Lecture 8 - Domain-general processes & ADHD Flashcards
the approximate number system
○ Rapid and intuitive sense for numbers and their relations
○ Evolutionary ancient and primitive system
Children with dyscalculia have lower ANS accuracy than typical children (Mazzocco et al., 2001)
hohol et al 2017 3 d-g processes in maths cognition
visual grouping
attention and conflict monitoring
inhibition
visual grouping
□ Calculate (A) 2+ 2x2 vs (B) 2+2 x2
□ Calculation for congruent trials (A) found to be faster than for incongruent trials (B) (Landy and Goldstone, 2010)
□ Calculation performance an be modulated by d-g perceptual factors
attention and conflict monitoring
□ Which is bigger, 53 or 68?
□ Need to focus on the tens first then move to the ones if ten is equal
□ Response time longer and error rates higher when tens and ones are giving contrasting information (Nuerk et al., 2001)
□ Effect disappears when the tens always differ and hence is indecisive (Huber et al., 2014)
inhibition
□ Presence of incongruent info slows down response time
□ Size of images interferes judgement of numericities
□ Like in Stroop task, irrelevant visual properties need to be inhibited
□ ANS accuracy and math achievement correlated only in incongruent trials (Gilmore et al., 2013) suggesting ANS effect is an artefact of inhibitory control demand of the task
domain-specific processes in language
- Left hemisphere language system crucial role in processing syntax
- Argued that syntactic processing is the only domain specific aspect of language processing - other systems that language processing recruits are d-g e.g. visual/auditory processing, memory, executive functions etc. (Campbell and Tyler, 2018)
domain-general processes in language
role of cognitive control
○ The multiple demand (cognitive control, or task-positive) network involving parts of the DLPFC, insular cortex, anterior cingulate, and intraparietal sulcus etc is linked to language comprehension (Fedorenko, 2014)
○ Cognitive science evidence inconsistent: weak effect of cognitive control abilities on processing sentential conflicts was found (Patra et al., 2023) and conflict adjustments failed to demonstrate d-g properties (simi et al., 2023)
○ On theory is that it sends top-down biasing signals that strengthen a particular interpretation (Ness et al., 2023)
○ Several brain regions (vLPFC and pMTG) found to support top-down selection of semantic representations from competing alternatives - functions typically subsumed under cognitive control (Bourguignon et al., 2018)
○ Meta-analysis on functional imaging studies (Bourguignon and Gracco, 2019) supports dual-network integration model that this semantic control network works closely together with the multiple demand network (for attention control and maintenance of information in WM)
processing a second language
○ Expected that using a second language (L2) requires more cognitive control given it is more effortful
○ Consistent with this view, neuroimaging studies found that processing L@ is linked to increased brain activities in d-g executive network (Sulpizio et al., 2020)
○ Recent fMRI, speech production in L2 linked to increased activities in d-g MD network and in the language-specific portion of the left-inferior frontal gyrus (IFG). The authors link the latter to difficulty in phonological encoding and articulatory processing (Wolna et al., 2024). This shows d-g and language specific systems work together.
what is ADHD
- Attention deficit hyperactivity disorder
- Neurodevelopmental disorder
- Attention deficit, hyperactivity and impulsivity
ADHD in learning context
○ Be restless and can hardly sit still
○ Be easily distracted and cannot stay on task
○ Have problems following instructions
○ Struggle to organised, prioritise and time-manage
○ Often make careless mistakes and lose things
○ Energetic
○ Creative and have lots of new ideas
○ Productive (esp. as grown-ups)
ADHD prevalence
- Meta-analyses of 61 studies (Salari et al., 2023)
○ 7.6% in aged 3-12
○ 5.6% in aged 12-18- For the 3 subtypes (or presentations):
○ Predominantly hyperactive-impulsive (30.3%, 23.1%)
○ Predominantly inattentive (33.2%, 37.3%)
○ Combined presentation (31.4%, 31.1%)
○ (U12, 12-18y/o)
- For the 3 subtypes (or presentations):
ADHD brain
- Lin et al., 2023
○ Lowered microstructural integrity and neural density (indicator of neural health) in frontal and parietal white matter
○ Reduced cortical volumes and surface areas in frontal lobe, cingulate, and temporal lobe (associated with complex cognitive behaviours)
○ Reduced intra-connectivity in the dorsal attention network, the default-mode network, with increased interconnectivity between DAN and DMN
3 attentional systems
- More than 1 attentional system
- Posner and Peterson 1990
○ Attention system can be broken down into 3 networks
§ Visual orienting - controls the selection of info from sensory inputs (parietal cortex)
§ Executive control - top-down task control and conflict resolution
§ Alerting - maintains a vigilant or alert state
- Posner and Peterson 1990
- Mirsky et al., 1999
○ Model divides attention into 5 factors or elements:
§ Encoding - capacity to hold and manipulate info briefly
§ Focusing/executing - capacity to concentrate attentional resources on a specific task and be able to screen out distracting stimuli
§ Sustaining attention - capacity to maintain focus or vigilance over time
§ Shifting attention - capacity to move one’s attention from one aspect of a complex stimulus to another
§ Response stability - consistency of response to target stimuli
attention in ADHD
- Deficits in selective attention responsible for distractibility and inattention symptoms of ADHD (inconsistent evidence).
- EEG study found children with ADHD performed less accurately on auditory selective attention task but showed the same EEG markers of selective attention (Laffere et al., 2021)
- Difference in task performance not due to attentional selection but may come from later processing stages such as attentional engagement
