scholarly journals Executive function and in-patient violence in forensic patients with schizophrenia

2008 ◽  
Vol 193 (3) ◽  
pp. 247-253 ◽  
Author(s):  
Rachael S. Fullam ◽  
Mairead C. Dolan
Keyword(s):  
Executive Function ◽  
Group Differences ◽  
Personality Factors ◽  
Significant Group ◽  
Forensic Patients ◽  
Patient Violence ◽  
Prefrontal Cortical ◽  
Neuropsychological Tasks ◽  
Interpersonal Domain

BackgroundThe literature on the association between neuropsychological deficits and in-patient violence in schizophrenia is limited and the findings inconsistent.AimsTo examine the role of executive function deficits in in-patient violence using measures of dorsolateral (DLPFC) and ventrolateral prefrontal cortical (VLPFC) function.MethodsThirty-three violent and forty-nine non-violent male forensic in-patients with schizophrenia were assessed using neuropsychological tasks probing DLPFC and VLPFC function and on measures of symptoms and psychopathy.ResultsThere were no significant group differences in neuropsychological task performance. Higher rates of violence were significantly associated with lower current IQ scores and higher excitement symptom scores. The ‘violent’ group had significantly higher interpersonal and antisocial domain psychopathy scores. In a logistic regression analysis, IQ and the interpersonal domain of psychopathy were significant discriminators of violent v. non-violent status.ConclusionsPersonality factors rather than symptoms and neuropsychological function may be important in understanding in-patient violence in forensic patients with schizophrenia.

scholarly journals Daily Performance of Adolescents with Executive Function Deficits: An Empirical Study Using a Complex-Cooking Task

2020 ◽  
Vol 2020 ◽  
pp. 1-11 ◽  
Author(s):  
Yael Fogel ◽  
Sara Rosenblum ◽  
Renana Hirsh ◽  
Mathilde Chevignard ◽  
Naomi Josman
Keyword(s):  
Executive Function ◽  
Poor Performance ◽  
Study Groups ◽  
Subscale Score ◽  
Group Differences ◽  
Complex Task ◽  
Significant Group ◽  
Behavior Rating Inventory ◽  
And Gender ◽  
Executive Function Deficits

Purpose. To characterize and analyze the performance of adolescents with executive function deficits through the Children’s Cooking Task (CCT) as a performance-based complex ecological assessment. Methods. Participants were 41 adolescents (aged 10–14 years) with normal intellectual function and executive function deficit profiles based on the Behavior Rating Inventory of Executive Function (BRIEF) parent reports and self-reports (BRIEF-SR) and the WebNeuro and 40 controls with typical development matched by age and gender. Participants in both groups performed the CCT, an ecological standardized complex task. Results. Significant group differences were found for all CCT outcome measures (total number of errors, task duration, and all qualitative rating variables). Significant correlations were found among children with executive function deficit profiles between the CCT performance duration and total number of errors and the BRIEF-SR subscale score. Two separate discriminant function analyses described primarily by the CCT correctly classified the study groups. Conclusion. The poor performance of adolescents with executive function deficit profiles exhibited through the standardized complex task, as well as the relationships with their executive functions, supplies better insight about their daily confrontations. Identifying how they perform may lead to development of focused interventions to improve these adolescents’ daily performance, participation, and wellbeing.

scholarly journals A-089 The Role of Anxiety Severity and Neurocognitive Functions in Parkinson’s Disease

2020 ◽  
Vol 35 (6) ◽  
pp. 882-882
Author(s):  
Lee G ◽  
Suhr J ◽  
Boxley L ◽  
Nguyen C
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Symptom Severity ◽  
Neurodegenerative Disorder ◽  
Analysis Of Covariance ◽  
Motor Symptom ◽  
Group Differences ◽  
Significant Group ◽  
Neurocognitive Functions

Abstract Objective Parkinson’s disease (PD) is a neurodegenerative disorder characterized by motor and nonmotor symptoms. While much of the extant literature on neuropsychiatric symptoms and cognitive deficits have focused on depression, comparatively less have examined the role of anxiety among patients with PD. Here, we examined levels of anxiety severity (i.e., minimal, mild, moderate–severe) and cognition in this population. Method Fifty-six PD patients (M age = 60.8 ± 9.3; 69.6% male) being considered for surgical intervention were evaluated at an outpatient clinic. Inclusion criteria included no history of neurosurgical procedure and no other diagnosis of a neurodegenerative disorder. Participants completed a battery of neuropsychological tests and reported mood symptoms (Geriatric Depression Scale-15, Beck Anxiety Inventory). Those who scored above clinical cutoffs for depressive symptoms were excluded due to high comorbidity with anxiety. Motor symptom severity was rated by neurologists using the Unified Parkinson’s Disease Rating Scale. Results Analysis of covariance revealed significant group differences on tests of working memory (p = .03), set-shifting (p = .04), problem-solving (p = .05), and phonemic fluency (p = .03) when controlling for motor symptom severity. PD patients with moderate–severe levels of anxiety performed significantly lower than those with minimal or mild anxiety (p’s < .05). There were no other significant group differences in neuropsychological test performance. Conclusions These findings suggest measurable differences in neurocognitive functions associated with frontostriatal circuits among PD patients with varying levels of overall anxiety. Future work should consider the potential overlap between anxiety and PD symptoms as they relate to cognition.

Attenuated Readiness Potential in the Absence of Executive Dysfunction in Adults With ADHD

2016 ◽  
Vol 21 (4) ◽  
pp. 331-342 ◽  
Author(s):  
Bo-Kyung Seo ◽  
Gudrun Sartory ◽  
Bernhard Kis ◽  
Norbert Scherbaum ◽  
Bernhard W. Müller
Keyword(s):  
Executive Function ◽  
Neuropsychological Tests ◽  
Adult Adhd ◽  
Motor Planning ◽  
Executive Dysfunction ◽  
Readiness Potential ◽  
Group Differences ◽  
Healthy Controls ◽  
Significant Group ◽  
Verbal Iq

Objective: Patients with ADHD display a decreased contingent negative variation in Go/NoGo tasks. It is unclear whether the attenuation is due to deficits of executive function or to disorder of motor planning. The readiness potential (RP) recorded during self-initiated movements could cast light on this question. Method: RP was recorded in 25 stably medicated adult ADHD patients and 21 healthy controls matched for age, education, and verbal IQ. Participants also completed neuropsychological tests of executive function. Results: Compared with healthy controls, ADHD patients showed significantly diminished RP peaks and also decreased negativity in preparation of the movement at frontal locations. There were no significant group differences with regard to tests of executive function. Conclusion: In adults with ADHD, deficits of motor organization are also manifest in situations not involving external stimulus processing. The attenuated RP occurred in the absence of executive dysfunction. Results are consistent with partial independence between motor and executive dysfunction in ADHD.

scholarly journals The role of previous visual experience in subjective reactions to new affective pictures and sounds.

2021 ◽  
Author(s):  
Fiorella Del Popolo Cristaldi ◽  
Filippo Gambarota ◽  
Suzanne Oosterwijk
Keyword(s):  
Predictive Models ◽  
Visual Experience ◽  
Test Phase ◽  
Previous Experience ◽  
Group Differences ◽  
Significant Group ◽  
Affective Stimuli ◽  
Sensory Modalities ◽  
Valence And Arousal

According to predictive models of emotion, people use their previous experience to construct new affective predictions. We do not live in a stable world, however. Some environments are uncertain, others are not. This study investigated how experiencing certain vs. uncertain probabilistic relationships shapes subjective reactions to new affective stimuli, within and across sensory modalities. Two S1-S2 paradigms were employed as learning and test phases in two experiments. S1s were colored circles, S2s negative or neutral affective pictures or sounds. Participants (N = 192, 179) were assigned to the certain (CG) or uncertain group (UG), and they were presented with 100% (CG) or 50% (UG) S1-S2 congruency between visual stimuli during the learning phase. During the test phase both groups were presented with a new S1-S2 paradigm with a 75% S1-S2 congruency, and visual (Experiment 1) or auditory (Experiment 2) S2s. Participants were asked to rate the expected valence of upcoming S2s (expectancy ratings), or their experienced valence and arousal (valence and arousal ratings). In both experiments, participants in the CG reported more negative expectancy ratings after the S1s previously paired with negative stimuli, whereas no group differences emerged on valence and arousal ratings. Furthermore, when comparing the two experiments, no significant group by experiment interaction was found. Overall, and in line with predictive models, our results suggest that relying on a certain previous experience shapes subjective expectancies toward a coherent labeling of the predicted valence of future stimuli, and that this process develops similarly across sensory modalities.

scholarly journals Visuo-vestibular Influences on the Moving Platform Locomotor Aftereffect

2008 ◽  
Vol 99 (3) ◽  
pp. 1354-1365 ◽  
Author(s):  
Karen L. Bunday ◽  
Adolfo M. Bronstein
Keyword(s):  
Vestibular Function ◽  
Gait Velocity ◽  
Group Differences ◽  
Significant Group ◽  
Eyes Closed ◽  
Eyes Open ◽  
Moving Platform ◽  
Postural Perturbations ◽  
Normal Controls

After walking onto a moving platform subjects experience a locomotor aftereffect (LAE), including a self-generated stumble, when walking again onto a stationary platform. Thus this LAE affords examination of the role of vestibular input during an internally generated postural challenge. The experiments involved walking onto the stationary sled (BEFORE trials), walking onto the moving sled (MOVING), and a second set of stationary trials (AFTER). We investigated 9 bilateral labyrinthine defective subjects (LDS) and 13 age-matched normal controls (NC) with eyes open. We repeated the experiment in 5 NC and 5 LDS but this time the AFTER trials were performed twice, first eyes closed and then on eye reopening. During MOVING trials, LDS were considerably unstable, thus confirming the established role of the vestibular system during externally imposed postural perturbations. During AFTER trials, both groups experienced an aftereffect with eyes open and closed, shown as higher approach gait velocity, a forward trunk overshoot, and increased leg EMG. However, there were no significant group differences due to the fact that stopping the forward trunk overshoot was accomplished by anticipatory EMG bursts. On eye reopening the aftereffect reemerged, significantly larger in LDS than that in NC. The lack of group differences in AFTER trials suggests that when facing internally generated postural perturbations, as in this adaptation process, the CNS relies less on vestibular feedback and more on anticipatory mechanisms. Reemergence of the aftereffect on eye reopening indicates the existence of a feedforward visuo-contextual mechanism for locomotor learning, which is adaptively enhanced in the absence of vestibular function.

The Relationship Between Plasma Oxytocin and Executive Functioning in Huntington’s Disease: A Pilot Study

2021 ◽  
pp. 1-6
Author(s):  
Emily R. Fisher ◽  
Natalia P. Rocha ◽  
Diego A. Morales-Scheihing ◽  
Venugopal Reddy Venna ◽  
Erin E. Furr-Stimming ◽  
...  
Keyword(s):  
Executive Functioning ◽  
Huntington's Disease ◽  
Huntington’S Disease ◽  
Potential Role ◽  
Group Differences ◽  
Significant Group ◽  
Plasma Measurement ◽  
The Relationship ◽  
Functioning Assessment

The role of oxytocin (OT) in social cognition of patients with Huntington’s disease (HD) has been studied, but its impact on executive functioning has not been explored yet. Healthy controls, premanifest HD, and manifest HD participants underwent executive functioning assessment and OT plasma measurement. There were no significant group differences in plasma OT levels. Higher OT levels were associated with better executive functioning in premanifest HD participants. Our findings revealed an association between OT levels and depressive symptoms in premanifest and manifest HD participants. The potential role of OT in HD deserves further investigation.

Executive function deficit in betel-quid-dependent chewers: Mediating role of prefrontal cortical thickness

2018 ◽  
Vol 32 (12) ◽  
pp. 1362-1368 ◽  
Author(s):  
Xueling Zhu ◽  
Shaohui Liu ◽  
Weihua Liao ◽  
Lingyu Kong ◽  
Canhua Jiang ◽  
...  
Keyword(s):  
Prefrontal Cortex ◽  
Executive Function ◽  
Cortical Thickness ◽  
Dorsolateral Prefrontal Cortex ◽  
Betel Quid ◽  
Prefrontal Cortical ◽  
Betel Quid Chewing ◽  
Dorsolateral Prefrontal ◽  
Brain Structure And Function

Background: Betel quid is the fourth most popular psychoactive agent worldwide. Neuroimaging studies have suggested betel-quid dependence is accompanied by abnormality in brain structure and function. However, the neural correlates of executive function deficit and prefrontal cortical thickness associated with betel-quid chewing still remain unclear. Objective: The present study aimed to examine the relationship between executive function deficit and prefrontal cortical thickness in chronic betel-quid chewers. Methods: Twenty-three betel-quid-dependent chewers and 26 healthy controls were recruited to participate in this study. Executive function was tested using three tasks. Cortical thickness analysis was analyzed with the FreeSurfer software package. Results: Behavioral results suggested a profound deficit of executive function in betel-quid-dependent chewers. Cortical thickness analysis revealed thinner cortex in the bilateral dorsolateral prefrontal cortex in betel-quid-dependent chewers. Further analysis suggested that cortical thickness of the bilateral dorsolateral prefrontal cortex mediated the correlation of betel-quid chewing and executive function. Conclusions: These results suggest the important role of executive function and cortical thickness of the dorsolateral prefrontal cortex with betel-quid chewing. Our findings provide evidence that executive function deficit may be mediated by the cortical thickness of the dorsolateral prefrontal cortex. These results could potentially help us develop novel ways to diagnose and prevent betel-quid dependence.

scholarly journals Language and literacy skills of home and international university students: How different are they, and does it matter?

2018 ◽  
Vol 22 (2) ◽  
pp. 349-365 ◽  
Author(s):  
DANIJELA TRENKIC ◽  
MEESHA WARMINGTON
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Academic Outcomes ◽  
Literacy Skills ◽  
Group Differences ◽  
Language And Literacy ◽  
Significant Group ◽  
Entry Requirements ◽  
International University

Although international students experience lower attainment at university than home students (Morrison et al., 2005), reasons are poorly understood. Some question the role of language proficiency as international students come with required language qualifications. This study investigated language and literacy of international students who successfully met language entry requirements and those of home students, matched on non-verbal cognition, studying in their native language. In a sample of 63 Chinese and 64 British students at a UK university, large and significant group differences were found at entry and eight months later. Furthermore, language and literacy indicators explained 51% of variance in the Chinese group's grades, without predicting the home students’ achievement. Thus language proficiency appears predictive of academic outcomes only before a certain threshold is reached, and this threshold does not correspond to the minimum language entry requirements. This highlights a systematic disadvantage with which many international students pursue their education.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Examining the Role of Language in Play Among Children With and Without Developmental Disabilities

2020 ◽  
Vol 51 (3) ◽  
pp. 795-806 ◽  
Author(s):  
Elizabeth J. Short ◽  
Rachael Cooper Schindler ◽  
Rita Obeid ◽  
Maia M. Noeder ◽  
Laura E. Hlavaty ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Free Play ◽  
Group Differences ◽  
Typically Developing ◽  
Play Skills ◽  
Critical Aspect ◽  
Hyperactivity Disorder ◽  
Better Than

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

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