Cognitive and neural correlates of errorless learning
Catherine Haslam, Roy P.C. Kessels in Errorless Learning in Neuropsychological Rehabilitation, 2018
Studies investigating the effectiveness of EL learning have predominantly involved patients with memory impairment, accounting to some extent for the focus on memory-related mechanisms of the EL learning advantage. However, a more recent perspective on the mechanism underlying the EL advantage draws on executive processes. Executive dysfunction is strongly associated with the inability to detect and monitor errors and to adjust behaviour on the basis of feedback (Clare & Jones, 2008). In patient populations, monitoring and correcting errors (i.e., error-monitoring) during task execution poses additional strain on an already vulnerable executive control system. In this context, errors might not be fully processed, leading them to be erroneously stored in memory. During later task performance, these previously stored errors may interfere with the retrieval of correct responses.
Can Cognitive Theories Help to Understand Motor Dysfunction in Autism Spectrum Disorder?
Elizabeth B. Torres, Caroline Whyatt in Autism, 2017
Executive dysfunction theory posits that impaired higher-order cognitive processes, such as mental flexibility, planning, and inhibitory control, may account for characteristic clinical features of ASD. For example, reduced inhibitory control and perseveration have been suggested to underlie the core features of the disorder, including restricted and repetitive motor behaviors. Importantly, executive dysfunction accounts of ASD are domain general and not inherently specific to ASD (Rajendran and Mitchell 2007). Indeed, executive dysfunction is common to several clinical populations, particularly those in which frontal lobe dysfunction is implicated, such as attention deficit hyperactivity disorder (ADHD) and schizophrenia (Bradshaw 2001). As such, executive dysfunction theory aligns with the notion that neurodevelopmental disorders are primarily, although not exclusively, disorders of the frontostriatal system (Bradshaw 2001).
Problems Assessing Executive Dysfunction in Neurobehavioural Disability
Tom M. McMillan, Rodger Ll. Wood in Neurobehavioural Disability and Social Handicap following Traumatic Brain Injury, 2017
Rabbitt (1997) pointed out that most tests of executive functions are limited by their own test–retest reliabilities. A major feature of executive dysfunction is that people can cope with familiar tasks (the actions of which are usually over-learned) yet still experience difficulty acquiring new skills. By implication, only novel tasks can pick up deficits in executive functions. However, tasks can only be novel once! Repeated presentation of the same task, even after a six-month delay, means that it is no longer novel, which reduces the sensitivity of the task to executive dysfunction and, when test–retest reliabilities are measured, the correlation is usually low.
Effectiveness of a multidisciplinary rehabilitation program for persons with acquired brain injury and executive dysfunction
Published in Disability and Rehabilitation, 2018
Frédérique Poncet, Bonnie Swaine, Hélène Migeot, Julie Lamoureux, Christine Picq, Pascale Pradat
Acquired brain injury (ABI) can result in neurological, cognitive and behavioral impairments. Cognitive and behavioral impairments include but are not limited to memory and attention difficulties, slowing of information processing and executive dysfunction often responsible for severe and longstanding disabilities in daily life activities. Persons with executive dysfunction can demonstrate difficulties in taking initiatives and being in control, in changing organizational strategies, conceptualizing, or planning, leading to activity limitations (i.e., difficulties in executing activities) and participation restrictions (i.e., problems in involvement in life situations). In fact, combined with changes in behavior and personality, many persons with ABI remain dependent in accomplishing complex daily activities at home and in their community [1–4]. This dependency justifies the need for rehabilitation services with the ultimate goal to optimize a person’s executive function and subsequently his/her return to community life at home, school, (EF) and work or with respect to leisure.
Identifying Cognitive Impairment in Hospitalized Older Adults to Prevent Readmission: Two Case Studies
Published in Clinical Gerontologist, 2018
Sabrina Pickens, Lisa Boss, Hyochol Ahn, Felicia Jefferson
Executive dysfunction results from damage to the frontal lobes of the brain, which can lead to an inability to start or halt tasks, plan events, inhibit inappropriate behaviors, or quickly alternate plans (Campbell et al., 2014; Wecker, Kramer, Wisniewski, Delis, & Kaplan, 2000). Specifically, ED can preclude tasks such as managing medical conditions, preparing a meal, and managing finances (Campbell et al., 2014; Royall, Palmer, Chiodo, & Polk, 2005; Workman et al., 2000). Certain individuals with ED function safely and independently; however, when ED interferes with an individual’s ability to complete his/her functional tasks, living independently may become unsafe and may lead to higher healthcare utilization, including hospital readmissions (Dyer, Pickens, & Burnett, 2007). Here, we present two cases illustrating how a positive screen for cognitive impairment compared to a negative screen for cognitive impairment may lead to hospital readmission after discharge from an acute care hospital.
Virtual reality training to enhance behavior and cognitive function among children with attention-deficit/hyperactivity disorder: brief report
Published in Developmental Neurorehabilitation, 2019
Shirley Shema-Shiratzky, Marina Brozgol, Pablo Cornejo-Thumm, Karen Geva-Dayan, Michael Rotstein, Yael Leitner, Jeffrey M Hausdorff, Anat Mirelman
Attention Deficit Hyperactivity Disorder (ADHD) affects an estimated 7.2% of school-aged children worldwide.1 Executive dysfunction frequently characterizes patients with ADHD, impairing response inhibition, vigilance, working memory and planning.2 In addition, compared to their healthy peers, children with ADHD may present a developmental delay in motor control, balance and fine motor skills.3,4 From a functional perspective, children with ADHD show impaired ability to perform two simultaneous tasks (i.e., dual-tasking), and respond differently to cognitive motor interference as compared to controls.5,6 The standard of care treatment for preadolescents with ADHD includes the use of stimulant medication, in combination with behavioral therapies involving both parents and teachers.7 Although the efficacy of stimulants has been well established, it offers a limited solution. First, pharmacological treatment is not effective in some patients. For instance, children with mild symptoms or children with coexisting disorders show limited response.8 Moreover, the use of stimulants can lead to multiple side effects such as increased fatigue, decreased affect and loss of appetite.9 Consequently, medication non-adherence is extremely common in ADHD, with prevalence rates ranging from 13.2 to 64%.10