cognition

• n.

• 認知、認識

関

appreciate、appreciation、aware、awareness、cognitive、envisage、perceive、perception、realization、recognise、recognition、recognize

　 　

WordNet

1. the psychological result of perception and learning and reasoning (同)knowledge, noesis
2. the state or quality of being recognized or acknowledged; "the partners were delighted with the recognition of their work"; "she seems to avoid much in the way of recognition or acknowledgement of feminist work prior to her own" (同)acknowledgment, acknowledgement
3. (biology) the ability of one molecule to attach to another molecule that has a complementary shape; "molecular recognition drives all of biology, for instance, hormone and receptor or antibody-antigen interactions or the organization of molecules into lar
4. designation by the chair granting a person the right to speak in a deliberative body; "he was unable to make his motion because he couldnt get recognition by the chairman"
5. approval; "give her recognition for trying"; "he was given credit for his work"; "give her credit for trying" (同)credit
6. the process of recognizing something or someone by remembering; "a politician whose recall of names was as remarkable as his recognition of faces"; "experimental psychologists measure the elapsed time from the onset of the stimulus to its recognition by t (同)identification
7. an acceptance (as of a claim) as true and valid; "the recognition of the Rio Grande as a boundary between Mexico and the United States"
8. the explicit and formal acknowledgement of a government or of the national independence of a country; "territorial disputes were resolved in Guatemalas recognition of Belize in 1991"
9. having knowledge of; "he had no awareness of his mistakes"; "his sudden consciousness of the problem he faced"; "their intelligence and general knowingness was impressive" (同)consciousness, cognizance, cognisance, knowingness
10. state of elementary or undifferentiated consciousness; "the crash intruded on his awareness" (同)sentience
11. recognize with gratitude; be grateful for
12. increase the value of; "The Germans want to appreciate the Deutsche Mark" (同)apprize, apprise
13. gain in value; "The yen appreciated again!" (同)apprize, apprise, revalue
14. be fully aware of; realize fully; "Do you appreciate the full meaning of this letter?" (同)take account
15. a sale in order to obtain money (as a sale of stock or a sale of the estate of a bankrupt person) or the money so obtained (同)realisation
16. the completion or enrichment of a piece of music left sparsely notated by a composer (同)realisation
17. making real or giving the appearance of reality (同)realisation, actualization, actualisation
18. something that is made real or concrete; "the victory was the realization of a whole years work" (同)realisation, fruition
19. a musical composition that has been completed or enriched by someone other than the composer (同)realisation
20. coming to understand something clearly and distinctly; "a growing realization of the risk involved"; "a sudden recognition of the problem he faced"; "increasing recognition that diabetes frequently coexists with other chronic diseases" (同)realisation, recognition
21. an increase in price or value; "an appreciation of 30% in the value of real estate"
22. understanding of the nature or meaning or quality or magnitude of something; "he has a good grasp of accounting practices" (同)grasp, hold
23. an expression of gratitude; "he expressed his appreciation in a short note"
24. exhibit recognition for (an antigen or a substrate)
25. perceive to be the same (同)recognise
26. show approval or appreciation of; "My work is not recognized by anybody!"; "The best student was recognized by the Dean" (同)recognise
27. be fully aware or cognizant of (同)recognise, realize, realise, agnize, agnise
28. a way of conceiving something; "Luther had a new perception of the Bible"
29. knowledge gained by perceiving; "a man admired for the depth of his perception"
30. the process of perceiving
31. knowledge of an event before it occurs (同)foreknowledge
32. biometric identification by automatically scanning a persons signature and matching it electronically against a library of known signatures

PrepTutorEJDIC

1. 〈U〉認識[作用] / 〈C〉認識(知覚)されたもの
2. (それであること)『見て気がつくこと』,見覚え / (特に,正当・妥当であるとの)(‥の)『承認』《+of』+『名』》 / (業績・貢献などを)認めること,(…の)表彰《+『of』+『名』》
3. (…に)気づいていること《+『of』+『名』(do『ing,wh-節』)》,(…であることに)気づいていること《+『that節』》
4. 〈よさ・価値など〉'を'『認める』,認識する,…‘の'よさを認める / 〈作品など〉'を'『味わう』,鑑賞する / 〈好意など〉'を'感謝する,ありがたく思う / 〈相場・価格〉'を'上げる;…‘の'価格(相場)を上げる / 相場(価格,評価)が上がる
5. 〈U〉(…を)『正しく認識すること』,(…の)識別,評価《+『of』+『名』》 / 〈U〉《時にan~》(文学・芸術などの)理解,鑑賞;批評,論評《+『of』+『名』》 / 〈U〉(…に対する)感謝《+『for』+『名』》 / 〈U〉《時にa~》(価格の)騰貴
6. (五感で)(…に)『気付くこと』,知覚,(…を)『知覚する力』《+『of』+『名』》
7. [超感覚的]予知

Wikipedia preview

出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2013/07/26 12:04:30」(JST)

wiki en

[Wiki en表示]

In science, cognition is a group of mental processes that includes attention, memory, producing and understanding language, learning, reasoning, problem solving, and decision making. Various disciplines, such as psychology, philosophy, linguistics, and computer science all study cognition. However, the term's usage varies across disciplines; for example, in psychology and cognitive science, "cognition" usually refers to an information processing view of an individual's psychological functions. It is also used in a branch of social psychology called social cognition to explain attitudes, attribution, and groups dynamics. In cognitive psychology and cognitive engineering, cognition is typically assumed to be information processing in a participant’s or operator’s mind or brain.

Cognition is a faculty for the processing of information, applying knowledge, and changing preferences. Cognition, or cognitive processes, can be natural or artificial, conscious or unconscious. These processes are analyzed from different perspectives within different contexts, notably in the fields of linguistics, anesthesia, neurology and psychiatry, psychology, philosophy, anthropology, systemics, and computer science. Within psychology or philosophy, the concept of cognition is closely related to abstract concepts such as mind, intelligence. It encompasses the mental functions, mental processes (thoughts), and states of intelligent entities (humans, collaborative groups, human organizations, highly autonomous machines, and artificial intelligences).

Etymology

The word cognition comes from the Latin verb cognosco (con 'with' + gnōscō 'know'), itself a cognate of the Ancient Greek verb gnόsko "γνώσκω" meaning 'I know' (noun: gnόsis "γνώσις" = knowledge), so broadly, 'to conceptualize' or 'to recognize'.

Origins of Cognition

Attention to the cognitive process came about more than twenty-three centuries ago, beginning with Aristotle and his interest in the inner-workings of the mind and how they affect the human experience. Aristotle focused on cognitive areas pertaining to memory, perception, and mental imagery. The Greek philosopher found great importance in ensuring that his studies were based on empirical evidence; scientific information that is gathered through thorough observation and conscientious experimentation. Centuries later, as psychology became a blooming study in Europe and then gaining a following in America, other scientists like Wilhelm Wundt, Herman Ebbinghaus, Mary Whiton Calkins, and William James, to name a few, would offer their contributions to the study of cognition.

Wilhelm Wundt (1832-1920) heavily emphasized the notion of what he called introspection; examining the inner feelings of an individual. With introspection, the subject had to be careful to describe their feelings in the most objective manner possible in order for Wundt to find the information scientific. Though Wundt's contributions are by no means minimal, modern psychologists find his methods to be quite subjective, and choose to rely on more objective procedures of experimentations to make conclusions about the human cognitive process.

Herman Ebbinghaus (1850-1909) conducted cognitive studies mainly examined the function and capacity of human memory. Ebbinghaus developed his own experiment in which he constructed over 2,000 syllables made out of nonexistent words, for instance EAS. He would then examine his own personal ability to learn these non words. He purposely chose non words as opposed to real words to control for the influence of pre-existing experience with what the words may symbolize, thus enabling easier recollection of them. Ebbinghaus observed and hypothesized a number of variables that may have affected his ability to learn and recall the non words he created. One of the reasons he concluded was the amount of time between the presentation of the list of stimuli. His work heavily influenced the study of serial position and its affect on memory, discussed in subsequent sections.

Mary Whiton Calkins (1863-1930) was an influential American female pioneer in the realm of psychology. Her work also focused on the human memory capacity. A common theory, called the Recency effect, can be attributed to the studies that she conducted. The recency effect, also discussed in the subsequent experiment section, is the tendency for individuals to be able to accurately recollect the final items presented in a sequence of stimuli. Her theory is closely related to the aforementioned study and conclusion of the memory experiments conducted by Herman Ebbinghaus.

William James (1842-1910) is another pivotal figure in the history of cognitive science. James was quite discontent with Wundt's emphasis on introspection and Ebbinghaus' use of nonsense stimuli. He instead chose to focus on the human learning experience in everyday life and its importance to the study of cognition. James' major contribution was his textbook Principles of Psychology that preliminarily examines many aspects of cognition like perception, memory, reasoning, and attention to name a few.

Psychology

When the mind makes a generalization such as the concept of tree, it extracts similarities from numerous examples; the simplification enables higher-level thinking.

The sort of mental processes described as cognitive are largely influenced by research which has successfully used this paradigm in the past, likely starting with Thomas Aquinas, who divided the study of behavior into two broad categories: cognitive (how we know the world), and affective (how we understand the world via feelings and emotions). Consequently, this description tends to apply to processes such as memory, association, concept formation, pattern recognition, language, attention, perception, action, problem solving and mental imagery. Traditionally, emotion was not thought of as a cognitive process. This division is now regarded as largely artificial, and much research is currently being undertaken to examine the cognitive psychology of emotion; research also includes one's awareness of one's own strategies and methods of cognition called metacognition and includes metamemory.

Empirical research into cognition is usually scientific and quantitative, or involves creating models to describe or explain certain behaviors.

While few people would deny that cognitive processes are a function of the brain, a cognitive theory will not necessarily make reference to the brain or other biological process (compare neurocognitive). It may purely describe behavior in terms of information flow or function. Relatively recent fields of study such as cognitive science and neuropsychology aim to bridge this gap, using cognitive paradigms to understand how the brain implements these information-processing functions (see also cognitive neuroscience), or how pure information-processing systems (e.g., computers) can simulate cognition (see also artificial intelligence). The branch of psychology that studies brain injury to infer normal cognitive function is called cognitive neuropsychology. The links of cognition to evolutionary demands are studied through the investigation of animal cognition. And conversely, evolutionary-based perspectives can inform hypotheses about cognitive functional systems' evolutionary psychology.

The theoretical school of thought derived from the cognitive approach is often called cognitivism.

The phenomenal success of the cognitive approach can be seen by its current dominance as the core model in contemporary psychology (usurping behaviorism in the late 1950s). Cognition is severely damaged in dementia.

Social process

For every individual, the social context in which he's embedded provides the symbols of his representation and linguistic expression. The human society sets the environment where the newborn will be socialized and develop his cognition. For example, face perception in human babies emerges by the age of two months: young children at a playground or swimming pool develop their social recognition by being exposed to multiple faces and associating the experiences to those faces. Education has the explicit task in society of developing cognition. Choices are made regarding the environment and permitted action that lead to a formed experience.

Language acquisition is an example of an emergent behavior. From a large systemic perspective, cognition is considered closely related to the social and human organization functioning and constrains. For example, the macro-choices made by the teachers influence the micro-choices made by students..

Piaget's theory of cognitive development

For years, sociologists and psychologists have conducted studies on cognitive development or the construction of human thought or mental processes.

Jean Piaget was one of the most important and influential people in the field of Developmental Psychology. He believed that humans are unique in comparison to animals because we have the capacity to do "abstract symbolic reasoning." His work can be compared to Lev Vygotsky, Sigmund Freud, and Erik Erikson who were also great contributors in the field of Developmental Psychology. Today, Piaget is known for studying the cognitive development in children. He studied his own three children and their intellectual development and came up with a theory that describes the stages children pass through during development.

Piaget's theory of developmental psychology tackled cognitive development from infancy to adulthood.

Stage	Age or Period	Description
Sensorimotor stage	Infancy (0-2 years)	Intelligence is present; motor activity but no symbols; knowledge is developing yet limited; knowledge is based on experiences/ interactions; mobility allows child to learn new things; some language skills are developed at the end of this stage. The goal is to develop object permanence; achieves basic understanding of causality, time, and space.
Pre-operational stage	Toddler and Early Childhood (2-7 years)	Symbols or language skills are present; memory and imagination are developed; nonreversible and nonlogical thinking; shows intuitive problem solving; begins to see relationships; grasps concept of conservation of numbers; egocentric thinking predominates.
Concrete operational stage	Elementary and Early Adolescence (7-12 years)	Logical and systematic form of intelligence; manipulation of symbols related to concrete objects; thinking is now characterized by reversibility and the ability to take the role of another; grasps concepts of the conservation of mass, length, weight, and volume; operational thinking predominates nonreversible and egocentric thinking
Formal operational stage	Adolescence and Adulthood (12 years and on)	Logical use of symbols related to abstract concepts; Acquires flexibility in thinking as well as the capacities for abstract thinking and mental hypothesis testing; can consider possible alternatives in complex reasoning and problem solving.

Common Cognitive Experiments

Serial position

The serial position experiment is meant to test a theory of memory that states that when information is given in a serial manner, we tend to remember information in the beginning of the sequence, called the primacy effect, and information in the end of the sequence, called the recency effect. Consequently, information given in the middle of the sequence is typically forgotten, or not recalled as easily. This study predicts that the recency effect is stronger than the primacy effect because the information that is most recently learned is still in working memory when asked to be recalled. On the other hand, information that is learned first still has to go through a retrieval process. This experiment focuses on human memory processes.

Word superiority

The word superiority experiment presents a subject with a word or a letter by itself for a brief period of time, i.e. 40ms, and they are then asked to recall the letter that was in a particular location in the word. By theory, the subject should be able to correctly recall the letter when it was presented in a word than when it was presented in isolation. This experiment focuses on human speech and language.

Brown-Peterson

In the Brown-Peterson experiment, participants are briefly presented with a trigram and in one particular version of the experiment, they are then given a distractor task asking them to identify whether a sequence of words are in fact words, or non-words (due to being misspelled, etc.). After the distractor task, they are asked to recall the trigram which they were presented with before the distractor task. In theory, the longer the distractor task, the harder it will be for participants to correctly recall the trigram. This experiment focuses on human short-term memory.

Memory span

During the memory span experiment, each subject is presented with a sequence of stimuli of the same kind; words depicting objects, numbers, letters that sound similar, and letters that sound dissimilar. After being presented with the stimuli, the subject is asked to recall the sequence of stimuli that they were given in the exact order in which they were given it. In one particular version of the experiment, if the subject recalled a list correctly, the list length increased by one for that type of material, and vice versa if it was recalled incorrectly. The theory is that people have a memory span of about seven items for numbers, the same for letters that sound dissimilar and short words. The memory span is projected to be shorter with letters that sound similar and longer words.

Visual search

In one version of the visual search experiment, participants are presented with a window that displayed circles and squares scattered across it. The participant is to identify whether there is a green circle on the window. In the "featured" search, the subject is presented with several trial windows that have blue squares or circles and one green circle or no green circle in it at all. In the "conjunctive" search, the subject is presented with trial windows that have blue circles or green squares and a present or absent green circle whose presence the participant is asked to identify. What is expected is that in the feature searches, reaction time, that is the time it takes for a participant to identify whether a green circle is present or not, should not change as the number of distractors increases. Conjunctive searches where the target is absent should have a longer reaction time than the conjunctive searches where the target is present. The theory is that in feature searches, it is easy to spot the target or if it is absent because of the difference in color between the target and the distractors. In conjunctive searches where the target is absent, reaction time increases because the subject has to look at each shape to determine whether it is the target or not because some of the distractors if not all of them, are the same color as the target stimuli. Conjunctive searches where the target is present take less time because if the target is found, the search between each shape, stops.

Knowledge representation

The semantic network of knowledge representation systems has been studied in various paradigms. One of the oldest is the leveling and sharpening of stories as they are repeated from memory studied by Bartlett. The semantic differential used factor analysis to determine the main meanings of words, finding that value or "goodness" of words is the first factor. More controlled experiments examine the categorical relationships of words in free recall. The hierarchical structure of words has been explicitly mapped in George Miller's Wordnet. More dynamic models of semantic networks have been created and tested with neural network experiments based on computational systems such as latent semantic analysis (LSA), Bayesian analysis, and multidimensional factor analysis. The semantics (meaning) of words is studied by all the disciplines of cognitive science.^{[citation needed]}

See also

Animal cognition Cognitive bias Cognitive dissonance Cognitive linguistics Cognitive module Cognitive psychology Cognitive space Cognitive style Comparative Cognition Decade of the Mind Educational psychology Embodied cognition Epigenetics in psychology Functional neuroimaging Gestalt psychology Goal orientation

Group cognition Holonomic brain theory Ideasthesia Intentionality List of cognitive scientists Molecular Cellular Cognition Numerical cognition Personal knowledge management Philosophy of mind Piaget's theory of cognitive development Santiago theory of cognition Situated cognition Spatial Cognition Theory of cognitive development Theory of mind Wason selection task

References

Further reading

• Coren, Stanley; Lawrence M. Ward, James T. Enns (1999). Sensation and Perception. Harcourt Brace. p. 9. ISBN 0-470-00226-3. 
• Lycan, W.G., (ed.). (1999). Mind and Cognition: An Anthology, 2nd Edition. Malden, Mass: Blackwell Publishers, Inc.
• Stanovich, Keith (2009). What Intelligence Tests Miss: The Psychology of Rational Thought. New Haven (CT): Yale University Press. ISBN 978-0-300-12385-2. Lay summary (21 November 2010). 

External links

• Cognition An international journal publishing theoretical and experimental papers on the study of the mind.
• Information on music cognition, University of Amsterdam
• Cognitie.NL Information on cognition research, Netherlands Organisation for Scientific Research (NWO) and University of Amsterdam (UvA)
• Emotional and Decision Making Lab, Carnegie Mellon, EDM Lab
• The Limits of Human Cognition - an article describing the evolution of mammals' cognitive abilities
• Half-heard phone conversations reduce cognitive performance
• The limits of intelligence Douglas Fox, Scientific American, 14 June 14, 2011.

UpToDate Contents

全文を閲覧するには購読必要です。 To read the full text you will need to subscribe.

• 1. 認知障害および認知症の評価 evaluation of cognitive impairment and dementia
• 2. 成人における精神状態検査 the mental status examination in adults
• 3. 軽度認知機能障害：疫学、病理学、および臨床的評価 mild cognitive impairment epidemiology pathology and clinical assessment
• 4. 高齢者における身体活動および運動 physical activity and exercise in older adults
• 5. 成人における神経性大食症：認知行動療法（CBT） bulimia nervosa in adults cognitive behavioral therapy cbt

English Journal

• Discriminant analysis of functional optical topography for schizophrenia diagnosis.

• Chuang CC, Nakagome K, Pu S, Lan TH, Lee CY, Sun CW.SourceNational Chiao Tung University, Department of Photonics, Institute of Electro-Optical Engineering and Biomedical Optical Imaging Lab, Hsinchu 30010, Taiwan.
• Journal of biomedical optics.J Biomed Opt.2014 Jan 1;19(1):011006. doi: 10.1117/1.JBO.19.1.011006.
• Abnormal prefrontal function plays a central role in the cognition deficits of schizophrenic patients; however, the character of the relationship between discriminant analysis and prefrontal activation remains undetermined. Recently, evidence of low prefrontal cortex (PFC) activation in individuals
• PMID 23989493

• Cortical thinning and its relation to cognition in amyotrophic lateral sclerosis.

• Schuster C, Kasper E, Dyrba M, Machts J, Bittner D, Kaufmann J, Mitchell AJ, Benecke R, Teipel S, Vielhaber S, Prudlo J.SourceGerman Center for Neurodegenerative Diseases, DZNE, Rostock, Germany.
• Neurobiology of aging.Neurobiol Aging.2014 Jan;35(1):240-6. doi: 10.1016/j.neurobiolaging.2013.07.020. Epub 2013 Aug 28.
• Clinical, genetic, and pathological findings suggest a close relationship between amyotrophic lateral sclerosis (ALS) and frontotemporal dementia (FTD). We studied the patterns of cortical atrophy across the spectrum between ALS and ALS-FTD. A surface-based morphometry analysis based on an age- and
• PMID 23992619

• Blood pressure decrease correlates with tau pathology and memory decline in hypertensive elderly.

• Glodzik L, Rusinek H, Pirraglia E, McHugh P, Tsui W, Williams S, Cummings M, Li Y, Rich K, Randall C, Mosconi L, Osorio R, Murray J, Zetterberg H, Blennow K, de Leon M.SourceDepartment of Psychiatry, Center for Brain Health, New York University School of Medicine, New York, NY, USA; Department of Radiology, New York University School of Medicine, New York, NY, USA. Electronic address: lidia.glodzik@nyumc.org.
• Neurobiology of aging.Neurobiol Aging.2014 Jan;35(1):64-71. doi: 10.1016/j.neurobiolaging.2013.06.011. Epub 2013 Aug 19.
• In hypertension (HTN), cerebral blood flow regulation limits are changed, and the threshold for blood pressure (BP) at which perfusion is safely maintained is higher. This shift may increase the brain's vulnerability to lower BP in subjects with vascular disease. We investigated whether longitudinal
• PMID 23969178

• MicroRNAs in Alzheimer's disease: differential expression in hippocampus and cell-free cerebrospinal fluid.

• Müller M, Kuiperij HB, Claassen JA, Küsters B, Verbeek MM.SourceDepartment of Neurology, Donders Institute for Brain, Cognition and Behaviour, Radboud Alzheimer Centre, Radboud University Medical Centre, Nijmegen, the Netherlands; Department of Laboratory Medicine, Donders Institute for Brain, Cognition and Behaviour, Radboud Alzheimer Centre, Radboud University Medical Centre, Nijmegen, the Netherlands.
• Neurobiology of aging.Neurobiol Aging.2014 Jan;35(1):152-8. doi: 10.1016/j.neurobiolaging.2013.07.005. Epub 2013 Aug 17.
• MicroRNAs (miRNAs) are small, noncoding RNAs that function in complex networks to regulate protein expression. In the brain, they are involved in development and synaptic plasticity. In this study, we aimed to identify miRNAs with a differential expression in either hippocampus or cerebrospinal flui
• PMID 23962497

Japanese Journal

• きょうだいの有無によるきょうだい意識と友人関係の違い

• 磯崎 三喜年
• 教育研究 = Educational Studies (54), 113-120, 2912-03-31
• NAID 120005429549

• コラージュ療法に誘発コラージュ法と認知物語療法を導入した教育プログラム開発研究 : イメージ変化と認知の変化の事例検討

• 中島 園美
• コラージュ療法学研究 5(1), 57-68, 2014-10
• NAID 40020240202

• 未来は君の右手にある : 身体化された時間概念

• 佐藤 德
• 心理学研究 85(4), 345-353, 2014-10
• NAID 40020237350

• 招待講演 ダイナミックな心の情報処理を眼球運動に基づき解読する (ヒューマン情報処理)

• 丸山 雅紀
• 電子情報通信学会技術研究報告 = IEICE technical report : 信学技報 114(226), 43-48, 2014-09-25
• NAID 40020225045

Related Links

• Cognition - Journal - Elsevier

Cognition is an international journal that publishes theoretical and experimental papers on the study of the mind. It covers a wide variety of... ... Five-Year Impact Factor: 2012: 4.585 To calculate the five year Impact Factor, citations ...

• Cognition

Home About Us Team Demos White Papers Home About Us Team Demos White Papers Intelligent dialogue is coming to a device near you. The age of conversing with machines has arrived...

• cognitionの意味 - 英和辞書 - goo辞書

cognitionとは。意味や和訳。[名]((形式))1 [U]認識（作用）, 認知, 知覚.2 認識[認知]されたもの.cog・ni・tion・al[形] - goo辞書は国語、英和、和英、中国語、百科事典等からまとめて探せる辞書検索サービスです。

Related Pictures

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★リンクテーブル★

リンク元	「appreciate」「appreciation」「recognize」「realization」「認知」
拡張検索	「cognition disorder」「signal recognition particle」

「appreciate」

　　[★]

• v.

• 認識する、認める、理解する、評価する、感謝する

関

accept、acknowledge、admit、allow、appraisal、appraise、appreciation、approve、assess、assessment、aware、awareness、characterization、cognition、cognitive、comprehend、comprehension、detect、envisage、estimate、estimation、evaluate、evaluation、grasp、grateful、judgement、judgment、notice、observe、realization、realize、recognise、recognition、recognize、see、thank、understand、understanding、value

　 　 　 　 　

「appreciation」

　　[★]

• n.

• (正しい意味での)認識、評価、感謝

関

appraisal、appraise、appreciate、assess、assessment、aware、awareness、characterization、cognition、cognitive、envisage、estimate、estimation、evaluate、evaluation、grateful、judgement、judgment、realization、recognise、recognition、recognize、thank、value

　 　 　 　

「recognize」

　　[★]

• v.

• 認識する、認知する、認める

関

accept、acknowledge、admit、allow、appreciate、appreciation、approve、aware、awareness、cognition、cognitive、detect、envisage、notice、observe、perceive、perception、realization、realize、recognise、recognition

　 　 　 　

「realization」

　　[★]

• n.

• 理解、認識、(希望などの)実現、現実化

関

appreciate、appreciation、aware、awareness、cognition、cognitive、comprehend、comprehension、envisage、grasp、realize、recognise、recognition、recognize、see、understand、understanding

　 　 　 　 　 　

「認知」

　　[★]

英

cognition

同

認識 recognition

関

認知症

• 認知

二次感覚野
　↓
判断：感覚連合野
　｜　　　　↓
　｜　　　記憶：辺縁系・扁桃核
  ｜　　　　↓　　　
意志：運動連合野
　↓
二次運動野

認知症ではこの認知が傷害される

「cognition disorder」

　　[★]

• 認知障害

関

agnosia、cognitive deficit、cognitive disorder、cognitive disturbance、cognitive dysfunction、cognitive impairment

「signal recognition particle」

　　[★] シグナル認識粒子, SRP