Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 11 of 11
Full-Text Articles in Entire DC Network
Preliminary Psychometrics For The Executive Function Challenge Task: A Novel, “Hot” Flexibility, And Planning Task For Youth, Lauren Kenworthy, Andrew Freeman, Allison Ratto, Katerina Dudley, Kelly K. Powell, Cara E. Pugliese, John F. Strang, Alyssa Verbalis, Laura G. Anthony
Preliminary Psychometrics For The Executive Function Challenge Task: A Novel, “Hot” Flexibility, And Planning Task For Youth, Lauren Kenworthy, Andrew Freeman, Allison Ratto, Katerina Dudley, Kelly K. Powell, Cara E. Pugliese, John F. Strang, Alyssa Verbalis, Laura G. Anthony
Psychology Faculty Research
Objective: Executive functions (EF) drive health and educational outcomes and therefore are increasingly common treatment targets. Most treatment trials rely on questionnaires to capture meaningful change because ecologically valid, pediatric performance-based EF tasks are lacking. The Executive Function Challenge Task (EFCT) is a standardized, treatment-sensitive, objective measure which assesses flexibility and planning in the context of provocative social interactions, making it a “hot” EF task. Method: We investigate the structure, reliability, and validity of the EFCT in youth with autism (Autism Spectrum Disorder; n = 129), or attention deficit hyperactivity disorder with flexibility problems (n = 93), and typically developing …
Cognitive Bias Modification: Past Perspectives, Current Findings, And Future Applications, Paula T. Hertel, A. Mathews
Cognitive Bias Modification: Past Perspectives, Current Findings, And Future Applications, Paula T. Hertel, A. Mathews
Psychology Faculty Research
Research conducted within the general paradigm of Cognitive Bias Modification (CBM) reveals that emotional biases in attention, interpretation, and memory are not merely associated with emotional disorders but contribute to them. After briefly describing research on both emotional biases and their modification, we examine similarities between CBM paradigms and older experimental paradigms used in research on learning and memory. We also compare the techniques and goals of CBM research to other approaches to understanding cognition/emotion interactions. From a functional perspective, the CBM tradition reminds us to use experimental tools to evaluate assumptions about clinical phenomena and more generally, about causal …
Evolution Of The Cerebellar Cortex: The Selective Expansion Of Prefrontal-Projecting Cerebellar Lobules, J. H. Balsters, E. Cussans, J. Diedrichsen, Kimberley A. Phillips, T. M. Preuss, J. K. Rilling, N. Ramnani
Evolution Of The Cerebellar Cortex: The Selective Expansion Of Prefrontal-Projecting Cerebellar Lobules, J. H. Balsters, E. Cussans, J. Diedrichsen, Kimberley A. Phillips, T. M. Preuss, J. K. Rilling, N. Ramnani
Psychology Faculty Research
It has been suggested that interconnected brain areas evolve in tandem because evolutionary pressures act on complete functional systems rather than on individual brain areas. The cerebellar cortex has reciprocal connections with both the prefrontal cortex and motor cortex, forming independent loops with each. Specifically, in capuchin monkeys cerebellar cortical lobules Crus I and Crus II connect with prefrontal cortex, whereas the primary motor cortex connects with cerebellar lobules V, VI, VIIb, and VIIIa. Comparisons of extant primate species suggest that the prefrontal cortex has expanded more than cortical motor areas in human evolution. Given the enlargement of the prefrontal …
Training The Forgetting Of Negative Material: The Role Of Active Suppression And The Relation To Stress Reactivity, J. Lemoult, Paula T. Hertel, Jutta Joormann
Training The Forgetting Of Negative Material: The Role Of Active Suppression And The Relation To Stress Reactivity, J. Lemoult, Paula T. Hertel, Jutta Joormann
Psychology Faculty Research
In this study, the authors investigated whether training participants to use cognitive strategies can aid forgetting in depression. Participants diagnosed with major depressive disorder (MDD) and never-depressed participants learned to associate neutral cue words with a positive or negative target word and were then instructed not to think about the negative targets when shown their cues. The authors compared 3 different conditions: an unaided condition, a positive-substitute condition, and a negative-substitute condition. In the substitute conditions, participants were instructed to use new targets to keep from thinking about the original targets. After the trainingphase, participants were instructed to recall all …
Training Forgetting Of Negative Material In Depression, Jutta Joormann, Paula T. Hertel, J. Lemoult, Ian Henry Gotlib
Training Forgetting Of Negative Material In Depression, Jutta Joormann, Paula T. Hertel, J. Lemoult, Ian Henry Gotlib
Psychology Faculty Research
In this study, the authors investigated whether training participants to use cognitive strategies can aid forgetting in depression. Participants diagnosed with major depressive disorder (MDD) and never-depressed participants learned to associate neutral cue words with a positive or negative target word and were then instructed not to think about the negative targets when shown their cues. The authors compared 3 different conditions: an unaided condition, a positive-substitute condition, and a negative-substitute condition. In the substitute conditions, participants were instructed to use new targets to keep from thinking about the original targets. After the training phase, participants were instructed to recall …
Transfer Of Training Emotionally Biased Interpretations, Paula T. Hertel, A. Matthews, S. Peterson, K. Kintner
Transfer Of Training Emotionally Biased Interpretations, Paula T. Hertel, A. Matthews, S. Peterson, K. Kintner
Psychology Faculty Research
Non-anxious college students first performed a semantic-judgement task that was designed to train either threat-related or threat-unrelated interpretations of threat-ambiguous homographs (e.g. mug). Next they performed an ostensibly separate transfer task of constructing personal mental images for single words, in a series that included new, threat-ambiguous homographs. In two experiments, the number of threat-related interpretations in the transfer task significantly increased following threat-related experience during the training phase, compared to other training conditions. We conclude that interpretive biases typically shown by anxious people can be established in non-anxious students in ways that generalize to novel tasks and materials.
Emotional Episodes Facilitate Word Recall, Paula T. Hertel, C. Parks
Emotional Episodes Facilitate Word Recall, Paula T. Hertel, C. Parks
Psychology Faculty Research
Dysphoric and nondysphoric college students described self-generated images of themselves interacting with the referents of neutral nouns; the nouns were paired with adjectives that changed their emotional meaning (e.g., cruise ship, cargo ship, sinking ship). On the subsequent unexpected test, the nouns from emotional pairings were more frequently recalled than were those from neutral pairings, regardless of their valence or congruence with the students' mood. An examination of the initial descriptions revealed that emotional images were more distinctive, but not in a pattern correlated with recall of the corresponding nouns.
Research Methods In Cognition And Emotion, W G. Parrott, Paula T. Hertel
Research Methods In Cognition And Emotion, W G. Parrott, Paula T. Hertel
Psychology Faculty Research
In this chapter we critically survey research methods used in the field of cognition and emotion. Research on cognition and emotion addresses a great variety of topics, which include the ways in which emotional states influence cognitive processes, the role of cognition in producing emotion, and folk categories and knowledge of emotion. So great is this variety that a brief chapter cannot address all the research methods that have contributed to the expansion of knowledge that has occurred in recent years; there are too many methods, and many are relevant only to particular specialized topics. Specialized research methods are discussed …
Depressive Deficits In Recognition: Dissociation Of Recollection And Familiarity, Paula T. Hertel, S. Milan
Depressive Deficits In Recognition: Dissociation Of Recollection And Familiarity, Paula T. Hertel, S. Milan
Psychology Faculty Research
Dysphoric and nondysphoric students (48 women and 24 men) participated in an experiment that was designed to separate automatic and controlled uses of memory in a modified recognition paradigm. First, they judged the relation of target words to paired words. Later they made recognition decisions on target items alone or in the context of the original paired item. The use of L.L. Jacoby's (1991) process dissociation procedure revealed depressive deficits in estimates of recollection but not in estimates of familiarity. The paired test improved recollection for all subjects and showed a trend in the direction of increased familiarity. These outcomes …
Cognition, Emotion, And Memory: Some Applications And Issues, H. C. Ellis, Paula T. Hertel
Cognition, Emotion, And Memory: Some Applications And Issues, H. C. Ellis, Paula T. Hertel
Psychology Faculty Research
This chapter describes some ways in which the psychology of cognition, emotion, and memory can or might be applied in several practical settings. Recent years have seen a rapid growth in research on cognition and emotion and this research has been summarized in a variety of sources (e.g., Ellis & Ashbrook, 1988, 1989; Ellis, Varner, & Becker, in press; Fiedler & Forgas, 1988; lsen, 1984; Kuiken, 1989; Williams, Watts, MacLeod, & Mathews, 1988). Moreover, a new journal appeared in 1987, Cognition and Emotion, which is entirely devoted to relations among emotional states and the full range of cognitive processes …
Remembering With And Without Awareness In A Depressed Mood: Evidence Of Deficits In Initiative, Paula T. Hertel, T. S. Hardin
Remembering With And Without Awareness In A Depressed Mood: Evidence Of Deficits In Initiative, Paula T. Hertel, T. S. Hardin
Psychology Faculty Research
We propose that depressive deficits in remembering are revealed in tasks that allow the spontaneous use of strategies; tasks that bypass or direct the use of strategies should not produce depressive deficits. College students received depressive- or neutral-mood inductions after answering questions worded to reflect homophones' less common meaning. After the inductions, subjects spelled old and new homophones and showed no effect of the depressive inductions on unaware memory for the old homophones. Subsequent tests of recognition did, however, reveal differences according to the induced moodor the presence of naturally occurring depression (in Experiment 3). The differences, evidence of nondepressed …