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PubMed1996

A cognitive science perspective on kindling and episode sensitization in recurrent affective disorder.

A cognitive science analysis of the interaction between psychological stress and the neurobiology of affective illness highlights a number of mechanisms relevant to the study of recurrence in major depressive disorder. It builds on observations previously offered by Post (1992) regarding the importance of kindling and sensitization effects in determining activation of neural structures, and proposes a model of knowledge structure activation that follows similar parameters. Vulnerability to depressive relapse/recurrence is determined by the increased risk of particular negative patterns of information processing being activated in depressed states. As is found in studies of kindling and behavioural sensitization, the likelihood of cognitive patterns being activated is dependent on the frequency of past usage, and increased reliance on these patterns of processing makes it easier for their future activation to be achieved on the basis of increasingly minimal cues. This model suggests that the processes related to relapse/recurrence and episode onset may not be isomorphic and, as such, treatments that emphasize relapse prevention strategies should take this distinction into account.

Arousal↗
PubMed1990

Towards a developmental cognitive science. The implications of cross-modal matching and imitation for the development of representation and memory in infancy.

This chapter began with a query about whether there was any content to an enterprise called "developmental cognitive science," and if so, whether the findings could inform work in adult cognition and neuropsychology. Both questions can now be answered in the affirmative. Evidence has been marshaled from infant studies concerning five topics of enduring interest in the cognitive and neuro-sciences: cross-modal integration, imitation, the coordination of perception and action, memory, and representation. The data show that young human infants can detect equivalences between information picked up by different sensory modalities. This was demonstrated both in tactual-visual perception of objects and auditory-visual perception of speech. Results also show that perception and production are intertwined literally from the earliest phases of infancy, with 4-month-olds demonstrating vocal imitation and newborns reproducing elementary gestures they saw an adult perform. There seems to be a transparency between the perceptual and motor systems, and it is conceivable that they may draw on the same internal code. Infants' proclivity to imitate was used to investigate early memory. It was found that young infants were not constrained to immediate mimicry, but could imitate after significant delays. The findings support the inference that infants, perhaps as early as birth, have a functioning memory system that cannot be reduced to "habit formation" or an exclusively "procedural memory." It was proposed instead that there is a kernel of some higher level memory system right from the earliest phases of human infancy. This does not imply that there is no development in the representational world of infants. Data were reviewed suggesting that there is a watershed transformation in childhood cognition at about 18 months of age. However, this is not a change from a stage in which there was a purely sensorimotor or habit-based system. Rather the development was characterized as a shift from using empirical or experience-based representations to using hypothetical representations, which concern possible realities. This developmental shift allows children to project into the future "what must be" and deduce from the past "what must have been," in advance of, and sometimes in the absence of, strictly perceptual evidence. This capacity provides the underpinnings for the conduct of science itself. Its origins are to be found in infancy.

Aging↗
PubMed1999

Remote delivery of cognitive science laboratories: a solution for small disciplines in large countries.

Numerically small disciplines can be jeopardized by geographic difficulties, if student populations at universities are small and distances between them large. This problem could be addressed, if teaching resources could be shared among several universities and students in several locations could be taught simultaneously. We present the results of a trial in simultaneous Internet and videoconferencing delivery of an introductory cognitive science laboratory. The trial relied on off-the-shelf software and hardware. Students found the delivery nearly as effective as a locally run laboratory, despite a noticeable difference in the level of interactivity between the remote and other, local laboratory classes. We discuss possible further improvements in teaching efficiency and efficacy.

Cognitive Science↗
PubMed2000

A Japanese logographic character frequency list for cognitive science research.

This paper describes a Japanese logographic character (kanji) frequency list, which is based on an analysis of the largest recently available corpus of Japanese words and characters. This corpus comprised a full year of morning and evening editions of a major newspaper, containing more than 23 million kanji characters and more than 4,000 different kanji characters. This paper lists the 3,000 most frequent kanji characters, as well as an analysis of kanji usage and correlations between the present list and previous Japanese frequency lists. The authors believe that the present list will help researchers more accurately and efficiently control the selection of kanji characters in cognitive science research and interpret related psycholinguistic data.

Cognitive Science↗
PubMed2001

Using cognitive science methods to assess the role of social information processing in sexually coercive behavior.

Seventy-four undergraduate men completed cognitive performance tasks assessing perceptual organization, classification, and category learning, as well as self-report measures relevant to sexual coercion. The stimuli were slides of Caucasian women who varied along affect and physical exposure (i.e., sensuality) dimensions. Data were analyzed using a weighted multidimensional scaling model, signal-detection theory analyses, and a connectionist learning model (RASHNL; J. K. Kruschke & M. K. Johansen, 1999). Individual differences in performance on the classification and category-learning tasks were congruent with individual differences in perceptual organization. Additionally, participants who showed relatively more attention to exposure than to affect were less sensitive to women's negative responses to unwanted sexual advances. Overall, the study demonstrates the feasibility and utility of cognitive science methods for studying information processing in psychopathology.

Adolescent↗
PubMed1991

From Freud to cognitive science: a contemporary account of the unconscious.

We present an account of two influential approaches to the unconscious; those of Freud and of cognitive science. It is argued that although Freud's ideas require updating in some respects, in other ways many of them have stood the test of time. We describe the similarities and differences between the two approaches and the attention each pays to innate cognitive and emotional competencies. Finally, we provide a contemporary cognitive account of the unconscious that attempts to combine the best both approaches within an information-processing framework.

Awareness↗
PubMed1998

Interface design for health care environments: the role of cognitive science.

An important challenge in the development of computer-based health care environments is the design of effective user interfaces. In this paper we consider a number of aspects of interface design related to the study of human-computer interaction from a cognitive perspective. It is argued that user interfaces must be designed with consideration of the information requirements, cognitive capabilities and limitations of the end users. Greater concern for fundamental research in design of user interfaces is also needed to complement short-term goals and approaches to improving user interfaces. Towards these objectives, several emerging trends are beginning to have an important impact in the design of health care interfaces. This includes the recognition of the need for iterative design and evaluation of user interfaces, applying theoretical frameworks and methods from cognitive science. An understanding of distributed as well as individual cognition will also become critical in the development of effective user interfaces as access to health care systems becomes increasingly widespread.

Cognition↗
PubMedDate not supplied

Medical informatics and the science of cognition.

Recent developments in medical informatics research have afforded possibilities for great advances in health care delivery. These exciting opportunities also present formidable challenges to the implementation and integration of technologies in the workplace. As in most domains, there is a gulf between technologic artifacts and end users. Since medical practice is a human endeavor, there is a need for bridging disciplines to enable clinicians to benefit from rapid technologic advances. This is turn necessitates a broadening of disciplinary boundaries to consider cognitive and social factors pertaining to the design and use of technology. The authors argue for a place of prominence for cognitive science. Cognitive science provides a framework for the analysis and modeling of complex human performance and has considerable applicability to a range of issues in informatics. Its methods have been employed to illuminate different facets of design and implementation. This approach has also yielded insights into the mechanisms and processes involved in collaborative design. Cognitive scientific methods and theories are illustrated in the context of two examples that examine human-computer interaction in medical contexts and computer-mediated collaborative processes. The framework outlined in this paper can be used to refine the process of iterative design, end-user training, and productive practice.

Cognitive Science↗
PubMed2002

Trajectory of cognitive science and psychological assessment: current status and expectations.

Salient commonalities and distinctions of the set of contributions to this special section are synthesized and discussed. The examination provides a springboard for observations on future developments in cognitive-science applications. Issues considered include imminence and nature of clinical implementation, prediction of selected client transactions outside the assessment context, integration with complementing modes of clinical assessment, and reciprocal information sharing by clinical and nonclinical cognitive scientists.

Cognition Disorders↗
PubMed1992

Essentialism and selectionism in cognitive science and behavior analysis.

Contingencies of selection, be they phylogenetic or ontogenetic, merely set boundaries on units; they do not provide blueprints. Thus, variability is fundamental to all products of selection. Skinner, by characterizing the units of analysis in behavior as generic in nature, established his science squarely within the selectionist paradigm, thereby avoiding the tendency, common throughout psychology, to slip into essentialist analyses. The distinction between essentialism and selectionism is refined in this article, and prominent examples of essentialism in linguistics, theories of memory, theories of representation, associationism, and even in behavior analysis are identified. Recent trends in cognitive science--specifically, research on adaptive networks--is amenable to a selectionist interpretation, suggesting the possibility of future fruitful interactions with behavior analysis.

Behaviorism↗
PubMed2002

[The current conception of the unconscious - empirical results of neurobiology, cognitive sciences, social psychology and emotion research].

The influence of the unconscious on psychosomatic medicine and psychotherapy: a comprehensive concept of unconscious processes based on empirical evidence. The theory of the Unconscious constitutes the basis of psychoanalysis and of psychodynamic therapy. The traditional description of the Unconscious as given by Freud is of historical significance and not only gained widespread acceptance but also attracted much criticism. The most important findings of neurobiology, the cognitive sciences, social psychology and emotion research in relation to the Unconscious are compared with this traditional definition. Empirical observations on defence mechanisms are of particular interest in this context. A comprehensive concept of unconscious processes is revealed: the fundamental process of brain function is unconscious. Parts of the symbolic-declarative and emotional-procedural processing by the brain are permanently unconscious. Other parts of these processing procedures are conscious or can be brought to the conscious or alternatively, can also be excluded from the conscious. Unconscious processes exert decisive influence on experience and behaviour; for this reason, every form of psychotherapy should take into account such unconscious processes.

Brain↗
PubMed1999

Medical curriculum reform in North America, 1765 to the present: a cognitive science perspective.

Since 1765, five major curricular reform movements have catalyzed significant changes in North American medical education. This article describes each reform movement in terms of its underlying educational practices and principles, inherent instructional problems, and the innovations that were carried forward. When considering the motivating factors underlying these reform movements, a unifying theme gradually emerges: increasing interest in, attention to, and understanding of the knowledge-base structures and cognitive processes that characterize and distinguish medical experts and novices. Concurrent with this emerging theme is a growing realization that medical educators must call upon and utilize the literature, research methods, and theoretical perspectives of cognitive science if future curricular reform efforts are to move forward efficiently and effectively. The authors hope that the discussion and perspective offered herein will broaden, stimulate, and challenge educators as they strive to create the reform movements that will define 21st-century medical education.

Curriculum↗
PubMed1998

Folk biology and the anthropology of science: cognitive universals and cultural particulars.

This essay in the "anthropology of science" is about how cognition constrains culture in producing science. The example is folk biology, whose cultural recurrence issues from the very same domain-specific cognitive universals that provide the historical backbone of systematic biology. Humans everywhere think about plants and animals in highly structured ways. People have similar folk-biological taxonomies composed of essence-based, species-like groups and the ranking of species into lower- and higher-order groups. Such taxonomies are not as arbitrary in structure and content, nor as variable across cultures, as the assembly of entities into cosmologies, materials, or social groups. These structures are routine products of our "habits of mind," which may in part be naturally selected to grasp relevant and recurrent "habits of the world." An experiment illustrates that the same taxonomic rank is preferred for making biological inferences in two diverse populations: Lowland Maya and Midwest Americans. These findings cannot be explained by domain-general models of similarity because such models cannot account for why both cultures prefer species-like groups, although Americans have relatively little actual knowledge or experience at this level. This supports a modular view of folk biology as a core domain of human knowledge and as a special player, or "core meme," in the selection processes by which cultures evolve. Structural aspects of folk taxonomy provide people in different cultures with the built-in constraints and flexibility that allow them to understand and respond appropriately to different cultural and ecological settings. Another set of reasoning experiments shows that Maya, American folk, and scientists use similarly structured taxonomies in somewhat different ways to extend their understanding of the world in the face of uncertainty. Although folk and scientific taxonomies diverge historically, they continue to interact. The theory of evolution may ultimately dispense with the core concepts of folk biology, including species, taxonomy, and teleology; in practice, however, these may remain indispensable to doing scientific work. Moreover, theory-driven scientific knowledge cannot simply replace folk knowledge in everyday life. Folk-biological knowledge is not driven by implicit or inchoate theories of the sort science aims to make more accurate and perfect.

Aged↗
PubMed2002

Remembering a depressive primary object: memory in the dialogue between psychoanalysis and cognitive science.

Memory has always been a central issue in psychoanalytic theory and practice. Recent developments in the cognitive and neural sciences suggest that traditional notions of memory based on stored structures which are also often underlying psychoanalytic thinking cannot account for a number of fundamental phenomena and thus need to be revised. We suggest that memory be conceived as a) a theoretical construct explaining current behaviour by reference to events that have happened in the past. b) Memory is not to be conceived as stored structures but as a function of the whole organism, as a complex, dynamic, recategorizing and interactive process, which is always 'embodied'. c) Memory always has a subjective and an objective side. The subjective side is given by the individual's history, the objective side by the neural patterns generated by the sensory motor interactions with the environment. This implies that both 'narrative' (subjective) and 'historical' (objective) truth have to be taken into account achieving stable psychic change as is illustrated by extensive clinical materials taken from a psychoanalysis with a psychogenic sterile borderline patient.

Cognitive Science↗
PubMed1985

Cognitive science and behaviourism.

In this paper it is argued that cognitive scientists, claiming the support of brain science and computer simulation, have revived a traditional view that behaviour is initiated by an internal, autonomous mind. In doing so, they have misused the metaphor of storage and retrieval, given neurology a misleading assignment, frequently replaced controlled experimental conditions with mere descriptions of conditions and the assessment of behaviour with statements of expectations and intentions, given feelings and states of mind the status of causes of behaviour rather than the products of the causes, and failed to define many key terms in dimensions acceptable to science.

Affect↗