Principles of Cognitive Rehabilitation is designed to familiarize readers with the deep-rooted principles of cognitive rehabilitation and cognitive training. Presenting a new comprehensive framework in cognitive rehabilitation for therapeutic, educational, and research purposes, this volume introduces five components are introduced for cognitive rehabilitation including primary principles, patient, practitioner, program, and process (5Ps). Detailing the developmental stages of a program will help readers understand the logistics of interventions, and help design and evaluate their own therapeutic interventions.
- Outlines a new comprehensive framework in cognitive rehabilitation for therapeutic, educational and research purposes
- Discusses experimental results and evidence related to cognitive rehabilitation
- Features the codification of principles into five core components to organize a process of remediation
- Describes future perspectives in the field
| Preface |
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ix | |
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1 Foundation of Cognitive Rehabilitation |
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1 | (58) |
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1 | (5) |
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6 | (7) |
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13 | (5) |
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18 | (7) |
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1.5 Higher cognitive functions |
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25 | (34) |
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2 Primary principles of cognitive rehabilitation |
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59 | (80) |
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59 | (2) |
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2.2 Principle of neural plasticity |
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61 | (6) |
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2.3 The principle of compensation |
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67 | (6) |
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2.4 Principle of relearning |
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73 | (3) |
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2.5 The principle of verbalization |
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76 | (6) |
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2.6 Principle of automatization |
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82 | (5) |
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2.7 Principle of errorless learning |
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87 | (5) |
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2.8 Principle of multisensory learning |
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92 | (7) |
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2.9 Principle of active learning |
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99 | (6) |
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2.10 Principle of observational learning |
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105 | (4) |
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2.11 Principle of implicit learning |
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109 | (5) |
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2.12 Principle of emotional learning |
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114 | (6) |
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2.13 Principle of offline learning |
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120 | (5) |
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2.14 Principle of directed forgetting |
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125 | (4) |
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2.15 Principle of processing level |
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129 | (4) |
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2.16 Principle of context-dependent learning |
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133 | (6) |
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3 Program-related principles of cognitive rehabilitation |
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139 | (30) |
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139 | (2) |
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141 | (9) |
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3.3 Principle of specificity |
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150 | (5) |
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3.4 Principle of overload |
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155 | (5) |
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160 | (4) |
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3.6 Principle of repetition |
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164 | (5) |
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4 Process-related principles of cognitive rehabilitation |
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169 | (34) |
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169 | (1) |
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4.2 Principle of assessment |
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170 | (7) |
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4.3 Principle of goal setting |
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177 | (5) |
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182 | (2) |
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4.5 Principle of transferability |
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184 | (14) |
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4.6 Principle of termination |
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198 | (5) |
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5 Patient-related principles of cognitive rehabilitation |
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203 | (26) |
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203 | (2) |
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5.2 Principle of motivation |
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205 | (5) |
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210 | (4) |
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5.4 Principle of expectation |
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214 | (5) |
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5.5 Principle of diversity |
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219 | (5) |
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5.6 Principle of family empowerment |
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224 | (5) |
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6 Practitioner-related principles of cognitive rehabilitation |
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229 | (24) |
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229 | (3) |
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6.2 Principle of adherence |
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232 | (4) |
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6.3 Principle of treatment competency |
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236 | (4) |
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240 | (3) |
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6.5 Principle of alliance |
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243 | (4) |
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6.6 Principle of teamwork |
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247 | (6) |
| References |
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253 | (102) |
| Index |
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355 | |
Vahid Nejati, PhD, is a cognitive neuroscientist specializing in cognitive functions, neuroplasticity, and intervention science. His research integrates theoretical models of cognition with applied cognitive training and rehabilitation approaches across neurological, psychiatric, and non-clinical populations. He has authored over 200 peer-reviewed publications and has supervised extensive graduate and postgraduate research. Dr. Nejati is the author of Principles of Cognitive Rehabilitation (Elsevier, 2022) and has contributed to advancing evidence-based frameworks for cognitive interventions. His current work focuses on bridging cognitive rehabilitation and cognitive enhancement through principled training models, program design, and translational applications. He is actively involved in interdisciplinary research spanning neuroscience, psychology, digital health, and education.
Lisainfo e-raamatute kohta