PSY1004 WEEK 100

Question 1

define executive function

Answer 1

basic cognition processes that singularly, or in context underpin complex goal-orientated behaviour

Question 2

when are EF’s used, what do they allow us to do

Answer 2

used in new, complex and difficult skills, allowing us to keep track of things, order, overcome distractions, monitor response tendencies and adapt behaviour as required. when non-routine situation and habitual response needs overcoming (autopilot wont suffice)

Question 3

what can cause EF impairement?

Answer 3

depression, bipolar, Sz, substance abuse, frontal-lobe injury, ADHD, autism, Fragile x syndrome

Question 4

name 3 EF

Answer 4

working memory, inhibitory control, cognitive flexibility

Question 5

are EF domain specific or general

Answer 5

general - used in many differing contexts

Question 6

what does working memory allow

Answer 6

temporarily store and manipulate info, maintain and update task goals, remember task order, control and coordination of complex goal-orientated behaviour, keeps us on task and perform well

Question 7

what are 2 parts of working memory

Answer 7

1. storage = repeat back A, B, Y, T
2. manipulation = repeat back in reverse A, B, Y, T

Question 8

explain inhibitory control

Answer 8

suppresses distractions, stops habitual response so goal-appropriate behaviour can be made, used when overcoming habit

Question 9

define cognitive flexibility

Answer 9

ability to change and update goal-orientated behaviour in response to change to goal or environment

Question 10

what happens with children with poor working memory

Answer 10

struggle to cope in structured activities as WM overloaded, info needed to guide activity lost so abandons task

Question 11

what happens in children with poor inhibitory control

Answer 11

difficulty thinking before action, go with first impulses

Question 12

what happens when combining EFs

Answer 12

forms a seamless system - research into system when its developing to see how combining simple skills can allow more complex behaviour

Question 13

explain relationship between EFs and literacy (in research)

Answer 13

4 year olds with good WM understand complex sentance better
better for vocab acquisition

Question 14

explain relationship between EFs and maths (in research)

Answer 14

WM and inhibitory control associated with good maths

Question 15

name 3 types of reasoning

Answer 15

1. counterfactual reasoning
   2, mental state reasoning
2. symbolic reasoning

Question 16

explain how EFs can predict academic achievements

Answer 16

WM at 4 predicts reading, writing ability
WM at 5 predicts literacy, numeracy
EF at 7-8 predict math

Question 17

explain EF and cognitive development (how does inhibition of incorrect responses account for A-not-B)

Answer 17

evidence for infants with basic EF ability:
1. reflective control behaviour is more common after 3
2. correspondence with more myelination and synaptic pruning
3. executive development continues into adolescence, with different EF reaching adult level at different ages

Question 18

explain link between EF and planning ahead

Answer 18

child able to correctly answer question on new rule but unable to produce it as ability to plan ahead, exert inhibitory control and reduce impulsive behaviours continues into teen years

Question 19

explain spin the pots study (WM)

Answer 19

6 stickers in pots (2 empty), tray covered with sheet, spun, look for sticker, continue until found

Question 20

explain backward word span study (verbal WM)

Answer 20

show pictures one at time of everyday object, recall backwards to revise WM content

Question 21

explain day-night stroop study (inhibitory control)

Answer 21

reading isn’t an automatic function for children so use this to test

Question 22

explain dimension change card sort task (cognitive flexibility)

Answer 22

able to change sorting rule (blue/red elephants). shows breakdown of cognitive control - able to do if better WM

Question 23

explain shape school study (combined EFs)

Answer 23

studies rule switching, use, inhibition, interferences resistance

Question 24

explain Wisconsin card sort test

Answer 24

decide from researchers responses rule that card will be sorted by. change rule secretly after initial rule learnt correctly, studies reflexive adjustment of rejecting old rule - unable to do <4 or frontal lobe damage

Question 25

where did concepts of EF come from

Answer 25

way of characterising performance deficits in brain damaged patient linking to frontal lobes