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Blumen, Sheyla. "The development of cognitive abilities following the new outcomes of psychological theories." Pontificia Universidad Católica del Perú, 1997. http://repositorio.pucp.edu.pe/index/handle/123456789/101522.
Testo completoAbstract (sommario):
The most representative models of cognitive development following the new outcomes of psychological theories are presented. Then a brief analysis of the models in terms of six factors related to different areas in psychology and social sciences (importance of each stage, processes, knowledge, individual differences, context and limits in the cognitive development) is developed. Finally, an integration of the model developed by Sincoff and Sternberg (1989) is presented.<br>Se presentan los modelos más representativos del desarrollo cognitivo según los avances en las teorías psicológicas. Luego se realiza un breve análisis de los modelos en función a seis factores relacionados con diferentes áreas de la psicología y las ciencias sociales (importancia de cada etapa, procesos, conocimiento, diferencias individuales, contexto y limitaciones en el desarrollo cognitivo). Finalmente se presenta una propuesta de integración de los modelos actuales del desarrollo cognitivo desarrollado por Sincoff y Sternberg (1989)
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Farias, Alyne Matos Napoleão. "Estimulação cognitiva em idosos sedentários com transtorno cognitivo leve." Universidade Católica de Brasília, 2018. https://bdtd.ucb.br:8443/jspui/handle/tede/2459.
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Previous issue date: 2018-07-05<br>In Brazil the number of elderly people is increasing and this transformation in the age structure is taking place without an improvement of the living conditions. With increased life expectancy there is a greater probability of chronic and degenerative diseases, such as Mild Cognitive Disorder (MCD). The use of cognitive stimuli through cognitive stimulation therapies (CST) causes them to regress and / or interfere with advancement. The objective was to analyze changes in cognitive profile, with emphasis on memory, before and after the execution of cognitive stimulation workshops, as well as to identify socioeconomic characteristics of sedentary elderly people who attend the Mixed Health Unit of Taguatinga, Federal District (UMS-DF). It was a descriptive experimental quantitative study, with elderly (≥60 years), diagnosed with MCD. The composite sample of 9 elderly of the OEC in the experimental group (G1) and 10 elderly did not undergo intervention in the control group (G2). The data collection was done by structured interview, application in the first and last meeting of the mini mental state examination, verbal fluency, clock, memory of figures and list of words. The CST offered to the G1, stimulation techniques were used, for one hour, weekly, in 10 meetings. In G2, daily life activities were reported for the same period, without cognitive stimulation. The descriptive data were evaluated by means of descriptive measures: means, standard deviations, median, absolute and relative frequency, with p <= 0,05. The chi-square test and t-test were applied using the SPSS 20.0 program and the R. software. Results showed mean age of 75 ± years, 84.2% female, 89.5% retired and 89.5% widowed. 17 elderly (89.5%) reported better memory a year ago. After CST, 8 (88.9%) elderly of the G1 considered their current memory as good. Although the G1 elderly had higher scores in all tests after the CST, the difference between the tests was not significant (p = 1.0). No significant differences were found in the Miniexame of the Mental State (p = 0.436). The test of the clock design evidenced the low level of schooling. G1 (p> 1) and G2 (p = 0.621), the tests were not statistically significant, affirming no or almost no change in the cognitive profile. In the tests of verbal fluency (p = 0.367), word memory and figures (p = 0.351), G2 showed no recovery in recall, despite reporting an increase in group sociability. It was concluded that although the CST do not have significant results, they have a visible effect on social integration, exchange of experiences and personal empowerment. This method can help nursing to design more effective methods and implementations for the treatment and rehabilitation of not only elderly people with MCD, but with different cognitive conditions. Perhaps longer-term studies can improve such outcomes and encompass the positive aspects of physical activity in the cognitive area.<br>No Brasil, é crescente o número de idosos e essa transformação na estrutura etária dá-se sem que haja um melhoramento das condições de vida. Com o aumento da expectativa de vida, há maior probabilidade de doenças crônicas e degenerativas, como o Transtorno Cognitivo Leve (TCL). A utilização de estímulos cognitivos, através de oficinas de estimulação cognitiva (OEC), causa seu retrocesso e/ou interfere no avanço. O objetivo foi analisar modificações no perfil cognitivo, com ênfase na memória, antes e após a execução das oficinas de estimulação cognitiva, assim como identificar características socioeconômicas de idosos sedentários que frequentam a Unidade Mista de Saúde de Taguatinga do Distrito Federal (UMST-DF). Foi um estudo quantitativo experimental descritivo, com idosos (≥60 anos), diagnosticados com TCL. A amostra composta de nove idosos das OEC no grupo experimental (G1) e dez idosos que não sofreram intervenção no grupo controle (G2). A coleta de dados foi feita por entrevista estruturada, aplicação no primeiro e último encontro do Miniexame do Estado Mental (MEEM), fluência verbal, relógio, memória de figuras e lista de palavras. As OEC oferecidas ao G1 utilizaram técnicas de estimulação, por uma hora, semanalmente, em dez encontros. No G2, foram feitos relatos das atividades da vida diária, pelo mesmo período, sem estimulação cognitiva. Os dados descritivos foram avaliados pelas medidas descritivas: médias, desvios padrões, mediana, frequência absoluta e relativa, com p<=0,05. Foram aplicados teste de qui-quadrado e teste t pelo programa SPSS 20.0 e software R. Resultados mostraram idade média de 75± anos, 84,2% feminino, 89,5% aposentados e 89,5% viúvos. 17 idosos (89,5%) relataram memória melhor há um ano. Após as OEC, oito (88,9%) idosos do G1 consideraram sua memória atual como boa. Apesar dos idosos do G1 terem pontuações maiores em todos os testes após as OEC, a diferença entre os testes não foram significativas (p= 1,0). No MEEM não surgiu diferença significativa (p=0,436). O teste do desenho do relógio evidenciou o baixo nível de escolaridade: G1 (p>1) e G2 (p= 0,621); os testes não foram significativos, afirmando nenhuma ou quase nenhuma mudança no perfil cognitivo. Nos testes de fluência verbal (p=0,367), de memória de palavras e o de figuras (p=,0,351), o G2 não mostrou recuperação na evocação da memória, apesar de relatar aumento na sociabilidade em grupo. Concluiu-se que, apesar das OEC não terem resultados estatisticamente significativos, possuem efeito visível na integração social, troca de experiências e empoderamento pessoal. Esse método pode auxiliar a enfermagem a traçar métodos e implementações mais eficazes para o tratamento e reabilitação, não só pessoas idosas com TCL, mas com diversas condições cognitivas. Talvez estudos com prazos maiores possam aprimorar tais resultados e abranger os aspectos positivos das atividades físicas na área cognitiva.
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Teixeira, Stefânia Martins. "Desempenho cognitivo e transtornos de humor em adultos jovens: contribuições das esclas Weschler de Inteligência." Universidade Catolica de Pelotas, 2013. http://tede.ucpel.edu.br:8080/jspui/handle/tede/355.
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Previous issue date: 2013-12-10<br>Objective: The aim of this study is to correlate the cognitive impairment with a severity symptoms in young adults with mood disorder, as well, to analyze the difference between the groups with diagnostic and healthy controls population- based.
Methods: Cross-sectional study with young adults of 21 to 30 years old who participated from a population-base sample. The impairment cognitive were assessed using Wechsler Scale of Intelligence (WAIS-III). Depressive symptoms were assessed using the Beck Depression Inventory (BDI-II), while the manic symptoms were assessed using the Young Mania Rating Scale (YMRS).
Results: The total sample consisted of 83 participants which were distributed in: 13 with bipolar disorder, 34 with depressive symptoms and 36 healthy controls. The cognitive performance was not associated with severity of mood symptoms. In this sample of young adults, it was also found cognitive impairment between subjects with bipolar disorder and major depression when compared the controls.
Conclusion: The results suggest that the young adults with bipolar disorder or depression don t come up with cognitive impairment when measured at WAIS III<br>Objetivo: Correlacionar o desempenho cognitivo com a severidade de sintomas maníacos e depressivos em adultos jovens com transtornos de humor, bem como, verificar a diferença entre os grupos com diagnóstico e controles populacionais.
Método: Estudo transversal aninhado a um estudo de base populacional com jovens de 21 a 30 anos. Para avaliação do desempenho cognitivo foi utilizado a Escala Wechsler de Inteligência para Adultos (WAIS-III). Os sintomas depressivos foram avaliados através da Beck Depression Inventory (BDI-II), enquanto os sintomas maníacos por meio da Young Mania Rating Scale (YMRS).
Resultados: A amostra total contou com 83 participantes, os quais estavam distribuídos em: 13 com transtorno bipolar, 34 com sintomas depressivos e 36 controles saudáveis. O desempenho cognitivo não foi associado à severidade dos sintomas de humor. Nesta amostra de adultos jovens, também não foi encontrado prejuízo cognitivo entre os indivíduos com diagnóstico de transtorno bipolar e depressão quando comparados aos controles.
Conclusão: Os achados sugerem que adultos jovens com transtorno bipolar ou depressão não apresentam comprometimento cognitivo quando mensurado pelo WAIS III
4
Hogervorst, Eva. "Age-related cognitive decline and cognition enhancers." Maastricht : Maastricht : Neuropsych Publishers ; University Library, Maastricht University [Host], 1998. http://arno.unimaas.nl/show.cgi?fid=6058.
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Cattinelli, I. "INVESTIGATIONS ON COGNITIVE COMPUTATION AND COMPUTATIONAL COGNITION." Doctoral thesis, Università degli Studi di Milano, 2011. http://hdl.handle.net/2434/155482.
Testo completoAbstract (sommario):
This Thesis describes our work at the boundary between Computer Science and Cognitive (Neuro)Science. In particular, (1) we have worked on methodological improvements to clustering-based meta-analysis of neuroimaging data, which is a technique that allows to collectively assess, in a quantitative way, activation peaks from several functional imaging studies, in order to extract the most robust results in the cognitive domain of interest. Hierarchical clustering is often used in this context, yet it is prone to the problem of non-uniqueness of the solution: a different permutation of the same input data might result in a different clustering result. In this Thesis, we propose a new version of hierarchical clustering that solves this problem. We also show the results of a meta-analysis, carried out using this algorithm, aimed at identifying specific cerebral circuits involved in single word reading. Moreover, (2) we describe preliminary work on a new connectionist model of single word reading, named the two-component model because it postulates a cascaded information flow from a more cognitive component that computes a distributed internal representation for the input word, to an articulatory component that translates this code into the corresponding sequence of phonemes. Output production is started when the internal code, which evolves in time, reaches a sufficient degree of clarity; this mechanism has been advanced as a possible explanation for behavioral effects consistently reported in the literature on reading, with a specific focus on the so called serial effects. This model is here discussed in its strength and weaknesses. Finally, (3) we have turned to consider how features that are typical of human cognition can inform the design of improved artificial agents; here, we have focused on modelling concepts inspired by emotion theory. A model of emotional interaction between artificial agents, based on probabilistic finite state automata, is presented: in this model, agents have personalities and attitudes that can change through the course of interaction (e.g. by reinforcement learning) to achieve autonomous adaptation to the interaction partner. Markov chain properties are then applied to derive reliable predictions of the outcome of an interaction. Taken together, these works show how the interplay between Cognitive Science and Computer Science can be fruitful, both for advancing our knowledge of the human brain and for designing more and more intelligent artificial systems.
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Dutra, Elaine Cristina Pereira. "Tradução e Cognição: Interfaces." Universidade Federal do Espírito Santo, 2009. http://repositorio.ufes.br/handle/10/3704.
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Previous issue date: 2009-03-31<br>A presente pesquisa procura elencar os estudos da tradução relacionando-os aos campos da psicologia, antropologia, biologia, linguística cognitiva e literatura. Nosso objetivo é o de demonstrar a relação que existe entre a teoria do protótipo e a tradução. Ao início, explicitamos as correntes teóricas que versam sobre aquisição e aprendizagem de primeira e segunda línguas, bilinguismo, formação do tradutor, tipos de tradução, competências linguísticas relacionadas à tradução. O texto aborda e relaciona os processos psicológicos cognitivos ao ato de traduzir: introspecção, percepção, abstração, memória, pensamento, conceptualização. Apresentamos os papéis do efeito prototípico e da equivalência tradutiva, relacionando-os e conceituando-os, concluindo que há níveis de equivalência mais ou menos aceitáveis (efeito de gradiência/ prototípico) segundo o julgamento do tradutor e que há traços invariáveis (protótipos) que são percebidos e perpetuados por leitores e tradutores. Para corroborar a hipótese, analisamos textos traduzidos, buscando o efeito e a presença do protótipo e concluímos que este é o de maior ocorrência, o que reflete a rede de construções conceituais que norteia os processos de pensamento e de memória do tradutor.<br>This research attempts to relate translation studies to psychology, anthropology, biology, cognitive linguistics and literature. Our objective is to demonstrate the relationship between the theory of prototype and translation. To do so, we discuss the current theoretical focus on the acquisition and learning of the first and second
languages, bilingualism, the training of the translator, types of translation, and the linguistic competence related to translation. We also present the psychological cognitive processes in the act of translate: introspection, perception, abstraction, memory, thought, conceptualizing. We present the role of the prototype effect and of equivalence in translation, relating them and evaluating them, concluding that there
are levels of equivalence more or less acceptable (gradient effect / prototypical)
according to the judgment of the translator and that there are invariable lines (prototypes) that are perceived and perpetuated by readers and translators. So as to corroborate with the hypothesis, we analyze translated texts, seeking the effect and the presence of the prototype and we conclude that the basic level is of the highest occurrence, and reflects the net of constructions that guide the translator’s thought and memory.
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Pinkston, Sophie Wardle. "Insomnia and Cognitive Performance: A Systematic Review and Meta-Analysis." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505168/.
Testo completoAbstract (sommario):
Daytime cognitive performance and sleep/wake cycles are strongly interrelated, and cognitive dysfunction has been extensively investigated in relation to insomnia. However, methods and outcomes vary widely by study, making comparison difficult without more systematic evaluation. Review of the literature reveals discrepant findings for the relationship between both subjective and objective measures of cognitive performance and insomnia. The current meta-analysis included 42 studies investigating the relationship between insomnia and cognitive performance. Results confirmed the discrepant nature of previous findings and suggest that type of cognitive performance (e.g., simple attention, procedural memory, verbal functions) is important to consider when discussing the impact of insomnia. Mixed-effect meta-analysis of aggregate effect sizes suggest impairments in working memory, complex attention, and episodic memory are significantly associated with insomnia. Analysis of the grouped subjective cognitive performance effect size revealed no significant impact of insomnia. Average age and gender makeup of the sample, study quality, and type of insomnia measure (i.e., clinical or diagnostic criteria, validated scale, or single unvalidated item) did not consistently moderate findings. These results confirm the equivocal nature of the relationship between insomnia and cognitive performance. Overall, about 44% of the studies included in the analysis failed to use DSM or ICSD criteria when categorizing insomnia. Additionally, the cognitive measures used varied widely and certain measures may not be sensitive enough to detect the degree of cognitive deficit that may be present for individuals with insomnia. This indicates a need for the standardization of methods used when assessing both insomnia and cognitive performance to elucidate these relationships.
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Fox, Nathan Josephe. "Cognitive architecture and the function of human cognition." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/25027.
Testo completoAbstract (sommario):
A number of models of cognitive architecture have been advanced with the intention of providing some sense of the psychological processes that subserve a range of behaviours. For instance, Sober & Wilson (1998), C. Daniel Batson (1988) and Robert Frank (1988 and 1990) attempt to account for contrasting (if not contradictory) behaviours respectively, hedonistic and altruistic behaviour, self-oriented behaviour and other-oriented behaviour marked by empathetic reactions, and behaviour that reflects rational self-interest in material incentives and behaviour that tends to produce long-term benefits in social interactions. However, the approaches that I have examined encounter difficulties. One difficulty in basing psychological models on empirical data is that the mental states that precede and accompany motivations may be ambiguous or obscure. Those states may be composite states consisting of components that are inextricably linked. For instance, it is not clear whether an altruistic act has some desire for pleasure lurking in the shadows. In Sober & Wilsons approach, cognitive structure is predicted largely on the basis of general factors in the natural selection of cognitive devices, e.g., their availability for selection, energetic efficiency, and reliability. However, the particular factors that play a role in the aetiology of traits depend upon the function that those traits evolved to perform. For instance, while the reliability of a physical system component may certainly be an important general factor in natural selection, it may be a detriment for a device that has as a particular biological function the production of phenotypic flexibility. To avoid the problems that I identified in these approaches, I derived a model of cognitive architecture that is intended to predict motivations and actions that are consistent with aspects of evolutionary theory about the function of cognition. The theory upon which I depended is advanced in Peter Godfrey-Smiths book Complexity and the Function of Mind if Nature. He proposes that there is a single overarching adaptive function for the mind: to subserve adaptive plasticity. Accordingly, my model suggests a general pattern in the sequencing of human mental states that would tend to maximize behavioural flexibility as a means of maximizing inclusive fitness.<br>Graduate
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Greenlee, Christopher Alan. "Situated Cognition, Dynamicism, and Explanation in Cognitive Science." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/46501.
Testo completoAbstract (sommario):
The majority of cognitive scientists today view the mind as a computer, instantiating some function mapping the inputs it gets from the environment to the gross behaviors of the organism. As a result, the emphasis in most ongoing research programmes is on finding that function, or some part of that function. Moreover, the types of functions considered are limited somewhat by the preconception that the mind must be instantiating a function that can be expressed as a computer program.
I argue that research done in the last two decades suggests that we should approach cognition with as much consideration to the environment as to the inner workings of the mind. Our cognition is often shaped by the constraints the environment places on us, not just by the "inputs" we receive from it. I argue also that there is a new approach to cognitive science, viewing the mind not as a computer but as a dynamical system, which captures the shift in perspective while eliminating the requirement that cognitive functions be expressable as computer programs.
Unfortunately, some advocates of this dynamical perspective have argued that we should replace all of traditional psychology and neuroscience with their new approach. In response to these advocates, I argue that we cannot develop an adequate dynamical picture of the mind without engaging in precisely those sorts of research and hypothesizing that traditional neuroscience and psychology engage in. In short, I argue that we require certain types of explanations in order to get our dynamical (or computational) theories off the ground, and we cannot get those from other dynamical (or computational) theories.<br>Master of Arts
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Holder, Barbara E. "Cognition in flight : understanding cockpits as cognitive systems /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1999. http://wwwlib.umi.com/cr/ucsd/fullcit?p9945784.
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Schultheis, Holger. "Computational cognitive modeling of control in spatial cognition." Lengerich Berlin Bremen Miami, Fla. Riga Viernheim Wien Zagreb Pabst Science Publ, 2009. http://d-nb.info/998029661/04.
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Gurian, Maria Beatriz Ferreira. "Rastreamento cognitivo por instrumento baseado no MEEM em idosos não institucionalizados residentes em Batatais-SP." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/17/17139/tde-24112006-151338/.
Testo completoAbstract (sommario):
O transtorno cognitivo no idoso acarreta repercussões na sua vida, na família e na relação com a sociedade. Um instrumento de avaliação cognitiva amplamente utilizado é o MEEM - Mini Exame do Estado Mental - que é um teste de rastreamento com o objetivo de selecionar pessoas com provável déficit cognitivo. Uma amostra representativa da população de 394 idosos do município de Batatais SP foi avaliada através de inquérito domiciliar em relação às condições socioeconômicas e de saúde, e foi feito rastreamento dos sintomas depressivos e do desempenho cognitivo através de um instrumento baseado no MEEM. A maioria dos entrevistados era do sexo feminino (66%), sendo que 75,4% dos idosos pertenciam a uma faixa etária de 60-74 anos, chamada idoso jovem. Com relação à escolaridade a grande maioria (62.2%) cursou o primeiro grau. Com relação aos analfabetos 77,1% eram mulheres e 22,9% eram homens. Para o estado conjugal a diferença foi na proporção da viuvez 80.2% para o sexo feminino e 19.8% para o masculino. Quanto à renda familiar, 43.7% da população recebiam menos de 2,5 salários mínimos. Para avaliação do desempenho cognitivo usou um ponto de corte ? a 23 para o MEEM. Observou-se que 81.7% ficaram acima deste ponto e 18.3% ficaram abaixo. Os idosos que tiveram os escores mais elevados foram associados aos fatores como idade (60-69 anos), maior nível escolaridade, ter hábito de leitura, ter boa relação social principalmente com parentes, não ter hipertensão arterial, diabete, incontinência urinária, catarata e ausência de sintomas depressivos.<br>The cognitive impairment in the old has its effects on their lives, families and relationships with society. A widely used instrument of cognitive assessment is the MMSE- Mini Mental State - that is a screening test whose aim is to select people with probable cognitive deficiency. A significant sample of the population of 394 old people from Batatais - SP, was evaluated through a home survey considering the socioeconomic and health conditions and a screening of depressive symptoms and cognitive performance was done through an instrument based on MMSE. The great majority of people who were interviewed were female (66%) and 75.4% of the old belonged to an age group from 60 to 74 years old, being considered \"younger old\". Regarding scholarship, most of them had attended primary school (62.2%). Considering the illiterate 77.1% were women and 22.9% were men. Concerning marital status a huge difference between the proportion of widows (80.2%) and widowers (19.8%) was found. With reference to familiar income 43.7% of the population earned less than 2.5 minimum wages. To evaluate the cognitive performance a cut off ? 23 for MMSE was used. It was observed that 81.7% of the old were above and 18.3% were under this point. The old who achieved the highest scores had factors such as age (60-69 years old), better scholarship level, reading habits, a good social relationship (mainly with relatives), no high blood pressure, no diabetes, no urinary incontinence, no cataract and absence of depressive symptoms.
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Schwarz, Monika. "Kognitive Semantiktheorie und neuropsychologische Realität : repräsentationale und prozedurale Aspekte der semantischen Kompetenz /." Tübingen : M. Niemeyer, 1992. http://catalogue.bnf.fr/ark:/12148/cb35599434c.
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Schmitt, Wolfram. "The Cognitive View in Cognitive Science." Diss., lmu, 2006. http://nbn-resolving.de/urn:nbn:de:bvb:19-76547.
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Hickox, Sherrie Danene. "Life Stress and Adjustment: Effects of Cognitive Content and Cognitive Organization." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331234/.
Testo completoAbstract (sommario):
Individual differences of cognitive organization and content were investigated as they relate to adaptation to remote, recent, and immediate life stress. Outside the field of stress, prior researchers have implicated cognitive organization with adjustment and cognitive content with specific psychopathology. As for behavioral adaptation to life stress, cognitive organization was viewed as a major factor in emotional vulnerability and adjustment, and cognitive content as a major factor in the mood disturbance of depression. Behavioral adaptation was defined in terms of current emotional vulnerability, adjustment and negative changes in the immediate (last six months), recent (over six months), and remote (over one year) past.
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Parker, Deborah A. (Deborah Ann). "Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.
Testo completoAbstract (sommario):
Past research has shown that there are differences between children's ability to express verbally moral judgment or social cognitive principles (cognitive-expression) and their ability to understand and utilize these principles when making evaluations about others (cognitive-reception). This study investigated these differences.
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Bolívar, Díaz Nicolás. "Medium access control messaging scheme for cognitive radio networks." Doctoral thesis, Universitat de Girona, 2012. http://hdl.handle.net/10803/84098.
Testo completoAbstract (sommario):
Cognitive Radio (CR) is one possible option for mitigating the inefficient wireless spectrum distribution that occurs as a result of fixed spectrum allocation. The use of Dynamic Spectrum Access capabilities will potentially enable secondary users to utilize available and unoccupied frequency slots (channels) whenever the licensed users for those channels are absent. In Cognitive Radio Networks (CRNs), whenever users access the spectrum in an opportunistic manner, control messaging is a crucial issue to ensure that secondary users, i.e. Cognitive Radio Users (CRUs), do not interfere with the licensed users, i.e. Primary Users. In CRNs, where not all CRUs share the same set of channels, i.e. CRUs with Heterogeneous Frequency Devices (HFD), a set of channels must be chosen with care to allow all CRUs in the network to be able to transmit and receive control information. The thesis considers how Control Messaging Schemes (CMSs) can be used within CRNs and proposes a novel CMS for a CRN supporting HFDs. The thesis starts by classifying the CMSs; generating a new taxonomy and identifying the main characteristics for an efficient CRN with HFD. Then, different mathematical approaches for choosing the set of channels used for control information are presented. Next, a CMS for a CRN with HFDs model based upon the aforementioned characteristics and calculating the minimum number of channels for transmitting control information is proposed. Finally the thesis concludes with a number of CMS being presented and evaluated in terms of their impact upon transmission efficiency.
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Guignard, Jean-Baptiste. "La linguistique cognitive : épistémologie d'un modèle émergent." Bordeaux 3, 2008. http://www.theses.fr/2008BOR30085.
Testo completoAbstract (sommario):
La linguistique cognitive, courant apparu à l’ouest des Etats-Unis dans le milieu des années 1970, a pour ambition de rendre compte des faits de langue à partir d’opérations cognitives universelles. Autour de ce postulat fédérateur s’articulent des travaux épars et des modèles non formalisés que nous nous proposons de caractériser et d’unifier autour des pôles d’une triade sémiotique. Au-delà de sa pluralité, la linguistique cognitive constitue un mouvement dual, oscillant entre les sciences du langage et de la cognition : le langage est un prisme de la faculté de connaître. De fait, elle octroie un rôle nodal aux théories de la catégorisation. Pour l’esprit qui sous-tend le langage, une « unité » (qu’elle soit symbolique ou « objective ») est d’abord une unité catégorielle de la perception. Programme multidisciplinaire, la linguistique cognitive appelle un examen critique de ses articulations. La présente étude a pour ambition première d’explorer les fondements d’une telle théorie : la linguistique cognitive doit répondre aux exigences croisées du langage, de l’esprit et des phénomènes catégoriels. Une telle entreprise n’est envisageable qu’en regard de la carte actuelle des sciences de la cognition et des contiguïtés historiques qui portent ce courant et ses modèles émergents<br>A product of research initiated in the mid 1970’s on the West Coast of America, cognitive linguistics aims to account for linguistic facts by an appeal to universal cognitive operations. This postulate provides the unifying focus for a diverse and productive research field and for a number of loose conceptual models which it is the purpose of this study to unify by means of a semiotic triad. Beyond the current plurality of its objects, and because its central claim is that language is a means of gaining insight into the faculty of knowledge, cognitive linguistics oscillates between, and attempts to unite, the requirements of linguistics and cognitive science. As such, it ascribes a nodal function to the theories of categorization. For the mind that subtends language, a ‘unity’ (symbolic or ‘objective’) is primarily a unity of categorial perception. The present study provides a critical examination of the principal theoretical articulations of this multidisciplinary programme. Because the challenge for cognitive linguistics is to meet the specific and distinct research demands of language, mind and categorial phenomena, the primary focus of this study is an inquiry into the foundations of these three major axes of the general theory. Naturally, a project such as this is only conceivable in view of the current state of cognitive science generally, and of the historical contiguities that characterize the specificities of this intellectual programme
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Cruz, Sylvio Benedicto. "A teoria da modificabilidade cognitiva estrutural de Feuerstein. Aplicação do Programa de Enriquecimento Instrumental (PEI) em estudantes da 3ª série de escolas do ensino médio." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10122007-160413/.
Testo completoAbstract (sommario):
A Sociedade e o mercado de trabalho exigem de cidadãos e trabalhadores, nos últimos tempos, um perfil de desempenho diferente daquele até então aceito. As principais carências do trabalhador dizem respeito, dentre outras necessidades, ao desempenho de certas competências pessoais e a melhoria do funcionamento cognitivo. As escolas, responsáveis pela preparação dessas pessoas para viver em Sociedade - o que inclui a preparação para o mundo do trabalho - não costumam realizar ações educacionais intencionais na direção da melhoria do desenvolvimento cognitivo de seus alunos. O foco do presente estudo está na possibilidade da Escola realizar intencionalmente o desenvolvimento cognitivo de estudantes, futuros trabalhadores. utilizando um programa já existente, criado e estruturado para essa finalidade por Reuven Feuerstein. No final da década de 1940, coube a Feuerstein a tarefa de educar centenas de crianças e jovens, órfãos da guerra, para que se tornassem cidadãos autônomos e produtivos. Diante da necessidade real de modificar o desempenho cognitivo e resgatar a cidadania dessas pessoas, Feuerstein criou - a partir de sua visão de mundo, de um conjunto de crenças por ele estabelecido e de sua experiência - duas teorias: Modificabilidade Cognitiva Estrutural e Experiência de Aprendizagem Mediada e três sistemas inter-relacionados, ou seja, um sistema de avaliação: Avaliação Dinâmica do Potencial de Aprendizagem, um sistema de intervenção: Programa de Enriquecimento Instrumental e um sistema de manutenção: Modelagem de Ambientes Modificadores. Avaliar o efeito do primeiro nível do Programa de Enriquecimento Instrumental (PEI I) no desenvolvimento cognitivo de estudantes da 3ª série de Escolas pública ou privada de Ensino Médio é o objetivo amplo desse trabalho. Em resumo, foram envolvidos no projeto 96 estudantes (54 rapazes e 42 moças) de duas Escolas de Ensino Médio: uma privada e outra pública. Sessenta e sete desses alunos participaram dos grupos experimentais que se submeteram ao PEI I e as outras 29 pessoas integraram grupos de controle, não participando, portanto, da aplicação do Programa. Todos os estudantes participaram de uma avaliação inicial diante de seis instrumentos, sendo que alguns deles permitiam avaliação dinâmica. Da análise dos resultados dos instrumentos, que envolviam avaliação dinâmica, foram levantadas necessidades e estabelecidos procedimentos de intervenção. Os alunos dos grupos experimentais foram submetidos ao primeiro nível do Programa de Enriquecimento Instrumental (PEI I). Durante a aplicação do PEI I, alunos participaram de avaliação intermediária, realizada a partir da aplicação de instrumento de avaliação e ou de questionário para levantamento da percepção dos estudantes sobre o PEI. Finalmente, todos os participantes foram submetidos a uma avaliação final. Os resultados foram analisados de forma descritiva e estatística. Os testes U ou de Mann- Whitney e o teste t de Student foram utilizados para indicar semelhanças e diferenças prováveis entre os desempenhos dos grupos de alunos. A partir da discussão desses resultados foram montadas proposições que justificaram as seguintes conclusões: A modificabilidade cognitiva estrutural dos estudantes dos grupos experimentais foi ampliada. O desenvolvimento cognitivo demonstrado pelos estudantes dos grupos experimentais foi maior que o desempenho cognitivo demonstrado pelos alunos do grupo de controle.<br>In the recent past, both society and labour market are demanding from citizens a performance far different from those accept until then. The major lacks of workers may concern, among others, to the development of specific personal competences and to the improve of the cognitive process. Schools, responsible for the preparation for life in society - including the life in the labour market - don\'t usually take intentional educational actions aiming the improve of the cognitive development of their students. The focus of the present study is mainly on analyzing the possibility of Schools to make an intentional effort to develop student\'s cognitive habilities, future workers, using a preexisting program created and structured for this meaning by Reuven Feuerstein. In the late 40\'s, Feurstein took the task of teaching hundreds of children and teenagers, war orphan children, to become autonomous and productive citizens. Facing the real need of improving their cognitive habilities and rescuing their citizenship, Feuerstein came up - using his own wide world perception, personal beliefs and experience - with two theories: Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) and three interrelated systems, or an evaluation system: Learning Potential Assesment Device (LPAD), an interventional system: Feuerstein Instrumental Enrichment (FIE) and a maintenance system: Shaping Modifying Environments (ME). The aim of this paper is to evaluate the effect of the first level of the Feuerstein Instrumental Enrichment (FIE I) on 3rd grade public or private High School student\'s cognitive development. Summing up, there were 96 students involved in this project (54 boys and 42 girls) from two different High Schools: one private and one public. Sixty seven of these students were placed on experimental groups that were submitted to FIE I and the other 29 kids took part on control groups, staying away from the program application. All the students participated on an initial evaluation, facing six instruments, some of then allowing a dynamic evaluation. From the instrument result analysys, needs were raised and intervention procedures were established. The students\'s experimental group was submitted to the first level of the Feuerstein Instrumental Enrichment (FIE I). During its application, the students had an intermediary evaluation, made by the application of the evaluation instrument and by a questionnaire to measure the student\'s level of perception about the (FIE I). Finally, all the participants were submitted to a final evaluation. The results were analyzed in a descriptive statistical way. The U or Mann-Whitney tests and the t for Student test were used to indicate probable similarities and differences among the student\'s groups performances. From its discussion were put together propositions to justify the following conclusions: The student\'s experimental group structural cognitive modifiability was raised. The cognitive development shown by the student\'s experimental group was higher than the cognitive performance shown by the student\'s control group.
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Li, Calzi Valérie. "Effets des composants de la mémoire de travail sur la production écrite de textes." Aix-Marseille 1, 2000. http://www.theses.fr/2000AIX10067.
Testo completoAbstract (sommario):
Cette these se situe dans le cadre d'une approche cognitive de l'activite de redaction de textes. Elle a pour objectif d'evaluer le role de la memoire de travail (baddeley, 1986) et plus particulierement celui de ces deux systemes de stockage (la boucle phonologique et le calepin visuo-spatial) dans une activite redactionnelle a partir des propositions faites par kellogg (1996). Pour mettre en evidence comment le redacteur attribue ses ressources attentionnelles aux differents processus redactionnels, le paradigme de la double tache a ete utilise. Les effets d'une tache d'appariement differe a choix multiples soit phonologique, soit visuel sur la realisation d'une tache principale de production originale de recit et de rappel de recit, ont ete etudies. De plus les redacteurs devaient utiliser un materiel verbal ou un materiel image afin de realiser leur tache principale. Les resultats des deux experiences de cette these permettent de completer les propositions de kellogg (1996) quant aux composants de stockage de la memoire de travail. L'implication du calepin visuospatial ne se limiterait pas a soutenir la seule activite du processus de planification. Dans certaines conditions, l'activation du processus de traduction impliquerait le fonctionnement du calepin visuo-spatial. Ces resultats supposent que les deux systemes esclaves de la memoire de travail opereraient bien simultanement au sein de l'activite redactionnelle et donc que des formats differents de representations sont engages dans l'activite redactionnelle.
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Fortman, James Alexander. "Computer-Based Cognitive Training for Age-Related Cognitive Decline and Mild Cognitive Impairment." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1353454752.
Testo completo
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Bornard, Jean-Charles. "Développement d'un modèle du conducteur automobile : De la modélisation cognitive à la simulation numérique." Phd thesis, Université Sciences et Technologies - Bordeaux I, 2012. http://tel.archives-ouvertes.fr/tel-00779706.
Testo completoAbstract (sommario):
L'activité de conduite automobile prend place dans un environnement dynamique en constante évolution. Le conducteur doit progresser sur la route au moyen de son véhicule, tout en interagissant adéquatement avec l'environnement et les autres usagers. Pour réaliser cette tâche, le conducteur doit percevoir son environnement, interpréter les événements pour se représenter correctement la situation de conduite, anticiper ces changements, et prendre des décisions a n d'engager des actions sur le véhicule lui permettant d'atteindre les buts qu'il se fixe à court et long terme. A cet égard, la complexité et la diversité des processus perceptifs, cognitifs et sensori-moteurs requis pour la conduite automobile font de cette activité un objet d'étude particulièrement riche pour les sciences de la cognition. Pour étudier l'activité du conducteur automobile a n de la comprendre, l'expliquer et peut-être la prédire, les sciences cognitives se dirigent vers la modélisation de la cognition humaine. Cette démarche permet une représentation et une description plus ou moins ne du système cognitif du conducteur automobile. Cependant, un modèle de la cognition ne permet qu'une description théorique. Grâce à son implémentation informatique, il devient possible de simuler les théories utilisées et déployer numériquement celles mises en jeu dans la modélisation cognitive. Ce travail de thèse s'articule autour de la modélisation cognitive du conducteur automobile, de son implémentation informatique sur une plateforme de développement virtuel et de sa simulation au sein de cette plateforme. Le modèle théorique que nous avons implémenté est COSMODRIVE, en développement au laboratoire du LESCOT à l'IFSTTAR, et la plateforme de développement accueillant le modèle est SiVIC, développée au LIVIC. C'est dans ce contexte que nous nous sommes engagés dans le développement computationnel et informatique du modèle COSMODRIVE, a n de pouvoir simuler l'activité perceptive et cognitive du conducteur automobile. Pour cela, nous nous sommes limités à certains processus cognitifs primordiaux, comme les fonctions stratégiques (plani cation d'itinéraires et réalisation de plans stratégiques), ou les fonctions perceptives (exploration et intégration de l'information visuelle), les fonctions cognitives tactiques (construction de représentations mentales, intégration perceptivo-cognitive de l'information, structuration des connaissances de conduite, etc.), ou encore les fonctions d'exécution d'actions (régulation courte par zones enveloppes ou par points de poursuite). Par l'implémentation informatique du modèle COSMODRIVE sur SiVIC, il devient possible d'incarner numériquement des théories cognitives et de les opérationnaliser pour formuler des hypothèses de recherche sous la forme de prédictions de performances que l'on pourra évaluer empiriquement auprès de conducteurs humains. Ces hypothèses formulées, nous avons conduit des expérimentations sur un simulateur de conduite que nous avons construit. A n d'éprouver notre modèle théorique et informatique du conducteur automobile, nous avons comparé les performances des conducteurs humains avec les prédictions issues de la simulation. Les résultats obtenus ont permis de valider cette approche et de con firmer l'intérêt de la simulation cognitive pour appréhender les activités mentales du conducteur automobile.
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Barreto, Dulcilene Rodrigues da Silva. "A Conceitualização de Educação à Luz da Teoria dos Modelos Cognitivos Idealizados: Percorrendo Veredas Entre Mente e linguagem dos Alunos da Educação Básica." http://www.teses.ufc.br, 2011. http://www.repositorio.ufc.br/handle/riufc/3612.
Testo completoAbstract (sommario):
BARRETO, Dulcilene Rodrigues da Silva. A conceitualização de educação à luz da teoria dos modelos cognitivos idealizados: percorrendo veredas entre mente e linguagem dos alunos da educação básica. 2011. 142f. Dissertação (Mestrado em Linguistica) – Universidade Federal do Ceará, Departamento de Letras Vernaculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2011.<br>Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-07-04T16:49:58Z
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Previous issue date: 2011<br>This research aimed to analyze, through the structured principals of Idealized Cognitive Models Theory (LAKOFF, 1987), embodied, socio cognitive situated meanings attributed to the concept of EDUCATION by thirty-three final year high school students of a government school in Fortaleza, Ceara, Brazil, who participated of the research as unpaid volunteers. In order to achieve the mentioned aim, it was analyzed the responses provided by the students in answering two tasks – a questionnaire and a writing task aimed at eliciting data which allowed to explore the category prototypical nature and its metaphoric and metonymic extensions. The methodological approach follows the principals proposed by lakofian Cognitive Semantics which posits that people concepts are not arbitrary but emerge from the nature of their bodies in dynamic interactions with the ecological and social cultural world. The qualitative data analysis was supported by Lakoff’s (1987) Idealized Cognitive Models Theory (ICMT) and Lakoff and Johnson’s (1980/[2002]) Conceptual Metaphor Theory (CMT). The texts produced by the participants made possible the analysis of the ORIGIN – TRAJECTORY – TARGET and CONTAINER image schemas in the structuring of the EDUCATION concept, the most salient proposition models (frame and scripts) to represent the school routine and the EDUCATION metaphors. The data gathered were organized in table and graphs in order to allow for comparisons between semantically close expressions and the distribution of the analyses about the EDUCATION concept structuring cognitive models. Such organization has also facilitated the metaphoric projections and their entailments. The most relevant metaphors were EDUCATION IS AN ACQUIRED, VALUABLE ASSET and EDUCATION IS A JOURNEY. The results obtained have also allowed to propose a radial category for the concept of EDUCATION as it emerges from embodied social culturally beliefs and values shared by the participants.<br>Esta pesquisa objetivou analisar, por meio dos princípios estruturadores dos Modelos Cognitivos Idealizados(LAKOFF, 1987), os significados sociocognitivamente situados atribuídos ao conceito de EDUCAÇÃO por trinta e três alunos concludentes do Ensino Médio de uma escola pública em Fortaleza, Ceará, Brasil,que participaram da pesquisa como voluntários não remunerados. Para se atingir o objetivo proposto, foram analisadas as respostas fornecidas pelos alunos em duas tarefas - um questionário e uma atividade escrita destinadas a obter dados que permitiram explorar a natureza prototípica da categoria e suas extensões metafóricas e metonímicas. A abordagem metodológica segue os princípios propostos pela Semântica Cognitiva de Lakoff que postula que os conceitos das pessoas não são arbitrários, mas emergem da natureza de seus corpos em interações dinâmicas com o mundo ecológico e sociocultural.A análise de dados qualitativos apoiou-sena Teoria dos Modelos Cognitivos Idealizados (TMCI), de George Lakoff (1987) e na Teoria da Metáfora Conceitual (CMT), de Lakoff e Johnson (1980/[2002]). Os textos produzidos pelos participantes tornaram possível a análise os modelos de esquemas de imagem ORIGEM-PERCURSO-META E CONTEINER na estruturação do conceito EDUCAÇÃO, os modelos proposicionais frames e scripts que se sobressaíram para representar o cotidiano escolar e as metáforas sobre EDUCAÇÃO.Os dados colhidos foram organizados em tabelas e gráficos de modo a permitir o estabelecimento de comparações entre as expressões semanticamente afins coletadas nos questionários e a distribuição das análises sobre os modelos cognitivos estruturantes. Essa organização também facilitou as análises de projeções metafóricas e seus acarretamentos. As mais relevantes metáforas foram EDUCAÇÃO É BEM ADQUIRIDO, VALIOSO e EDUCAÇÃO É VIAGEM.Os resultados obtidos também permitiram propor uma categoria radial para o conceito de EDUCAÇÃO no modo como ele emerge das crenças social e culturalmente consagradas e dos valores compartilhados pelos participantes.
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Hilger, Anne. "Cognitive and non-cognitive skills in developing countries." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH077.
Testo completoAbstract (sommario):
Cette thèse examine le rôle joué par les compétences cognitives et non cognitives dans les pays en développement, selon trois axes : la mesure de ces compétences, leurs rendements salariaux et les déterminants de la confiance interpersonnelle. Le premier chapitre utilise des données de panel provenant de deux cohortes d’individus récipiendaires d'un programme de formation des compétences au Mozambique. Le chapitre fait la comparaison entre deux types de mesures de ces compétences : auto-évaluations et observations d’exercices. Le chapitre montre que les auto-évaluations capturent les traits de personnalité de manière satisfaisante, tandis que les observations d’exercices sont davantage adaptées aux évaluations de programme. Le deuxième chapitre tire profit d’une nouvelle base de données appariées employeurs-employés, représentant le secteur formel au Bangladesh. Le chapitre fournit une analyse de l'importance relative des compétences cognitives et non cognitives dans ce marché du travail et de l'interaction entre ces compétences et la méthode d'embauche (formelle ou informelle, c’est-à-dire par le réseau social) pour la détermination des salaires. Les résultats révèlent des rendements positifs des compétences non cognitives, qui varient selon la voie d'embauche utilisée. Ce chapitre propose également des éléments d’appréciation de la raison pour laquelle les employeurs utiliseraient une méthode d'embauche plutôt qu’une autre en fonction du type de compétences qu'ils jugent important. Le troisième chapitre utilise un choc macroéconomique en Inde, la politique de démonétisation en novembre 2016, et une nouvelle enquête en milieu rural pour identifier de manière causale les déterminants de la confiance interpersonnelle. Les données permettent de contrôler un ensemble de caractéristiques individuelles, en particulier les compétences non cognitives et les capacités cognitives, qui sont susceptibles d'influencer la formation et l’usage des réseaux sociaux et la confiance. Les résultats montrent que les interactions sociales déterminent la confiance, en particulier pour les hommes. De plus, des différences importantes apparaissent entre castes, soulignant la nécessité de la prise en compte de cette stratification sociale en Inde sur ce sujet<br>This dissertation examines the role that cognitive and non-cognitive skills play in developing countries along three axes: measurement of these skills, wage returns to them, and as determinants of levels of trust. The first chapter uses panel data from two cohorts of a skills training program in Mozambique to contrast two types of skill measurement: self-assessments and observational exercises. The chapter shows that self-assessments capture underlying traits, while observational exercises are better suited for program evaluations. The second chapter is based on a novel matched employer-employee data set representing the formal sector in Bangladesh and provides evidence of both the relative importance of cognitive and non-cognitive skills in this part of the labor market and the interplay between skills and hiring channels in determining wages. Results demonstrate positive returns to non-cognitive skills, varying by hiring channel. This chapter also offers suggestive evidence that employers might use hiring channels differently, depending on which skills they deem important. The third chapter makes use of the demonetization policy of November 2016 in India and a newly collected data set to causally identify the determinants of trust in a rural setting, controlling for a variety of individual characteristics, such as non-cognitive skills and cognitive ability, that could influence network formation and trust. We find that social interactions determine trust, though this result holds only among men and varies along the lines of caste membership
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Jin, Alvin B. "Perseverative Cognition, Cognitive Load, and Distraction in Recovery from Stress." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3170.
Testo completoAbstract (sommario):
Perseverative cognition is the repetitive cognitive representation of a stressor, which includes the concepts of worry and rumination. These thoughts delay post-stress cardiovascular recovery, which may lead to an increased risk for cardiovascular disease. This may be due to the negative emotional content of perseverative cognition or because it involves cognitive effort. The aim of this study was to identify the unique influences of negative emotional content and cognitive effort during recovery. Participants (N = 120) were given a demanding task purportedly as a measure of intelligence and then given false negative feedback. Immediately following, participants engaged in one of four recovery instruction conditions: think about task performance, perform a cognitive load task, watch a distracting video, or remain quietly seated. EKG, impedance cardiography, and blood pressure were recorded throughout. Perseverative cognition and cognitive load both resulted in significantly less heart rate recovery compared to the distracting video. Higher test motivation and anxiety were related to more blunted reactivity and delayed recovery of respiratory sinus arrhythmia. Reduced recovery during perseverative cognition and cognitive effort indicate that the cognitive load produced by perseveration is the pernicious component that explains its link to increased risk for cardiovascular disease. Further, the relationship between motivation/anxiety and blunted reactivity and recovery suggest effort may be important in the link between perseverative cognition and cardiovascular disease.
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Akagi, Mikio Shaun Mikuriya. "Cognition in practice| Conceptual development and disagreement in cognitive science." Thesis, University of Pittsburgh, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10183682.
Testo completoAbstract (sommario):
<p> Cognitive science has been beset for thirty years by foundational disputes about the nature and extension of cognition—e.g. whether cognition is necessarily representational, whether cognitive processes extend outside the brain or body, and whether plants or microbes have them. Whereas previous philosophical work aimed to settle these disputes, I aim to understand what conception of cognition scientists could share given that they disagree so fundamentally. To this end, I develop a number of variations on traditional conceptual explication, and defend a novel explication of cognition called the sensitive management hypothesis.</p><p> Since expert judgments about the extension of “cognition” vary so much, I argue that there is value in explication that accurately models the variance in judgments rather than taking sides or treating that variance as noise. I say of explications that accomplish this that they are <i> ecumenically extensionally adequate</i>. Thus, rather than adjudicating whether, say, plants can have cognitive processes like humans, an ecumenically adequate explication should classify these cases differently: human cognitive processes as paradigmatically cognitive, and plant processes as controversially cognitive.</p><p> I achieve ecumenical adequacy by articulating conceptual explications with <i>parameters</i>, or terms that can be assigned a number of distinct interpretations based on the background commitments of participants in a discourse. For example, an explication might require that cognition cause “behavior,” and imply that plant processes are cognitive or not depending on whether anything plants do can be considered “behavior.” Parameterization provides a unified treatment of embattled concepts by isolating topics of disagreement in a small number of parameters.</p><p> I incorporate these innovations into an account on which cognition is the “sensitive management of organismal behavior.” The sensitive management hypothesis is ecumenically extensionally adequate, accurately classifying a broad variety of cases as paradigmatically or controversially cognitive phenomena. I also describe an extremely permissive version of the sensitive management hypothesis, arguing that it has the potential to explain several features of cognitive scientific discourse, including various facts about the way cognitive scientists ascribe representations to cognitive systems. </p>
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Makány, Tamás. "Strategies of human spatial cognition : cognitive and behavioural trade-offs." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/66157/.
Testo completoAbstract (sommario):
Human spatial strategies are heuristics that allocate cognitive and behavioural resources for navigation tasks. These spatial strategies help the individual optimize its interactions with the surrounding space through functional trade-offs between the memory costs of planning routes and the cost involved in actually travelling that distance. These trade-offs result in visitation patterns of initial exploration of the space and subsequently determine navigation efficiency. The purpose of this thesis was to observe, identify and describe patterns of spatial exploration, understand the trade-offs and strategy optimizations they encompass and empirically quantify their performance both in physical and abstract (i.e., virtual, computational model and informational) spaces. The first study presented a novel methodology of identifying spatial exploration patterns based on cluster analyses in a physical room and measured navigation efficiencies according to a spatial strategy trade-off between memory demands and distances travelled. Two exploration patterns were found that determined subsequent navigation. Explorers with an ‘axial’ pattern were more memory efficient and followed a fixed route sequence to find objects; whereas ‘circular’ pattern explorers were more distance efficient with less overall travel on more flexible route choices. The following two studies used the same experimental design and methodology to further examine the effect of spatial constraints on cognitive and behavioural resource optimization, specifically looking at the issues of exploration on forced routes in a physical space and in an effortless virtual space. In both spaces, the efficiency trade-off observed in the first study was affected. On the one hand, forced physical exploration reduced navigational control and overwrote individually preferred spatial strategy optimizations. On the other hand, effortless virtual exploration resulted in preference towards optimization of cognitive resources over distances travelled. These presented examples of spatial environmental biases. Following the three behavioural studies, an agent-based model is presented. It formalized the main hypothesis of this thesis that human spatial cognition is optimized by spatial strategies via simulating exploration patterns with memory and distance heuristics. The model also replicated the behavioural findings and allowed further insights into the trade-off observed in the first study. The lessons learnt from the model and the three behavioural studies were then tested in a practical e-learning environment. The application of the theoretical findings provides further understanding into human spatial cognition. In the study, three different spatial layout website designs were analysed for their navigational and learning utilities both immediately and 2-weeks post exploration. This web based navigational study revealed the role of spatial control in long-term retention and other cognitive benefits. Together these studies present important insights to human spatial cognition and its implications.
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Mortu, Ancuta-Maria. "De la cognition esthétique à l'esthétique cognitive : une étude généalogique." Paris, EHESS, 2015. http://www.theses.fr/2015EHES0138.
Testo completoAbstract (sommario):
Ce travail a pour objectif de dresser une généalogie de la cognition en tant que partie prenante de l'expérience esthétique, domaine qui se ne cesse de se constituer depuis la naissance de la discipline elle-même. L'hypothèse que nous défendons est que l'expérience esthétique, comme toute expérience ordinaire, est un processus de traitement de l'information qui se caractérise par une dynamique susceptible d'être comprise avec les outils de la psychologie cognitive. Parmi les questions qui sont posées au fil de ce travail, dont les enjeux se situent également à l'échelle de l'esthétique philosophique et de l'histoire des idées, les principales peuvent être formulées comme suit : quels sont les processus de traitement qui participent de l'expérience esthétique ? Comment est-ce que l'information a modifié la compréhension traditionnelle de l'expérience esthétique ? Que nous apprend-t-elle de plus sur la phénoménologie de ce type d'expérience ? La thèse est organisée en deux parties, dont la première porte essentiellement sur l'archéologie de la présence de la cognition au sein du discours esthétique, notamment au siècle des Lumières et à l'époque de la naissance officielle de la psychologie expérimentale, tandis que la seconde repose sur l'examen de la structure architecturale des modèles esthétiques informationnels qui se développent à partir de la seconde moitié du vingtième siècle. L'approche généalogique que nous privilégions permet de mettre en valeur la continuité des problèmes qui touchent aux constantes de l'esprit humain manifestées dans les conduites esthétiques<br>The purpose of this thesis is to draw a genealogy of cognition as a constitutive part of aesthetic experience, considering that this field has been developing ever since the birth of the discipline of aesthetics itself. More specifically, we argue that aesthetic experience, as any ordinary experience, is an information-processing activity whose dynamics car be accounted for by using the conceptual tools of cognitive psychology. The main questions that we ask throughout this work, that also concern the philosophical aesthetics as well as the history of ideas, are the following : what are the informational processes involved in aesthetic experience ? In what respect did the concept of information modify the classical approaches to aesthetic experience ? In what way does it contribute to understanding the phenomenology of this particular type of experience ? In order to give an answer to these questions, we have organized this work into two parts : Part I deals with the archeology or the prehistory of cognition and its presence in aesthetic discourse, namely in the enlightenment period and at the birth of experimental psychology, while Part II comprises a close analysis of the architectural structure of informational aesthetic models that are being developed starting with the second half of the twentieth century. The genealogical approach that we favor allows us to emphasize the continuing relevance of questions related to invariants of mental reality engaged in aesthetic encounters
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Sussams, Rebecca. "Stress and its impact on cognition in mild cognitive impairment." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/422260/.
Testo completoAbstract (sommario):
Participants with amnestic Mild Cognitive Impairment (aMCI) do not inevitably show cognitive decline or convert to Alzheimer’s disease (AD) supporting the hypothesis that secondary events are crucial in the conversion process. Research suggests that psychological stress is a risk factor for AD. Therefore, we proposed psychological stress will be associated with worsened cognitive decline, a clinical marker of advancing neurodegeneration. This was a longitudinal observational study assessing the association between the degree of psychological stress and cognitive decline in 134 aMCI participants and 69 control participants. We hypothesised that stress, as measured by the Recent Life Change Questionnaire (RLCQ), would be associated with worsened cognitive decline, as measured by the Free and Cued Selective Reminding Test with Immediate Recall (FCSRT-IR), over an 18 month follow-up period. Other secondary cognitive outcomes included the difference in change of the Montreal Cognitive Assessment score and the Trail Making Test Part B. Exploratory measures of stress included the Perceived Stress Scale and the presence of physical stressors. Hypothesised modulators of the stress response were assessed including mood, neuroticism, social support, and favoured coping style. Biological outcomes included changes in blood levels of inflammatory markers and salivary cortisol. Objective stressful life events occurring during the course of the study were associated with increased rates of cognitive decline across a range of measures in the aMCI group. Whereas, as predicted, psychological stress was not associated with cognitive decline in the control group. Presence of the ApoE ε4 allele was associated with an increased rate of cognitive decline and increased serum levels of the anti-inflammatory cytokine TGFβ was associated with a slower rate of cognitive decline in the aMCI group. We found that neither measures of mood nor potential modulators of stress exerted a consistent significant influence over rates of cognitive decline in the aMCI group.
30
CONTE, FEDERICA PAOLA. "Cognitive Reserve Potential: Assessing personal and situational determinants of lifetime cognitive trajectories." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/325893.
Testo completoAbstract (sommario):
La Riserva Cognitiva è un costrutto teorico elaborato per spiegare le discrepanze tra l’integrità dei tessuti neurali e il funzionamento cognitivo. E’ infatti stato spesso osservato che il rapporto tra danno neurale e manifestazione clinica o funzionale è estremamente variabile. La Riserva Cognitiva spiega questa variabilità in termini di efficienza e flessibilità delle reti neurali: una maggiore adattabilità nell’esecuzione dei compiti cognitivi permette di rispondere meglio ad eventuali danni o invecchiamento cerebrale. Lo sviluppo della Riserva Cognitiva è influenzato sia da fattori innati che dalle esperienze incontrate durante tutto l’arco della vita: principalmente educazione, attività lavorativa, ed attività di svago.
Proprio per questa natura “cumulativa” della Riserva Cognitiva, in questa tesi sottolineiamo l’importanza di esplorare i fattori che ne determinano lo sviluppo fin dalla giovinezza. Proponiamo quindi il concetto di Potenziale di Riserva Cognitiva (Cognitive Reserve Potential, CRP), come insieme delle risorse funzionali presenti durante l’adolescenza, prima che le esperienze educative e lavorative siano concluse, o anche solo iniziate.
Nel primo dei lavori presentati utilizziamo dati provenienti da uno studio longitudinale di coorte per studiare l’impatto del funzionamento cognitivo giovanile in una prospettiva longitudinale. Modellando curve di crescita latenti, indaghiamo l’associazione tra cambiamento cognitivo in un primo periodo di vita (11-70 anni) e cambiamento in età avanzata (70-82 anni). Mostriamo dunque per la prima volta come le traiettorie di cambiamento cognitivo tra infanzia e tarda età adulta predicano in modo significativo il declino nei 12 anni successivi. Ciò fa luce sulla natura dell'invecchiamento cognitivo e conferisce una rilevanza aggiuntiva alle esperienze precoci, il cui impatto può ripercuotersi su tutto l’arco della vita, fino ad un’età avanzata.
L’obiettivo del secondo studio è fare chiarezza sul rapporto tra fattori ambientali, esperienziali e funzionamento cognitivo in adolescenza. In esso, analizziamo il sistema complesso costituito da misure di intelligenza cristallizzata, intelligenza fluida e indicatori relativi a varie dimensioni ambientali: status socio-economico, possedimenti familiari, capitale culturale, e abitudini di lettura. Una network analysis evidenzia come il capitale culturale e le abitudini di lettura siano associati alle abilità verbali indipendentemente dallo status socio-economico e dai possedimenti. I risultati di questo studio confermano l’importanza di adottare una visione più articolata rispetto al solo status socio-economico nella considerazione dei fattori ambientali ed esperienziali in relazione allo sviluppo cognitivo.
Per rispondere a quest’esigenza, nello studio 3 ci occupiamo dello sviluppo di un questionario dedicato alla valutazione del Potenziale di Riserva Cognitiva negli adolescenti, il CRPq. Lo strumento misura atteggiamenti e abitudini nell’ambito delle attività di svago, dell’ambiente familiare, delle relazioni coi pari e delle abitudini alimentari. Un’analisi delle componenti principali, confermata da un’analisi fattoriale eseguita su un campione indipendente, mostra che il CRPq misura in maniera affidabile 12 sottoscale, fornendo inoltre un punteggio di CRP globale. Lo strumento ha quindi reso possibile una prima esplorazione delle associazioni tra CRP e misure di intelligenza, funzionamento esecutivo e fattori socio-economici, anch’essa presentata e discussa nell’ambito dello Studio 3.
Quello della Riserva Cognitiva nei giovani è un fenomeno complesso, che ha iniziato ad essere studiato solo di recente. Il presente lavoro di tesi rappresenta pertanto un primo approccio. Nelle conclusioni riflettiamo sulle sfide che abbiamo incontrato e sulle possibili prospettive future.<br>Cognitive Reserve is a theoretical construct elaborated to explain discrepancies between brain integrity and cognitive functioning. Indeed, high interindividual variability has been observed in the relationship between neural damage and its clinical and functional manifestation. Cognitive Reserve explains this variability in terms of efficiency and flexibility of brain processes: greater adaptability in the execution of cognitive tasks grants a better response to brain damage or ageing.
The development of Cognitive Reserve is influenced on the one hand by innate factors and on the other by experiences encountered throughout the lifespan: mainly education, work activity, and leisure activities. Because of this "cumulative" nature of Cognitive Reserve, in this dissertation, we emphasise the importance of investigating the factors that determine its development from a young age. Thus, we propose the concept of Cognitive Reserve Potential (CRP) to represent the set of functional resources available during adolescence, before educational and work experiences are concluded or even started.
In the first work presented here, we use data from a longitudinal birth cohort study to examine the impact of youth cognitive functioning in a longitudinal perspective. Our analysis relies on latent growth curve models to investigate the association between earlier (11-70 years) and later (70-82 years) cognitive change. We thus show for the first time how trajectories of cognitive change between childhood and late adulthood significantly predict decline over 12 subsequent years. This finding sheds light on the nature of cognitive ageing and lends additional relevance to early life experiences, the impact of which may reverberate across the lifespan into later life.
The second study aims to clarify the relationship between environmental and experiential factors and cognitive functioning in adolescence. In it, we analyse the complex system consisting of measures of crystallised intelligence, fluid intelligence, and indicators of several environmental dimensions, namely, socioeconomic status, home possessions, cultural capital, and reading habits. A network analysis shows that cultural capital and reading habits are associated with verbal abilities independently of socioeconomic status and possessions. Thus, this study confirms the importance of taking a more nuanced view than just socioeconomic status when considering environmental and experiential factors in relation to cognitive development.
To address this need, in Study 3, we develop a questionnaire dedicated to the assessment of Cognitive Reserve Potential in adolescents, the CRPq. The instrument measures attitudes and habits pertaining to leisure activities, family environment, peer relations and eating habits. A principal component analysis, confirmed by a factor analysis performed on an independent sample, shows that the CRPq reliably measures 12 subscales while also providing a global CRP score. Thus, we could perform an initial exploration of associations between CRP and measures of intelligence, executive functioning, and socioeconomic factors, which was also presented and discussed in Study 3.
Cognitive Reserve in youth is a complex phenomenon that has only recently begun to be studied. The present dissertation, therefore, represents an initial approach. In our concluding remarks, we reflect on the challenges encountered so far and on possible future perspectives.
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Barreto, Dulcilene Rodrigues da Silva. "A conceitualizaÃÃo de educaÃÃo à luz da teoria dos modelos cognitivos idealizados: percorrendo veredas entre mente e linguagem dos alunos da educaÃÃo bÃsica." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6760.
Testo completoAbstract (sommario):
Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico<br>Esta pesquisa objetivou analisar, por meio dos princÃpios estruturadores dos Modelos Cognitivos Idealizados(LAKOFF, 1987), os significados sociocognitivamente situados atribuÃdos ao conceito de EDUCAÃÃO por trinta e trÃs alunos concludentes do Ensino MÃdio de uma escola pÃblica em Fortaleza, CearÃ, Brasil,que participaram da pesquisa como voluntÃrios nÃo remunerados. Para se atingir o objetivo proposto, foram analisadas as respostas fornecidas pelos alunos em duas tarefas - um questionÃrio e uma atividade escrita destinadas a obter dados que permitiram explorar a natureza prototÃpica da categoria e suas extensÃes metafÃricas e metonÃmicas. A abordagem metodolÃgica segue os princÃpios propostos pela SemÃntica Cognitiva de Lakoff que postula que os conceitos das pessoas nÃo sÃo arbitrÃrios, mas emergem da natureza de seus corpos em interaÃÃes dinÃmicas com o mundo ecolÃgico e sociocultural.A anÃlise de dados qualitativos apoiou-sena Teoria dos Modelos Cognitivos Idealizados (TMCI), de George Lakoff (1987) e na Teoria da MetÃfora Conceitual (CMT), de Lakoff e Johnson (1980/[2002]). Os textos produzidos pelos participantes tornaram possÃvel a anÃlise os modelos de esquemas de imagem ORIGEM-PERCURSO-META E CONTEINER na estruturaÃÃo do conceito EDUCAÃÃO, os modelos proposicionais frames e scripts que se sobressaÃram para representar o cotidiano escolar e as metÃforas sobre EDUCAÃÃO.Os dados colhidos foram organizados em tabelas e grÃficos de modo a permitir o estabelecimento de comparaÃÃes entre as expressÃes semanticamente afins coletadas nos questionÃrios e a distribuiÃÃo das anÃlises sobre os modelos cognitivos estruturantes. Essa organizaÃÃo tambÃm facilitou as anÃlises de projeÃÃes metafÃricas e seus acarretamentos. As mais relevantes metÃforas foram EDUCAÃÃO Ã BEM ADQUIRIDO, VALIOSO e EDUCAÃÃO Ã VIAGEM.Os resultados obtidos tambÃm permitiram propor uma categoria radial para o conceito de EDUCAÃÃO no modo como ele emerge das crenÃas social e culturalmente consagradas e dos valores compartilhados pelos participantes.<br>This research aimed to analyze, through the structured principals of Idealized Cognitive Models Theory (LAKOFF, 1987), embodied, socio cognitive situated meanings attributed to the concept of EDUCATION by thirty-three final year high school students of a government school in Fortaleza, Ceara, Brazil, who participated of the research as unpaid volunteers. In order to achieve the mentioned aim, it was analyzed the responses provided by the students in answering two tasks â a questionnaire and a writing task aimed at eliciting data which allowed to explore the category prototypical nature and its metaphoric and metonymic extensions. The methodological approach follows the principals proposed by lakofian Cognitive Semantics which posits that people concepts are not arbitrary but emerge from the nature of their bodies in dynamic interactions with the ecological and social cultural world. The qualitative data analysis was supported by Lakoffâs (1987) Idealized Cognitive Models Theory (ICMT) and Lakoff and Johnsonâs (1980/[2002]) Conceptual Metaphor Theory (CMT). The texts produced by the participants made possible the analysis of the ORIGIN â TRAJECTORY â TARGET and CONTAINER image schemas in the structuring of the EDUCATION concept, the most salient proposition models (frame and scripts) to represent the school routine and the EDUCATION metaphors. The data gathered were organized in table and graphs in order to allow for comparisons between semantically close expressions and the distribution of the analyses about the EDUCATION concept structuring cognitive models. Such organization has also facilitated the metaphoric projections and their entailments. The most relevant metaphors were EDUCATION IS AN ACQUIRED, VALUABLE ASSET and EDUCATION IS A JOURNEY. The results obtained have also allowed to propose a radial category for the concept of EDUCATION as it emerges from embodied social culturally beliefs and values shared by the participants.
32
Mitola, Joseph. "Cognitive radio." Doctoral thesis, KTH, Teleinformatics, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-2987.
Testo completo
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Menary, Richard Anthony. "Cognitive integration." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430041.
Testo completo
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Pokalchuk, O. "Cognitive Wars." Thesis, Sumy State University, 2021. https://essuir.sumdu.edu.ua/handle/123456789/84755.
Testo completoAbstract (sommario):
It looks obvious, that a debate about information wars (as well as wars in
general) should not disappear from the current research agenda. Internal and external
political reasons make military topics periodically appear and vanish.
35
Thomas, Ryan William. "Cognitive Networks." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28319.
Testo completoAbstract (sommario):
For complex computer networks with many tunable parameters and network performance objectives, the task of selecting the ideal network operating state is difficult. To improve the performance of these kinds of networks, this research proposes the idea of the cognitive network. A cognitive network is a network composed of elements that, through learning and reasoning, dynamically adapt to varying network conditions in order to optimize end-to-end performance. In a cognitive network, decisions are made to meet the requirements of the network as a whole, rather than the individual network components.
We examine the cognitive network concept by first providing a definition and then outlining the difference between it and other cognitive and cross-layer technologies. From this definition, we develop a general, three-layer cognitive network framework, based loosely on the framework used for cognitive radio. In this framework, we consider the possibility of a cognitive process consisting of one or more cognitive elements, software agents that operate somewhere between autonomy and cooperation.
To understand how to design a cognitive network within this framework we identify three critical design decisions that affect the performance of the cognitive network: the selfishness of the cognitive elements, their degree of ignorance, and the amount of control they have over the network. To evaluate the impact of these decisions, we created a metric called the price of a feature, defined as the ratio of the network performance with a certain design decision to the performance without the feature.
To further aid in the design of cognitive networks, we identify classes of cognitive networks that are structurally similar to one another. We examined two of these classes: the potential class and the quasi-concave class. Both classes of networks will converge to Nash Equilibrium under selfish behavior and in the quasi-concave class this equilibrium is both Pareto and globally optimal. Furthermore, we found the quasi-concave class has other desirable properties, reacting well to the absence of certain kinds of information and degrading gracefully under reduced network control.
In addition to these analytical, high level contributions, we develop cognitive networks for two open problems in resource management for self-organizing networks, validating and illustrating the cognitive network approach. For the first problem, a cognitive network is shown to increase the lifetime of a wireless multicast route by up to 125\%. For this problem, we show that the price of selfishness and control are more significant than the price of ignorance. For the second problem, a cognitive network minimizes the transmission power and spectral impact of a wireless network topology under static and dynamic conditions. The cognitive network, utilizing a distributed, selfish approach, minimizes the maximum power in the topology and reduces (on average) the channel usage to within 12\% of the minimum channel assignment. For this problem, we investigate the price of ignorance under dynamic networks and the cost of maintaining knowledge in the network.
Today's computer networking technology will not be able to solve the complex problems that arise from increasingly bandwidth-intensive applications competing for scarce resources. Cognitive networks have the potential to change this trend by adding intelligence to the network. This work introduces the concept and provides a foundation for future investigation and implementation.<br>Ph. D.
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Wesson, Jacqueline Beth. "Functional Cognition in Older Adults with Mild Cognitive Impairment and Mild Dementia: Validation of the Large Allen's Cognitive Level Screen." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/16961.
Testo completoAbstract (sommario):
Assessment of everyday function is essential to diagnose dementia and distinguish Mild Cognitive Impairment (MCI) from dementia. The term ‘functional cognition’ links the two constructs of function and cognition, integrating the literature. It is defined as “the observable performance of everyday activities resulting from a dynamic interaction between motor abilities, activity demands and the task environment, which is guided by cognitive abilities” (Wesson et al. 2016). This thesis examines functional cognition and its assessment in older adults with MCI or mild dementia living in the community. A systematic review of performance-based measures was completed: no consensus in assessment of either functional cognition or complex everyday activities exists, and a “gold standard” is lacking. Psychometric properties are inadequate, and based on these alone, no single instrument can be recommended. Considering the influence of clinical utility on instrument choice, the Large Allen’s Cognitive Level Screen version 5 (LACLS-5) was cautiously recommended, and cross-sectional and longitudinal studies examining its construct validity and responsiveness were conducted. Findings support the validity of the LACLS-5 as a performance-based measure of functional cognition, and its use with older adults with mild dementia. The LACLS-5 did not reliably distinguish MCI from normal cognition, suggesting it is less able to detect subtle impairment, and change in LACLS-5 scores over 12 months was minimal, suggesting low responsiveness. Responsiveness patterns differed between MCI and dementia, and according to type of responsiveness evaluated. Recommendations to strengthen psychometric properties of the LACLS-5 are made, and the need for further examination of change in functional cognition and evaluation instruments is highlighted. Research directions are provided to improve understanding of functional cognition and complex everyday activities in older adults with MCI or mild dementia.
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Miranda, Diane da Costa. "Mini-addenbrookes cognitive examination (M-ACE) como instrumento de avaliação cognitiva breve no comprometimento cognitivo leve e doença de Alzheimer leve." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/5/5138/tde-28092018-082520/.
Testo completoAbstract (sommario):
INTRODUÇÃO: A Mini-Addenbrooke\'s Cognitive Examination (M-ACE) consiste em um teste de avaliação cognitiva breve composta de cinco itens que visam avaliar quatro domínios cognitivos principais (orientação, memória, linguagem e função viso-espacial) com pontuação máxima de 30 pontos e um tempo de administração de cinco minutos. OBJETIVO: Avaliar o desempenho de idosos cognitivamente saudáveis, com CCL e DA leve na versão brasileira da M-ACE. MÉTODOS: o teste foi aplicado um grupo de 23 pacientes com DA provável leve, 36 CCL e 25 idosos cognitivamente saudáveis. Todos os participantes incluídos tinham idade >= 60 anos. Foram excluídos pacientes com demência de intensidade moderada ou grave, demência de outra etiologia, comorbidades graves com potencial de comprometer a cognição e uso de medicação psicotrópica. A acurácia do teste foi avaliada por meio da análise das curvas ROC. Para analisar a relação entre os escores da M-ACE e os demais testes cognitivos aplicados foram utilizados os coeficientes de correlação de Spearman. Para analisar a consistência interna da M-ACE e suas três versões foi utilizado o coeficiente alfa de Cronbach. RESULTADOS: Houve um predomínio do gênero feminino, a média de idade foi de 73 anos, com faixa etária predominante de 60-69 anos. A média de escolaridade obtida foi de 11 anos. A M-ACE apresentou alta consistência interna (alfa de Cronbach > 0,8; IC 95% 0,776 a 0,869) e mostrou ser extremamente capaz de diferenciar o grupo DA dos demais participantes, com uma acurácia superior ao MEEM. O ponto de corte de 20 foi o de maior sensibilidade e especificidade (95,6% e 90,16% respectivamente), com área sob a curva considerada alta (ASC = 0,805; IC 95% 0,705 -0,904). A M-ACE apresentou melhor precisão em diferenciar os três grupos quando comparado com o MEEM (71,43 versus 60,71). Observou-se ainda uma precisão mais robusta em diferenciar DA de CCL com a M-ACE (63,89 versus 30,56 no MEEM). O escore total da M-ACE não sofreu considerável influência da idade e escolaridade. A M-ACE apresentou forte correlação com MEEM (cor = 0,78), bem como todos os itens (exceto percepção) da BBRC e QAF (cor = -0,76). CONCLUSÃO: A M-ACE pode ser considerada um teste rápido de rastreio com elevada acurácia no diagnóstico de DA. O ponto de corte sugerido neste estudo é de 20 para DA e 27 para CCL<br>INTRODUCTION: The Mini-Addenbrooke\'s Cognitive Examination (M-ACE) consists of a brief cognitive assessment test composed of five items that aim to evaluate four main cognitive domains (orientation, memory, language and visuospatial function) with a maximum score of 30 points and a time of administration of five minutes. OBJECTIVE: Evaluate the performance of cognitively healthy elderly, MCI and mild AD in the Brazilian version of M-ACE. METHODS: The test was applied to a group of 23 patients with mild probable AD, 36 MCI and 25 cognitively healthy elderly. All included participants were aged >= 60 years. Patients with moderate or severe dementia, dementia of another etiology, severe comorbidities with potential to compromise cognition and use of psychotropic medication were excluded. The accuracy of the test was evaluated by analyzing the ROC curves. Spearman\'s correlation coefficients were used to analyze the relationship between the M-ACE scores and the other cognitive tests applied. In order to analyze the internal consistency of the M-ACE, the Cronbach\'s alpha coefficient was used. RESULTS: There was a predominance of females, mean age was 73 years, with a predominant age range of 60-69 years. The average level of schooling was 11 years. MACE presented high internal consistency (Cronbach\'s alpha > 0.8, 95% CI 0.776 to 0.869) and showed to be extremely capable of differentiating the AD group from the other participants, with a higher accuracy than the MMSE. The cutoff point of 20 was the one with the highest sensitivity and specificity (95.6% and 90.16%, respectively), with an AUC considered to be high (AUC = 0.805, 95% CI 0.705-0.904). The M-ACE presented better accuracy in differentiating the three groups when compared to the MMSE (71.43 versus 60.71). It was also observed a more robust precision in differentiating DA of MCI with M-ACE (63.89 versus 30.56 in MMSE). The total M-ACE score was not very influenced by age and schooling. M-ACE showed a strong correlation with MMSE (spearman = 0.78), as well as all items (except perception) of BBRC and QAF (spearman = -0.76). CONCLUSIONS: M-ACE can be considered a brief screening tool with high accuracy in the diagnosis of AD. The cutoff point suggested in this study is 20 for AD and 27 for MCI
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Wang, Ji 1949. "Ren shi xi tong yun xing lun." Beijing : Zhongguo ren min da xue chu ban she, 1990.
Cerca il testo completo
39
Rudkin, Susan. "Executive processes in visual and spatial working memory tasks." Thesis, University of Aberdeen, 2001. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU140973.
Testo completoAbstract (sommario):
The main aim of the thesis was to investigate the nature of the cognitive mechanisms which underlie performance on specific visuo-spatial working memory tasks, with the emphasis on exploring the extent of central executive involvement. This research began with an attempt to investigate performance on two standard visual and spatial tasks in a small sample of mild-to-moderate AD patients, and compare this with performance on two adapted versions of the tasks (Experiments 1 & 2). The tasks were adapted to increase the ecological validity, but this adaptation appeared to alter the demands of the tasks, which prevented their further investigation as useful alternatives. The following experiments concentrated on investigating visual and spatial working memory in healthy populations. Experiments 3, 4, 5 and 6 employed a dual-task paradigm, whereby specific visual and spatial working memory tasks were combined with tasks assumed to involve executive processes. Experiments 3, 4 and 5 employed oral random digit generation as an executive task. The results of Experiments 3 and 5 indicated that visuo-spatial tasks which involve sequential processing show more interference with random digit generation than visuo-spatial tasks which involve simultaneous processing. The findings of Experiment 4 suggested that, when both item and order information are presented (i.e. with sequential presentation), subsequent recall or visuo-spatial material is attention demanding regardless of whether item only, order only, or both item and order information are required in response. These findings appear to indicate that visuo-spatial tasks which involve sequential processing require executive resources to a greater extent than visuo-spatial tasks which involve simultaneous processing. However, oral random generation is a sequential task, and requires the maintenance of serial order (in order to produce a random sequence). Therefore an alternative interpretation could be that the sequential nature of the oral random generation task gave rise to the pattern of selective impairment on sequential visuo-spatial tasks, rather than more general executive load.
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Peceguina, Maria Inês Duarte. "A competência social da criança em meio pré-escolar: Um modelo hierárquico no contexto das relações entre pares." Doctoral thesis, ISPA - Instituto Universitário, 2010. http://hdl.handle.net/10400.12/1107.
Testo completoAbstract (sommario):
Tese de Doutoramento em Psicologia Aplicada (Psicologia Cognitiva) apresentada ao Instituto Superior Psicologia Aplicada<br>Integrados numa moldura desenvolvimental, os estudos apresentados nesta
investigação avaliam um modelo de medidas para a competência social com os pares, durante
o período pré-escolar. A competência social é definida como um traço latente de diferenças
individuais que reflecte a capacidade das crianças para coordenar os afectos, cognição, e
comportamento na realização de objectivos pessoais de natureza social (Waters & Sroufe,
1983). Adicionalmente, a concretização dos objectivos pessoais não deverá constituir um
obstáculo à concretização dos objectivos pessoais dos pares, nem limitar a realização de
objectivos futuros.
O modelo de mensuração caracteriza-se por ter uma estrutura hierárquica de três
níveis, onde a competência social se situa no nível de topo, enquanto factor latente de segunda
ordem, com implicações nos três domínios da competência social, situados no nível latente
inferior – motivação social e envolvimento, perfis de atributos comportamentais e
psicológicos e aceitação de pares. Cada um destes domínios (as famílias de medidas) é
medido através de dois ou três indicadores, constituindo a base do modelo (i.e., proporção de
atenção visual recebida, proporção de interacções positivas e neutras iniciadas, dois Q-sorts
da competência social, e duas medidas sociométricas).
Foram testadas hipóteses sobre o ajustamento do modelo a dados Portugueses, bem
como sobre a estabilidade do modelo durante o pré-escolar foram testadas. De um modo
geral, os resultados foram consistentes com estudos anteriores (e.g., Bost, Vaughn,
Washington, Cielinski, & Bradbard, 1998; Vaughn, 2001; Vaughn, et al., 2009), indicando
que o modelo tem um bom ajustamento aos dados das crianças portuguesas. Adicionalmente,
os resultados sustentam o pressuposto de que, embora pequenas diferenças de natureza
cultural, desenvolvimental e de contexto social possam ocorrer ao nível das medidas (o nível
base do modelo), a estrutura hierárquica é idêntica ao longo destas dimensões, uma vez que os
domínios sociais considerados são considerados como universalmente relevantes para
crianças desta faixa etária (i.e., entre os 3 e os 5 anos).
A característica que melhor distingue o modelo hierárquico é que, contrariamente a
outras abordagens, diversos conteúdos essenciais são considerados, e diversos tipos de
instrumentos (e níveis de análise) são utilizados de modo a que seja possível obter uma
descrição global da competência social (i.e., sem os constrangimentos situacionais,
contextuais, ou dependentes de determinadas habilidades sociais). Como resultado, a
avaliação da estabilidade é também possível.
As relações entre a competência social, a amizade recíproca e o estatuto sociométrico
(duas variáveis frequentemente utilizadas na avaliação da competência social das crianças)
foram também exploradas no último estudo. Entre outros resultados, verificou-se que as
medidas do modelo apresentavam maior estabilidade de um ano para outro, quer em
comparação à amizade, quer ao estatuto sociométrico, sugerindo que a avaliação obtida
através do protocolo de medidas é mais abrangente e consistente.
As limitações de cada estudo, bem como orientações para futuras ---------- ABSTRACT ---------- Embedded in a developmental framework, the studies presented in this research
investigate a measurement model for social competence with peers, during the preschool
years. Social competence construct is described as an individual differences latent trait that
reflects children’s ability in coordinating affect, cognition, and behavior in achieving personal
social goals (Waters & Sroufe, 1983). Moreover, the attainment of personal goals should not
excessively constrain peers’ opportunities in achieving their own social goals, or reduce the
chances for the achievement personal social goals in the future.
The measurement model characterizes by having a three-level hierarchical structure,
where social competence is placed at the top level, as a second-order latent factor influencing
three lower social competence domains – social motivation and engagement, profiles of
behavioral and psychological attributes, and peer acceptance. Each of these domains (the
measurement families) is measured using two or three indicators, which constitute the base
level of the model (i.e., rates of visual attention received, rates of positive and neutral
interactions initiated, two social competence Q-sorts, and two sociometric measures).
Hypothesis regarding the fit of the model to Portuguese data, as well as the stability of
the model across the preschool years were tested. Overall, results were consistent with prior
studies (e.g., Bost, Vaughn, Washington, Cielinski, & Bradbard, 1998; Vaughn, 2001;
Vaughn, et al., 2009), indicating that the model has a good fit to Portuguese preschool data.
Results also support the assumption that, even though small differences associated with
cultural, developmental, and social contexts variability may occur at the base level of the
model (i.e., the observed measures/indicators), the hierarchical structure is identical across
these dimensions, because the social domains considered are thought to be universally
relevant to children at these ages (i.e., between the ages of 3-, and 5-years)
The most distinguishable feature of the hierarchical model is that, contrary to other
approaches, several main issues are taken into account, and several types of instruments (and
levels of analyses) are used so that a broad characterization of social competence (i.e., non
situational, or contextual, or skills’ based) is possible. As a result, the assessment of stability
is also possible.
The relations between social competence, friendship reciprocity, and sociometric
status (two variables frequently assessed in the evaluation of children’s social competence)
were also explored in the last study. Among other findings, the model’s measures was found
to be more stable than both friendship and sociometric status, indicating that a broader and
consistent assessment is given by the protocol of measures that are used in model
operationalization.
Limitations of each study and future directions of research are presented in the
discussion section of each work, as well as in the general discussion.<br>Bolsa de Investigação SFRH/BD/23350/2005, financiada pelo Programa Operacional Ciência e Inovação (POCO 2010) da Fundação para a Ciência e Tecnologia
41
Quelhas, Ana Cristina. "Raisonnement conditionnel: Modeles mentaux et schemas pragmatiques." Doctoral thesis, Université de Provence, 1996. http://hdl.handle.net/10400.12/1834.
Testo completo
42
Novikova, Jekaterina. "Generic Cognitive Architecture for Real-Time, Embedded Cognitive Systems." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3889.
Testo completoAbstract (sommario):
The problem of integrated cognition , analyzed in the thesis, belongs to a multi-disciplinary area of cognitive engineering. The multi-disciplinary focusing on cognitive models and real-time embedded systems, such as mobile robots, helps to reveal a broader and deeper understanding of robotics as part of everyday life and society. Over the past decades many cognitive architectures have been proposed and steadily developed, based on different approaches and methodologies, but still current cognitive architectures are far from the goal of covering the requirements for general intelligence. Recent research in the area of evolutionary algorithms and genetic programming is used in this study as an inspiration for developing the new version of integrated cognitive architecture, and the knowledge of human brain structure and functions is applied to the architecture as well. In this study a survey of cognitive architectures is performed, a version of biologically inspired hybrid cognitive architecture is developed. This architecture is influenced by a contemporary research in evolutionary algorithms and genetic programming. Some modules of the architecture are applied to a mobile robot in a simulated environment.
43
OÌ, Maoldomhnaigh MicheaÌl. "Cognitive stage, cognitive style, attitude and physical science option." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406231.
Testo completo
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De, Marco Matteo. "Cognitive and physical stimulation, genetic risk and cognitive decline." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/3379/.
Testo completo
45
Opdebeeck, Carol. "Cognitive reserve, mood, and cognitive function in later life." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/cognitive-reserve-mood-and-cognitive-function-in-later-life(85dc8eae-9965-4d00-afd4-c59a59b69873).html.
Testo completoAbstract (sommario):
Background: Cognitive reserve (CR) is the concept that was proposed to account for the incongruity in the associations between levels of neuropathology and cognitive function. It is difficult to directly assess CR and so it is frequently indicated by those activities thought to increase it – educational level, occupational complexity, and/or engagement in cognitively-stimulating activities. The evidence regarding the associations and inter-relationships between CR, mood, and cognitive function is conflicting. Previous research has focused on individual proxy measures of CR in investigating these associations; this thesis introduces a novel element by considering CR in terms of multiple proxy measures from across the lifespan in attempting to clarify these complex associations. Method: A meta-analysis synthesised the association between CR and domains of cognitive function in healthy older people. To explore whether CR is associated with self-reported experience of depressive thoughts and symptoms a survey of older people was conducted. To assess whether CR moderated the association between mood and cognitive function, a systematic review of existing evidence and a second survey of older people were conducted. These relationships were then further examined in a large cohort study, representative of the English population aged over 65. Results: Higher levels of the three most commonly used proxy measures of CR, individually and in combination, are all associated with better cognitive function and with decreased subclinical and clinical levels of mood disorders and associated thoughts. CR was found to moderate the associations between mood and cognition across the systematic review and both empirical studies; higher levels of depression and anxiety have greater negative associations with cognitive function in those with lower than higher levels of CR. Conclusions: It is important to continue to build on CR throughout the lifespan in order to maintain cognitive and psychological function and to help mitigate against the negative effect that depression and anxiety can have on cognition.
46
Patel, Avani Rajnikant. "Cognitive Rehab Solutions: A computer-assisted cognitive training program." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2321.
Testo completoAbstract (sommario):
The purpose of this project is to offer a functionally comprehensive application, Cognitive Rehab Solutions (CRS), that is designed for neuropsychologists to deliver restorative cognitive training in areas of attention and memory of persons with brain impairment.
47
Du, Jia (Tina). "Multitasking, cognitive coordination and cognitive shifts during web searching." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/35717/1/Jia_Du_Thesis.pdf.
Testo completoAbstract (sommario):
As Web searching becomes more prolific for information access worldwide, we need to better understand users’ Web searching behaviour and develop better models of their interaction with Web search systems. Web search modelling is a significant and important area of Web research. Searching on the Web is an integral element of information behaviour and human–computer interaction. Web searching includes multitasking processes, the allocation of cognitive resources among several tasks, and shifts in cognitive, problem and knowledge states. In addition to multitasking, cognitive coordination and cognitive shifts are also important, but are under-explored aspects of Web searching. During the Web searching process, beyond physical actions, users experience various cognitive activities. Interactive Web searching involves many users’ cognitive shifts at different information behaviour levels. Cognitive coordination allows users to trade off the dependences among multiple information tasks and the resources available. Much research has been conducted into Web searching. However, few studies have modelled the nature of and relationship between multitasking, cognitive coordination and cognitive shifts in the Web search context. Modelling how Web users interact with Web search systems is vital for the development of more effective Web IR systems. This study aims to model the relationship between multitasking, cognitive coordination and cognitive shifts during Web searching. A preliminary theoretical model is presented based on previous studies. The research is designed to validate the preliminary model. Forty-two study participants were involved in the empirical study. A combination of data collection instruments, including pre- and post-questionnaires, think-aloud protocols, search logs, observations and interviews were employed to obtain users’ comprehensive data during Web search interactions. Based on the grounded theory approach, qualitative analysis methods including content analysis and verbal protocol analysis were used to analyse the data. The findings were inferred through an analysis of questionnaires, a transcription of think-aloud protocols, the Web search logs, and notes on observations and interviews. Five key findings emerged. (1) Multitasking during Web searching was demonstrated as a two-dimensional behaviour. The first dimension was represented as multiple information problems searching by task switching. Users’ Web searching behaviour was a process of multiple tasks switching, that is, from searching on one information problem to searching another. The second dimension of multitasking behaviour was represented as an information problem searching within multiple Web search sessions. Users usually conducted Web searching on a complex information problem by submitting multiple queries, using several Web search systems and opening multiple windows/tabs. (2) Cognitive shifts were the brain’s internal response to external stimuli. Cognitive shifts were found as an essential element of searching interactions and users’ Web searching behaviour. The study revealed two kinds of cognitive shifts. The first kind, the holistic shift, included users’ perception on the information problem and overall information evaluation before and after Web searching. The second kind, the state shift, reflected users’ changes in focus between the different cognitive states during the course of Web searching. Cognitive states included users’ focus on the states of topic, strategy, evaluation, view and overview. (3) Three levels of cognitive coordination behaviour were identified: the information task coordination level, the coordination mechanism level, and the strategy coordination level. The three levels of cognitive coordination behaviour interplayed to support multiple information tasks switching. (4) An important relationship existed between multitasking, cognitive coordination and cognitive shifts during Web searching. Cognitive coordination as a management mechanism bound together other cognitive processes, including multitasking and cognitive shifts, in order to move through users’ Web searching process. (5) Web search interaction was shown to be a multitasking process which included information problems ordering, task switching and task and mental coordinating; also, at a deeper level, cognitive shifts took place. Cognitive coordination was the hinge behaviour linking multitasking and cognitive shifts. Without cognitive coordination, neither multitasking Web searching behaviour nor the complicated mental process of cognitive shifting could occur. The preliminary model was revisited with these empirical findings. A revised theoretical model (MCC Model) was built to illustrate the relationship between multitasking, cognitive coordination and cognitive shifts during Web searching. Implications and limitations of the study are also discussed, along with future research work.
48
Taillade, Mathieu. "Evaluation écologique des troubles de l'apprentissage et de la navigation dans les grands espaces liés au vieillissement : rôle des déclins mnésiques, exécutifs et du contrôle moteur." Phd thesis, Université Victor Segalen - Bordeaux II, 2012. http://tel.archives-ouvertes.fr/tel-00920503.
Testo completoAbstract (sommario):
Depuis plusieurs années, la réalité virtuelle est largement utilisée en neuropsychologie, notamment dans le domaine de l'étude de la cognition spatiale. Son utilisation grandissante a pour but de répondre à la fois au manque de validité écologique des tests classiques et au manque de contrôle des évaluations en conditions réelles. Les études dans le domaine de la cognition spatiale ont permis de montrer la complexité de l'apprentissage et de la navigation dans les grands espaces et suggèrent également une origine cognitive multifactorielle des difficultés de navigation chez les personnes âgées. Le but de cette thèse sera tout d'abord de vérifier la validité écologique de notre application utilisant la réalité virtuelle par une comparaison directe des performances d'apprentissage et de navigation, entre apprentissages réels et virtuels chez des adultes jeunes et âgés. Il s'agira ensuite de confirmer les hypothèses sur l'origine à la fois mnésique et exécutive des difficultés de navigation liées au vieillissement. Enfin, le rôle du contrôle sensorimoteur dans l'apprentissage de grands espaces, peu étudiée pour le moment dans le cas du vieillissement sera abordé. A l'aide d'une application en réalité virtuelle, nécessitant de mémoriser un parcours dans un quartier virtuel, réplique d'un quartier de Bordeaux, nous avons étudiés les effets du vieillissement en termes de mémoire spatiale et de performance de navigation. Nous avons comparé directement les apprentissages en conditions réelles et virtuelles, en conditions actives (joystick) et passives, et nous avons mis en relation ces indicateurs avec des mesures neurocognitives et des questionnaires d'estimation des difficultés quotidiennes. Nos principaux résultats ont permis de montrer un effet négatif de l'âge sur les performances dans notre application avec des patterns équivalents entre apprentissages réels et virtuels chez les jeunes et les âgés. Nous avons obtenu une bonne relation entre les mesures obtenues grâce à notre application virtuelle et les difficultés rapportées par les jeunes mais pas de différences entre jeunes et âgés concernant les difficultés de navigation au quotidien. Ces résultats confirment la bonne validité écologique de notre application virtuelle chez les personnes âgées et favorisent ainsi l'utilisation de mesures directes de mémoire spatiale et de navigation plutôt que des questionnaires chez les personnes âgées. Ils ont également permis de montrer de manière directe le rôle des déclins mnésiques et exécutifs dans leurs difficultés de navigation. Contrairement à ce qui avait été obtenu chez les jeunes, le contrôle moteur a eu un effet négatif sur les performances de navigation chez les personnes âgées. Nous discuterons alors les hypothèses neurocognitives concernant l'origine des difficultés de navigation chez les personnes âgées, ainsi que le rôle de la dimension actif (joystick) vs. passif dans les performances de navigation des jeunes et des âgés.
49
Gola-Asmussen, Céline. "La compréhension des phrases chez le lecteur débutant." Aix-Marseille 1, 2000. http://www.theses.fr/2000AIX10096.
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DURÃES, RICARDO SILVA DOS SANTOS. "IDENTIFICAÇÃO DE DISTORÇÕES COGNITIVAS EM CASAIS E INTERVENÇÃO COGNITIVO-COMPORTAMENTAL." Universidade Metodista de Sao Paulo, 2016. http://tede.metodista.br/jspui/handle/tede/1600.
Testo completoAbstract (sommario):
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Previous issue date: 2016-11-16<br>Automatic thoughts, emotions, behaviors and physiological responses have relationships with each other and are directly linked to the attribution of the causes, beliefs, values, attitudes and expectations in the relationship of couples and are associated with marital satisfaction and psychological distress. The aim of this study was to identify cognitive distortions couples and intervene from cognitive-behavioral therapy and increase levels of marital satisfaction. The sample consisted of 16 heteroafetivos couples, Brazilian, 18 years, literate and at least one year of marriage. Thus, the average age of the sample was 30.4 (SD=4,13) years and the majority (37.5%) reported having completed high school. The following instruments were used: Marital Satisfaction Scale (ESC); Dyadic Adjustment Scale (DAS); Relationship Belief Inventory (RBI); Marital Social Skills Inventory (IHSC); Automatic Thoughts Questionnaire (ATQ); Dysfunctional Attitude Scale (EAD); Back Depression Inventory - (BDI) and Beck Anxiety Inventory (BAI) applied before and after cognitive behavioral intervention, and a Questionnaire Sociodemographic. In the procedure, the couples came by 12 therapy sessions for 50-minutes weekly with cognitive-behavioral approach. Only the second session was individual. However, the first and the other sessions were combined. The results discloused as the most frenquentes cognitive distortions have the Mind Reading 34.4% (n = 11) and Hipergeneralization 31.3% (n = 10). In terms of final considerations it was observed that the cognitive behavioral intervention showed its effective, and then, corroborating improvement in marital satisfaction of most couples. Thus, the correlations of paired samples showed statistical significance (p=0,00) in the improvement of the levels of marital satisfaction, depression, anxiety, marital social skills and automatic thought compared to before and after the intervention.<br>Os pensamentos automáticos, as emoções, os comportamentos e as respostas fisiológicas têm relações entre si e estão diretamente ligados às atribuição das causas, crenças, valores, atitudes e expectativas na relação dos casais e estão associados à satisfação conjugal e sofrimento psíquico. O objetivo desse estudo foi identificar distorções cognitivas em casais e intervir a partir da terapia cognitivo-comportamental e aumentar os níveis de satisfação conjugal. A amostra foi composta por 16 casais heteroafetivos, brasileiros, maiores de 18 anos, alfabetizados e com no mínimo um ano de união. Assim, a idade média da amostra foi de 30,4 (DP=4,13) anos e a maioria (37,5%) relatou ter ensino médio completo. Foram utilizados os seguintes instrumentos: Escala de Satisfação Conjugal (ESC); Escala de Ajustamento Diádico (DAS); Inventário de Crença Sobre Relacionamento (RBI); Inventário de Habilidades Sociais Conjugais (IHSC); Questionário de Pensamentos Automáticos (ATQ); Escala de Atitudes Disfuncionais (EAD); Inventário Back de Depressão – (BDI) e Inventário Beck de Ansiedade (BAI) aplicados antes e depois da intervenção cognitivo comportamental, além de um Questionário Sociodemográfico. Quanto ao procedimento, os casais passaram por 12 sessões de terapia de 50 minutos com base cognitivo-comportamental. Somente a segunda sessão foi individual. No entanto, a primeira e as demais sessões foram conjuntas. Os resultados mostraram que as distorções cognitivas mais frenquentes foram a Leitura de pensamento 34,4% (n=11) e de hipergeneralização 31,3% (n=10). Foi possível observar que a intervenção cognitivo comportamental se mostou eficaz, corroborando melhora nas satisfação conjugal da maioria dos casais. As correlações de amostras emparelhadas apresentaram significância estatística (p=0,00) na melhora dos níveis de satisfação conjugal, depressão, ansiedade, habilidades sociais conjugais e pensamentos automáticos comparado com o antes e depois da intervenção.