13757087
Description
Flashcards by Karis Allen, updated more than 1 year ago
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Created by Karis Allen
over 6 years ago
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| Question | Answer |
| Name two theories which relate to Automatic Processes | Shallice 1982 Struss & Benson 1986 |
| According to Shallice (1982), what are the two component systems which influence choice of behaviour? What executive function does it relate to? | 1. Contention Scheduling 2. Supervisory Attentional System Automatic Processes |
| According the Shallice (1982), what is meant by Contention Scheduling? What is the target word here? Give an example... | Cognitive system which enables automatic processing, developed through learning. Where stimuli is linked to an action or routine "Schema" Single stimulus results in a relatively automatic sting of actions Seeing a red light and knowing to stop |
| According to Shallice (1982), what is meant by Supervisory Attentional System? When is it active? What is it thought to have? | Cognitive system which directs attention and guides actions through a decision process It is active in novel situations, when there are non preexisting schema's, problem solving, difficult tasks, or to override typical response tendencies It is thought to have sub components which activate, inhibit, and monitor activity levels or certain schemas |
| According to Shallice (1982) theory on Automatic Processes, what happens to Frontal Lobe patients? What does this mean with regards to routine tasks? | Frontal lobe damage disables the Supervisory Attentional System, leaving actions to be governed by Contention Scheduling Frontal lobe patients show few deficits in routine tasks, in which appropriate responses are signalled by stimuli. But not in situations which require flexibility/are novel, because there are no schema's in place |
| Why do Frontal lobe patients appear impulsive? What is it referred to as? | This is because there behaviour is triggered by stimuli. When the Supervisory Attentional System is lost, typical schema's of Contention Scheduling invoke "Automatically" Referred to at Environmental Dependency Syndrome - Actions are impelled or obligated by physical or social environment - Dependent on patients life history |
| What is meant by Perseveration? What does it mean with regards to Frontal Lobe Patients? Why? | Repeating the same action Often exhibited in Frontal lobe patients. Once a strong trigger activates a schema or action, the process continues until come incompatible process is activated W/O Supervisory Attentional System iterative actions are difficult to interrupt |
| What does Struss & Benson (1986) suggest about the Frontal Lobe and what does their model link? "Automatic Processes" | Frontal lobes are especially important in regulating behaviour in non-routine situations or situations where behaviour must be carefully constrained Their model links the degree of control to particular neural substrates in a hierarchical manner |
| What is involved in Struss & Benson (1986) lowest level of control? "Automatic Processes" | Associated with sensory information and simple tasks which are processes by the Posterior regions in a relatively automatic manner Thought to be hard to control consciously |
| What is involved in Struss & Benson (1986) middle level of control? "Automatic Processes" | Associated with executive or supervisory control. lower-level sensory information is adjusted so behaviour is guided towards a goal Control of behaviour if effort-full & slow, requires conscious control |
| What is involved in Struss & Benson (1986) higher level of control? What is it under control of? "Automatic Processes" | Involved self-reflection and meta-cognition. Permits 'one' to develop abstract mental representations of the world and the way one chooses to act in the world Under control of the Prefrontal Cortex |
| What does Self-reflection allow for, with regards to Struss and Benson (1986) higher level of control? "Automatic Processes" | Allows self-awareness and to understand the self to environment |
| What is meant by Meta-cognition, with regards to Struss and Benson (1986) higher level of control? "Automatic Processes" | The ability to reflect upon a cognitive process |
| How do each of these deficits relates to the Frontal Lobe? "Automatic Processes" 1. Deficits in dealing w/novelty & lack of cognitive flexibility 2. Inability to guide behaviour & the undue influence of the environment 3. Inability to self-criticise of self-monitor | 1. Frontal lobe is important for non-automatic behaviour 2. Occur because W/O the frontal lobe responses to sensory stimuli are automatic 3. The result of prefrontal region damage, leaves the patient devoid of any ability to reflect upon themselves or processes which they becomes engaged |
| What regions of the brain is thought to be involved in Initiation of Behaviour/Action Initiation? | Medial Prefrontal Regions |
| What is happens to reaction times when there is damage to the Medial Frontal regions of the brain? What are these regions? "Initiation of Behaviour/Action Initiation" | Elongated simple reaction times to stimuli (i.e letter) Slow responses in choice-reaction-time paradigms (responding to one stimulus but not the other) Supplemental Motor Area & Anterior Cingulate |
| What tests are used for "Initiation of Behaviour/Action Initiation", what exactly are they testing? | Verbal and Nonverbal fluency tasks - Testing how easily, fluidly and imaginatively a person can draw upon knowledge to provide an output Must generate as many items as possible in a given time to meet certain criteria |
| Give an example of a Verbal and Nonverbal fluency task "Initiation of Behaviour/Action Initiation" | Verbal - name as many words beginning with the letter "?" or items in a specific category "animals" in 2 minutes Non-verbal - create as many figures as possible with 4 straight lines in 2 minutes |
| Damage to which side(s) of the frontal lobe are associated with poor Verbal and Nonverbal fluency? "Initiation of Behaviour/Action Initiation" | Damage to left frontal lobe: poor verbal fluency (Milner, 1964) Damage to right frontal lobe: poor nonverbal fluency (Jones-Gotman & Milner, 1977) |
| What is expected to happen when a Frontal Lobe patient is asked to draw a square? How does it differ from some w/o frontal lobe damage on the same task? "Creation & Maintenance of a Goal or Task Set" | Frontal lobe patient - They will begin to draw it but unknowingly incorporate words from a nearby conversation. They'll do this w/o releasing and w/o caring that its incompatible/irrelevant to the correct task (Luria, 1966) Right posterior lesion patient "deficit in visuo-spatial abilities" - they would have difficulty with drawing the square but would persist, rather than engaging in a non-relevant activity |
| The Dorsolateral Prefrontal Regions aid in "Creating and Maintaining" a attentional set. Give an example of evidence which supports this? "Creation & Maintenance of a Goal or Task Set" | MacDonald et al., 2000 "Stroop Task Study": Cue appeared 1.5s prior to stimulus (indicated whether to identify name of ink colour by the colour its printed in or written name) Activation in lateral prefrontal cortex during cue period. Greater degree of activation after receiving colour-naming instruction, the smaller was the degree to which competing colour name slowed responses - suggesting the region helps to impose correct attentional or task set. As its only activated when its difficult and not routine - identifying ink colour rather than the written word because we read words automatically |
| What has the combination of DLPFC & ACC analysis been used for? How does each region relate? "Creation & Maintenance of a Goal or Task Set" | Hayes et al, 2007 - Used the recoding and analysis of the Dorsolateral Prefrontal Cortex & Anterior Cingulate Cortex to predict which task the individual is about to perform - As there is more activity in the DLPFC when individuals make the selection themselves - ACC may reflect the creation of an attentional set for the selection of responses appropriate for given task |
| What was found by Braver & Bangiolatti (2002) regarding the Organising and Managing of Subgoals? "Creation & Maintenance of a Goal or Task Set" | Frontopolar Cortex (BA10) integrates outputs of processing 2 or more separate operations in service of the higher goal Participants saw a series of words, 1st goal was to classify words as being concrete or abstract. 2nd goal was to respond to any concrete words that followed an abstract one Greater activity was seen in BA10 Frontopolar Cortex during the double goal task than when just deicing whether a word was concrete or abstract |
| What is meant by "Sequencing/Planning"? | Determining the order and sequence of steps to attain a goal |
| What did Petrides & Milner (1982) Self-Ordered Pointing Task on Frontal Lobe Patients consist of? What did they find out? "Sequencing/Planning" | Participants were shown 6-12 items an a sheet of paper. Each sheet of paper contained the same items, but the location of the item changed each time. The participant had to point to an item each time that they hadn't previously pointed too. Frontal lobe patients showed deficits in this task as they were unable to keep track of the items |
| How does damage to the lateral regions of the frontal lobe relate to performance on recency judgement task? "Sequencing/Planning" | Recency judgement task requires persons to keep information online in working memory to maintain information about order in which events occurred. Damage to lateral regions of frontal lobe has implications to working memory, which disrupts recency judgement more than damage to the frontal cortex regions |
| What is the Tower of London Task (Shallice, 1982) ? What is it used for? | Used to examine strategies of sequence action: Contains 3 prongs of varying heights and 3 different coloured balls. The goal is to move the balls from the initial position to target position in minimal amount of moves whilst keeping in mind the constraints imposed by the height of each prong |
| How are Frontal Lobe patients expected to perform on the Tower of London task? Why? | Frontal lobe patients (notably those with left hemisphere damage) are both inefficient and ineffective at this task Inefficient: take too many moves to reach end position Ineffective: engage in behaviours that are aimless rather than goal directed (by chance) |
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