Computer Interactive Reminiscence and Conversation Aid groups – delivering cognitive stimulation with technology

INTRODUCTION: Group-based cognitive stimulation is the only nonpharmacological intervention recommended by the UK National Institute for Clinical and Health Excellence (NICE) for people with dementia. The potential of technology to extend the availability of group-based cognitive stimulation has not been tested. METHOD: One hundred and sixty-one people with dementia participated in an 8-session group activity using Computer Interactive Reminiscence and Conversation Aid (CIRCA). Cognition, quality of life and general health were assessed pre-, post- and three-months later. RESULTS: There was a significant improvement in cognition and quality of life at the end of the CIRCA group intervention, which was further improved at three-month follow-up. CONCLUSION: CIRCA group sessions improved cognition and quality of life similar to group-base cognitive stimulation approved by NICE. These benefits were maintained at three-month follow-up. The data confirm the potential of CIRCA, which can be populated with different cultural and language contents for different user groups

Effects of cardiorespiratory exercise on cognition in older women exposed to air pollution

The aim was to analyze the effects of cardiorespiratory exercise and air pollution on cognition and cardiovascular markers in four groups of older women: the active/clean air group (AC), the active/polluted air group (AP), the sedentary/clean air group (SC), and the sedentary/polluted air group (SP). Active groups performed a training task based on progressive walking. Prior to and after the experiment, the following parameters were assessed: cognition, by Mini Mental State Examination (MMSE); maximum oxygen uptake (VO2max), estimated by the Six-Minute Walk Test (6mWT); heart rate (HR); and oxygen saturation (SpO2). There were significant differences (p < 0.05) between the AC and the SP in all the MMSE dimensions except “Registration”, and in all the physiological variables (VO2max, SpO2, HR). Aerobic exercise may be a protective factor against the effects that pollution have on cognition and on the mechanisms of oxygen transport

Did social cognition evolve by cultural group selection?

Abstract Cognitive gadgets puts forward an ambitious claim: language, mindreading, and imitation evolved by cultural group selection. Defending this claim requires more than Heyes' spirited and effective critique of nativist claims. The latest human “cognitive gadgets,” such as literacy, did not spread through cultural group selection. Why should social cognition be different? The book leaves this question pending. It also makes strong assumptions regarding cultural evolution: it is moved by selection rather than transformation; it relies on high-fidelity imitation; it requires specific cognitive adaptations to cultural learning. Each of these assumptions raises crucial yet unaddressed difficulties

Six month durability of targeted cognitive training supplemented with social cognition exercises in schizophrenia.

Background:Deficits in cognition, social cognition, and motivation are significant predictors of poor functional outcomes in schizophrenia. Evidence of durable benefit following social cognitive training is limited. We previously reported the effects of 70 h of targeted cognitive training supplemented with social cognitive exercises (TCT + SCT) verses targeted cognitive training alone (TCT). Here, we report the effects six months after training. Methods:111 participants with schizophrenia spectrum disorders were randomly assigned to TCT + SCT or TCT-only. Six months after training, thirty-four subjects (18 TCT + SCT, 16 TCT-only) were assessed on cognition, social cognition, reward processing, symptoms, and functioning. Intent to treat analyses was used to test the durability of gains, and the association of gains with improvements in functioning and reward processing were tested. Results:Both groups showed durable improvements in multiple cognitive domains, symptoms, and functional capacity. Gains in global cognition were significantly associated with gains in functional capacity. In the TCT + SCT group, participants showed durable improvements in prosody identification and reward processing, relative to the TCT-only group. Gains in reward processing in the TCT + SCT group were significantly associated with improvements in social functioning. Conclusions:Both TCT + SCT and TCT-only result in durable improvements in cognition, symptoms, and functional capacity six months post-intervention. Supplementing TCT with social cognitive training offers greater and enduring benefits in prosody identification and reward processing. These results suggest that novel cognitive training approaches that integrate social cognitive exercises may lead to greater improvements in reward processing and functioning in individuals with schizophrenia

Is Distributed Cognition Group level Cognition?

This paper shows that recent arguments from group problem solving and task performance to emergent group level cognition that rest on the social parity and related principles are invalid or question begging. The paper shows that standard attributions of problem solving or task performance to groups require only multiple agents of the outcome, not a group agent over and above its members, whether or not any individual member of the group could have accomplished the task independently

An Emergentist Account of Collective Cognition in Collaborative Problem Solving

As a first step toward an emergentist theory of collective cognition in collaborative problem solving, we present a proto-theoretical account of how one might conceive and model the intersubjective processes that organize collective cognition into one or another--convergent, divergent, or tensive--cognitive regime. To explore the sufficiency of our emergentist proposal we instantiate a minimalist model of intersubjective convergence and simulate the tuning of collective cognition using data from an empirical study of small-group, collaborative problem solving. Using the results of this empirical simulation, we test a number of preliminary hypotheses with regard to patterns of interaction, how those patterns affect a cognitive regime, and how that cognitive regime affects the efficacy of a problem-solving group

Implicit cognition is impaired and dissociable in a head-injured group with executive deficits

Implicit or non-conscious cognition is traditionally assumed to be robust to pathology but Gomez-Beldarrain et al (1999, 2002) recently showed deficits on a single implicit task after head injury. Laboratory research suggests that implicit processes dissociate. This study therefore examined implicit cognition in 20 head-injured patients and age- and I.Q.-matched controls using a battery of four implicit cognition tasks: a Serial Reaction Time task (SRT), mere exposure effect task, automatic stereotype activation and hidden co-variation detection. Patients were assessed on an extensive neuropsychological battery, and MRI scanned. Inclusion criteria included impairment on at least one measure of executive function. The patient group was impaired relative to the control group on all the implicit cognition tasks except automatic stereotype activation. Effect size analyses using the control mean and standard deviation for reference showed further dissociations across patients and across implicit tasks. Patients impaired on implicit tasks had more cognitive deficits overall than those unimpaired, and a larger Dysexecutive Self/Other discrepancy (DEX) score suggesting greater behavioural problems. Performance on the SRT task correlated with a composite measure of executive function. Head-injury thus produced heterogeneous impairments in the implicit acquisition of new information. Implicit activation of existing knowledge structures appeared intact. Impairments in implicit cognition and executive function may interact to produce dysfunctional behaviour after head-injury. Future comparisons of implicit and explicit cognition should use several measures of each function, to ensure that they measure the latent variable of interest

Effects of Teaching Resourcefulness and Acceptance on Affect, Behavior, and Cognition of Chronically Ill Elders

This clinical trial examined changes in affect, behavior, and cognition in 176 chronically ill elders who were randomly assigned to Resourcefulness Training (RT), Acceptance Training (AT), or Diversional Activities (DA). The RT group improved on affect (t(1,42) = 4.91; p \u3c .001) and cognition (t(1,42) = 2.03; p\u3c .05) and these effects lasted 12 weeks. The AT group improved on affect (t(1,36) = 3.08; p \u3c .01), but this improvement did not persist. The RT and AT groups both showed positive behavior changes after six weeks. There were no changes in the DA group. The findings suggest that teaching elders resourcefulness and acceptance of chronic conditions may promote healthy functioning and improve their quality of life

The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI

Social skill and language are known to relate, not least in the example of those with specific language impairment (SLI). However, most of the research examining this trend has been conducted on young primary school age children and the nature of the relationships is unclear. Furthermore, little is known about which young people in general have social difficulties and whether language, social cognition, and social skills are directly associated at this age. In this study, a large cohort made up of young people with a history of SLI (N = 134) and a typically developing (TD) group (N = 124) of the same age were followed up in their final year of compulsory schooling (aged 16). Language, social cognition, social skills, and functional social outcomes (friendships and levels of social activity) were assessed using tasks and questionnaires. Modest associations were found between social cognition, language, and social behaviours, the strongest being between language and social cognition. Regression analyses showed that as a combined group, the adolescents' functional social outcomes were most associated with expressive language, social skill, and social cognitive ability. However, the patterns differed when the groups were analysed separately, with social cognition playing more of a role for those with SLI. These findings suggest that poor language may play a complex role in adolescents' social development

Emotional engagements predict and enhance social cognition in young chimpanzees

Social cognition in infancy is evident in coordinated triadic engagements, that is, infants attending jointly with social partners and objects. Current evolutionary theories of primate social cognition tend to highlight species differences in cognition based on human-unique cooperative motives. We consider a developmental model in which engagement experiences produce differential outcomes. We conducted a 10-year-long study in which two groups of laboratory-raised chimpanzee infants were given quantifiably different engagement experiences. Joint attention, cooperativeness, affect, and different levels of cognition were measured in 5- to 12-month-old chimpanzees, and compared to outcomes derived from a normative human database. We found that joint attention skills significantly improved across development for all infants, but by 12 months, the humans significantly surpassed the chimpanzees. We found that cooperativeness was stable in the humans, but by 12 months, the chimpanzee group given enriched engagement experiences significantly surpassed the humans. Past engagement experiences and concurrent affect were significant unique predictors of both joint attention and cooperativeness in 5- to 12-month-old chimpanzees. When engagement experiences and concurrent affect were statistically controlled, joint attention and cooperation were not associated. We explain differential social cognition outcomes in terms of the significant influences of previous engagement experiences and affect, in addition to cognition. Our study highlights developmental processes that underpin the emergence of social cognition in support of evolutionary continuity