Journal articles: 'Cognitive Implications'

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Canini, Frédéric, and Marion Trousselard. "Implications de l’augmentation cognitive." Inflexions N° 32, no. 2 (2016): 57. http://dx.doi.org/10.3917/infle.032.0057.

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Cavanagh, Michael E. "Cognitive development: Pastoral implications." Pastoral Psychology 44, no. 4 (March 1996): 227–36. http://dx.doi.org/10.1007/bf02266898.

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Hennessy, Sara. "Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning." Studies in Science Education 22, no. 1 (January 1993): 1–41. http://dx.doi.org/10.1080/03057269308560019.

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Kreitler, Hans, and Shulamith Kreitler. "Cognitive Primacy, Cognitive Behavior Guidance, and their Implications for Cognitive Therapy." Journal of Cognitive Psychotherapy 4, no. 2 (January 1990): 151–69. http://dx.doi.org/10.1891/0889-8391.4.2.151.

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In its first part the paper presents evidence for the overall primacy and functional autonomy of cognition and discusses the implications of this issue for cognitive treatment of anxiety disorders and old-age depression with special emphasis on the hitherto neglected processes of initial input identification. In its second part the five stages of the input-output model underlying the theory of cognitive orientation (by Kreitler and Kreitler) are invoked in order to demonstrate that each of its five stages has its stage-specific pathogenic cores whereas the eventual formation of normal or abnormal molar behavior depends on all the stage-specific functions. Different psychotherapeutic schools prefer a particular stage or even a stage-specific process as a focus for intervention and thus are limited in their therapeutic achievements. Finally, it is suggested that by virtue of its theoretical and technical means only cognitive therapy could improve the functioning of all five stages and thus increase the rate of therapeutic success. The last section specifies methods developed and pretested by the authors for the assessment and modification of the major constructs of the model, namely, meanings, beliefs and behavioral programs.

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Smirnova, Natalia M. "Cognitive implications of phenomenological constructivism." Philosophy of Science and Technology 23, no. 2 (September 2018): 10–13. http://dx.doi.org/10.21146/2413-9084-2018-23-2-10-13.

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Geake, John, and Paul Cooper. "Cognitive Neuroscience: implications for education?" Westminster Studies in Education 26, no. 1 (June 2003): 7–20. http://dx.doi.org/10.1080/0140672030260102.

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Rabkin, Leslie Y. "Cognitive Psychology and Its Implications." American Journal of Psychotherapy 41, no. 1 (January 1987): 146. http://dx.doi.org/10.1176/appi.psychotherapy.1987.41.1.146.

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Marchant, Thierry. "Cognitive maps and fuzzy implications." European Journal of Operational Research 114, no. 3 (May 1999): 626–37. http://dx.doi.org/10.1016/s0377-2217(98)00133-7.

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JOHNSON, MARK. "Philosophical implications of cognitive semantics." Cognitive Linguistics 3, no. 4 (January 1992): 345–66. http://dx.doi.org/10.1515/cogl.1992.3.4.345.

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Svinicki, Marilla D. "Practical implications of cognitive theories." New Directions for Teaching and Learning 1991, no. 45 (1991): 27–37. http://dx.doi.org/10.1002/tl.37219914506.

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Estefani, Thales, and João Queiroz. "Children’s Picturebook Goes Digital: Implications on Cognition." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 6, no. 2 (August 10, 2018): 115–27. http://dx.doi.org/10.14195/2182-8830_6-2_9.

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The objects of analysis in this article are digital picturebooks, which may be called e-picturebooks. This research contributes to a definition of e-picturebook as a distinct storytelling experience from printed picturebook, introducing distributed cognition as a new theoretical perspective for the analysis of the phenomenon. This perspective emphasizes cognitive systems related to specific features of this category of digital book. In this sense, picturebook and e-picturebook are defined as cognitive artifacts that constrain storytelling tasks very differently from each other, not only because of their constitutive features but also because of the cognitive systems involved in the understanding of stories in each medium.

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Michel, Laurent, Jean-Marie Danion, Danielle Grangé, and Guy Sandner. "Cognitive skill learning and schizophrenia: Implications for cognitive remediation." Neuropsychology 12, no. 4 (October 1998): 590–99. http://dx.doi.org/10.1037/0894-4105.12.4.590.

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Harvey, Philip D., and Richard S. E. Keefe. "Cognitive Impairment in Schizophrenia and Implications of Atypical Neuroleptic Treatment." CNS Spectrums 2, no. 8 (September 1997): 41–55. http://dx.doi.org/10.1017/s1092852900005034.

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AbstractCognitive impairment is considered a central feature of schizophrenia. Many aspects of cognition are impaired in schizophrenia. Careful evaluation of the relationship between cognitive impairment and the other symptoms of schizophrenia has revealed several important findings. In this article, we discuss these findings, the effects of typical neuroleptic therapy on cognitive impairment, and important issues to address in cognitive enhancement studies in schizophrenia.

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Hill, N. "SUBJECTIVE COGNITION, AFFECT, & PERSONALITY: IMPLICATIONS FOR COGNITIVE SELF-REPORT." Innovation in Aging 2, suppl_1 (November 1, 2018): 777. http://dx.doi.org/10.1093/geroni/igy023.2876.

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Nam, Chang S., Hyung N. Kim, Tonya L. Smith-Jackson, and Wayne A. Scales. "Culture and Cognition: Implications for Cognitive Design of Learning Resources." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 15 (September 2005): 1444–48. http://dx.doi.org/10.1177/154193120504901505.

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The rapid growth of computer-based learning applications has generated the need for the consideration of learning styles of culturally diverse students. However, few attempts have been made to empirically study the influence of learner's cultural backgrounds on computer-based learning. Many studies have shown that mismatches between students' cultural learning preferences and pedagogy may negatively affect their academic performance and attitudes toward learning. The primary purpose of the study was to evaluate a Web-based tutorial for global positioning systems (GPS) designed by employing culture-centered interface design guidelines that would be compatible with cultural learning preferences of two ethnic groups -African- and European-Americans. Results of the study showed that AA students preferred a Web-based tutorial designed with interface design guidelines that were compatible with their cultural learning preferences. There are several implications for culture-centered cognitive design of learning resource.

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Rudra, Pranab. "Ethical Underpinning and Implications of “Nootropic” Concept." Acta Universitatis Lodziensis. Folia Philosophica. Ethica-Aesthetica-Practica, no. 32 (December 30, 2018): 31–45. http://dx.doi.org/10.18778/0208-6107.32.03.

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The current generation paving the path for new research marks a milestone to attain the ancient goal of improving our cognition. To date, increased prevalence of cognitive enhancers by healthy people has raised the scientific community’s attention as well as media coverage. In particular, nootropics such as piracetam promise to offer modest improvements in cognitive performance. The long-lasting impetus of this “holistic enhancer” convinced scientists as well as ethicists to discuss its potential ethical implications and future directions. Moreover, there are discrepancies in the concept of a true nootropic between pharmacology and contemporary public culture. Here, I review the ethical aspects of nootropics raised by its potential use in cognition enhancement and substantiate the epistemological commentary on the concept of nootropic.

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Burdick, K. E., M. Russo, S. Frangou, K. Mahon, R. J. Braga, M. Shanahan, and A. K. Malhotra. "Empirical evidence for discrete neurocognitive subgroups in bipolar disorder: clinical implications." Psychological Medicine 44, no. 14 (March 11, 2014): 3083–96. http://dx.doi.org/10.1017/s0033291714000439.

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BackgroundRecent data suggest trait-like neurocognitive impairments in bipolar disorder (BPD), with deficits about 1 s.d.below average, less severe than deficits noted in schizophrenia. The frequency of significant impairment in BPD is approximately 60%, with 40% of patients characterized as cognitively spared. This contrasts with a more homogeneous presentation in schizophrenia. It is not understood why some BPD patients develop deficits while others do not.MethodA total of 136 patients with BPD completed the MATRICS Consensus Cognitive Battery and data were entered into hierarchical cluster analyses to: (1) determine the optimal number of clusters (subgroups) that fit the sample; and (2) assign subjects to a specific cluster based on individual profiles. We then compared subgroups on several clinical factors and real-world community functioning.ResultsThree distinct neurocognitive subgroups were found: (1) an intact group with performance comparable with healthy controls on all domains but with superior social cognition; (2) a selective impairment group with moderate deficits on processing speed, attention, verbal learning and social cognition and normal functioning in other domains; and (3) a global impairment group with severe deficits across all cognitive domains comparable with deficits in schizophrenia.ConclusionsThese results suggest the presence of multiple cognitive subgroups in BPD with unique profiles and begin to address the relationships between these subgroups, several clinical factors and functional outcome. Next steps will include using these data to help guide future efforts to target these disabling symptoms with treatment.

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Austin, Marie-Paule, Philip Mitchell, and Guy M. Goodwin. "Cognitive deficits in depression: Possible implications for functional neuropathology." British Journal of Psychiatry 178, no. 3 (March 2001): 200–206. http://dx.doi.org/10.1192/bjp.178.3.200.

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BackgroundWhile depression is known to involve a disturbance of mood, movement and cognition, its associated cognitive deficits are frequently viewed as simple epiphenomena of the disorder.AimsTo review the status of cognitive deficits in depression and their putative neurobiological underpinnings.MethodSelective computerised review of the literature examining cognitive deficits in depression and their brain correlates.ResultsRecent studies report both mnemonic deficits and the presence of executive impairment – possibly selective for set-shifting tasks – in depression. Many studies suggest that these occur independent of age, depression severity and subtype, task ‘difficulty’, motivation and response bias: some persist upon clinical ‘recovery’.ConclusionsM nemonic and executive deficits do not appear to be epiphenomena of depressive disorder. A focus on the interactions between motivation, affect and cognitive function may allow greater understanding of the interplay between key aspects of the dorsal and ventral aspects of the prefrontal cortex in depression.

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Aajami, Raghad Fahmi. "Cognitive Implications of Usage-Based Approach." Journal of the College of Education for Women 31, no. 4 (December 28, 2020): 1–13. http://dx.doi.org/10.36231/coedw.v31i4.1444.

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Tremendous efforts have been exerted to understand first language acquisition to facilitate second language learning. The problem lies in the difficulty of mastering English language and adapting a theory that helps in overcoming the difficulties facing students. This study aims to apply Thomasello's theory of language mastery through usage. It assumes that adults can learn faster than children and can learn the language separately, and far from academic education. Tomasello (2003) studied the stages of language acquisition for children, and developed his theory accordingly. Some studies, such as: (Ghalebi and Sadighi, 2015, Arvidsson, 2019; Munoz, 2019; Verspoor and Hong, 2013) used this theory when examining language acquisition. Thus, the present study implies adopting Tomasello's approach represented by his usage-based theory when examining Iraqi adults’ English language acquisition. The participants, who were (20) in number, were asked to watch series and show what they learn through re-enacting scenes. The Data were collected qualitatively through observations, focus group discussion, peer review, and interviews. Results have shown that: a remarkable progress in the participants' performance, the participants' responses to using English through increasing their language stock, the ability to use language during the development of their linguistic repertoire increased their self-confidence to participate in conversations they were trying to avoid. As a result, the experiment achieved its objectives by finding that use-based theory is a cognitive linguistic approach that can facilitate the learning tasks.

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Baldwin, Carryl L. "Cognitive implications of facilitating echoic persistence." Memory & Cognition 35, no. 4 (June 2007): 774–80. http://dx.doi.org/10.3758/bf03193314.

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Maher, Charles A., and Milton Schwebel. "Facilitating Cognitive Development: Issues and Implications." Special Services in the Schools 3, no. 1-2 (October 20, 1985): 193–209. http://dx.doi.org/10.1300/j008v03n01_11.

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Bedinger, Melissa. "Driving with music: cognitive-behavioural implications." Ergonomics 59, no. 10 (March 23, 2016): 1403–4. http://dx.doi.org/10.1080/00140139.2016.1143678.

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Bullinaria, John A., and Nick Chater. "Connectionist modelling: Implications for cognitive neuropsychology." Language and Cognitive Processes 10, no. 3-4 (August 1995): 227–64. http://dx.doi.org/10.1080/01690969508407095.

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Lyddon, William J. "Epistemic style: Implications for cognitive psychotherapy." Psychotherapy: Theory, Research, Practice, Training 28, no. 4 (1991): 588–97. http://dx.doi.org/10.1037/0033-3204.28.4.588.

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Strong, Michael. "Some Implications of Hayek's Cognitive Theory." Critical Review 25, no. 3-4 (December 2013): 461–72. http://dx.doi.org/10.1080/08913811.2013.853861.

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Chu, M. H. M., S. Tsang, W. K. K. Wu, and M. Chan. "Anaesthetic Implications of Mild Cognitive Impairment." Anaesthesia and Intensive Care 44, no. 5 (September 2016): 539–41. http://dx.doi.org/10.1177/0310057x1604400527.

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Sedig, Kamran, Robert Haworth, and Michael Corridore. "Investigating Variations in Gameplay: Cognitive Implications." International Journal of Computer Games Technology 2015 (2015): 1–16. http://dx.doi.org/10.1155/2015/208247.

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There is increasing interest in creating computer games for learning, problem solving, and other high-level cognitive activities. When investigating whether gameplay is conducive to such activities, gameplay is often studied as a whole. As a result, cognitive implications can be linked to the game but not to its structural elements. Given that gameplay arises from interaction between the player and the game, it is the structural components of interaction that should be investigated to better understand the design of gameplay. Furthermore, minor variations in the components of interaction can have significant cognitive implications. However, such variation has not been studied yet. Thus, to gain a better understanding of how we can study the effect of interaction on the cognitive aspect of gameplay, we conducted an exploratory investigation of two computer games. These games were isomorphic at a deep level and only had one minor difference in the structure of their interaction. Volunteers played these games and discussed the cognitive processes that emerged. In one game, they primarily engaged in planning, but in the other game they primarily engaged in visualizing. This paper discusses the results of our investigation as well as its implications for the design of computer games.

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Hawkridge, David. "Instructional design: Implications from cognitive science." Computers & Education 19, no. 4 (November 1992): 401–2. http://dx.doi.org/10.1016/0360-1315(92)90093-k.

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Martinussen, Laila M. "Driving with music: cognitive behavioural implications." Transport Reviews 36, no. 4 (June 30, 2015): 549–51. http://dx.doi.org/10.1080/01441647.2015.1059382.

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Francis, Hazel. "Cognitive implications of learning to read." Interchange 18, no. 1-2 (March 1987): 97–108. http://dx.doi.org/10.1007/bf01807063.

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Poologaindran, Anujan, Mike Hart, Tom Santarius, Stephen Price, Rohit Sinha, Mike Sughrue, Yaara Erez, Rafael Romero-Garcia, and John Suckling. "Longitudinal Connectome Analyses following Low-Grade Glioma Neurosurgery: Implications for Cognitive Rehabilitation." Neuro-Oncology 23, Supplement_4 (October 1, 2021): iv8. http://dx.doi.org/10.1093/neuonc/noab195.015.

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Abstract Aims Low-grade gliomas (LGG) slowly grow and infiltrate the brain's network architecture (the connectome). Unlike strokes that acutely damage the connectome, LGGs intricately remodel it, leading to varying deficits in executive function (i.e. attention, concentration, working memory). By longitudinally mapping the “mesoscale” architecture of the connectome, we may begin to systematically accelerate domain-general cognitive rehabilitation in LGG patients. In this study, we pursued the following aims: 1) track cognitive and connectome trajectories following LGG surgery, 2) determine optimal time period for cognitive rehabilitation, and 3) distinguish patients with perioperative predictors of long-term cognitive deficits (>1 year). Method With MRI and cognitive data from n=629 individuals across the lifespan, we first validated the structural, functional, and topological relevance of the multiple demand (MD) system for higher-order cognition. Next, in n=17 patients undergoing glioma surgery, we longitudinally acquired connectome and cognitive data: pre-surgery, post-surgery Day 1, Month 3, & 12. We assessed how glioma infiltration, surgery, and rehabilitation affected MD system trajectories at the single-subject level. Deploying transcriptomic and graph theoretical analyses, we tested if perioperative connectome modularity can accurately distinguish long-term cognitive trajectories. Results Controlling for age and sex, the MD system’s multi-scale architecture in health was positively associated with higher-order cognition (Catell’s fluid intelligence). Pre-operative glioma infiltration into the MD system was negatively associated with the number of long-term cognitive deficits (OCS-Bridge cognitive battery), suggesting its functional reorganisation. Mixed-effects modelling demonstrated the resilience of the MD system to infiltration and resection, while the early post-operative period was critical for effective neurorehabilitation. Graph analyses revealed perioperative modularity can distinguish patients with long-term cognitive deficits at one-year follow-up. Transcriptomic analyses of inter-module connector hubs revealed increased gene expression for mitochondrial metabolism and synaptic plasticity. Conclusion This is the first serial functional mapping of LGG patient trajectories for domain-general cognition. By assessing the mesoscale architecture, we demonstrate how connectomics can help overcome the intrinsic heterogeneity in LGG patients and predict long-term rehabilitation trajectories. We discuss how to identify neurobiologically-grounded personalised targets for 'interventional neurorehabilitation' following LGG surgery.

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Claxton, Reid P., and Roger P. McIntyre. "Empirical Relationships between Need for Cognition and Cognitive Style: Implications for Consumer Psychology." Psychological Reports 74, no. 3 (June 1994): 723–32. http://dx.doi.org/10.2466/pr0.1994.74.3.723.

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Earlier research by Cacioppo and Petty has shown need for cognition scores to be related to the early conceptualization of cognitive style of Witkin, Dyk, Faterson, Goodenough, and Karp. For a sample of 69 female and 98 male undergraduate business students, the present study investigated relationships between need for cognition and cognitive style as measured by the sensing-intuiting and thinking-feeling components of the Myers-Briggs Type Indicator. Need for cognition scores were statistically related to cognitive style. As hypothesized, subjects high on Intuiting-Thinking scored highest, and those scoring high on Intuiting-Feeling and Sensing-Thinking had intermediate scores. Subjects scoring high on Sensing-Feeling scored lowest. Five of six paired contrasts of need for cognition scores were significant. Market applications and implications for consumer psychology are discussed.

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Semino, Laura, Josef Marksteiner, Gernot Brauchle, and Erik Danay. "Networks of Depression and Cognition in Elderly Psychiatric Patients." GeroPsych 30, no. 3 (September 2017): 89–96. http://dx.doi.org/10.1024/1662-9647/a000170.

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Abstract. Objective: Applying the network approach to explore connections between depression and cognition in dependency on cognitive status. Methods: 264 patients from a ward for geriatric psychiatry with depressive symptoms and/or cognitive impairment were included in the study. Assessments of neuropsychological functioning (CERAD, TMT, Clock) and depression (Geriatric Depression Scale) were used. Results: “Hopelessness” and “loss of energy” are the most pivotal nodes in the depression network. Various connections were found when cognitive status differed. “Social withdrawal” connects depression and cognition in the noncognitively impaired group and “subjective memory complaints” and “anxiety” in the cognitively impaired group. Conclusions: Network analyses provide new insights into the complexity of associations. Practical implications for targeted clinical interventions on the connection points are discussed.

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Lu, Kirsty, Jennifer M. Nicholas, Jessica D. Collins, Sarah-Naomi James, Thomas D. Parker, Christopher A. Lane, Ashvini Keshavan, et al. "Cognition at age 70." Neurology 93, no. 23 (October 30, 2019): e2144-e2156. http://dx.doi.org/10.1212/wnl.0000000000008534.

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ObjectiveTo investigate predictors of performance on a range of cognitive measures including the Preclinical Alzheimer Cognitive Composite (PACC) and test for associations between cognition and dementia biomarkers in Insight 46, a substudy of the Medical Research Council National Survey of Health and Development.MethodsA total of 502 individuals born in the same week in 1946 underwent cognitive assessment at age 69–71 years, including an adapted version of the PACC and a test of nonverbal reasoning. Performance was characterized with respect to sex, childhood cognitive ability, education, and socioeconomic position (SEP). In a subsample of 406 cognitively normal participants, associations were investigated between cognition and β-amyloid (Aβ) positivity (determined from Aβ-PET imaging), whole brain volumes, white matter hyperintensity volumes (WMHV), and APOE ε4.ResultsChildhood cognitive ability was strongly associated with cognitive scores including the PACC more than 60 years later, and there were independent effects of education and SEP. Sex differences were observed on every PACC subtest. In cognitively normal participants, Aβ positivity and WMHV were independently associated with lower PACC scores, and Aβ positivity was associated with poorer nonverbal reasoning. Aβ positivity and WMHV were not associated with sex, childhood cognitive ability, education, or SEP. Normative data for 339 cognitively normal Aβ-negative participants are provided.ConclusionsThis study adds to emerging evidence that subtle cognitive differences associated with Aβ deposition are detectable in older adults, at an age when dementia prevalence is very low. The independent associations of childhood cognitive ability, education, and SEP with cognitive performance at age 70 have implications for interpretation of cognitive data in later life.

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Kell, Harrison J. "Noncognitive proponents' conflation of “cognitive skills” and “cognition” and its implications." Personality and Individual Differences 134 (November 2018): 25–32. http://dx.doi.org/10.1016/j.paid.2018.05.025.

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Opris, Ioan, and Vincent P. Ferrera. "WITHDRAWN: Manipulating Cognition and Behavior with Microstimulation, Implications for Cognitive Prostheses." Neuroscience & Biobehavioral Reviews 42 (May 2014): 303. http://dx.doi.org/10.1016/j.neubiorev.2013.12.007.

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Opris, Ioan, and Vincent P. Ferrera. "Modifying cognition and behavior with electrical microstimulation: Implications for cognitive prostheses." Neuroscience & Biobehavioral Reviews 47 (November 2014): 321–35. http://dx.doi.org/10.1016/j.neubiorev.2014.09.003.

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Twomey, Terrence. "The Cognitive Implications of Controlled Fire Use by Early Humans." Cambridge Archaeological Journal 23, no. 1 (February 2013): 113–28. http://dx.doi.org/10.1017/s0959774313000085.

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This article proposes a framework for investigating the cognitive implications of controlled fire use by Middle Pleistocene humans. By identifying the simplest strategies they could have used to control fire, given the constraints individuals had to overcome, we can establish a behavioural basis for making inferences about cognition. Accessing, maintaining and benefiting from fire involved a range of behaviours that imply future-directed planning, response inhibition and group-level cooperation. I argue that we can infer human cognitive abilities such as an extended working memory, episodic memories, collective intentionality and intersubjective communication from these fire-related behaviours.

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McKenna, Frank P. "Learning implications of field dependence-independence: Cognitive style versus cognitive ability." Applied Cognitive Psychology 4, no. 6 (November 1990): 425–37. http://dx.doi.org/10.1002/acp.2350040602.

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Peracino, Andrea, and Sergio Pecorelli. "The Epidemiology of Cognitive Impairment in the Aging Population: Implications for Hearing Loss." Audiology and Neurotology 21, Suppl. 1 (2016): 3–9. http://dx.doi.org/10.1159/000448346.

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Cognitive impairment and dementia are characterized by a progressive and devastating reduction in most cognitive abilities, functional independence, and social relationships. Dementia represents a substantial financial burden on society, one that is comparable to the financial burden of heart disease and cancer. Due to its insidious onset, cognitive impairment can be clinically silent for several years; therefore, diagnosis occurs late in the disease process, and treatment becomes almost useless. The identification of predictors of dementia may help identify the pathophysiological mechanisms underlying the disease and lead to the development of a more effective medical diagnosis and therapy, and thus an early treatment. Review of the literature suggests that in those individuals with less cognitive impairment (normal/predementia group), hearing loss has an association with language comprehension, and when cognitive impairment increases (moderate or severe dementia group), the contributing effect of hearing loss as a cognitive ability-impairing factor also increases. Greater understanding of the links between hearing impairment and cognition may have important implications for the screening and diagnosis of cognitive decline in older people with hearing impairment.

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Bello, Iria. "Cognitive implications of nominalizations in the advancement of scientific discourse." International Journal of English Studies 16, no. 2 (December 12, 2016): 1. http://dx.doi.org/10.6018/ijes/2016/2/262921.

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<p>Nominalizations are well-known features of scientific writing. Scholars have been intrigued by their form and by their functions. While these features have been widely studied, the cognitive side of nominalizations in scientific texts still needs further attention. Nominalizations contribute to the advancement of discourse and at the same time add abstraction to the processes they convey and make them become more reified in the eyes of the reader. They are not mere verbal transformations as they change completely the cognitive configuration of the process they express. With examples retrieved from the astronomy subcorpus (CETA, 2012) of the Coruña Corpus the aim is to study nominalizations in the interface between cognition and language. The ultimate goal is to complement all the theoretical-descriptive studies on the topic by approaching the cognitive dimension and build a bridge for studies on the production and understanding of English scientific register.</p>

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Ishioka, Yoshiko, Yasuyuki Gondo, Yukie Masui, Takeshi Nakagawa, Hiroki Inagaki, Madoka Ogawa, Saori Yasumoto, and Tatsuro Ishizaki. "Occupational Complexity and Late-Life Global Cognition: The SONIC Study." Innovation in Aging 4, Supplement_1 (December 1, 2020): 780. http://dx.doi.org/10.1093/geroni/igaa057.2823.

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Abstract Studies have reported that work exposure to cognitively demanding environments predicted the level of late-life cognitive abilities. To date, whether or not such a relationship between work complexity and cognitive function is maintained in very old adults remains unknown. In the present study, we examined how the associations between lifetime work’s complexity and global cognition vary by age groups (70s, 80s, and 90s). To this end, we used data from 2754 Japanese community-dwelling participants in the SONIC Project. Specifically, we tested multiple group path models comparing the models based on differences in age and gender. The effects of work complexities on global cognition were found for male septuagenarians and octogenarians, having controlled for the variables related to education. The relationships between them were marginally significant for male nonagenarians. Based on the analysis, we discuss the maintenance of cognitive reserve and implications for cognitive and physical health in very old ages.

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GARETY, PHILIPPA A., PAUL BEBBINGTON, DAVID FOWLER, DANIEL FREEMAN, and ELIZABETH KUIPERS. "Implications for neurobiological research of cognitive models of psychosis: a theoretical paper." Psychological Medicine 37, no. 10 (March 5, 2007): 1377–91. http://dx.doi.org/10.1017/s003329170700013x.

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ABSTRACTBackgroundCognitive models of the positive symptoms of psychosis specify the cognitive, social and emotional processes hypothesized to contribute to their occurrence and persistence, and propose that vulnerable individuals make characteristic appraisals that result in specific positive symptoms.MethodWe describe cognitive models of positive psychotic symptoms and use this as the basis of discussing recent relevant empirical investigations and reviews that integrate cognitive approaches into neurobiological frameworks.ResultsEvidence increasingly supports a number of the hypotheses proposed by cognitive models. These are that: psychosis is on a continuum; specific cognitive processes are risk factors for the transition from subclinical experiences to clinical disorder; social adversity and trauma are associated with psychosis and with negative emotional processes; and these emotional processes contribute to the occurrence and persistence of psychotic symptoms. There is also evidence that reasoning biases contribute to the occurrence of delusions.ConclusionsThe benefits of incorporating cognitive processes into neurobiological research include more sophisticated, bidirectional and interactive causal models, the amplification of phenotypes in neurobiological investigations by including emotional processes, and the adoption of more specific clinical phenotypes. For example, there is potential value in studying gene×environment×cognition/emotion interactions. Cognitive models and their derived phenotypes constitute the missing link in the chain between genetic or acquired biological vulnerability, the social environment and the expression of individual positive symptoms.

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Apaydin, Marina, and Mohamad Hossary. "Achieving metacognition through cognitive strategy instruction." International Journal of Educational Management 31, no. 6 (August 14, 2017): 696–717. http://dx.doi.org/10.1108/ijem-05-2016-0130.

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Purpose The purpose of this paper is to present hands-on techniques that could help achieve higher forms of cognitive work of Bloom’s learning taxonomy and progress toward self-actualization, the top of Maslow’s hierarchy of needs. These results can be achieved by the combination of Apaydin’s 3A approach and integrative learning. Design/methodology/approach The results of the exploratory study of student self-inquiry are analyzed using content analysis method. Findings The results indicate that students who underwent through metacognitive instruction exhibit higher cognitive skills than the control group. These skills were manifested in more detailed and extensive responses, more long-term orientation, and higher thrive toward self-development. The study also identified significant gender differences. Research limitations/implications Only two raters reviewed the categories. Increasing the number of raters would potentially increase the reliability and validity of this study. The data were collected in one university in one country. Similar studies conducted in different settings could produce different results. Since the control group was self-selected, it might lead to a performance bias in this group. Practical implications This research has practical implications for improving self-awareness and metacognition of the students. The addition of an unexpected self-applied perspective and application of Problem Solving Algorithm (PSA) to themselves enables the students to see the value of otherwise abstract concepts presented in the textbooks and forgotten immediately after the semester is over. Social implications The students can be socially more prepared to become self-aware professionals and thus improve their career options. Originality/value To the authors’ knowledge, this is the first study in the educational research which investigates the impact of implementation of metacognitive instructional techniques on student self-awareness and performance, which has immediate practical implication for student learning and success.

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McNally, RichardJ. "Abnormalities in Anxiety Implications for Cognitive Neuroscience." Cognition & Emotion 12, no. 3 (May 1998): 479–95. http://dx.doi.org/10.1080/026999398379682.

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Levine, Morgan E., Amal Harrati, and Eileen M. Crimmins. "Predictors and implications of accelerated cognitive aging." Biodemography and Social Biology 64, no. 2 (April 3, 2018): 83–101. http://dx.doi.org/10.1080/19485565.2018.1552513.

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Lombardo, Nancy E. "Cognitive impairment: Policy implications for service design." American Journal of Alzheimer's Care and Related Disorders & Research 6, no. 2 (March 1991): 4–18. http://dx.doi.org/10.1177/153331759100600203.

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Velichkovsky, Boris M. "Cognitive science: The art and its implications." Psychology in Russia: State of the Art 10, no. 3 (2017): 2–6. http://dx.doi.org/10.11621/pir.2017.0300.

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Chen, Zhe, and Robert S. Siegler. "X. Implications for Older Children's Cognitive Development." Monographs of the Society for Research in Child Development 65, no. 2 (April 2000): 80–86. http://dx.doi.org/10.1111/1540-5834.00083.

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Stern, Yaakov. "Cognitive Reserve: Implications for Assessment and Intervention." Folia Phoniatrica et Logopaedica 65, no. 2 (2013): 49–54. http://dx.doi.org/10.1159/000353443.

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Journal articles on the topic 'Cognitive Implications'

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