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At least 163 records · Page 9Linked to original sources
PubMed1996

[Training in cognitive functions in neurologic rehabilitation of craniocerebral trauma].

This study evaluates a new cognitive rehabilitation therapy for patients after severe head injury. In addition to the standard neurological rehabilitation therapy, one group was trained by the Wiener Determinationsgerät (WDT), a second group was treated by the new program REHACOM, while a third group received only conventional neurological rehabilitation therapy. The three groups each consisted of 12 patients; two groups received 20 sessions of training, each lasting 40 minutes. At the beginning as well as after the therapy a psychological test battery was applied, consisting of HAWIE, TULUC, AACHENER APHASIETEST, and BENTON-Test. They were also tested by a specific neuropsychological battery regarding hemispheric specialization. REHACOM showed significantly higher values on the HAWIE as well as on BENTON-Test than the other two groups. REHACOM also improved in right-hemispheric dimensions while WDT group did not improve in attention. Right-hemispheric training was more effective than attentional stimulation.

Attention↗
PubMed1981

Effects of self-instructional training on cognitive impulsivity of mentally retarded adolescents.

The cognitive style dimension of reflection-impulsivity was assessed for 27 retarded adolescents using the Matching Familiar Figures Test. The most impulsive adolescents subsequently received training in self-instruction while observing a reflective model or observed the model without specific training in self-instruction. Posttraining measures indicated that the self-instruction procedure produced significantly more reflective responding than did the model-alone procedure. The results also suggested the presence of a developmental lag in cognitive style among the retarded children compared to recent norms for nonretarded children. The finding that the retarded youth were responsive to self-instructional training appears to be inconsistent with Luria's (1961) contention that retarded individuals are incapable of using the language-based second signaling system to influence and control their own behavior.

Adolescent↗
PubMed2001

ACTIVE: a cognitive intervention trial to promote independence in older adults.

The Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) trial is a randomized, controlled, single-masked trial designed to determine whether cognitive training interventions (memory, reasoning, and speed of information processing), which have previously been found to be successful at improving mental abilities under laboratory or small-scale field conditions, can affect cognitively based measures of daily functioning. Enrollment began during 1998; 2-year follow-up will be completed by January 2002. Primary outcomes focus on measures of cognitively demanding everyday functioning, including financial management, food preparation, medication use, and driving. Secondary outcomes include health-related quality of life, mobility, and health-service utilization. Trial participants (n = 2832) are aged 65 and over, and at entry into the trial, did not have significant cognitive, physical, or functional decline. Because of its size and the carefully developed rigor, ACTIVE may serve as a guide for future behavioral medicine trials of this nature.

Activities of Daily Living↗
PubMed2005

Training in cognitive behavioural interventions on acute psychiatric inpatient wards.

There has been a drive towards addressing the types of care and therapeutic interventions available to people with serious mental illness, which is reflected in the latest government mental health policy initiatives. Recent evidence strongly supports the implementation of psychological and social interventions for people with psychosis, and in particular the use of cognitive behavioural techniques. Until now, the main focus has been on people living in the community. This study examines the delivery of psychosocial interventions training to qualified psychiatric nurses and unqualified staff on seven acute psychiatric admission wards in London, UK. The approach had the strength of on-site delivery, follow-up role modelling of the interventions and clinical supervision. Despite this, in some cases the training was less successful, mainly because of staffing and leadership weaknesses. The impact of training in these methods and the implications for mental health education and practice development are discussed.

Acute Disease↗
PubMed2006

A rehabilitative program for central executive deficits after traumatic brain injury.

Deficits affecting Central Executive System (CES) of working memory (WM) are the main neuropsychological outcome after traumatic brain injury (TBI) and can also explain deficits in other domains, like divided attention, executive functions and long-term memory. For this reason we developed a rehabilitative program based on CES functions and we expected to find an improvement in WM as well as in those cognitive functions controlled by the CES. The experimental group was composed by 9 TBIs, selected for WM deficits, whereas the control group was composed by 6 TBIs, without WM deficits, but with speed processing deficits. All patients performed a cognitive training, based on PASAT (Gronwall & Wrightson, 1981)and two new versions of this task. The results showed in the experimental group an improvement in WM and in the cognitive functions controlled by the CES, whereas control patients did not show any improvement after the cognitive training.

Attention↗
PubMed2003

Cognitive skills training: impact on drug abuse counseling and readiness for treatment.

As part of an NIDA-sponsored project, the current study investigated the effectiveness of a skills program we developed called the TCU Cognitive Skills Module (CSM). The program was developed to address cognitive deficits that may impede substance abuse treatment within the criminal justice system. Probationers in a 4-month residential program (followed by 3 months of aftercare) were randomly assigned (by community) to receive standard treatment or treatment enhanced with the CSM program. Peer ratings, individual ratings of the community, and counselor assessments revealed that the CSM was effective in increasing perceived treatment effectiveness (particularly midway through the program). There was also some support for the CSM being especially effective for probationers who enter treatment with lower levels of treatment readiness.

Adult↗
PubMed1986

The effects of step-by-step training on cognitive performance in infants with Down's syndrome.

A study of Morss (1984) suggested that the characteristically poor performance of Down's syndrome (DS) infants on object concept tasks could be enhanced by embedding the standard task within a short training sequence. This paper reports an attempt to replicate that study and to test for any carry-over of improved performance to subsequent testing sessions 2 and 6 weeks later. Ten DS subjects (mean age: 19 months) took part in the study. The search behaviour of almost all subjects improved, both in qualitative terms and in terms of the frequency of successful retrievals of the hidden object. Many also, however, showed evidence of a highly-specific form of 'switching out' of the testing sessions. The problems that this cognitive avoidance causes for establishing statistical criteria for attribution of success/failure on these tasks are discussed.

Attention↗
PubMed1992

Testing for limits of cognitive reserve capacity: a promising strategy for early diagnosis of dementia?

Examination of the range and limits of cognitive reserve capacity (plasticity) by means of cognitive training is proffered as a promising diagnostic strategy for the early (premorbid) identification of dementia, particularly Alzheimer's disease, in nonclinical populations. First data are presented from a sample of elderly independent-living people classified as healthy or at risk (beginning dementia) on the basis of a standardized psychiatric interview. Randomly assigned groups participated in a cognitive training program based on figural relations, a component of fluid intelligence. Stepwise regression analyses demonstrated that only healthy elderly profited from training and that only post-training scores predicted the psychiatric "at risk" diagnosis. The results hold promise for further development of testing-the-limits of individual differences in cognitive reserve capacity to identify premorbid states of dementia in nonclinical samples.

Aged↗
PubMed1976

Cognitive strategy training and intellectual performance in the elderly.

Reduced intellectual performance in the elderly was conceptualized as an experientail deficit than can be reversed by training relevant component skills. Sixty female elderly subjects (ages 63 to 95) participated in three phases of the experiment: Training, Immediate Posttest, and Delayed Posttest. Training was geared at strengthening covert self-monitoring strategies in complex reasoning problems, and training effects were evaluated both on the training and a transfer task. Results showed raised performance in the training conditions, transfer effects, and maintenance of training and transfer effects over 2 weeks. Implications for theories of adult intelligence are discussed.

Aged↗
PubMed2004

Practice, learning, and the likelihood of making an error: how task experience shapes physiological response in patients with schizophrenia.

RATIONALE: Behavioral and functional neuroimaging research has extensively documented the ways in which people with schizophrenia perform poorly on cognitive tasks and exhibit abnormal brain activity patterns when engaged in those tasks, even when their performance is adjusted to become similar to that of healthy controls. There is, however, substantial diversity in the way this syndrome limits a person's ability to learn and acquire skills. This review considers how functional imaging has helped improve our understanding of learning, practice, and error detection in persons with schizophrenia. OBJECTIVES: Positron Emission Tomography and functional magnetic resonance studies are reviewed with particular attention to the roles of these methods and interventions in understanding the biological substrates of cognitive dysfunction in schizophrenic patients. This is done with particular attention to the question of how brain regions change in response to motor, perceptual, and cognitive training interventions. RESULTS: Investigators agree that the prefrontal cortex, anterior cingulate cortex, and hippocampus are impaired in most persons with schizophrenia. Imaging studies with healthy controls support multiple models of biological change elicited by learning and practice. Application of these methods to patients with schizophrenia is in an early stage. CONCLUSIONS: A person's response to perceptual, motor, and cognitive training may help pharmacologists and clinicians better interpret medication treatment studies in this diverse population.

Behavior Therapy↗
PubMed1992

Improving African children's cognitive development through training.

According to Piaget, cognitive development can be realized with maturation and environmental experience, but he attached some significance to training as a means of facilitating cognitive development. This paper gives brief summaries of eight studies carried out in Africa clearly showing that cognitive development can be facilitated by training.

Africa↗
PubMed1980

Sensorimotor versus cognitive-perceptual training effects on the body concept of preschoolers.

The effects of two training programs on the body concept development of preschoolers as reflected in human figure drawings were investigated in this study. Twenty-four three-, four-, and five-year-old preschool children were divided into two experimental groups and one control group, matched closely by age and sex. All subjects were pre-tested with the Good-enough-Harris Drawing Test and post-tested with the same instrument after a one-month intervention training period. Group A received ten hours of sensorimotor training and Group B received ten hours of verbal body-part identification training. The mean gain scores of the two experimental groups were significantly different, with a greater mean gain by the sensorimotor group. Implications for occupational therapy are discussed.

Art↗