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Artículos de revistas sobre el tema "Cognitive understanding"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 21 de febrero de 2023

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1

N. Prokhorova, Olga y Elena V. Pupynina. "Cognitive mechanisms of understanding locative noun". Journal of Language and Literature 5, n.º 3 (30 de agosto de 2014): 28–32. http://dx.doi.org/10.7813/jll.2014/5-3/5.

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Laland, Kevin y Amanda Seed. "Understanding Human Cognitive Uniqueness". Annual Review of Psychology 72, n.º 1 (4 de enero de 2021): 689–716. http://dx.doi.org/10.1146/annurev-psych-062220-051256.

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Humanity has regarded itself as intellectually superior to other species for millennia, yet human cognitive uniqueness remains poorly understood. Here, we evaluate candidate traits plausibly underlying our distinctive cognition (including mental time travel, tool use, problem solving, social cognition, and communication) as well as domain generality, and we consider how human cognitive uniqueness may have evolved. We conclude that there are no traits present in humans and absent in other animals that in isolation explain our species’ superior cognitive performance; rather, there are many cognitive domains in which humans possess unusually potent capabilities compared to those found in other species. Humans are flexible cognitive all-rounders, whose proficiency arises through interactions and reinforcement between cognitive domains at multiple scales.

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3

Wiggett, Donna. "Understanding cognitive development". Educational Psychology in Practice 32, n.º 4 (octubre de 2016): 437–38. http://dx.doi.org/10.1080/02667363.2016.1257768.

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4

Carr, Thomas H. "Understanding Cognitive Science?" Contemporary Psychology: A Journal of Reviews 35, n.º 11 (noviembre de 1990): 1079–80. http://dx.doi.org/10.1037/030592.

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5

Jane C. Orcullo, Daisy y Teo Hui San. "Understanding Cognitive Dissonance in Smoking Behaviour: A Qualitative Study". International Journal of Social Science and Humanity 6, n.º 6 (junio de 2016): 481–84. http://dx.doi.org/10.7763/ijssh.2016.v6.695.

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6

Stöver, Hanna. "Awareness in metaphor understanding". Review of Cognitive Linguistics 9, n.º 1 (6 de julio de 2011): 65–82. http://dx.doi.org/10.1075/rcl.9.1.04sto.

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This paper argues that a cognitive account of metaphor comprehension needs to include awareness of metaphoricity in order to fully explain the processes involved. In Relevance Theory as well as in other cognitively oriented approaches, much can be gained by making explicit the difference between conscious and subconscious processing: whether a communicator is aware of an expression’s metaphoricity or not may have an impact on the type of cognitive processing involved. A theoretical investigation is offered which explores the potential role of reflective reasoning in metaphor understanding. The discussion is based on the relevance-theoretic account, which explains the subconscious inferential processes involved. However, it leaves open the question of the potential impact of conscious availability of the tension between literal and figurative meaning, which is reminiscent of domain mappings in Cognitive Linguistics. Within metaphor research, a focus on awareness offers valuable findings for cognitively oriented schools of thought.

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7

Resko, Barna, Zoltan Petres y Hideki Hashimoto. "2P1-E14 Cognitive Vision Inspired Feature Understanding in Intelligent Space". Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2006 (2006): _2P1—E14_1—_2P1—E14_4. http://dx.doi.org/10.1299/jsmermd.2006._2p1-e14_1.

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8

Boogert, Neeltje J., Joah R. Madden, Julie Morand-Ferron y Alex Thornton. "Measuring and understanding individual differences in cognition". Philosophical Transactions of the Royal Society B: Biological Sciences 373, n.º 1756 (13 de agosto de 2018): 20170280. http://dx.doi.org/10.1098/rstb.2017.0280.

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Individuals vary in their cognitive performance. While this variation forms the foundation of the study of human psychometrics, its broader importance is only recently being recognized. Explicitly acknowledging this individual variation found in both humans and non-human animals provides a novel opportunity to understand the mechanisms, development and evolution of cognition. The papers in this special issue highlight the growing emphasis on individual cognitive differences from fields as diverse as neurobiology, experimental psychology and evolutionary biology. Here, we synthesize this body of work. We consider the distinct challenges in quantifying individual differences in cognition and provide concrete methodological recommendations. In particular, future studies would benefit from using multiple task variants to ensure they target specific, clearly defined cognitive traits and from conducting repeated testing to assess individual consistency. We then consider how neural, genetic, developmental and behavioural factors may generate individual differences in cognition. Finally, we discuss the potential fitness consequences of individual cognitive variation and place these into an evolutionary framework with testable hypotheses. We intend for this special issue to stimulate researchers to position individual variation at the centre of the cognitive sciences. This article is part of the theme issue ‘Causes and consequences of individual differences in cognitive abilities’.

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9

Manerko, Larissa. "Towards Understanding of Conceptualisation in Cognitive Terminology". Lege Artis 1, n.º 2 (1 de diciembre de 2016): 129–70. http://dx.doi.org/10.1515/lart-2016-0012.

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Abstract The paper describes the nature of the concept in terminological research introspectively leading to a cognitively grounded framework and usage-based study in cognitive terminology, where conceptualization is revealed on the basis of the dynamic character of human scientific thinking, cognitive systems directly affecting terminological systems and professional discourse, and representing conceptual organization of special knowledge on the basis of linguistic and extra-linguistic factors.

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10

Small, Brent, Heather Jim, Sarah Eisel y Stacey Scott. "Understanding Cognitive Complaints Among Breast Cancer Survivors". Innovation in Aging 4, Supplement_1 (1 de diciembre de 2020): 576. http://dx.doi.org/10.1093/geroni/igaa057.1916.

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Abstract Cancer and its treatment can induce accelerated aging changes in physiological and behavioral processes. In studies of cancer associated cognitive decline, subjective reports of cognitive impairment are often many times greater than performance deficits on objective tests of neurocognitive functioning. In an Ecological Momentary Assessment study of 47 breast cancer patients (M age = 53.3 years), subjective ratings of cognitive performance and the occurrence of memory lapses assessed at the end of day were predicted by cognitive performance and ratings of fatigue and depressed mood throughout the day. Results indicated that poorer subjective cognition was significantly associated with elevated fatigue throughout the day. Slower processing speed, elevated ratings of fatigue, and depressed mood throughout the day were associated with a greater likelihood of memory lapses. Subjective ratings of cognitive deficits are related to objective performance, as well as common quality of life decrements among cancer survivors.

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11

Vergaro, Carla. "A cognitive framework for understanding genre". Pragmatics and Cognition 25, n.º 3 (31 de diciembre de 2018): 430–58. http://dx.doi.org/10.1075/pc.19003.ver.

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Abstract The purpose of this paper is to apply the Entrenchment-and-Conventionalization Model (EC-Model hereafter; see Schmid 2014, 2015, 2016, 2017, 2018; Schmid & Mantlik 2015) of language knowledge to genre, with the aim of showing how a unified theory of the relation between usage and linguistic knowledge and convention can shed light on the way genre knowledge becomes entrenched in the individual and shared conventional behavior in communities. The EC-Model is a usage-based and emergentist model of language knowledge and convention rooted in cognitive linguistics and usage-based approaches. It sees knowledge as emerging from language usage, and explains the processes underlying the intertwining of social practice and cognition. However, so far, no suggestion has been advanced on how to extend the model to account for entrenchment and conventionalization at the supra-sentential level. In the area of genre studies various attempts have been made by scholars to develop or apply theories belonging to different scientific domains to understand the nature of genre. However, so far, there has been no research that applies a unified model in the attempt to link entrenchment of genres in individuals to their conventionalization at the societal level. I largely focus on the long tradition of rhetorical studies of genre, one among the different approaches that, over time, have regarded genre as their main topic of investigation. I concentrate on this tradition as it opens up the entire field of enquiry that defines contemporary genre research. To these I add by showing how the explanations provided so far can be cognitively clarified and unified under the EC-Model. The paper, then, argues that the EC-Model is theoretically apt to address questions about the nature of genre, capturing in an elegant way the interplay between cognition and social interaction in genre emergence, evolution, stabilization and variation.

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12

Siegler, Robert S. "Cognitive Variability: A Key to Understanding Cognitive Development". Current Directions in Psychological Science 3, n.º 1 (febrero de 1994): 1–5. http://dx.doi.org/10.1111/1467-8721.ep10769817.

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13

Boyer, Pascal. "Why Evolved Cognition Matters to Understanding Cultural Cognitive Variations". Interdisciplinary Science Reviews 35, n.º 3-4 (diciembre de 2010): 376–86. http://dx.doi.org/10.1179/030801810x12772143410449.

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14

Di Carlo, Sergio. "Understanding Cognitive Language Learning Strategies". International Journal of Applied Linguistics and English Literature 6, n.º 2 (4 de enero de 2017): 114. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.114.

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Over time, definitions and taxonomies of language learning strategies have been critically examined. This article defines and classifies cognitive language learning strategies on a more grounded basis. Language learning is a macro-process for which the general hypotheses of information processing are valid. Cognitive strategies are represented by the pillars underlying the encoding, storage and retrieval of information. In order to understand the processes taking place on these three dimensions, a functional model was elaborated from multiple theoretical contributions and previous models: the Smart Processing Model. This model operates with linguistic inputs as well as with any other kind of information. It helps to illustrate the stages, relations, modules and processes that occur during the flow of information. This theoretical advance is a core element to classify cognitive strategies. Contributions from cognitive neuroscience have also been considered to establish the proposed classification which consists of five categories. Each of these categories has a different predominant function: classification, preparation, association, elaboration and transfer-practice. This better founded taxonomy opens the doors to potential studies that would allow a better understanding of the interdisciplinary complexity of language learning. Pedagogical and methodological implications are also discussed.Keywords: cognitive processes, cognitive neuroscience, information processing, second and foreign language acquisition, Smart Processing Model

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15

Espie, Colin A. "Understanding insomnia through cognitive modelling". Sleep Medicine 8 (diciembre de 2007): S3—S8. http://dx.doi.org/10.1016/s1389-9457(08)70002-9.

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16

Fletcher, Charles R. "Cognitive processes in story understanding." Canadian Psychology/Psychologie canadienne 36, n.º 1 (1995): 52–53. http://dx.doi.org/10.1037/h0084722.

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17

Chow, Siu L. "Review of Understanding cognitive science." Canadian Psychology/Psychologie Canadienne 43, n.º 1 (2002): 50–52. http://dx.doi.org/10.1037/h0088074.

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18

Roberts, Tom. "Understanding ‘sensorimotor understanding’". Phenomenology and the Cognitive Sciences 9, n.º 1 (11 de marzo de 2009): 101–11. http://dx.doi.org/10.1007/s11097-009-9125-7.

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19

Preiss, David D. "Metacognition, Mind Wandering, and Cognitive Flexibility: Understanding Creativity". Journal of Intelligence 10, n.º 3 (16 de septiembre de 2022): 69. http://dx.doi.org/10.3390/jintelligence10030069.

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The goal of this article is to review work on mind wandering, metacognition and creativity in order to consider their relationship with cognitive flexibility. I introduce a model of the role that mind wandering and metacognition have in the generation and exploration of novel ideas and products in the creative process. I argue that managing the interaction between metacognition and mind wandering is the main role of cognitive flexibility in creativity. Furthermore, I claim that balancing the influence of metacognition during the generation and exploration of pre-inventive structures is a quintessential part of creativity, probably in almost any domain. Thus, I advance a general framework that can be applied to understanding how creators monitor and think about their own cognition when they engage in the generation and exploration of ideas. Additionally, I discuss the evolution of controlled and spontaneous cognition and metacognitive judgements during the development of a creative person.

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20

Lee, Sara-Ann, Keane Lim, Max Lam y Jimmy Lee. "M67. UNDERSTANDING SOCIAL COGNITION IN SCHIZOPHRENIA THROUGH THE LENS OF SCHIZOTYPY". Schizophrenia Bulletin 46, Supplement_1 (abril de 2020): S160—S161. http://dx.doi.org/10.1093/schbul/sbaa030.379.

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Abstract Background Social cognitive deficits are common, detectable across a wide range of tasks and appear to play a key role in influencing poor functioning in schizophrenia. Despite its importance as a treatment target, the factors that underlie social cognitive deficits in schizophrenia remains elusive. Schizotypy appears to be one such factor that can explain the variability in social cognitive deficits seen in schizophrenia. The study’s primary aim was to provide a more comprehensive understanding of social cognitive functioning and its relationship to schizotypy. Methods 108 patients and 70 healthy controls completed nine tasks across 4 social cognitive domains based on the SCOPE study. In addition, all participants completed the Schizotypal Personality Questionnaire. Clinical symptoms were also rated using the Brief Psychiatric Rating Scale. Results Theory of Mind, social perception, emotion processing and attribution bias were measured in patients with schizophrenia (n = 108) and healthy controls (n = 70). A social cognition composite score was calculated using principal components analysis. Cluster analysis on the derived factor scores revealed 3 clusters. Multiple univariate ANOVAS with Bonferroni correction were used to examine differences between the 3 clusters on each of the 4 social cognition domain scores, which indicated that higher social cognitive performance was related to lower schizotypy. In addition, results indicated that despite differences in the social cognitive performance among patients in the 3 clusters, they did not differ in clinical outcome measures. Discussion The primary aim of the study was to address gaps in the current literature by examining the relationship between social cognition and schizotypy. This study built upon past studies which had the tendency to focus on single, discrete domains by comparing the social cognitive performance of patients and controls using an extensive battery of tests, indexing four social cognitive domains. The significant differences on total SPQ score and the SPQ domain scores between the various clusters, coupled with the significant correlations between schizotypy and social cognition, reinforces the utility of schizotypy in refining our understanding of the variation in the degree of social cognitive deficits in schizophrenia. In conclusion, this study substantiates the importance of understanding the relationship between social cognition and schizotypy. This could support and pave the way for the development and implementation of targeted social cognitive interventions catered to the patients’ level of deficit.

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21

Zhu, Jian-Qiao, Pablo León-Villagrá, Nick Chater y Adam N. Sanborn. "Understanding the structure of cognitive noise". PLOS Computational Biology 18, n.º 8 (17 de agosto de 2022): e1010312. http://dx.doi.org/10.1371/journal.pcbi.1010312.

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Human cognition is fundamentally noisy. While routinely regarded as a nuisance in experimental investigation, the few studies investigating properties of cognitive noise have found surprising structure. A first line of research has shown that inter-response-time distributions are heavy-tailed. That is, response times between subsequent trials usually change only a small amount, but with occasional large changes. A second, separate, line of research has found that participants’ estimates and response times both exhibit long-range autocorrelations (i.e., 1/f noise). Thus, each judgment and response time not only depends on its immediate predecessor but also on many previous responses. These two lines of research use different tasks and have distinct theoretical explanations: models that account for heavy-tailed response times do not predict 1/f autocorrelations and vice versa. Here, we find that 1/f noise and heavy-tailed response distributions co-occur in both types of tasks. We also show that a statistical sampling algorithm, developed to deal with patchy environments, generates both heavy-tailed distributions and 1/f noise, suggesting that cognitive noise may be a functional adaptation to dealing with a complex world.

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22

Poon, Leonard W. "Toward an Understanding of Cognitive Functioning in Geriatric Depression". International Psychogeriatrics 4, n.º 4 (octubre de 1992): 241–66. http://dx.doi.org/10.1017/s1041610292001297.

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This paper addresses the questions of whether depression compromises cognition in the elderly and whether discernable patterns of cognitive performances could be differentiated between patients with severe depression and those with organic dementia. Published data on geriatric depression and cognitive functioning are divided in demonstrating a depression effect. Further examination and external validation by new data show that the depression effect on discrete cognitive tasks is (1) small, and (2) sensitive to the confounding of sampling and task variables. Future research must take these factors into account. Patterns of cognitive functioning in depression and dementia are different and can be differentiated using a variety of measures. This review finds the term pseudodementia inappropriate and misleading and recommends that it be abandoned.

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23

Rojas-Villarce, José Angel. "Memorization: Cognitive Bridge beterrn Retention and Understanding". Revista Internacional de Investigación en Ciencias Sociales 16, n.º 1 (30 de junio de 2020): 77–94. http://dx.doi.org/10.18004/riics.2020.junio.77-94.

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24

Humes, Larry E. "Understanding the Speech-Understanding Problems of Older Adults". American Journal of Audiology 22, n.º 2 (diciembre de 2013): 303–5. http://dx.doi.org/10.1044/1059-0889(2013/12-0066).

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Purpose The purpose of this article was to review recent research from our laboratory on the speech-understanding problems of older adults. Method The method involved a narrative review of previously reported data from our laboratory. Conclusion To date, the results from most of our studies have indicated that peripheral and cognitive factors are the primary contributors to the speech-understanding problems of older adults, with the relative mix of these 2 factors changing for unaided (primarily peripheral) and aided (primarily cognitive) listening conditions.

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25

Vojtek, Jozef, Josef Říha y Miroslav Šuhaj. "Cognitive Hierarchy and Intelligence". Vojenské rozhledy 31, n.º 2 (8 de junio de 2022): 88–105. http://dx.doi.org/10.3849/2336-2995.31.2022.02.088-105.

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The article deals with the issue of the cognitive pyramid and the possible use of intelligence analysis in the context of gaining the understanding and wisdom of users of information using this pyramid. The cognitive pyramid is used to define the terms date, information, knowledge, understanding and wisdom that make up the various levels of the pyramid. The paper attempts to discuss concepts in different models of the pyramid. It briefly describes intelligence in the context of the use of intelligence by means of a cognitive pyramid. Intelligence is a special kind of knowledge. This article also seeks to explore how intelligence creation can be explained using a cognitive analytical pyramid model.

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26

Forgács, Bálint, Judit Gervain, Eugenio Parise, Gergely Csibra, György Gergely, Júlia Baross y Ildikó Király. "Electrophysiological investigation of infants’ understanding of understanding". Developmental Cognitive Neuroscience 43 (junio de 2020): 100783. http://dx.doi.org/10.1016/j.dcn.2020.100783.

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27

Levine, Daniel S. y Leonid I. Perlovsky. "Emotion in the Pursuit of Understanding". International Journal of Synthetic Emotions 1, n.º 2 (julio de 2010): 1–11. http://dx.doi.org/10.4018/jse.2010070101.

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Theories of cognitive processes, such as decision making and creative problem solving, for a long time neglected the contributions of emotion or affect in favor of analysis based on use of deliberative rules to optimize performance. Since the 1990s, emotion has increasingly been incorporated into theories of these cognitive processes. Some theorists have in fact posited a “dual-systems approach” to understanding decision making and high-level cognition. One system is fast, emotional, and intuitive, while the other is slow, rational, and deliberative. However, one’s understanding of the relevant brain regions indicate that emotional and rational processes are deeply intertwined, with each exerting major influences on the functioning of the other. Also presented in this paper are neural network modeling principles that may capture the interrelationships of emotion and cognition. The authors also review evidence that humans, and possibly other mammals, possess a “knowledge instinct,” which acts as a drive to make sense of the environment. This drive typically incorporates a strong affective component in the form of aesthetic fulfillment or dissatisfaction.

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28

Rubinsztein, Judy S., Barbara J. Sahakian y John T. O'Brien. "Understanding and managing cognitive impairment in bipolar disorder in older people". BJPsych Advances 25, n.º 3 (11 de febrero de 2019): 150–56. http://dx.doi.org/10.1192/bja.2018.74.

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SUMMARYBipolar disorder is less prevalent in older people but accounts for 8–10% of psychiatric admissions. Treating and managing bipolar disorder in older people is challenging because of medical comorbidity. We review the cognitive problems observed in older people, explore why these are important and consider current treatment options. There are very few studies examining the cognitive profiles of older people with bipolar disorder and symptomatic depression and mania, and these show significant impairments in executive function. Most studies have focused on cognitive impairment in euthymic older people: as in euthymic adults of working age, significant impairments are observed in tests of attention, memory and executive function/processing speeds. Screening tests are not always helpful in euthymic older people as the impairment can be relatively subtle, and more in-depth neuropsychological testing may be needed to show impairments. Cognitive impairment may be more pronounced in older people with ‘late-onset’ bipolar disorder than in those with ‘early-onset’ disorder. Strategies to address symptomatic cognitive impairment in older people include assertive treatment of the mood disorder, minimising drugs that can adversely affect cognition, optimising physical healthcare and reducing relapse rates.LEARNING OBJECTIVESAfter reading this article you will be able to: •understand that cognitive impairment in euthymic older people with bipolar disorder is similar to that in working-age adults with the disorder, affecting attention, memory and executive function/processing speeds•recognise that cognitive impairment in older people is likely to be a major determinant of functional outcomes•Implement approaches to treat cognitive impairment in bipolar disorder.DECLARATION OF INTERESTB.J.S. consults for Cambridge Cognition, PEAK (www.peak.net) and Mundipharma.

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Bennett, Maxwell R. y Peter M. S. Hacker. "On explaining and understanding cognitive behaviour". Australian Journal of Psychology 67, n.º 4 (12 de diciembre de 2014): 241–50. http://dx.doi.org/10.1111/ajpy.12080.

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Eliseev, V. C., I. M. Eliseeva y M. V. Corobova. "COGNITIVE MECHANISMS OF UNDERSTANDING PEDAGOGICAL SITUATIONS". Социосфера / Sociosphere 8, n.º 3 (19 de septiembre de 2017): 48–52. http://dx.doi.org/10.24044/sph.2017.3.6.

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31

Hart, Daniel y William Damon. "Self‐understanding and social cognitive development". Early Child Development and Care 40, n.º 1 (enero de 1988): 5–23. http://dx.doi.org/10.1080/0300443880400102.

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Courtney, Susan M. "Understanding Cognitive Dysfunction in Multiple Sclerosis". Cognitive And Behavioral Neurology 24, n.º 4 (diciembre de 2011): 227–30. http://dx.doi.org/10.1097/wnn.0b013e3182400847.

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Swillen, Ann. "The importance of understanding cognitive trajectories". Current Opinion in Psychiatry 29, n.º 2 (marzo de 2016): 133–37. http://dx.doi.org/10.1097/yco.0000000000000231.

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Ouellette, Richard G. y Sandra M. Ouellette. "Understanding postoperative cognitive dysfunction and delirium". OR Nurse 4, n.º 4 (julio de 2010): 40–46. http://dx.doi.org/10.1097/01.orn.0000384194.64869.f8.

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&NA;. "Understanding postoperative cognitive dysfunction and delirium". OR Nurse 4, n.º 4 (julio de 2010): 46–47. http://dx.doi.org/10.1097/01.orn.0000384195.41998.0d.

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Gorelick, Philip B. y David Nyenhuis. "Understanding and Treating Vascular Cognitive Impairment". CONTINUUM: Lifelong Learning in Neurology 19, n.º 2 (abril de 2013): 425–37. http://dx.doi.org/10.1212/01.con.0000429174.29601.de.

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Connor, J. T. H. "Understanding the cognitive restraints of physicians". Canadian Medical Association Journal 183, n.º 2 (13 de diciembre de 2010): E137—E138. http://dx.doi.org/10.1503/cmaj.101756.

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Schertz, Kathryn E. y Marc G. Berman. "Understanding Nature and Its Cognitive Benefits". Current Directions in Psychological Science 28, n.º 5 (24 de junio de 2019): 496–502. http://dx.doi.org/10.1177/0963721419854100.

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Many people have the intuition that interacting with natural environments benefits their psychological health. But what has research actually demonstrated about the benefits of nature experience and the potential mechanisms underlying those benefits? This article describes empirical research on the cognitive benefits of interacting with natural environments and several theories that have been proposed to explain these effects. We also propose future directions that may be useful in exploring the extent of nature’s effects on cognitive performance and some potential mediating factors. Specifically, exposure to a variety of natural stimuli (vs. urban stimuli) consistently improves working memory performance. One potential mechanism for this is the perception of low-level features of natural environments, such as edge density in the visual domain. Although low-level features have been shown to carry semantic information and influence behavior, additional studies are needed to indicate whether perceiving these features in isolation is necessary or sufficient for obtaining the cognitive benefits of interacting with nature.

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39

Greenwood, John D. "Understanding the ?cognitive revolution? in psychology". Journal of the History of the Behavioral Sciences 35, n.º 1 (1999): 1–22. http://dx.doi.org/10.1002/(sici)1520-6696(199924)35:1<1::aid-jhbs1>3.0.co;2-4.

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40

Nannis, Ellen D. "Cognitive-developmental differences in emotional understanding". New Directions for Child and Adolescent Development 1988, n.º 39 (1988): 31–49. http://dx.doi.org/10.1002/cd.23219883904.

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41

Decety, Jean y Meghan Meyer. "From emotion resonance to empathic understanding: A social developmental neuroscience account". Development and Psychopathology 20, n.º 4 (2008): 1053–80. http://dx.doi.org/10.1017/s0954579408000503.

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AbstractThe psychological construct of empathy refers to an intersubjective induction process by which positive and negative emotions are shared, without losing sight of whose feelings belong to whom. Empathy can lead to personal distress or to empathic concern (sympathy). The goal of this paper is to address the underlying cognitive processes and their neural underpinnings that constitute empathy within a developmental neuroscience perspective. In addition, we focus on how these processes go awry in developmental disorders marked by impairments in social cognition, such as autism spectrum disorder, and conduct disorder. We argue that empathy involves both bottom-up and top-down information processing, underpinned by specific and interacting neural systems. We discuss data from developmental psychology as well as cognitive neuroscience in support of such a model, and highlight the impact of neural dysfunctions on social cognitive developmental behavior. Altogether, bridging developmental science and cognitive neuroscience helps approach a more complete understanding of social cognition. Synthesizing these two domains also contributes to a better characterization of developmental psychopathologies that impacts the development of effective treatment strategies.

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42

Vally, M. y F. Kathrada. "Understanding Alzheimer disease". South African Family Practice 61, n.º 2 (29 de abril de 2019): 28–34. http://dx.doi.org/10.4102/safp.v61i2.4999.

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Alzheimer disease (AD) is a neurodegenerative disorder with an uncertain pathogenesis. It is characterised by symptoms of memory impairment, executive dysfunction and visuospatial impairment. Management goals and interventions should be based on a solid alliance with the patient and family and on thorough psychiatric, neurological and general medical evaluations of the nature and cause of cognitive deficits and associated non-cognitive symptoms. There are currently three cholinesterase inhibitors and one N-methyl-D-aspartate (NMDA) antagonist indicated in the treatment of AD as monotherapy or in combination. Cholinesterase inhibitors remain the first-line therapy in patients with mild to moderate AD, which may stabilise the symptomatic cognitive and functional decline. Other pharmacotherapy options include the use of memantine which may be used by itself or in combination with cholinesterase inhibitors. These treatments are for symptomatic relief and are not disease modifying in preventing the progression of the disease.

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Chiriacescu, Vlad, Leen-Kiat Soh y Duane F. Shell. "Understanding Human Learning Using a Multi-agent Simulation of the Unified Learning Model". International Journal of Cognitive Informatics and Natural Intelligence 7, n.º 4 (octubre de 2013): 1–25. http://dx.doi.org/10.4018/ijcini.2013100101.

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Within cognitive science and cognitive informatics, computational modeling based on cognitive architectures has been an important approach to addressing questions of human cognition and learning. This paper reports on a multi-agent computational model based on the principles of the Unified Learning Model (ULM). Derived from a synthesis of neuroscience, cognitive science, psychology, and education, the ULM merges a statistical learning mechanism with a general learning architecture. Description of the single agent model and the multi-agent environment which translate the principles of the ULM into an integrated computational model is provided. Validation results from simulations with respect to human learning are presented. Simulation suitability for cognitive learning investigations is discussed. Multi-agent system performance results are presented. Findings support the ULM theory by documenting a viable computational simulation of the core ULM components of long-term memory, motivation, and working memory and the processes taking place among them. Implications for research into human learning, cognitive informatics, intelligent agent, and cognitive computing are presented.

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44

Marketa, Keller. "Discuss the contribution of cognitive neuropsychology to understanding normal cognitive processes". Psych-Talk 1, n.º 58 (octubre de 2007): 19–24. http://dx.doi.org/10.53841/bpstalk.2007.1.58.19.

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45

McShane, Marjorie. "Natural Language Understanding (NLU, not NLP) in Cognitive Systems". AI Magazine 38, n.º 4 (28 de diciembre de 2017): 43–56. http://dx.doi.org/10.1609/aimag.v38i4.2745.

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Developing cognitive agents with human-level natural language understanding (NLU) capabilities requires modeling human cognition because natural, unedited utterances regularly contain ambiguities, ellipses, production errors, implicatures, and many other types of complexities. Moreover, cognitive agents must be nimble in the face of incomplete interpretations since even people do not perfectly understand every aspect of every utterance they hear. So, once an agent has reached the best interpretation it can, it must determine how to proceed – be that acting upon the new information directly, remembering an incomplete interpretation and waiting to see what happens next, seeking out information to fill in the blanks, or asking its interlocutor for clarification. The reasoning needed to support NLU extends far beyond language itself, including, non-exhaustively, the agent’s understanding of its own plans and goals; its dynamic modeling of its interlocutor’s knowledge, plans, and goals, all guided by a theory of mind; its recognition of diverse aspects human behavior, such as affect, cooperative behavior, and the effects of cognitive biases; and its integration of linguistic interpretations with its interpretations of other perceptive inputs, such as simulated vision and non-linguistic audition. Considering all of these needs, it seems hardly possible that fundamental NLU will ever be achieved through the kinds of knowledge-lean text-string manipulation being pursued by the mainstream natural language processing (NLP) community. Instead, it requires a holistic approach to cognitive modeling of the type we are pursuing in a paradigm called OntoAgent.

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Wykowska, Agnieszka, Thierry Chaminade y Gordon Cheng. "Embodied artificial agents for understanding human social cognition". Philosophical Transactions of the Royal Society B: Biological Sciences 371, n.º 1693 (5 de mayo de 2016): 20150375. http://dx.doi.org/10.1098/rstb.2015.0375.

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In this paper, we propose that experimental protocols involving artificial agents, in particular the embodied humanoid robots, provide insightful information regarding social cognitive mechanisms in the human brain. Using artificial agents allows for manipulation and control of various parameters of behaviour, appearance and expressiveness in one of the interaction partners (the artificial agent), and for examining effect of these parameters on the other interaction partner (the human). At the same time, using artificial agents means introducing the presence of artificial, yet human-like, systems into the human social sphere. This allows for testing in a controlled, but ecologically valid, manner human fundamental mechanisms of social cognition both at the behavioural and at the neural level. This paper will review existing literature that reports studies in which artificial embodied agents have been used to study social cognition and will address the question of whether various mechanisms of social cognition (ranging from lower- to higher-order cognitive processes) are evoked by artificial agents to the same extent as by natural agents, humans in particular. Increasing the understanding of how behavioural and neural mechanisms of social cognition respond to artificial anthropomorphic agents provides empirical answers to the conundrum ‘What is a social agent?’

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Corcoran, R. "The allusive cognitive deficit in paranoia: the case for mental time travel or cognitive self-projection". Psychological Medicine 40, n.º 8 (5 de enero de 2010): 1233–37. http://dx.doi.org/10.1017/s003329170999211x.

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Delusional beliefs are characteristic of psychosis and, of the delusions, the paranoid delusion is the single most common type associated with psychosis. The many years of research focused on neurocognition in schizophrenia, using standardized neurocognitive tests, have failed to find conclusive cognitive deficits in relation to positive symptoms. However, UK-based psychological research has identified sociocognitive anomalies in relation to paranoid thinking in the form of theory of mind (ToM), causal reasoning and threat-related processing anomalies. Drawing from recent neuroscientific research on the default mode network, this paper asserts that the common theme running through the psychological tests that are sensitive to the cognitive impairment of paranoia is the need to cognitively project the self through time, referred to as mental time travel. Such an understanding of the cognitive roots of paranoid ideation provides a synthesis between psychological and biological accounts of psychosis while also retaining the powerful argument that understanding abnormal thinking must start with models of normal cognition. This is the core theme running through the cognitive psychological literature of psychiatric disorders that enables research from this area to inform psychological therapy.

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Kravchyna, Tetiana. "MODELS OF FOREIGN TEXT UNDERSTANDING". Scientific Notes of Ostroh Academy National University: Psychology Series 1, n.º 15 (23 de junio de 2022): 14–18. http://dx.doi.org/10.25264/2415-7384-2022-15-14-18.

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The article aims: 1) to analyze the theoretical development of models for understanding a foreign language text from a psychological point of view; 2) to emphasize their contribution to the general theory of understanding; 3) to structure, single out models of comprehension of a foreign language text. It also considers psycholinguistic and cognitive processes that affect the reader’s understanding of a foreign language text, analyzes resonant, constructivist and dynamic approaches to the processes of decoding lexical and grammatical information and inference of the meaning of the text. The main idea of the resonant approach is that in the process of reading, the reader automatically activates and removes from long-term memory all the information that corresponds to the semantic and phonological material of the text. The constructivist approach assumes that text comprehension is based on cognitively processed meanings of lexical units, which are always constructed in working memory depending on the content of the context and verbal/nonverbal experience of the reader. Currently, a dynamic approach to modelling the foreign text comprehension dominates, in which the resonant process and construction are considered to interact on a stage basis: the initial broad activation of lexical and grammatical concepts is accompanied by cognitive processing and extraction of relevant meanings from different knowledge structures in the long run. Thus, all these processes actively interact with the individual cognitive base of the reader, which does not lead to the creation of a literal, but to a more complex mental representation of a foreign text. The created representation depends not only on the previous knowledge of the reader, but also enriches his frames, which contain information about the typical and the possible in relevant situations.

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Hueluer, Gizem y George W. Rebok. "THE ROLE OF WORK AND RETIREMENT IN COGNITIVE AND BRAIN AGING". Innovation in Aging 3, Supplement_1 (noviembre de 2019): S24. http://dx.doi.org/10.1093/geroni/igz038.090.

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Abstract According to the “use it or lose it” hypothesis of cognitive aging, cognitive enrichment and cognitively engaging activities are associated with the maintenance of high levels of cognitive functioning in old age. Similar ideas have been brought forward with respect to characteristics of individuals’ work environment, with more cognitively enriching work demands providing an optimal environment for cognitive development and maintenance. The goal of this research group is to showcase new developments in research on work, retirement and cognitive aging. Hülür et al. examine the role of perceived work environment for cohort differences in trajectories of cognitive change based on 56-year longitudinal data from the Seattle Longitudinal Study. Andel et al. use data from the Swedish Adoption/Twin Study of Aging to examine trajectories of cognitive aging before vs. after retirement with two-slope growth curve models. Zulka et al. conduct a systematic literature review on the association between retirement and cognition and examine the role of factors such as occupational experiences and the cognitive domain studied. Burzynska et al. investigate the relationship between stressful and stimulating occupational exposures and structural brain health and cognition in older age. The discussion by George Rebok will focus on how these findings contribute to our understanding of the role of occupational experiences for cognitive and brain aging and how they can be utilized to promote maintenance of cognitive functioning in old age.

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Valova, Iren, Plamen Tchimev, Natacha Gueorguieva y George Georgiev. "Object Oriented Paradigm: Cognitive Models of Understanding". International Journal of Learning: Annual Review 15, n.º 3 (2008): 211–20. http://dx.doi.org/10.18848/1447-9494/cgp/v15i03/45622.

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