DOCSLIB.ORG

Reported Self-Control Is Not Meaningfully Associated With

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Reported Self-Control Is Not Meaningfully Associated With University of Dundee Reported self-control is not meaningfully associated with inhibition-related executive function Saunders, Blair; Milyavskaya, Marina; Etz, Alexander; Randles, Daniel; Inzlicht, Michael Published in: Collabra: Psychology DOI: 10.1525/collabra.134 Publication date: 2018 Licence: CC BY Document Version Publisher's PDF, also known as Version of record Link to publication in Discovery Research Portal Citation for published version (APA): Saunders, B., Milyavskaya, M., Etz, A., Randles, D., & Inzlicht, M. (2018). Reported self-control is not meaningfully associated with inhibition-related executive function: A Bayesian analysis. Collabra: Psychology, 4(1), [39]. https://doi.org/10.1525/collabra.134 General rights Copyright and moral rights for the publications made accessible in Discovery Research Portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from Discovery Research Portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain. • You may freely distribute the URL identifying the publication in the public portal. Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 26. Sep. 2021 Saunders, B., et al. (2018). Reported Self-control is not Meaningfully Associated with Inhibition-related Executive Function: A Bayesian Analysis. Collabra: Psychology, 4(1): 39. DOI: https://doi.org/10.1525/collabra.134 ORIGINAL RESEARCH REPORT Reported Self-control is not Meaningfully Associated with Inhibition-related Executive Function: A Bayesian Analysis Blair Saunders*, Marina Milyavskaya†, Alexander Etz‡, Daniel Randles§ and Michael Inzlicht§,‖ Self-control is assessed using a remarkable array of measures. In a series of five data-sets (overall N = 2,641) and a mini meta-analysis, we explored the association between canonical operationalisations of self-control: The Self-Control Scale and two measures of inhibition-related executive functioning (the Stroop and Flanker paradigms). Overall, Bayesian correlational analyses suggested little-to-no relationship between self-reported self-control and performance on the Stroop and Flanker tasks. The Bayesian meta- analytical summary of all five data-sets further favoured a null relationship between both types of measurement. These results suggest that the field’s most widely used measure of self-reported self-control is uncorrelated with two of the most widely adopted executive functioning measures of self-control. Consequently, theoretical and practical conclusions drawn using one measure (e.g., the Self-Control Scale) cannot be generalised to findings using the other (e.g., the Stroop task). The lack of empirical correlation between measures of self-control do not invalidate either measure, but instead suggest that treatments of the construct of self-control need to pay greater attention to convergent validity among the many measures used to operationalize self-control. Keywords: self-control; cognitive control; inhibitory executive functioning; Bayesian statistics Classically defined as the overriding of unwanted impulses but seldom investigated empirically (cf., Duckworth & (Baumeister, 2014; Roberts, Lejuez, Krueger, Richards, Kern, 2011). Yet, the importance of understanding the & Hill, 2014), self-control is among the most celebrated nature of self-control measures cannot be understated. facets of higher cognition. Impulse control enjoys such Poor self-regulation has been identified as “the major theoretic prominence that inhibition has been proposed social pathology of the present time” (Baumeister et al., to underlie 80–90% of self-regulation (Baumeister, 2014; 1994, pp. 3; see also, Mischel, Shoda, & Rodriguez, 1989), Baumeister, Heatherton, & Tice, 1994). Also remarkable with low reported self-control predicting poorer health, is the array of measures used to assess self-control—from finances, and wellbeing, and higher rates of mortality introspective self-report questionnaires to reaction-timed and criminal convictions (Moffitt et al., 2011; Tangney, tests of executive functioning. While such measures are Baumeister, & Boone, 2004). Therefore, understanding undoubtedly diverse, what seems to unite them is the operationalisations of the construct of self-control is idea that they each tap some ability to override unwanted critical. Most people have a lay conceptualisation of what dominant impulses (Baumeister et al., 2014; Baumeister, it feels like to resist temptation and to exert self-control. 2014; Hofmann, Schmeichel, & Baddeley, 2012; Inzlicht, However, are common empirical measures, that each Schmeichel, & Macrae, 2014). putatively assess the ability to resist impulses in their own That all these measures relate to a common construct right, statistically related to each other? Do people who called self-control has been assumed often by face- self-report high levels of self-control on questionnaire validity (e.g., “I am good at resisting temptations”; measures also show improved performance on laboratory Stroop performance requires inhibiting word-reading), tests of self-control? Here, we addressed these questions by examining the relationship between self-report measurements of self- * Psychology, School of Social Sciences, University of Dundee, GB control and performance measures of inhibition-related † Department of Psychology, Carleton University, Ottawa, CA executive functioning through five novel data-sets and a ‡ Department of Cognitive Sciences, University of California, meta-analytical summary (N = 2,641). Irvine, US § Department of Psychology, University of Toronto, CA The Self-Control Scale ‖ Rotman School of Management, University of Toronto, CA Developed by Tangney and colleagues (2004), the Self- Corresponding author: Blair Saunders Control Scale is a self-report questionnaire assessing ([email protected]) “the ability to override or change one’s inner responses, Art. 39, page 2 of 16 Saunders et al: Reported Self-control is not Meaningfully Associated with Inhibition-related Executive Function as well as interrupt undesired behavioural tendencies switching have also been identified as dissociable sub- (such as impulses) and refrain from acting on them” components (Miyake et al., 2000). More recent analyses (pp. 274, emphasis added). Consistent with prominent have suggested, however, that the inhibition component is theories (Baumeister et al., 1994), considerable emphasis particularly strongly related to the shared variance among was placed on inhibition in the development of the Self- executive functions (Miyake & Friedman, 2012). This latter Control Scale. Several items in the Self-Control Scale finding is consistent with the idea that inhibition-related include content that is face-valid in relation to inhibition processes play a central role in governing flexible goal- (e.g., “I am good at resisting temptation”; “I refuse things directed actions. that are bad for me, even if they are fun”). Beyond In the present studies, we used the Stroop and flanker inhibition, however, the Self-Control Scale assesses tasks as performance measures of inhibition-related multiple outcomes and processes that are more globally executive functioning. In the Stroop task, people identify reflective of self-discipline and goal-directed actions (e.g., the physical colour of a word while ignoring the lexical “I have trouble concentrating”; “I tend to be disorganised”; meaning of the word that may be either compatible “I say inappropriate things”; “I am lazy”; all reverse-scored). (the word “blue” in blue ink) or incompatible (the word Initial validation work demonstrated that higher “red” written in blue ink). Participants in the flanker Self-Control Scale scores were associated with better task must respond to a central target letter (e.g., “S” or psychological adjustment, reduced problematic food and “H”) while surrounding flanker letters prime either the alcohol consumption, increased relationship satisfaction, correct response on compatible trials (e.g., “SSSSS”), and more adaptive emotional responses (Tangney et al., or the incorrect response on incompatible trials (e.g., 2004). These relationships were largely confirmed in “HHSHH”). In both cases control is required to overcome a subsequent meta-analysis of 102 studies (de Ridder, the dominant but unwanted response tendency primed Lensvelt-Mulders, Finkenauer, Stok, & Baumeister, 2012). by the flankers or automatic word-reading processes on In short, self-control—as operationalised by the Self- incompatible trials. Control Scale—predicts the good-life. The Stroop and flanker tasks were originally conceived to Likely reflecting the wide scope of the Self-Control investigate cognitive interference, and were presented in Scale, this measure is strongly correlated with other broad within-subjects experimental designs (Eriksen & Eriksen, individual differences including conscientiousness (John, 1974; Stroop, 1935). However, these paradigms have been & Srivastava, 1999; Roberts, Jackson, Fayard, Edmonds, widely adopted as self-control measures in social and & Meints, 2009) and grit (Duckworth et al., 2007). personality psychology (Allom et al., 2016; Edmonds et Conscientiousness
Load more

Recommended publications
  • The Distinctive Role of Executive Functions in Implicit Emotion Regulation
    Acta Psychologica 173 (2017) 13–20 Contents lists available at ScienceDirect Acta Psychologica journal homepage: www.elsevier.com/locate/actpsy The distinctive role of executive functions in implicit emotion regulation Marco Sperduti a,b,⁎,1, Dominique Makowski a,b,1, Margherita Arcangeli c, Prany Wantzen a,b, Tiziana Zalla c, Stéphane Lemaire d, Jérôme Dokic c, Jérôme Pelletier c,e, Pascale Piolino a,b,f a Memory and Cognition Lab, Institute of Psychology, Sorbonne Paris Cité, Paris, France b INSERM UMR S894, Center for Psychiatry and Neurosciences, Paris, France c Institut Jean Nicod (CNRS-EHESS-ENS), Département d'Etudes Cognitives, Ecole Normale Supérieure, PSL Research University, Paris, France d Université de Rennes 1, Rennes, France e Ecole des Hautes Etudes en Sciences Sociales (EHESS), Paris, France f Institut Universitaire de France (IUF), France article info abstract Article history: Several theoretical models stress the role of executive functions in emotion regulation (ER). However, most of the Received 31 March 2016 previous studies on ER employed explicit regulatory strategies that could have engaged executive functions, be- Received in revised form 24 November 2016 yond regulatory processes per se. Recently, there has been renewed interest in implicit forms of ER, believed to be Accepted 4 December 2016 closer to daily-life requirements. While various studies have shown that implicit and explicit ER engage partially Available online xxxx overlapping neurocognitive processes, the contribution of different executive functions in implicit ER has not been investigated. In the present study, we presented participants with negatively valenced pictures of varying Keywords: fi Emotion regulation emotional intensity preceded by short texts describing them as either ctional or real.
    [Show full text]
  • Redalyc.EPISTEMOLOGICAL PERSPECTIVES in THE
    Acta Colombiana de Psicología ISSN: 0123-9155 [email protected] Universidad Católica de Colombia Colombia Armengol de la Miyar, Carmen G.; Moes, Elisabeth J. EPISTEMOLOGICAL PERSPECTIVES IN THE SCIENTIFIC STUDY AND EVALUATION OF EXECUTIVE FUNCTION Acta Colombiana de Psicología, vol. 17, núm. 2, 2014, pp. 69-79 Universidad Católica de Colombia Bogotá, Colombia Available in: http://www.redalyc.org/articulo.oa?id=79832492008 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Acta.colomb.psicol. 17 (2): 69-79, 2014 http://www.dx.doi.org/10.14718/ACP.2014.17.2.8 EPISTEMOLOGICAL PERSPECTIVES IN THE SCIENTIFIC STUDY AND EVALUATION OF EXECUTIVE FUNCTION Dr. Carmen G. Armengol de la Miyar1*, Dr. Elisabeth J. Moes2** 1Counseling and Applied Psychology Department, Bouve College of Health Sciences, Northeastern University, Boston, Massachusetts, U.S.A. 2Department of Psychology, College of Arts and Sciences, Suffolk University, Boston, Massachusetts, U.S.A. Recibido, abril 25/2014 Referencia: Armengol de la Miyar, C.G. & Moes, E.J. Concepto de evaluación, mayo 12/2014 (2014). Epistemological perspectives in the scientific Aceptado, mayo 28/2014 study and clinical evaluation of executive function. Acta Colombiana de Psicología, 17 (2), pp. 69-79. DOI:10.14718/ ACP.2014.17.2.8 Abstract In this article, epistemological perspectives that have shaped and affected the scientific quest for understanding what neuropsychologists term “executive functions” are reviewed. Executive functions refer to the control functions of cognition and behavior.
    [Show full text]
  • 15 EXECUTIVE FUNCTIONS Rochette Et Al., 2007)
    functional deficits lead to restrictions in home, work, and but overlapping disciplines, including neurorehabilitation, community activities, even if by clinical assessment the cognitive psychology, and cognitive neuroscience (Elliot, deficits are considered "mild" (Pohjasvaara et al., 2002; 2003). Rather than exhaustively review the decades of 15 EXECUTIVE FUNCTIONS Rochette et al., 2007). The cognitive deficits associated research pertinent to executive functions, including the with stroke vary in type and severity from individual to large bodies of research carried out on working memory individual, based on site and lesion(s) location, but Zinn, and attention, we decided to use this chapter as an oppor­ SUSAN M. FITZPATRICK and CAROLYN M. BAUM Bosworth, Hoenig, and Swartzwelder (2007) found that tunity to explore how the concept "executive function" is nearly 50% of individuals show deficits in executive func­ used by different disciplines, in what ways the uses of the tion. We suspect this number underestimates the true inci­ concept are similar or difrerent, and the opportunities dence of high-level cognitive difficulties. and challenges to be met when integrating findings from The Cognitive Rehabilitation Research Group (CRRG) across the disciplines to yield a coherent understanding at at Washington University in St. Louis maintains a large the neural, cognitive, and behavioral/performance levels, database of information regarding stroke patients admit­ so that research findings can be used to inform clinical ted to Barnes-Jewish Hospital. As of December 2009, the practice aimed at ameliorating executive dysfunction. It is CRRG research team had classified 9000 patients hospi­ our goal to identify the language and knowledge gaps that talized for stroke.
    [Show full text]
  • Mind Maps in Service of the Mental Brain Activity
    PERIODICUM BIOLOGORUM UDC 57:61 VOL. 116, No 2, 213–217, 2014 CODEN PDBIAD ISSN 0031-5362 Forum Mind maps in service of the mental brain activity Summary ŽELJKA JOSIPOVIĆ JELIĆ 1 VIDA DEMARIN 3 Tony Buzan is the creator of the mind maps who based his mnemonic IVANA ŠOLJAN 2 techniques of brain mapping on the terms of awareness and wide brain 1Center for Medical Expertise functionality as well as on the ability of memorizing, reading and creativ- HR-10000 Zagreb, Tvrtkova 5 ity. He conceived the idea that regular practice improves brain functions but Croatia he also introduced radiant thinking and mental literacy. One of the last 2Zagreba~ka banka enormous neuroscience ventures is to clarify the brain complexity and mind HR-10000 Zagreb, Juri{i}eva 22 and to get a complete insight into the mental brain activity. ! e history of Croatia human thought and brain processes dates back in the antiquity and is marked by di" erent ways of looking on the duality of mental and physical 3Medical Director, Medical Centre Aviva HR-10000, Zagreb, Nemetova 2 processes. ! e interaction of mental and physical processes and functioning Croatia of individual results in behavior of the body being carved in the state of mind, and vice versa. Both stable mind - body relation and integrated func- tions of behavior and thinking are necessary for a healthy physiological func- Correspondence: tioning of a human being. @eljka Josipovi} Jeli} Specialist neuropsychiatrist ! e meaning and nature of concience and mind preoccupies as all. In Center for Medical Expertise the decade of brain (1990-2000) and the century of brain (2000-1000) HR-10000 Zagreb, Tvrtkova 5, Croatia numerous discussions were lead and new scienti# c directions formed (cogni- E-mail: zeljka.josipovic-jelic @si.t-com.hr tive science, chemistry of feelings, evolutionary psychology, neurobiology, neurology of consciousness, neurophysiology of memory, philosophy of science and mind etc.) in order to understand and scientifcally clarify the mysteries of mind.
    [Show full text]
  • On the Evolutionary Origins of Executive Functions Brain And
    Brain and Cognition 68 (2008) 92–99 Contents lists available at ScienceDirect Brain and Cognition journal homepage: www.elsevier.com/locate/b&c On the evolutionary origins of executive functions Alfredo Ardila * Department of Communication Sciences and Disorders, Florida International University, 10900 SW 13 Street, HLS 139, Miami, FL 33199, USA article info abstract Article history: In this paper it is proposed that the prefrontal lobe participates in two closely related but different exec- Accepted 3 March 2008 utive function abilities: (1) ‘‘metacognitive executive functions”: problem solving, planning, concept for- Available online 7 April 2008 mation, strategy development and implementation, controlling attention, working memory, and the like; that is, executive functions as they are usually understood in contemporary neuroscience; and (2) ‘‘emo- Keywords: tional/motivational executive functions”: coordinating cognition and emotion/motivation (that is, fulfill- Executive functions ing biological needs according to some existing conditions). The first one depends on the dorsolateral Metacognition prefrontal areas, whereas the second one is associated with orbitofrontal and medial frontal areas. Cur- Language evolution rent tests of executive functions basically tap the first ability (metacognitive). Solving everyday problems (functional application of executive functions), however, mostly requires the second ability (emotional/ motivational); therefore, these tests have limited ecological validity. Contrary to the traditional points of view, recent evidence suggests that the human prefrontal lobe is similar to other primates and hominids. Other primates and hominids may possess the second (emotional executive functions) prefrontal ability, -but not the first (metacognitive executive functions) one. It is argued that metacognitive executive func- tions are significantly dependent on culture and cultural instruments.
    [Show full text]
  • Development of the Prefrontal Cortex Table of Contents
    Learn More Development of the Prefrontal About This Cortex Book: Evolution, Neurobiology, and Behavior Table of Contents Edited by Norman A. Krasnegor, Ph.D., G. Reid Lyon, Ph.D., & Patricia S. Goldman-Rakic, Ph.D. Related Titles: Neuroimaging: A In this comprehensive overview, notable Window to the investigators in the fields of neuroscience Neurological ORDERING INFO Foundations of and behavior combine forces to examine ISBN 1-55766-275-4 Learning and Behavior research findings concerning the Hardcover in Children prefrontal cortex. The volume explores 432 pages / 7 x 10 2-page color gallery Attention, Memory, evolutionary issues; brain-behavior 1997 / $66.95 and Executive Function relationships; and the neurobiology, Stock# 2754 neuropsychology, and neuropathology of this important brain region. Analyzing relevant primate and human research studies, the authors advance understanding of prefrontal cortex growth, structure, and function as it relates to children's development and behavior. This scholarly reference facilitates the work of psychologists, neuropsychologists, neurobiologists, pediatric neurologists, speech-language pathologists, researchers in learning disabilities, and students of developmental psychology, neuroscience, neuropsychology, and neurology. Table of Contents Introduction Norman A. Krasnegor Section I: Evolution and Neurobiology 1. Evolution of Prefrontal Cortex Harry J. Jerison 2. Synaptic Substrate of Cognitive Development: Life-Span Analysis of Synaptogenesis in the Prefrontal Cortex of the Nonhuman Primate Patricia S. Goldman-Rakic, Jean-Pierre Bourgeois, and Pasko Rakic 3. Organization and Development of Callosal Connectivity in Prefrontal Cortex Michael L. Schwartz 4. Developmental Anatomy of Prefrontal Cortex Peter Huttenlocher and Arun S. Dabholkar 5. Human Frontal Lobe Development: A Theory of Cyclical Cortical Reorganization Robert W.
    [Show full text]
  • Sociocultural Factors in Brazilian Neuropsycholinguistic Studies
    Psychology & Neuroscience, 2012, 5, 2, 125 - 133 DOI: 10.3922/j.psns.2012.2.02 Sociocultural factors in Brazilian neuropsycholinguistic studies Maria Alice de Mattos Pimenta Parente,1 Maria Teresa Carthery-Goulart,1 Nicolle Zimmermann,2 Rochele Paz Fonseca2 1 – Universidade Federal do ABC, Santo André, SP, Brazil 2 – Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, RS, Brazil Abstract The history of Brazilian neuropsychology is traced at different neuropsycholinguistic stages with a focus on the importance of sociocultural factors. We first focus on language disorders, the sequelae of injuries in the left hemisphere, and neuropsychology restricted to the medical field in Europe, the United States, and Brazil. In the middle of the last century, attention to the interdisciplinary importance of studies on the right hemisphere began. Studies consequently emerged on the individual variability of brain function with both biological and cultural origins. Based on this approach, Brazilian studies on aphasic children and illiterate aphasic persons were disseminated internationally. In the 1970s, cognitive neuropsychology began in England, highlighting dysfunctions in reading and writing processes. The characteristics of writing systems within each language became relevant for the manifestations of acquired dyslexia. Brazilian studies showed deficits in Portuguese and Japanese writing caused by brain lesions. During this scientific journey, scientific societies and postgraduate programs in Brazil were created to facilitate exchanges and communication among young researchers. By the end of the last century and in the early 2000s, the growth of the neuropsychology of aging raised awareness of the complexity of sociocultural factors, not only on language research but also according to the level of education, frequency of reading and writing habits, school type, and interactions among these factors and biological factors, especially between the level of education and age.
    [Show full text]
  • Stages of Brain and Cognitive Maturation
    1)-\\5 ,\ Joumal orEduC2ltionDl PsycholOllY Copyriaht 1990 by the American Psyc:holOllicaJ Association. Inc. 1990, Vol 82. No.4, 881-884 0022-0663/90/SOO." Stages ofBrain and Cognitive Maturation William J. Hudspeth and Karl H. Pribram Center for Brain Research and Informational Sciences and Department of Psychology, Radford University Epstein (1974a, 1986) and McCall (1988; McCall, Meyers, Hartman, & Roche, 1983) presented discrepant findings regarding the presence ofstages in brain arid.&ognitive maturation, as described in Piagetian theory. This article questions whether their variables (e.g., skull circumference and global mental test scores) are appropriate indices from which to make such conclusions. Evidence from direct brain measurements (e.g., the quantitative eleetroencephalC?gram (QEEG» and other neurobiological" indices provides stronger support for the conclusion that regional brain matura­ tion exhibits growth spurts and plateaus. The specific neuropsychological functions represented by regional QEEG maturation data give a composite picture of brain growth that is consistent with Piagetian theory. Epstein (1974a, 1986) and McCall (1988; McCall. Meyers, test measurements do not provide sufficiently detailed infor­ Hartman, & Roche, 1983) reviewed studies on skull circum­ mation concerning brain or cognitive growth to warrant pro­ ference and mental test performance to estimate the probable spective decisions. Resolution of the issues raised by Epstein relationships between brain and cognitive maturation. Epstein (1974, 1986) and McCall (1988; McCall et aI., 1983) might reported that skull circumference and mental test perform­ well be found in direct measurements ofregional brain growth ance (in independent, cross-sectional samples) were correlated and specific cognitive skills that emphasize the neuropsycho­ over the first 17 years ofpostnatal development.
    [Show full text]
  • The Frequency and Competency of Executive Functions Assessment
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Philadelphia College of Osteopathic Medicine: DigitalCommons@PCOM Philadelphia College of Osteopathic Medicine DigitalCommons@PCOM PCOM Psychology Dissertations Student Dissertations, Theses and Papers 2015 The rF equency and Competency of Executive Functions Assessment and Intervention Among Practicing School Psychologists Meghan A. Garrett Philadelphia College of Osteopathic Medicine, [email protected] Follow this and additional works at: http://digitalcommons.pcom.edu/psychology_dissertations Part of the Child Psychology Commons, Developmental Psychology Commons, Quantitative Psychology Commons, and the School Psychology Commons Recommended Citation Garrett, Meghan A., "The rF equency and Competency of Executive Functions Assessment and Intervention Among Practicing School Psychologists" (2015). PCOM Psychology Dissertations. Paper 345. This Dissertation is brought to you for free and open access by the Student Dissertations, Theses and Papers at DigitalCommons@PCOM. It has been accepted for inclusion in PCOM Psychology Dissertations by an authorized administrator of DigitalCommons@PCOM. For more information, please contact [email protected]. Philadelphia College of Osteopathic Medicine Department of Psychology THE FREQUENCY AND COMPETENCY OF EXECUTIVE FUNCTIONS ASSESSMENT AND INTERVENTION AMONG PRACTICING SCHOOL PSYCHOLOGISTS By Meghan A. Garrett Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Psychology August 2015 PIITLADELPHIA COLLEGE OF OSTEOPATHIC MEDICINE DEPARTMENT OF PSYCHOLOGY Dissertation Approval Tbis is to certifY that the thesis presented to us by fVl e. "'! h4-') b"f.r r-e- . , -Jf­ on the Z"' ..j day of JU .V-e... , 20 I S: in partial fulfillment ofthe requirements for the degree of Doctor ofPsycb.ology; has.
    [Show full text]
  • Redalyc.Sociocultural Factors in Brazilian Neuropsycholinguistic
    Psychology & Neuroscience ISSN: 1984-3054 [email protected] Pontifícia Universidade Católica do Rio de Janeiro Brasil de Mattos Pimenta Parente, Maria Alice; Carthery-Goulart, Maria Teresa; Zimmermann, Nicolle; Paz Fonseca, Rochele Sociocultural factors in Brazilian neuropsycholinguistic studies Psychology & Neuroscience, vol. 5, núm. 2, julio-diciembre, 2012, pp. 125-133 Pontifícia Universidade Católica do Rio de Janeiro Rio de Janeiro, Brasil Available in: http://www.redalyc.org/articulo.oa?id=207025281010 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Psychology & Neuroscience, 2012, 5, 2, 125 - 133 DOI: 10.3922/ j.psns.2012.2.02 Sociocultural factors in Brazilian neuropsycholinguistic studies Maria Alice de Mattos Pimenta Parente,1 Maria Teresa Carthery-Goulart,1 Nicolle Zimmermann,2 Rochele Paz Fonseca2 1 – Universidade Federal do ABC, Santo André, SP, Brazil 2 – Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, RS, Brazil Abstract The history of Brazilian neuropsychology is traced at different neuropsycholinguistic stages with a focus on the importance of sociocultural factors. We first focus on language disorders, the sequelae of injuries in the left hemisphere, and neuropsychology restricted to the medical field in Europe, the United States, and Brazil. In the middle of the last century, attention to the interdisciplinary importance of studies on the right hemisphere began. Studies consequently emerged on the individual variability of brain function with both biological and cultural origins. Based on this approach, Brazilian studies on aphasic children and illiterate aphasic persons were disseminated internationally.
    [Show full text]
  • Improving Executive Functions: Strategies to Change the Brain and Change Behavior
    Improving Executive Functions: Strategies to Change the Brain and Change Behavior Presented by George McCloskey, Ph.D. Philadelphia College of Osteopathic Medicine [email protected] or [email protected] 1 EF as the Conductor of the Brain’s Orchestra or CEO of the brain (i.e., EF as “g”) EF Executive Functions Are Not a Unitary Trait Appropriate Metaphors for Executive Functions: ! The conductor and section leaders of the mind’s Orchestra ! The management structure of a multinational mind corporation ! The coaching staff of team mind Thoughts EFs Perceptions Emotions Actions Key Concept Executive Functions: ! Directive capacities of the mind ! Multiple in nature, not a single capacity ! Part of neural circuits that are routed through the frontal lobes ! Cue the use of other mental capacities ! Direct and control perceptions, thoughts, actions, and to some degree emotions The Management Structure within a Holarchical Model of EF EF Trans-Self Integration EF EF EF Self-Generation Self- Self- ef ef ef ef ef Realization Determination ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es Self-Regulation Self-Activation Activation Management Structure within a Holarchical Model of EF Executive EF Capacities EF Executive EF Functions EF Executive ES Skills Management Structure within a Holarchical Model of EF EF Trans-Self Integration Self-Generation EF EF EF Self-Realization Self-Determination ef ef ef ef ef Self-Awareness
    [Show full text]
  • Executive Functions and Their Role in Learning Disabilities
    Editorial iMedPub Journals 2017 www.imedpub.com Journal of Psychology and Brain Studies Vol.1 No. 3:17 Executive Functions and their role Fotis Papanastasiou in Learning Disabilities Human Sciences and Health Scientific Manager, Aegean College, Athens, Greece Received: September 29, 2017; Accepted: October 05, 2017; Published: October 10, Corresponding author: Fotis Papanastasiou 2017 [email protected] Editorial Human Sciences and Health Scientific As executive functions are defined the higher cognitive functions Manager, Aegean College, Athens, Greece. which have as main role the supervision, control and regulation of behavior and emotions. We call them superior to separate Tel: +30 6972 21 50 95 them from basic cognitive skills of memory, visual perception, orientation and attention. The term "executive functions" was introduced by Pribram in 1973 to describe the functions of the Citation: Papanastasiou F (2017) Executive pre-frontal cortex [1]. Functions and their role in Learning It is our ability to solve complex problems, to perceive our Disabilities. J Psychol Brain Stud. Vol.1 No. mistakes and to try to correct them, adapt our behavior 3:17 according to social conditions, manage our feelings, process the information we hold on to the working memory, to manage our attention and concentration, to design and modify our behavior therefore, in executive skills significantly affect students with to achieve a goal. learning difficulties in their academic, psychological and social pathways [4-6]. It is not clear how many kids struggle with executive functioning issues [2,3]. The issues are not uncommon, though. They The degree of improvement in executive functions depends often appear in kids with ADHD and dyslexia, as well as other on many factors such as the learner's educational profile, age, conditions.
    [Show full text]