Midterm Flashcards
(55 cards)
Cool EF - Definition, brain, information processing characteristics
cognitive processes involving rational non-emotional tasks
Dorsolateral PFC
logical and critical analysis
HOT EF - Def, brain, information processing characteristic
emotionally and socially driven executive functions
orbitofrontal/ventromedial PFC
reappraisal of new stimuli, evaluation of motivational significance of stimuli, affective decision making
tasks used to assess cool and hot EF
cool: card sorting task, Stroop task
hot: gambling task, delayed gratification
are cool ef unitary or dependent? what do studies report?
studies vary; some suggest unity, other propose independence
patients with focal brain damage propose independence
animal models proposed unity with tests “frontal lobe-executive function”
adult research proposed mixed results
How is Bechera and Damasio’s somatic marker hypothesis applied to the explanation of Hot and Cool EFs?
Bechara and Damasio propose people make decisions based on their past emotional representations
Applied to hot EFs, where emotional signals influence choices.
In terms of development, how is cool and hot EFs dissociated (statistically, different/same trajectories/neural networks)
Trajectories differ statistically for different domains. So results are mixed
Neural networks show unique maturation patterns for cool and hot EFs.
What are the components of Iterative Processing Model, which components should possibly be targeted in intervention? Do you think this model can be part of prevention if so how?
Components: reflection or reprocessing information
Reflections helps prevention as it causes them to pause and consider each rule and component carefully before responding in a more deliberate, flexible way.
Can you write an argument about the distinction and/or similarity between hot and cool executive functions using the research results and discussions that is presented in the lecture videos?
Distinction: Neuroimaging evidence reveals unique brain activation for cool and hot EFs.
Similarity: Overlapping neural regions suggest interdependence.
Importance: Understanding distinctions aids targeted interventions for specific EF domains.
What is SLD and how are SLDs defined in the DSM 5?
Specific Learning Disabilities
DSM 5 - neurodevelopmental disorder with biological origin that is a basis for cognitive level that are associated with the behavioral signs of the disorder”
How does Fletcher (2007) define etiological factors that impact academic outcomes in LD?
neurobiology (genetic factors, brain structure/function), core cognitive processes (phonetic awareness), behavioural/psychosocial factors (attention, anxiety, motivation), environment (socioeconomic, schooling, instruction)
Definition of co-morbidity and how comorbidity/LD is studied in two different samples (Margari et al, 2013 & Visser et al 2020). What are the general results of these studies?
Def - coexistance of two or more conditions
Margari et al (2013): Examined comorbidity in LD and NOS (not otherwise specified. Results suggested SLD and LD NOS comorbidity did not differ. SLD: ADHD anxiety and mood disorders. LD NOS: language and motor
Visser et al (2020): Investigated comorbidity in LD with varied results, emphasizing the need for a nuanced understanding. Children with SLD have more comorbid disorders, 2 or more psychopathology increased risk for SLD, ADHD more frequent with arthimetic and spelling problems.
Why is it important to understand the comorbid problems in LD (in terms of EFs and school readiness)?
Understanding comorbid problems helps tailor interventions to address not only learning difficulties but also associated executive function challenges, promoting overall school readiness.
How did Willoughby et at (2017) studied school readiness and EF in their study. Why is this study important methodologically? What were some of the research questions and their results?
Examined school readiness and EF using a longitudinal approach.
Methodologically: used 3 deferent measures at 5 different timeline events. EF battery used at 3, 4, 5. Teacher assessment used at kindergarten, achievement test used at prek and iq used at 3.
Does adding SES change results? Lower SES meant lower ef scores.
Do they exhibit atypical ef trajectories? Did not reach expected improvements between 3 and 5 years.
How did Peterson et al (2017) study the relationship of EFs and learning? What were their research questions? What are some important results of this study?
Explored the relationship between EFs and learning difficulties.
Investigated cognitive predictors of each skill domain to understand comorbidities between SLD and ADHD?
specific efs contributed to certain outcomes. ex: reading disability, math disability and ADHD are shown to co-occur more above chance level
By looking at the two studies Willoughby et at (2017) and Peterson et al (2017) what can we say about early EFs and school readiness?
Both studies underscore the crucial role of early EFs in shaping school readiness.
Willoughby et al’s findings link early EFs performance predict school readiness. Low ef at that age is risk factor in kindergarten readiness.
Peterson et al’s study reinforces the impact of EFs on specific learning outcomes. If certain efs are low than we could expect certain skill domains to be lower.
How did Qian et al. (2013) study EF development in children with ADHD? What are some of their results and why these results are important?
Investigated EF development trajectories in different aged grouped children with and without ADHD through four different tests; stroop, trail-making, digit span, tower test.
Found that inhibition and shifting trajectories are similar although controls completed tasks in shorter time when compared to ADHD children. These were significant differences.
WM: trajectories are similar, control had more capacity than ADHD, no significant diff as error overlaps
Planning; trajectories are similar, diff is not significant as error overlaps.
ALL IMPROVE BY AGE
Antonini et al (2015) studied hot and cool EFs in children with ADHD with and without comorbid ODD. In this study how did they measure these different EFs and what did they find?
measured diff efs with cool tasks (visual spatial span - WM, card sorting-inhibition and shifting) and hot tasks (gambling test - impulsive decision making, delayed discounting task - waiting for bigger reward)
results: adhd is associated with deficits with cool ef, irrespected of comorbid odd
hot efs deficits were not present in adhd, irrespective of comorbid odd status
the relationship between odd and hot or cool ef functioning did not depend on adhd subtype.
What are some research questions posed by Schreiber et al (2014). What did they examine and what did they find?
examined which efs predict learning problems in children with adhd
wm was the only significant predictor of learning problems.
Definition of ACE’s
ACEs are adverse childhood experiences, traumatic events occurring before age 18, including abuse, neglect, and household dysfunction
What does 10-item ACE Questionnaire measure, what are the subscales of this questionnaire?
Measures exposures to ACES
subscales: abuse; psychological, physical, sexual. household dysfunction; substance use, mental illness, mother treated violently criminal behaviour in household.
How is childhood poverty related to ACE outcomes? What are the risk factors of childhood poverty?
poverty means lack of adequate resources that are necessary for the development of physical, emotional wellbeing and cognitive abilities.
risk factors: economic instability, lack of resources, limited access to education
Explain two pathways by which child poverty affects the child outcomes (investment and stress pathways)
Investment Pathway: poverty prevents the parents ability to access goods and services that enhance the Childs development.
Stress Pathway: Economic hardship contributes to chronic stress affecting mental health.
How does SES shapes brain development?
poverty has three mechanisms; material deprivation, stressors, enviornmental toxins, which lead to the biological changes to the brain such as changing amygdala pathways which restricts the childs learning capacity or the capacity to regulate behaviour and emotions
Define experiential canalization model and how does this model explain child development under adverse conditions?
defines how children adapt to adverse conditions
biological stress response: brain perceives threat, activates neurobiological change, modifies brains functioning.
