AROUSAL, FATIGUE AND MENTAL PERFORMANCE: THE EFFECTS OF FASTING ON COGNITION

This study examined the effects of skipping breakfast on selected aspects of children's cognition, specifically their memory (both immediate and one week following presentation of stimuli), mental tempo, and problem solving accuracy. Test instruments used included the Hagen Central/Incidental Recall Test, Matching Familiar Figures Test, McCarthy Digit Span and Tapping Tests. The study population consisted of 39 nine-to eleven year old healthy children who were admitted for overnight stays at a clinical research setting for two nights approximately one week apart. The study was designed to be able to adequately monitor and control subjects' food consumption. The design chosen was the cross-over design where randomly on either the first or second visit, the child skipped breakfast. In this way, subjects acted as their own controls. Subjects were tested at noon of both visits, this representing an 18-hour fast.^ Analysis focused on whether or not fasting for this period of time affected an individual's performance. Results indicated that for most of the tests, subjects were not significantly affected by skipping breakfast for one morning. However, on tests of short-term central and incidental recall, subjects who had skipped breakfast recalled significantly more of the incidental cues although they did so at no apparent expense to their storing of central information. In the area of problem-solving accuracy, subjects skipping breakfast at time two made significantly more errors on hard sections of the MFF Test. It should be noted that although a large number of tests were conducted, these two tests showed the only significant differences.^ These significant results in the areas of short-term incidental memory and in problem solving accuracy were interpreted as being an effect of subject fatigue. That is, when subjects missed breakfast, they were more likely to become fatigued and in the novel environment presented in the study setting, it is probable that these subjects responded by entering Class II fatigue which is characterized by behavioral excitability, diffused attention and altered performance patterns. ^

UNDERSTANDING NURSE CREATED COGNITIVE ARTIFACTS: PERSONALLY-CREATED-COGNITIVE-ARTIFACTS AS EXTERNAL REPRESENTATIONS OF DISTRIBUTED COGNITION

Manuscript 1: “Conceptual Analysis: Externalizing Nursing Knowledge” We use concept analysis to establish that the report tool nurses prepare, carry, reference, amend, and use as a temporary data repository are examples of cognitive artifacts. This tool, integrally woven throughout the work and practice of nurses, is important to cognition and clinical decision-making. Establishing the tool as a cognitive artifact will support new dimensions of study. Such studies can characterize how this report tool supports cognition, internal representation of knowledge and skills, and external representation of knowledge of the nurse. Manuscript 2: “Research Methods: Exploring Cognitive Work” The purpose of this paper is to describe a complex, cross-sectional, multi-method approach to study of personal cognitive artifacts in the clinical environment. The complex data arrays present in these cognitive artifacts warrant the use of multiple methods of data collection. Use of a less robust research design may result in an incomplete understanding of the meaning, value, content, and relationships between personal cognitive artifacts in the clinical environment and the cognitive work of the user. Manuscript 3: “Making the Cognitive Work of Registered Nurses Visible” Purpose: Knowledge representations and structures are created and used by registered nurses to guide patient care. Understanding is limited regarding how these knowledge representations, or cognitive artifacts, contribute to working memory, prioritization, organization, cognition, and decision-making. The purpose of this study was to identify and characterize the role a specific cognitive artifact knowledge representation and structure as it contributed to the cognitive work of the registered nurse. Methods: Data collection was completed, using qualitative research methods, by shadowing and interviewing 25 registered nurses. Data analysis employed triangulation and iterative analytic processes. Results: Nurse cognitive artifacts support recall, data evaluation, decision-making, organization, and prioritization. These cognitive artifacts demonstrated spatial, longitudinal, chronologic, visual, and personal cues to support the cognitive work of nurses. Conclusions: Nurse cognitive artifacts are an important adjunct to the cognitive work of nurses, and directly support patient care. Nurses need to be able to configure their cognitive artifact in ways that are meaningful and support their internal knowledge representations.

Exploring cognition processes in second language acquisition: the case of cognates and false-friends in EST

This article explores one aspect of the processing perspective in L2 learning in an EST context: the processing of new content words, in English, of the type ‘cognates’ and ‘false friends’, by Spanish speaking engineering students. The paper does not try to offer a comprehensive overview of language acquisition mechanisms, but rather it is intended to review more narrowly how our conceptual systems, governed by intricately linked networks of neural connections in the brain, make language development possible, creating, at the same time, some L2 processing problems. The case of ‘cognates and false friends’ in specialised contexts is brought here to illustrate some of the processing problems that the L2 learner has to confront, and how mappings in the visual, phonological and semantic (conceptual) brain structures function in second language processing of new vocabulary. Resumen Este artículo pretende reflexionar sobre un aspecto de la perspectiva del procesamiento de segundas lenguas (L2) en el contexto del ICT: el procesamiento de palabras nuevas, en inglés, conocidas como “cognados” y “falsos amigos”, por parte de estudiantes de ingeniería españoles. No se pretende ofrecer una visión completa de los mecanismos de adquisición del lenguaje, más bien se intenta mostrar cómo nuestro sistema conceptual, gobernado por una complicada red de conexiones neuronales en el cerebro, hace posible el desarrollo del lenguaje, aunque ello conlleve ciertas dificultades en el procesamiento de segundas lenguas. El caso de los “cognados” y los “falsos amigos”, en los lenguajes de especialidad, se trae para ilustrar algunos de los problemas de procesamiento que el estudiante de una lengua extranjera tiene que afrontar y el funcionamiento de las correspondencias entre las estructuras visuales, fonológicas y semánticas (conceptuales) del cerebro en el procesamiento de nuevo vocabulario.

Modulation of cognition-specific cortical activity by gonadal steroids: A positron-emission tomography study in women

There is considerable evidence from animal studies that gonadal steroid hormones modulate neuronal activity and affect behavior. To study this in humans directly, we used H215O positron-emission tomography to measure regional cerebral blood flow (rCBF) in young women during three pharmacologically controlled hormonal conditions spanning 4–5 months: ovarian suppression induced by the gonadotropin-releasing hormone agonist leuprolide acetate (Lupron), Lupron plus estradiol replacement, and Lupron plus progesterone replacement. Estradiol and progesterone were administered in a double-blind cross-over design. On each occasion positron-emission tomography scans were performed during (i) the Wisconsin Card Sorting Test, a neuropsychological test that physiologically activates prefrontal cortex (PFC) and an associated cortical network including inferior parietal lobule and posterior inferolateral temporal gyrus, and (ii) a no-delay matching-to-sample sensorimotor control task. During treatment with Lupron alone (i.e., with virtual absence of gonadal steroid hormones), there was marked attenuation of the typical Wisconsin Card Sorting Test activation pattern even though task performance did not change. Most strikingly, there was no rCBF increase in PFC. When either progesterone or estrogen was added to the Lupron regimen, there was normalization of the rCBF activation pattern with augmentation of the parietal and temporal foci and return of the dorsolateral PFC activation. These data directly demonstrate that the hormonal milieu modulates cognition-related neural activity in humans.

Higher self-control capacity predicts lower anxiety-impaired cognition during math examinations

We assumed that self-control capacity, self-efficacy, and self-esteem would enable students to keep attentional control during tests. Therefore, we hypothesized that the three personality traits would be negatively related to anxiety-impaired cognition during math examinations. Secondary school students (N = 158) completed measures of self-control capacity, self-efficacy, and self-esteem at the beginning of the school year. Five months later, anxiety-impaired cognition during math examinations was assessed. Higher self-control capacity, but neither self-efficacy nor self-esteem, predicted lower anxiety-impaired cognition 5 months later, over and above baseline anxiety-impaired cognition. Moreover, self-control capacity was indirectly related to math grades via anxiety-impaired cognition. The findings suggest that improving self-control capacity may enable students to deal with anxiety-related problems during school tests.

Nouvelle homoeopathie domestique, avec une explication introductoire du principe homoeopathique et une description détaillée des rémèdes dont on a besoin dans toutes les maladies ordinaires des hommes, femmes et enfants, et une indication particulière des doses réquises dans chaque cas de maladie.

Mode of access: Internet.

FROG (formulation of a robot organization that generalizes) : a hardwardware [sic] experiment in machine cognition /

Vita.

Mémoire sur le besoin indispensable de quelques Instruments simples & faciles à employer, dont les Sages-femmes de la Campagne devroient être pourvües, présenté a MM. les Commissaires ordinaires du Diocése de Castres /

En pag.17 consta: "Extrait du régitre des délibérations de messieurs les Commissaires du Diocese de Castres, du Mercredi 29 novembre 1786 ..."

Dissertation sur l'usage des caustiques pour la guérison radicale & obsolue des Hernies ou Descentes, de façon à n'avoir plus besoin de Bandages pour la reste de la vie /

Mode of access: Internet.

Le detail de la France, la cause de la diminution de ses biens, & la facilité du remede : en fournissant en un mois, tout l'argent dont le Roi a besoin, & enrichissant tout le monde.

Mode of access: Internet.

De l'enseignement du droit en France et des réformes dont il a besoin /

Includes quotations in Latin.

The elements of the psychology of cognition.

Mode of access: Internet.

Nature and cognition of space and time /

Mode of access: Internet.

Joining forces - Combining cognition-targeted motor control training with group or individual pain physiology education: A successful treatment for chronic low back pain

Chronic unremittent low back pain (LBP) is characterised by cognitive barriers to treatment. Combining a motor control training approach with individualised education about pain physiology is effective in this group of patients. This randomized comparative trial (i) evaluates an approach to motor control acquisition and training that considers the complexities of the relationship between pain and motor output, and (ii) compares the efficacy and cost of individualized and group pain physiology education. After an "ongoing usual treatment" period, patients participated in a 4-week motor control and pain physiology education program. Patients received four one-hour individualized education sessions (IE) or one 4-hour group lecture (GE). Both groups reduced pain (numerical rating scale) and disability (Roland Morris Disability Questionnaire). IE showed bigger decreases, which were maintained at 12 months (P < 0.05 for all). The combined motor control and education approach is effective. Although group education imparts a lesser effect, it may be more cost-efficient. [ABSTRACT FROM AUTHOR]