摘要:

Disorders of attention are among the most frequently reported problems following traumatic brain injury (TBI). However, considerable disagreement exists regarding the most appropriate definitions and conceptualizations of attention. This article addresses several issues related to attentional disorders following TBI. First, we summarize the types of attentional impairments observed in TBI. Next, we describe several multicomponent models of attention. We discuss the merits and applicability of each model and suggest psychometric approaches to the assessment of attention based on these models. Finally, we summarize controversies and relevant research findings with regard to the rehabilitation of individuals with attentional disorders.

ISSN:0885-9701    

出版商:OVID    

年代:1996

数据来源: OVID

摘要:

Individuals who sustain severe traumatic brain injuries (TBI) typically exhibit residual performance deficits across a wide range of cognitive tasks. It is therefore possible that the performance deficits of persons with TBI may be at least partially the result of deficiencies in some fundamental cognitive abilities that arc involved in the performance of many different activities. This article explores the possibility that attentional processes may be such a fundamental cognitive ability. According to the attentional resource hypothesis, some of the cognitive deficits that follow a TBI may occur because these people have less attentional resources available to allocate to task performances. To evaluate the merits of an attentional resource hypothesis, the TBI literature is reviewed In terms of three explicit predictions of this hypothesis. Several Important questions raised by the reviewed research are then addressed. Implications of the attentional resource hypothesis for treatment and intervention strategies are also discussed.

ISSN:0885-9701    

出版商:OVID    

年代:1996

数据来源: OVID

摘要:

Whether cognitive rehabilitation should be begun in patients with closed head injury before posttraumatic amnesia (PTA) has resolved has been a matter of debate. This article reports two studies that demonstrate that PTA patients are capable of learning during PTA. The first study establishes that PTA patients show significant priming in an implicit stem completion task. The second study indicates that PTA patients can learn new semantic information using the method of vanishing cues. These results suggest that some memory systems remain functional during PTA and that early interventions may be beneficial.

ISSN:0885-9701    

出版商:OVID    

年代:1996

数据来源: OVID

摘要:

The study aimed to ascertain if implicit memory is preserved after traumatic brain injury (TBI). It used two explicit memory tasks (graphemic-cued recall and semantic-cued recall) and two implicit memory tasks (word-fragment completion and general knowledge) to compare the performance of 16 individuals with severe, long-term TBI, and 16 matched controls. In addition, it examined the effect of level of processing on memory-task performance. It was found that individuals with TBI performed significantly more poorly on the two explicit memory tasks but not the two implicit memory tasks. Moreover, it was found that these individuals did not benefit as much from deep processing of memory materials as the matched controls. Implications of these findings for developing memory training programs are discussed.

ISSN:0885-9701    

出版商:OVID    

年代:1996

数据来源: OVID

摘要:

Despite a long tradition of applying techniques of error-free learning in behavioral psychology, used to teach new skills to people with developmental learning disabilities, principles of error-free learning have only recently been explicitly employed in the rehabilitation of people with cognitive deficits acquired later in life. The authors review the studies that have compared error-free with errorful learning methods, discuss the cognitive analysis of error-free learning, and present some criteria for identifying situations in which error-free learning may provide a genuine advantage over trial-and-error learning.

ISSN:0885-9701    

出版商:OVID    

年代:1996

数据来源: OVID

摘要:

The field of cognitive rehabilitation lacks a cohesive paradigm for promoting and studying generalization of treatment. This article describes a set of generalization principles adapted from the applied behavioral literature that possess broad applicability to different types of cognitive intervention. These principles are then applied to four distinct attention and memory interventions: attention process training, training the use of compensatory memory systems, prospective memory training, and metacognitive strategy training. Using the principles as an organizing framework, examples of methods to facilitate generalization of cognitive therapies are offered. The importance of future research in the area of generalization is underscored.

ISSN:0885-9701    

出版商:OVID    

年代:1996

数据来源: OVID

摘要:

Reported here are self- and family ratings on five scales reflecting planning, initiation, attention/memory, arousal/inhibition, and social monitoring among survivors of traumatic brain injury (TBI). The contingent negative variation, a frontally generated electrophysiological response elicited during a simple attentional task, was strongly predictive of planning and initiation as described in everyday life. Most traditional psychometric measures were relatively poor predictors of adaptive behavior ratings. Results are consistent with hypothesized dissociations in executive functions and they support the growing appreciation that self- and family reports of adaptation in everyday life are essential in evaluating the behavioral sequelae of TBI.

ISSN:0885-9701    

出版商:OVID    

年代:1996

数据来源: OVID

ISSN:0885-9701    

出版商:OVID    

年代:1996

数据来源: OVID

ISSN:0885-9701    

出版商:OVID    

年代:1996

数据来源: OVID

ISSN:0885-9701    

出版商:OVID    

年代:1996

数据来源: OVID