Kurlychek R T, Levin W
Department of Psychology, University of Oregon, Eugene.
Crit Rev Med Inform. 1987;1(3):241-57.
Currently there is a rapid expansion of work among rehabilitation professionals in applying computer-assisted instructional technology to remediate cognitive deficits resulting from brain injury. The present article presents a framework for relating the various theoretical, empirical, and clinical challenges raised by the coalescence of two such recently emerging disciplines as computer-assisted instruction and cognitive rehabilitation. These challenges are presented from the perspectives of diverse disciplines, including cognitive science, rehabilitation professions, and computer science. A set of guiding principles are derived for evaluating the potential efficacy of currently existing programs and for directing future developmental work in software design, evaluation research, and service delivery.
目前，康复专业人员在应用计算机辅助教学技术来矫治脑损伤导致的认知缺陷方面的工作正在迅速扩展。本文提出了一个框架，用于关联计算机辅助教学和认知康复这两个最近新兴学科融合所引发的各种理论、实证和临床挑战。这些挑战是从包括认知科学、康复专业和计算机科学等不同学科的角度提出的。推导得出了一套指导原则，用于评估现有项目的潜在效果，并指导软件设计、评估研究和服务提供方面未来的开发工作。
