Cognitive consequences of sociodramatic play and exploration training for economically disadvantaged preschoolers.
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Child Development↗
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Results for “Cognitive Training”
Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.
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Task concentration training versus applied relaxation, in combination with cognitive therapy, for social phobia patients with fear of blushing, trembling, and sweating.
Social phobia patients with fear of blushing, trembling, sweating and/or freezing as main complaint (N = 65) were randomly assigned to either task concentration training (TCT) or applied relaxation (AR) both followed by cognitive therapy (CT). Measurements took place before and after wait-list, after TCT or AR (within-test), after CT (post-test), at 3-months and at 1-year follow-up. Effects were assessed on fear of showing bodily symptoms (the central outcome variable), social phobia, other psychopathology, social skills, self-consciousness, self-focused attention, and dysfunctional beliefs. No changes occurred during wait-list. Both treatments were highly effective. TCT was superior to AR in reducing fear of bodily symptoms and dysfunctional beliefs at within-test. This difference disappeared after CT, at post-test and at 3-months follow-up. However, at 1-year follow-up the combination TCT-CT was superior to AR-CT in reducing fear of bodily symptoms, and effect sizes for TCT-CT reached 3. Furthermore, at all assessment moments TCT or the combination TCT-CT was superior to AR-CT in reducing self-consciousness and self-focused attention. The superior long-term effect of TCT on fear of showing bodily symptoms is explained by lasting changes in attentional focus.
Adult↗
Improvement during baseline: three case studies encouraging collaborative research when evaluating caregiver training.
The trend in cognitive rehabilitation toward reduced services, which provide more functionally relevant outcomes and the recognition of limited maintenance and generalization with many existing interventions, challenges current research models. There is a need to develop and evaluate interventions that can be implemented by persons other than rehabilitation professionals and that are well suited to naturalistic settings. The researchers responded to these challenges by designing a series of single subject experiments evaluating the effectiveness of training caregivers to provide appropriate cognitive support to persons with brain injury within their own natural living environments. The goal of the original research project included evaluating a collaborative mode of interaction with the subjects and their support persons (as opposed to traditional directive treatment models) where the caregivers and subjects were instrumental in designing the intervention and collective performance data. This paper presents the data from the initial three subject/caregiver groups all of whom demonstrated improvement in the target behaviours during the baseline period. It appeared that the act of measuring client performance changed the behaviours of the support persons and resulted in positive changes in baseline levels. The research and clinical implications of these findings are discussed.
Accidents, Traffic↗
D-amphetamine improves cognitive deficits and physical therapy promotes fine motor rehabilitation in a rat embolic stroke model.
BACKGROUND AND PURPOSE: The purpose of this study was to examine the effects of D-amphetamine (D-amph) and physical therapy separately or combined on fine motor performance, gross motor performance and cognition after middle cerebral artery thromboembolization in rats. METHODS: Seventy-four rats were trained in appropriate cognitive and motor behaviours. Thirteen animals were sham-operated and fifty-nine animals were embolized in the right carotid territory. Animals were randomly assigned to five groups: 1) SHAM (non-embolized, saline), 2) CONTROL (embolized, saline), 3) D-AMPH (embolized, D-amph), 4) THERAPY (embolized, saline + physical therapy) and 5) D-AMPH + THERAPY (embolized, D-amph + physical therapy). Rats of the groups 4-5 underwent d-amph or saline treatment on days 1, 3, 5 and 7 after surgery and were re-trained for 1 h starting 60 min after each treatment. During this time, rats were allowed to voluntarily engage in suitable cognitive or motor behaviours in order to obtain food. Animals from all groups were re-tested during days 21-28 after surgery. RESULTS: No differences in infarct volumes were observed between the groups of embolized animals. When evaluating performances on days 21-28 after surgery, rats of the SHAM and THERAPY groups had better fine motor performance than those of the CONTROL (P < 0.05), whereas rats of SHAM and D-AMPH groups achieved better cognitive performance than CONTROL rats (P < 0.05). No significant differences were observed between any groups regarding gross motor performance. CONCLUSIONS: After embolization, physical therapy improved fine motor performance and D-amph accelerated rehabilitation of cognitive performance as observed in the rats of the THERAPY and D-AMPH groups. As a result of the administration of a high dose of D-amph, the rats of the D-AMPH + THERAPY combination group failed to engage in physical therapy during D-amph intoxication, thereby limiting any promotion of rehabilitation by combining physical therapy and D-amph.
Animals↗
Schizophrenic individuals' cognitive functioning and performance in interpersonal interactions and skills training procedures.
The purpose of this research was to determine the relationship between schizophrenic individuals' cognitive functioning and their performance in interpersonal interactions and skills training procedures. Thirty schizophrenic individuals and 15 non-mentally ill individuals were administered two versions of the Continuous Performance Test, the Span of Apprehension Test, the Digit Span Distractibility Test, the Assessment of Interpersonal Problem Solving Skills, and three elemental skills training tasks. Vigilance level as measured by the Continuous Performance Test was substantially correlated with performance in both roleplayed interactions and skills training tasks, while recall memory as measured by the Digit Span Distractibility Test was correlated with performance in the skills training tasks independently of vigilance level. Thus, the results indicated that the cognitive dysfunctions of schizophrenia are associated with poorer social functioning and with reduced performance in the elemental procedures that constitute efforts to improve that functioning.
Activities of Daily Living↗
Assertion training: the effectiveness of a comprehensive cognitive--behavioral treatment package with professional nurses.
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Assertiveness↗
[Memory and planning].
The years before and after retirement are characterized by substantial changes in the lifes' of aging individuals. However, the same changes may be appraised as stressful, neutral, or positive, depending on the available skills, experiences, and future expectations. In other words, the subjective experience of cognitive aging strongly determines health-related behaviors and, thus, the effectiveness of treatments. An area of increasing concern in this age group is the development of one's cognitive abilities. The demand for adequate trainings to preventively maintain cognitive skills plays an important role. Persons may also start worrying if observed changes in their memory performance are still in the range of normal functioning or if they may represent early indications of dementia. This paper (a) briefly describes normal cognitive development between 50 and 75 years, (b) provides examples for the plasticity of cognitive abilities, (c) highlights the importance of subjective memory complaints for the detection of mental health and memory problems, and (d) suggests a procedure to help detecting memory problems early on.
Aged↗
Non-cognitive components in the selection and training of medical students.
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Education, Medical, Undergraduate↗
Dressing training for an elderly woman with cognitive and perceptual impairments.
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Activities of Daily Living↗
[Clinical conference: lessons in clinical training. Assistance of a patient with cognition disorder and a urination problem toward voluntary urination].
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Behavior Therapy↗
Road to awareness: an individualized training package for increasing knowledge and comprehension of personal deficits in persons with acquired brain injury.
Research suggests that awareness of one's deficits may be a significant factor in the recovery process after acquired brain injuries (ABI). Various methods have been employed to teach awareness of the potential sequelae of ABI. The present study extended the use of a board game format to teach awareness to adults with ABI who exhibited serious unwanted behaviours. It used an individualized training package in conjunction with a game format in order to more specifically target individual client awareness of personal deficits in two areas: cognition and behaviour. Training focused on the first three levels within Bloom's Cognitive Taxonomy: knowledge, comprehension, and application. Components of both the multiple-baseline and multiple-probe design were used to demonstrate experimental control. All three participants responded favourably to training, as evidenced by increases in percentage of questions answered correctly during the game sessions and in pre/post-generalization probes in both cognitive and behavioural categories.
Adult↗
The Seattle Longitudinal Study: a thirty-five-year inquiry of adult intellectual development.
The Seattle Longitudinal Study (SLS) over the past 35 years has investigated individual differences and differential patterns of change for selected psychometric abilities from young adulthood old age. It has determined the magnitude and relative importance of age changes and cohort differences in different abilities. A number of contextual, health, and personality variables have been identified that offer explanations for differential change and provide a basis for possible interventions. Cognitive similarity within parent-offspring and sibling pairs has been studied and cognitive interventions were designed that have successfully remedicated carefully determined declines and have improved the cognitive functions of older persons who have remained stable. Most recently, we have begun to study age changes and differences in cognitive ability structure at the latent construct level, have conducted analyses of the relative effect of speed and accuracy in age-related decline and training gain, and have investigated the relevance of cognitive training to real life tasks.
Adult↗
Effects of caffeine, sleep loss, and stress on cognitive performance and mood during U.S. Navy SEAL training. Sea-Air-Land.
RATIONALE: When humans are acutely exposed to multiple stressors, cognitive performance is substantially degraded. Few practical strategies are available to sustain performance under such conditions. OBJECTIVE: This study examined whether moderate doses of caffeine would reduce adverse effects of sleep deprivation and exposure to severe environmental and operational stress on cognitive performance. METHODS: Volunteers were 68 U.S. Navy Sea-Air-Land (SEAL) trainees, randomly assigned to receive either 100, 200, or 300 mg caffeine or placebo in capsule form after 72 h of sleep deprivation and continuous exposure to other stressors. Cognitive tests administered included scanning visual vigilance, four-choice visual reaction time, a matching-to-sample working memory task and a repeated acquisition test of motor learning and memory. Mood state, marksmanship, and saliva caffeine were also assessed. Testing was conducted 1 and 8 h after treatment. RESULTS: Sleep deprivation and environmental stress adversely affected performance and mood. Caffeine, in a dose-dependent manner, mitigated many adverse effects of exposure to multiple stressors. Caffeine (200 and 300 mg) significantly improved visual vigilance, choice reaction time, repeated acquisition, self-reported fatigue and sleepiness with the greatest effects on tests of vigilance, reaction time, and alertness. Marksmanship, a task that requires fine motor coordination and steadiness, was not affected by caffeine. The greatest effects of caffeine were present 1 h post-administration, but significant effects persisted for 8 h. CONCLUSIONS: Even in the most adverse circumstances, moderate doses of caffeine can improve cognitive function, including vigilance, learning, memory, and mood state. When cognitive performance is critical and must be maintained during exposure to severe stress, administration of caffeine may provide a significant advantage. A dose of 200 mg appears to be optimal under such conditions.
Adult↗
Far generalization of visual analogies strategies by impulsive and reflective EMR students.
Cognitive style and its interaction with training effects in promoting the acquisition and far generalization of a visual analogies strategy by 22 male and 17 female EMR pupils was evaluated. Training was effective in producing acquisition and far generalization; cognitive style was not. We suggested that the lack of interaction between cognitive style and training was due to the fact that the training program modified the subjects' cognitive style, i.e., impulsives tended to perform more like reflectives.
Adolescent↗
Posttraining androgens' enhancement of cognitive performance is temporally distinct from androgens' increases in affective behavior.
Steroid hormone-induced variations in spatial learning and memory tasks have been reported. In this study, androgens' effects in various cognitive and affective tasks were investigated in order to determine whether any observed differences in cognitive performance could be due to affective changes produced by the hormones. Ovariectomized rats (N = 72) received 0.0, 3.0, or 7.5 mg/kg subcutaneously, of testosterone (T), dihydrotestosterone (DHT), or 5 alpha-androstane-3 alpha,17 beta-diol (3 alpha-Diol) suspended in 10% ethanol/sesame oil v/v. For the cognitive tasks (Y maze, inhibitory avoidance, and object recognition), subjects were injected after training trials. For the affective tasks (open field, elevated plus maze, and tailflick), subjects were injected 1 or 24 h before testing. Posttraining injections that produced physiological concentrations of androgens--T, DHT, and 3 alpha-Diol--1 h later increased the percentage of correct choices in the Y maze, the latencies to cross to the shock-associated side of the inhibitory avoidance chamber, and percentage of time exploring novel objects 24 h later, when androgen levels were no longer increased. Administration of T, DHT, and 3 alpha-Diol also increased the number of entries into the center squares of a brightly lit open field, open-arm time in the elevated plus maze, and tailflick latencies 1 but not 24 h following administration. These findings suggest that these androgens, when administered following training, can enhance cognitive performance in the tasks investigated 24 h later when androgen levels nadir, but overt changes in the affective behaviors examined occurred at the time of physiological concentrations 1 h but not 24 h following androgen administration. These findings suggest posttraining androgens can enhance consolidation and cognitive performance, independent of their anxiolytic actions.
Affect↗
Faculty development in medical instruction: the cognitive dimension.
This study explores the impact of a teacher-training workshop on the cognitive dimension of medical instruction. The major findings indicate that following the workshop: 1) cognitive versatility in the lessons was observed as a result of a significant increase in the number of various activities on all cognitive levels; 2) there was a significant decrease in duration of activities (as percentage of lesson time) at the knowledge level, and a significant increase at comprehension and application levels; 3) a significant decrease was observed in the length of activities (in seconds) at the knowledge level and a significant increase at the evaluation level; and 4) in spite of significant differences among small, medium and large classes, the effect of training was evident in all classes.
Cognition↗
[Training-induced changes in performance self concept and cognitive abilities in the aged].
204 healthy elderly subjects (age range 65-85) participated in a training and retest programme leading to marked performance increases in two types of fluid intelligence tests (figural relations and inductive thinking). Effects of testing and training on self-perceived abilities and competence beliefs were measured on a battery of more and less situation-specific, task-related self-report instruments. The strongest and most consistent positive changes in self-concept of abilities attributable to training were found on judgements of task-related self-efficacy and beliefs in personal utility of acquired competence. Judgements of ability as causes for success and failure in future tests were also affected. The results support the view that fluid ability training is a valuable instrument to increase subjective as well as objective efficacy in thinking related to fluid intelligence. Training can therefore be considered helpful in supporting compensatory efforts to counteract age-related losses in perceived as well as actual ability.
Achievement↗
[Memory training in old age: theoretical background and development of an intervention program for nursing home residents].
A survey of the literature reveals that studies providing hard evidence of the effects of training on improvement of cognitive skills in old age focus on highly specialized training measures. To date there are hardly any suitable procedures for memory training that have a broad effect on the consciousness of impaired individuals which would nurture a different attitude towards the entire complex of learning and memory. For this reason a memory training program was developed, aimed at conserving, reactivating, and fostering the cognitive skills of non-demented residents of old people's homes. The training program, carried out over a 3-month period, consists of a total of 24, 45-min training units. The first half of the memory training program prompts participants to use as many channels of perception as possible, and thereby, also to employ compensation possibilities. In addition, there are exercises for improving observation and concentration and for understanding the functions of memory on the basis of a simplified model of information processing. The second half of the memory training program focuses on exercises to improve short-term and medium-range retention. The exercises are oriented in content to the daily situations relevant to the residents in which memory performance is expected. The memory training program was used for the first time in a geriatric facility in Mannheim, FRG. Continued use of the program, coupled with an evaluation, is planned as part of a research project in several homes for the elderly in that greater metropolitan area.
Aged↗