Journal articles: 'Cognition (Methods of)'

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Thoyib, Ellys, and R. Y. Effendi. "ANALISIS KOGNITIF PESERTA PELATIHAN VOKASIONAL RENCANA USAHA DAN MANAJEMEN KEUANGAN KELOMPOK SWADAYA MASYARAKAT (KSM) BINAAN BDC SRIWIJAYA PALEMBANG." Jemasi: Jurnal Ekonomi Manajemen dan Akuntansi 15, no. 1 (July 3, 2019): 1–13. http://dx.doi.org/10.35449/jemasi.v15i1.38.

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The purpose of the analysis is to find out the cognitions that appear in the cognitive system of vocational training participants in business plans and financial management of self-help groups (KSM) assisted by BDC Sriwijaya Palembang through the pre-test and post-test answers.There are 3 groups of knowledge behavior modes in participants' memories, namely positive mode 73%, negative 17% and doubtful 10%.Through the statement "I believe being able to understand the material of business plans and financial management" 83% positive and 17% negative cognitions are generated in the cognitive structure.These cognitions integrate with cognitive functions namely new cognitive notions, emotions, attitudes and motivations.New cognitive understanding results from integration with emotions, namely positive cognition 74% and negative 26%, a change in 9% positive cognition switches to negative.Integration of cognition with attitudes produces positive cognition 44%, negative 7% and neutral 49%, here there is a transition between positive and negative cognition to neutral cognition or no opinion at all. Integration with motivation by asking KSM motives / hopes, generated business capital assistance motives positive cognition 89% negative 11%, marketing assistance motives, 70% positive cognition 30%, and guiding motives to developing KSM efforts, positive cognition 92% negative 8%.Conclusion Changing habits that have been practiced for years will take time, energy and great breakthroughs about training methods that they are easy to understand.

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Westfall, Daniel R., Nicole E. Logan, Naiman A. Khan, and Charles H. Hillman. "Cognitive Assessments in Hydration Research Involving Children: Methods and Considerations." Annals of Nutrition and Metabolism 74, Suppl. 3 (2019): 19–24. http://dx.doi.org/10.1159/000500341.

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The effects of optimal and insufficient hydration on human health have received increasing investigation in recent years. Specifically, water is an essential nutrient for human health, and the importance of hydration on cognition has continued to attract research interest over the last decade. Despite this focus, children remain a relatively understudied population relative to the effects of hydration on cognition. Of those studies investigating children, findings have been inconsistent, resulting from utilizing a wide variety of cognitive domains and cognitive assessments, as well as varied hydration protocols. Here, our aim is to create a primer for assessing cognition during hydration research in children. Specifically, we review the definition of cognition and the domains of which it is composed, how cognition has been measured in both field- and laboratory-based assessments, results from neuroimaging methods, and the relationship between hydration and academic achievement in children. Lastly, future research considerations are discussed.

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Hu, Degang, Linteng Zhang, and Wulong Zhang. "Analysis of Methods to Reduce Jogging Injuries from the Perspective of Risk Cognition." American Journal of Health Behavior 46, no. 2 (April 20, 2022): 114–23. http://dx.doi.org/10.5993/ajhb.46.2.2.

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Objectives: Injuries are common events that impair the function of joggers; it is important to take effective measures to reduce the incidence of jogging injuries to maximize its benefits. Methods: We collected questionnaires from 3468 Chinese exercisers using a stratified random sampling method. We analyzed these data using AMOS 22.0 (IBM) and SPSS 26.0 (IBM). Results: We constructed a relationship model of jogging risk cognition, jogging risk behaviors, and jogging injury incidence, and the indicators fit well. The path coefficient between jogging risk cognition and jogging risk behaviors of joggers was -0.64; the path coefficient between jogging risk behaviors and jogging injuries incidence was 0.44; and the path coefficient between jogging risk cognition and jogging injuries incidence was -0.23. Conclusions: The higher the level of jogging risk cognition of joggers, the lower their jogging risk behaviors, leading to a lower incidence of jogging injuries. Based on the generally low level of jogging risk cognition of joggers, the construction of a jogging risk cognitive education system that can be integrated into universities, middle schools and primary schools, as well as family, school and society, is conducive to comprehensively improve the level of jogging risk cognition of joggers.

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Nicolini, Davide. "Comparing Methods for Mapping Organizational Cognition." Organization Studies 20, no. 5 (September 1999): 833–60. http://dx.doi.org/10.1177/0170840699205006.

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This paper presents a field study exploring the differences between two methods of mapping organizational cognition — social representation and causal mapping. After introducing the two methods and describing the mapping procedures in detail, the paper discusses the different outcomes yielded by the two methodologies. Conditions of use and intrinsic limitations of each method are then examined in the light of the results. The paper concludes with some reflections on the notion and practice of mapping organizational cognition.

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Lebedev, S. "Methods of theoretical cognition in physics." Журнал естественнонаучных исследований 1, no. 2 (March 25, 2016): 4. http://dx.doi.org/10.12737/20302.

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Baikovs, Aleksandrs. "METHODS OF SCIENTIFIC RESEARCH IN JURISPRUDENCE." Administrative and Criminal Justice 1, no. 93 (December 14, 2022): 67–92. http://dx.doi.org/10.17770/acj.v1i93.6944.

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The article reveals the content of the category "methodology", the general philosophical and methodological principles of cognition, which are usually defined by the term "philosophical foundations of science"; tasks in the development of general scientific, conceptual problems, conceptual and categorical apparatus, which are concretized by the relevant legal sciences.The article is dedicated to the study of cognitive methods, research in law, incl. In the civil law. It examines the principles of humanities methodology, the system of scientific knowledge methods, its structure, the elements of which are: (1) general (philosophical) method; (2) general scientific methods; (3) interdisciplinary methods; (4) methods of individual legal disciplines, the essence of which is determined, first of all, by the subject of research, the degree of generality of the tasks to be solved. Among recent general cognitive methods, such methods as: synergistic, systemic-dialectical, system approach method, deterministic method are often mentioned.Levels of cognition are characterized, the main criteria for their differences (theoretical and empirical cognition) are: (1) the nature of the research subject; 2) type of research tools used; (3) features of the method, as well as the interaction of the acquired knowledge and its conceptual interpretation, explaining the genesis and interaction of the acquired knowledge, its conceptual interpretation.The aim of the study is to analyze the opinions expressed about the concepts, nature, structure and meaning of cognitive (research) methods: law, the nature of general law and the features of sectoral methods in creating the structure of law in general, their systematization, as well as the nature and structure of the method of legal regulation of civil rights.The object of research is the concept, essence, structure, role and meaning of cognitive (research) methods.The tasks of the research are determined by its purpose, and they consist of the identification of the theoretical approaches of law, their nature, structure, and legal knowledge (research) methods.The article highlights the main aspects characteristic of any cognitive method: (1) objective-content; (2) operative; (3) praxeological aspect.Attention is drawn to the fact that nowadays, in addition to the materialistic dialectic, the idealistic dialectic can certainly be used in scientific research.

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Posner, Michael I., and Bruce D. McCandliss. "Converging Methods for Investigating Lexical Access." Psychological Science 4, no. 5 (September 1993): 305–9. http://dx.doi.org/10.1111/j.1467-9280.1993.tb00569.x.

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In our discussion of the articles in this Special Section, we ask how well the various methods employed in these investigations can be made to converge on a common issue. We review how current evidence from positron emission tomography, studies of event-related potentials, cognitive methods, lesion studies, and network models relates to the mental processing of an ambiguous word. While many puzzles remain, we are impressed by the promising possibility of bringing these different methods together to deal with an issue central to cognition.

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Key-DeLyria, Sarah. "What are the Methods for Diagnosing MCI?" Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 23, no. 1 (May 2013): 1–9. http://dx.doi.org/10.1044/nnsld23.1.14.

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Speech-language pathologists will be increasingly called upon to screen for, identify, and assess mild cognitive impairment (MCI) as the population ages. The diagnosis of MCI involves several professionals and requires an evaluation of normal and abnormal cognition and cognitive-communication, which a speech-language pathologist is in a unique position to provide. The general diagnostic criteria for MCI diagnosis are largely agreed upon at this point in time, and subtypes of MCI are receiving increasing attention. Early identification of MCI and detailed characterization of functioning will be more important as therapy targeting prevention of dementia and early cognitive dysfunction is developed. Speech-language pathologists should have a working knowledge of the diagnostic criteria and currently accepted subtypes in order to serve this population.

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Tedrus, Glória Maria Almeida Souza, Maria Lina Giacomino Almeida Passos, Letícia Muniz Vargas, and Larissa Estela Ferreira Jacó Menezes. "Cognition and epilepsy: Cognitive screening test." Dementia & Neuropsychologia 14, no. 2 (June 2020): 186–93. http://dx.doi.org/10.1590/1980-57642020dn14-020013.

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ABSTRACT. Cognitive deficits often occur in people with epilepsy (PWE). However, in Brazil, PWE might not undergo neurocognitive evaluation due to the low number of validated tests available and lack of multidisciplinary teams in general epilepsy outpatient clinics. Objective: To correlate Brief Cognitive Battery-Edu (BCB-Edu) scores with epilepsy characteristics of 371 PWE. Methods: Clinical and cognitive assessment (MMSE, BCB-Edu) of 371 PWE aged >18 years was performed. The clinical aspects of epilepsy were correlated with BCB-Edu data. Cognitive data of PWE were compared against those of 95 healthy individuals (NC), with p-<0.05. Results: People with epilepsy had lower cognitive performance than individuals in the NC group. Cognitive aspects also differed according to epilepsy characteristics. Predictive factors for impairment in multiple cognitive domains were age and use of more than one antiepileptic drug (logistic regression; R2 Nagelkerke=0.135). Conclusion: Worse cognitive performance was found in PWE on different domains. There was a relationship between cognitive impairment and the aspects of epilepsy. BCB-Edu proved to be effective as a cognitive assessment screening test for epilepsy in adults.

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Soli, Alex, Giacomina Savoldelli, Angelica Rota, Sara Zonca, Gloria Belotti, and Fabrizio Lazzarini. "Evaluating Residual Cognition in Advanced Cognitive Impairment: The Residual Cognition Assessment." Dementia and Geriatric Cognitive Disorders 50, no. 5 (2021): 460–72. http://dx.doi.org/10.1159/000520322.

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Background: In nursing homes, most of the patients with dementia are affected by severe cognitive disorder. Care interventions follow an accurate and recurring multidimensional assessment, including cognitive status. There is still a need to develop new performance-based scales for moderate-to-advanced dementia. Objectives: The development of the Residual Cognition Assessment (RCA) responds to the need to create new scales for global cognitive screening in advanced dementia, with some peculiar features: performance based, brief (<5 m), available without specific training, and suitable for nonverbal patients with minimal distress. Methods: Two raters have administered the RCA and the Severe Impairment Battery-short version (SIB-S) to 84 participants with MMSE = 0. After 2–3 weeks, the same sample has been retested. The RCA has been also administered to 40 participants with MMSE 1–10 for a comparison. Results: The RCA has exhibited excellent values for test-retest reliability (intraclass correlation [ICC] = 0.956) as well as for inter-rater reliability (ICC = 0.997). The concurrent validity analyzes have shown strong correlations between the RCA and the SIB-S with ρ = 0.807 (p < 0.01), and the RCA and the Clinical Dementia Rating (CDR) with ρ = −0.663 (p < 0.01). Moderate correlation has been found between the RCA and the Functional Assessment Staging Scale with ρ = −0.435 (p < 0.01). The instrument has showed high internal reliability, too (total: α = 0.899). The RCA has low floor effect (2%) with respect to the SIB-S (58%) but shows ceiling effect in the MMSE 1–10 sample (50%). The ROC curve analyses demonstrate that the RCA is acceptably able to discriminate between subjects with CDR 4/5 with an AUC of 0.92. Exploratory factor analysis shows 3 factors, defined as three major degrees of cognitive performance in advanced dementia, indeed hierarchically structured in three possible levels of decline. Conclusions: The RCA has showed excellent validity and reliability as well as good sensitivity to identify advanced cognitive impairment in dementia, without floor effect. The RCA seems complementary to the MMSE, so advisable when the latter reaches 0. Administration and scoring are simple, and only few minutes are required to assess the patient. The RCA can discriminate at least 3 different major stages in advanced dementias: severe, profound, and late.

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Korobova, Ekaterina, Irina Kardovich, Marina Konysheva, and Dina Mironova. "Cognitive Activity: Philosophical Analysis, Psychological and Pedagogical Characteristics." SHS Web of Conferences 50 (2018): 01083. http://dx.doi.org/10.1051/shsconf/20185001083.

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Cognition is an integral part of a person’s orientation in the world. It is studied by different sciences – philosophy, sociology, pedagogics, and psychology. In information society, the role of cognition and the ways it is realized are becoming extremely important. Cognitive activity is an essential part of cognition. It is formed and developed in the process of education. Cognitive activity is traditionally regarded as a special kind of mental activity. There are different components of cognitive activity and levels of its development. The higher the level of cognitive activity is, the more efficient the whole process of education is as knowledge is acquired more quickly and at a higher level. Cognitive independence combined with cognitive activity can radically improve the whole process of cognition. Thus, the task of an educational process is to activate cognition and develop cognitive independence by different methods and approaches.

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Haywood, H. Carl, and Stéphane Raffard. "Cognition and Psychopathology: Overview." Journal of Cognitive Education and Psychology 16, no. 1 (2017): 3–8. http://dx.doi.org/10.1891/1945-8959.16.1.3.

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The bidirectional relation of cognition and psychopathology is discussed in historical context as an introduction to the special issue of Journal of Cognitive Education and Psychology devoted to contemporary research on this topic. Cognition refers to the processes by which information is transformed, elaborated, stored, recovered, and used. Psychopathology refers to disorders in behavior, cognition, and/or perception. Although rooted in studies of major psychiatric disorders and general intelligence, the field has moved to include developmental disabilities, neurological impairment, and less severe psychological disturbance on the one hand and finer grained cognitive processes on the other as well as a constant concern with language issues. Special methods of investigation reveal subtle effects but important facets of the cognition–psychopathology relation.

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Stimpert, J. L., Colin Eden, and J. C. Spender. "Managerial and Organizational Cognition: Theory, Methods and Research." Academy of Management Review 24, no. 2 (April 1999): 360. http://dx.doi.org/10.2307/259088.

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Kosenko, E. V. "MEANS AND METHODS OF FAMILY LAW SCIENTIFIC COGNITION." Вестник Пермского университета. Юридические науки, no. 3(29) (2015): 107–16. http://dx.doi.org/10.17072/1995-4190-2015-3-107-116.

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Chaumon, Maximilien, Sébastien M. Crouzet, and Niko A. Busch. "Cutting-edge methods for EEG research on cognition." Journal of Neuroscience Methods 250 (July 2015): 1–2. http://dx.doi.org/10.1016/j.jneumeth.2015.04.010.

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MacLeod, Colin. "Cognition in Clinical Psychology: Measures, Methods or Models?" Behaviour Change 10, no. 3 (September 1993): 169–95. http://dx.doi.org/10.1017/s0813483900005519.

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This paper critically examines the recent impact of cognitivism upon the field of clinical psychology, and concludes that certain criteria of scientific adequacy have been compromised. The argument is developed that the introduction of information processing constructs to theoretical models of psychopathology has made a potentially valuable contribution to the discipline; but that the acceptance of mental events as dependent measures has severely undermined the scientific credibility of experimental attempts to evaluate such models. It is proposed that future progress will require the adoption of a particular methodological constraint. Specifically, it is suggested that cognitive explanations of psychopathology can only be tested adequately by evaluating the validity of the behavioural predictions that they generate. Using examples of recent research that has investigated the cognitive characteristics of vulnerability to anxiety and depression, an attempt is made to demonstrate that adherence to this proposed constraint not only is possible, but actually provides a far greater degree of understanding than could be attained through the use of alternative methodologies. It is postulated that the future scientific status of clinical psychology may depend upon our collective response to the issues that are raised in this paper.

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Cuesta, M., E. Rojo, O. Pino, S. E. Purdon, and P. McKenna. "New methods of evaluation the cognition in schizophrenia." European Psychiatry 22 (March 2007): S69—S70. http://dx.doi.org/10.1016/j.eurpsy.2007.01.268.

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Black, Maureen M., Bonnie Kaplan, and Joachim Westenhöfer. "Nutrition and children’s cognition: research methods and findings." European Journal of Nutrition 47, S3 (August 2008): 1–2. http://dx.doi.org/10.1007/s00394-008-3000-0.

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Pajouhinia, Shima, Yalda Abavisani, and Zahra Rezazadeh. "Explaining the Obsessive-compulsive Symptoms Based on Cognitive Flexibility and Social Cognition." Practice in Clinical Psychology 8, no. 3 (July 1, 2020): 233–42. http://dx.doi.org/10.32598/jpcp.8.3.10.717.1.

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Objective: Cognitive flexibility and social cognition are the appropriate models for understanding psychological problems, through which people can meet various challenges. The aim of this study was to investigate the relationship between cognitive flexibility and social cognition with obsessive-compulsive symptoms among female students at Allameh Tabataba’i University. Methods: This cross-sectional study was done on 200 students female students at Allameh Tabataba’i University in Tehran studying in the academic year 2018-2019 selected by random multiple cluster sampling method. The used tools were cognitive flexibility inventory, student social cognition questionnaire, and obsessive-compulsive symptoms inventory. Results: There was a negative significant correlation between the total score of obsessive-compulsive symptoms with cognitive flexibility and social cognition. In addition, the results of multiple regression analysis showed that cognitive flexibility and social cognition can explain obsessive-compulsive symptoms in students. Conclusion: Studying cognitive flexibility and social cognition is an efficient method to understand the underlying factors associated with obsessive-compulsive symptoms. Evaluation of these factors can be useful in the prevention and treatment of these symptoms.

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Zammit, Andrea R., Jingyun Yang, Aron S. Buchman, Sue E. Leurgans, Graciela Muniz-Terrera, Richard B. Lipton, Charles B. Hall, Patricia Boyle, and David A. Bennett. "Latent Cognitive Class at Enrollment Predicts Future Cognitive Trajectories of Decline in a Community Sample of Older Adults." Journal of Alzheimer's Disease 83, no. 2 (September 14, 2021): 641–52. http://dx.doi.org/10.3233/jad-210484.

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Background: Methods that can identify subgroups with different trajectories of cognitive decline are crucial for isolating the biologic mechanisms which underlie these groupings. Objective: This study grouped older adults based on their baseline cognitive profiles using a latent variable approach and tested the hypothesis that these groups would differ in their subsequent trajectories of cognitive change. Methods: In this study we applied time-varying effects models (TVEMs) to examine the longitudinal trajectories of cognitive decline across different subgroups of older adults in the Rush Memory and Aging Project. Results: A total of 1,662 individuals (mean age = 79.6 years, SD = 7.4, 75.4%female) participated in the study; these were categorized into five previously identified classes of older adults differing in their baseline cognitive profiles: Superior Cognition (n = 328, 19.7%), Average Cognition (n = 767, 46.1%), Mixed-Domains Impairment (n = 71, 4.3%), Memory-Specific Impairment (n = 274, 16.5%), and Frontal Impairment (n = 222, 13.4%). Differences in the trajectories of cognition for these five classes persisted during 8 years of follow-up. Compared with the Average Cognition class, The Mixed-Domains and Memory-Specific Impairment classes showed steeper rates of decline, while other classes showed moderate declines. Conclusion: Baseline cognitive classes of older adults derived through the use of latent variable methods were associated with distinct longitudinal trajectories of cognitive decline that did not converge during an average of 8 years of follow-up.

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Timofeeva, L. "Mastering the Methods of Cognition of Natural Phenomena As an Important Component of the Natural Science Functional Literacy of a Primary Schoolchild." Primary Education 8, no. 3 (June 25, 2020): 24–29. http://dx.doi.org/10.12737/1998-0728-2020-24-29.

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The article discusses the features of building the process of familiarizing elementary schoolchildren with scientific methods of cognition (observation, experience) and their application to obtain new knowledge, solve educational, practical and educational-cognitive problems. This direction of educational activity of schoolchildren implements meta-subject learning outcomes in accordance with the requirements of the Federal State Educational Standard of Primary General Education, and also forms the basis of natural-scientific functional literacy among younger schoolchildren. On the basis of the author’s study, the principles of adapting scientific methods of cognition for use as ways of organizing learning activities are determined; the main stages of the formation of the ability of students to use scientific methods of cognition in students are identified.

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Timofeeva, L. "Mastering the Methods of Cognition of Natural Phenomena As an Important Component of the Natural Science Functional Literacy of a Primary Schoolchild." Primary Education 8, no. 4 (August 27, 2020): 27–31. http://dx.doi.org/10.12737/1998-0728-2020-27-31.

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The article discusses the features of building the process of familiarizing elementary schoolchildren with scientific methods of cognition (observation, experience) and their application to obtain new knowledge, solve educational, practical and educational-cognitive problems. This direction of educational activity of schoolchildren implements meta-subject learning outcomes in accordance with the requirements of the Federal State Educational Standard of Primary General Education, and also forms the basis of natural-scientific functional literacy among younger schoolchildren. On the basis of the author’s study, the principles of adapting scientific methods of cognition for use as ways of organizing learning activities are determined; the main stages of the formation of the ability of students to use scientific methods of cognition in students are identified.

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de Boer, Casper, Holly V. Echlin, Alica Rogojin, Bianca R. Baltaretu, and Lauren E. Sergio. "Thinking-While-Moving Exercises May Improve Cognition in Elderly with Mild Cognitive Deficits: A Proof-of-Principle Study." Dementia and Geriatric Cognitive Disorders Extra 8, no. 2 (July 11, 2018): 248–58. http://dx.doi.org/10.1159/000490173.

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Background: Noninvasive interventions to aid healthy cognitive aging are considered an important healthcare priority. Traditional approaches typically focus on cognitive training or aerobic exercise training. In the current study, we investigate the effect of exercises that directly combine cognitive and motor functions on visuomotor skills and general cognition in elderly with various degrees of cognitive deficits. Subjects and Methods: A total of 37 elderly, divided into four groups based on their level of cognition, completed a 16-week cognitive-motor training program. The weekly training sessions consisted of playing a videogame requiring goal-directed hand movements on a computer tablet for 30 minutes. Before and after the training program, all participants completed a test battery to establish their level of cognition and visuomotor skills. Results: We observed an overall change in visuomotor behavior in all groups, as participants completed the tasks faster but less accurately. More importantly, we observed a significant improvement in measures of overall cognition in the subaverage cognition group and the mild-to-moderate cognitive deficits group. Conclusion: Our findings indicate that (1) cognitive-motor exercises induce improved test scores, which is most prominent in elderly with only mild cognitive deficits, and (2) cognitive-motor exercises induce altered visuomotor behavior and slight improvements in measures of general cognition.

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Liu, Xiang Min, and Mei Chen Fu. "Analysis of Farmland Abandonment from Farmers’ Cognitive Perspective: Based on an Investigation of a Village in Hebei Province." Advanced Materials Research 955-959 (June 2014): 3998–4001. http://dx.doi.org/10.4028/www.scientific.net/amr.955-959.3998.

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Farmers’ cognition on farmland abandonment and related land system was investigated in a village of Hebei province in China. The survey shows that: (1) The rural economic environment affects farmers’ cognition and behavior of farmland abandonment; (2) Farmers’ cognition on related rural land system is poor, and most farmers have willingness to improve their cognition; (3) The ways to increase farmers' cognition on related land system are not good enough, and the propaganda contents do not meet farmers’ cognitive demands. Conclusions: The methods of improving farmers’ cognition on rural land system should be diversified, and the contents should be designed according to farmers’ characteristics and demands.

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Stites, Shana. "The CoGenT3 Study: Cognition and Gender Trends in Three American Generations." Innovation in Aging 4, Supplement_1 (December 1, 2020): 817. http://dx.doi.org/10.1093/geroni/igaa057.2975.

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Abstract Many studies find gender differences in how older adults’ report on their memory, perform on cognitive testing, and manage functional impairments that can accompany cognitive impairment. Thus, understanding gender’s effects in aging and Alzheimer’s research is key for advancing methods to prevent, slow, manage, and diagnosis cognitive impairment. Our study, CoGenT3 – The study of Cognition and Gender in Three Generations – seeks to disambiguate the effects of gender on cognition in order to inform a conceptual model, guide innovations in measurement, and support future study. To accomplish this ambitious goal, we have gathered an interdisciplinary team with expertise in psychology, cognition, sexual and gender minorities, library science, measurement, quantitative methods, qualitative methods, and gender and women’s studies. The team benefits from the intersections of expertise in being able to build new research ideas, gain novel insights, and evaluate a wide-range of actions and re-actions but this novelty can also raise challenges.

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Kaser, M., R. Zaman, and B. J. Sahakian. "Cognition as a treatment target in depression." Psychological Medicine 47, no. 6 (December 12, 2016): 987–89. http://dx.doi.org/10.1017/s0033291716003123.

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Cognitive dysfunction in depression is associated with poorer clinical outcomes and impaired psychosocial functioning. However, most treatments for depression do not specifically target cognition. Neurocognitive deficits such as memory and concentration problems tend to persist after mood symptoms recover. Improving cognition in depression requires a better understanding of brain systems implicated in depression. A comprehensive approach is warranted for refined methods of assessing and treating cognitive dysfunction in depression.

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Janda, Laura A. "Cognitive Linguistics in the Year 2015." Cognitive Semantics 1, no. 1 (March 11, 2015): 131–54. http://dx.doi.org/10.1163/23526416-00101005.

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Cognitive linguistics views linguistic cognition as indistinguishable from general cognition and thus seeks explanation of linguistic phenomena in terms of general cognitive strategies, such as metaphor, metonymy, and blending. Grammar and lexicon are viewed as parts of a single continuum and thus expected to be subject to the same cognitive strategies. Significant developments within cognitive linguistics in the past two decades include construction grammar and the application of quantitative methods to analyses.

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Chen, Guanqun, Li Lin, Kun Yang, and Ying Han. "Education, APOE ε4, and Cognition in Individuals with Subjective Cognitive Decline with Worry in the SILCODE Study." Current Alzheimer Research 18, no. 6 (May 2021): 492–98. http://dx.doi.org/10.2174/1567205018666211001105425.

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Background: Education could offer a protective effect on cognition in individuals with Subjective Cognitive Decline (SCD), which is considered to be the early stage of Alzheimer’s Disease (AD). However, the effect of education on cognition in SCD individuals with SCD-plus features is not clear. Objective: The aim of the study was to explore the effect of education on cognition in SCD individ- uals with SCD-plus features. Methods: A total of 234 individuals with SCD were included from the Sino Longitudinal Study on Cognitive Decline (SILCODE). Cognition was assessed across 4 domains (memory, executive, language, and general cognitive functions). Multiple linear regression models were constructed to examine the effect of education on cognitive scores in individuals without worry (n=91) and with worry (n=143). Furthermore, we assessed differences in effects between APOE ε4 noncarriers and APOE ε4 carriers in both groups. Results : Multiple linear regression analysis showed a positive effect of education on memory, executive, and language cognition in individuals without worry and all cognitive domains in individuals with worry. Furthermore, we found a positive effect of education on executive cognition in APOE ε4 noncarriers without worry and language and general cognition in APOE ε4 carriers without worry. Meanwhile, education had a positive effect on all cognitive domains in APOE ε4 noncarriers with worry and executive, language, and general cognition in APOE ε4 carriers with worry. Conclusion: This study indicates that education has the potential to delay or reduce cognitive dec- line in SCD individuals with SCD-plus features.

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Koch, Elise, Brin Rosenthale, Anders Lundquist, Chi-Hua Chen, and Karolina Kauppi. "O11.4. INTERACTOME OVERLAP BETWEEN SCHIZOPHRENIA AND COGNITION." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S28. http://dx.doi.org/10.1093/schbul/sbaa028.064.

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Abstract Background Cognitive impairments constitute a core feature of schizophrenia, and a genetic overlap between schizophrenia and cognitive functioning in healthy individuals has been identified. However, due to the high polygenicity and complex genetic architecture of both traits, overlapping biological pathways have not yet been identified between schizophrenia and normal cognitive ability. Network medicine offers a framework to study biologically meaningful gene networks through protein-protein interactions among risk genes. Here, established network-based methods were used to further reveal the biological relatedness of schizophrenia and cognition. Methods The protein interactome was used to examine the genetic link between schizophrenia risk genes and genes associated with cognitive performance in healthy individuals. First, we used a method called network separation to examine if there is an overlap between schizophrenia and cognition in the interactome network space. Then, we used network propagation analyses to identify schizophrenia risk genes that are close to cognition-associated genes in the interactome network space. Gene ontology and pathway enrichment analysis was performed to describe the function of this gene set. Results Network separation analyses showed a profound interactome overlap between schizophrenia risk genes and genes associated with cognitive performance (SAB = -0.22, z-score = -6.80, p = 5.38e-12). We identified 140 schizophrenia risk genes that are close to cognition-associated genes in the interactome. Risk genes close to cognition were enriched for pathways including long-term potentiation and Alzheimer’s disease, and included genes with a role in neurotransmitter systems implemented in cognition, such as glutamate and dopamine, that were not part of the direct genetic overlap. Moreover, schizophrenia risk genes close to cognition included 45 druggable genes not yet used as drug targets. Discussion These results pinpoint schizophrenia risk genes of particular interest for further examination in schizophrenia patient groups to reveal the genetic architecture of cognitive impairments in schizophrenia, of which some are druggable genes with potential as candidate targets for cognitive enhancing drugs.

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Khelil, Nabil. "Causal cognitive mapping in the entrepreneurial cognition field: A comparison of two alternative methods." Journal of Small Business Management 59, no. 5 (February 18, 2021): 1012–49. http://dx.doi.org/10.1080/00472778.2020.1866185.

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Mao, Hangyu, Wulong Liu, Jianye Hao, Jun Luo, Dong Li, Zhengchao Zhang, Jun Wang, and Zhen Xiao. "Neighborhood Cognition Consistent Multi-Agent Reinforcement Learning." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 7219–26. http://dx.doi.org/10.1609/aaai.v34i05.6212.

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Social psychology and real experiences show that cognitive consistency plays an important role to keep human society in order: if people have a more consistent cognition about their environments, they are more likely to achieve better cooperation. Meanwhile, only cognitive consistency within a neighborhood matters because humans only interact directly with their neighbors. Inspired by these observations, we take the first step to introduce neighborhood cognitive consistency (NCC) into multi-agent reinforcement learning (MARL). Our NCC design is quite general and can be easily combined with existing MARL methods. As examples, we propose neighborhood cognition consistent deep Q-learning and Actor-Critic to facilitate large-scale multi-agent cooperations. Extensive experiments on several challenging tasks (i.e., packet routing, wifi configuration and Google football player control) justify the superior performance of our methods compared with state-of-the-art MARL approaches.

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Fu, Yan, Zuo-Teng Wang, Yi Qu, Xiao-Tong Wang, Ya-Hui Ma, Yan-Lin Bi, Qiang Dong, Lan Tan, and Jin-Tai Yu. "Sleep Characteristics and Cognitive Function in Older Adults Without Dementia: The CABLE Study." Journal of Alzheimer's Disease 84, no. 3 (November 23, 2021): 1029–38. http://dx.doi.org/10.3233/jad-215017.

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Background: The associations between sleep characteristics and cognition are complicated. Alzheimer’s disease (AD) pathologies have been proven to be associated with sleep characteristics. Objective: We aimed to investigate the associations between sleep characteristics and cognitive function and examine the roles of AD pathologies in modulating the association of sleep duration with cognition. Methods: A total of 974 participants who had measurements of cerebrospinal fluid (CSF) amyloid-β (Aβ), phosphorylated tau (P-tau), total tau proteins (T-tau), cognitive function, and sleep characteristics were included from the Chinese Alzheimer’s Biomarker and Lifestyle (CABLE) study. Linear regression analyses were utilized to explore the associations of sleep characteristics with cognition. Non-linear regression analyses were utilized to explore the associations of sleep habits with cognition. Causal mediation analyses were conducted to explore the mediation effects of AD pathologies on cognition. Results: The Pittsburgh Sleep Quality Index (PSQI) total score was significantly negatively correlated with Montreal Cognitive Assessment (MoCA) score (p = 0.0176). Long latency (p = 0.0054) and low efficiency (p = 0.0273) were associated with cognitive impairment. Habitual nap behavior was associated with lower MoCA scores (p = 0.0045). U-shaped associations were observed between sleep habits (bedtime and nocturnal sleep duration) and cognition. A causal mediation analysis indicated that P-tau/Aβ42 mediated the association of sleep duration with cognition. Conclusion: These findings showed sleep characteristics were associated with cognitive functions. Sleep habits (duration, bedtime) had U-shaped associations with cognition. AD core pathologies might partially mediate the influence of sleep duration on cognitive impairments.

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Washburn, Allyson M., and Susan Williams. "A MIXED-METHODS STUDY OF NURSING HOME RESIDENTS’ EXPERIENCES OF RELATIONSHIPS AND DAY-TO-DAY SOCIAL INTERACTIONS." Innovation in Aging 3, Supplement_1 (November 2019): S555. http://dx.doi.org/10.1093/geroni/igz038.2045.

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Abstract Nursing home residents with and without cognitive impairment (N=38) answered open-ended questions about their day-to-day social interactions and ongoing relationships with family and friends. One author (SW) completed a conventional content analysis of the transcripts and the other (AW), a phenomenological-hermeneutic analysis. Findings from these analyses were combined and examined further using data from measures of social cognition and staff ratings of social behavior. Participants’ social experiences appeared to be determined not only by long-established habits and preferences and length of nursing home stay but also by their cognitive status and social cognition competencies. A central theme was the importance of managing ongoing relationships and day-to-day interactions so as to reduce one’s own stress as well as the burden on others. This presentation details how findings from distinct analytic strategies were combined to characterize the researchers’ understanding of participants’ lives in their networks of care from their own perspective.

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Polyakov, Maxim, Igor Khanin, Gennadiy Shevchenko, and Vladimir Bilozubenko. "Data mining as a cognitive tool: Capabilities and limits." Knowledge and Performance Management 5, no. 1 (July 8, 2021): 1–13. http://dx.doi.org/10.21511/kpm.05(1).2021.01.

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Due to the large volumes of empirical digitized data, a critical challenge is to identify their hidden and unobvious patterns, enabling to gain new knowledge. To make efficient use of data mining (DM) methods, it is required to know its capabilities and limits of application as a cognitive tool. The paper aims to specify the capabilities and limits of DM methods within the methodology of scientific cognition. This will enhance the efficiency of these DM methods for experts in this field as well as for professionals in other fields who analyze empirical data. It was proposed to supplement the existing classification of cognitive levels by the level of empirical regularity (ER) or provisional hypothesis. If ER is generated using DM software algorithm, it can be called the man-machine hypothesis. Thereby, the place of DM in the classification of the levels of empirical cognition was determined. The paper drawn up the scheme illustrating the relationship between the cognitive levels, which supplements the well-known schemes of their classification, demonstrates maximum capabilities of DM methods, and also shows the possibility of a transition from practice to the scientific method through the generation of ER, and further from ER to hypotheses, and from hypotheses to the scientific method. In terms of the methodology of scientific cognition, the most critical fact was established – the limitation of any DM methods is the level of ER. As a result of applying any software developed based on DM methods, the level of cognition achieved represents the ER level.

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Newton, Olivia B., Stephen M. Fiore, and Joseph J. LaViola. "An External Cognition Framework for Visualizing Uncertainty in Support of Situation Awareness." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 1198–202. http://dx.doi.org/10.1177/1541931213601782.

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This paper discusses an approach for the development of visualizations intended to support cognitive processes deemed fundamental in the maintenance of Situation Awareness under conditions of uncertainty. We integrate ideas on external cognition from the cognitive sciences with methods for interactive visualization to help cognitive engineering examine how visualizations, and interacting with them, alter cognitive processing and decision-making. From this, we illustrate how designers and researchers can study principled variations in visualizations of uncertainty drawing from extended and enactive cognition theory.

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Anisimova, Svetlana Yu. "The role of general cultural methods in social cognition." Aspirantskiy Vestnik Povolzhiya 21, no. 7-8 (December 15, 2021): 24–28. http://dx.doi.org/10.55531/2072-2354.2021.21.4.24-28.

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The article expresses the idea that general cultural methods can be used in the analysis of complex social interactions, because the content of these methods includes elements of explanation and understanding. General cultural methods are compared: ignoring, oblivion, destruction, critical processing in the study of historical memory. The content of historical memory stores and conveys the experience of a persons objective activity and the ways of interaction of complex systems. In the analytical field, the phenomenon of historical memory is present not only within the boundaries of humanitarian knowledge, but also in the problems of interdisciplinary research.

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Zheng, Yufeng, Erik Blasch, and Adel S. Elmaghraby. "Biologically Inspired Methods for Imaging, Cognition, Vision, and Intelligence." Computational Intelligence and Neuroscience 2016 (2016): 1. http://dx.doi.org/10.1155/2016/2402067.

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Gylfe, Philip, Henrika Franck, Curtis Lebaron, and Saku Mantere. "Video methods in strategy research: Focusing on embodied cognition." Strategic Management Journal 37, no. 1 (December 22, 2015): 133–48. http://dx.doi.org/10.1002/smj.2456.

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Schultheisz, Thais Sisti De Vincenzo, Regiane Ribeiro de Aquino, Ana Beatriz Ferreira Alves, André Luis Maiera Radl, and Antonio de Pádua Serafim. "Effect of cognitive stimulation workshops on the self-esteem and cognition of the elderly A pilot project." Dementia & Neuropsychologia 12, no. 4 (December 2018): 421–26. http://dx.doi.org/10.1590/1980-57642018dn12-040013.

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ABSTRACT According to the WHO, by 2025 Brazil will be ranked sixth in the world in terms of proportion of elderly in the population. Within this scope, cognition plays a central role in the aging process, having an important association with quality of life, which suggests the need to develop intervention programs, such as cognitive training. Objective: To determine the effects of a program of cognitive stimulation workshops on the self-esteem and cognition of elderly people. Methods: Thirty-eight elderly subjects completed the three-step protocol: 1) Survey of demographic data and evaluation of cognition by a neuropsychological battery and of self-esteem using the Rosenberg Self-Esteem Scale (RSS), prior to training; 2) Participation in twelve cognitive stimulation workshops; and 3) Cognitive evaluation and RSS after the training. Results: Results showed that the use of training produced positive effects on cognitive test performance of the elderly with and without cognitive impairment. By extension, this demonstrates positive impact on their self-esteem. Conclusion: These findings encourage investment in cognitive stimulation programs as a resource for improved cognition and quality of life for the elderly. Subjective cognitive complaint may have served as a predictor of decreased self-esteem; therefore, as training improved cognition, it also improved self-esteem.

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Zhang, Zhidong, and Alice Yang Zhang. "Alternatively Assessing Conceptual Learning in an Emergency Clinical Environment—A Mixed Methods Design." Journal of Education and Development 4, no. 2 (June 8, 2020): 27. http://dx.doi.org/10.20849/jed.v4i2.744.

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Modeling cognitive processes in clinical learning environments is a necessary first step towards improving learning assessment and medical practice by using an alternative assessment model. Verbal protocol and cognitive content analyses are effective methods of exploring such cognitive processes. For the purpose of simplifying the discussion, we have labeled these processes as Identification of Information, Advanced Cognition, and Medical Cognitive Action. Exploring problem solving processes with Bayesian network techniques can characterize students' dynamic learning processes quantitatively, identify differences in cognitive components at different stages of learning and better represent clinical problem solving features.We develop a hierarchical cognitive model as a cognitive assessment tool to describe the complex cognitive network relations, which can be applied to various clinical cognitive situations. The study concludes that the cognitive model was useful in identifying students' learning trajectories by representing the different cognitive features.

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Greenwald, Anthony G., and Calvin K. Lai. "Implicit Social Cognition." Annual Review of Psychology 71, no. 1 (January 4, 2020): 419–45. http://dx.doi.org/10.1146/annurev-psych-010419-050837.

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In the last 20 years, research on implicit social cognition has established that social judgments and behavior are guided by attitudes and stereotypes of which the actor may lack awareness. Research using the methods of implicit social cognition has produced the concept of implicit bias, which has generated wide attention not only in social, clinical, and developmental psychology, but also in disciplines outside of psychology, including business, law, criminal justice, medicine, education, and political science. Although this rapidly growing body of research offers prospects of useful societal applications, the theory needed to confidently guide those applications remains insufficiently developed. This article describes the methods that have been developed, the findings that have been obtained, and the theoretical questions that remain to be answered.

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Minor, K. S., J. A. Willits, M. P. Marggraf, M. N. Jones, and P. H. Lysaker. "Measuring disorganized speech in schizophrenia: automated analysis explains variance in cognitive deficits beyond clinician-rated scales." Psychological Medicine 49, no. 3 (April 25, 2018): 440–48. http://dx.doi.org/10.1017/s0033291718001046.

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AbstractBackgroundConveying information cohesively is an essential element of communication that is disrupted in schizophrenia. These disruptions are typically expressed through disorganized symptoms, which have been linked to neurocognitive, social cognitive, and metacognitive deficits. Automated analysis can objectively assess disorganization within sentences, between sentences, and across paragraphs by comparing explicit communication to a large text corpus.MethodLittle work in schizophrenia has tested: (1) links between disorganized symptoms measured via automated analysis and neurocognition, social cognition, or metacognition; and (2) if automated analysis explains incremental variance in cognitive processes beyond clinician-rated scales. Disorganization was measured in schizophrenia (n = 81) with Coh-Metrix 3.0, an automated program that calculates basic and complex language indices. Trained staff also assessed neurocognition, social cognition, metacognition, and clinician-rated disorganization.ResultsFindings showed that all three cognitive processes were significantly associated with at least one automated index of disorganization. When automated analysis was compared with a clinician-rated scale, it accounted for significant variance in neurocognition and metacognition beyond the clinician-rated measure. When combined, these two methods explained 28–31% of the variance in neurocognition, social cognition, and metacognition.ConclusionsThis study illustrated how automated analysis can highlight the specific role of disorganization in neurocognition, social cognition, and metacognition. Generally, those with poor cognition also displayed more disorganization in their speech—making it difficult for listeners to process essential information needed to tie the speaker's ideas together. Our findings showcase how implementing a mixed-methods approach in schizophrenia can explain substantial variance in cognitive processes.

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Khoroshilov, D. A. "Social Cognition in the Mirrors of «Cognitive Revolutions»." Social Psychology and Society 8, no. 4 (2017): 55–71. http://dx.doi.org/10.17759/sps.2017080405.

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The article discusses the problem of the social determination of cognition from the point of view of «cognitive revolutions» (R. Harré) in dialogue between psychology, social theory and history, neurobiology and aesthetics. The research inquiry is the cultural-historical analysis of the social representations of the everyday life. The «aesthetic paradigm» (T.D. Martsinkovskaya) uses the art-based methods to study the cultural forms of social cognition. Theoretical discussions are illustrated by the social psychological, clinical and contemporary art research of the mass consciousness of the Russian society at the beginning of the 21st century. The article presents the experience of the genre analysis of the tragedy of culture (G. Simmel), personal drama (L.S. Vygotsky) and comedy of social life (A.P. Chekhov). The final result is a new aesthetic concept of social cognition.

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Goldstein, Felicia C., Aaron Milloy, and David W. Loring. "Incremental Validity of Montreal Cognitive Assessment Index Scores in Mild Cognitive Impairment and Alzheimer Disease." Dementia and Geriatric Cognitive Disorders 45, no. 1-2 (2018): 49–55. http://dx.doi.org/10.1159/000487131.

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Background/Aims: The aim of this paper was to evaluate the incremental validity of the Montreal Cognitive Assessment (MoCA) index scores and the MoCA total score in differentiating individuals with normal cognition versus mild cognitive impairment (MCI) or Alzheimer disease (AD). Methods: Effect sizes were calculated for Alzheimer’s Disease Neuroimaging Initiative research participants with normal cognition (n = 295), MCI (n = 471), or AD (n = 150). Results: Effect sizes for the total score were large (> 0.80) and exceeded the index scores in differentiating those with MCI versus normal cognition, MCI versus AD, and AD versus normal cognition. A combined score incorporating the Memory, Executive, and Orientation indexes also improved incremental validity for all 3 group comparisons. Conclusion: Administration of the entire MoCA is more informative than the index scores, especially in distinguishing normal cognition versus MCI. A combined score has stronger incremental validity than the individual index scores.

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Jang, Nayoung. "Differences in Learning Engagement Depending on Need for Cognition and the Effect of Need for Cognition on Cognitive Competency through Self-Directed Learning Process among College Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 17 (September 15, 2022): 301–18. http://dx.doi.org/10.22251/jlcci.2022.22.17.301.

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Objectives The purpose of this study was first to explore whether high/low need for cognition groups differ in the level of learning engagement, and second to examine the effect of the need for cognition on cognitive competency development through the self-directed learning process. Methods Using the data of 1,110 students in four-year colleges from the 9th-year (2014) Korean Education Longitudinal Study 2005, independent sample t-tests and three-step linear regression analysis suggested by Baron and Kenny (1986) were conducted. Results First, t-tests found that students with a high need for cognition showed higher mean scores for the self-directed learning process, classroom engagement, reading books, taking classes, and studying than those with low need for cognition. Second, after controlling for a variety of control variables, the higher need for cognition predicted a higher self-directed learning process and higher cognitive competency development. In addition, the self-directed learning process was found to have a partial mediation effect on the relationship between the need for cognition and cognitive competency. Conclusions This study found the significant role that the need for cognition, which has received limited attention in higher education research, plays in learning engagement and in cognitive competency development through self-directed learning process. The results added empirical evidence to the individual-level predictors that are important for college student learning and cognitive competency development among college students.

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Gao, Wen, Kelley L. Baumgartel, and Sheila A. Alexander. "The Gut Microbiome as a Component of the Gut–Brain Axis in Cognitive Health." Biological Research For Nursing 22, no. 4 (July 17, 2020): 485–94. http://dx.doi.org/10.1177/1099800420941923.

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Introduction: The human microbiome, the microorganisms living in and on the body, plays a vital role in brain physiology and pathophysiology. The gut microbiome (GMB) has been identified as a link in the gut–brain axis moderating cognitive development and health. Objectives: The objectives of this scoping review are to discuss mechanisms of the microbiome–gut–brain axis in cognition, review the existing literature on the GMB and cognition, and discuss implications for nursing research. Methods: We searched Pubmed using the terms “gut microbiome,” “brain,” and “cognition” and the terms “gut brain axis,” “microbiome,” and “cognition”; removed duplicates, studies not published in English, and unrelated publications; and added additional articles identified through references. We retained the 85 most relevant publications for this review. Results: Common themes in the current literature include GMB components; interactions on cognitive development; effects of GMB–gut–brain interactions on cognition, mild cognitive impairment and Alzheimer’s disease; effects of GMB interactions with physiologic stress on cognition in critical care; and GMB modification for improved cognition. Review of the literature on each of these topics reveals multiple theoretical mechanisms of action for GMB–gut–brain interaction that modify cognitive development and function across the lifespan. Discussion: GMB components and dysbiosis have been implicated in many cognitive states, and specific microbiota constituents contribute to cognitive development, stability, and impairment. The study of these interactions is relevant to nursing research as it addresses the holistic human experience and microbiome constituents are modifiable, facilitating translation into the clinical setting.

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McFall, Richard M., Teresa A. Treat, and Richard J. Viken. "Contributions of Cognitive Theory to New Behavioral Treatments." Psychological Science 8, no. 3 (May 1997): 174–76. http://dx.doi.org/10.1111/j.1467-9280.1997.tb00406.x.

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Although clinical, social, and cognitive psychologists all use the concept of ‘cognition’, they often use it in different ways to refer to different phenomena We offer a heuristic framework for distinguishing among three general uses of the word cognition, and apply this framework to an evaluation of the experiential avoidance concept presented by Hayes and Gifford (this issue) While acknowledging the promise of such work, we raise concerns about its possible limitations We recommend that clinical applications of the cognition concept be grounded in the theories and methods of contemporary cognitive and neural sciences In support of our recommendation, we present three examples from experiments from our own research

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Ahmed, NikhatParveen. "ENVIRONMENTAL PROBLEMS ITS EFFECTS AND APPLICABLE METHODS." International Journal of Research -GRANTHAALAYAH 3, no. 9SE (September 30, 2015): 1–4. http://dx.doi.org/10.29121/granthaalayah.v3.i9se.2015.3145.

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HOW PSYCHOLOGY DEAL WITH ENVIRONMENT? "Environmental Psychology is field of study that examines the inter relationship between environment and human affect cognition and behaviour" (Bechtel &chorchman 2002, Gilford 2007)

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Saenz, Joseph, and Amina Khan. "EDUCATION AND COGNITIVE ABILITY: EXPLORING DIRECT AND INDIRECT EFFECTS IN THE UNITED STATES AND MEXICO." Innovation in Aging 6, Supplement_1 (November 1, 2022): 821. http://dx.doi.org/10.1093/geroni/igac059.2954.

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Abstract Education positively relates with cognition, which may be explained by enhanced cognitive reserve. However, education may also impact cognition indirectly by improving health, health behaviors, and life-course socioeconomic status (SES). This analysis explores the associations between education and cognition in the US and Mexico and quantifies the extent to which associations are direct versus indirect through health and SES. We use data from two studies: the MexCog in Mexico (n=2,042) and US Harmonized Cognitive Assessment Protocol (HCAP, n=3,267). Cognitive domains included Memory, Executive Function, Language, Visuospatial, and Orientation. Karlson-Holm-Breen (KHB) methods were used in linear regression models to quantify how much of the associations between years of education and cognitive domains were direct versus indirect through chronic conditions, income, wealth, smoking, and exercise. In regression models, years of education related positively with all cognitive domains in both studies, even when controlling for health and SES. KHB mediation analyses suggested that most of the education-cognition association was direct. In MexCog, estimates of the percent of the education-cognition association that was indirect through health and SES ranged from 4.17% (Memory) to 5.15% (Executive Function). In HCAP, indirect effects ranged from 8.95% (Orientation) to 12.15% (Language). Education was associated with better cognitive abilities in the US and Mexico regardless of cognitive domain or adjustment for late-life health and SES. Results suggested that education primarily related with cognition directly and that effects of education on cognitive abilities are not eliminated by reducing educational disparities in the late-life health and SES factors we analyzed.

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Holland, Negin, Trevor W. Robbins, and James B. Rowe. "The role of noradrenaline in cognition and cognitive disorders." Brain 144, no. 8 (March 16, 2021): 2243–56. http://dx.doi.org/10.1093/brain/awab111.

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Abstract Many aspects of cognition and behaviour are regulated by noradrenergic projections to the forebrain originating from the locus coeruleus, acting through alpha and beta adrenoreceptors. Loss of these projections is common in neurodegenerative diseases and contributes to their cognitive and behavioural deficits. We review the evidence for a noradrenergic modulation of cognition in its contribution to Alzheimer’s disease, Parkinson’s disease and other cognitive disorders. We discuss the advances in human imaging and computational methods that quantify the locus coeruleus and its function in humans, and highlight the potential for new noradrenergic treatment strategies.

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Journal articles on the topic 'Cognition (Methods of)'

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