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Cognitive Psychology: Attention - Coggle Diagram
Cognitive Psychology: Attention
EF and psychopathology
Romer and Pizzagalli (2021)
Executive dysfunction both a risk factor- and indicator for psychopathology
Executive functioning
Miyake et al (2000)
complex EF task suffer from poor internal and test-retest reliability (different strategies different occasions?)
WCST and ToH = construct validity not well established
many popular EF tasks cocky bc they performance is sensitive to frontal lobe damage
task impurity
Three EF tasks
UPDATING AND MONITORING of working memory representations
INHIBITION of dominant or prepotent responses
SHIFTING between tasks or mental sets
CFA findings
Shifting-updating-inhibition not the same construct but some underlying commonality
unity AND diversity of executive functioning
Leitkewitz et al (2021)
EF research issues
use of single indicators for EF
Suchy (2009)
no single model of EF universally accepted
Some EF so poor to even DO the task
Roos et al (2016)
43% of CPS involved children could not do Flanker task
Flynn Effect
Pietschnig & Voracek (2015)
Flynn Effect varies across countries and cognitive domains
Flynn effect stronger for adults than children
Flynn effect has decreased in recent years, especially in developed countries
explanations for generational IQ gains
environmental (education, family size etc)
biological (nutrition etc)
historical effects (slowed down during world wars and increased between I and II
Flynn (2009)
lots of paradoxes and questions
if IQ = intelligence, our ancestors must have been "retarded"
if IQ = intelligence we should be marvelling at how clever our kids are? and make lots of concessions for elders
identical twins paradox: twins similar IQ but then environment seems to play such a role in generational IQ gains? How so strong and feeble at once, environment?
Childhood trauma and EF
Lantrip et al (2023)
childhood neglect -> poor self report EF in those with cognitive complaints
Wang (2023)
MDD had more maltreatment experience than HC, but not more emotional abuse. CM - worse cog functioning.
Tinajero et al (2020)
CM -> worse perceived EF-. Neglect -> worse cognitive control
Aas et al (2012)
Cognitive dysfunction big issue in SZD
PA + SA + PN -> cognitive dysfunction
association is unspecific Aas et al (2012) say, and ELS->cog dysfunction is mediated by poor IQ
Roos et al (2016)
Flanker task 43% excluded could not perform.
in CPS sample, cumulative risk predicted better EF
Leitkewitz et al (2021)
CM -> poor EF, controlling for internalising psychopathology
Welsh, Peterson and Jameson (2017)
used Cool and Hot EFs (IGT and heated Go/no go)
CM -> worse academic outcomes. Mediated partly by HOT ef tasks, intervention area?
Baran Tatar & Cansiz (2018)
ADHD higher prevalance CT
processing speed slower in ADHD with physical neglect
Sheridan et al (2017)
parent reported EF predicted by parental education and neglect, not abuse
low parental education -> poor WM and poor recruitment of parietal and prefrontal cortex in adolescents (controlling for abuse)
deprivation v threat
Nikulina & Widom (2013)
CT (and neglect esp.) -> poorer ED in middle childhood. PTSD does not moderate or mediate.
Dannehl et al (2017)
MDD had higher number CTs than HC
higher number CTs -> worse processing speed and EF in MDD
physical abuse -> worse EF
Mörkved et al (2020)
cognitive impairments in SZD may be associated with neglect
Mindfulness and EF
Cásedas et al (2019)
previous studies flawed due to cross-sectional studies and case-control
meta-analysis
mindfulness meditation exerts a
small-to-medium effect in enhancing executive control
Whitfield et al (2022)
MBPs outperformed inactive comparators, they did not
outperform active comparator interventions.
In contrast to Cásedas et al (2020) did not observe benefit ti inhibition following MBP participation
mindfulness studies use unreliable tasks
Vago et al (2019) stroop test poor convergent validity with different formats