ginseng on deficits induced by chronic restraint stress in mice
Published in Nutritional Neuroscience, 2019
Liming Dong, Yi Wang, Jingwei Lv, Hongxia Zhang, Ning Jiang, Cong Lu, Pan Xu, Xinmin Liu
Epidemiological studies implicate that stress is one of the crucial risk factors for the development of various psychiatric disorders.1,2 Chronic stress has been shown to induce cognitive impairment, depression, and anxiety in rodents.3,4 Chronic restraint stress (CRS) is generally accepted as an easy and convenient method for psychological and physical stress, and widely used for the cognitive study. Cognition refers to the procedure of acquiring and processing information, which is involved in attention, perception, learning, remembering, and decision-making.5,6 Many cognitive impairment diseases, such as Alzheimer’s disease, always characterized by learning and memory deficits.7 Substantial evidence prove that CRS-induced learning and memory deficits, such as the retention of spatial memory, the learning ability in reward-directed instrumental conditioning test, and passive avoidance response in step-through test.8,9
Application of computerized cognitive test battery in major depressive disorder: a narrative literature review
Published in Nordic Journal of Psychiatry, 2022
Bing Cao, Mingyue Xiao, Ximei Chen, Yuxiao Zhao, Zihang Pan, Roger S. McIntyre, Hong Chen
Cognition refers to basic psychological processes involving the obtaining, applying and processing of information. Cognitive deficits in individuals with MDD are variably reported, influenced by sociodemographic, as well as illness characteristics and comorbidity [5]. Some individuals with MDD do not exhibit deficits in cognitive functions while others exhibit multidomain deficits in cognition, including but not limited to alertness, psychomotor speed, executive function (e.g. working memory), memory (encoding, recall, retrieval) and emotional processing [6–8]. Gray matter deficits in the prefrontal cortex and limbic system, as well as white matter in the frontal and parietal regions of the brain have been reported to be associated with functional deficits in MDD [9,10]. During the past decade, substantial progress has been made at delineating the underlying brain substrates that subserve cognitive impairment in MDD. For example, evidence has identified alterations in discrete neural network connectivity and functional reciprocity [11].
A screening protocol incorporating brain-computer interface feature matching considerations for augmentative and alternative communication
Published in Assistive Technology, 2020
Domains included in the screening protocol were based on a literature review of BCI and motor imagery assessment and selected by a core research team consisting of a BCI engineer, neuroscientist, and two speech-language pathologists (SLPs) certified in clinical competency (one with expertise in BCI and one in motor speech disorders). The domains identified for inclusion were: 1) sensory (including vision and hearing), 2) cognition (including comprehension and orientation, following directions, attention and working memory, and cognitive motor learning/abstract problem solving), 3) motor imagery (including explicit and implicit imagery ability), and 4) other BCI considerations that includes: fatigue, pain, motivation for using BCI, comfort with computers, motor function, positioning, literacy, and medical considerations (i.e., history of seizures, use of medications).
Related Knowledge Centers
- Attention
- Intelligence
- Memory
- Perception
- Working Memory
- Knowledge
- Understanding
- Intellect
- Thought
- Imagination