The working brain (an introduction to neuropsychology)
01 Mar 1974-Journal of Neurology, Neurosurgery, and Psychiatry (BMJ Publishing Group Ltd)-Vol. 37, Iss: 3, pp 361-362
TL;DR: Clinical Neurosurgery includes excellent clinical reviews but the two recent volumes include also a section of seminars on fundamental research-in volume 18 on coma and sleep, and in volume 19 on basic mechanisms of memory, which is a significant contribution to the literature on head injury.
Abstract: CLINICAL NEUROSURGERY Edited by Barnes Wordall. Vol. 18. (Pp. 557; illustrated; £8 25.) Churchill Livingstone: Edinburgh. 1971. CLINICAL NEUROSURGERY Edited by G. T. Tindall. Vol. 19. (Pp. 598; illustrated; £12.) Churchill Livingstone: Edinburgh. 1972. The Congress of Neurosurgeons began in 1951 on the initiative of a group of younger neurosurgeons. In the last 20 years its membership has grown from 69 to over 1,000, but it has retained its original intentions and virility by a constitution which ensured that the office bearers and organizers were always young men. Residents in training are encouraged to join, financial concessions make it possible for them to attend meetings, and these are organized as an educational exercise, by inviting established authorities to give lectures on selected topics, chosen to provide a balanced programme. As a result Clinical Neurosurgery is a valuable volume which all neurosurgeons look forward to each year; it is in quite a different class from the usual conference tome, full of brief and unconnected papers of widely varying quality. As the title suggests Clinical Neurosurgery includes excellent clinical reviews but the two recent volumes include also a section of seminars on fundamental research-in volume 18 on coma and sleep, in volume 19 on basic mechanisms of memory. It is also the custom to invite a senior neurosurgical citizen as guest of honour and his two or three papers afford an opportunity for historical and philosophical reflections as well as an experienced perspective on clinical and experimental work. Add to this the refreshing presidential address, from one of the (angry?) young men of neurosurgery and it will be clear that these volumes really do include something of interest for every neurosurgeon, whatever his own interests or prejudices. It is a relief to be able so warmly to recommend these books, when the question posed by so many other books is whether anyone would really want to read them. The most recent volume has a more consistent theme than former ones, and that is 'head injury'. It includes papers on mechanisms as revealed by animal experiment and by a pathologist who visited the scene of the accident before examining the brains of head injury fatalities. There are chapters on engineering and socio-psychological aspects of accident prevention, as well as down to earth clinical accounts of metabolic disorders, testing for acoustic vestibular 36 damage, and aspects of prognosis. This is a significant contribution to the literature on head injury.
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TL;DR: The neural substrates of the executive system are examined as well as the evolution of executive functioning, from development to decline, and the ability to inhibit overlearned behavior and verbal fluency is examined.
Abstract: Executive functions include abilities of goal formation, planning, carrying out goal-directed plans, and effective performance. This article aims at reviewing some of the current knowledge surrounding executive functioning and presenting the contrasting views regarding this concept. The neural substrates of the executive system are examined as well as the evolution of executive functioning, from development to decline. There is clear evidence of the vulnerability of executive functions to the effects of age over lifespan. The first executive function to emerge in children is the ability to inhibit overlearned behavior and the last to appear is verbal fluency. Inhibition of irrelevant information seems to decline earlier than set shifting and verbal fluency during senescence. The sequential progression and decline of these functions has been paralleled with the anatomical changes of the frontal lobe and its connections with other brain areas. Generalization of the results presented here are limited due to methodological differences across studies. Analysis of these differences is presented and suggestions for future research are offered.
1,504 citations
Cites background or methods from "The working brain (an introduction ..."
...Zelazo et al. (1997) have taken an alternative approach to the study of executive function, influenced by Luria’s idea of “interactive functional systems” (Luria 1973)....
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...The fractionedbut-united nature of executive functions of Miyake et al. (2000) was further examined by Fisk and Sharp (2004) in a study that obtained a fourth factor believed to be a component of the executive system....
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...Luria (1973) identified the frontal lobes as “the essential apparatus for organizing intellectual activity as a whole, including the programming of the intellectual act and the checking of its performance” (p. 340)....
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TL;DR: The authors examine whether features of automaticity can be disentangled on a conceptual level, because only then is the separate investigation of them worth the effort and conclude that the conceptual analysis of features is to a large extent feasible.
Abstract: Several theoretical views of automaticity are discussed. Most of these suggest that automaticity should be diagnosed by looking at the presence of features such as unintentional, uncontrolled/uncontrollable, goal independent, autonomous, purely stimulus driven, unconscious, efficient, and fast. Contemporary views further suggest that these features should be investigated separately. The authors examine whether features of automaticity can be disentangled on a conceptual level, because only then is the separate investigation of them worth the effort. They conclude that the conceptual analysis of features is to a large extent feasible. Not all researchers agree with this position, however. The authors show that assumptions of overlap among features are determined by the other researchers’ views of automaticity and by the models they endorse for information processing in general.
1,158 citations
Cites result from "The working brain (an introduction ..."
...This argument is consistent with the distinction in several theories between an attention system guided by conscious goals and one guided by unconscious goals (e.g., Baars, 1998; Luria, 1973; Posner & Rothbart, 1989; Shiffrin & Schneider, 1977)....
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Book•
04 Jun 2000
TL;DR: The results of these studies provide the basis for a revision of the CCC theory that specifies more clearly the circumstances in which children will have difficulty using rules at various levels of complexity, provides a more detailed account of how to determine the complexity of rules required in a task, takes account of both the activation and inhibition of rules as a function of experience, and highlights the importance of taking intentionality seriously in the study of executive function.
Abstract: According to the Cognitive Complexity and Control (CCC) theory, the development of executive function can be understood in terms of age-related increases in the maximum complexity of the rules children can formulate and use when solving problems. This Monograph describes four studies (9 experiments) designed to test hypotheses derived from the CCC theory and from alternative theoretical perspectives on the development of executive function (memory accounts, inhibition accounts, and redescription accounts). Each study employed a version of the Dimensional Change Card Sort (DCCS), in which children are required first to sort cards by one pair of rules (e.g., color rules: "If red then here, if blue then there"), and then sort the same cards by another, incompatible pair of rules (e.g., shape rules). Study 1 found that although most 3- to 4-year-olds failed the standard version of this task (i.e., they perseverated on the preswitch rules during the postswitch phase), they usually performed well when they were required to use four rules (including bidimensional rules) and those rules were not in conflict (i.e., they did not require children to respond in two different ways to the same test card). These findings indicate that children's perseveration cannot be attributed in a straightforward fashion to limitations in children's memory capacity. Study 2 examined the circumstances in which children can use conflicting rules. Three experiments demonstrated effects of rule dimensionality (uni- vs. bidimensional rules) but no effects of stimulus characteristics (1 vs. 2 test cards; spatially integrated vs. separated stimuli). Taken together, these studies suggest that conflict among rules is a key determinant of difficulty, but that conflict interacts with dimensionality. Study 3 examined what types of conflict pose problems for 3- to 4-year-olds by comparing performance on standard, Partial Change, and Total Change versions of the DCCS. Results revealed effects of conflict at the level of specific rules (e.g., "If red, then there"), rather than specific stimulus configurations or dimensions per se, indicating that activation of the preswitch rules persists into the postswitch phase. Study 4 examined whether negative priming also contributes to difficulty on the DCCS. Two experiments suggested that the active selection of preswitch rules against a competing alternative results in the lasting suppression of the alternative. Taken together, the results of these studies provide the basis for a revision of the CCC theory (CCC-r) that specifies more clearly the circumstances in which children will have difficulty using rules at various levels of complexity, provides a more detailed account of how to determine the complexity of rules required in a task, takes account of both the activation and inhibition of rules as a function of experience, and highlights the importance of taking intentionality seriously in the study of executive function.
851 citations
TL;DR: This paper investigated whether bilingual advantage in control can be found in a nonverbal task, the dimensional change card sort, used by Zelazo and Frye to assess cognitive complexity and control, and found that bilingual children were more advanced than the monolinguals in solving experimental problems requiring high levels of control.
Abstract: In the analysis and control framework, Bialystok identifies analysis (representation) and control (selective attention) as components of language processing and has shown that one of these, control, develops earlier in bilingual children than in comparable monolinguals. In the theory of cognitive complexity and control (CCC), Zelazo and Frye argue that preschool children lack the conscious representation and executive functioning needed to solve problems based on conflicting rules. The present study investigates whether the bilingual advantage in control can be found in a nonverbal task, the dimensional change card sort, used by Zelazo and Frye to assess CCC. This problem contains misleading information characteristic of high-control tasks but minimal demands for analysis. Sixty preschool children, half of whom were bilingual, were divided into a group of younger (M = 4,2) and older (M = 5,5) children. All the children were given a test of English proficiency (PPVT-R) and working memory (Visually-Cued Recall Task) to assure comparability of the groups and then administered the dimensional change card sort task and the moving word task. The bilingual children were more advanced than the monolinguals in the solving of experimental problems requiring high levels of control. These results demonstrate the role of attentional control in both these tasks, extends our knowledge about the cognitive development of bilingual children, and provides a means of relating developmental proposals articulated in two different theoretical frameworks, namely, CCC and analysis-control.
811 citations
TL;DR: The authors reviewed various psychological and neurobiological processes by which explicit knowledge of form-meaning associations impacts upon implicit language learning and found that implicit and explicit knowledge are dissociable but cooperative.
Abstract: This paper considers how implicit and explicit knowledge are dissociable but cooperative. It reviews various psychological and neurobiological processes by which explicit knowledge of form-meaning associations impacts upon implicit language learning. The interface is dynamic: It happens transiently during conscious processing, but the influence upon implicit cognition endures thereafter. The primary conscious involvement in SLA is the explicit learning involved in the initial registration of pattern recognizers for constructions that are then tuned and integrated into the system by implicit learning during subsequent input processing. Neural systems in the prefrontal cortex involved in working memory provide attentional selection, perceptual integration, and the unification of consciousness. Neural systems in the hippocampus then bind these disparate cortical representations into unitary episodic representations. These are the mechanisms by which Schmidt's (1990) noticing helps solve Quine's (1960) problem of referential indeterminacy. Explicit memories can also guide the conscious building of novel linguistic utterances through processes of analogy. Formulas, slot-and-frame patterns, drills, and declarative pedagogical grammar rules all contribute to the conscious creation of utterances whose subsequent usage promotes implicit learning and proceduralization. Flawed output can prompt focused feedback by way of recasts that present learners with psycholinguistic data ready for explicit analysis. Other processes of acquisition from output include differentiation, analysis, and preemption. These processes of conscious construction in working memory underpin relationships between individual differences in working memory capacities and language learning aptitude.Thanks to Rod Ellis for first suggesting that I try to write this and to the staff and students at Department of Applied Language Studies and Linguistics University of Auckland (2003), the TESOL Program Temple University Japan (2003), the Chester Language Development Reading Group, and the LOT winter school (2004) for helping me think it through. I am particularly grateful to Michel Paradis, Michael Swan, Karen Roehr, Anne Feryok, and Tamar Keren-Portnoy for pointing their giant biological cameras of consciousness at a prior draft, and for sharing their awareness with me in kindly and constructive fashion. I have learned a lot from it.
788 citations
Cites background from "The working brain (an introduction ..."
...…human mind—is their wholeness+ The world in which we live becomes represented in our minds+ Old brain and new brain integrate into one functional whole ~Luria, 1973!+ Our significant others, peers, and guides in this world become internalized in our motivations and attentions ~Tomasello, 1999;…...
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References
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TL;DR: The neural substrates of the executive system are examined as well as the evolution of executive functioning, from development to decline, and the ability to inhibit overlearned behavior and verbal fluency is examined.
Abstract: Executive functions include abilities of goal formation, planning, carrying out goal-directed plans, and effective performance. This article aims at reviewing some of the current knowledge surrounding executive functioning and presenting the contrasting views regarding this concept. The neural substrates of the executive system are examined as well as the evolution of executive functioning, from development to decline. There is clear evidence of the vulnerability of executive functions to the effects of age over lifespan. The first executive function to emerge in children is the ability to inhibit overlearned behavior and the last to appear is verbal fluency. Inhibition of irrelevant information seems to decline earlier than set shifting and verbal fluency during senescence. The sequential progression and decline of these functions has been paralleled with the anatomical changes of the frontal lobe and its connections with other brain areas. Generalization of the results presented here are limited due to methodological differences across studies. Analysis of these differences is presented and suggestions for future research are offered.
1,504 citations
TL;DR: This paper investigated whether bilingual advantage in control can be found in a nonverbal task, the dimensional change card sort, used by Zelazo and Frye to assess cognitive complexity and control, and found that bilingual children were more advanced than the monolinguals in solving experimental problems requiring high levels of control.
Abstract: In the analysis and control framework, Bialystok identifies analysis (representation) and control (selective attention) as components of language processing and has shown that one of these, control, develops earlier in bilingual children than in comparable monolinguals. In the theory of cognitive complexity and control (CCC), Zelazo and Frye argue that preschool children lack the conscious representation and executive functioning needed to solve problems based on conflicting rules. The present study investigates whether the bilingual advantage in control can be found in a nonverbal task, the dimensional change card sort, used by Zelazo and Frye to assess CCC. This problem contains misleading information characteristic of high-control tasks but minimal demands for analysis. Sixty preschool children, half of whom were bilingual, were divided into a group of younger (M = 4,2) and older (M = 5,5) children. All the children were given a test of English proficiency (PPVT-R) and working memory (Visually-Cued Recall Task) to assure comparability of the groups and then administered the dimensional change card sort task and the moving word task. The bilingual children were more advanced than the monolinguals in the solving of experimental problems requiring high levels of control. These results demonstrate the role of attentional control in both these tasks, extends our knowledge about the cognitive development of bilingual children, and provides a means of relating developmental proposals articulated in two different theoretical frameworks, namely, CCC and analysis-control.
811 citations
TL;DR: The authors reviewed various psychological and neurobiological processes by which explicit knowledge of form-meaning associations impacts upon implicit language learning and found that implicit and explicit knowledge are dissociable but cooperative.
Abstract: This paper considers how implicit and explicit knowledge are dissociable but cooperative. It reviews various psychological and neurobiological processes by which explicit knowledge of form-meaning associations impacts upon implicit language learning. The interface is dynamic: It happens transiently during conscious processing, but the influence upon implicit cognition endures thereafter. The primary conscious involvement in SLA is the explicit learning involved in the initial registration of pattern recognizers for constructions that are then tuned and integrated into the system by implicit learning during subsequent input processing. Neural systems in the prefrontal cortex involved in working memory provide attentional selection, perceptual integration, and the unification of consciousness. Neural systems in the hippocampus then bind these disparate cortical representations into unitary episodic representations. These are the mechanisms by which Schmidt's (1990) noticing helps solve Quine's (1960) problem of referential indeterminacy. Explicit memories can also guide the conscious building of novel linguistic utterances through processes of analogy. Formulas, slot-and-frame patterns, drills, and declarative pedagogical grammar rules all contribute to the conscious creation of utterances whose subsequent usage promotes implicit learning and proceduralization. Flawed output can prompt focused feedback by way of recasts that present learners with psycholinguistic data ready for explicit analysis. Other processes of acquisition from output include differentiation, analysis, and preemption. These processes of conscious construction in working memory underpin relationships between individual differences in working memory capacities and language learning aptitude.Thanks to Rod Ellis for first suggesting that I try to write this and to the staff and students at Department of Applied Language Studies and Linguistics University of Auckland (2003), the TESOL Program Temple University Japan (2003), the Chester Language Development Reading Group, and the LOT winter school (2004) for helping me think it through. I am particularly grateful to Michel Paradis, Michael Swan, Karen Roehr, Anne Feryok, and Tamar Keren-Portnoy for pointing their giant biological cameras of consciousness at a prior draft, and for sharing their awareness with me in kindly and constructive fashion. I have learned a lot from it.
788 citations
TL;DR: The state of the literature and opportunities for research related to "executive control function" (ECF), which has recently been separated from the specific cognitive domains traditionally used to assess patients, is reviewed.
Abstract: This report reviews the state of the literature and opportunities for research related to "executive control function" (ECF) ECF has recently been separated from the specific cognitive domains (memory, language, and praxis) traditionally used to assess patients ECF impairment has been associated with lesions to the frontal cortex and its basal ganglia-thalamic connections No single putative ECF measure can yet serve as a "gold standard" This and other obstacles to assessment of ECF are reviewed ECF impairment and related frontal system lesions and metabolic disturbances have been detected in many psychiatric and medical disorders and are strongly associated with functional outcomes, disability, and specific problem behaviors The prevalence and severity of ECF deficits in many disorders remain to be determined, and treatment has been attempted in only a few disorders Much more research in these areas is necessary
739 citations
TL;DR: For example, executive function accounts have been offered for several disorders with childhood onset (e.g., attention-deficit/hyperactivity disorder, autism, early-treated phenylketonuria).
Abstract: Executive function (EF) accounts have now been offered for several disorders with childhood onset (e.g., attention-deficit/hyperactivity disorder, autism, early-treated phenylketonuria), and EF has...
672 citations