250 جتماعيةاعلوموالدابالة Journal of letters and Social Sciences (JLSS) https://www.asjp.cerist.dz/en/PresentationRevue/4 Cognitive Remediation Therapy: a general overview عامة: نظرةعرتأهيل ا ال Dr. Ahmed Benaissa . أحمد بن عي�سى د “Language - Cognition and Interaction” laboratory, Blida University 2, Algeria University Abdelhamid Ibn Badis, Mostaganem, Algeria ahmed.benaissa@univ-mosta.dz Abstract The development of neuropsychology and the experimental results and evidence from brain and neurological injuries have contributed significantly to the emergence of neuropsychological and cognitive interventions. The concept of Cognitive Remediation (CR) was established in response to the cognitive deficiency that was seen in patients and to improve cognitive abilities. In this study, we will discuss CR by introducing the concept and determining an overview of CR, providing the most important approaches and programs used in CR, and review some of the results of the literature related to it. Informations about Article Date de réception: 07/08/2022 Date d’acceptation:08/10/2023 Key Words cognitive remediation cognitive therapy cognitive impairment neuropsychiatric diseases interventions Introduction The late nineteenth century saw the beginning of the scientific understanding of how the brain functions, with the work of Broca (1865) and Wernicke (1874) and their findings on brain injury cases. This is referred to as a localizationist or pluripotentialist perspective of the brain. Each behavioral function was believed to be assigned to a certain area of the brain. The proof that sensory and motor strips had distinct regions that corresponded to feeling and movement in certain body parts provided more evidence for this claim. With the emergence of another viewpoint that challenges the localizationist view, Lashley et al. (1938) believed that the brain’s mass action and that it functions as an equipotentiality, that is, all brain regions perform the same functions and that the degree of deficit was related to the amount of tissue lost rather than the location of the damaged tissue. (Podd, 2012). Other evidence emerged, such as Goldstein (1939) and Alexander Luria (1948, 1966, 1973), which acknowledged the brain’s ability to automatically reorganize so that a different region could take over the function of the damaged region and that the patient could be taught to use strategies instead of the strategies he was learning with, and a treatment plan could be devised to develop and teach alternate functional systems. In their book on neurotraining, released in 1981, Craine and Gudeman outline their strategy for cognitive remediation (CR) and suggest “off-the-shelf” games that may be customized to help individuals with brain injury restore their cognitive performance. The introduction of personal computers, Lynch (1979) suggested Atari games and, subsequently, Apple II games that would be beneficial for people with cognitive impairment. Neuropsychologists started creating their own computer-assisted cognitive rehabilitation systems (e.g., Ben-Yishay et al. 1987; Bracy 1985; Gianutsos and Klitzner 1981). Although there was a lot of interest at the time, research was not done to a great amount, and neuropsychologists began to doubt the effectiveness of cognitive rehabilitation. With the accumulation of research on CR and its effectiveness, (Ponsford and Kinsella, 1988; Cicerone et al. 2000, 2005; Podd and Krehbiel, 2006) proved the effectiveness of CR on several aspects, such as cognitive, psychological, and social. (Podd, 2012). This study aimed to highlight the concept of through a conceptual background through a description and review approach. We will introduce CR as a new therapeutic approach in neuropsychological interventions designed to improve cognition. We will provide a general overview of CR; determine the target aspects for improvement in CR, as well as the most important models and approaches used in CR and its interventions, and exploring the effectiveness of CRT