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Relevant bibliographies by topics / Cognitive neuroscience / Journal articles

Journal articles on the topic 'Cognitive neuroscience'

To see the other types of publications on this topic, follow the link: Cognitive neuroscience.

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Martín-Loeches, Manuel. "La Neurociencia Cognitiva, la Psicología Cognitiva y nuestro Sistema Cognitivo Cognitive Neuroscience, Cognitive Psychology, and our Cognitive System." Cognitiva 16, no. 2 (September 1, 2004): 211–17. http://dx.doi.org/10.1174/0214355042248884.

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2

Zayas-Fundora, Emmanuel, and Emmanuel Cesar Vázquez-Ortiz. "Visibility of Latin American scientific production on cognitive neurosciences." Data & Metadata 1 (December 15, 2022): 24. http://dx.doi.org/10.56294/dm202262.

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Introduction: cognitive neuroscience is the convergence of two disciplines, neuroscience and cognitive psychology, which have provided information on the material bases of the cognitive and emotional processes of human behavior. There are currently few records of bibliometric studies on Latin American scientific production in cognitive neuroscience in SCOPUS. Objective: to describe the behavior of the Latin American scientific production on cognitive neuroscience in SCOPUS in the years 2012 to 2022. Methods: a bibliometric, observational, descriptive, cross-sectional study was carried out on the behavior of the scientific production in Latin America on cognitive neuroscience in SCOPUS. A search was made of the data offered by Scimago Journal & Country Rank on the publications, from the “Neurosciences” area, “Latin America” region and “Cognitive Neurosciences” category. It used the descriptive statistic. Results: a total of 3717 documents were published. 2022 was highlighted as the year with the largest number of published documents (514). A total of 55,107 appointments were made in this period, with the highest number of appointments being made in 2016 (9,225). A total of 10,538 self-citations were made and citations per document reached their highest values in 2015 (3,685). Brazil prevailed with an h index of 98. Conclusions: the Latin American scientific production in SCOPUS on cognitive neurosciences, during the 10 years studied, was high and growing, which predicts great results in this branch for years to come and is satisfactory considering the thousands of questions that arise every day and concern this area of knowledge.

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3

Behrmann, Marlene. "Cognitive Neuroscience." Trends in Cognitive Sciences 2, no. 7 (July 1998): 269. http://dx.doi.org/10.1016/s1364-6613(98)01191-7.

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4

Albright, Thomas D., Eric R. Kandel, and Michael I. Posner. "Cognitive neuroscience." Current Opinion in Neurobiology 10, no. 5 (October 2000): 612–24. http://dx.doi.org/10.1016/s0959-4388(00)00132-x.

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5

Todman, Martin G., and Philip J. Benson. "Cognitive neuroscience." Current Opinion in Neurobiology 11, no. 2 (April 2001): 145. http://dx.doi.org/10.1016/s0959-4388(00)00188-4.

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6

Todman, Martin G., and Philip J. Benson. "Cognitive neuroscience." Current Opinion in Neurobiology 12, no. 2 (April 2002): 129. http://dx.doi.org/10.1016/s0959-4388(02)00317-3.

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7

Wandell, Brian A., and J. Anthony Movshon. "Cognitive neuroscience." Current Opinion in Neurobiology 13, no. 2 (April 2003): 141–43. http://dx.doi.org/10.1016/s0959-4388(03)00049-7.

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8

Squire, Larry R., Eric R. Kandel, and Stephen M. Kosslyn. "Cognitive neuroscience." Current Opinion in Neurobiology 6, no. 2 (April 1996): 153–57. http://dx.doi.org/10.1016/s0959-4388(96)80067-5.

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9

Iversen, Susan D., and Robert U. Muller. "Cognitive neuroscience." Current Opinion in Neurobiology 7, no. 2 (April 1997): 151–56. http://dx.doi.org/10.1016/s0959-4388(97)80002-5.

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10

Posner, Michael I., and Robert Desimone. "Cognitive neuroscience." Current Opinion in Neurobiology 8, no. 2 (April 1998): 175–77. http://dx.doi.org/10.1016/s0959-4388(98)80137-2.

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11

Gallagher, Michela, and Daniel L. Schacter. "Cognitive neuroscience." Current Opinion in Neurobiology 9, no. 2 (April 1999): 155–57. http://dx.doi.org/10.1016/s0959-4388(99)80020-8.

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12

Gabrieli, John DE, and Elisabeth A. Murray. "Cognitive neuroscience." Current Opinion in Neurobiology 14, no. 2 (April 2004): 135–38. http://dx.doi.org/10.1016/j.conb.2004.03.018.

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13

Friederici, Angela D., and Leslie G. Ungerleider. "Cognitive neuroscience." Current Opinion in Neurobiology 15, no. 2 (April 2005): 131–34. http://dx.doi.org/10.1016/j.conb.2005.03.019.

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14

Glimcher, Paul W., and Nancy Kanwisher. "Cognitive neuroscience." Current Opinion in Neurobiology 16, no. 2 (April 2006): 127–29. http://dx.doi.org/10.1016/j.conb.2006.03.016.

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15

Watanabe, Takeo, and Keiji Tanaka. "Cognitive neuroscience." Current Opinion in Neurobiology 17, no. 2 (April 2007): 129–31. http://dx.doi.org/10.1016/j.conb.2007.03.010.

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16

Aguadero Ruiz, Paula. "Cognitive neuroscience." Texto Livre 15 (September 21, 2022): e40506. http://dx.doi.org/10.35699/1983-3652.2022.40506.

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With the objective to demonstrate the real hidden capacities of reading in students with difficulties of learning such as dyslexia with the use of videogames, we have carried out a study with grammar education students. In order to do this, we have revised some literature to present and justify the real case study of an 8-year-old child with reading difficulties. Videogames have been used to show how he has improved his learning. To do this, we have tested his capacities with a standarized reading test (DIP-le) and we have done a follow-up with a videogame called DytectiveU, which is supposed to overcome his dyslexia. We have verified, with he same test, that the more the child plays this game, the better reading capabilities and abilities he develops. Finally, we demonstrate and verify the benefits of using videogames in psycopedagogical diagnosis and psycopedagogical tracing. We expect to increase the use of videogames in psycopedagogical clinics due to their great benefits.

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17

Kandel, Eric, and Larry Squire. "Cognitive neuroscience." Current Opinion in Neurobiology 2, no. 2 (April 1992): 143–45. http://dx.doi.org/10.1016/0959-4388(92)90001-2.

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18

Morris, Richard GM, David G. Amaral, and Mortimer Mishkin. "Cognitive neuroscience." Current Opinion in Neurobiology 5, no. 2 (April 1995): 137–40. http://dx.doi.org/10.1016/0959-4388(95)80018-2.

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19

Medaglia, John D., Mary-Ellen Lynall, and Danielle S. Bassett. "Cognitive Network Neuroscience." Journal of Cognitive Neuroscience 27, no. 8 (August 2015): 1471–91. http://dx.doi.org/10.1162/jocn_a_00810.

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Network science provides theoretical, computational, and empirical tools that can be used to understand the structure and function of the human brain in novel ways using simple concepts and mathematical representations. Network neuroscience is a rapidly growing field that is providing considerable insight into human structural connectivity, functional connectivity while at rest, changes in functional networks over time (dynamics), and how these properties differ in clinical populations. In addition, a number of studies have begun to quantify network characteristics in a variety of cognitive processes and provide a context for understanding cognition from a network perspective. In this review, we outline the contributions of network science to cognitive neuroscience. We describe the methodology of network science as applied to the particular case of neuroimaging data and review its uses in investigating a range of cognitive functions including sensory processing, language, emotion, attention, cognitive control, learning, and memory. In conclusion, we discuss current frontiers and the specific challenges that must be overcome to integrate these complementary disciplines of network science and cognitive neuroscience. Increased communication between cognitive neuroscientists and network scientists could lead to significant discoveries under an emerging scientific intersection known as cognitive network neuroscience.

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20

Perrotta, Davide. "Neurolaw between epistemology and ontology: phenomenology and cognitive neurosciences." Aoristo - International Journal of Phenomenology, Hermeneutics and Metaphysics 4, no. 2 (August 22, 2021): 163–84. http://dx.doi.org/10.48075/aoristo.v4i2.27981.

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In the first part of the paper, I present some problematic concepts in cognitive neuroscience, from aphilosophical point of view, like causality and Law. These concepts open ontological questions, thatwe develop proposing a mechanistic interpretation of cognitive neuroscience, compare to aphenomenological investigation of human experience. General descriptions of mental states andintentionality allow us to investigate different forms of causation, not reducible to “material causes”.By contrast, cognitive neurosciences are specialized to investigate the latter form, beinginterpretable both like a bound and an advantage. In the second part of the paper we will resort tothe presented epistemological descriptions in order to investigate social cognition. We will discussthe case or moral cognition in order to preserve emergent properties in the human experience, in acomplementary way with” cognitive mechanisms”. This argumentation will help us to better definethe Neurolaw field of researches, allowing us to discern different forms of responsibility of thehuman acts with regard to different causal factors.

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21

Tudela, Pío. "¿Neurociencia Cognitiva o Cognición Incorporada? Cognitive Neuroscience or Embodied Cognition?" Cognitiva 16, no. 2 (September 1, 2004): 243–49. http://dx.doi.org/10.1174/0214355042248857.

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22

Barceló, Francisco. "¿Neurociencia Cognitiva o Moderna Neurociencia? Cognitive Neuroscience or Modern Neuroscience?" Cognitiva 16, no. 2 (September 1, 2004): 163–67. http://dx.doi.org/10.1174/0214355042248901.

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23

Li, Xue. "New Advances in Social Cognitive Neuroscience." Scientific and Social Research 5, no. 8 (August 28, 2023): 19–24. http://dx.doi.org/10.26689/ssr.v5i8.5279.

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Social cognitive neuroscience, as an important branch of the field of neuroscience, studies the cognitive, emotional and interactive processes of individuals in social environments. In recent years, with the continuous development of neuroscience, social cognitive research has been progressing steadily. This paper discusses the latest research progress in the field of social cognitive neuroscience from the perspective of neuroscience, covering the mechanism of emotional disorders and cognitive decision making, and brain imaging of social cognitive neuroscience. These advances not only deepen our understanding of social cognition, but also provide new ideas for the intervention and treatment of social cognitive disorders.

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24

Johnson, Marcia K. "Cognitive Neuroscience: Applied Cognitive Psychology." Journal of Applied Research in Memory and Cognition 5, no. 2 (June 2016): 110–20. http://dx.doi.org/10.1016/j.jarmac.2016.02.003.

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25

Nagai, Chiyoko. "Developmental cognitive neuroscience." Higher Brain Function Research 24, no. 2 (2004): 169–75. http://dx.doi.org/10.2496/hbfr.24.169.

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26

Kosslyn, Stephen M. "On Cognitive Neuroscience." Journal of Cognitive Neuroscience 6, no. 3 (July 1994): 297–303. http://dx.doi.org/10.1162/jocn.1994.6.3.297.

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Stephen M. Kosslyn is Professor of Psychology at Harvard University and an Associate Psychologist in the Department of Neurology at the Massachusetts General Hospital. He received his B.A. in 1970 from UCLA and his Ph.D. from Stanford University in 1974, both in psychology, and taught at Johns Hopkins, Harvard, and Brandeis Universities before joining the Harvard Faculty as Professor of Psychology in 1983. His work focuses on the nature of visual mental imagery and high-level vision, as well as applications of psychological principles to visual display design. He has published over 125 papers on these topics, co-edited five books, and authored or co-authored five books. His books include Image and Mind (1980), Ghosts in the Mind's Machine (1983), Wet Mind: The New Cognitive Neuroscience (with 0. Koenig, 1992), Elements of Graph Design (1994), and Image and Brain: The Resolution of the Imagery Debate (1994). Dr. Kosslyn has received numerous honors, including the National Academy of Sciences Initiatives in Research Award, is currently on the editorial boards of many professional journals, and has served on several National Research Council committees to advise the government on new technologies.

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27

Kriegeskorte, Nikolaus, and Pamela K. Douglas. "Cognitive computational neuroscience." Nature Neuroscience 21, no. 9 (August 20, 2018): 1148–60. http://dx.doi.org/10.1038/s41593-018-0210-5.

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28

Blakemore, Sarah-Jayne, R. E. Dahl, U. Frith, and D. S. Pine. "Developmental cognitive neuroscience." Developmental Cognitive Neuroscience 1, no. 1 (January 2011): 3–6. http://dx.doi.org/10.1016/j.dcn.2010.08.003.

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29

Becker, Suzanna, and Nathaniel D. Daw. "Computational cognitive neuroscience." Brain Research 1299 (November 2009): 1–2. http://dx.doi.org/10.1016/j.brainres.2009.09.114.

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30

Cooper, Richard P., and Tim Shallice. "Cognitive Neuroscience: The Troubled Marriage of Cognitive Science and Neuroscience." Topics in Cognitive Science 2, no. 3 (March 26, 2010): 398–406. http://dx.doi.org/10.1111/j.1756-8765.2010.01090.x.

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31

Tyler, Lorraine K. "FromLanguage and Cognitive ProcessestoLanguage,Cognition and Neuroscience." Language, Cognition and Neuroscience 29, no. 1 (October 30, 2013): 1. http://dx.doi.org/10.1080/01690965.2013.852889.

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32

Raju, Venkateshwarla Rama. "Quantifiable objective psychopathology via cognitive neuropsychiatry: A hybrid-study Part I." IP Indian Journal of Neurosciences 9, no. 1 (April 15, 2023): 8–13. http://dx.doi.org/10.18231/j.ijn.2023.002.

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Cognitive neuropsychiatry (C.N.P) embodies a logical and hypothetically driven method to justify scientific(i.e., clinical) psychopathologies regarding discrepancies to usual mental—mind mechanisms. An involvement through neuronal (neuronic) substrates-of-impaired cognitive processes connects CNP to the fundamental-neuroscience. The advent of C.N.P.3 decades ago(~1990) demonstrates the increasing reconciliation among C.N.P, objective medicine, also neurosciences in tackling widespread issues regarding misperceptions or uncertainties of the mental, mind, and mental illness of neurobiology and brain. So, we focus how this trans-discipline will make a unique and distinct role to psycho pathology. The aim is to get the innovative idea-of-scientific union which occur amid the cognitive-neuroscience plus psychiatry, plus to demonstrate by what means this union has started to offer a novel mental (neurobiology-based) reasoning policy with which we comprehend better psychiatric situations. This study is trying to link the disparity among cognition as well as neuroscience by 1. forming efficient association of psychiatric disorders in a structure-of-human CNP, then connecting the structure(framework) to appropriate brain—structures also pathos physiology. CNP timely offers the basis for a scientific psychiatric, disorders surrounded by the outline of human CNP and their psychopathology.

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33

Engelkamp, Johannes, and Marc Jeannerod. "From Cognitive Psychology to Cognitive Neuroscience." American Journal of Psychology 114, no. 1 (2001): 150. http://dx.doi.org/10.2307/1423387.

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34

Annoni, Jean-Marie, Hannelore Lee-Jahnke, and Annegret Sturm. "Neurocognitive Aspects of Translation." La traduction : formation, compétences, recherches 57, no. 1 (October 10, 2012): 96–107. http://dx.doi.org/10.7202/1012743ar.

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Translation is at the centre of many cognitive domains such as pedagogy, linguistic, pragmatic, neurosciences, and social cognition. This multi-domain aspect is reflected in the current models of translation. Recently, cognitive neurosciences have unraveled some brain mechanisms in the bilingualism domain, and it is quite logical to transfer such knowledge to the field of translation as well as the learning of translation. One interesting question is which non-linguistic cognitive and communicative processes are particularly involved in translation. Particularly, in translation, the author’s intentions have to be interpreted although they may not be explicitly stated in the text. These intentions have to be considered while rendering the text for the target public, a process for which it is also important to anticipate the target public’s prior knowledge of the subject and the extent to which the author’s aims and intentions have to be adapted in order to be correctly communicated in the other language. In neuroscience, being able to imagine another person’s mental state is known as having a Theory of Mind (ToM). This skill seems dissociated from the group of executive functions – though it is very dependent on the latter – and seems to rely on a large but individualized brain network. While translation is a widely investigated phenomenon at the micro-level, there is scarcely any research about the process of interpretation going on at the macro-level of text interpretation and rendering. Preliminary neuroscience experiments on the translations paradigm suggest that neurosciences can bring interesting data not only to linguistic but also to cognitive and social mechanisms of translation strategies.

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35

De Geus, Eco J. C., and D. I. Boomsma. "A Genetic Neuroscience Approach to Human Cognition." European Psychologist 6, no. 4 (December 2001): 241–53. http://dx.doi.org/10.1027//1016-9040.6.4.241.

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A large gap exists between behavior genetics and cognitive neuroscience, although psychologists feature prominently in both fields. Behavior genetics focuses on individual differences and, through sophisticated statistical modeling in twin and family studies, addresses the genetic and environmental contribution to variation in cognitive ability. Cognitive neuroscience tends to focus on species universals in brain function during specific cognitive operations, which are isolated by clever experimental design, and located in the time and (brain) space by modern imaging techniques. This paper describes the complementary approach of “genetic neuroscience” that integrates the study of cognition as an individual trait and the study of cognition as an universal process. It is argued that the intermediate phenotypes or “endophenotypes” of brain function and structure from neuroscience will boost the power of geneticists' association and linkage approaches to find the genes underlying differences in cognitive ability. Neuroscience, in turn, will profit greatly from successfully identified gene functions. Genes can provide insight in the “black box” between molecular events and cognition. They offer many opportunities to lay bare gene by environment interactions in the psychological laboratory. By reviewing some of the main issues in each field and summarizing the mutual advantages of collaboration between geneticists and neuroscientists we hope to mount further support for a complementary approach.

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36

Sporns, Olaf. "Synthetic approaches to cognitive neuroscience." Behavioral and Brain Sciences 23, no. 4 (August 2000): 548–49. http://dx.doi.org/10.1017/s0140525x00393360.

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Cognition and behavior are the result of neural processes occurring at multiple levels of organization. Synthetic computational approaches are capable of bridging the gaps between multiple organizational levels and contribute to our understanding of how neural structures give rise to specific dynamical states. Such approaches are indispensable for formulating the theoretical foundations of cognitive neuroscience.

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37

Hagen, Marcia, and Sunyoung Park. "We knew it all along! Using cognitive science to explain how andragogy works." European Journal of Training and Development 40, no. 3 (April 4, 2016): 171–90. http://dx.doi.org/10.1108/ejtd-10-2015-0081.

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Purpose – This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning. Design/methodology/approach – The research questions guiding the study is in what ways can the recent findings in cognitive neuroscience help to inform adult education theory, including andragogy in particular, to deepen our understanding of how andragogical instructional principles and practices can improve learning? We adopted Torraco’s (2005) integrative literature review approach of providing enough details regarding the selection of the literature and the identification and verification of emerged themes of main ideas. Findings – The core assumptions of andragogy (self-direction, prior experience, readiness to learn and immediacy of application) have a connection to the neural networks related to memory and cognition. Research limitations/implications – First, this study provides fundamental foundations for combining cognitive neuroscience and adult learning to illuminate how cognitive neuroscience contributes physiologically to adult learning. Second, the findings in cognitive neuroscience related to the four assumptions for andragogy help to provide scientific explanations and interpretations for adult learning theories influencing human resource development (HRD), such as self-directed learning, experiential learning and role theory. Practical implications – First, HRD practitioners could use the integrative approach between andragogy and the cognitive neuroscience to reduce the issues of learning activities in generation differences. In addition, cognitive neuroscience research may contribute to improving teaching and instructional techniques. Originality/value – The contributions of this study is that it provides an integrative review about why and how anagogical principles work through the lens of cognitive neuroscience. Based on the findings, we suggested a model of adaptive cognitive neuroscience-adult learning structures.

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38

G. Nestor, Paul, Toshiyuki Ohtani, James J. Levitt, Dominick T. Newell, Martha E. Shenton, Margaret Niznikiewicz, and Robert W. McCarley. "Prefrontal Lobe Gray Matter, Cognitive Control and Episodic Memory in Healthy Cognition." AIMS Neuroscience 3, no. 3 (2016): 338–55. http://dx.doi.org/10.3934/neuroscience.2016.3.338.

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39

De la Torre, Gabriel. "Cognitive Neuroscience in Space." Life 4, no. 3 (July 3, 2014): 281–94. http://dx.doi.org/10.3390/life4030281.

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40

D'Mello, Anila M., and John D. E. Gabrieli. "Cognitive Neuroscience of Dyslexia." Language, Speech, and Hearing Services in Schools 49, no. 4 (October 24, 2018): 798–809. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0020.

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Purpose This review summarizes what is known about the structural and functional brain bases of dyslexia. Method We review the current literature on structural and functional brain differences in dyslexia. This includes evidence about differences in gray matter anatomy, white matter connectivity, and functional activations in response to print and language. We also summarize findings concerning brain plasticity in response to interventions. Results We highlight evidence relating brain function and structure to instructional issues such as diagnosis and prognosis. We also highlight evidence about brain differences in early childhood, before formal reading instruction in school, which supports the importance of early identification and intervention. Conclusion Neuroimaging studies of dyslexia reveal how the disorder is related to differences in structure and function in multiple neural circuits.

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41

Grady, Cheryl L. "Cognitive Neuroscience of Aging." Annals of the New York Academy of Sciences 1124, no. 1 (March 2008): 127–44. http://dx.doi.org/10.1196/annals.1440.009.

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42

Churchland, P., and T. Sejnowski. "Perspectives on cognitive neuroscience." Science 242, no. 4879 (November 4, 1988): 741–45. http://dx.doi.org/10.1126/science.3055294.

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43

Zhou, Xiaolin, and Yue‐jia Luo. "Cognitive neuroscience in China." International Journal of Psychology 38, no. 5 (October 2003): 299–310. http://dx.doi.org/10.1080/00207590344000088.

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44

Albin, R. L. "Frontiers in Cognitive Neuroscience." Neurology 43, no. 6 (June 1, 1993): 1273. http://dx.doi.org/10.1212/wnl.43.6.1273.

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45

Kirshner, Howard S. "Cognitive Neuroscience of Memory." Cognitive and Behavioral Neurology 33, no. 3 (September 2020): 230–31. http://dx.doi.org/10.1097/wnn.0000000000000234.

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46

Anderson, Nicole D. "Cognitive Neuroscience of Aging." Journals of Gerontology: Series B 74, no. 7 (September 14, 2019): 1083–85. http://dx.doi.org/10.1093/geronb/gbz078.

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47

Harvey, Philip D. "A Cognitive Neuroscience Trifecta." American Journal of Psychiatry 171, no. 5 (May 2014): 482–84. http://dx.doi.org/10.1176/appi.ajp.2014.14010111.

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48

Narain, Charvy. "Cognitive neuroscience for beginners." Nature Neuroscience 9, no. 9 (September 2006): 1079. http://dx.doi.org/10.1038/nn0906-1079.

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49

Markowitsch, H. J. "Cognitive Neuroscience of Memory." Neurocase 4, no. 6 (December 1, 1998): 429–35. http://dx.doi.org/10.1093/neucas/4.6.429.

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50

Senior, Carl, Nick Lee, and Michael Butler. "PERSPECTIVE—Organizational Cognitive Neuroscience." Organization Science 22, no. 3 (June 2011): 804–15. http://dx.doi.org/10.1287/orsc.1100.0532.

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