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At least 19 recordsLinked to original sources
PubMedDate not supplied

Effect of specific teaching techniques on cognitive learning, transfer of learning, and affective behavior of nurses in an in-service education setting.

To test the effects of different teaching techniques on learning, transfer of learning, and affective behavior of nurses, three hypotheses were developed based on Gagne's Theory of Knowledge Acquisition, Ellis' Theory of Transfer of Learning, and Bloom's Theory of Affective Consequences of Knowledge. The hypotheses tested were that an experimental (E) group will learn, transfer, and demonstrate affective behaviors significantly more than control groups. Subjects were 131 staff nurses. The E group (N=36) was taught by means of filmstrip with discussion (FD). Control groups II, III, and IV (N=33, 31, and 31 subjects, respectively) were taught by means of lecture alone (L), lecture with discussion (LD), and filmstrip alone (F), respectively. The content taught was Engel's Theory of Grief and Mourning Process. Pre- and posttests were done to obtain measures on learning and transfer. Results showed that the E group transferred significantly more than the L group; in general, all groups showed significant increases in learning and transfer; film groups transferred significantly more than the lecture groups; subjects preferred LD and FD significantly more than F or L. Implications were made for education of patients, students, and staff.

Affect↗
PubMedDate not supplied

Cognitive, affective, and transfer of learning consequences of computer-assisted instruction.

The effect of computer-assisted instruction (CAI) versus lecture-discussion (LD) on cognitive learning, transfer of learning, and affective behaviors of nurse practitioner students was tested by the following hypotheses: The experimental (E) group will learn, transfer, and demonstrate affective behaviors significantly more than the control (C1 group. Subjects were 31 nurse practioner students at the graduate level. Content taught was the nursing and medical management of hypertensive patients. The 14 E group subjects were taught by means of CAI. The 17 C group subjects were taught by means of LD. Pre- and posttests were done to obtain meassures on cognitive learning and transfer of learning. Demographic data and affective measures were obtained only at the posttest. The hypotheses were tested by means of t test. Pearson's r and MCNemar's Test for Symmetry were done to test the relationship between the variables. Results showed no significant differences between the groups in congitive learning, transfer of learning, or affective behaviors. There were, however, significant differences between the groups in three posttest scores on cognitive learning and transfer of learning, with the E group scoring better. Both groups learned significantly, but only the E group transferred significantly. Implications were made for education of nurse practitioners and staff.

Adult↗
PubMed2026

Sustained cognitive and functional effects of pro-cognitive interventions for bipolar disorder: A systematic review of randomised controlled trials.

A substantial proportion of individuals with bipolar disorder (BD) experience considerable cognitive deficits. Existing systematic reviews have evaluated the efficacy of pro-cognitive interventions in BD, but have not established whether any cognitive benefits translate into functional improvements, with evidence for sustained functional effects remaining limited. A systematic search was conducted on MEDLINE, EMBASE, PsycINFO and Cochrane Library from inception until 21 May 2026. Eligible studies were randomised controlled trials (RCTs) in BD reporting cognitive or functional outcomes at three or more months following a pro-cognitive intervention, or examining the translation of cognitive benefits into improvements in functional outcomes at any timepoint. Seven unique RCTs plus three secondary analyses of these trials (n = 615) met the inclusion criteria. Approximately 13% (7/55) of RCTs identified in the search of pro-cognitive interventions in adult BD assessed cognitive or functional outcomes at least 3 months after treatment end. Of the seven unique RCTs, most evaluated cognitive remediation (CR; k = 4). The average follow-up length was 4 months (range: 3-6 months). Three of the four RCTs examining CR reported cognitive benefits at 3 to 6 months, whereas only one CR RCT found consistent functional effects at 3 months. Evidence on the translation of cognitive benefits to functional improvements is scarce and inconsistent. Most trials examining pro-cognitive interventions do not examine whether potential benefits are sustained or whether they translate into improvements in real-world functioning. CR appears to be a promising intervention for achieving durable cognitive gains in BD, although evidence for sustained effects of other interventions is limited.

Humans↗
PubMed1978

Long-term durability and transfer of enhanced conceptual performance in the elderly.

To evaluate the durability and transfer of enhanced cognitive functioning in the elderly, subjects (ages 64 to 84) who had previously participated in a unidimensional concept identification study were tested on a bidimensional conjunctive concept identification problem. The conjunctive problem was administered approximately 12 mo after completion of the unidimensional study. In the earlier unidimensional study, substantial and equivalent improvement had been found with both a training group and a reinforced training group. In this study, efficient conjunctive problem solving was found with the (unidimensional) training group, showing that enhanced cognitive performance can be durable and transfer to a similar task. Durability and trasnfer were not observed with the (unidimensional) reinforced training group, however, a finding that appears to have resulted from the extrinsic reinforcement token system employed in the unidimensional training with that group.

Age Factors↗
PubMed1977

Schizophrenic cognitive dysfunction: a deficit in rule transfer.

This study examined conceptual rule learning (RL) deficit in male schizophrenic Ss categorized into three groups as defined by Whitaker Index of Schizophrenic Thinking (WIST). Ss were administered a conjunctive, disjunctive, conditional or biconditional rule learning task, WIST, and Shipley-Hartford Memory Scale. It was shown that: (a) the WIST reliably differentiates among three levels of thought disorder as reflected by a deficit in inter-problem transfer of rule learning; (b) certain WIST and Shipley parameters reliably predict RL performance; and (c) phenothiazine dosage levels show no influence on the WIST and no correlation with RL. The findings indicate that cognitive dysfunction in schizophrenics is evidenced by limited inductive reasoning, insufficient channel capacity for filtering out irrelevant information, and inability to gain from antecedent RL experience. Principal locus of schizophrenic thought disorder is examined within a stimulus encoding-information processing paradigm.

Adult↗
PubMed2026

The asymmetry of working memory training transfer: A systematic review and meta-analysis.

Working memory (WM) training is widely used to enhance cognitive performance; however, its transfer to untrained tasks remains controversial. Traditional theories emphasize task similarity as the primary determinant of training transfer, but they cannot fully explain emerging evidence of asymmetric transfer across tasks. Two directional transfer hypotheses are proposed here to explain this asymmetry: the resource-based transfer advantage hypothesis predicts stronger transfer from more to less cognitively demanding tasks, whereas the ability-based transfer advantage hypothesis predicts stronger transfer from tasks engaging broader task-general abilities to tasks engaging task-specific narrower abilities. The contrast between span and updating paradigms provides an informative framework for distinguishing these accounts, because updating tasks are generally more cognitively demanding, whereas span tasks involve broader abilities. Accordingly, we conducted a three-level meta-analysis of 55 studies (208 effect sizes; N = 3,492). The results showed that updating training transferred reliably to span tasks (g = 0.176, p < .001), whereas span training did not reliably transfer to updating tasks (g = 0.048, p = .453), supporting the resource-based account. This advantage of updating training also extended to non-WM outcomes and was more pronounced at lower training doses, in non-adult samples, and with verbal stimuli. Together, these findings extend WM transfer theory beyond task similarity by highlighting the importance of cognitive demand and offer guidance for WM training design.

Humans↗
PubMed2026

Response-optimised training improves learning of a complex motor task and closely related motor tasks.

Regular physical exercise is essential for promoting healthy aging and longevity. In older adults with varying physical and cognitive decline, optimising exercise interventions is crucial to maximise benefits. A promising approach to achieve this goal is by adjusting task demands to individual abilities in turn preventing over- or underloading their abilities. In the field of motor learning, it is currently unclear whether such an optimised training improves not only performance on the trained task but also transfers to untrained motor and cognitive tasks. We conducted a randomized, single-blinded, 6-week dynamic balance training (DBT) with healthy older adults (n&#xa0;=&#xa0;30). Training was tailored to individual balance ability. Participants were assigned to either suboptimal (high or low difficulty) or optimal (moderate difficulty) training groups. Transfer effects were assessed via cognitive tasks (memory and executive) and motor tasks (untrained DBT variations and other balance tasks) measured pre-, mid- and post-intervention. Multivariate longitudinal statistical analysis showed higher performance gains in the optimal training group in three out of six sessions compared to the suboptimal groups, especially under testing conditions with high task demands. The optimal group also showed greater improvements in near motor transfer tasks mid- and post-intervention, while no significant differences were observed in the cognitive tasks. Within-group DBT learning positively correlated with transfer gains, highlighting the role of training response in achieving transfer. In conclusion, optimised task difficulty in balance training enhances both task-specific performance and related motor skills, supporting the use of personalised interventions to maintain function and independence in older adults.

Humans↗
PubMed1976

Cognitive factors in biofeedback therapy.

The role that the client's cognitions (viz., his self-statements and images) play in each of the various phases of biofeedback training is examined. Biofeedback training is conceptualized as including three phases: initial conceptualization, skills-acquisition and -rehearsal, and transfer of treatment. Cognitive-behavior modification procedures to alter or employ the clients' cognitions at each of these phases of treatment are described. A cognitive theory of self-control is offered, postulating a three-stage mediational change process whereby: (1) the client must become an observer of his behavior and physiological responses; (2) this recognition becomes the cue to emit incompatible cognitions and behaviors; and, finally, (3) the content of the client's cognitions following change influences the generalization and persistence of treatment effects. The implications of this theory for biofeedback training are discussed.

Adaptation, Psychological↗
PubMed2025

Exploring the transmission of cognitive task information through optimal brain pathways.

Understanding the large-scale information processing that underlies complex human cognition is the central goal of cognitive neuroscience. While emerging activity flow models demonstrate that cognitive task information is transferred by interregional functional or structural connectivity, graph-theory-based models typically assume that neural communication occurs via the shortest path of brain networks. However, whether the shortest path is the optimal route for empirical cognitive information transmission remains unclear. Based on a large-scale activity flow mapping framework, we found that the performance of activity flow prediction with the shortest path was significantly lower than that with the direct path. The shortest path routing was superior to other network communication strategies, including search information, path ensembles, and navigation. Intriguingly, the shortest path outperformed the direct path in activity flow prediction when the physical distance constraint and asymmetric routing contribution were simultaneously considered. This study not only challenges the shortest path assumption through empirical network models but also suggests that cognitive task information routing is constrained by the spatial and functional embedding of the brain network.

Humans↗
PubMed1978

Conjoint marital therapy: a cognitive behavioral model.

This article presents an integrated cognitive-behavioral model for conjoint therapy of chronic marital discord. The model is based on eight empirically testable hypotheses that are clinically relevant and integrate contributions from general systems theory, behavioral marital therapy, and psychoanalysis. Disproof of cognitive schemas for the perception of the opposite sex (transference reactions) is hypothesized to be a common therapeutic mechanism in the dissimilar models of marital therapy.

Adult↗
PubMed2025

Impact of Chewing Behavior Change on Cognition and Cerebral Hemodynamics.

BACKGROUND: Impaired chewing ability is a recognized risk factor for cognitive decline in older adults, potentially due to reduced neural stimulation in cognition-related brain regions. While short-term studies have demonstrated transient increases in neural activity from chewing, the sustained cognitive and neurophysiological effects of encouraging thorough chewing habits in daily life remain unclear. OBJECTIVE: This randomized controlled trial investigated whether promoting thorough chewing during meals could improve cognitive function and cerebral hemodynamics in older adults. METHODS: Fifty participants aged 65 y or older were randomly assigned to either a 1-mo intervention group, which used a wearable device to monitor and increase chewing strokes during meals, or a control group that maintained usual chewing habits. Chewing behavior, cognitive performance (including memory and executive function via the color Stroop test), and cerebral hemodynamics in the dorsolateral prefrontal cortex (DLPFC) were measured at baseline and after 1 mo. Statistical analyses included t tests, chi-square tests, 2-way analysis of variance with post hoc tests, Pearson correlations, and generalized linear models to evaluate group differences and associations between chewing and cognitive outcomes. RESULTS: Significant time-by-group interactions were observed for memory, F(1, 48) = 6.24, P = 0.043, and hemodynamic responses in the left DLPFC, F(1, 48) = 6.19, P = 0.013. The intervention group showed increased chewing frequency (P = 0.017), improved memory performance, and reduced left DLPFC responses compared with controls. Chewing frequency was positively correlated with Stroop test scores (r = 0.53, P = 0.010) and negatively with hemodynamic changes in the left DLPFC (r = -0.30, P = 0.040). Although improvements in other cognitive outcomes and hemodynamic measures favored the intervention group, these differences did not reach statistical significance. CONCLUSIONS: Promoting intentional chewing habits for 1 mo may enhance memory-related cognitive performance and neural efficiency in the DLPFC during working memory tasks in older adults. This nonpharmacologic, low-burden strategy warrants further research with longer interventions to support cognitive health and dementia prevention. TRIAL REGISTRATION ID: UMIN000044280Knowledge Transfer Statement:This study demonstrates that promoting thorough chewing habits in older adults can improve memory and enhance neural efficiency in the brain. Encouraging intentional mastication is a simple, nonpharmacologic approach that may help maintain cognitive health and prevent dementia, providing a practical strategy for clinicians and policymakers to support healthy aging.

Humans↗
PubMed1979

Contemporary issues in the theory of therapy.

I have drawn comparisons of psychoanalysis as a process and as a treatment between 1954 and 1979. I have selected for discussion controversies centering on the subjects of transference versus reconstruction, oedipal versus preoedipal, and the cognitive-affective duality. Also considered were the quantitative factors in the negative therapeutic reaction, the fate of signal anxiety, and the role of the patient in the process of cure.

Adaptation, Psychological↗
PubMed1979

Aloneness and borderline psychopathology: the possible relevance of child development issues.

The experience of intense painful aloneness is a common event in the lives of borderline patients, especially those closer to the psychotic spectrum. This experience is defined as an intrinsic aspect of the borderline personality defect and consists of a relative or total inability to remember positive images or fantasies of sustaining people in the patient's present or past life, or being overwhelmed by negative memories and images of these people. The development of borderline aloneness is related to a possible developmental failure, defined by Piaget, Fraiberg, and A.-M. Sandler. These workers describe the child's development of object permanence and evocative memory capacity (Piaget's sensori-motor stage VI). We postulate that a major borderline vulnerability is the tenuous achievement of the capacity for affective object permanence and its regressive loss to recognition memory or earlier when under specific stresses. We relate our hypotheses to possible empathic parental failures during the substages of separation-individuation, especially the rapprochement sub-phase. The treatment implications of our formulations are discussed, with an emphasis on the clarification of the need for the therapist's availability and the use of transitional objects during times of the patient's loss of his affective cognitive capacities. These regressive experiences often emerge as a core transference manifestation during psychoanalytic therapy with borderline patients, and often become the basis of significant therapeutic work.

Child Development↗
PubMed1977

Effects of a protected hospital ward area on wandering and nonwandering geriatric patients.

The differential effect of a protected ward area on wandering and nonwandering geriatric patients was evaluated in terms of their physical, cognitive, and psychosocial functioning. Thirty wanderers and 18 nonwanderers were assessed prior to their transfer between the experimental and other wards and again after 6 and 12 weeks. A group (wanderers vs. nonwanderers) x ward (on vs. off the experimental ward) multivariate analysis of covariance, with the pretransfer measurements as the covariates, was used to analyze the data. Analysis revealed the following multivariate effects at both 6 and 12 weeks. The multivariant group x ward interaction for the physical range of motion) variables was significant, with wanderers showing greater range of motion on the experimental ward and nonwanderers showing greater range of motion off the ward. The multivariate group effect for the psychosical variables was also significant, with wanderers showing less improvement than nonwanderers.

Aged↗
PubMed1979

Bifurcation in non-negotiable games: a paradigm for self-organisation in cognitive systems.

The interaction between two self-organising systems, each possessing two hierarchical levels, is dealt with. The communication process is pursued as a bidirectional information transfer. The criterion for the selection of the intrasystem control algorithm(s) is based on the maximisation of the 'Joint Figure of Merit' related to the long-term average of an appropriately weighted sum of conflicting terms: Probabilities of homeostases versus adequate matching with the partner.

Behavior↗
PubMed1976

Practice effects for auditory localization: a test of a differentiation theory of perceptual learning and development.

Practice and transfer of practice in an auditory localization task were observed for three different information conditions (normal, transformed and reduced) to examine four aspects of Gibson's (1969) differentiation theory of perceptual learning and development. Support was found for the propositions that: (i) dimensions of difference, rather than prototypes, are learned; (ii) specificity is a more appropriate response measure than number of correct responses; (iii) perceptual learning will occur regardless of whether feedback is given or not; (iv) transfer of practice will be greater if dimensions of difference (as opposed to prototypes) are learned. It was also found that feedback during practice did not affect transfer. In an apparent contradiction though, specificity increased in the absence of dimension of difference. This increase was interpreted as being associated with the detection of non-task-related information and was seen as lending support to Gibson's hypothesis that, perceptual learning is motivated by intrinsic cognitive drive and is terminated by a reduction in subjective uncertainty.

Auditory Perception↗