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Results for “Cognitive Reflection”

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At least 19 recordsLinked to original sources
PubMed1976

Left and right temporal lobe epileptics: a controlled investigation of some psychological differences.

Twenty-two young adults with clinically and electroencephalographically diagnosed temporal lobe epilepsy were selected from an outpatient neurology source; 11 with focal epileptic activity in the right temporal lobe and 11 with left temporal lobe involvement were included. All patients had normal intelligence and comparable educational and socioeconomic backgrounds. Matched nonepileptic controls were also tested. Subjects were given psychological tests assessing differences in cognitive style and affect communication. Greater reliance on the ear ipsilateral to discharge focus in a dichotic listening paradigm was discovered, confirming appropriate lateralization assignment. Left lateralized patients exhibited a more reflective cognitive style than controls; right lateralized patients were more impulsive. Previously confirmed associations between impulsivity and externalized aggressive responses suggest the hypothesis that externalization of aggressive responses may occur more often among right lateralized patients. Left lateralized patients exhibited a more reflective cognitive style than controls; right lateralized patients were more impulsive. Previously confirmed associations between impulsivity and externalized aggressive responses suggest the hypothesis that externalization of aggressive responses may occur more often among right lateralized patients. Left lateralized patients made more atypical assignments of affect labels to emotionally evocative descriptions. Right laterlized patients tended to assign affect labels as controls. A greater potential for disturbance in the verbal communication of affect among left laterlized patients is suggested.

Adolescent↗
PubMed1979

[Depression and learned helplessness in humans].

The learned helplessness hypothesis as a model of human depression is rather unknown in the journals of german language. This article wants to remove that ignorance and make known that experimentalclinical model of depressive behavior. We want further to stimulate empirical and experimental research. In recent advances attributional and cognitive reflections and determinants got important. We introduce these new developments. Depressed persons attribute failures and negative experiences in an internal, global, and stabile way. A problematic cognitive circle develops and depression gets more intensive and chronically. Therapeutical and preventive implications are also discussed.

Depression↗
PubMed1978

Behavioral sequelae of closed head injury. A quantitative study.

We determined the profile of behavioral disturbance in relation to closed head injury of graded severity. Patients with severe injuries, as defined by duration of coma and the presence of neurological deficit, were differentiated from a group of mildly injured patients by behavioral ratings that reflected cognitive disorganization, emotional withdrawal, and motor retardation. Neurologic measurements of injury related to the severity of behavioral disturbance included hemiparesis, aphasia, and abnormalities on computerized axial tomography. Agitation during the acute phase of injury was also predictive of residual behavioral disturbance. Hemispheric lateralization of the site of greatest injury had no discernible effect on behavioral sequelae.

Adult↗
PubMed1977

The functional independence of response latency and accuracy: implications for the concept of conceptual tempo.

Kagan (1965a) developed the concepts of impulsive and reflective cognitive styles (conceptual tempo) to add a new dimension to the understanding and assessment of human intelligence. Although latency (the principal component of conceptual tempo) is negatively correlated with academic performance, it may not be necessary to modify latency in order to modify accuracy.. With 40 disadvantaged preschool children, it was found that reinforcing long latencies in choice tasks did not increase accuracy and vice versa, and that reinforcing both long latencies and accuracy was no more effective than reinforcing accuracy alone. These data were used to question the usefulness of the construct of conceptual tempo.

Achievement↗
PubMed2026

Predictors of transition readiness in adolescents with neurogenic lower urinary tract dysfunction.

PURPOSE: Adolescents with Neurogenic Lower Urinary Tract Dysfunction (NLUTD) face significant challenges in their quality of life and readiness to transition to adult healthcare services. This study examines the impact of various demographic and clinical factors on transition readiness. METHODS: We performed a retrospective review of prospectively collected data from 75 adolescents with NLUTD managed at a specialized tertiary referral pediatric facility. We employed multivariate linear regression analysis to explore the relationship between transition readiness scores collected from the Good2Go questionnaire, including the total transition readiness score and its sub-domains (self-advocacy, knowledge, self-care, and social support), and predictors such as age, sex, reconstructive surgery status, and clean intermittent catheter (CIC) usage. RESULTS: The mean age of participants was 16.74 years (SD 2.44). Reconstructive surgery had been performed in 32 % of patients, and 77.3 % were on CIC. Multivariate regression analysis indicated that age significantly predicted transition readiness across several domains. Each additional year of age was associated with a 4.40-point increase in the total transition readiness score, a 3.66-point increase in knowledge, a 4.26-point increase in self-advocacy and a 5.41-point increase in self-care. Conversely, CIC significantly negatively impacted the social support domain, with scores decreasing by 9.69 points. Reconstructive surgery was significantly associated with lower self-care scores, with an average decrease of 12.12 points among those who had undergone surgery. CONCLUSION: Age significantly improves transition readiness in adolescents with NLUTD, reflecting cognitive and developmental growth. However, the negative effects of CIC on social support and reconstructive surgery on self-care underscore the need for personalized interventions to optimize health outcomes during the transition to adult care.

Humans↗
PubMed1979

Prototype formation from imaged, kinesthetically, and visually presented geometric figures.

The issue of prototype formation from simple geometric figures presented in various modes was studied in four conditions. Base figures and their exemplars were scaled in terms of their physical similarity, which was considered to reflect cognitive similarity. Geometric exemplars were visually presented, imaged by the subject, and kinesthetically presented. Following initial presentation, a recognition task was given in which some old items, some new items, and the prototype (also a new item) were presented in the same modality as originally perceived. The results indicate that prototype formation spans a wide class of human experiences and that internal representations of geometric figures derived from experiences with one modality tend to be second-order isomorphic with similar experiences derived from another modality.

Discrimination Learning↗
PubMed1978

Eye movements of monkeys during learning-set formation.

Eye movements of stump-tailed monkeys were measured during learning of a long series of two-choice pattern discrimination problems. The amount of scanning per trial (shifts in visual fixation from one pattern to the other) and the duration of individual fixations on the patterns increased during the course of learning-set formation and (except for the amount of scanning by some animals) remained high during the prolonged training following learning-set formation. Some of the changes in eye movements were different from those seen during the learning of single discrimination problems, a difference that possibly reflects cognitive processes specific to the learning-set task.

Animals↗
PubMed1978

Influence of reflection-impulsivity and cognitive style on time estimation under different ambient conditions.

120 college students estimated seven different durations of a light by the method of reproduction. Each duration reproduction was performed while either counting fast auditory clicks, slow clicks, or with no clicks. The subjects had previously been assessed for cognitive style with the Group Embedded Figures test and for reflection-impulsively with the impulsivity scale from the Personality Research Form. Multivariate analyses of variance indicated that the rapid-tempo ambient conditions had a greater effect on estimation of duration than did either the slow tempo or control condition. There were significant differences in time estimation between reflectives and impulsives for estimations of 10, 30, and 50 sec. No interactions were observed for reflection-impulsivity by ambient conditions. Although cognitive style did not interact with ambient conditions as was predicted, it did interact with sex for three durations, 10, 20, and 30 sec. It was concluded that impulsive students tend to underestimate the brief times more than do reflective students but are not affected differently by the ambient circumstances in which the estimation is made. Cognitive style, apparently, does not have a profound influence on estimation of brief durations. However, sex and cognitive style in interaction do affect these estimations, this requires further research.

Acoustic Stimulation↗
PubMed2025

Pupil dynamics in macaque recognition memory tasks: investigating physiological mechanisms.

Cognitive deficits are common in primates, particularly in memory and emotional processes. Rhesus monkey (Macaca mulatta), widely used in cognitive and behavioral research, are central to memory studies. The relationship between recognition memory performance and pupillary dynamics in rhesus monkeys remains underexplored. This study investigated pupil dynamics during recognition memory tasks and their physiological correlates in five sexually mature male rhesus monkeys. We measured pupil diameter and oscillatory features during tasks and analyzed the relationship between behavioral performance and physiological indicators. We found that the average correct response rate exceeded the random success level, and reaction times were significantly shorter during successful recognition than failures, highlighting their cognitive efficiency. During recognition of familiar scenes, average pupil diameter increased, while maximum change in pupil size decreased, indicating reduced cognitive load. Both the frequency and amplitude of pupillary oscillation were lower during successful trials, reflecting decreased cognitive conflict and effective processing. This change reflects a decrease in cognitive conflict and suggests that information processing was more effective. The absolute value of the pupil peak slope decreased during successful recognition, indicating more stable cognitive state. These results support that pupillary dynamics can serve as physiological markers of cognitive effort in rhesus monkeys. Future studies should investigate how stimulus characteristics influence recognition and incorporate measures, such as intracranial EEG and fMRI, to enhance our understanding of their neural mechanisms. This research supports the rhesus monkey model in cognitive neuroscience and contributes to understanding primate cognition and its physiological foundations, with implications for clinical and translational research.

Animals↗
PubMed2026

Impact of N-PEP-12 Supplementation on Attentional Performance and Mental Wellbeing in Healthy Adults with Subjective Cognitive Complaints: A Randomized, Placebo-Controlled Trial.

Background: Subjective cognitive complaints (SCCs) are common in middle-aged and older adults and may reflect early cognitive changes, alongside alterations in stress, mood, sleep, and quality of life. N-PEP-12 is a peptide-based nutritional supplement with potential neuroprotective effects, but evidence of its benefits in healthy adults with SCCs remains limited. Objective: To evaluate the effects of N-PEP-12 supplementation on attention, cognitive function, and mental wellbeing in healthy middle-aged and older adults with SCCs. Methods: In this prospective, randomized, double-blind, placebo-controlled trial, 276 participants aged 50-75 years with SCCs and no clinically significant cognitive impairment were randomized to placebo, N-PEP-12 45 mg, or N-PEP-12 90 mg. Assessments were performed at baseline and after 30, 90, and 180 days. Primary outcomes included Test of Attentional Performance measures. Secondary outcomes included WAIS-IV Digit Span Forward and Backward, perceived stress, mood, sleep quality, and EQ-5D-5L visual analog scale. Results: Across the three primary attention outcomes analyzed jointly in a multivariate repeated-measures model, there was a significant group-by-visit interaction (p = 0.003) and a significant effect of visit (p < 0.001), without a significant main effect of treatment arm (p = 0.133), indicating a time-dependent treatment effect. This result was obtained in a sensitivity analysis population in which missing values were imputed under assumptions least favorable to the active arms. In exploratory endpoint-specific comparisons at 90 days, both N-PEP-12 groups showed greater improvements than placebo in alertness, attention omissions and memory omissions, and Digit Span Forward and Backward scores also improved. In a subsequent uncontrolled extension phase, in which all participants received active treatment, participants initially assigned to placebo showed comparable improvements after switching to N-PEP-12 90 mg. These observations are exploratory. Adverse events were infrequent and similarly distributed across groups. Conclusions: N-PEP-12 supplementation was associated with improvements in attention, working memory, and mental wellbeing in healthy middle-aged and older adults with subjective cognitive complaints. These findings support further investigation of N-PEP-12 as a nutritional intervention for early subjective cognitive changes associated with aging.

Humans↗
PubMed1977

The cognitive style dimension of reflectivity-impulsivity in normal and emotionally disturbed adolescents.

Thirty-two emotionally disturbed and 23 normal adolescents were given two test of cognitive style developed by Kagan (Matching Familiar Figures and the Haptic-Visual Tests). The results were analyzed to evaluate two major hypotheses: (a) that emotionally disturbed adolescents perform differently on the tests than normal adolescents; and (b) that members of both groups reveal a high degree of stability among various subtest scores, both within the same test and across different tests. In testing the first hypothesis, the authors discovered minimal differences in mean scores for the different samples on each of the five subtests involved. However, a more complex analysis was carried out on the basis of the assumption that extreme scores on the various items were a more meaningful indicator of performance than simple means. This analysis yielded the conclusion that these emotionally disturbed adolescents were more impulsive (i.e., answered more quickly and made more errors) than their counterparts in public schools. An analysis of the intercorrelations between different tests and within tests in testing the second hypothesis revealed 19 out of 40 significant correlations, with an additional 14 out of the remaining 21 in the predicted direction. Finally, nine out of the 10 correlations combining the subgroups were statistically significant.

Adolescent↗
PubMed1976

Reflection-impulsivity and need for achievement in emotionally disturbed children.

Reflection-impulsivity is the cognitive dimension proposed by Kagan and his colleagues to describe the differences in children's resolution to response uncertainty. Impulsive children tend to respond quickly without considering all of the available alternatives and consequently make many mistakes. Reflecttive children consider all of the available alternatives, withhold responding until they have a high probability of being correct, and consequently make few mistakes. The primary dynamic underlying a reflective cognitive style is hypothesized to be a fear of making a mistake: the greater the fear, the more reflective the child is and the more cautiously he performs. On the other hand, minimal anxiety over a potentially inaccurate answer is likely to result in an impulsive performance.

Achievement↗
PubMed2026

Final-year nursing students' clinical practice experiences: a reflection study.

OBJECTIVES: This study aimed to explore the most impactful clinical practice experiences of final-year nursing students and the future-oriented actions developed in response to these experiences. METHODS: A retrospective descriptive qualitative design was used. Following reflection training in the internship practice course, 134&#xa0;final-year nursing students were asked to describe the experience that affected them most during clinical practice. A total of 123 written reflections were analyzed using content analysis. RESULTS: Three themes emerged: near-miss events, incivility behaviors, and positive preceptoring roles. Negative experiences were mainly related to patients, relatives, and nurses and often led students to feel fear and inadequacy. Students reported action plans focused on effective communication, safe patient care, and becoming positive role models. CONCLUSIONS: These findings highlight the importance of supportive clinical learning environments and positive professional socialization during the transition from student to&#xa0;nurse. IMPLICATIONS FOR INTERNATIONAL AUDIENCE: Nursing students worldwide may encounter incivility and near-miss events during clinical practice, potentially adversely affecting their learning experiences and professional development.

Humans↗
PubMed1992

Attention deficit hyperactivity disorder and the frontal lobe syndrome.

The usefulness of frontal lobe (FL) dysfunction as a conceptual model for Attention Deficit Hyperactivity Disorder (ADHD) was investigated. Twenty-four ADHD and 24 normal control (NC) children were tested using two batteries of tasks. The first was sensitive to FL deficits in motor control and problem solving skills. The second consisted of memory tasks sensitive to temporal lobe dysfunction. ADHD children differed significantly from NCs on measures of FL function, but not on tests of temporal lobe functions. Where norms were available for normal children on the same FL tests, ADHDs performed like 6- to 7-year-olds, despite their mean age of 10 years and minimum age of 8 years. The differential performance of ADHDs on tasks sensitive to FL and temporal lobe dysfunction supports the hypothesis that ADHD deficits are analogous to FL dysfunction and demonstrates that the children's deficits do not reflect generalized cognitive impairment.

Attention Deficit Disorder with Hyperactivity↗
PubMed1979

Autonomic classical conditioning as a function of awareness of stimulus contingencies.

Two groups of 32 college students were presented compound CSs (lights and tones presented simultaneously) during a classical conditioning paradigm. By means of a masking task and verbal instructions, a partially informed group was made aware of only the visual CS's contingency with the UCS, while a fully informed group was made aware of both the visual and auditory contingencies. Autonomic indices of conditioning (electrodermal responses, heart rate, and digital pulse volume) were later measured to the individual component CSs and to various compound CSs. It was found that: (1) the partially informed group exhibited conditioning exclusively to the visual CS+ and to compounds which included the visual CS+, while (2) the fully informed group exhibited conditioning to both visual and auditory CS+s. The results confirm the importance of awareness in human autonomic discrimination classical conditioning. It is suggested that human autonomic conditioning may be usefully conceptualized as an information processing task with the autonomic indices of conditioning reflecting central cognitive processes.

Acoustic Stimulation↗