Relevant bibliographies by topics / Cognition – Physiology

Academic literature on the topic 'Cognition – Physiology'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Cognition – Physiology"

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Culpepper, Larry. "Neuroanatomy and Physiology of Cognition." Journal of Clinical Psychiatry 76, no. 07 (July 22, 2015): e900-e900. http://dx.doi.org/10.4088/jcp.13086tx3c.

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Iacoboni, Marco. "Social Cognition, Accuracy, and Physiology." Psychological Inquiry 22, no. 3 (August 26, 2011): 217–18. http://dx.doi.org/10.1080/1047840x.2011.559629.

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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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Bundesen, Claus. "Mathematics bridging cognition and single-cell physiology." Neural Networks 19, no. 9 (November 2006): 1461–62. http://dx.doi.org/10.1016/j.neunet.2006.09.009.

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Weerth, Carolina de, Jan K. Buitelaar, and Eduard J. H. Mulder. "Prenatal programming of behavior, physiology and cognition." Neuroscience & Biobehavioral Reviews 29, no. 2 (April 2005): 207–8. http://dx.doi.org/10.1016/j.neubiorev.2004.10.011.

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Morris, Edward K. "The Molloy-Birnbrauer Exchange: How Many Factors do a Psychology Make?" Behaviour Change 3, no. 1 (March 1986): 1–8. http://dx.doi.org/10.1017/s0813483900009049.

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Molloy and Birnbrauer have recently exchanged views in this journal over how how many factors are necessary to provide an adequate account of human behaviour and behaviour change. Their differences apparently reflect alternative conceptualizations of the roles played by physiology and cognition in the analysis of behaviour. The present paper provides some background to these issues, showing that the current cognitive behavioural approach to physiology and cognition is but a reworking of some aspects of traditional mentalism. Following this, several alternatives to this traditional conceptualization are offered by way of (a) an analysis of how functional and structural contextual conditions affect behaviour and (b) distinctions between issues of behavioural process and content-related behavioural substance. For psychology to be a cumulative and progressive enterprise, a natural science approach to issues of physiology and cognition must be maintained, no matter how many factors may be tajcen as germane to human behaviour and behaviour change
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Tarokh, Leila, Jared M. Saletin, and Mary A. Carskadon. "Sleep in adolescence: Physiology, cognition and mental health." Neuroscience & Biobehavioral Reviews 70 (November 2016): 182–88. http://dx.doi.org/10.1016/j.neubiorev.2016.08.008.

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Miles, T. R. "Behavior, cognition, and physiology: Three horses or two?" Behavioral and Brain Sciences 8, no. 1 (March 1985): 68–69. http://dx.doi.org/10.1017/s0140525x00019671.

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Coles, Michael G. H. "Modern Mind-Brain Reading: Psychophysiology, Physiology, and Cognition." Psychophysiology 26, no. 3 (May 1989): 251–69. http://dx.doi.org/10.1111/j.1469-8986.1989.tb01916.x.

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Wang, Jinhua, Jie Yuan, Jingjuan Pang, Jiang Ma, Bing Han, Yuan Geng, Li Shen, et al. "Effects of Chronic Stress on Cognition in Male SAMP8 Mice." Cellular Physiology and Biochemistry 39, no. 3 (2016): 1078–86. http://dx.doi.org/10.1159/000447816.

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Background/Aims: Chronic stress can lead to cognitive impairment. Senescence-accelerated mouse prone 8 (SAMP8) is a naturally occurring animal model that is useful for investigating the neurological mechanisms of Alzheimer's disease. Here we investigated the impact and mechanisms of chronic stress on cognition in male SAMP8 mice. Methods: Male 6-month- old SAMP8 and SAMR1 (senescence-accelerated mouse resistant 1) mice strains were randomly divided into 4 groups. Mice in the unpredictable chronic mild stress (UCMS) groups were exposed to diverse stressors for 4 weeks. Then, these mice performed Morris water maze (MWM) test to assess the effect of UCMS on learning and memory. To explore the neurological mechanisms of UCMS on cognition in mice, we evaluated changes in the expression of postsynaptic density 95 (PSD95) and synaptophysin (SYN), which are essential proteins for synaptic plasticity. Five mice from each group were randomly chosen for reverse transcription polymerase chain reaction (RT-PCR) and western blotting analysis of SYN and PSD95. Results: The Morris water maze experiment revealed that the cognitive ability of the SAMP8 mice decreased with brain aging, and that chronic stress aggravated this cognitive deficit. In addition, chronic stress decreased the mRNA and protein expression of SYN and PSD95 in the hippocampus of the SAMP8 mice; however, the SAMR1 mice were unaffected. Conclusion: Our results demonstrate that decreased cognition and synaptic plasticity are related to aging. Moreover, we show that chronic stress aggravated this cognitive deficit and decreased SYN and PSD95 expression in the SAMP8 mice. Furthermore, the SAMP8 mice were more vulnerable to the detrimental effects of chronic stress on cognition than the SAMR1 mice. Our results suggest that the neurological mechanisms of chronic stress on cognition might be associated with a decrease in hippocampal SYN and PSD95 expression, which is critical for structural synaptic plasticity.
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Dissertations / Theses on the topic "Cognition – Physiology"

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Wesso, Iona. "Science text: Facilitating access to physiology through cognition-based reading intervention." University of the Western Cape, 1995. http://hdl.handle.net/11394/8485.

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Philosophiae Doctor - PhD
Reading and understanding science text is the principal means by which students at tertiary level access scientific information and attain scientific literacy. However, understanding and learning from science texts require cognitive processing abilities which students mayor may not have. If students fail to understand scientific text, their acquisition of subject knowledge and expertise will be impeded and they will fail to develop into thinking and independent learners, so crucial for academic progress and achievement. A major assumption in this study is thus that in order to increase access to science subjects there is a need to explicitly teach the thinking abilities involved in learning science from text. A review of the literature showed that while reading to learn from scientific text poses special challenges to students faced with this unfamiliar genre, little is known about reading (and thinking) for science learning. A synthesis of current research which describes the neglected interface between science learning, science reading and cognition is given in the literature review of this study. This synthesis highlights, in particular, the parallel developments in research into science learning and reading; the lack of integration of research in these areas; the absence of investigations on science reading located within the cognitive domain; and the absence of research into reading as it affects cognition and cognition as it affects reading in subject-specific areas such as physiology Possibilities for improving students' cognitive performance in reading to learn through intervention were considered from a cognitive perspective. From this perspective, students' observable intellectual performance can be attributed to their underlying knowledge, behaviour, and thought processes. Accordingly, the mental processes involved in comprehending scientific concepts from text and the cognitive processes which the students bring to the learning situation become highly relevant to efforts to improve cognitive skills for learning science Key questions which were identified to serve as a basis for intervention included: a) What cognitive abilities are needed for competent reading comprehension as demanded by physiology text?; b) How adequate is the cognitive repertoire of students in dealing with physiology text? With regard to these questions a catalogue of cognitive functions as formulated by Feuerstein et al (1980) was identified as optimally suited for establishing the cognitive match between reading tasks and students. Micro-analyses of the cognitive demands of students' textbook material and the cognitive make-up of second-year university students revealed a profound mismatch between students and their learning material. Students lacked both comprehension fostering and comprehension monitoring abilities appropriate to the demands of the learning task. The explication of the cognitive requirements which physiology text demands served as a basis for systematically designing instruction whereby appropriate intellectual performance for scientific comprehension from text may be attained Subsequent intervention was based on the explicit teaching of thinking abilities within the context of domain-specific (physiology) knowledge. An instructional framework was developed that integrated cognitive learning theories and instructional prescriptions to achieve an effective learning environment and improve students' cognitive abilities to employ and extend their knowledge. The objective was that the instructional model and resultant instructional methods would ensure that students learn not only the desired kinds of knowledge by conceptual change, but also the thought processes embedded and required by reading scientific material for appropriate conceptual change to take place. Micro-analysis of the cognitive processes intrinsic to understanding physiology text illuminated cognitive demands such as, for example, the ability to: transform linearly presented material into structural patterns which illuminate physiological relationships; analyse conceptually dense text rich in "paradoxical jargon"; activate and retrieve extensive amounts of topic-specific and subject-specific prior knowledge; to visualise events; and contextualise concepts by establishing an application for it. Within the above instructional setting, the study shows that the notion of explicitly teaching the cognitive processes intrinsic to physiology text is possible. By translating the cognitive processes into cognitive strategies such as assessing the situation, planning, processing, organisation, elaboration, monitoring and reflective responses, the heuristic approach effectively served to guide students through various phases of learning from text. Systematic and deliberate methods of thought that would enhance students problem-solving and thinking abilities were taught. One very successful strategy for learning from physiology text was the ability to reorganise the linearly presented information into a different text structure by means of the construction of graphic organisers. The latter allowed students to read systematically, establish relationships between concepts, identify important ideas, summarise passages, readily retrieve information from memory, go beyond the given textual information and very effectively monitor and evaluate their understanding In addition to teaching appropriate cognitive strategies as demanded by physiology text, this programme also facilitated an awareness of expository text conventions, the nature of physiological understanding, the value of active strategic involvement in constructing knowledge and the value of metacognitive awareness. Also, since the intervention was executed within the context of physiology content, the acquisition of content-specific information took place quite readily. This overcame the problem of transfer, so often experienced with "content-free" programmes. In conclusion, this study makes specific recommendations to improve science education. Inparticular, the notion of teaching the appropriate cognitive behaviour and thought processes as demanded by academic tasks such as reading to learn physiology seems to be a particularly fruitful area into which science educational research should develop and be encouraged.
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Wiet, Ryan. "The effects of acute aerobic exercise on BDNF levels and cognition in postmenopausal women." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1527873335485353.

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Andrillon, Thomas. "The sleeping brain at work : perceptual processing and learning in human sleep Thomas Andrillon." Thesis, Paris Sciences et Lettres (ComUE), 2016. http://www.theses.fr/2016PSLEE004/document.

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Tous les soirs, nous nous endormons; tous les matins, nous nous réveillons. De ce qui advient entre temps nous gardons peu de souvenirs. Les personnes qui nous entourent pourraient nous dire que nous avons bougé, parlé, ri ou crié, que les émotions les plus vives ont pris le contrôle de notre corps sans pour autant avoir laissé le moindre souvenir. Ou encore, les personnes qui nous entourent ont pu bouger, parler, rire ou crier sans que nous nous en rendîmes compte le moins du monde. Ou au contraire, nous pouvons émerger de la plus fantastique des aventures dans un lit pourtant bien calme,bercé par le calme tic-tac de l’horloge. Il semble que le sommeil opère une dissociation complète entre ce qui arrive dans notre environnement immédiat et dans notre esprit,sans pour autant que la chose éveille en nous la moindre alarme. À tout moment qui plus est, nous pouvons nous réveiller et reprendre conscience de notre environnement de façon quasi instantanée. Curieusement, il semble que certains sons aient une plus grande facilité à nous réveiller que d’autres. Sommes-nous donc complètement déconnectés de notre environnement quand nous dormons ?
Every night we fall asleep and every morning we wake up. From what happens in the meantime, little is remembered. Others may say that we have moved, talked, laughed orcried, that the strongest and most vivid emotions took control of our body without leaving the faintest memory behind. Or others may have moved, talked, laughed or cried without our slightest notice. On the contrary, we can emerge from the most fantastic adventure in a quiet bed, cradled by a peaceable ticking clock. Without causing us much alarm, it seems that sleep entails a dissociation between what happens in ourenvironment and within our mind. Yet, at any moment, we can wake up and immediately regain consciousness of the surrounding world. Interestingly, it seems that certain sounds are more likely to awake us than others.Thus, are we completely disconnected from our environment when we sleep?
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Cattelain, Thibault. "Production des consonnes plosives du français : du contrôle des bruits de plosion." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAS011/document.

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L’étude de la production des consonnes occlusives (/p/, /b/, etc) a un intérêtparticulier pour la compréhension du contrôle moteur de la production de la parole. Eneffet, la production de ces consonnes requiert une coordination fine des 3 niveaux deproduction : respiration, vibration des cordes vocales, articulation.L’objectif de mes travaux de thèse est d’étudier la coordination des gestesrespiratoires, laryngés et articulatoires permettant de contrôler la variation de certains traits acoustiques des consonnes occlusives, plus spécifiquement les caractéristiques acoustiques de leurs bruits de plosion (intensité, durée, spectre, cruciaux pour l’intelligibilité des consonnes occlusives). Une partie importante de mes travaux de thèse s’intéresse également au contrôle musculaire de cette coordination gestuelle.Ces objectifs demandent un travail méthodologique préliminaire pour comparer,développer et implémenter différentes techniques de mesure et d’estimation des effortsarticulatoires de production de parole, à différents points de vue, physiologiques etmécaniques (cinématique du mouvement labial, capteurs de force, électromyographieorofaciale). L’exploration de ces questions a donné lieu à l’acquisition d’une large base de données (acoustiques et physiologiques) de production de consonnes occlusives du français chez une vingtaine de locuteurs adultes sains, incluant 2 modes de phonation (modal et chuchoté), 2 débits de parole (normal et rapide) et plusieurs niveaux d’effort articulatoire.L’analyse de cette base de données a permis de confirmer certaines relations déjà établies en parole conversationnelle entre l’intensité acoustique du bruit de plosion et le maximum de Pression Intra-Orale (ou la vitesse d’ouverture des lèvres pour les consonnes labiales), et entre les paramètres spectraux du bruit de plosion (skewness et kurtosis) et les paramètres articulatoires de déplacement de la langue pour les consonnes alvéolaires et vélaires.D’autres relations (non décrites dans la littérature) ont été observées en paroleconversationnelle : 1- l’intensité acoustique du bruit de plosion augmente lorsque le degré de compression labial et la vitesse de fermeture des lèvres augmentent pour les consonnes labiales ; 2- l’intensité acoustique du bruit de plosion augmente lorsque la vitesse tangentielle du mouvement d’élévation de la langue augmente pour les consonnespalatales ; 3- le degré de compression labial, les vitesses de fermeture et d’ouverture des lèvres augmentent significativement lorsque les activités des muscles Orbicularis Oris Supérieur (OOS) et Dépresseur de la Lèvre Inférieure (DLI) augmentent (dans les phases du mouvement où ils sont agonistes). Ces relations évoluent en fonction du mode de phonation (l’accent est mis en qualité chuchotée sur l’utilisation de paramètres cinématiques au détriment des paramètres aérodynamiques, articulatoires et temporels) et du débit de parole (la plupart des paramètres physiologiques et articulatoires perdent avec le débit leur efficacité de contrôle des caractéristiques acoustiques)
Stop consonants (/p/, /b/, etc) are of particular interest for the understanding of speech motor control. Indeed, the production of these stop consonant requires the coordination of the 3 production levels: breathing, vocal folds vibration and articulation.The main goal of my thesis is to study how respiratory, laryngeal and articulatory gestures coordinate to control the variation of acoustic features of stop consonants, especially of their burts (intensity, duration, spectrum), which are crucial for stop consonant intelligibility. An important part of my thesis work also focuses on the muscular control of lip gestures in the production of bilabial stops. These goals needed a preliminary methodological work to compare, develop and implement different techniques, in order to measure and estimate articulatory efforts of speech production, physiologically and mechanically (lip movement kinematics, force sensors, orofacial electromyography). This methodological exploration has given rise to theacquisition of a large database (acoustic and physiological data) of French stop consonant productions, for twenty healthy speakers, including 2 phonation modes (modal and whispered), 2 speech rates (normal and fast) and several levels of articulatory effort.The analysis of this database has confirmed relationships already established inconversational speech between burst intensity and the maximum of intra-oral pressure (or opening velocity of lips for labial stops), and between spectral features of the burst and articulatory parameters of tongue movements for alveolar and velar stops. New other relationships have been observed in conversational : 1- the burst acoustic intensity increase when the lips compression and opening velocity increase (for labial stop consonants) ; 2-the burst acoustic intensity increase when the elevation tangential velocity of the tongue increase (for palatal stop consonants) ; 3- the lips compression, lips opening and closing velocities significantly increase when the activities of the OOS (Superior Orbicularis Oris) and DLI (Depressor of the Inferior Lip) muscles increase (during the movement phasis where muscles are agonists). These relationships depend on phonation quality (in whispered speech the accent is made on using kinematic parameters at the cost of aerodynamic, articulatory and temporal ones) and speech rate (most of physiological and articulatory parameters lost efficacies for acoustic control when speech rate increase)
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Broughan, Christine. "The effects of the olfactory properties of essential oils on selected aspects of cognition." Thesis, Coventry University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365208.

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Ross, Amy Patricia. "Effects of a High Fructose Diet on Physiology and Cognition in Male Sprague-Dawley Rats." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_theses/45.

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Fructose consumption has increased exponentially during the past four decades. The physiological effects of a high fructose diet include obesity and insulin resistance. In animal models, the effects of a high fructose diet on fat distribution are inconclusive in that some studies find increases in body mass and lipids while others find no effect. Recent findings indicate that a high fructose diet causes hippocampal insulin resistance in hamsters, raising the possibility that the diet causes impairments in cognition. The following experiments tested the hypotheses that a high fructose diet alters fat distribution rather than total body mass and impairs hippocampal-dependent memory. Results indicated that the high fructose diet did not affect fat distribution, but did increase plasma triacylglycerides. Interestingly, the diet also impaired spatial reference memory in the Morris water maze, and this effect was correlated with plasma triacylglycerides. These results indicate that a high fructose diet impairs brain function.
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Tsang, Yuen. "The relationship between balance and functional outcomes of subacute in-patient rehabilitation in stroke patients." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B3197224X.

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Sleik, Ryan John, and University of Lethbridge Faculty of Arts and Science. "Does postural threat alter the role of cognition for postural control?" Thesis, Lethbridge : University of Lethbridge, University of Lethbridge. Faculty of Arts and Science, 2001, 2001. http://hdl.handle.net/10133/141.

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Cognitive demands for postural control in younger and older adults were examined under conditions of postural threat. Age-related differences emerged in the distribution of attention for postural control in conditions of postural threat. Specifically, porutral compensations were implented to reduce cognitive demands for postural control. In addition, it was determined that the effect of performing a secondary cognitive task on postural control was altered when the potential consequences of instability were increased. Younger adults were found to maintain postural control and improve secondary task performance in conditions of increased threat whereas postural control in older adults improved at the expense of secondary task performance. In older adults, postural control may be prioritized under conditions that increase arousal and the consequences of imbalance. These findings have implications for reducing falls in elderly populations, as they reveal that the ability to adequately perform concurrent tasks is compromised when environmental factors threaten balance in elderly populations.
xi, 113 leaves ; 28 cm.
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Henderson, Nigel E. "What influences decisions students make in selecting texts to support learning in anatomy and physiology?" Thesis, Anglia Ruskin University, 2015. http://arro.anglia.ac.uk/582315/.

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The provision of key text reading lists relies on students to select one they will utilise in undertaking a course. In anatomy and physiology an array of texts exist providing lecturers with the task of deciding the most suitable for inclusion within this list, the final choice for a student to undertake. Little evidence was found to identify the decision-making a student undertook in selecting a text. Based on disparate theoretical concepts an initial development of a conceptual process framework followed to provide a basis from which to identify influences which impacted on the student decision-making process. Using a mixed methods design a survey of students (N=964) undertaking anatomy and physiology courses was conducted whose results, following analysis provided the focus for in depth interviews. These included students (n=15), lecturers (n=3) authors (n=5) and publishers (n=2). Thematic analysis of the transcripts identified four overarching themes these being the Perception of the Textbook, Choice of the Textbook, Mismatch of Perceived Needs and Place of the Textbook. The results suggested two main influences which impacted on the student when choosing a text, those of existing prior knowledge and recommendation. Without prior knowledge, comprehension and cognition of the text was difficult. Recommendation by a lecturer or reading list, a strong influence, saw students selecting a recommended text without considering their own needs leading to an inability to use this. Without knowledge and recommendation students utilised aesthetic preference and heuristics in selecting a text, with many selecting additional texts to assist in using recommended texts. The results led to the development of the conceptual process framework indicating choice was a complex process for the student. Selecting a text is complex and affected by numerous influences. The study highlights a process through which a student traverses as they undertake the selection of their text. The study conclusions have led to the development of the Process Framework for Text Selection providing a novel and coherent linking of established theoretical concepts.
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Aaron, Elizabeth Mae. "Maternal and Child Characteristics Predicting Protective Parenting: Cognition as a Mechanism." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1624378278091593.

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Books on the topic "Cognition – Physiology"

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Andrew, Parker, Derrington Andrew, and Blakemore Colin, eds. The physiology of cognitive processes. New York: Oxford University Press, 2003.

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M, Gage Nicole, ed. Cognition, brain, and consciousness: Introduction to cognitive neuroscience. 2nd ed. Burlington, MA: Academic Press, 2010.

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Le cerveau volontaire. Paris: O. Jacob, 2009.

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Olivier, Koenig, ed. Wet mind: The new cognitive neuroscience, with a new epilogue. New York: Free Press, 1995.

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Kosslyn, Stephen Michael. Wet mind: The new cognitive neuroscience. New York: Free Press, 1995.

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Olivier, Koenig, ed. Wet mind: The new cognitive neuroscience. New York: Free Press, 1992.

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Cortex and mind: Unifying cognition. Oxford: Oxford University Press, 2003.

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1945-, Lightfoot David, ed. The language organ: Linguistics as cognitive physiology. Cambridge: Cambridge University Press, 2002.

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Dijk, Pim van. Physiology, Psychoacoustics and Cognition in Normal and Impaired Hearing. Cham: Springer Nature, 2016.

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van Dijk, Pim, Deniz Başkent, Etienne Gaudrain, Emile de Kleine, Anita Wagner, and Cris Lanting, eds. Physiology, Psychoacoustics and Cognition in Normal and Impaired Hearing. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25474-6.

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Book chapters on the topic "Cognition – Physiology"

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Coward, L. Andrew. "Neuron Physiology." In Towards a Theoretical Neuroscience: from Cell Chemistry to Cognition, 53–95. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7107-9_4.

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Gutnick, Tamar, Tal Shomrat, Jennifer A. Mather, and Michael J. Kuba. "The Cephalopod Brain: Motion Control, Learning, and Cognition." In Physiology of Molluscs, 137–77. New Jersey : Apple Academic Press, Inc., 2016-: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781315207117-5.

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Gunderson, L. F., and J. P. Gunderson. "Using Cognition and Physiology to Build a Cognitive Model." In Robots, Reasoning, and Reification, 1–10. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-87488-3_3.

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Coward, L. Andrew. "The Recommendation Architecture: Relating Cognition to Physiology." In Understanding Representation in the Cognitive Sciences, 101–13. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-0-585-29605-0_11.

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Linton, Paul. "The Physiology and Optics of Monocular Stereopsis." In The Perception and Cognition of Visual Space, 117–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66293-0_4.

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Noakes, David L. G., and Katherine M. M. Jones. "Cognition, Learning, and Behavior." In Fish Physiology, 333–64. Elsevier, 2016. http://dx.doi.org/10.1016/b978-0-12-802728-8.00009-6.

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Jackson, Robert R., and Fiona R. Cross. "Spider Cognition." In Advances in Insect Physiology, 115–74. Elsevier, 2011. http://dx.doi.org/10.1016/b978-0-12-415919-8.00003-3.

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Lihoreau, Mathieu, Thibault Dubois, Tamara Gomez-Moracho, Stéphane Kraus, Coline Monchanin, and Cristian Pasquaretta. "Putting the ecology back into insect cognition research." In Advances in Insect Physiology, 1–25. Elsevier, 2019. http://dx.doi.org/10.1016/bs.aiip.2019.08.002.

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Verdejo-Garcia, Antonio, Cristina Martin-Perez, and Naomi Kakoschke. "Stress, Reward, and Cognition in the Obese Brain." In Stress: Physiology, Biochemistry, and Pathology, 187–95. Elsevier, 2019. http://dx.doi.org/10.1016/b978-0-12-813146-6.00016-3.

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"Book III - Physiology Leiden after Einthoven." In Cognition and Recognition: On the Origin of Movement, 167–201. BRILL, 2008. http://dx.doi.org/10.1163/ej.9789004168367.i-353.30.

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Conference papers on the topic "Cognition – Physiology"

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Koles, Mate, Luca Szegletes, and Bertalan Forstner. "Towards a physiology based difficulty control system for serious games." In 2015 6th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2015. http://dx.doi.org/10.1109/coginfocom.2015.7390612.

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Adrizal, Mohd, Iskandar, and Muhammad Ilham. "The Effect of Android-Based Learning Media on Student Cognitive Levels in Sports Physiology." In 6th International Seminar on Science Education (ISSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210326.120.

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Li, Yan, Veena Vijayanathan, Maria Gulinello, and Peter D. Cole. "Abstract 980: Intrathecal methotrexate induces focal cognitive deficits and alters CNS folate physiology in rats." In Proceedings: AACR 101st Annual Meeting 2010‐‐ Apr 17‐21, 2010; Washington, DC. American Association for Cancer Research, 2010. http://dx.doi.org/10.1158/1538-7445.am10-980.

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Kang, Hyun Gu, Madalena Costa, Attila A. Priplata, Olga V. Starobinets, Ary L. Goldberger, Chung-Kang Peng, Dan K. Kiely, L. Adrienne Cupples, and Lewis A. Lipsitz. "Complexity and Frailty: Multiscale Entropy of Balance Dynamics During Quiet Standing and Dual-Task: The Mobilize Boston Study." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68973.

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Abstract:
Balance control during standing is attributable to the complex, nonlinear interactions of multiple postural control systems, manifested as the highly irregular displacements in center of pressure (COP) during standing. Aging and associated frailty may result in the degradation of these complex interactions and manifest as a loss of complexity in COP dynamics. Furthermore, frail individuals may not be able to adapt to a superimposed stress that challenges balance, leading to falls. To test these hypotheses, data were analyzed from the MOBILIZE Boston Study, an ongoing population-based study of community-dwelling older adults. Each participant’s frailty phenotype (not frail, pre-frail, frail) was determined using the Fried et al. 2001 definition. 551 participants (age 77.9±5.5) stood on a balance platform, with or without concurrently performing serial subtractions. Complexity of balance dynamics over multiple time scales was quantified using multiscale entropy (MSE), a more sensitive measure of physiologic health than variance. Of the participants, 39% were pre-frail and 6% were frail. Baseline MSE was lower with each successive frailty condition (p<0.002). When performing the cognitive task, MSE was lowered similarly in all groups (p<0.001). Frailty was associated with a loss of complexity in the dynamics of postural sway, which may be due to the degradation of integrated postural control networks that enable upright stance. Performance of a dual-task further reduced this complexity. Cognitive distractions during standing may further compromise balance control in frail individuals, which may explain their increased fall risk.
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