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Examining The Role Of Executive Functions In Focal Processing Of Event-Based Prospective Memory, Tatsuya T. Shigeta
Examining The Role Of Executive Functions In Focal Processing Of Event-Based Prospective Memory, Tatsuya T. Shigeta
Theses and Dissertations
Prospective Memory (PM) refers to remembering an intention to be acted upon in the future. Such a memory may be triggered by an event (i.e., Event-based PM) where a specific cue reminds one of the previously encoded intention. PM can be assessed in a lab-setting by having subjects learn a baseline task, subsequently receiving a PM instruction, completing a distractor task, and then going through a test phase where the PM task (i.e., responding to PM cues) is embedded within the ongoing task. The multiprocess view (McDaniel & Einstein, 2000) posits that PM can be retrieved primarily using two different …
Chronotype Preference, Partial Sleep Deprivation, And Executive Functions Performance Throughout The Wake-Cycle, Devin Layne Merritt
Chronotype Preference, Partial Sleep Deprivation, And Executive Functions Performance Throughout The Wake-Cycle, Devin Layne Merritt
Doctoral Dissertations
Sleep is vital to survival and well-being. Adequate sleep, which is conceptualized in terms of quantity and quality, is positively related to a number of cognitive functions. In terms of length, it has been recommended that individuals in late adolescence and adulthood should receive no less than eight hours of sleep. Negative effects on higher-order mental processes have been found in states of sleep deprivation. Individuals who experience total sleep deprivation show decrements in performance on tasks of executive function (i.e. sustained attention, planning, and decision making). However, the effects of partial sleep deprivation on executive functions has not been …
An Analysis Of Teacher’S Judgements Of Student’S Executive Functions And Percieved Academic Competency Across Age Groups, Evan Skolnik
An Analysis Of Teacher’S Judgements Of Student’S Executive Functions And Percieved Academic Competency Across Age Groups, Evan Skolnik
PCOM Psychology Dissertations
In the school setting, well-developed executive functions are associated with the metacognitive skills important for learning and are positively correlated with measures of student achievement across children and adolescents; however, development of executive skills has been shown to be inconsistent with chronological age among children. The current study examined if teachers’ ratings of students’ executive functions differ significantly among groups of students whose academic competence is judged to be above average, average, and below average and if these ratings differ significantly by age. Further, the study sought to determine if the relationship between teachers’ ratings of executive functions and teachers’ …