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38 Cards in this Set
- Front
- Back
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general factors of executive functioning- BRIEF (g) factor of general intelligence
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behavioral regulation-inhibition, emotional control, shifting
metacognition-working memory, initiation, organization, planning, self monitoring |
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attention network task
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indicate direction or arrow.fish-pay attention to the center arrow (R or L?) target doing the opposite of what every other fish is doing-focus and inhibit
-measures alert response -slow down when incongruent -alert, orienting, conflict resolution |
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emotions
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emotion(feelings)------intellect (described emotion)
difference between talking about and feeling about emotions. emotions are too raw and anxiety contained contained within emotion. talking handles emotions on an intellectual, objectionable basis. |
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physiological change and emotions
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sympathetic nervous system (fight/flight) body prepares you to fight
-heart rate, breathing, blood pressure, skin temperature -babies cry due to their emotions, no coping mechanism so tears tied to emotion |
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conussion
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defined as any brain disturbance that results from a blow to the head or sudden movement of the head-even clapping hands and starte
not defined by LOC but CONFUSION, confusion leads to difficult time processing info brain does not want to move, not meant to move though well protected |
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axonal sheering
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ripping of neurons due to movement
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cba
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temporary loss of blood flow to the brain
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ischema
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most common
results from blood clot-obstruction to artery. loss of blood flow neurons lose oxygen and blood supply vascular dimentia |
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hemmorage
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ruptured artery, less common
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edema
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accumulation of fluid in brain, excess level of ions which blocks metabolism and kills neurons
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collateral sprouting
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open space in neuron structure from disintegration of axons. collateral sprouting is axons moving into disintegrated area. neurotrophins facilitate new sprouts to fill into vaccant area. axons still have nutrients, sprout outwards and make attachment so that function returns-Strengthening process
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new connections
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new connections from other neurons that werent apart of neural system. when neurons connect from a separate network distrupts the memory and retrieval system. distrupted but better then having a gap, movements not fluid but better
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progestorone
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women who experience strokes/ head injuries heal better then men due to the hormone progesterone. progesterone responsible for release of neurotrophin-->more levels of collateral sprouting
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neurogenesis
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creation and growth of neurons 6wks-6 months, blueprint is set but new brain cells after birth?.....
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synaptogenesis=change
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-stimulation/maturation (Hebbs theory-use and brain becomes stronger)
-pruning-disuse-prune one branch and other branches will be more enriched and offer space for more connections for neurons that are used -myelination -practice makes motion more fluid, as you practice skill network becomes stronger-shaping of language comes from experience with speaking -no suffering from loss of pruning but loss for stroke bc you need those connections that are destroyed |
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experience-expectant
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development that will not happen unless a particular experience occurs during its critical period.
genetically determined and its organisation is designed to buffer the developing brain in a regulatory and orderly development in the face of a variety of environmental influence -natural selection allows predisposition towards skills (language based creatures-overproduction of language) -overproduction and pruning in regions -environment (expectations) determine final brain. siblings permanent deficits in cognitive abilities if interaction does not occur-cats |
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experience-dependent
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-unique devellopment for each individual resulting in different skills for each individual-no overproduction
Experience-dependent processes generate new synapses in response to the environmentally determined experiences, which vary between individuals. experiences are not predetermined, nor are synapses anticipating the experiences at any particular stage. |
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enriched environment
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-diff b/w enriched and deprived, culture emphasizes and overexagerates importance of enrichment
-diff bw rats and infants, socially deprived rates vs interactive rats-more of a study on deprivation in rats, so dont deprive infants give them stimulation but not necc to overstimulate. too much enrichment for kids is bad need to time consolidate |
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phonemic development
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-general perception up to 6 months
-increasingly specific perception after 6 months |
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RH
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more plasticity later on, when LF removed RH goes through another period of plasticity
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B-3 yrs
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important for initial skills, but language skills will be refined/enhanced at later times, dont need to rush before 3yrs
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ADHD
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cognitive defect, but diagnosed behavioraly
Predominatly inattentive-6/9 featured of inattentive predominantly hyperactive/impulsive-6/9 features of hyperactivity combined-meets criteria for both. criteria are met quantitively not qalitively endorse as happening often or always |
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ADHD
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-can be hyperactive and still pay attention, kids are not like this thogh most kids who bounce around arent paying attention
-lots of kids test ok on tests of attention but wont pay attention in class, when asked to specifically focus they can-charged up and aroused and can pay attention *deficit in ability to regulate/control attention, ADHD make impulsive errors even when playing video games |
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Neuropsych of ADHD
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dorsolateral PFC-cognitive aspects of EF
orbitofrontal/anteromedial PFC-emotional/behavioral -developmental trajectoies will differ by EF task |
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EF bursts
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3-5 yrs (stop and think) 6, 10, adolescence
greatest degree bw 7-9 yrs, 11-12 yrs -greater anterior cerebral cortical maturation (used to only have tests for 5-6 yrs found diff bw ages. continuous development even after 14 yrs, greatest jump around 7 bursts take place in frontal lobe/anterior cingulate |
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Functional fronto-subcortical
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-occulomotor circuit, skeletomotor circuit, dorsolateral prefrontal circuit, anterior cingulate circuit, orbitofrontal circuit--->problems with ADHD throughout brain
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ADHD-deficits in attention/executive functioning
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-vigilance/sustained attention-CPT-not as quick as other kids bc they are not focused, quick respone not wired to do
-motor inhibition-go no go -perseveration-WCST shift set -cog inhibition-stroop processing speed, working memory, planning organization |
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other adhd deficits
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-deficits in learning/memory-encoding mainly but retrieval as well
-lower iq and achievement tests-not to say lower in intelligence, just tests some of the deficits they have so bottomline of adhd-cognitive inhibition, attention involuntary, environment pulls attention you cant control |
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nonverbal learning disorder aka RH disorder
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RH and non language deficits
-tactile perceptual, psychomotor coordination (bad hand writing), L sided weakness, visual spatial deficits, non verbal problem solving, reliance on rote learning rather then inference (RH normally takes info and fills in gaps-kids cant do this, cant make inferences) social and emotional deficits -math word problems-language oriented tasks, RH not just spatial H, but organization.integration H. when already put together in story you can see connections but when need to generalize and put into own words difficult to do. |
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Autism spectrum disorder
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onset before age 3. primary probs:
1)social impairments (qualitative) 2)delays/abnormal language development (from speech to language pragmatics-social rules) -social problems are in themselves a disability, more then just resulting from a language disorder -restricted, repetitive and stereotyped interests/behaviors |
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Savants-savant syndrome
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10% of autism
language-wont make eye contact, very bad conversation, infants with autism dont focus on eyes/mouth-delay=not talking at all, first words come at 2yrs. language is scripted use the same language over and over again. pragmatics off bc represent link between social and lanague -know subject area really well-obssessed with thomas the tank engine. restricted interests (dinousaurs, maps, trains) generally switch interests along the way. |
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autism and brain parts
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cerebellum, Frontal lobe, basal ganglia (limbic system)-one big problem with EF
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mental retardation
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1)impaired adaptive functioning in 2/3 of social skills, communication (receptive, expressive) daily living skills
2)IQ<70 common causes-big part genetics-fetal alcohol, downs syndrome, fragile x |
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cognitive neuropsych variables
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-inattention
-language skills |
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mild mr
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iq=50-55 to 70-75
slower to walk, talk feed self but not noticable, normal preschool but needs present in 4-6 grades can acquire up to 3-6 grade reading/math vocational=self support some guidance |
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moderate
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35-40 to 50-55
delays noticable in speech |
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severe
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marked delays
habits no self help skills |
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profound
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neurological disorder at birth, sensorimotor impairments, basic emotional responses, need high structur ebarely live past 20 yrs old
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