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The top and the bottom of ADHD: a neuropsychological perspective
No full textFive models of attention deficit/hyperactivity disorder (ADHD) are reviewed. It is proposed that the cognitive-energetic model provides a reasonably comprehensive account of ADHD by incorporating the features of both the inhibition and delay aversion models. It is suggested that ADHD can only be accounted for by an analysis at three levels: top-down control, specific cognitive processes and energetic factors. It is argued that a refined and conceptually comprehensive neuropsychological battery is needed to advance research in ADHD. A widely distributed neural network involving frontal, basal ganglia, limbic and cerebellar loci seem implicated in ADHD
Extraversie als Mediator van de Relatie Tussen Hyperactiviteit/ Impulsiviteit Symptomen en Creative Achievement
No full textIn het huidige onderzoek werden drie onderzoeksvragen onderzocht. De eerste
onderzoeksvraag luidde: Wat is het verband tussen hyperactiviteit/ impulsiviteit symptomen
en creative achievement? De tweede onderzoeksvraag luidde: Wat is het verband tussen
afleidbaarheid symptomen en creative achievement? De derde onderzoeksvraag luidde: Is
extraversie een mediërende variabele van de relatie tussen hyperactiviteit/ impulsiviteit
symptomen en creative achievement? Het onderzoek werd uitgevoerd bij 28 mannelijke en
132 vrouwelijke studenten boven de 18 jaar aan de Radboud Universiteit. Creative
achievement werd gemeten met een vragenlijst, namelijk de Creative Achievement
Questionnaire (Carson et al., 2005). De ADHD symptomen werden gemeten met de Zelf rapportage Vragenlijst over Aandachtsproblemen en Hyperactiviteit voor Volwassenheid en
Kindertijd van Kooij en Buitelaar (1997). Extraversie werd gemeten met de Big Five
Inventory (John et al., 1991). De deelnemers konden via een link bij de vragenlijsten in
Qualtrics komen om deze online in te vullen. Uit de analyses bleek dat het effect van
afleidbaarheid op creative achievement niet-significant was. Er is geen verband gevonden
tussen afleidbaarheid symptomen en creative achievement bij studenten. Daarnaast bleek uit
de mediatie-analyse dat het effect van de hyperactiviteit/ impulsiviteit symptomen op creative
achievement significant was. Er is dus een significant, positief verband tussen hyperactiviteit/
impulsiviteit symptomen en creative achievement. Ook bleek uit de mediatie-analyse dat de
mediatie niet-significant was. Extraversie is dus geen mediërende variabele van de relatie
tussen hyperactiviteit/ impulsiviteit en creative achievement bij studenten. Al met al, biedt het
huidige onderzoek meer duidelijkheid over de mogelijke sterke kanten van het hebben van
ADHD. Toekomstig onderzoek zou meer inzicht kunnen geven in de verklarende
mechanismes van de relatie tussen hyperactiviteit/ impulsiviteit symptomen en creative
achievement
Eigenwaarde als Moderator van het Effect van een Groepstraining op Uitstelgedrag in Studenten
No full textUitstelgedrag bij studenten is een veelvoorkomend fenomeen met verregaande gevolgen voor
psychische en lichamelijke gezondheid, zoals voor iemands academische prestatie en
financiële status. Het huidige onderzoek had als doel om aan de hand van een RCT-studie de
vraag te beantwoorden of een vertaalde en verkorte vorm van een CGT-groepsinterventie
effectief is om uitstelgedrag in studenten te verminderen. Hiernaast werd onderzocht of het
interventie-effect gemodereerd wordt door eigenwaarde. Deelnemers waren 36
universiteitsstudenten (9 mannen, 27 vrouwen). Uitstelgedrag werd voorafgaand en aan het
einde van de vier weken durende interventie met behulp van een zelfbeoordelingsvragenlijst
online gemeten. Eigenwaarde werd voorafgaand aan de interventie eveneens online met
behulp van een zelfbeoordelingsvragenlijst gemeten. Deelnemers uit zowel de interventie- als
de controlegroep volgden de interventie, waarbij de interventiegroep direct met de interventie
begon en de controlegroep later startte. Uit de resultaten blijkt dat deelnemers na de
interventie significant minder uitstelgedrag laten zien. Het interventie-effect werd niet
gemodereerd door eigenwaarde. Wanneer deze effecten in vervolgonderzoek binnen een
RCT-studie met een treatment-as-usual of support only controlegroep gerepliceerd kunnen
worden, kan het effect van de verkorte CGT-groepsinterventie bevestigd worden
Stop Procrastinating: Effects of a CBT-based Group Intervention on Procrastination and Mental Wellbeing in Students
No full textStudents in particular suffer from procrastination. This can lead to serious academic and
health problems. This study therefore aims to investigate the treatment effects of a short
cognitive behavioural therapy (CBT)-based group intervention on procrastination and mental
wellbeing in university students (n = 40). It was carried out as a randomized controlled trial
with a waitlist control group. Procrastination and mental wellbeing were assessed before and
after the intervention group received the intervention. It was based on previous research and
consisted of four weekly training sessions featuring CBT-techniques. Results showed that the
intervention helped participants reduce their procrastination significantly, with a large effect
size. Mental wellbeing improved in the whole sample, with a large effect size, but it did not
improve to a larger extent in the intervention group than in the control group. This study
provides promising new insights into the effectiveness of a short CBT-based group
intervention to address procrastination in students. Further research with an active control
group, to eliminate non-specific intervention factors, is needed to validate the results.
Consequently, this intervention might be an effective and time-efficient treatment option that
can be offered in university settings in the future.
Keywords: procrastination, cognitive behavioural therapy, randomized controlled trial, mental
wellbein
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Does Implicit Metacognition Provide a Tool for Self-Guided Learning in Preschool Children?
No full textThe study of developmental metacognition was originally proposed as a way to better understand memory, by elucidating the processes that act upon and therefore affect it. Much research has been conducted to examine the nature of metacognitive processes, and the interaction between metacognitive judgments and learning behavior in adults. Developmental research has demonstrated that there is a strong developmental trend, such that metacognitive abilities emerge at age four years at the earliest and mature until adulthood. However, this estimate raises a potential paradox, given young children's excellent learning abilities, if monitoring and differentially responding to changes in internal states of knowledge is an important component of learning. This dissertation proposes that metacognitive processes, like memory-monitoring, rather than being distinct from and externally operating on core cognitive process, may be intrinsically linked to basic cognitive functions, arising naturally as a result of processing. By this account, metacognitive abilities emerge in implicit form early in development along with other developing cognitive functions like memory, and what is observed later as the emergence of metacognition may rather be the transition from an implicit and undifferentiated process to an explicit and more readily testable process. This dissertation presents six experiments exploring the relationship between memory-monitoring in non-human animals, preschool children, and adults, using a non-verbal paradigm adapted from comparative literature. Participants learned a set of visual paired-associates, and at test were given the option to selectively accept or decline a memory trial for each item. Accuracy for accepted items was significantly higher than for declined in children and there was a similar tendency with adults, suggesting implicit memory-monitoring skills. Additionally, a relationship between memory-monitoring assessments and other cognitive processes was found, suggesting that memory-monitoring does not function independently of other cognitions. The results suggest that children may have implicit access to internal knowledge states at very young ages, providing an explanation for how they are able to guide learning, even as infants. Further the results suggest that the relationship between metacognitive and other cognitive skills may be rather more dynamic and complex than has typically been described
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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Attention Deficit Hyperactivity Disorder (ADHD) in Adolescents: An Investigative Study of Dopamine and Norepinephrine Systems
No full textA better understanding of the neural mechanisms associated with Attention Deficit Hyperactivity Disorder (ADHD) and related cognitive deficits can potentially clarify the neural circuits involved in ADHD symptoms, help define neurobiologically informed subtypes and aid in developing more refined treatments. Two neurotransmitter (NT) systems have been implicated in ADHD: Dopamine (DA), and Norepinephrine (NE), and the primary cognitive deficits associated with ADHD are in working memory, response inhibition, reaction time variability, and reward processing. Frank et al. (2007a) proposes, based on computational models, that DA is associated with deficits in reward-based learning and updating of working memory, while NE is associated with deficits in response inhibition and greater response variability. Therefore, it might be possible to learn more about the NT systems' specific roles in ADHD by studying the associated cognitive deficits. The primary goal of this study was to assess performance in adolescents with and without ADHD on a number of cognitive tasks. We expected that the Attention Deficit Hyperactivity Disorder - Inattentive Subtype (ADHD-I) group would perform the worst on NE tasks and that the Attention Deficit Hyperactivity Disorder - Combined Subtype (ADHD-C) group would perform the worst on DA tasks, and that both groups would perform worse than controls on all tasks. Instead, we found that the ADHD-I group performed the most poorly on updating of working memory, while the ADHD-C group performed the best on this variable. However, the ADHD-C group performed worst on overall working memory. Dimensional analyses revealed that hyperactivity/impulsivity is positively correlated with updating of working memory, while inattention is negatively correlated with updating of working memory. In addition, hyperactivity/impulsivity was positively correlated with reaction time variability. In conclusion, it is likely that the roles of these NT systems are not as mutually exclusive as initially expected. It is also possible that our ADHD group was performing more like control groups in other studies, which might be due to a more 'pure' ADHD sample with less comorbid Oppositional Defiant Disorder (ODD) and Conduct disorder (CD), or could be due to a less symptomatic ADHD group
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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A TALE OF TWO SYSTEMS: EXECUTIVE FUNCTION IN ULTIMATUM GAME DECISIONS
No full textTheories that formally describe decision-making have traditionally posited that decisions are made by rational actors. However, it is generally accepted that humans often make irrational decisions because of quick emotional judgements. In order to reconcile these two inconsistent ideas psychologists have developed two-system theories that hypothesize decisions are made by two opposing cognitive systems, representing the rational and emotional processing of decisions. Evidence for a two-system model of decision-making can be observed in ultimatum game responder decisions. It is thought that rational processing of these choices will produce acceptance of unfair offers and emotional processing will encourage rejection of unfair offers. Emotional priming has been shown to decrease ultimatum game acceptances and trans-cranial magnetic stimulation of rational brain areas, i.e. DLPFC, show increases in ultimatum game acceptances. This study investigated the possibility of using behavioral tasks that are known to activate rational brain areas to promote/disrupt ultimatum game acceptances. The possible relationship between ultimatum game acceptances and executive functions was also examined. Although there were promising indications that working memory loading may increase ultimatum game acceptances in between-subject experiments, a within-subject investigation found little support for this method of promoting/disrupting rational ultimatum game decisions. There were also no relationships found between switching or inhibition executive functions and ultimatum game responder decisions. A moderate positive relationship was found between updating executive function and ultimatum game acceptance rates but this relationship was dependent on working memory task feedback, a within-subject design and active loading of the working memory system. However, its possible that these findings only apply to within-subject paradigms and future between-subject studies are advised
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