Academic literature on the topic 'Cognitive discrepancy'
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Journal articles on the topic "Cognitive discrepancy"
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Bradshaw, Jessica, Scott Gillespie, Cheryl Klaiman, Ami Klin, and Celine Saulnier. "Early emergence of discrepancy in adaptive behavior and cognitive skills in toddlers with autism spectrum disorder." Autism 23, no. 6 (December 7, 2018): 1485–96. http://dx.doi.org/10.1177/1362361318815662.
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Individuals with autism spectrum disorder and average IQ exhibit a widening discrepancy between lagging adaptive skills relative to their cognitive potential, but it is unknown when this discrepancy emerges in development. To address this important question, we measured adaptive and cognitive skills longitudinally, from 12–36 months, in 96 low-risk typically developing infants and 69 high-risk siblings of children with autism spectrum disorder who at 36 months were diagnosed with autism spectrum disorder ( N = 21), the broader autism phenotype ( N = 19), or showed no concerns (unaffected; N = 29). Results indicate that both cognitive and adaptive communication skills remained stable over time for all four groups, but toddlers with autism spectrum disorder and the broader autism phenotype failed to keep pace with unaffected and typically developing toddlers with regard to adaptive socialization skills and, to a lesser extent, daily living skills. The odds of having a discrepant developmental profile, with average cognitive skills and below average adaptive skills, was significantly greater for socialization and daily living skills in toddlers with autism spectrum disorder or the broader autism phenotype and increased over time from 12 to 36 months. The discrepancy between adaptive skills and cognition emerges early and widens over time for infants with autism spectrum disorder symptomology, supporting early assessment and intervention of adaptive socialization and daily living skills.
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Jean Tsang, Stephanie. "Cognitive Discrepancy, Dissonance, and Selective Exposure." Media Psychology 22, no. 3 (February 22, 2017): 394–417. http://dx.doi.org/10.1080/15213269.2017.1282873.
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Edmonds, Emily C., Alexandra J. Weigand, Kelsey R. Thomas, Joel Eppig, Lisa Delano-Wood, Douglas R. Galasko, David P. Salmon, and Mark W. Bondi. "Increasing Inaccuracy of Self-Reported Subjective Cognitive Complaints Over 24 Months in Empirically Derived Subtypes of Mild Cognitive Impairment." Journal of the International Neuropsychological Society 24, no. 8 (September 2018): 842–53. http://dx.doi.org/10.1017/s1355617718000486.
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AbstractObjectives: Although subjective cognitive complaints (SCC) are an integral component of the diagnostic criteria for mild cognitive impairment (MCI), previous findings indicate they may not accurately reflect cognitive ability. Within the Alzheimer’s Disease Neuroimaging Initiative, we investigated longitudinal change in the discrepancy between self- and informant-reported SCC across empirically derived subtypes of MCI and normal control (NC) participants. Methods: Data were obtained for 353 MCI participants and 122 “robust” NC participants. Participants were classified into three subtypes at baseline via cluster analysis: amnestic MCI, mixed MCI, and cluster-derived normal (CDN), a presumptive false-positive group who performed within normal limits on neuropsychological testing. SCC at baseline and two annual follow-up visits were assessed via the Everyday Cognition Questionnaire (ECog), and discrepancy scores between self- and informant-report were calculated. Analysis of change was conducted using analysis of covariance. Results: The amnestic and mixed MCI subtypes demonstrated increasing ECog discrepancy scores over time. This was driven by an increase in informant-reported SCC, which corresponded to participants’ objective cognitive decline, despite stable self-reported SCC. Increasing unawareness was associated with cerebrospinal fluid Alzheimer’s disease biomarker positivity and progression to Alzheimer’s disease. In contrast, CDN and NC groups over-reported cognitive difficulty and demonstrated normal cognition at all time points. Conclusions: MCI participants’ discrepancy scores indicate progressive underappreciation of their evolving cognitive deficits. Consistent over-reporting in the CDN and NC groups despite normal objective cognition suggests that self-reported SCC do not predict impending cognitive decline. Results demonstrate that self-reported SCC become increasingly misleading as objective cognitive impairment becomes more pronounced. (JINS, 2018, 24, 842–853)
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Hatt, Cassandra R., Christopher R. Brydges, Jacqueline A. Mogle, Martin J. Sliwinski, and Allison A. M. Bielak. "Evaluating the Consistency of Subjective Activity Assessments and Their Relation to Cognition in Older Adults." Geriatrics 6, no. 3 (July 28, 2021): 74. http://dx.doi.org/10.3390/geriatrics6030074.
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(1) Background: Research examining whether activity engagement is related to cognitive functioning in older adults has been limited to using retrospective reports of activity which may be affected by biases. This study compared two measurements (estimated weekly versus reported daily), and whether these activity assessments were related to cognition in older adults; (2) Methods: Participants from US (n = 199) and Australian (n = 170) samples completed a weekly estimate of activity, followed by 7 consecutive days of daily reporting. Differences between weekly estimates and daily reports were found, such that estimations at the weekly level were lower than self-reported daily information. Multivariate multiple regression was used to determine whether total activity, activity domains and the discrepancy between assessment types (i.e., weekly/daily) predicted cognitive performance across three cognitive domains (fluid, verbal, memory); (3) Results: When activity assessments were totaled, neither predicted cognition; however, when activity was grouped by domain (cognitive, social, physical), different domains predicted different cognitive outcomes. Daily reported cognitive activity significantly predicted verbal performance (β = 1.63, p = 0.005), while weekly estimated social activity predicted memory performance (β = −1.81, p = 0.050). Further, while the magnitude of discrepancy in total activity did not significantly predict cognitive performance, domain specific differences did. Differences in physical activity reported across assessments predicted fluid performance (β = −1.16, p = 0.033); (4) Conclusions: The significant discrepancy between the measurement types shows that it is important to recognize potential biases in responding when conducting activity and cognition research.
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Nahm, Michael, David Rousseau, and Bruce Greyson. "Discrepancy Between Cerebral Structure and Cognitive Functioning." Journal of Nervous and Mental Disease 205, no. 12 (December 2017): 967–72. http://dx.doi.org/10.1097/nmd.0000000000000752.
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Lima, F., T. Cardoso, C. Bonnin, A. Martinez-Aran, E. Vieta, and A. Rosa. "Concordance and Discrepancy Between Subjective and Objective Cognitive Assessment in Bipolar Disorder: What is Influencing this Discrepancy?" European Psychiatry 41, S1 (April 2017): S207. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2168.
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IntroductionEvidence has shown that some patients with bipolar disorder have a relatively accurate sense of their cognitive abilities, whereas others may overreported or underreported cognitive difficulties, which causes a discrepancy in this measures.ObjectivesTo investigate concordance and discrepancy between subjective and objective cognitive measures, as well as to identify factors that could influence this discrepancy.MethodsPatients who met DSM IV-TR criteria for bipolar disorder in partial or full remission (HDRS-17 score ≤ 12; YMRS score ≤ 7) were recruited from outpatient clinic at Barcelona and Porto Alegre. Objective cognitive assessment was performed by the Letter-Number Sequencing (LNS-WAIS III). Cognitive Complaints in Bipolar Disorder Rating Scale (COBRA) was used as a subjective cognitive measure.ResultsWere included 179 patients. We found a concordance between COBRA and LNS in 62 cases, and discrepancy in 117 cases (Fig. 1). The incongruent group (COBRA–and LNS + ) have less years of study (8.10 ± 4.01) than the incongruent group (COBRA+ and LNS–) (13.44 ± 4.05, P = 0.001), and than congruent group (COBRA–and NLS–) (13.75 ± 4.04, P = 0.003). Finally, the congruent group (COBRA+ and LNS + ) was the group with higher functioning impairment.ConclusionsA few number of false-negative cases were detected, suggesting that COBRA can be used as a screening instrument. A special attention should be provided for subjects with a few years of study, because possibly these subjects presents more difficulty in express its cognitive difficulties.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Musich, Madison, Karina Liu, Amy Costa, Christina McCrae, David Beversdorf, and Ashley Curtis. "0079 Subjective-Objective Sleep Discrepancy in Older Adults: Does Cognitive Functioning Matter?" SLEEP 46, Supplement_1 (May 1, 2023): A35—A36. http://dx.doi.org/10.1093/sleep/zsad077.0079.
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Abstract Introduction Differences between subjective and objective sleep [subjective-objective sleep discrepancy (SOSD)] is prevalent in insomnia and older adults. Despite associations between cognition and sleep parameters, the impact of cognitive functioning on SOSD is unclear. We examined associations between various cognitive domains and SOSD in older adults and whether insomnia status moderates these associations. Methods Older adults with (N=47, Mage=68.85, 66% women) and without (N=32, Mage=67.41, 78% women) insomnia [met DSM-5 criteria plus reported >30 mins sleep onset latency (SOL) and/or wake time after sleep onset (WASO) on 3+nights/7] completed measures of subjective sleep (7-days of sleep diaries), objective sleep (one-night polysomnography, PSG), and objective cognitive tasks: Dimensional Change Card Sort (executive functioning, EF), List Sorting (working memory, WM), Auditory Verbal Learning Test (episodic memory), Flanker (inhibitory control), Pattern Comparison (processing speed). SOSD direction (average sleep diary variable – PSG variable) was computed. Moderated regressions determined independent and interactive (with insomnia status) associations between cognitive performance and SOSD for SOL, WASO, total sleep time (TST) and sleep efficiency, controlling for age, sex, apnea-hypopnea index, and sleep medication usage. Results For insomnia, longer self-reported than PSG TST was associated with better WM (b=27.90, SE=9.05, p=.003, episodic memory (b=12.83, SE=2.77, p=.01), processing speed (b=9.50, SE=2.00, p<.01), and inhibitory control (b=118.40, SE=54.09, p=.03). Similarly for insomnia, better self-reported than PSG sleep efficiency was associated with better WM (b=5.58, SE=2.12, p=.01), episodic memory (b=2.66, SE=1.08, p=.02), and processing speed (b=2.11, SE=0.47, p<.01). For non-insomnia, reports of SOSD were not associated with cognitive functioning (ps>.05). Conclusion Better diffuse cognitive functioning may be a contributing SOSD mechanism in older adults with insomnia. We speculate that better cognitive functioning may suppress cognitive arousal symptoms that are prevalent in insomnia patients, leading to better self-reported sleep relative to what is objectively measured. Prospective studies examining independent and interactive associations between cognition functioning and arousal, and insomnia on SOSD may inform underlying mechanisms of poor sleep health and the temporal impact on cognition. Support (if any) This research project was made possible by awards (PI: Curtis) from the American Academy of Sleep Medicine Foundation, a foundation of the American Academy of Sleep Medicine.
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Ankenman, Katy, Jenna Elgin, Katherine Sullivan, Logan Vincent, and Raphael Bernier. "Nonverbal and Verbal Cognitive Discrepancy Profiles in Autism Spectrum Disorders: Influence of Age and Gender." American Journal on Intellectual and Developmental Disabilities 119, no. 1 (January 1, 2014): 84–99. http://dx.doi.org/10.1352/1944-7558-119.1.84.
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Abstract Research suggests that discrepant cognitive abilities are more common in children with autism spectrum disorder (ASD) and may indicate an important ASD endophenotype. The current study examined the frequency of IQ discrepancy profiles (nonverbal IQ > verbal IQ [NVIQ > VIQ], verbal IQ > nonverbal IQ [VIQ > NVIQ], and no split) and the relationship of gender, age, and ASD symptomatology to IQ discrepancy profile in a large sample of children with ASD. The NVIQ > VIQ profile occurred at a higher frequency than expected, had more young males, and showed more autism symptoms than the other groups. Results suggest that the NVIQ > VIQ profile may be less likely to represent a subtype of ASD, but rather a common developmental pathway for children with ASD and other disorders.
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Reznik, Inga, and Susan M. Andersen. "Agitation and despair in relation to parents: activating emotional suffering in transference." European Journal of Personality 21, no. 3 (May 2007): 281–301. http://dx.doi.org/10.1002/per.628.
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Affect and motivation are known to arise in the social‐cognitive process transference, which occurs when a new person minimally resembles a significant other, implicitly activating the mental representation of this significant other (Andersen, Reznik, & Manzella, 1996) and indirectly, the relational self (i.e. Andersen & Chen, 2002). Triggering the significant‐other representation should also indirectly activate any self‐discrepancy held from this other's perspective, resulting in shifts in discrete affect and self‐regulation. Participants (n = 110; 34 men, 76 women) with an actual‐ideal or actual‐ought self‐discrepancy from their parent's perspective (Higgins, 1987) learned about a new person who did or did not minimally resemble this parent. As predicted, this evoked positive evaluation of the new person, that is, a positive transference, and yet, as a function of self‐discrepancy, also increased discrete negative mood with ideal‐discrepant individuals becoming more dejected and ought‐discrepant individuals more hostile and less calm. Self‐regulatory focus shifted as well in terms of motivation to avoid emotional closeness. Copyright © 2007 John Wiley & Sons, Ltd.
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Gotra, Milena Y., Elmma Khalid, Madison M. Dykins, and Scot K. Hill. "A-8 Developmental Cognitive Phenotypes in First-Episode Psychosis and Longitudinal Cognitive Change Following Antipsychotic Treatment." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1030. http://dx.doi.org/10.1093/arclin/acab062.09.
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Abstract Objective The present study applied a developmentally based subgrouping procedure previously examined in chronic psychosis patients to a sample of first-episode psychosis (FEP) and examined change in cognition following treatment with antipsychotic medication. Method Medication naïve FEP patients (n = 119; age = 27.96; 63.9% male; 62.2% White, 32.8% Black, 5.0% Other) recruited during initial hospitalization were categorized into groups based on 1) estimated premorbid intellectual ability and 2) the discrepancy between predicted (modeled on 151 healthy controls) and current cognitive ability. Consistent with findings from chronic psychosis samples, groups were characterized as Preserved (n = 46; average premorbid, no discrepancy), Deteriorated (n = 44; average premorbid, significant discrepancy), and Compromised (n = 29, low premorbid and current cognitive ability). A mixed analysis of variance was used to examine change in a composite cognitive score derived from a comprehensive neuropsychological battery at baseline, 6 weeks, and 12 months. Results There was a significant group by time interaction [Figure 1; F(5.4142.4) = 2.81, p = 0.02] in which the Preserved group performed similar to healthy controls across all time points, the Compromised group demonstrated stable deficits after treatment, and the Deteriorated group diverged from the Compromised group at 6 weeks and 12 months. Discussion There is considerable cognitive heterogeneity in FEP at baseline and after initiation of antipsychotic medication. Findings of cognitive improvement in the Deteriorated group after treatment initiation suggests a differential response to antipsychotic medications that was not found in the Compromised or Preserved groups. Future work may benefit from examining medication and symptom severity as potential factors contributing to the unique change observed in the Deteriorated group.
Dissertations / Theses on the topic "Cognitive discrepancy"
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Garber, Michelle Marie. "Loneliness: A study in cognitive discrepancy." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/455.
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Foster, Mindi D. (Mindi Debra) Carleton University Dissertation Psychology. "Socio-cognitive factors in reducing the personal/group discrimination discrepancy." Ottawa, 1996.
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Lysne, Christianne Michelle. "Self-discrepancy and negative affect among women with bulimia nervosa : a test of the Integrative Cognitive Therapy model /." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=888855241&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Chung, Sungeun. "The cognitive dynamics of beliefs the role of discrepancy, credibility, and involvement on microprocesses of judgment /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2095.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.Thesis research directed by: Communication. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Leung, Shuet Yan. "Impacts of self-discrepancy and media exposure on body image perception among females : an integrated cognitive processing approach." HKBU Institutional Repository, 2012. https://repository.hkbu.edu.hk/etd_ra/1397.
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Sims-Cutler, Kristin M. "The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/403.
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Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predict important student outcomes, such as high school completion. The General Abilities Index (GAI) is an SLD diagnostic method that can identify cognitive processing deficits. This study examined the relationships between cognitive processing deficits and the GAI method, high school completion status, performance on state standards assessments, and SLD eligibility. Using a multivariate, nonexperimental design, this study analyzed 149 datasets from records of students tested for an SLD between 1996 to 2013. A GLM analysis found that several types of cognitive processing deficits predicted math and writing performance on the state standards assessment and predicted not being diagnosed with an SLD, while the GAI method failed to predict any relationship with the dependent variables. Positive social changes from this study may include improved SLD diagnostic practices and improved educational interventions that target the cognitive processing deficits. Improved educational outcomes for SLD persons may reduce the high rates of unemployment, substance abuse, and incarceration experienced by the adult SLD population.
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Shah, Javaid Ali. "Antecedents and outcomes of cognitive dissonance at the workplace : a cultural and work ethics perspective." Electronic Thesis or Diss., Aix-Marseille, 2021. http://theses.univ-amu.fr.lama.univ-amu.fr/211021_SHAH_621gfg248i625xxhjh811ezrhb_TH.pdf.
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Les employés sont confrontés à plusieurs situations où ils ressentent le décalage entre leurs croyances et leurs comportements, ce qui crée un sentiment de détresse, impactant leur prise de décision et leurs comportements au travail. Cette étude visait à acquérir des connaissances approfondies sur la dissonance cognitive du point de vue de divers employés. La première qualitative explique les antécédents et les effets possibles de la dissonance cognitive, en analysant 30 semi-entretiens d'employés d'universités, de banques et de multinationales. La deuxième étude a examiné les relations entre la dissonance cognitive et la satisfaction au travail, l'intention de départ, la performance au travail et le comportement voice des employés. Il a analysé l'effet médiateur de l'éthique du travail dans ces relations, analysant 304 réponses du Pakistan. Les résultats ont également révélé que l'éthique du travail était un médiateur important dans les relations hypothétiques. La troisième étude a analysé les relations entre la dissonance cognitive sur le comportement au travail des employés et les attitudes dans les deux cultures nationales. Les données ont été recueillies auprès de 538 répondants de divers secteurs. Les résultats de l'analyse de régression hiérarchique ont trouvé des relations significatives. Une analyse plus poussée a montré que les salariés français étaient plus enclins à l'intention de départ. Leurs comportements voice ont eu un effet moins négatif dans les situations dissonantes que ceux des employés pakistanais. Cependant, deux hypothèses concernant l'effet modérateur de la culture sur la satisfaction au travail et le rendement au travail n'ont pas été acceptéesEmployees face several situations where they feel the discrepancy between their beliefs and behaviors, which create a distressful feeling, impacting their decision-making and work behaviors. This study focused on gaining in-depth knowledge about cognitive dissonance from various employees’ viewpoints. The first qualitative part explains antecedents and effects of cognitive dissonance, analyzing 30 semi-interviews of employees of universities, banks, and MNCs. The second study investigated the relationships between Cognitive dissonance and job satisfaction, turnover intention, job performance, and employee voice behavior. It analyzed the mediating effect of work ethics in these relationships, analyzing 304 responses from Pakistan. Regression analysis results found significant associations between cognitive dissonance and the dependent variables. Results also found work ethics to be a significant mediator in the hypothesized relationships. The third study analyzed the relationships between Cognitive dissonance on employees’ work behavior and attitudes in two national cultures. The data were collected from 538 respondents from various sectors in France and Pakistan. Hierarchical regression analysis results found significant relationships between cognitive dissonance and employee voice behavior, job satisfaction, job performance, and turnover intention. Further analysis showed that the French employees were more prone to turnover intention. Their voice behaviors had a less negative effect in dissonant situations than those of Pakistani employees. However, two hypotheses regarding the moderating effect of culture on job satisfaction and job performance were not accepted
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Reeder, Sean. "Response to Intervention and Specific Learning Disability Identification Practices in Kentucky." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1365.
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Specific Learning Disabilities (SLD) have historically been difficult to define and measure which has led to uncertainty and controversy. The current study explored the practices of identifying specific learning disabilities in Kentucky by surveying school psychologist practitioners in the state. Information was obtained about current practices with regard to RTI implementation and methods and data used for SLD identification as well as the roles that school psychologists take in the response to intervention (RTI) process. The sample consisted of 97 current or recently (within the past year) practicing school psychologists from 45 districts across the state. It was predicted that the use of RTI data for SLD identification would be associated with the length of time a district had been implementing RTI. The data did not support such a relationship. The majority of the districts represented by respondents were noted to be beyond an initial implementation of RTI practices. Responses to questions regarding the implementation of core features of RTI were grouped into High Implementation (HI; n = 45) and Low Implementation (LI; n = 41) groups. An independent samples t-test found a significant difference between the HI and LI groups for the quality of implementation. The HI group evidenced higher quality ratings than the LI. The use of RTI data as the most frequent method for SLD determination was noted for 30.9% of respondents as opposed to 0% prior to 2007. However, severe discrepancy was the most preferred method (59.3%) used for determining placement followed by RTI (28.4%) and a pattern of strengths and weaknesses (4.9%). Districts were also not likely to utilize non-preferred types of data if a student transferred into their district with that non-preferred data. Finally, the roles of school psychologists in the RTI process were explored. Great variability was found across practitioners with regard to the roles they actively have in the RTI process; however, practitioners in the HI group generally were more involved in the RTI process than those in the LI group. The findings are discussed with regard to the current national SLD identification practices and the limitations of the current findings.
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Long, Brooke Louise. "Normative and Counter-normative Identities: Discrepancy, Cognition, and Emotional Response Among Parents and Non-parents." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1374252820.
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Coduto, Kathryn D. "Understanding Receiver Effects of the Hyperpersonal Model Using the Imagined Interactions Framework." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587728475851046.
Full textBooks on the topic "Cognitive discrepancy"
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Lavie, Nilli, and Polly Dalton. Load Theory of Attention and Cognitive Control. Edited by Anna C. (Kia) Nobre and Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.003.
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Research has highlighted a puzzling discrepancy in our selective attention performance: whereas in some circumstances we are able to be highly selective, at other times we can exhibit high levels of distraction. The load theory of attention and cognitive control provides an explanation for these contrasting observations, proposing that the extent to which people can focus their attention in the face of irrelevant distractions depends on the level and type of information load involved in their current task. According to the theory, the extent to which unattended visual information is perceived depends on the perceptual load of the attended task, such that increasing the level of perceptual load in the task decreases processing of task-irrelevant stimuli. Effective prioritization of task-relevant stimuli in the face of competition from irrelevant distractors is proposed to depend on the availability of executive control functions. Thus, loading executive control results in increased processing of irrelevant stimuli. This chapter presents converging research from a wide range of approaches in support of these proposals, as well as highlighting some of load theory’s wider influences in areas as diverse as emotion processing, developmental psychology, and the understanding of psychological disorders.
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Khalsa, Sahib S., and Justin S. Feinstein. The somatic error hypothesis of anxiety. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198811930.003.0008.
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A regulatory battle for control ensues in the central nervous system following a mismatch between the current physiological state of an organism as mapped in viscerosensory brain regions and the predicted body state as computed in visceromotor control regions. The discrepancy between the predicted and current body state (i.e. the “somatic error”) signals a need for corrective action, motivating changes in both cognition and behavior. This chapter argues that anxiety disorders are fundamentally driven by somatic errors that fail to be adaptively regulated, leaving the organism in a state of dissonance where the predicted body state is perpetually out of line with the current body state. Repeated failures to quell somatic error can result in long-term changes to interoceptive circuitry within the brain. This chapter explores the neuropsychiatric sequelae that can emerge following chronic allostatic dysregulation of somatic errors and discusses novel therapies that might help to correct this dysregulation.
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Cano Molano, Luz Marina. Modelo pedagógico y diseño de currículo en cuidados paliativos fundamentado en la transdisciplina. Tesis en opción al título de Doctora en Pensamiento Complejo. Fundación Universitaria Juan N. Corpas, 2020. http://dx.doi.org/10.26752/9789589297490.
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La falta de consistencia ente el contenido curricular, forma de enseñanza y resultados; discrepancia entre la percepción de significancia del aprendizaje en Cuidados Paliativos, con la enseñanza actual de las competencias “core” han llevado a repensar la educación en este campo desde hace más de dos décadas, con pocos logros pero importantes logros en el país, en especial el marco normativo que incluye el derecho a una muerte digna y la obligatoriedad por parte de los prestadores de servicios en salud para garantizar el cuidado al final de la vida. Si bien ha sido un paso importante a nivel nacional, no es consecuente con la poca formación de los médicos, enfermeras y psicólogos en este campo. en el caso puntual de las ciencias de la salud, en Colombia de 59 programa de medicina, solo 9 han implementado la formación en cuidados Paliativos de forma optativa en el pregrado, sin evidencia en el ejercicio profesional de un aprendizaje significativo o niveles deseables de resolución de problemas clínicos al final de la vida. Existe solo dos grupos de investigación y 4 especialidades, dos de las cuales se oferta como supra especialidad. La nueva manera de ver la enfermedad, desde la complejidad, considera los fenómenos de emergencia, autoorganización, cooperación e inclusión. La propuesta curricular, sincitio de este trabajo de investigación, está sustentada en una amplia y profunda revisión de la literatura y evaluación por el experto en Cuidados Paliativos y referente Latinoamericano en Educación en cuidados Paliativos, Presidente de FEMEBA (Federación Medica Argentina), Médico, anestesiólogo Roberto Wenk. Los elementos angulares epistemológicos de la propuesta curricular son las visiones del neoconstructivismo, la pedagogía cognitiva y la transdisciplinariedad.
Book chapters on the topic "Cognitive discrepancy"
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Schulkin, Jay. "Aesthetic Judgment, Discrepancy, and Inquiry." In Bodily Sensibility: Intelligent Action, 57–78. Oxford University PressNew York, NY, 2004. http://dx.doi.org/10.1093/oso/9780195149944.003.0004.
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Abstract We are clearly and profoundly a species that is responsive to wondrous beauty. We marvel at the smallest of objects to the greatest, we are in tune to diverse sounds, we create and admire objects as representations of ourselves, of others, and of our experiences. Information-processing systems pervade aesthetic judgment; our representational capacity, the play and flexibility of cognitive systems, the detection of discrepancy—all are reflective of our aesthetic judgments. I think it is mistaken to suggest that “the main value of art is emotional. More accurately, perhaps, whereas the value of a work of art can be exclusively emotional, it cannot be exclusively cognitive” (Elster, 2000b, p. 205). As I indicated in the previous chapter, this is the very distinction that I believe is misleading. There is no separation, on my view, as should be clear, between the cognitive and the emotional; there are, however, different kinds of information-processing systems that subserve different functions.
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Klin, Ami, Warren Jones, Robert Schultz, and Fred Volkmar. "The enactive mind, or from actions to cognition: lessons from autism." In Autism: Mind and Brain, 127–60. Oxford University PressOxford, 2004. http://dx.doi.org/10.1093/oso/9780198529231.003.0007.
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Abstract Normative-IQ individuals with autism are capable of solving explicit social cognitive problems at a level that is not matched by their ability to meet the demands of everyday social situations. The magnitude of this discrepancy is now being documented through newer techniques such as eye tracking, which allows us to see and measure how individuals with autism search for meaning when presented with naturalistic social scenes. This paper offers an approach to social cognitive development intended to address the above discrepancy, which is considered a key element for any understanding of the pathophysiology of autism. This approach, called the enactive mind (EM), originates from the emerging work on ‘embodied cognitive science’, a neuroscience framework that views cognition as bodily experiences accrued as a result of an organism’s adaptive actions upon salient aspects of the surrounding environment. The EM approach offers a developmental hypothesis of autism in which the process of acquisition of embodied social cognition is derailed early on, as a result of reduced salience of social stimuli and concomitant enactment of socially irrelevant aspects of the environment.
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Adibian, Sanaz. "Cognitive Transcendence." In Encyclopedia of Information Science and Technology, Sixth Edition, 1–19. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-6684-7366-5.ch005.
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Humans create according to their self-beliefs; thus, technological creations are self-realized. There is a discrepancy in understanding this relationship in the current research. The concept of the self has facilitated many exciting ideas that make it more complicated to understand. Many established psychological theories help a patient cope with the ailment rather than alleviate it. The article creates a brigade between cognitive psychology of the self and information technology. It shows a path to simplify the understanding of the self through the perspective of psychology, technology, and linguistics. The theory of cognitive transcendence explains that people do not suffer events; they suffer what they think about the events, and through the expansion of understanding, a person can cognitively transcend. Also, a novel perspective on the genesis of the self and a formula to calculate self-esteem is conceptualized. The final derivative is to create a pathway for the mental freedom of the self and how technology can be used to further understand the self and vice versa.
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"Kinship and Responsibility: the Discrepancy between Ethical Demands and the Status Quo." In Cognitive Kin, Moral Strangers? Linking Animal Cognition, Animal Ethics & Animal Welfare, 253–322. BRILL, 2019. http://dx.doi.org/10.1163/9789004415072_010.
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"Chapter 4: LIMITS OF COGNITION A LEIBNIZIAN PERSPECTIVE ON THE QUANTITATIVE DISCREPANCY BETWEEN LINGUISTIC TRUTH AND OBJECTIVE FACT." In Studies in Cognitive Finitude, 37–56. De Gruyter, 2006. http://dx.doi.org/10.1515/9783110326345.37.
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"Researching Dyslexia: From the Discrepancy Definition to Cognitive Neuroscience (1964–2009)." In Dyslexia, 86–108. McGill-Queen's University Press, 2022. http://dx.doi.org/10.1515/9780228015390-007.
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Low, Renae, Putai Jin, and John Sweller. "Instructional Design in Digital Environments and Availability of Mental Resources." In Engaging Older Adults with Modern Technology, 81–104. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1966-1.ch005.
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In this digital era, the gap between the elderly and younger generations in their use of computer-based technology is wide, and many researchers in behavioural and social sciences, along with educators, welfare workers, and policy makers, are concerned about this disturbing phenomenon. However, it is not clear whether this discrepancy is due to a lack of previous access to information technology or declining mental ability in the course of aging. The purpose of this chapter is to consider the aged subpopulation’s needs and their ability to use digital technology from the perspectives of human cognitive architecture and the principles of instructional design guided by cognitive load theory. The authors focus on the following critical issues: a) the evolution and formation of human cognitive architecture, b) cognitive functioning as influenced by aging, c) compatibility between elderly people’s available mental resources and the cognitive requirements of digital equipment, and d) guidelines for human-computer multimedia interactions derived from the accumulated experimental evidence on effective instructional design and delivery.
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Schulkin, Jay. "Human Song." In Reflections on the Musical Mind. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691157443.003.0004.
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This chapter examines the fundamental link between cognitive systems, movement, and the organization of the brain; what psychobiologist Karl Lashley emphasized in his essay on the “serial order of behavior” in which he also discusses music. Many different cognitive and motor systems fuel our ability to organize action, thought, and music. Musical expression is just one example of serial orders of behavior and diverse human creative expression. The chapter first considers the relationship between speech, song, and language in the evolutionary context before discussing how cognitive motor systems are embedded in language and gestures. It then looks at the neurotransmitter dopamine, a vital chemical for syntax, song, movement, discrepancy, and the prediction of reward. It also explains how, from an evolutionary point of view, the organization of thought is embedded in the organization of action. Finally, it provides an overview of procedural and declarative cognitive/memory systems.
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Pozzulo, Joanna. "Theoretical Underpinnings." In Familiarity and Conviction in the Criminal Justice System, 27–42. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190874810.003.0003.
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This chapter discusses familiarity from a cognitive psychological lens. For example, it examines cognitive theories of familiarity. It discusses the discrepancy-attribution hypothesis, heuristics, and valence and how each of these can lead to a sense of familiarity. The chapter also discusses face processing and face recognition. Typically, people process faces either holistically or featurally; this chapter describes how face familiarity is either enhanced or hindered by the way in which faces are processed. Given the understanding of how familiarity impacts people’s ability to process and recognize a face, the chapter discusses how familiarity also influences facial recognition irrespective of the eyewitness paradigm. The chapter then discusses research concerning exposure duration and remember–know–guess and familiarity. It concludes with a discussion of face recognition in a legal context.
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Swanson, H. Lee, Jennifer E. Kong, and Genesis D. Arizmendi. "Learning Disabilities." In The Oxford Handbook of Educational Psychology. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.35.
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Abstract This chapter provides an overview of definitions, cognitive characteristics, and instructional treatments for children and adults with learning disabilities. A particular focus is placed on reviewing the meta-analysis literature on two subgroups: reading disabilities (RD) and math disabilities (MD). Also reviewed are intervention outcomes and some of the controversies (e.g., role of IQ testing, discrepancy models, response to intervention, language disorder, and English learners) related to identifying children and adults with learning disabilities. Individuals with learning disabilities experience a number of cognitive inefficiencies, especially in the areas processing speed, phonological processing, and working memory. In addition, studies suggest that children and adults with learning disabilities, when exposed to the best instructional conditions, continue to experience difficulties mastering skills in such areas as reading and mathematics. Further, their problems in reading and/or math persist into adulthood.
Conference papers on the topic "Cognitive discrepancy"
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Urbane, Biruta, Irina Plotka, Nina Blumenau, and Dmitry Igonin. "Measuring the Affective and Cognitive Bases of Implicit and Explicit Attitudes Towards Domestic and Foreign Food Brands." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.024.
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The problem of accounting automatic affective and cognitive processes as bases for implicit attitudes towards brands, as well as methods for measuring them, is poorly developed. An analysis of previous research shows that the study of attitudes towards brands in terms of their affective and cognitive components is mainly carried out using self-assessment procedures. The aim of this research is to measure the affective and cognitive bases of implicit and explicit attitudes towards brands of domestic and foreign foods. Participants N = 131, aged 17-57 (Mdn = 31). Measures: specifically designed methodically balanced procedures for measuring implicit and explicit attitudes towards food brands: affective and cognitive implicit associative tests (IAT), Self-Concept IAT; emotional and cognitive explicit procedures and demographic questionnaires. The consistency of the results of implicit and explicit measurements is shown. The results of the measurements of implicit attitudes using three IAT procedures are related too. Using factor analysis, the independence of the constructs of explicit and implicit attitudes towards brands was confirmed, which is interpreted in terms of the theory of double attitudes. The greatest contribution to the implicit attitude, measured by the Self-concept IAT, is made by the cognitive component of attitude, which represents the implicit brand associations of domestic or foreign foods with attributes that characterize the price and quality of the foods. All implicit assessments obtained separately using the affective and cognitive procedures of the IAT, as well as the Self-concept IAT, testified in favour of the preference for foods of domestic brands. However, explicit assessments of the frequency of consumption of the brands under consideration did not reveal preferences for any of them. This discrepancy is seen not only as evidence of a possible ambivalent interaction between affective and cognitive associations, but also as an indication of the importance of future measurements of implicit assessments of instrumental associations that are the result of instrumental learning from consumers. This has the potential to improve the predictive validity of implicit measurements of brand attitudes and to better understand the structure of implicit consumer attitudes and the mechanisms of their influence on behaviour.
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Kim, Eun-jin, Eun-ae Kim, and Il-ho Yang. "Analysis of the Change of Pupil Diameter during Cognitive Conflict caused by Discrepant Event." In 10th International Workshop Series Convergence Works. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.8.17.
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"O-035 - ANÁLISIS DE LOS PROCESOS ATENCIONALES EN RELACIÓN A LAS FUNCIONES EJECUTIVAS DE TRES CASOS CLÍNICOS CON DIAGNÓSTICO DE TDAH." In 24 CONGRESO DE LA SOCIEDAD ESPAÑOLA DE PATOLOGÍA DUAL. SEPD, 2022. http://dx.doi.org/10.17579/abstractbooksepd2022.o035.
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Se presenta un perfil de investigación para la especialidad de neuropsicología. El objetivo del trabajo fue presentar tres casos clínicos de pacientes infantiles referidos por la especialidad de neurología pediátrica con diagnóstico trastorno por déficit de atención hiperactividad TDAH y trastorno del aprendizaje. La propuesta es realizar un análisis de los procesos atencionales y analizar de qué manera afecta la atención en los procesos de las funciones ejecutivas, mediante una evaluación neuropsicológica que aporte al análisis del diagnóstico diferencial. Se plantea establecer una relación entre perfil cognitivo global en referencia al diagnóstico de trastorno por déficit de atención hiperactividad y los factores evolutivos del desarrollo implicados en cada caso. El correcto diagnóstico de trastorno por déficit de atención/ hiperactividad TDAH puede estar relacionado con un retardo de la maduración cortical- corteza prefrontal y alertarnos a su vez sobre que funciones pueden evolucionar como disfunciones con sustratos neurobiológicos afectados por lo mismo son factores a tomar en cuenta y contribuir a identificar su relación con los procesos de la función ejecutiva. Para la elaboración del presente trabajo se utilizaron baterías compuestas por instrumentos baremados para poblaciones infantiles, se realiza una selección de los instrumentos para la evaluación de los procesos específicos de atención y funciones ejecutivas. En los resultados de los casos analizados, existe discrepancia respecto a los procesos atencionales, no forman un grupo heterogéneo, ninguno de los casos presenta los mismos comportamientos o déficits y no coinciden en frecuencia de sus variables de respuesta en la prueba T.O.V.A. Test de variables atencionales, excepto en la variable que evalúa errores de omisión, que hacen referencia a conductas de inatención. Es importante tomar en cuenta, que, si existe inatención y existe también afectaciones emocionales- conductuales, es posible que también haya cierta taza de impulsividad, en algunos casos, relacionado con inmadurez cortical.