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  1. Article ; Online: From Puzzle to Progress: How Engaging With Neurodiversity Can Improve Cognitive Science.

    Manalili, Marie A R / Pearson, Amy / Sulik, Justin / Creechan, Louise / Elsherif, Mahmoud / Murkumbi, Inika / Azevedo, Flavio / Bonnen, Kathryn L / Kim, Judy S / Kording, Konrad / Lee, Julie J / Obscura, Manifold / Kapp, Steven K / Röer, Jan P / Morstead, Talia

    Cognitive science

    2023  Volume 47, Issue 2, Page(s) e13255

    Abstract: In cognitive science, there is a tacit norm that phenomena such as cultural variation or synaesthesia are worthy examples of cognitive diversity that contribute to a better understanding of cognition, but that other forms of cognitive diversity (e.g., ... ...

    Abstract In cognitive science, there is a tacit norm that phenomena such as cultural variation or synaesthesia are worthy examples of cognitive diversity that contribute to a better understanding of cognition, but that other forms of cognitive diversity (e.g., autism, attention deficit hyperactivity disorder/ADHD, and dyslexia) are primarily interesting only as examples of deficit, dysfunction, or impairment. This status quo is dehumanizing and holds back much-needed research. In contrast, the neurodiversity paradigm argues that such experiences are not necessarily deficits but rather are natural reflections of biodiversity. Here, we propose that neurodiversity is an important topic for future research in cognitive science. We discuss why cognitive science has thus far failed to engage with neurodiversity, why this gap presents both ethical and scientific challenges for the field, and, crucially, why cognitive science will produce better theories of human cognition if the field engages with neurodiversity in the same way that it values other forms of cognitive diversity. Doing so will not only empower marginalized researchers but will also present an opportunity for cognitive science to benefit from the unique contributions of neurodivergent researchers and communities.
    MeSH term(s) Humans ; Cognition ; Attention Deficit Disorder with Hyperactivity/psychology ; Cognitive Science
    Language English
    Publishing date 2023-02-21
    Publishing country United States
    Document type Letter
    ZDB-ID 2002940-8
    ISSN 1551-6709 ; 0364-0213
    ISSN (online) 1551-6709
    ISSN 0364-0213
    DOI 10.1111/cogs.13255
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article: From puzzle to progress

    Manalili, Marie A. R. / Pearson, Amy / Sulik, Justin / Creechan, Louise / Elsherif, Mahmoud / Murkumbi, Inika / Azevedo, Flavio / Bonnen, Kathryn L. / Kim, Judy S. / Kording, Konrad / Lee, Julie J. / Obscura, Manifold / Kapp, Steven K. / Röer, Jan P. / Morstead, Talia

    Cognitive Science

    How engaging with neurodiversity can improve cognitive science

    2023  Volume 47, Issue 2, Page(s) No

    Abstract: In cognitive science, there is a tacit norm that phenomena such as cultural variation or synaesthesia are worthy examples of cognitive diversity that contribute to a better understanding of cognition, but that other forms of cognitive diversity (e.g., ... ...

    Title translation Vom Puzzle zum Fortschritt: Wie die Beschäftigung mit Neurodiversität die kognitive Wissenschaft verbessern kann
    Abstract In cognitive science, there is a tacit norm that phenomena such as cultural variation or synaesthesia are worthy examples of cognitive diversity that contribute to a better understanding of cognition, but that other forms of cognitive diversity (e.g., autism, attention deficit hyperactivity disorder/ADHD, and dyslexia) are primarily interesting only as examples of deficit, dysfunction, or impairment. This status quo is dehumanizing and holds back much-needed research. In contrast, the neurodiversity paradigm argues that such experiences are not necessarily deficits but rather are natural reflections of biodiversity. Here, we propose that neurodiversity is an important topic for future research in cognitive science. We discuss why cognitive science has thus far failed to engage with neurodiversity, why this gap presents both ethical and scientific challenges for the field, and, crucially, why cognitive science will produce better theories of human cognition if the field engages with neurodiversity in the same way that it values other forms of cognitive diversity. Doing so will not only empower marginalized researchers but will also present an opportunity for cognitive science to benefit from the unique contributions of neurodivergent researchers and communities.
    Keywords Attention Deficit Disorder with Hyperactivity ; Aufmerksamkeitsstörung mit Hyperaktivität ; Autism Spectrum Disorders ; Autismus-Spektrum-Störungen ; Berufsethik ; Cognition ; Cognitive Ability ; Cognitive Science ; Dyslexia ; Epistemologie ; Epistemology ; Inklusion (Stichprobe) ; Kognition (Erkenntnisprozess) ; Kognitionswissenschaften ; Kognitive Fähigkeiten ; Legasthenie ; Neurodiversity ; Neurodiversität ; Professional Ethics ; Research Inclusivity ; Social Cognition ; Soziale Kognition
    Language English
    Document type Article
    ZDB-ID 2002940-8
    ISSN 1551-6709 ; 0364-0213
    ISSN (online) 1551-6709
    ISSN 0364-0213
    DOI 10.1111/cogs.13255
    Database PSYNDEX

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