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1

POTENCIÁL TRÉNINGU EXEKUTÍVNYCH FUNKCIÍ V ZLEPŠOVANÍ SEBAREGULÁCIE

100%
Zibrínyiová V.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2014
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vol. 17
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issue 4
-
EN
The following theoretical study focuses on a current topic of enhancing self-regulation through the executive functions training. We are building upon the ideas of recent findings (e.g. Hofmann, Schmeichel, Baddeley, 2012) suggesting that the training of executive functions has significant potential to improve the level of self-regulation. Our goal is to look at this issue from a theoretical point of view and offer some suggestions for the training implementation. Moreover we provide insight into the training program of the executive functions, its tasks, and its evaluation. We consider this issue to be relevant and important, mostly because of many benefits connected with the higher level of self-regulation and executive functions.
2

NEUROCOGNITIVE MECHANISMS OF WORKING MEMORY FUNCTIONING

100%
Jodzio K.
Kolokwia Psychologiczne (Psychological Colloquia)
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2006
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vol. 14
25-42
EN
This article presents the neuropsychological contribution to origin and development of the working memory model. A matter for current investigation and discussion was a model established originally by Baddeley and Hitch. Within a large working memory system, they proposed three subcomponents: the central executive, the phonological loop, and the visuospatial sketchpad. Later, a fourth component was proposed, the episodic buffer, which is assumed to be purely mnemonic in character. The goal of this paper is to clarify the neural and cognitive determinants of these systems, as well as to show explanatory value and limitations of the working memory model. Current interest focuses most strongly both on the link between subcomponents of memory, and between working memory and other cognitive processes. Neuroanatomical correlates were taken into account as well. It was emphasized that working memory has a rather widespread representation in the brain, which involves both prefrontal and non-frontal structures. The original concept of working memory seems controversial and simplified, mostly because it underestimates the role of complex language processes in memory functioning, and a close relationship between memory and posterior parts of the brain.
3

EXECUTIVE FUNCTIONING IN THREE GROUPS OF PUPILS IN D-KEFS: SELECTED ISSUES IN ADAPTING THE TEST BATTERY FOR SLOVAKIA

88%
Ferjenčík J., Slavkovská M., Kresila J.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
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issue 1
73 – 92
EN
The paper reports on adaptation of the D-KEFS test battery for Slovakia. Drawing on concrete examples, it describes and illustrates the key issues relating to the transfer of test items from one socio-cultural environment to another. The standardisation sample of the population of Slovak pupils in the fourth year of primary school included 250 children with an average age of 9.7 years. The two comparative samples of the same age range were analysed at the same time. They included pupils from classes for gifted children (n = 55) and Roma children from socially disadvantaging environments (n = 50). The results manifested a significant skewness in most distributions of the D-KEFS primary indicator raw scores. The nature of the skewness suggests that these indicators are more sensitive at discriminating the performance of weaker children but not at discriminating within the above-average performance range. The distribution in the Roma children sample was skewed to the opposite value. Most of the Roma children found the tests from the D-KEFS battery, especially those based on verbal materials, too difficult and so it only differentiated results achieved by the best in the group. Comparisons of the mean scores in all the primary indicators (One-way ANOVA) highlight the need to establish specific norms for the standard population of Slovak children on the one hand and for Roma children from socially disadvantaging environment on the other.
4

EXPLAINING THE ABILITY TO LEARN ANALOGIES: THE ROLE OF EXECUTIVE FUNCTIONS AND FLUID INTELLIGENCE

88%
Ropovik I., Bobáková M., Ferjenčík J., Filičková M., Kovalčiková I., Slavkovská M.
Studia Psychologica
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2016
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vol. 58
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issue 4
322 - 335
EN
It is well established that analogical reasoning can be explained by the efficiency of working memory (WM) but it remains unclear what processes are involved when the child learns to reason analogically. The present study examined the relationship of executive functions (EF) and fluid intelligence (gF) and the ability to learn analogies in a sample of 210 10-year-old children. First, with regard to the structure of EF, a four-factor model fitted the data well. However, shifting and fluency were indistinguishable from attentional control. At the same time, attentional control fully accounted for the interrelationships between other EF. Second, only WM proved to have a direct effect on the ability to learn and on gF, while mediating the effect of attentional control. Third, despite a decent explanatory power of WM, it did not explain the relationship between the ability to learn and gF, indicating the presence of another factor distinct from WM.
5

POSITIVE AND NEGATIVE EMOTION INDUCTION THROUGH AVATARS AND ITS IMPACT ON REASONING PERFORMANCE: CARDIOVASCULAR AND PUPILLARY CORRELATES

88%
Causse M., Pavard B., Sénard J.-M., Démonet J.-F., Pastor J.
Studia Psychologica
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2012
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vol. 54
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issue 1
34 – 51
EN
Many studies have shown the impact of emotion on cognition (Damasio, 1994), however these influences remain ambiguous. The contradictions may be explained by a lack of experimental control (emotional induction, objective clues on emotional states…) but also by the existence of complex cross-influences between the dorsolateral prefrontal cortex, a major substratum of executive functions (EFs) and the ventromedial prefrontal cortex, an area strongly connected to the limbic system. This work aimed at gaining a more precise view of the links between emotion and EFs, utilizing an experimental protocol that used avatars for a well-controlled emotional induction, measurements of the autonomic nervous system activity as evidence of the emotional state (cardiovascular and pupillary responses) and a neuropsychological test battery (dynamic reasoning and deductive reasoning tasks) for the detection of EFs variations in response to emotion. The experimental data showed that positive emotion (joy) led to a performance decrease during both tasks, together with physiological variations. These counterintuitive results showed that positive mood can impair executive functioning in our tasks. In addition, our results highlighted the lack of learning effects on deductive performance.
6

A POSSIBLE NEW FUNCTION OF REPETITIVE BEHAVIOURS IN AUTISTIC SPECTRUM DISORDER

75%
Nemeth G.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
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2008
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vol. 63
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issue 2
337-364
EN
Repetitive behaviours in general are present in different neurological, psychiatric and developmental disorders, but certain types of these behaviours are characteristically autism-specific. Some theories take them as overt outputs of neurological and biochemical deficits, others invest them with adaptive functions. After outlining the main approaches a new theory is introduced concerning the possible function of repetitive behaviours, according to which these repetitions induce a certain altered state of consciousness, generated by the given individual for herself, aiming at a calming-effect via reducing the arousal-level. The aim of this paper is to reflect upon theoretically whether the neurochemical and neuroanatomical mechanisms behind repetitive behaviours in autistic spectrum disorder induce or contra-induce the formation of an altered state of consciousness. This problem - over and above its scientific significance - might contribute to the understanding of the nature of repetitive behaviours from a point of view quite ignored so far: that of subjective experiences accompanying overt behaviour. On the other hand, revealing the possible functions of these repetitions might serve as a basis for elaborating appropriate reactions to repetitive behaviours in clinical therapy.
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