Brain Book Life Management System

Definitions of "Cognition"

There are a number of ways to look at cognition. The “definition” has not changed much over the last several decades. Traditional definitions are cited below.

Kathy’s definition of “cognition,” as it is used in the BRAIN BOOK^® System, is the last one below. Following the definition, you will find how the BRAIN BOOK^® System teaches new cognitive skills.

“Cognition: the act or process of knowing, including both awareness and judgment.”

Webster’s Ninth New Collegiate Dictionary (1983)

“Cognition refers to basic mental structures that include concentration, analysis, discrimination, organization, categorization and memory skills. These skills allow us to process information. They provide a basis for appropriate interaction with our surroundings. They are necessary for learning, reasoning, problem-solving and paplying adequate judgment to situations.”

Rancho Los Amigos Hospital, “Rehabilitation of the
Head Injured Adult, A Family Guide” (1979)

“The word ‘cognition’ means knowing or understanding, and brain injury frequently affects the way people know or understand their environment. The behavioral scientist who studies cognitition will often use the term ‘information processing’ to include perception (input), memory (storage and retrieval), and language (organization and expression). Concept formation, reasoning and problem-solving are often included in the study of cognition and may be viewed as complex forms of information processing.

Roseamond Gianutsos, “What is Cognitive Rehabilitation?
”Journal of Rehabilitation,” Jul/Aug/Sept, 1980, pp. 36-40

“Cognition can be viewed, quite simply, as the ability to effectively capture, store, retrieve and use necessary information.”

Kathy Moeller, Brain Injury Association, Inc. Conference,
San Diego, California, December 1995.

	Information Capture
	Students are taught to write use-able “Memory Notes”.
	Students are taught to write “To Do Cues” to capture information necessary for future follow-up.
	Students are taught to capture “intruder thoughts” as “Memory Notes” and deal with them later.
	Students are taught to create visual cues so they can become “self-cueing” for capturing necessary information.
	Students are taught where and how to write notes about things they need or want to discuss with others (“TALK TO” section).
	Students are taught where and how to write instructions and directions.
	Students are taught where and how to write steps for doing tasks.
	Students are taught where and how to write notes about meetings and other in-person conversations.
	Students are taught where and how to write notes about telephone conversations.
	Students are taught where and how to write notes about how they are feeling.
	Students are taught where and how to write conclusions they have come to about decisions, goals and solutions to problems.

	Information Storage
	“Memory Notes” are written in sequential order on specific pages throughout the day (in the “SCHEDULE” section).
	A month’s worth of “SCHEDULE” section notes are stored in the BRAIN BOOK^® itself.
	Past “SCHEDULE” section notes are kept in the BRAIN BOOK^® System’s Storage System binders.
	Students are taught where to store notes about past meetings, appointments and conversations.
	Students are taught where and how to store information about personal routines (“ROUTINES” section).
	Students are taught where and how to store information about routine procedures (called “STEPS” in the BRAIN BOOK^® System).
	Students are taught where and how to store information about things they want or need to purchase (“OUTSIDE” section).
	Students are taught where and how to store information about errands they need to run (“OUTSIDE” section).
	Students are taught where and how to store information about instructions and directions (“STEPS” and “DIRECTIONS” sections).
	Students are taught where and how to store information about how they are feeling (“UPSET” section).

	Information Retrieval
	Students are taught to use their BRAIN BOOKs throughout the day so they know what they have planned to do and when to do it.
	Students are taught to review the “big picture” for their day at the beginning of each day.
	Students are taught to categorize their “Memory Notes” so they can be easily found at a later date.
	Students are taught to highlight their most important “SCHEDULE” and “Memory Notes” so top priorities are always completed or handled.
	Students are taught to “clean up” their BRAIN BOOKs daily, so they always know what was done, cancelled or transferred forward on a particular day.
	Students are taught to use “TALK TO” pages before meetings or telephone conversations so they can know what want or need to discuss with others.
	Students are taught how to use the “ROUTINES” section as a reference section for scheduling and altering routine activities.
	Students are taught how to use the “STEPS” section to retrieve necessary information for executing routine procedures.
	Students are taught how to use the “OUTSIDE” section for retrieving information for shopping and running errands.

	Information Use
	Students are taught to independently perform scheduled tasks and follow through with scheduled appointments (using “SCHEDULE” section entries and “To Do Cues”).
	Students are taught how to estimate, plan and manage their time (using the “SCHEDULE” section).
	Students are taught to read and independently use past “Memory Notes” entries.
	Students are taught to plan their daily, weekly and monthly activities (“CLEAN UP” section).
	Students are taught to effectively communicate with others, independently using their “TALK TO” section pages.
	Students are taught to use their “ROUTINES” cards to independently schedule, alter and follow through with daily, weekly, monthly and periodic routines.
	Students are taught to use their “STEPS” cards to independently execute routine procedures.
	Students are taught to independently follow instructions and directions using “STEPS” section cards and “DIRECTIONS” cards.
	Students are taught to use their “OUTSIDE” section to independently execute tasks related to shopping and running errands.
	Students are taught to use captured information to make increasingly independent and responsible decisions.
	Students are taught to manage troubling feelings by using their “UPSET” section.
	Students are taught to independently transfer skills to all areas of life, including work, school or other activities.

Achieving Mastery

Skills training is accomplished through “massed practice” (also called “overlearning”), which solidifies skills so they last a lifetime.

Persons with all levels of injury have experienced success with the BRAIN BOOK^® System’s program. Mastery of basic BRAIN BOOK^® System skills enables persons with brain injury (even severe injury) to transfer skills to new situations because their “memory” is now in their hands and in their eyes. . .

If you think you (or your loved one, or your client) cannot master many of the skills outlined here, before you decide, talk to us! We will put you in touch with people who may convince you otherwise! E-mail Kathy Moeller personally, with the subject entry of “Skeptical.”