Trends in Cognitive Sciences
Volume 3, Issue 10, 1 October 1999, Pages 385-393
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Review
Cognitive rehabilitation: attention and neglect

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Abstract

Cognitive neuroscience can make a significant contribution towards the development of a scientific basis for the practice of brain rehabilitation. Though rehabilitation is a vast worldwide industry, there is little scientific basis for the training and therapy that are designed to help damaged brain circuits to recover. The systematic application of cognitive neuroscience models to rehabilitation can not only foster better, more theoretically grounded rehabilitation, but the models themselves can be tested and modified by data generated in rehabilitation-oriented research. The example of unilateral spatial neglect is used here to show how non-intuitive but clinically tractable methods can emerge out of systematic application of cognitive neuroscience to the problem of how to foster dynamic change and recovery in the damaged brain. Examples are given of recently developed rehabilitation methods for unilateral spatial neglect that are both derived from theoretical models of cognitive function, and that feed back into these models. These include dorsal–ventral stream interactions, perceptuo–motor interactions, interhemispheric inhibitory dynamics, and arousal–spatial attention interactions. It will be to the mutual benefit of basic cognitive neuroscience and rehabilitation if this type of research is expanded into other domains of cognitive function, in which similar theory–practice interactions exist.

Section snippets

What is rehabilitation?

The recent research literature has seen the dramatic disconfirmation of a long-held, central assumption about the brain – that new cell bodies cannot emerge in adulthood. In both humans and animals, recent data shows that in the hippocampus, new cells can indeed be produced4, 5, 6. What’s more, this process is partly experience-dependent: animals kept in enriched compared to impoverished environments show more cell genesis in the hippocampus7. This finding follows close on the heels of another

Unilateral spatial neglect

Acquired damage to structures of the right hemisphere (usually) including the parietal lobe, dorsolateral and medial frontal lobes and portions of the reticular formation can lead to the phenomenon of unilateral spatial neglect – a failure, difficulty or slowness in reporting or interacting with objects (or sounds or representations) in contralateral hemispace (most frequently left space, as right-hemisphere lesions are most common)16, 17, 18 (see Box 2). An example of unilateral neglect shown

The dorsal/ventral distinction applied to rehabilitation of neglect

The interaction of the brain’s perceptual and motor systems is a topic of considerable current interest, particularly in the light of evidence that some visual information might have privileged access to the control of motor responses, yet not be available to awareness. The notion that the so-called dorsal stream28 can provide visual information for the motor system that is not available to awareness has received strong evidence from a series of experiments by Goodale and Milner29, 30 (and see

Joining forces: combined activation of related attentional circuits

The observation that unilateral neglect can be modified by the motoric aspects of the task was consistent with a view that complex bi-directional relationships exist between perception and action36. Several studies have shown that even small movements with the left hand on the left side of space produced significant reductions in visuo-spatial neglect, in contrast to an absence of such effects with right hand moves on the left, or left hand moves on the right37, 38, 39.

These data have been

Overcoming inhibition

The ‘Sprague effect’ described earlier in this review showed that the effects of a lesion can spread far beyond the specific functions controlled by the particular neural circuitry that has been damaged25. In arguing (in the previous section) that limb-activation training had its effects in part through the combined activation of partner circuits in the damaged hemisphere overcoming inhibition from the other hemisphere, we have an example of the two-way interchange between theory and practice

Non-obvious interactions among attentional systems: the case of arousal and neglect

Analysing the cognitive architecture of spatial attention has so far suggested two types of rehabilitative process: joint activation of mutually facilitatory networks, and reduction of inhibitory competition. Another example of the mutual facilitation process draws on evidence from the lawful interaction of two apparently very different and non-obviously related types of cognitive process – the arousal/sustained-attention systems of the brain on one hand, and the spatial-attention system on the

Experience-dependent plastic reorganization?

All the previous examples of rehabilitation concerned methods for temporarily boosting activation to the lesioned attentional networks, either by co-activation of sister circuits or by the reduction of inhibition by competitor circuits. In each case, plausible mechanisms could be invoked to explain the non-transient (ranging from hours to days) improvements shown as a result of the training. In the rod-grasping study we invoked increased awareness of the deficit induced by the perceptual

Conclusion

In summary, theory-based rehabilitation research produces therapies in which the underlying mechanisms of improvement can be studied in detail, so that these therapies can be improved and developed along scientific lines. Just as important, however, is the way in which such research feeds back into the models of cognitive neuroscience from which they were derived. This mutually beneficial enterprise is not confined to unilateral neglect – the approach is being applied to a wide range of other

Outstanding questions

  • While it is known that long-term changes in synaptic connectivity, including dendritic and axonal sprouting, can occur as a result of behaviour and experience70, little is known about the parameters such as timing, duration and frequency of such stimulation in different cognitive realms. When, how much, and how often should we provide such stimulation? What type of stimulation should we be giving, based on knowledge of the cognitive architecture of the affected systems?

  • Experience-dependent

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