Research on Attention Networks As a Model for the Integration of Psychological Science
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The Shape of the ACC Contributes to Cognitive Control Efficiency in Preschoolers
The Shape of the ACC Contributes to Cognitive Control Efficiency in Preschoolers Arnaud Cachia1,2*, Grégoire Borst1,2*, Julie Vidal1,2, Clara Fischer3, Arlette Pineau4, Jean-François Mangin3, and Olivier Houdé1,2,5 Downloaded from http://mitprc.silverchair.com/jocn/article-pdf/26/1/96/1780446/jocn_a_00459.pdf by MIT Libraries user on 17 May 2021 Abstract ■ Cognitive success at school and later in life is supported by lower Stroop interference scores for both RTs and error rates, executive functions including cognitive control (CC). The pFC in children with asymmetrical ACC sulcal pattern (i.e., different plays a major role in CC, particularly the dorsal part of ACC or pattern in each hemisphere) compared with children with sym- midcingulate cortex. Genes, environment (including school cur- metrical pattern (i.e., same pattern in both hemispheres). Criti- ricula), and neuroplasticity affect CC. However, no study to date cally, ACC sulcal pattern had no effect on performance in the has investigated whether ACC sulcal pattern, a stable brain feature forward and backward digit span tasks suggesting that ACC sulcal primarily determined in utero, influences CC efficiency in the pattern contributes to the executive ability to resolve conflicts early stages of cognitive and neural development. Using anatom- but not to the ability to maintain and manipulate information in ical MRI and three-dimensional reconstruction of cortical folds, working memory. This finding provides the first evidence that we investigated the effect that ACC sulcal pattern may have on preschoolersʼ CC efficiency is likely associated with ACC sulcal the Stroop score, a classical behavioral index of CC efficiency, in pattern, thereby suggesting that the brain shape could result in 5-year-old preschoolers. -
Concepts As Correlates of Lexical Labels. a Cognitivist Perspective
This is a submitted manuscript version. The publisher should be contacted for permission to re-use or reprint the material in any form. Final published version, copyright Peter Lang: https://doi.org/10.3726/978-3-653-05287-9 Sławomir Wacewicz Concepts as Correlates of Lexical Labels. A Cognitivist Perspective. This is a submitted manuscript version. The publisher should be contacted for permission to re-use or reprint the material in any form. Final published version, copyright Peter Lang: https://doi.org/10.3726/978-3-653-05287-9 CONTENTS Introduction………………………………………………………………... 6 PART I INTERNALISTIC PERSPECTIVE ON LANGUAGE IN COGNITIVE SCIENCE Preliminary remarks………………………………………………………… 17 1. History and profile of Cognitive Science……………………………….. 18 1.1. Introduction…………………………………………………………. 18 1.2. Cognitive Science: definitions and basic assumptions ……………. 19 1.3. Basic tenets of Cognitive 22 Science…………………………………… 1.3.1. Cognition……………………………………………………... 23 1.3.2. Representationism and presentationism…………………….... 25 1.3.3. Naturalism and physical character of mind…………………... 28 1.3.4. Levels of description…………………………………………. 30 1.3.5. Internalism (Individualism) ………………………………….. 31 1.4. History……………………………………………………………... 34 1.4.1. Prehistory…………………………………………………….. 35 1.4.2. Germination…………………………………………………... 36 1.4.3. Beginnings……………………………………………………. 37 1.4.4. Early and classical Cognitive Science………………………… 40 1.4.5. Contemporary Cognitive Science……………………………... 42 1.4.6. Methodological notes on interdisciplinarity………………….. 52 1.5. Summary…………………………………………………………. 59 2. Intrasystemic and extrasystemic principles of concept individuation 60 2.1. Existential status of concepts ……………………………………… 60 2 This is a submitted manuscript version. The publisher should be contacted for permission to re-use or reprint the material in any form. Final published version, copyright Peter Lang: https://doi.org/10.3726/978-3-653-05287-9 2.1.1. -
Cognitive and Neuroscience Research on Learning And
The 11th International Conference on Education Research New Educational Paradigm for Learning and Instruction September 29 – October 1, 2010 Cognitive and Neuroscience Research on Learning and Instruction: Recent insights about the impact of non-conscious knowledge on problem solving, higher order thinking skills 12 and interactive cyber-learning environments. Richard E. Clark University of Southern California, USA Abstract There are as least three powerful insights from recent studies of the brain that support cognitive science research findings: First, our brains learn and process two very different types of knowledge; non conscious, automated knowledge and conscious, controllable, declarative knowledge. Evidence also suggests that we believe we control our own learning by conscious choice when in fact nearly all mental operations are highly automated, including learning and problem solving; Second, human beings have a very limited capacity to think during learning and problem solving and when that capacity is exceeded, thinking and learning stop without us being aware. Thus instruction and self managed learning must strive to avoid cognitive overload; and Third, nearly all of our instructional design and cyber learning theories and models fail to account for the influence of non-conscious cognitive processes and therefore are inadequate to deal with complex learning and performance. Evidence for these points will be described and their implications for instruction and the learning of problem solving and higher order thinking skills will be discussed. Models of learning and instruction that appear to help overcome some of these biological and cognitive barriers will be described. In addition, suggestions for new research questions on interactive learning environments that take account of the three insights will also be described. -
The Science of Psychology 1
PSY_C01.qxd 1/2/05 3:17 pm Page 2 The Science of Psychology 1 CHAPTER OUTLINE LEARNING OBJECTIVES INTRODUCTION PINNING DOWN PSYCHOLOGY PSYCHOLOGY AND COMMON SENSE: THE GRANDMOTHER CHALLENGE Putting common sense to the test Explaining human behaviour THE BEGINNINGS OF MODERN PSYCHOLOGY Philosophical influences Physiological influences PSYCHOLOGY TODAY Structuralism: mental chemistry Functionalism: mental accomplishment Behaviourism: a totally objective psychology Gestalt psychology: making connections Out of school: the independents The cognitive revolution FINAL THOUGHTS SUMMARY REVISION QUESTIONS FURTHER READING PSY_C01.qxd 1/2/05 3:17 pm Page 3 Learning Objectives By the end of this chapter you should appreciate that: n psychology is much more than ‘common sense’; n psychological knowledge can be usefully applied in many different professions and walks of life; n psychology emerged as a distinct discipline around 150 years ago, from its roots in physiology, physics and philosophy; n there are fundamental differences between different schools of thought in psychology; n psychology is the science of mental life and behaviour, and different schools of thought within psychology place differing degrees of emphasis on understanding these different elements of psychology; n most academic departments in the English-speaking world focus on the teaching of experimental psychology, in which scientific evidence about the structure and function of the mind and behaviour accumulates through the execution of empirical investigations; n in the history of psychology many different metaphors have been used for thinking about the workings of the human mind, and since the Second World War the most influential of these metaphors has been another complex information-processing device – the computer. -
The Rise of Cognitive Science in the 20Th Century
The Rise of Cognitive Science in the 20th Century Carrie Figdor (forthcoming in Kind, A., ed., Philosophy of Mind in the 20th and 21st Centuries: Routledge) Penultimate Draft Abstract. This chapter describes the conceptual foundations of cognitive science during its establishment as a science in the 20th century. It is organized around the core ideas of individual agency as its basic explanans and information-processing as its basic explanandum. The latter consists of a package of ideas that provide a mathematico- engineering framework for the philosophical theory of materialism. Keywords: cognitive science; psychology; linguistics; computer science; neuroscience; behaviorism; artificial intelligence; computationalism; connectionism Part I. Introduction. Cognitive science is the study of individual agency: its nature, scope, mechanisms, and patterns. It studies what agents are and how they function. This definition is modified from one provided by Bechtel, Abrahamson, and Graham (1998), where cognitive science is defined as “the multidisciplinary scientific study of cognition and its role in intelligent agency.” Several points motivate the modification. First (and least consequential), the multidisciplinarity of cognitive science is an accident of academic history, not a fact about its subject matter (a point also pressed in Gardner 1985). Second, the label “intelligent” is often used as a term of normative assessment, when cognitive science is concerned with behavior by entities (including possibly groups, as individual or collective agents) that are not considered intelligent, as well as unintelligent behavior of intelligent agents, for any intuitive definition of “intelligent”.1 Third and most importantly, the term “cognition” is omitted from the definiens to help emphasize a position of neutrality on a number of contemporary debates. -
The Association of Strategy Use and Concrete-Operational Thinking in Primary School
ORIGINAL RESEARCH published: 23 May 2018 doi: 10.3389/feduc.2018.00038 The Association of Strategy Use and Concrete-Operational Thinking in Primary School Moritz Börnert-Ringleb* and Jürgen Wilbert Department of Inclusive Education, University of Potsdam, Potsdam, Germany Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed Edited by: using the subscales conservation of numbers, classification and sequences of the TEKO. Michael S. Dempsey, Boston University, United States The verbal reports were transcribed and coded with regard to the mental operations Reviewed by: applied per task. Data analyses focused on tasks level, resulting in the analyses of Sharinaz Hassan, N = 240 tasks per subscale. Differences regarding the contribution of isolated and Curtin University, Australia Niels A. Taatgen, combined mental operations (strategies) to correct solution were observed. Thereby, University of Groningen, Netherlands the results indicate the necessity of selection and integration of appropriate mental *Correspondence: operations as strategies. The results offer insights in involved mental operations while Moritz Börnert-Ringleb solving concrete-operational tasks and depict a contribution to the construction of [email protected] instructional programs. -
Building the Brain's "Air Traffic Control" System
Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function WORKING PAPER 11 NATIONAL FORUM ON EARLY CHILDHOOD POLICY AND PROGRAMS Jack P. Shonkoff, M.D., Co-Chair Hirokazu Yoshikawa, Ph.D. Julius B. Richmond FAMRI Professor of Child Health and Professor of Education, Harvard Graduate School of Education Development, Harvard School of Public Health and Harvard FUNDING Graduate School of Education; Professor of Pediatrics, Harvard CONTRIBUTING MEMBERS Medical School and Children’s Hospital Boston; Director, Center SUPPORT FOR on the Developing Child at Harvard University Susan Nall Bales THE FORUM President, FrameWorks Institute AND COUNCIL Greg J. Duncan, Ph.D., Co-Chair Distinguished Professor, Department of Education, University of Jeanne Brooks-Gunn, Ph.D. California, Irvine Birth to Five Policy Alliance Virginia and Leonard Marx Professor of Child Development and Education,Teachers College and the College of Physicians and Philip A. Fisher, Ph.D., Science Director Surgeons; Co-Director, National Center for Children and Families; Buffett Early Childhood Fund Professor of Psychology and Director, Stress Neurobiology and Co-Director, Institute for Child and Family Policy, Columbia Prevention Research Laboratory, University of Oregon; Senior University Casey Family Programs Scientist, Oregon Social Learning Center Bernard Guyer, M.D., M.P.H. Katherine Magnuson, Ph.D. Zanvyl Kreiger Professor of Children’s Health, Emeritus, Johns Palix Foundation Associate Professor, School of Social -
Clarifying Inhibitory Control: Diversity and Development of Attentional Inhibition Steven J
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Research Online University of Wollongong Research Online Faculty of Social Sciences - Papers Faculty of Social Sciences 2014 Clarifying inhibitory control: Diversity and development of attentional inhibition Steven J. Howard University of Wollongong, [email protected] Janice Johnson York University Juan Pascual-Leone York University Publication Details Howard, S. J., Johnson, J. & Pascual-Leone, J. (2014). Clarifying inhibitory control: Diversity and development of attentional inhibition. Cognitive Development, 31 (2014), 1-21. Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Clarifying inhibitory control: Diversity and development of attentional inhibition Abstract Attentional inhibition is the ability to suppress task-irrelevant cognitive processing and ignore salient yet irrelevant features of the situation. However, it remains unclear whether inhibition is a singular function. Prominent are four proposals: a one-factor model of inhibition, an attentional model of inhibition, a response- versus cognitive-inhibition taxonomy, and an effortful- versus automatic-inhibition taxonomy. To evaluate these models, we administered nine inhibition and three attention tasks to 113 adults (Study 1) and 109 children (Study 2). Inhibition models were evaluated using confirmatory factor analysis after statistically controlling for attentional activation. Subsequent age analyses investigated whether inhibition tasks and factors related differentially to age, yielding distinct developmental trajectories. Results provide converging evidence for the automatic-effortful taxonomy - a distinction masked when the contribution of attention is ignored. These results highlight problems of isolated task-based characterizations of inhibition without a theoretical foundation based on evidence from multiple methodologies and populations. -
Associations Between Inhibitory Control and Body Weight in German Primary School Children
Eating Behaviors 15 (2014) 9–12 Contents lists available at ScienceDirect Eating Behaviors Associations between inhibitory control and body weight in German primary school children Tamara Wirt a,⁎, Verena Hundsdörfer b, Anja Schreiber a, Dorothea Kesztyüs a, Jürgen M. Steinacker a, The Komm mit in das gesunde Boot – Grundschule”–Research Group a,b,c a Division of Sports and Rehabilitation Medicine, Ulm University Medical Centre, Frauensteige 6, 89075 Ulm, Germany b Institute of Psychology and Pedagogy, Ulm University, Albert-Einstein-Allee 47, 89081 Ulm, Germany c Institute of Epidemiology and Medical Biometry, Ulm University, Schwabstraße 13, 89075 Ulm, Germany article info abstract Article history: Deficits in inhibitory control are supposed to be a risk factor for overweight but literature concerning childhood Received 23 May 2013 and beyond the clinical setting is scarce. The objective of this study was to investigate the role of inhibitory Received in revised form 4 September 2013 control in regards to body weight in a large non-clinical sample of primary school children. Baseline data of Accepted 16 October 2013 498 children (1st and 2nd grade; 7.0 ± 0.6 years; 49.8% boys) participating in a school-based intervention Available online 24 October 2013 study in Germany were used. Children performed a Go-Nogo-task to assess inhibitory control. Height and weight fl Keywords: were collected and converted to BMI percentiles based on national standards. Relevant in uencing factors Inhibition (sociodemographic data, health characteristics of parents, children's health behaviour) were assessed via paren- Impulsivity tal questionnaire. Inhibitory control was significantly associated with body weight and contributed to the statis- Self-regulation tical prediction of body weight above and beyond parent education, migration background, parent weight, TV Overweight consumption and breakfast habits. -
Coordination of Component Mental Operations in Sequences of Discrete Responses
Coordination of Component Mental Operations in Sequences of Discrete Responses Shu-Chieh Wu ([email protected] ) Roger W. Remington ([email protected]) NASA Ames Research Center, Mail Stop 262-4 Moffett Field, CA 94035 USA Harold Pashler ([email protected]) Department of Psychology, University of California, San Diego La Jolla, CA 92093 USA Abstract distributed across different resources, interleaving upcoming operations in the slack time created by queued bottleneck In daily life we often perform sequences of actions, which processes, and allowing operations from different resources with practice are accomplished by overlapping mental to proceed concurrently. The success of this approach operations for successive actions. Is it possible to derive depends on the underlying assumption that component performance predictions for such sequences from a mental operations inferred from discrete task performance characterization of the mental operations for a single do not function differently in extended task environments. stimulus-response pair? We explore this by examining the joint timing of eye movements and manual responses in a This assumption has yet to be tested. Also, success has been typing-like task following Pashler (1994). Participants made achieved for tasks that are largely perceptual-motor, with separate choice responses to a series of five stimuli spread good fits obtaining after about 100 contiguous trials (e.g., over a wide viewing area. Replicating Pashler’s results, John et al., 2002). responses to the first stimulus (RT1) were elevated, with The goal of the present research is to investigate the inter-response intervals (IRI) for subsequent items rapid and coordination of component mental operations in extended flat across items. -
The Role of Inhibitory Control in Working Memory Capacity and Reasoning Ability
The Role of Inhibitory Control in Working Memory Capacity and Reasoning Ability by Joshua Maxwell A Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Science Approved April 2016 by the Graduate Supervisory Committee: Nicholas Duran, Chair Deborah Hall Elias Robles-Sotelo ARIZONA STATE UNIVERSITY May 2016 ABSTRACT Retrieving an item from memory can cause subsequent suppression of related items. This phenomenon, involving a procedure where participants retrieve category- exemplar pairs (e.g. FRUIT-orange), is known as Retrieval Induced Forgetting (RIF). Individuals who demonstrate greater amounts of RIF also exhibit greater working memory capacity (WMC). Reasoning ability is highly related to WMC, which may suggest that a similar relation exists between RIF and Reasoning ability. The goal of the present investigation was to examine this possibility. Rotation Span and a Letter Number task were used as indicators of WMC and a Cognitive Reflection Test was used to measure Reasoning ability. A significant RIF effect was found, but it did not significantly correlate with WMC or Reasoning ability. These results demonstrate the importance of designing a RIF task appropriately, selecting measures of Reasoning ability, and the theoretical accounts of the RIF effect. One possibility is that by not controlling for output interference, the obtained RIF effect cannot be reasoned to come from the executive control process as suggested by the inhibition account. Although this account is the chief explanation of the RIF effect, it has been challenged by alternative accounts and it remains unclear how the underlying mechanism of RIF is related to higher cognitive abilities. -
Differences in Inhibitory Control and Motor Fitness in Children Practicing
www.nature.com/scientificreports OPEN Diferences in inhibitory control and motor ftness in children practicing open and closed skill sports Damiano Formenti1,2,5, Athos Trecroci2,5*, Marco Duca2, Luca Cavaggioni2,3, Fabio D’Angelo1, Alberto Passi4, Stefano Longo2,6 & Giampietro Alberti2,6 The aim of the present study was to investigate the diferences between types of sport (i.e., closed vs. open skills sport) on inhibitory control and motor ftness in children. Forty-nine children were allocated into three groups based on their sports participation, which comprised an open skill sport group, a closed skill sport group, and a sedentary group. Participants were tested on cognitive performance (inhibitory control by the Flanker task) and motor ftness (reaction time, speed, agility, power, balance). Open skill sport group appeared to display higher inhibitory control (response time and accuracy of incongruent condition of the Flanker task) and motor ftness performance (reaction time, speed, agility, power) than sedentary group, whereas its superiority over closed skill sport group was found only in speed and agility. Moreover, closed skill sport group had only a better reaction time than sedentary group. Our data supports the framework according to which cognitive demands in complex motor actions may contribute to explain the benefcial efects of exercise on inhibitory control. This might suggest that the complexity of the environment (typical in open skill sports) in which sport training is performed plays a key role for both cognitive and motor development in children. Te benefts of physical activity across the lifespan are not restricted to physical health but are also extended to cognitive functions, which refer to the mental abilities involved in the processes underlying perception and action.