Executive functions: From theory to practice. Experience an executive function. Watch out! We are going to start!

Transcription

1 Executive functions: From theory to practice Daan Hermans Experience an executive function STROOP TASK Instruction You will see a word on a screen printed in a color. Name the color in which the words is written aloud. BLUME You sign or say the word ROT Watch out! We are going to start! 1

2 KATZE AUTO AUTO 2

3 KATZE BLAU AUTO 3

4 ROT BLAU BLAU 4

5 AUTO ROT AUTO 5

6 KATZE BLAU The end 6

7 What are executive functions? Barkley (2012) Cognitive processes that allow people to control (change) their own behavior Self-directed actions (actions directed towards yourself, not towards other people) What do you need executive functions for? Barkley (2012) To change your behavior (to avoid unwanted future consequences) To achieve a goal in the (distant) future To increase your welbeing Why are executive functions so characteristic to humans? 7

8 What do you need executive functions for? Barkley (2012) To change your behavior (to avoid unwanted future consequences) To achieve a goal in the (distant) future To increase your welbeing To function (socially) adequate in our society Predictors of a good future Mischel, Shoda & Peake (1988) Participants 95 children (4 to 5 years old at T1 and 14 to 15 years old at T2) Tests T1: Delay-of-gratification task T2: Questionnaires about schoolachievements and social competencies Delay of gratification 8

9 Predictors of a good future Mischel, Shoda & Peake (1988) Participants 95 children (4 to 5 years old at T1 and 14 to 15 years old at T2) Tests T1: Delay-of-gratification task T2: Questionnaires about schoolachievements and social competencies Results Delay-of-gratification scores predict schoolachievements and social competencies The seven executive functions Self-motivation Planning/Problem solving Emotion regulation Self-awareness / Self-monitoring Mental Imagery Inhibition The seven executive functions Executive function Self-awareness / Self-monitoring Inhibition Mental imagery Emotion regulation Self-motivation Planning / Problem solving Result You are aware of your current situation (and your role) You have the opportunity to give an alternative respons Your relevant personal experiences and knowledge are activated You know what you want and have instructed yourself to persue the goal (internal communication for goal prioritorisation) You have changed your mental state (increase/decrease, replace, elicit) (allows you to respond socially more adequate) You have changed your mental state (feel the reward after achieving goal) (you have motivated yourself to persue the goal) You know what steps to take to achieve the goal (you have solved the problem) 9

10 A central role for inner speech in executive functioning (and ToM)? and self-awareness Morin (2009) Case study Jill Bolte Taylor (37 years old) After stroke, (temporary) loss of language production/comprehension and inner speech The most notable difference between my pre- and post-stroke cognitive experience was the dramatic silence that had taken residency inside my head. I just didn t think in the same way. Communication with the external world was out. Language with linear processing was out. But thinking in pictures was in. (pp ) Self-awareness / Self-monitoring and self-awareness Morin (2009) Case study Jill Bolte Taylor (37 years old) After stroke, (temporary) loss of language production/comprehension and inner speech Silence in her head resulted in loss of self-awareness I retained only a vague idea of who I was and what I was trying to accomplish (p. 52); What a daunting task it was to simply sit there in the center of my silent mind... and trying to remember Who am I? What am I doing? (p. 57); Self-awareness / Self-monitoring 10

11 and inhibition Tullett & Inzlicht (2010) Go / No-go task Part A : Press if rectangle is red Part B: Press if rectangle is blue Deactivation of inner speech by secondary task (say repeatedly da, da, da ) Inhibition and inhibition Tullett & Inzlicht (2010) Secondary task 1. Articulatory suppression Secondary task 2. Drawing circles with non-dominant hand More errors in articulatory suppression condition (commission errors) Deactivation of inner speech lead to inhibition problems. Inhibition : Central to executive functioning! 11

12 Executive functioning of children with developmental language impairment Executive function Self-awareness / Self-monitoring DLI Inhibition Mental imagery Self-motivation Emotion regulation Planning / Problem solving Executive functioning of children with developmental language impairment Executive function Self-awareness / Self-monitoring DLI Inhibition Mental imagery Self-motivation Delayed Emotion regulation Planning / Problem solving Executive functioning of children with developmental language impairment Cuperus, Vugs, Scheper & Hendriks (2014) 237 children with a developmental language impairment (BRIEF, teachers form) Executive function DLI Self-awareness / Self-monitoring / Inhibition Mental imagery Self-motivation Delayed Emotion regulation Planning / Problem solving 12

13 Executive functioning of children with developmental language impairment Cuperus, Vugs, Scheper & Hendriks (2014) Percentages of children with scores in the clinical range (> 1,5 above mean) Executive function DLI Self-awareness / Self-monitoring / 21% Inhibition 13% Mental imagery Self-motivation Delayed Emotion regulation 15% Planning / Problem solving 17% : Central to executive functioning! EF problems caused by inner speech delay? (self-monitoring, inhibition, mental imagery, self-motivation, planning) Interventions 13

14 Computer-based interventions Computer-based interventions Cogmed, Brain Game Brian, Jungle Memory Evaluation Cogmed Dunning, Holmes and Gathercole, 2013 Participants 94 children Intervention Cogmed (intervention group and control group) Results Sustained effects on trained and untrained EF tasks But no transfer effects (children s behavior in the classroom) Evaluation Brain Game Brian with children with DLI Vugs, Knoors, Cuperus, Hendriks & Verhoeven (2016) Participants 10 children Intervention Brain Game Brian, no control group Results Sustained effects on trained and some untrained EF tasks Transfer effects to behavior in daily life (Child Behavior Checklist) 14

15 Tools of the mind: A Vygotskian approach to enhancing EF Vygotsky (1978) and Bodrova and Leung (1993) Curriculum voor preschool / kindergarten (EF integrated in curriculum) Play and Role-play as the most important activities. Necessity of a social context for enhancing executive functioning Supporting rol of teacher (modelling, scaffolding, non-directive etc.) Tools of the mind: A Vygotskian approach to enhancing EF Vygotsky (1978) and Bodrova and Leung (1993): Four principles 1. Regulation by others (conduct the action towards the child) 2. Regulation of others (the child conducts the action towards another child) 3. Self-regulation 4. Explaining / Modelling 15