scholarly journals Motor-response execution versus inhibition alters social-emotional evaluations of specific individuals

2021 ◽  
Vol 215 ◽  
pp. 103290
Author(s):  
Rachel L. Driscoll ◽  
Elizabeth M. Clancy ◽  
Mark J. Fenske
Keyword(s):  
Motor Response ◽  
Social Emotional ◽  
Response Execution

19. Hippocampal negative event-related potential recorded in humans is not time-locked to the motor response execution

2015 ◽  
Vol 126 (3) ◽  
pp. e36
Author(s):  
Robert Roman ◽  
Milan Brázdil ◽  
Jan Chládek ◽  
Ivan Rektor ◽  
Pavel Jurák ◽  
...  
Keyword(s):  
Motor Response ◽  
Event Related Potential ◽  
Response Execution

ERP evidence of MI activation without motor response execution

Neuroreport ◽  
2004 ◽  
Vol 15 (13) ◽  
pp. 2067-2070 ◽  
Author(s):  
Santiago Galdo-Álvarez ◽  
María T. Carrillo-de-la-Peña
Keyword(s):  
Motor Response ◽  
Response Execution

Lateralised EEG power and phase dynamics related to motor response execution

2010 ◽  
Vol 121 (10) ◽  
pp. 1711-1718 ◽  
Author(s):  
Kentaro Yamanaka ◽  
Yoshiharu Yamamoto
Keyword(s):  
Motor Response ◽  
Phase Dynamics ◽  
Eeg Power ◽  
Response Execution

Extraversion and Motor Response Initiation

2011 ◽  
Vol 32 (2) ◽  
pp. 103-109 ◽  
Author(s):  
Michael Houlihan ◽  
Robert M. Stelmack
Keyword(s):  
Individual Differences ◽  
Motor Response ◽  
Information Value ◽  
Stimulus Information ◽  
Response Initiation ◽  
Motor Processing ◽  
Stimulus Evaluation ◽  
Evaluation Time ◽  
Sensory Motor ◽  
Response Execution

This article explores the contribution of differences in motor response initiation and execution to the biological bases of extraversion. Specifically, we examined individual differences in the lateralized readiness potential (LRP) for introverts and extraverts under conditions influencing stimulus evaluation time prior to response execution, i.e., stimulus information value and tonal complexity. The salient effects were longer stimulus-locked LRP and shorter response-locked LRP for extraverts than introverts to simple imperative stimuli to respond. The present studies (1) confirm that extraverts initiate movement faster and are less efficient than introverts in the processing of simple stimulus signals to respond and (2) endorse the view differences in sensory-motor processing are important determinants of variation in Extraversion.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

The parent-offspring microbiome and neurobehavioral development

2019 ◽  
Vol 42 ◽  
Author(s):  
Jeffrey R. Alberts ◽  
Christopher Harshaw ◽  
Gregory E. Demas ◽  
Cara L. Wellman ◽  
Ardythe L. Morrow
Keyword(s):  
Mammalian Species ◽  
Social Emotional ◽  
Behavioral Measures ◽  
Neurobehavioral Development ◽  
Emotional Function ◽  
Neurobehavioral Outcomes ◽  
Methodological Approaches ◽  
And Behavior

Abstract We identify the significance and typical requirements of developmental analyses of the microbiome-gut-brain (MGB) in parents, offspring, and parent-offspring relations, which have particular importance for neurobehavioral outcomes in mammalian species, including humans. We call for a focus on behavioral measures of social-emotional function. Methodological approaches to interpreting relations between the microbiota and behavior are discussed.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Speech as an Element in Organization of a Motor Response

1962 ◽  
Vol 5 (3) ◽  
pp. 292-300 ◽  
Author(s):  
Samuel G. Fletcher
Keyword(s):  
Motor Response

Language and Behavior Disorders in School-Age Children: Comorbidity and Communication in the Classroom

2012 ◽  
Vol 13 (4) ◽  
pp. 111-119 ◽  
Author(s):  
Alexandra Hollo
Keyword(s):  
Language Impairment ◽  
Mental Health Problems ◽  
Language Disorder ◽  
School Age Children ◽  
School Age ◽  
Social Emotional ◽  
Behavioral Support ◽  
School Professionals ◽  
Development Characteristic ◽  
And Behavior

Language development is the foundation for competence in social, emotional, behavioral, and academic performance. Although language impairment (LI) is known to co-occur with behavioral and mental health problems, LI is likely to be overlooked in school-age children with emotional and behavioral disorders (EBD; Hollo, Wehby, & Oliver, in press). Because language deficits may contribute to the problem behavior and poor social development characteristic of children with EBD, the consequences of an undiagnosed language disorder can be devastating. Implications include the need to train school professionals to recognize communication deficits. Further, it is critically important that specialists collaborate to provide linguistic and behavioral support for students with EBD and LI.

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