Primary Cognitive Functions
Primary Cognitive Functions
The three of the therapeutic model are:
- Attention – A complex set of behaviors arising from numerous neural structures and networks through which the individual notices, selects, and prioritizes informational stimuli;
- Encoded Memory – The storage and retrieval of information on the basis of neurochemical encoding and electrochemical potentiation. Depending on the type of memory, the stored information may be viable for a few milliseconds or for an indefinite number of years;
- Working Memory – Information retrieved from Encoded Memory by the Attention system exists in Working Memory as neuroelectrical oscillations, typically in the so-called Gamma band (e.g., frequencies ranging from 20 to 200 Hz). The capacity of Working Memory is limited to the number of information units (recorded as frequency “bursts”) that can be fit within a Theta band wavelength (e.g. frequencies ranging from 4 – 12 Hz).
The primary cognitive functions are always operative and are always coupled. That is, no matter what the individual’s current activity (i.e. taking a calculus exam, dreaming, watching cartoons, etc.), there will be measurable neural activity associated with each of the primary functions.
Note that we use here the term “coupled” rather than “unison” or “synchrony” or other such terms to denote how the functions behave together. Coupling as we use it here is derived from physics concepts. In a physical system, two items may be strongly or weakly coupled. This means that the activity of one item influences the activity of the other item. The actions of the two items are thus inseparable and interdependent, without being directly or rigidly tied together. Primary cognitive functions operate with a similar coupling or “inseparable interdependence.” Activity in one primary function will influence and stimulate activity in the other functions. However, the level of activity in a particular function will vary depending on the activity. Activities and procedures should be dynamically modified in-session to account for the influence of coupled functions.
When targeting a particular primary cognitive function for development with an activity, the therapist should remember that each of the primary functions will be engaged. The relative weakness or strength of the coupled cognitive functions will thus influence the performance of the targeted function. As a consequence, the presentation of particular activity can generally be varied to target different cognitive functions or multiple functions as may be needed.
It should also be noted that, as a consequence of coupling, improvement in one cognitive function will generally drive improvement in other the functions. An efficient CFDT session will target the cognitive functions with the lowest relative assessment scores. As these two or three functions are repeatedly exercised the functions with higher relative assessment scores will also improve. In this way therapy can be specifically tailored to the individual client and his or her cognitive function and diagnostic profile.
We should also note that development of primary cognitive functions (as well as higher-level functions) does not happen without recruitment of basic emotion feedback circuits. Feedback from basic emotions modulates neuroplastic remodeling by stimulating synaptogenesis, encouraging selective pruning, or metatagging encoded learning. Both positive and “less positive” (as opposed to negative) responses to client performance are important for the neural systems to “learn” and develop. Presenting the feedback in the form of appropriate competitive gaming or challenges (e.g. celebrating the client’s win or flaunting the therapist’s stated intent to win) is a “fun” way to recruit the basic emotion feedback circuitry.
Moreover, when positive emotional feedback is associated with agency (an abstract metatag indicating the individual can exercise freewill and self-determination to repeat or avoid a particular outcome), neurocircuitry involved in pleasure is activated. When this repeatedly happens the targeted cognitive behavior becomes habituated and the brain is in a state of being “rewired” for desired therapeutic outcomes.
