Below is the presentation from the third lecture in the Operational psychology master's course (in Norwegian). The lecture covers dynamic decision environments, mental models, decision-making, naturalistic decision-making, situation awareness, team decision-making, shared mental models, team cognition, team situation awareness, and finally gave examples from my own research.
Showing posts with label Norwegian. Show all posts
Showing posts with label Norwegian. Show all posts
Friday, 28 November 2014
Friday, 3 October 2014
Paper on assessment of conscious states
How can we tell whether an immobiised patient is conscious or not? This was the starting point for the master thesis of three clinical psychology students that I supervised. The students reviewed and provided a synthesis of the recent scientific literature on the subject. After the thesis work was over and the students had left the university for clinical positions, I collaborated with them to rewrite the work into a article intended for Norwegian clinicians.
Table 1:
STATE OF CONSCIOUSNESS | WAKEFULLNESS | AWARENESS | INTENTIONAL BEHAVIOUR |
---|---|---|---|
Normal awake state | Yes | Yes | Yes |
unresponsive wakefulness syndrome | Yes | No | No |
Minimally conscious state | Yes | Occasionally | Some |
Locked-in-syndrome | Yes | Yes | Very limited motor capacity |
Coma | No | No | No |
The paper gives a definition of consciousness and outlines the clinical disorders of consciousness (see table 1 above). We then categorise four different types of assessment of consciousness: behaviour checklists, electrophysiology, imaging of activation and imaging of networks. We discuss each approach's standing, merits and disadvantages (table 2). Finally we discuss to which extent the assessment approaches reflect the theoretical definition.
Table 2:
APPROACH | TYPE | EXAMPLES | PRINCIPLE | ADVANTAGES | DISADVATAGES |
---|---|---|---|---|---|
Behaviour checklist | Active or passive | GCS-R, SMART, etc., see Seel et al. (2010) for review | Checklist for whether actions occur, spontaneously or on instruction | Has clinical standard | Unable to capture consciousness that does not appear in the behavior |
Electro-physiology | Active or passive | EEG, ERP | Electrodes measure simultaneous fireing of groups of neurons | Equipment readily available can be used on all patients, also at bedside | Hard to say where the signal comes from, hard to say which processing the response involves |
Imaging of brain activity | Active | fMRI, PET | Imaging of the metabolism from activity in different parts of the brain | Good localization of the signal, can determine whether a task activates the same areas as in healthy people | Expensive and scarce equipment, cannot be applied to all patients. Measures the capacity for consciousness, but this capacity is not necessarily in use |
Imaging of networks | Passive | Default mode network, DTI | Measures which parts of the brain that are connected, or that are activated simultaneously | As above, but does not require active participation from the patient | As above, but in addition it is unclear how the networks should be interpreted |
As we wanted to inform Norwegian clinicians working in adjacent fields and next-of-kin to patients with consciousness afflictions, we wanted the paper to be easily accessible. We published in a peer-reviewed Norwegian online open-access journal (abstract in English)
Link to the publication in psykologisk.no (Scandinavian Psychologist).
Labels:
Clinical,
Cognitive neuroscience,
Norwegian,
Publications
Monday, 3 February 2014
Theory of science lectures
During my post-doc years, I lectured in the topic of Theory of science (Norwegian: vitenskapsteori) for the first semester of psychology (spring and fall). This took the form of three two-hour lectures based on the textbook "How to think straight about psychology" by Keith E. Stanovich. In the presentation materials for the lectures, I proposed a mind map that the students were invited to structure their understanding around. Branches specific for the science of psychology were structured to the left, while less topic specific branches were on the right. the students appeared to respond well to the presentation materials.
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