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Cognitive therapy (CT) aims to treat major depression symptomatology by restructuring the patients' cognitive distortions to more adaptive thinking patterns. This study examined changes in cognitive errors (CEs) as patients undergo CT for depression. Forty-five participants were assessed at early and late therapy for CEs using the Cognitive Errors Rating System (Drapeau, Perry, & Dunkley, 2008) and for depression using the Beck Depression Inventory (A. T. Beck, Rush, Shaw, & Emery, 1979). Although the total number of CEs did not change from early to late therapy, negative CEs significantly decreased, and positive CEs increased. Recovered participants had fewer total CEs, negative CEs, and negative overgeneralization than nonrecovered participants. Depressive symptoms were inversely related to late therapy positive CEs among the nonrecovered participants. Research and clinical implications are discussed.

Cognitive errors (CEs) are evidenced to be related to depressive thinking in major depressive disorder (Beck Et Al., 1979; Dozois & Beck, 2008). Studies using self-report questionnaires demonstrate that CEs are more prevalent in individuals with depression than in non-depressed individuals (Gupta & Kar, 2008) and that CEs are related to depression severity (Miranda & Mennin, 2007). The study discussed in this paper aimed to describe CEs in depressed patients and examined the relationship between CEs and severity of depression. Participants (N = 45) undergoing cognitive therapy were assessed for CEs and for depression at session three using the Cognitive Errors Rating System (CERS; Drapeau et al., 2008) and the Beck Depression Inventory (BDI; Beck et al., 1979). Participants had more negative CEs than positive, and the most prevalent cluster of CEs was selective abstraction. Participants deemed as being “high distorters” on the CERS had significantly more negative CEs, but not positive CEs, than “low distorters” despite not differing on BDI scores. Psychotherapy research and practice implications are discussed.

Diagnostic imaging is an essential and indispensable part of medical diagnosis and treatment, and diagnostic errors or biases are also common in the department of radiology, sometimes even having a severe impact on the diagnosis and treatment of patients. There are various reasons for diagnostic errors or biases in imaging. In this review, we analyze and summarize the causes of diagnostic imaging errors and biases based on practical cases. We propose solutions for dealing with diagnostic imaging errors and reducing their probability, thereby helping radiologists in their clinical practice.Critical relevance statement Diagnostic errors or bias contribute to most medical errors in the radiology department. Solutions for dealing with diagnostic imaging errors are pivotal for patients.Key points• Diagnostic errors or bias contribute to most medical errors in radiology department.• Solutions for dealing with diagnostic imaging errors are pivotal for patients.• This review summarizes the causes of diagnostic errors and offers solutions to them.

Older adults are at risk of committing cognitive and decision-making errors due to the decline in cognitive functions. However, the understanding of the determining factors of cognitive errors among ageing adults is limited. In this study, we explored the role of various psychiatric factors, life satisfaction, and other socioeconomic, health and behavioural risk factors of committing cognitive errors among middle-aged and older adults in India. The study utilized the data from the experimental module of the Longitudinal Ageing Study in India (LASI) Wave-1 (2017–2018) with a sample of 12,754 adults aged 45 years and above. The cognitive error was measured using logical fallacies committed in the activity-based experiments. The study employed descriptive, bivariate statistics and multivariable logistic regression models to identify the factors associated with cognitive errors among the study participants. Depression (aOR = 1.28, 99%, CI: 1.16–1.41), life satisfaction (aOR = 0.99, 99%, CI: 0.98–1.00), and cognitive impairment (aOR = 1.13, 90% CI: 1.00–1.30) were significantly associated with higher odds of committing cognitive errors among the middle-aged and older adults. Also, ageing adults with low educational levels, functional limitations, sleep disturbances, smoking history, living in rural areas and belonging to scheduled tribes had a higher probability of committing cognitive errors. However, involvement in physical activity, reading habits and social interactions reduced the odds of cognitive errors among this sample. Mental health and well-being indicators, including depression, life satisfaction, cognitive impairment, and other health and behavioural health factors, determine cognitive errors among ageing adults. Programs and policies should be initiated to address these factors, reduce cognitive errors, and ensure active ageing.

Critical thinking, the capacity to be deliberate about thinking, is increasingly the focus of undergraduate medical education, but is not commonly addressed in graduate medical education. Without critical thinking, physicians, and particularly residents, are prone to cognitive errors, which can lead to diagnostic errors, especially in a high-stakes environment such as the intensive care unit. Although challenging, critical thinking skills can be taught. At this time, there is a paucity of data to support an educational gold standard for teaching critical thinking, but we believe that five strategies, routed in cognitive theory and our personal teaching experiences, provide an effective framework to teach critical thinking in the intensive care unit. The five strategies are: make the thinking process explicit by helping learners understand that the brain uses two cognitive processes: type 1, an intuitive pattern-recognizing process, and type 2, an analytic process; discuss cognitive biases, such as premature closure, and teach residents to minimize biases by expressing uncertainty and keeping differentials broad; model and teach inductive reasoning by utilizing concept and mechanism maps and explicitly teach how this reasoning differs from the more commonly used hypothetico-deductive reasoning; use questions to stimulate critical thinking: “how” or “why” questions can be used to coach trainees and to uncover their thought processes; and assess and provide feedback on learner’s critical thinking. We believe these five strategies provide practical approaches for teaching critical thinking in the intensive care unit.

Cognitive distortions are thought to be central to the development and maintenance of anxiety disorders and are a widely acknowledged treatment target in cognitive-behavioral interventions. However, little research has focused on the measurement of cognitive distortions. The Cognitive Distortions Questionnaire (CD-Quest; de Oliveira, Trial-based cognitive therapy: A manual for clinicians, Routledge, New York, 2015), a brief, 15-item questionnaire, assesses the frequency and intensity of cognitive distortions. The CD-Quest has been shown to have sound psychometric properties in American, Australian, and Brazilian undergraduate samples and one Turkish-speaking outpatient clinical sample. The current study aimed to provide the first evaluation of the psychometric properties of the English version of the CD-Quest in a clinical sample and the first evaluation of any version of the CD-Quest in a sample of adults diagnosed with social anxiety disorder (SAD). In a sample of treatment-seeking adults with SAD, the CD-Quest demonstrated good convergent validity, discriminant validity, known-groups validity, and treatment sensitivity. It also showed good internal consistency, and both confirmatory and exploratory factor analyses supported the previously reported unitary factor structure. Findings extend prior research indicating the reliability and validity of the CD-Quest.

Introduction Diagnostic errors remain prevalent across all specialties, driven largely by deficits in clinical reasoning (CR). Although CR is a core competency, most medical schools lack structured pre-clerkship CR training. Virtual patients (VPs) with automated feedback offer scalable, simulation-based training to improve diagnostic skills and reduce faculty workload. The aim of this study was to assess whether a CR curriculum using VPs with automated scoring and deliberate practice improves diagnostic accuracy and CR. Methods We conducted a multi-site observational study across five North American medical schools. First- and second-year students completed up to 20 diagnostic VP cases on TeachingMedicine.com, each with automated scoring to inform individualized feedback. We analyzed 1.55 million datapoints from 12,400 cases completed by 1,066 students to assess differences in CR performance between correctly and incorrectly diagnosed cases, associations between CR components and diagnostic accuracy, and learning gains over time. Results Misdiagnoses occurred in 20.1% of cases. Correct diagnoses were associated with higher diagnostic justification (DxJ) scores (+ 50%), better test ordering (+ 51%), and fewer cognitive errors (–89%). Multivariate analysis identified DxJ and cognitive errors as the strongest predictors of diagnostic accuracy. With repeated practice, students improved DxJ by 72%, test ordering by 40%, and reduced misdiagnoses threefold and cognitive errors by half, with no plateau observed after 20 cases. By end of pre-clerkship, first-year students who completed 20 cases outperformed second-year students who completed 10 in all CR metrics. All results were statistically significant with p  < 0.0001. Conclusions This curriculum shows that CR skills are highly trainable through deliberate practice. Improved DxJ and reduced cognitive errors are strongly associated with lower misdiagnosis rates. In contrast to a common misperception, training CR diagnostic skills is successful when started in the beginning of 1st year medical school prior to students’ acquisition of significant medical knowledge.

Temporal non-dynamists hold that there is no temporal passage, but concede that many of us judge that it seems as though time passes. Phenomenal Illusionists suppose that things do seem this way, even though things are not this way. They attempt to explain how it is that we are subject to a pervasive phenomenal illusion. More recently, Cognitive Error Theorists have argued that our experiences do not seem that way; rather, we are subject to an error that leads us mistakenly to believe that our experiences seem that way. Cognitive Error Theory is a relatively new view and little has been said to explain why we make such an error, or where, in the cognitive architecture, such an error might creep in. In this paper we remedy this by offering a number of hypotheses about the source of error. In so doing we aim to show that Cognitive Error Theory is a plausible competitor to Phenomenal Illusion Theory.

The idea that individualized, computer-based cognitive training improves cognitive functioning in non-trained domains is highly contested. An understudied area is whether cognitive training improves one's own perception of cognitive and day-to-day functioning. Furthermore, no studies have compared working memory training to programs that train higher-level processes themselves, namely logic and planning, in improving perception of cognitive abilities. We investigated self-reported changes in: (a) cognitive errors relevant to daily life; (b) expectations regarding training; and (c) impact of training on daily life, in healthy older adults who completed working memory training or logic and planning training. Ninety-seven healthy older adults completed 8-weeks of computerized cognitive training that targeted either working memory or logic and planning. Findings were compared to a no-training control group. Participants reported fewer cognitive failures relevant to daily life after training compared to the no-training control group, with a greater reduction in errors reported by the logic and planning training group compared to the working memory training group. Trainees' perception of training efficacy decreased over time. Nonetheless, approximately half of the participants in both training groups endorsed \"some improvement\" or more in self-perceived day-to-day functioning at post-testing. These results support the conclusion that individualized computerized cognitive training may enhance subjective perceptions of change and that higher level cognitive training may confer additional benefits. Findings suggest that cognitive training can enhance cognitive self-efficacy in healthy seniors.

Remote towers are increasingly deployed at small-to-medium airports globally for cost efficiency, yet safety optimization for large airport remote apron control remains underexplored. This study proposes a human error identification framework for air traffic controllers (ATCOs) in large airport remote apron operations. Using hierarchical task analysis (HTA), a cognitive-behavioral model, and the technique for retrospective analysis of cognitive errors (TRACEr), we analyzed error probability and severity through field research. Key findings reveal critical divergences. Memory functions showed the highest error probability, while perception errors caused the most severe outcomes. Working memory errors were most prevalent, but visual detection errors were most severe. Attention deficits were most frequent, while spatial confusion and information integration failures exceeded severity thresholds. Personal factors dominated performance-shaping factors, with low vigilance and equipment unavailability as primary high-risk conditions. This research provides an error identification checklist and analysis methodology to enhance human performance and aviation safety in remote apron control.