Frederick L. Coolidge

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Frederick L. Coolidge is an American professor of psychology known for his work in cognitive archaeology. He has taught at the University of Colorado, Colorado Springs since 1979. [1] With Karenleigh A. Overmann, he currently co-directs the Center for Cognitive Archaeology at the University of Colorado, Colorado Springs. [2] He also teaches for the Centre for Cognitive and Brain Sciences at the Indian Institute of Technology Gandhinagar, India. [3]

Contents

Education

Coolidge completed his doctorate in psychology in 1974 at the University of Florida, followed by a clinical internship (1974–1975) and postdoctoral fellowship (1975–1976) in clinical neuropsychology at Shands Teaching Hospital, University of Florida. [1]

Research

Often in collaboration with archaeologist Thomas G. Wynn, Coolidge has published more than 50+ articles and book chapters in cognitive archaeology. He has also published more than 140+ articles in psychological research, including personality assessment and behavior genetics. [1] With his colleague Thomas Wynn, Coolidge developed the "Enhanced Working Memory Hypothesis", the idea that small but heritable changes in working memory and other executive functions were critical to human cognitive evolution. [4] [5] [6] [7] [8] [9] [10] Coolidge and Wynn have also collaborated on Neandertal cognition, [11] [12] cognitive differences between Neandertals and contemporary Homo sapiens , [13] [14] [15] technical cognition, and creativity. [16] In 2008, Coolidge co-chaired the 139th Numbered Wenner-Gren Symposium with Wynn. Entitled "Working Memory: Beyond Language and Symbolism," the proceedings were published as a special issue of Current Anthropology. [17] In 2011, he and Wynn established the Center for Cognitive Archaeology at the University of Colorado, Colorado Springs. [18]

Honors

Enhanced Working Memory Hypothesis (EWMH)

The Enhanced Working Memory Hypothesis (EWMH) proposes that a small but heritable change in executive functioning may have been the reason why Homo sapiens persisted and flourished, while cousin species like the Neandertals went extinct. [4] [5] Executive functions are the higher-level cognitive skills used to control and coordinate other abilities and behaviors; they consist of the abilities to make decisions, plan, strategize, organize, inhibit behavior, and temporally sequence events. The EWMH was inspired, in part, by Coolidge’s reaction to an article by paleoanthropologist Ian Tattersall [19] that had suggested the between-species difference related to language. [20] From his work in behavior genetics, [21] Coolidge understood the heritability of the executive functions and surmised that possible differences in the executive functioning of the two human species had perhaps enabled Homo sapiens to outcompete the Neandertals. [20] He proposed the idea to his colleague, archaeologist Thomas Wynn, resulting in a collaboration to operationalize executive functions so they could be detected in the archaeological record, as for example, resourcing strategies like traps suggest the involvement of executive functions like planning and inhibition because they involve significant amounts of time between an action (building and setting a trap) and its reward (harvesting prey). [20] Coolidge and Wynn have focused in particular on the executive function Working Memory, expanding on the classic model by psychologist Alan Baddeley [22] [23] and examining signs of change in Working Memory in the archaeological record [24] and its effects in domains like technical cognition and creativity. [16]

Personality and neuropsychological psychological tests

In the field of clinical psychology, Coolidge and various colleagues have developed and fielded six psychometric tests based on criteria in the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association. These tests are widely used by mental health professionals and clinical researchers to diagnose personality disorders and neuropsychological traits in adults, adolescents, and children.

Selected works in cognitive archaeology and cognitive evolution

Authored books

Edited volumes

Articles

Book chapters

Selected works in other topics

Authored books

Personality and neuropsychological psychological tests

Related Research Articles

Psychology is an academic and applied discipline involving the scientific study of human mental functions and behavior. Occasionally, in addition or opposition to employing the scientific method, it also relies on symbolic interpretation and critical analysis, although these traditions have tended to be less pronounced than in other social sciences, such as sociology. Psychologists study phenomena such as perception, cognition, emotion, personality, behavior, and interpersonal relationships. Some, especially depth psychologists, also study the unconscious mind.

<span class="mw-page-title-main">Neuropsychology</span> Study of the brain related to specific psychological processes and behaviors

Neuropsychology is a branch of psychology concerned with how a person's cognition and behavior are related to the brain and the rest of the nervous system. Professionals in this branch of psychology focus on how injuries or illnesses of the brain affect cognitive and behavioral functions.

Rehabilitation of sensory and cognitive function typically involves methods for retraining neural pathways or training new neural pathways to regain or improve neurocognitive functioning that have been diminished by disease or trauma. The main objective outcome for rehabilitation is to assist in regaining physical abilities and improving performance. Three common neuropsychological problems treatable with rehabilitation are attention deficit/hyperactivity disorder (ADHD), concussion, and spinal cord injury. Rehabilitation research and practices are a fertile area for clinical neuropsychologists, rehabilitation psychologists, and others.

<span class="mw-page-title-main">Neuropsychological test</span> Assess neurological function associated with certain behaviors and brain damage

Neuropsychological tests are specifically designed tasks that are used to measure a psychological function known to be linked to a particular brain structure or pathway. Tests are used for research into brain function and in a clinical setting for the diagnosis of deficits. They usually involve the systematic administration of clearly defined procedures in a formal environment. Neuropsychological tests are typically administered to a single person working with an examiner in a quiet office environment, free from distractions. As such, it can be argued that neuropsychological tests at times offer an estimate of a person's peak level of cognitive performance. Neuropsychological tests are a core component of the process of conducting neuropsychological assessment, along with personal, interpersonal and contextual factors.

<span class="mw-page-title-main">Clinical neuropsychology</span> Sub-field of neuropsychology concerned with the applied science of brain-behaviour relationships

Clinical neuropsychology is a sub-field of cognitive science and psychology concerned with the applied science of brain-behaviour relationships. Clinical neuropsychologists use this knowledge in the assessment, diagnosis, treatment, and or rehabilitation of patients across the lifespan with neurological, medical, neurodevelopmental and psychiatric conditions, as well as other cognitive and learning disorders. The branch of neuropsychology associated with children and young people is pediatric neuropsychology.

In psychology, schizotypy is a theoretical concept that posits a continuum of personality characteristics and experiences, ranging from normal dissociative, imaginative states to extreme states of mind related to psychosis, especially schizophrenia. The continuum of personality proposed in schizotypy is in contrast to a categorical view of psychosis, wherein psychosis is considered a particular state of mind, which the person either has or does not have.

<span class="mw-page-title-main">Neuropsychological assessment</span> Testing to identify brain impairments, their severity & location

Neuropsychological assessment was traditionally carried out to assess the extent of impairment to a particular skill and to attempt to determine the area of the brain which may have been damaged following brain injury or neurological illness. With the advent of neuroimaging techniques, location of space-occupying lesions can now be more accurately determined through this method, so the focus has now moved on to the assessment of cognition and behaviour, including examining the effects of any brain injury or neuropathological process that a person may have experienced.

Cognitive archaeology is a theoretical perspective in archaeology that focuses on the ancient mind. It is divided into two main groups: evolutionary cognitive archaeology (ECA), which seeks to understand human cognitive evolution from the material record, and ideational cognitive archaeology (ICA), which focuses on the symbolic structures discernable in or inferable from past material culture.

<span class="mw-page-title-main">Wisconsin Card Sorting Test</span> Neuropsychological test

The Wisconsin Card Sorting Test (WCST) is a neuropsychological test of set-shifting, which is the capability to show flexibility when exposed to changes in reinforcement. The WCST was written by David A. Grant and Esta A. Berg. The Professional Manual for the WCST was written by Robert K. Heaton, Gordon J. Chelune, Jack L. Talley, Gary G. Kay, and Glenn Curtiss.

<span class="mw-page-title-main">Executive functions</span> Cognitive processes necessary for control of behavior

In cognitive science and neuropsychology, executive functions are a set of cognitive processes that are necessary for the cognitive control of behavior: selecting and successfully monitoring behaviors that facilitate the attainment of chosen goals. Executive functions include basic cognitive processes such as attentional control, cognitive inhibition, inhibitory control, working memory, and cognitive flexibility. Higher-order executive functions require the simultaneous use of multiple basic executive functions and include planning and fluid intelligence.

<span class="mw-page-title-main">Frontal lobe disorder</span> Brain disorder

Frontal lobe disorder, also frontal lobe syndrome, is an impairment of the frontal lobe of the brain due to disease or frontal lobe injury. The frontal lobe plays a key role in executive functions such as motivation, planning, social behaviour, and speech production. Frontal lobe syndrome can be caused by a range of conditions including head trauma, tumours, neurodegenerative diseases, neurodevelopmental disorders, neurosurgery and cerebrovascular disease. Frontal lobe impairment can be detected by recognition of typical signs and symptoms, use of simple screening tests, and specialist neurological testing.

In psychology and neuroscience, executive dysfunction, or executive function deficit, is a disruption to the efficacy of the executive functions, which is a group of cognitive processes that regulate, control, and manage other cognitive processes. Executive dysfunction can refer to both neurocognitive deficits and behavioural symptoms. It is implicated in numerous psychopathologies and mental disorders, as well as short-term and long-term changes in non-clinical executive control. Executive dysfunction is the mechanism underlying ADHD Paralysis, and in a broader context, it can encompass other cognitive difficulties like planning, organizing, initiating tasks and regulating emotions. It is a core characteristic of ADHD and can elucidate numerous other recognized symptoms.

The Wechsler Memory Scale (WMS) is a neuropsychological test designed to measure different memory functions in a person. Anyone ages 16 to 90 is eligible to take this test. The current version is the fourth edition (WMS-IV) which was published in 2009 and which was designed to be used with the WAIS-IV. A person's performance is reported as five Index Scores: Auditory Memory, Visual Memory, Visual Working Memory, Immediate Memory, and Delayed Memory. The WMS-IV also incorporates an optional cognitive exam that helps to assess global cognitive functioning in people with suspected memory deficits or those who have been diagnosed with a various neural, psychiatric and/or developmental disorders. This may include conditions such as dementias or mild learning difficulties.

<span class="mw-page-title-main">Inhibitory control</span> Cognitive process

Inhibitory control, also known as response inhibition, is a cognitive process – and, more specifically, an executive function – that permits an individual to inhibit their impulses and natural, habitual, or dominant behavioral responses to stimuli in order to select a more appropriate behavior that is consistent with completing their goals. Self-control is an important aspect of inhibitory control. For example, successfully suppressing the natural behavioral response to eat cake when one is craving it while dieting requires the use of inhibitory control.

<span class="mw-page-title-main">Attentional control</span> Individuals capacity to choose what they pay attention to and what they ignore

Attentional control, colloquially referred to as concentration, refers to an individual's capacity to choose what they pay attention to and what they ignore. It is also known as endogenous attention or executive attention. In lay terms, attentional control can be described as an individual's ability to concentrate. Primarily mediated by the frontal areas of the brain including the anterior cingulate cortex, attentional control is thought to be closely related to other executive functions such as working memory.

Neuroarchaeology is a sub-discipline of archaeology that uses neuroscientific data to infer things about brain form and function in human cognitive evolution. The term was first suggested and thus coined by Colin Renfrew and Lambros Malafouris.

Thomas G. Wynn is an American archaeologist known for his work in cognitive archaeology. He is a pioneer of evolutionary cognitive archaeology; his article "The intelligence of later Acheulean hominids" is considered a classic in the field. He taught at the University of Colorado, Colorado Springs from 1977 to 2022, where he now holds the title Distinguished Professor Emeritus.

Karenleigh A. Overmann is a cognitive archaeologist known for her work on how ancient societies became numerate and literate. She currently directs the Center for Cognitive Archaeology at the University of Colorado, Colorado Springs. Before becoming an academic researcher, Overmann served 25 years of active duty in the U.S. Navy.

Lambros Malafouris is a Greek-British cognitive archaeologist who has pioneered the application of concepts from the philosophy of mind to the material record. He is Professor of Cognitive and Anthropological Archaeology at the University of Oxford. He is known for Material Engagement Theory, the idea that material objects in the archaeological record are part of the ancient human mind.

References

  1. 1 2 3 4 5 6 7 8 9 "Frederick L. Coolidge, Ph.D." University of Colorado, Colorado Springs. Retrieved February 20, 2021.
  2. ↑ "UCCS Center for Cognitive Archaeology Faculty". University of Colorado, Colorado Springs. 2021. Retrieved June 3, 2021.
  3. 1 2 3 4 5 6 "Frederick L. Coolidge". 2017. Retrieved June 4, 2021.
  4. 1 2 Coolidge, Frederick L; Wynn, Thomas (2001). "Executive Functions of the Frontal Lobes and the Evolutionary Ascendancy of Homo sapiens". Cambridge Archaeological Journal. 11 (3): 255–260. doi:10.1017/S0959774301000142.
  5. 1 2 Coolidge, Frederick L; Wynn, Thomas (2005). "Working Memory, Its Executive Functions, and the Emergence of Modern Thinking". Cambridge Archaeological Journal. 15 (1): 5–26. doi:10.1017/S0959774305000016.
  6. ↑ Coolidge, Frederick L; Wynn, Thomas (2008). "Why Not Cognition?". Current Anthropology. 49 (5): 895–897. doi:10.1086/524386. S2CID   145732440.
  7. ↑ Balter, Michael (2010). "Does 'Working Memory' Still Work?". Science. 328 (5975): 162. doi:10.1126/science.328.5975.162. PMID   20378789 . Retrieved 20 February 2021.
  8. ↑ Balter, Michael (2019). "Did Working Memory Spark Creative Culture?" (PDF). Retrieved June 5, 2021.
  9. ↑ Wurz, Sarah (2012). "The Transition to Modern Behavior". Nature Education Knowledge. 3 (10): 15. Retrieved 20 February 2021.
  10. ↑ Tryon, Christian (2013). "Testing Models of Modern Human Origins with Archaeology and Anatomy". Nature Education Knowledge. 4 (3): 4. Retrieved 20 February 2021.
  11. ↑ Coolidge, Frederick L; Wynn, Thomas (2004). "The Expert Neandertal Mind". Journal of Human Evolution. 46 (4): 467–487. doi:10.1016/j.jhevol.2004.01.005. PMID   15066380.
  12. ↑ Wynn, Thomas; Coolidge, Frederick L (2012). How to Think like a Neandertal. Oxford: Oxford University Press. ISBN   9780199329229.
  13. ↑ Wynn, Thomas; Overmann, Karenleigh A; Coolidge, Frederick L (2016). "The False Dichotomy: A Refutation of the Neandertal Indistinguishability Claim". Journal of Anthropological Sciences. 94: 1–21.
  14. ↑ Coolidge, Frederick L.; Wynn, Thomas; Overmann, Karenleigh A. (2024). "The Expert Neandertal Mind and Brain, Revisited". In Wynn, Thomas; Overmann, Karenleigh A.; Coolidge, Frederick L. (eds.). The Oxford Handbook of Cognitive Archaeology. Oxford University Press. ISBN   9780192895950.
  15. ↑ Bower, Bruce (2004). "In the Neandertal Mind: Our Evolutionary Comrades Celebrated Vaunted Intellects before Meeting a Memorable Demise". Science News. 166 (12): 183–184. doi:10.2307/4015497. JSTOR   4015497 . Retrieved 20 February 2021.
  16. 1 2 Wynn, Thomas; Coolidge, Frederick L (2014). "Technical Cognition, Working Memory and Creativity". Pragmatics & Cognition. 22 (1): 45–63. doi:10.1075/pc.22.1.03wyn.
  17. ↑ Wynn, Thomas; Coolidge, Frederick L (2010). "Working Memory: Beyond Symbolism and Language". Current Anthropology. 51 (S1). doi:10.1086/650526. S2CID   142942270.
  18. ↑ "Thomas Wynn, Ph.D." University of Colorado, Colorado Springs. Retrieved February 19, 2021.
  19. ↑ Tattersall, Ian (2000). "Once We Were Not Alone". Scientific American. 282 (1): 56–62. Bibcode:2000SciAm.282a..56T. doi:10.1038/scientificamerican0100-56. JSTOR   26058564.
  20. 1 2 3 Coolidge, Frederick L (2019). "The Enhanced Working Memory Model: Its Origin and Development". In Overmann, Karenleigh A; Coolidge, Frederick L (eds.). Squeezing Minds from Stones: Cognitive Archaeology and the Evolution of the Human Mind. New York: Oxford University Press. pp. 406–431. ISBN   9780190854614.
  21. ↑ Coolidge, Frederick L; Thede, Linda L; Young, Susan E (2002). "The Heritability of Gender Identity Disorder in a Child and Adolescent Twin Sample". Behavior Genetics. 34 (4): 251–257. doi:10.1023/A:1019724712983. JSTOR   26058564. PMID   12211624. S2CID   25159803.
  22. ↑ Baddeley, Alan D (2012). "Working Memory: Theories, Models, and Controversies". Annual Review of Psychology. 63: 1–29. doi: 10.1146/annurev-psych-120710-100422 . PMID   21961947.
  23. ↑ Baddeley, Alan D; Hitch, Graham J (1974). Bower, Gordon H (ed.). The Psychology of Learning and Motivation: Advances in Research and Theory, Vol. 8. New York: Academic Press. pp. 47–89. ISBN   9780080863597.
  24. ↑ Wynn, Thomas; Coolidge, Frederick L (2003). "The Role of Working Memory in the Evolution of Managed Foraging". Before Farming. 2 (1): 1–16. doi:10.3828/bfarm.2003.2.1.
  25. ↑ Griego, Jacqueline; Stewart, Sharon E.; Coolidge, Frederick L. (1999). "A convergent validity study of Cloninger's Temperament and Character Inventory with the Coolidge Axis II Inventory". Journal of Personality Disorders. 13 (3): 256–267. doi:10.1521/pedi.1999.13.3.256.
  26. ↑ Coolidge, Frederick L.; Segal, Daniel L.; Cahill, Brian S.; Simenson, Jeremy T. (2010). "Psychometric properties of a brief inventory for the screening of personality disorders: The SCATI". Psychology and Psychotherapy: Theory, Research and Practice. 83 (4): 395–405. doi:10.1348/147608310X486363.
  27. ↑ Coolidge, Frederick L.; Segal, Daniel L.; Klebe, Kelli J.; Cahill, Brian S.; Whitcomb, Jamie M. (2009). "Psychometric properties of the Coolidge Correctional Inventory in a sample of 3,962 prison inmates". Behavioral Sciences & the Law. 27 (5): 713–726. doi:10.1002/bsl.896.
  28. ↑ Coolidge, Frederick L.; Moor, Candace J.; Yamazaki, Tomoko G.; Stewart, Sharon E.; Daniel L., Segal (2001). "On the relationship between Karen Horney's tripartite neurotic type theory and personality disorder features". Personality and Individual Differences. 30 (8): 1387–1400. doi:10.1016/S0191-8869(00)00120-3.
  29. ↑ Coolidge, Frederick L.; Thede, Linda L.; Stewart, Sharon E.; Segal, Daniel L. (2002). "The Coolidge Personality and Neuropsychological Inventory for Children (CPNI) Preliminary Psychometric Characteristics". Behavior Modification. 26 (4): 550–566. doi:10.1177/0145445502026004007.
  30. ↑ Schroeder, Rachel B.; Nolan, Sydney; Harris, Lani L.; Segal, Daniel L.; Coolidge, Frederick L. (2023). "On the differential diagnosis of autism spectrum disorder and attention-deficit/hyperactivity disorder". Psychiatry Research Communications. 3 (3): 1–5. doi: 10.1016/j.psycom.2023.100135 .

See also

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