Child Abuse and Performance Task Assessments of Executive Functions in Boys

2001 ◽  
Vol 42 (8) ◽  
pp. 1041-1048 ◽  
Author(s):  
Enrico Mezzacappa ◽  
Dan Kindlon ◽  
Felton Earls
Keyword(s):  
Child Abuse ◽  
Executive Functions ◽  
Performance Task ◽  
And Performance

Narcissism personality trait and performance: task-oriented leadership and authoritarian styles as mediators

2020 ◽  
Vol 41 (2) ◽  
pp. 280-293
Author(s):  
Kiran Sakkar Sudha ◽  
M. Ghazi Shahnawaz
Keyword(s):  
Leadership Styles ◽  
Task Performance ◽  
Leadership Style ◽  
Personality Trait ◽  
Performance Task ◽  
Content Type ◽  
Authoritarian Leadership ◽  
And Performance ◽  
Measure Of Performance ◽  
Task Oriented

PurposeThe present study explored the direct as well as indirect relationships between narcissism personality trait and performance. Two leadership styles (task oriented and authoritarian styles) were identified as possible mediators.Design/methodology/approachNarcissism was measured by using Narcissistic Personality Inventory (Ames et al., 2006), performance was measured by performance scale (Greene-Shortridge, 2008). Sinha's leadership scale (Sinha, 2008) was used to measure task-oriented and authoritarian leadership styles. 273 senior-level managers of a big public sector Indian organization participated in the study. SPSS 22 and SmartPLS 2.0 were used to analyze the data.FindingsCorrelation result shows that narcissism personality trait was positively related to authoritarian leadership style and negatively to task-oriented leadership style, task performance and teamwork dimensions of performance. Task-oriented leadership style mediated the relationship between narcissism and task performance and teamwork more than the authoritarian leadership style.Originality/valueThe study attempts to empirically test the behavioral manifestation of narcissism personality trait as positive or negative and has considered the whole measure of performance which has not been previously explored. Practical implications were also highlighted beside the theoretical concerns.

Effects of Timbre on College Woodwind Players' Intonational Performance and Perception

1992 ◽  
Vol 40 (2) ◽  
pp. 158-167 ◽  
Author(s):  
Mark C. Ely
Keyword(s):  
Ohio State University ◽  
Performance Data ◽  
State University ◽  
Performance Task ◽  
School Of Music ◽  
Low Correlation ◽  
Significant Difference ◽  
The Ohio State University ◽  
And Performance ◽  
The Relationship

The purpose of this study was to investigate the effects of timbre on musicians' intonational acuities during a listening and a performance task. Nine saxophonists, nine clarinetists, and nine flutists from The Ohio State University School of Music participated in the listening and performance segments of this experiment. The performance data consisted of subjects' intonational deviations from recorded examples, and the listening data consisted of subjects' correct and incorrect responses to in-tune or out-of-tune tone pairs. The relationship between subjects' abilities to perform in tune and detect intonation problems, and the effects of timbre on subjects' abilities to perform in tune and detect intonation problems were assessed. Results revealed a low correlation between subjects abilities to play in tune and their abilities to detect intonation problems. Results also indicated that timbre had a significant effect on subjects' abilities to detect intonation problems, but not on their abilities to play in tune. Although there was no significant difference between instrument groups' abilities to detect intonation problems, a significant difference was found between these groups' abilities to play in tune across all timbres. Subjects played significantly more flat than sharp when matching other instrument timbres.

Executive functions and performance on false belief tasks

1997 ◽  
Vol 13 (4) ◽  
pp. 487-493 ◽  
Author(s):  
Helen Tager‐Flusberg ◽  
Kate Sullivan ◽  
Jenea Boshart
Keyword(s):  
Executive Functions ◽  
False Belief ◽  
False Belief Tasks ◽  
And Performance

Effects of Tone-Quality Conditions on Perception and Performance of Pitch among Selected Wind Instrumentalists

2000 ◽  
Vol 48 (3) ◽  
pp. 222-236 ◽  
Author(s):  
Michael D. Worthy
Keyword(s):  
High School ◽  
Paired Comparisons ◽  
Performance Task ◽  
Performance Tasks ◽  
Perception Task ◽  
Wind Instrumentalists ◽  
Tone Quality ◽  
Comparison Results ◽  
And Performance ◽  
A Performance

The purpose of this study was to assess the effects of changes in tone quality on the perception of pitch and to determine the extent to which the same tone-quality conditions would affect the performance of pitch. The experiment was conducted in two segments: a perception task that involved judgments of paired comparisons of tones, and a performance task that involved tone matching. High school and university wind instrumentalists participated in perception and performance tasks that were similar to provide a basis for comparison. Results indicated that tone-quality conditions had significant effects on the perception and performance of pitch. Subjects judged “bright” tones “brighter” in tone quality and sharper in pitch than reference tones and performed sharp when matching “bright” stimuli. Subjects judged “dark” tones “darker” in tone quality and flatter in pitch than reference tones and performed flat when matching “dark ” stimuli.

Prospective Memory in Posttraumatic Stress Disorder

2016 ◽  
Vol 22 (7) ◽  
pp. 724-734 ◽  
Author(s):  
J. Cobb Scott ◽  
Steven Paul Woods ◽  
Kristen M. Wrocklage ◽  
Brian C. Schweinsburg ◽  
Steven M. Southwick ◽  
...  
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Executive Functions ◽  
Posttraumatic Stress ◽  
Prospective Memory ◽  
Stress Disorder ◽  
Retrospective Memory ◽  
Everyday Functioning ◽  
Post Test ◽  
Strategic Monitoring ◽  
And Performance

AbstractObjectives: Neuropsychological studies of posttraumatic stress disorder (PTSD) have revealed deficits in attention/working memory, processing speed, executive functioning, and retrospective memory. However, little is known about prospective memory (PM) in PTSD, a clinically relevant aspect of episodic memory that supports the encoding and retrieval of intentions for future actions. Methods: Here we examined PM performance in 40 veterans with PTSD compared to 38 trauma comparison (TC) veterans who were exposed to combat but did not develop PTSD. All participants were administered the Memory for Intentions Test (MIST; Raskin, Buckheit, & Sherrod, 2010), a standardized and validated measure of PM, alongside a comprehensive neurocognitive battery, structured diagnostic interviews for psychiatric conditions, and behavioral questionnaires. Results: Veterans with PTSD performed moderately lower than TC on time-based PM, with errors primarily characterized as PM failure errors (i.e., omissions). However, groups did not differ in event-based PM, ongoing task performance, or post-test recognition of PM intentions for each trial. Lower time-based PM performance was specifically related to hyperarousal symptoms of PTSD. Time-based-performance was also associated with neuropsychological measures of retrospective memory and executive functions in the PTSD group. Nevertheless, PTSD was significantly associated with poorer PM above and beyond age and performance in retrospective memory and executive functions. Discussion: Results provide initial evidence of PM dysfunction in PTSD, especially in strategic monitoring during time-based PM tasks. Findings have potential implications for everyday functioning and health behaviors in persons with PTSD, and deserve replication and future study. (JINS, 2016, 22, 724–734)

scholarly journals Relationship between Student Achievement and Performance Task Scores in Math

2020 ◽  
Vol 8 (8) ◽  
pp. 3643-3647
Author(s):  
Jarrent R. Tayag ◽  
Marycris B. Lenon ◽  
Joseph R. Bacanay ◽  
Angelie M. Sotto
Keyword(s):  
Student Achievement ◽  
Performance Task ◽  
And Performance

scholarly journals Reliability of the performance-based measure of executive functions in people with schizophrenia

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
En-Chi Chiu ◽  
Ya-Chen Lee ◽  
Shu-Chun Lee ◽  
I-Ping Hsueh
Keyword(s):  
Executive Functions ◽  
Intraclass Correlation ◽  
Minimal Detectable Change ◽  
Rater Agreement ◽  
Good Test ◽  
Retest Reliability ◽  
Purposive Action ◽  
And Performance ◽  
Agreement Study ◽  
Test Retest Reliability

Abstract Background The Performance-based measure of Executive Functions (PEF) with four domains is designed to assess executive functions in people with schizophrenia. The purpose of this study was to examine the test-retest reliability of the PEF administered by the same rater (intra-rater agreement) and by different raters (inter-rater agreement) in people with schizophrenia and to estimate the values of minimal detectable change (MDC) and MDC%. Methods Two convenience samples (each sample, n = 60) with schizophrenia were conducted two assessments (two weeks apart). The intraclass correlation coefficient (ICC) was analyzed to examine intra-rater and inter-rater agreements of the test-retest reliability of the PEF. The MDC was calculated through standard error of measurement. Results For the intra-rater agreement study, the ICC values of the four domains were 0.88–0.92. The MDC (MDC%) of the four domains (volition, planning, purposive action, and perfromance effective) were 13.0 (13.0%), 12.2 (16.4%), 16.2 (16.2%), and 16.3 (18.8%), respectively. For the inter-rater agreement study, the ICC values of the four domains were 0.82–0.89. The MDC (MDC%) were 15.8 (15.8%), 17.4 (20.0%), 20.9 (20.9%), and 18.6 (18.6%) for the volition, planning, purposive action, and performance effective domains, respectively. Conclusions The PEF has good test-retest reliability, including intra-rater and inter-rater agreements, for people with schizophrenia. Clinicians and researchers can use the MDC values to verify whether an individual with schizophrenia shows any real change (improvement or deterioration) between repeated PEF assessments by the same or different raters.

scholarly journals DESARROLLO DE LAS FUNCIONES EJECUTIVAS EN LA INFANCIA

2020 ◽  
Vol 5 (1) ◽  
pp. 103
Author(s):  
Emerson Yépez Herrera ◽  
Gisela Catalina Padilla Álvarez ◽  
Alejandra Garcés Alencastro
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Development Process ◽  
Palabras Clave ◽  
Bibliographic Search ◽  
Basic Functions ◽  
The Subject ◽  
And Performance ◽  
Infant Stage ◽  
Learning And Performance

El objetivo de este artículo es identificar los conceptos de función ejecutiva en la niñez durante la etapa escolar, y como aporta a su desarrollo en diferentes aspectos fisiológicos. Por medio de una búsqueda bibliográfica en las bases de datos LILACS/IBECS se encontraron 70 artículos, siendo 10 los seleccionados para el trabajo. Las funciones ejecutivas mediante los diferentes estudios realizados han sido consideradas como procesos muy importantes en la etapa infantil. Se habla de un conjunto de habilidades que complementan el proceso de desarrollo para brindar soporte al tema de aprendizaje y rendimiento en las distintas actividades. Los resultados obtenidos indican que la forma en que un niño se relacione con los demás, podría demostrar cómo el desarrollo de sus funciones ejecutivas. PALABRAS CLAVE: Habilidades; funciones básicas; infancia; cerebro. DEVELOPMENT OF EXECUTIVE FUNCTIONS IN CHILDREN ABSTRACT The objective of this article is to identify the concepts of executive function in childhood during the school stage, and how it contributes to its development in different physiological aspects. By means of a bibliographic search in the LILACS / IBECS databases, 70 articles were found, with 10 being selected for the work. The executive functions through the different studies carried out have been considered as very important processes in the infant stage. We speak of a set of skills that complement the development process to support the subject of learning and performance in different activities. The results obtained indicate that the way in which a child relates with others, could demonstrate how the level of development of their executive functions. KEYWORDS: Skills; basic functions; childhood; brain.

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