Executive functions and the frontal lobes: a lifespan perspective
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| Format: | Book |
|---|---|
| Language: | English |
| Published: |
New York [u.a.]
Taylor & Francis
2008
|
| Series: | Studies on neuropsychology, neurology, and cognition
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XXXIII, 541 S. Ill., graph. Darst. |
| ISBN: | 9781841694900 |
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MARC
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| 245 | 1 | 0 | |a Executive functions and the frontal lobes |b a lifespan perspective |c ed. by Vicki Anderson ... |
| 264 | 1 | |a New York [u.a.] |b Taylor & Francis |c 2008 | |
| 300 | |a XXXIII, 541 S. |b Ill., graph. Darst. | ||
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| 650 | 7 | |a Lobus frontalis cerebri |2 gtt | |
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| 650 | 4 | |a Clinical neuropsychology | |
| 650 | 4 | |a Cognition |x physiology | |
| 650 | 4 | |a Developmental psychobiology | |
| 650 | 4 | |a Frontal Lobe |x injuries | |
| 650 | 4 | |a Frontal Lobe |x physiology | |
| 650 | 4 | |a Frontal lobes | |
| 650 | 4 | |a Higher nervous activity | |
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| adam_text | Contents
List of Figures ix
List of Tables xv
Editors xix
Contributors xxi
Note from the Series Editor xxv
Preface xxvii
SECTION I A Developmental-Theoretical Framework
for Executive Function
1 Towards a Developmental Model of Executive Function 03
PETER J. ANDERSON
2 Developmental Trajectories of Executive Functions across
the Lifespan 23
C1NZIA R. DE LUCA AND RICHARD J. LEVENTER
3 Adult Aging and Executive Functioning 57
LOUISE H. PHILLIPS AND JULIE D. HENRY
4 Recovery from Frontal Cortical Injury during Development 81
BRYAN KOLB, MARIE MONFILS, AND NICOLE SHERREN
SECTION II Assessment of Executive Function across the Lifespan
5 Methodological and Conceptual Issues in Understanding
the Development of Executive Control in the Preschool Period 105
KIMBERLY ANDREWS ESPY, REBECCA BULL, HEATHER KAISER, JESSICA MARTIN,
AND MEGAN BANET
vi
6 Development and Assessment of Executive Function:
From Preschool to Adolescence 123
VICKI ANDERSON, PETER J. ANDERSON, RANI JACOBS, AND MEGAN SPENCER SMITH
7 Assessment of Executive Functioning in Older Adults 155
TRACEY WARDILL AND VICKI ANDERSON
8 Assessment of Behavioral Aspects of Executive Function 179
GERARD A. GIOIA, PETER K. ISQUITH, AND LAURA E. KENEALY
9 Pediatric Neuroimaging Studies: A Window to Neurocognitive
Development of the Frontal Lobes 203
AMANDA G. WOOD AND ELIZABETH SMITH
SECTION III Impairments of Executive Function across the Lifespan
10 Executive Functioning and Attention in Children Born Preterm 219
KELLY HOWARD, PETER J. ANDERSON, AND H. GERRY TAYLOR
11 Childhood Traumatic Brain Injury, Executive Functions, and
Social Outcomes: Toward an Integrative Model for Research
and Clinical Practice 243
KEITH OWEN YEATES AND VICKI ANDERSON
12 Executive Functions after Frontal Lobe Insult in Childhood 269
VICKI ANDERSON, RANI JACOBS, AND A. SIMON HARVEY
13 Prefrontal Cortex and the Maturation of Executive Functions,
Cognitive Expertise, and Social Adaptation 299
PAUL J. ESUNGER AND KATHLEEN R. BIDDLE
14 Attention Deficits and the Frontal Lobes 317
VICKI ANDERSON
15 Frontotemporal Dementia: Correlations between Pathology
and Function 345
JULIE SNOWDEN
vii
16 From a-Synucleinopathy to Executive Dysfunction: Early-Stage
Parkinson s Disease 365
MICHAEL M. SAUNG AND JENNIFER BRADSHAW
SECTION IV Rehabilitation of Impairments in Executive Function
17 Models for the Rehabilitation of Executive Impairments 385
BARBARA A. WILSON AND JONATHAN EVANS
18 Helping Children without Making Them Helpless: Facilitating
Development of Executive Self-Regulation in Children
and Adolescents 409
MARK YLV1SAKER AND TIMOTHY FEENEY
19 Intervention Approaches for Executive Dysfunction Following
Brain Injury in Childhood 439
CATHY CATROPPA AND VICKI ANDERSON
20 Social Information Processing Difficulties in Adults
and Implications for Treatment 471
SKYE MCDONALD
Author Index 501
Subject Index 531
List of Figures
Chapter 1
Figure 1.1 Supervisory systems in human attention.
Figure 1.2 Working memory model.
Figure 1.3 Neuropsychological model of self-regulation.
Figure 1.4 The executive control system.
Chapter 2
Figure 2.1 Intradimensional/extradimensional set-shifting task. Highest level achieved as a
function of age.
Figure 2.2 Spatial working memory task. Search strategy employed at the most difficult
levels of the task, and the number of between-search errors incurred by each age group.
Figure 2.3 Spatial working memory task. Number of Between-search errors for each age
group at each level of task difficulty.
Figure 2.4 Proposed developmental trajectories over the lifespan for selected cold and hot
executive functions.
Chapter 3
Figure 3.1 Local and global costs associated with switching tasks.
Chapter 4
Figure 4.1 Schematic representation of coronal sections through the prefrontal cortex of the
rat. The medial prefrontal regions (mPFC) include the shoulder cortex (Fr2), dorsal anterior
cingulate cortex (Cgl,2), prelimbic cortex (Cg3), infralimbic cortex (IL), and medial orbital
cortex (MO). The orbital frontal cortex (OFC) includes the ventral and lateral orbital regions
(VO, VLO, LO), and agranular insular cortex (AI).
Figure 4.2 Schematic summary of the time course of cerebral development in the rat. The
shaded regions indicate the time of maximum activity.
Figure 4.3 Schematic summary of the changes in cerebral circuitry after unilateral frontal
injuries on postnatal day 1 or 10. There is an anomalous crossed amygdalostriatal connection
X
from the injured hemisphere to the intact one after injury at either age. In addition, there is
reduced density of corticospinal connections bilaterally in the day 1 operates and unilaterally
(on the lesion side) in the day 10 operates. The relative density of the projections is indicated
by the darkness of the lines.
Figure 4.4 Cycling cells and neuroblasts migrate to the site of injury in lesion rats that
receive FGF-2. Lesion rats that did not receive FGF-2 (a and b) have a prominent lesion cavity,
and do not show cells migrating to the site of injury. In comparison, in the lesion rats that
received FGF-2 (c, d, and e), the lesion cavity shows a number of migrating neuroblasts
(doublecortin positive DCx+) as well as cycling (ki67+) cells at the site of injury at P14 as
well as P21 (P21 shown here). In adulthood, the cells from the filled cavity do not show
clear laminar distribution (g) compared to no lesion rats (f). The lesion rats that did not
receive FGF-2 all showed a lesion cavity in adulthood (h). Multiunit recordings performed in
adulthood from the filled region revealed that cells from that region spontaneously fire action
potentials. Shown in (i) is an example of spontaneous activity recorded from the filled region,
and the isolation of a single spike in the gray rectangle. Analyses (shown in the bar graph)
revealed that the mean firing rate was greater in the cells from motor cortex (controls) than in
the cells from the regrown area (lesion rats that received FGF-2). Intracortical microstimula-
tion of the regrown region (j) elicited electromyographic activity in the wrist extensors (k) that
was comparable to no lesion rats (1), suggesting that FGF-2 treatment following bilateral motor
cortex injury inflicted at P10 induced a functional reconnection of the previously lesioned
region to the periphery. Shown in (k) and (1) are representative EMG traces from activity
recorded in the wrist extensors of a lesion FGF-2-treated rat (k) and a no lesion control rat (1),
respectively.
Chapter 6
Figure 6.1 Schematic representation of executive function development through the pre¬
school years.
Figure 6.2 Rey Complex Figure.
Figure 6.3 Tower of London.
Figure 6.4 Contingency Naming Test.
Figure 6.5 Development of goal-setting skills through childhood, (a) Rey Complex Figure:
accuracy, recall, and process scores, (b) Rey Complex Figure: relationship between age and
process scores, (c) Tower of London: strategy scores.
Figure 6.6 Development of attentional control skills through childhood (Trail Making Test).
Figure 6.7 Developmental of cognitive flexibility through childhood, (a) Controlled Oral
Word Association Test, (b) Contingency Naming Test.
Figure 6.8 Schematic of developmental trajectories across childhood and adolescence.
Figure 6.9 Rey Complex Figure process scores for children with frontal, extra-frontal, and
global brain pathology, compared with healthy children.
Figure 6.10 Tower of London performances for children with focal lesions and healthy
controls, (a) Tower of London strategy scores for children with prefrontal pathology, global
pathology, and healthy controls, (b) Tower of London failed attempts for children with focal or
extra-frontal pathology and healthy controls.
xi
Chapter 7
Figure 7.1 Subject selection process.
Figure 7.2 AB s copy of the Rey figure.
Figure 7.3 LD s copy of the Rey figure.
Chapter 9
Figure 9.1 Longitudinal analysis of cortical development demonstrates ongoing loss of
cerebral gray matter, particularly anteriorly.
Figure 9.2 Regional relationships with age and performance in children and adults are
identified and an elegant approach to identifying brain maturation is described.
Chapter 10
Figure 10.1 The third trimester of brain development occurring in (a) the protective intra-
uterine environment and (b) the nonoptimal context of the neonatal intensive care unit.
Figure 10.2 Qualitative magnetic resonance imaging (MRI) analysis. MRI scans (coronal
T2 images) at term equivalent for (a) healthy full-term infant, (b) a very preterm infant with
moderate to serve white matter injury. This scan shows signal abnormality, reduction of white
matter volumes, and marked ventricular dilatation, (c) a very preterm infant with severe white
matter injury. This scan shows greater loss of white matter volume and marked ventricular
dilation as well as excessive cystic abnormality.
Chapter 11
Figure 11.1 An integrative, heuristic model of social competence in children with brain
disorder.
Chapter 12
Figure 12.1 Intricacies of frontal lobe (FL) connections with other brain regions.
Figure 12.2 Petrides and Pandya s cytoarchitectonic revisions to the frontal lobes (FL).
Figure 12.3 Acute CT scan and repeat MRI scans 10 years postinjury for Mark, who was
aged 3 years when he sustained a severe traumatic brain injury (TBI), including bilateral
frontal pathology.
Figure 12.4 Mark s cognitive recovery/development postinjury.
Figure 12.5 Socio-moral reasoning of children with frontal lobe (FL) lesions and controls
over time.
Chapter 13
Figure 13.1 Reconstruction of the bilateral paranatal prefrontal cortex lesions of JP from
available surgical report presented by Ackerly and Benton (1948). The lesions encompassed
the frontal poles and orbital-medial prefrontal cortex bilaterally.
xii
Figure 13.2 Chronic phase brain MRI scan showing extensive localized right dorsolateral
prefrontal cortex damage from AVM ablation at 7 years of age in patient JC. Notably, there
was sparing of orbital and polar prefrontal regions bilaterally.
Figure 13.3 Chronic phase brain MRI scan showing isolated right dorsolateral prefrontal
lesion with onset at 3 years of age in patient MJ.
Figure 13.4 Summary fMRI figure showing brain activations in healthy adults during
social-moral emotion processing of basic disgust and social contempt, with specific involve¬
ment of orbital prefrontal regions. The social-moral emotion of contempt may depend, in part,
on a common neural substrate with primal representation of disgust.
Figure 13.5 Summary 3-D rendering fMRI BOLD activations that show significant positive
correlations and negative correlations with age during a relational reasoning task requiring
fluid intelligence. Results were generated from a sample of healthy children and adolescents
8-19 years of age. The positive age regression areas became more active with age (suggesting
consolidated cognitive skills) whereas the negative age regression regions became less active
with age (suggesting less need for executive resources) while solving relational reasoning
problems.
Figure 13.6 Summary figure showing fMRI brain activations in a typical developmental
sample 8-19 years of age. Specific areas of activity were prominent in the prefrontal
cortex and superior parietal cortex during related cognitive tasks. There were very similar
regions of activation in the dorsolateral prefrontal cortex (commonly associated with working
memory demands, attentional control, and problem-solving strategies) and the superior
parietal region (commonly associated with number processing, spatial working memory,
and spatial problem solving) that occurred for all three tasks, suggesting an important degree
of related processing between prefrontal and parietal cortices during typical neuromaturation
of higher cognitive capacities.
Chapter 14
Figure 14.1 Matching task (the keyboard and instructions disappear after the practice trials).
Figure 14.2 The mean log10 reaction time (RT) across age and time.
Figure 14.3 The mean log10 reaction time (RT) across age and task load.
Figure 14.4 Developmental trajectories for the Score and Score DT subtests (TEA-Ch).
Figure 14.5 Developmental trajectories for (a) Sky Search and (b) Sky Search-DT
subtests (TEA-Ch).
Figure 14.6 (a) Mean number of omission errors for each time block across groups, (b)
Standard deviation of reaction times for each time block across groups, (c) Length of lapse
(LAP) across groups for total CPT task. LAP is defined as two or more consecutive responses
from any of the following categories: incorrect response (omission, commission), delayed or
no response ( 1500 ms), or impulsive response ( 200 ms). ADHD = attention deficit
hyperactivity disorder; TBI = traumatic brain injury; IDDM = insulin dependent diabetes
mellitus; ALL = acute lymphoblastic leukemia.
xiii
Chapter 15
Figure 15.1 Magnetic resonance (MR) scan (coronal view) of a frontotemporal dementia
(FTD) patient showing atrophy in the anterior cerebral hemispheres. The arrows draw attention
to the frontal lobe atrophy, which is present in both hemispheres.
Figure 15.2 Single-photon emission computed tomography (SPECT) scan (sagittal view) of
a frontotemporal dementia (FTD) patient showing reduced uptake of tracer in the fronto¬
temporal regions. (Normal perfusion is light (parietal and occipital regions). The dark areas
(frontal and temporal) indicate underperfusion, reflecting loss of function.)
Figure 15.3 Design fluency performance in a frontotemporal dementia (FTD) patient, (a)
The initial items produced during the course of the test show violation of the 4-line rule and
response perseveration. (b) and (c) The later items show, in addition, an increased concrete
tendency. The patient draws concrete objects rather than abstract, nonrepresentational designs
as instructed.
Figure 15.4 Example of test material used in a study of social cognition/theory of mind.
Chapter 16
Figure 16.1 Simplified diagram of frontostriatal circuitry underlying executive impairment
in PD. Panel (a) shows disrupted connectivity postulated by the nigrostriatal hypothesis of
executive dysfunction in PD. The broken line represents the nigrostriatal dopaminergic
pathway, and the stippled areas indicate the structures directly affected by dopamine depletion.
The heavy solid lines show the bottom-up effect of a dopamine-depleted dorsolateral caudate
nucleus on an intact dorsolateral prefrontal cortex. The mesocortical hypothesis (panel b)
attributes the executive dysfunction in PD to a direct dopaminergic effect on frontal cortex
mediated by the mesocortical pathway (broken line). A dysfunctional or damaged dorsolateral
prefrontal cortex, in turn, exerts a top-down effect on other parts of the brain. (DLPFC = dor¬
solateral prefrontal cortex; DL CAUD = dorsolateral head of caudate nucleus; GPN = globus
pallidus; SN = substantia nigra.)
Chapter 17
Figure 17.1 A model to help plan the rehabilitation needs of patients.
Figure 17.2 Goal Management Training (GMT).
Figure 17.3 Goal Management (Problem Solving) Framework.
Figure 17.4 Planning and Problem-Solving Template.
Figure 17.5 Oliver Zangwill Centre self-monitoring sheet.
Figure 17.6 A provisional model of cognitive rehabilitation.
Chapter 18
Figure 18.1 Simple graphic organizer for narrative structure (story grammar) representing
the components: Setting (characters, place, and time), initiating event, characters reactions,
plan, carrying out of the action, resolution.
xiv
Chapter 19
Figure 19.1 Developmental trajectories of executive processes in early childhood.
Figure 19.2 Attentional control 2 years posttraumatic brain injury (TBI).
Figure 19.3 Planning, goal setting, and problem-solving 2 years posttraumatic brain injury
(TBI).
Figure 19.4 Cognitive flexibility 2 years posttraumatic brain injury (TBI).
Figure 19.5 Abstract reasoning 2 years posttraumatic brain injury (TBI).
List of Tables
Chapter 2
Table 2.1 Structural and functional development across infancy.
Table 2.2 Structural and functional development across the preschool and early school years.
Table 2.3 Structural and functional development across late childhood.
Table 2.4 Structural and functional development across adolescence.
Table 2.5 Structural and functional changes across adulthood and older age.
Chapter 4
Table 4.1 Rules governing recovery from prefrontal injury during development in rats.
Table 4.2 Factors modulating recovery.
Chapter 5
Table 5.1 Test-retest reliability for preschool experimental executive control tasks.
Table 5.2 Task performance at the first and second administrations.
Table 5.3 Mean performance by test group.
Table 5.4 Comparison of relations of criterion measure to A-not-B and Delayed Response
task indexes.
Chapter 6
Table 6.1 Commonly used executive tests in child practice.
Table 6.2 Rey Complex Figure process scoring criteria (RCF-OSS): general information
and instruction.
Chapter 7
Table 7.1 Inclusion criteria.
Table 7.2 Exclusion criteria.
Table 7.3 Age, gender, and education characteristics of the sample by age group.
Table 7.4 Results of performance on the trail making test.
xvi
Table 7.5 Color form sorting: Percentage of subjects in each age group x performance
group.
Table 7.6 Performance on the WAIS-R: Scaled scores (uncorrected for age) for four age
groups.
Table 7.7 Rey Complex Figure organization score-percentage of each age group x organi¬
zational strategy.
Table 7.8 AB s test results.
Table 7.9 LD s test results.
Chapter 8
Table 8.1 Measures for behavioral assessment of executive function.
Chapter 10
Table 10.1 Significant medical complications associated with preterm birth.
Table 10.2 Summary of findings from neuropsychological studies of very preterm children
and adolescents.
Chapter 12
Table 12.1 Results for executive function components across groups.
Table 12.2 Summary of executive function results for clinical groups according to each
subdomain.
Chapter 14
Table 14.1 Attention measures used in focal frontal lesion study.
Table 14.2 Mean adjusted scores, F-, p-values, and partial eta-squared values for attention
measures across prefrontal and control groups.
Chapter 15
Table 15.1 Executive deficits in frontotemporal dementia and their behavioral
consequences.
Chapter 18
Table 18.1 Factors that influence the development of self-regulation in children.
Table 18.2 Ten general principles of executive function/self-regulatory support.
Table 18.3 Examples of executive function/self-regulatory scripts of interaction designed to
be used at appropriate times in real-world contexts with the goal of having the child internalize
EF/SR self-talk. The words can be customized for individual children and delivery should be
conversational, nonpunitive, and motivating.
xvii
Chapter 19
Table 19.1 Executive function deficits.
Table 19.2 Development of executive function skills.
Table 19.3 Phases/models of intervention.
Table 19.4 Interventions.
Table 19.5 Summary of interventions in pediatric literature following executive dysfunction.
Table 19.6 Findings from the Signposts pilot program.
|
| adam_txt |
Contents
List of Figures ix
List of Tables xv
Editors xix
Contributors xxi
Note from the Series Editor xxv
Preface xxvii
SECTION I A Developmental-Theoretical Framework
for Executive Function
1 Towards a Developmental Model of Executive Function 03
PETER J. ANDERSON
2 Developmental Trajectories of Executive Functions across
the Lifespan 23
C1NZIA R. DE LUCA AND RICHARD J. LEVENTER
3 Adult Aging and Executive Functioning 57
LOUISE H. PHILLIPS AND JULIE D. HENRY
4 Recovery from Frontal Cortical Injury during Development 81
BRYAN KOLB, MARIE MONFILS, AND NICOLE SHERREN
SECTION II Assessment of Executive Function across the Lifespan
5 Methodological and Conceptual Issues in Understanding
the Development of Executive Control in the Preschool Period 105
KIMBERLY ANDREWS ESPY, REBECCA BULL, HEATHER KAISER, JESSICA MARTIN,
AND MEGAN BANET
vi
6 Development and Assessment of Executive Function:
From Preschool to Adolescence 123
VICKI ANDERSON, PETER J. ANDERSON, RANI JACOBS, AND MEGAN SPENCER SMITH
7 Assessment of Executive Functioning in Older Adults 155
TRACEY WARDILL AND VICKI ANDERSON
8 Assessment of Behavioral Aspects of Executive Function 179
GERARD A. GIOIA, PETER K. ISQUITH, AND LAURA E. KENEALY
9 Pediatric Neuroimaging Studies: A Window to Neurocognitive
Development of the Frontal Lobes 203
AMANDA G. WOOD AND ELIZABETH SMITH
SECTION III Impairments of Executive Function across the Lifespan
10 Executive Functioning and Attention in Children Born Preterm 219
KELLY HOWARD, PETER J. ANDERSON, AND H. GERRY TAYLOR
11 Childhood Traumatic Brain Injury, Executive Functions, and
Social Outcomes: Toward an Integrative Model for Research
and Clinical Practice 243
KEITH OWEN YEATES AND VICKI ANDERSON
12 Executive Functions after Frontal Lobe Insult in Childhood 269
VICKI ANDERSON, RANI JACOBS, AND A. SIMON HARVEY
13 Prefrontal Cortex and the Maturation of Executive Functions,
Cognitive Expertise, and Social Adaptation 299
PAUL J. ESUNGER AND KATHLEEN R. BIDDLE
14 Attention Deficits and the Frontal Lobes 317
VICKI ANDERSON
15 Frontotemporal Dementia: Correlations between Pathology
and Function 345
JULIE SNOWDEN
vii
16 From a-Synucleinopathy to Executive Dysfunction: Early-Stage
Parkinson's Disease 365
MICHAEL M. SAUNG AND JENNIFER BRADSHAW
SECTION IV Rehabilitation of Impairments in Executive Function
17 Models for the Rehabilitation of Executive Impairments 385
BARBARA A. WILSON AND JONATHAN EVANS
18 Helping Children without Making Them Helpless: Facilitating
Development of Executive Self-Regulation in Children
and Adolescents 409
MARK YLV1SAKER AND TIMOTHY FEENEY
19 Intervention Approaches for Executive Dysfunction Following
Brain Injury in Childhood 439
CATHY CATROPPA AND VICKI ANDERSON
20 Social Information Processing Difficulties in Adults
and Implications for Treatment 471
SKYE MCDONALD
Author Index 501
Subject Index 531
List of Figures
Chapter 1
Figure 1.1 Supervisory systems in human attention.
Figure 1.2 Working memory model.
Figure 1.3 Neuropsychological model of self-regulation.
Figure 1.4 The executive control system.
Chapter 2
Figure 2.1 Intradimensional/extradimensional set-shifting task. Highest level achieved as a
function of age.
Figure 2.2 Spatial working memory task. Search strategy employed at the most difficult
levels of the task, and the number of between-search errors incurred by each age group.
Figure 2.3 Spatial working memory task. Number of "Between-search errors" for each age
group at each level of task difficulty.
Figure 2.4 Proposed developmental trajectories over the lifespan for selected 'cold' and 'hot'
executive functions.
Chapter 3
Figure 3.1 Local and global costs associated with switching tasks.
Chapter 4
Figure 4.1 Schematic representation of coronal sections through the prefrontal cortex of the
rat. The medial prefrontal regions (mPFC) include the shoulder cortex (Fr2), dorsal anterior
cingulate cortex (Cgl,2), prelimbic cortex (Cg3), infralimbic cortex (IL), and medial orbital
cortex (MO). The orbital frontal cortex (OFC) includes the ventral and lateral orbital regions
(VO, VLO, LO), and agranular insular cortex (AI).
Figure 4.2 Schematic summary of the time course of cerebral development in the rat. The
shaded regions indicate the time of maximum activity.
Figure 4.3 Schematic summary of the changes in cerebral circuitry after unilateral frontal
injuries on postnatal day 1 or 10. There is an anomalous crossed amygdalostriatal connection
X
from the injured hemisphere to the intact one after injury at either age. In addition, there is
reduced density of corticospinal connections bilaterally in the day 1 operates and unilaterally
(on the lesion side) in the day 10 operates. The relative density of the projections is indicated
by the darkness of the lines.
Figure 4.4 Cycling cells and neuroblasts migrate to the site of injury in lesion rats that
receive FGF-2. Lesion rats that did not receive FGF-2 (a and b) have a prominent lesion cavity,
and do not show cells migrating to the site of injury. In comparison, in the lesion rats that
received FGF-2 (c, d, and e), the lesion cavity shows a number of migrating neuroblasts
(doublecortin positive DCx+) as well as cycling (ki67+) cells at the site of injury at P14 as
well as P21 (P21 shown here). In adulthood, the cells from the filled cavity do not show
clear laminar distribution (g) compared to no lesion rats (f). The lesion rats that did not
receive FGF-2 all showed a lesion cavity in adulthood (h). Multiunit recordings performed in
adulthood from the filled region revealed that cells from that region spontaneously fire action
potentials. Shown in (i) is an example of spontaneous activity recorded from the filled region,
and the isolation of a single spike in the gray rectangle. Analyses (shown in the bar graph)
revealed that the mean firing rate was greater in the cells from motor cortex (controls) than in
the cells from the regrown area (lesion rats that received FGF-2). Intracortical microstimula-
tion of the regrown region (j) elicited electromyographic activity in the wrist extensors (k) that
was comparable to no lesion rats (1), suggesting that FGF-2 treatment following bilateral motor
cortex injury inflicted at P10 induced a functional reconnection of the previously lesioned
region to the periphery. Shown in (k) and (1) are representative EMG traces from activity
recorded in the wrist extensors of a lesion FGF-2-treated rat (k) and a no lesion control rat (1),
respectively.
Chapter 6
Figure 6.1 Schematic representation of executive function development through the pre¬
school years.
Figure 6.2 Rey Complex Figure.
Figure 6.3 Tower of London.
Figure 6.4 Contingency Naming Test.
Figure 6.5 Development of goal-setting skills through childhood, (a) Rey Complex Figure:
accuracy, recall, and process scores, (b) Rey Complex Figure: relationship between age and
process scores, (c) Tower of London: strategy scores.
Figure 6.6 Development of attentional control skills through childhood (Trail Making Test).
Figure 6.7 Developmental of cognitive flexibility through childhood, (a) Controlled Oral
Word Association Test, (b) Contingency Naming Test.
Figure 6.8 Schematic of developmental trajectories across childhood and adolescence.
Figure 6.9 Rey Complex Figure process scores for children with frontal, extra-frontal, and
global brain pathology, compared with healthy children.
Figure 6.10 Tower of London performances for children with focal lesions and healthy
controls, (a) Tower of London strategy scores for children with prefrontal pathology, global
pathology, and healthy controls, (b) Tower of London failed attempts for children with focal or
extra-frontal pathology and healthy controls.
xi
Chapter 7
Figure 7.1 Subject selection process.
Figure 7.2 AB's copy of the Rey figure.
Figure 7.3 LD's copy of the Rey figure.
Chapter 9
Figure 9.1 Longitudinal analysis of cortical development demonstrates ongoing loss of
cerebral gray matter, particularly anteriorly.
Figure 9.2 Regional relationships with age and performance in children and adults are
identified and an elegant approach to identifying brain maturation is described.
Chapter 10
Figure 10.1 The third trimester of brain development occurring in (a) the protective intra-
uterine environment and (b) the nonoptimal context of the neonatal intensive care unit.
Figure 10.2 Qualitative magnetic resonance imaging (MRI) analysis. MRI scans (coronal
T2 images) at term equivalent for (a) healthy full-term infant, (b) a very preterm infant with
moderate to serve white matter injury. This scan shows signal abnormality, reduction of white
matter volumes, and marked ventricular dilatation, (c) a very preterm infant with severe white
matter injury. This scan shows greater loss of white matter volume and marked ventricular
dilation as well as excessive cystic abnormality.
Chapter 11
Figure 11.1 An integrative, heuristic model of social competence in children with brain
disorder.
Chapter 12
Figure 12.1 Intricacies of frontal lobe (FL) connections with other brain regions.
Figure 12.2 Petrides and Pandya's cytoarchitectonic revisions to the frontal lobes (FL).
Figure 12.3 Acute CT scan and repeat MRI scans 10 years postinjury for Mark, who was
aged 3 years when he sustained a severe traumatic brain injury (TBI), including bilateral
frontal pathology.
Figure 12.4 Mark's cognitive recovery/development postinjury.
Figure 12.5 Socio-moral reasoning of children with frontal lobe (FL) lesions and controls
over time.
Chapter 13
Figure 13.1 Reconstruction of the bilateral paranatal prefrontal cortex lesions of JP from
available surgical report presented by Ackerly and Benton (1948). The lesions encompassed
the frontal poles and orbital-medial prefrontal cortex bilaterally.
xii
Figure 13.2 Chronic phase brain MRI scan showing extensive localized right dorsolateral
prefrontal cortex damage from AVM ablation at 7 years of age in patient JC. Notably, there
was sparing of orbital and polar prefrontal regions bilaterally.
Figure 13.3 Chronic phase brain MRI scan showing isolated right dorsolateral prefrontal
lesion with onset at 3 years of age in patient MJ.
Figure 13.4 Summary fMRI figure showing brain activations in healthy adults during
social-moral emotion processing of basic disgust and social contempt, with specific involve¬
ment of orbital prefrontal regions. The social-moral emotion of contempt may depend, in part,
on a common neural substrate with primal representation of disgust.
Figure 13.5 Summary 3-D rendering fMRI BOLD activations that show significant positive
correlations and negative correlations with age during a relational reasoning task requiring
fluid intelligence. Results were generated from a sample of healthy children and adolescents
8-19 years of age. The positive age regression areas became more active with age (suggesting
consolidated cognitive skills) whereas the negative age regression regions became less active
with age (suggesting less need for executive resources) while solving relational reasoning
problems.
Figure 13.6 Summary figure showing fMRI brain activations in a typical developmental
sample 8-19 years of age. Specific areas of activity were prominent in the prefrontal
cortex and superior parietal cortex during related cognitive tasks. There were very similar
regions of activation in the dorsolateral prefrontal cortex (commonly associated with working
memory demands, attentional control, and problem-solving strategies) and the superior
parietal region (commonly associated with number processing, spatial working memory,
and spatial problem solving) that occurred for all three tasks, suggesting an important degree
of related processing between prefrontal and parietal cortices during typical neuromaturation
of higher cognitive capacities.
Chapter 14
Figure 14.1 Matching task (the keyboard and instructions disappear after the practice trials).
Figure 14.2 The mean log10 reaction time (RT) across age and time.
Figure 14.3 The mean log10 reaction time (RT) across age and task load.
Figure 14.4 Developmental trajectories for the "Score" and "Score DT" subtests (TEA-Ch).
Figure 14.5 Developmental trajectories for (a) "Sky Search" and (b) "Sky Search-DT"
subtests (TEA-Ch).
Figure 14.6 (a) Mean number of omission errors for each time block across groups, (b)
Standard deviation of reaction times for each time block across groups, (c) Length of lapse
(LAP) across groups for total CPT task. LAP is defined as two or more consecutive responses
from any of the following categories: incorrect response (omission, commission), delayed or
"no" response ( 1500 ms), or impulsive response ( 200 ms). ADHD = attention deficit
hyperactivity disorder; TBI = traumatic brain injury; IDDM = insulin dependent diabetes
mellitus; ALL = acute lymphoblastic leukemia.
xiii
Chapter 15
Figure 15.1 Magnetic resonance (MR) scan (coronal view) of a frontotemporal dementia
(FTD) patient showing atrophy in the anterior cerebral hemispheres. The arrows draw attention
to the frontal lobe atrophy, which is present in both hemispheres.
Figure 15.2 Single-photon emission computed tomography (SPECT) scan (sagittal view) of
a frontotemporal dementia (FTD) patient showing reduced uptake of tracer in the fronto¬
temporal regions. (Normal perfusion is light (parietal and occipital regions). The dark areas
(frontal and temporal) indicate underperfusion, reflecting loss of function.)
Figure 15.3 Design fluency performance in a frontotemporal dementia (FTD) patient, (a)
The initial items produced during the course of the test show violation of the 4-line rule and
response perseveration. (b) and (c) The later items show, in addition, an increased concrete
tendency. The patient draws concrete objects rather than abstract, nonrepresentational designs
as instructed.
Figure 15.4 Example of test material used in a study of social cognition/theory of mind.
Chapter 16
Figure 16.1 Simplified diagram of frontostriatal circuitry underlying executive impairment
in PD. Panel (a) shows disrupted connectivity postulated by the nigrostriatal hypothesis of
executive dysfunction in PD. The broken line represents the nigrostriatal dopaminergic
pathway, and the stippled areas indicate the structures directly affected by dopamine depletion.
The heavy solid lines show the bottom-up effect of a dopamine-depleted dorsolateral caudate
nucleus on an intact dorsolateral prefrontal cortex. The mesocortical hypothesis (panel b)
attributes the executive dysfunction in PD to a direct dopaminergic effect on frontal cortex
mediated by the mesocortical pathway (broken line). A dysfunctional or damaged dorsolateral
prefrontal cortex, in turn, exerts a top-down effect on other parts of the brain. (DLPFC = dor¬
solateral prefrontal cortex; DL CAUD = dorsolateral head of caudate nucleus; GPN = globus
pallidus; SN = substantia nigra.)
Chapter 17
Figure 17.1 A model to help plan the rehabilitation needs of patients.
Figure 17.2 Goal Management Training (GMT).
Figure 17.3 Goal Management (Problem Solving) Framework.
Figure 17.4 Planning and Problem-Solving Template.
Figure 17.5 Oliver Zangwill Centre self-monitoring sheet.
Figure 17.6 A provisional model of cognitive rehabilitation.
Chapter 18
Figure 18.1 Simple graphic organizer for narrative structure (story grammar) representing
the components: Setting (characters, place, and time), initiating event, characters' reactions,
plan, carrying out of the action, resolution.
xiv
Chapter 19
Figure 19.1 Developmental trajectories of executive processes in early childhood.
Figure 19.2 Attentional control 2 years posttraumatic brain injury (TBI).
Figure 19.3 Planning, goal setting, and problem-solving 2 years posttraumatic brain injury
(TBI).
Figure 19.4 Cognitive flexibility 2 years posttraumatic brain injury (TBI).
Figure 19.5 Abstract reasoning 2 years posttraumatic brain injury (TBI).
List of Tables
Chapter 2
Table 2.1 Structural and functional development across infancy.
Table 2.2 Structural and functional development across the preschool and early school years.
Table 2.3 Structural and functional development across late childhood.
Table 2.4 Structural and functional development across adolescence.
Table 2.5 Structural and functional changes across adulthood and older age.
Chapter 4
Table 4.1 Rules governing recovery from prefrontal injury during development in rats.
Table 4.2 Factors modulating recovery.
Chapter 5
Table 5.1 Test-retest reliability for preschool experimental executive control tasks.
Table 5.2 Task performance at the first and second administrations.
Table 5.3 Mean performance by test group.
Table 5.4 Comparison of relations of criterion measure to A-not-B and Delayed Response
task indexes.
Chapter 6
Table 6.1 Commonly used executive tests in child practice.
Table 6.2 Rey Complex Figure process scoring criteria (RCF-OSS): general information
and instruction.
Chapter 7
Table 7.1 Inclusion criteria.
Table 7.2 Exclusion criteria.
Table 7.3 Age, gender, and education characteristics of the sample by age group.
Table 7.4 Results of performance on the trail making test.
xvi
Table 7.5 Color form sorting: Percentage of subjects in each age group x performance
group.
Table 7.6 Performance on the WAIS-R: Scaled scores (uncorrected for age) for four age
groups.
Table 7.7 Rey Complex Figure organization score-percentage of each age group x organi¬
zational strategy.
Table 7.8 AB's test results.
Table 7.9 LD's test results.
Chapter 8
Table 8.1 Measures for behavioral assessment of executive function.
Chapter 10
Table 10.1 Significant medical complications associated with preterm birth.
Table 10.2 Summary of findings from neuropsychological studies of very preterm children
and adolescents.
Chapter 12
Table 12.1 Results for executive function components across groups.
Table 12.2 Summary of executive function results for clinical groups according to each
subdomain.
Chapter 14
Table 14.1 Attention measures used in focal frontal lesion study.
Table 14.2 Mean adjusted scores, F-, p-values, and partial eta-squared values for attention
measures across prefrontal and control groups.
Chapter 15
Table 15.1 Executive deficits in frontotemporal dementia and their behavioral
consequences.
Chapter 18
Table 18.1 Factors that influence the development of self-regulation in children.
Table 18.2 Ten general principles of executive function/self-regulatory support.
Table 18.3 Examples of executive function/self-regulatory scripts of interaction designed to
be used at appropriate times in real-world contexts with the goal of having the child internalize
EF/SR self-talk. The words can be customized for individual children and delivery should be
conversational, nonpunitive, and motivating.
xvii
Chapter 19
Table 19.1 Executive function deficits.
Table 19.2 Development of executive function skills.
Table 19.3 Phases/models of intervention.
Table 19.4 Interventions.
Table 19.5 Summary of interventions in pediatric literature following executive dysfunction.
Table 19.6 Findings from the Signposts pilot program. |
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| index_date | 2024-07-02T21:41:13Z |
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| spelling | Executive functions and the frontal lobes a lifespan perspective ed. by Vicki Anderson ... New York [u.a.] Taylor & Francis 2008 XXXIII, 541 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Studies on neuropsychology, neurology, and cognition Hersenfuncties gtt Lobe frontal Lobe frontal ram Lobus frontalis cerebri gtt Neuropsychologie clinique ram Brain Injuries rehabilitation Clinical neuropsychology Cognition physiology Developmental psychobiology Frontal Lobe injuries Frontal Lobe physiology Frontal lobes Higher nervous activity Models, Neurological Stirnhirn (DE-588)4183361-2 gnd rswk-swf Neuropsychologie (DE-588)4135740-1 gnd rswk-swf Entwicklungsphysiologie (DE-588)4152449-4 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Neuropsychologie (DE-588)4135740-1 s Stirnhirn (DE-588)4183361-2 s Entwicklungsphysiologie (DE-588)4152449-4 s DE-604 Anderson, Vicki 1958- Sonstige (DE-588)13593835X oth HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016672659&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Executive functions and the frontal lobes a lifespan perspective Hersenfuncties gtt Lobe frontal Lobe frontal ram Lobus frontalis cerebri gtt Neuropsychologie clinique ram Brain Injuries rehabilitation Clinical neuropsychology Cognition physiology Developmental psychobiology Frontal Lobe injuries Frontal Lobe physiology Frontal lobes Higher nervous activity Models, Neurological Stirnhirn (DE-588)4183361-2 gnd Neuropsychologie (DE-588)4135740-1 gnd Entwicklungsphysiologie (DE-588)4152449-4 gnd |
| subject_GND | (DE-588)4183361-2 (DE-588)4135740-1 (DE-588)4152449-4 (DE-588)4143413-4 |
| title | Executive functions and the frontal lobes a lifespan perspective |
| title_auth | Executive functions and the frontal lobes a lifespan perspective |
| title_exact_search | Executive functions and the frontal lobes a lifespan perspective |
| title_exact_search_txtP | Executive functions and the frontal lobes a lifespan perspective |
| title_full | Executive functions and the frontal lobes a lifespan perspective ed. by Vicki Anderson ... |
| title_fullStr | Executive functions and the frontal lobes a lifespan perspective ed. by Vicki Anderson ... |
| title_full_unstemmed | Executive functions and the frontal lobes a lifespan perspective ed. by Vicki Anderson ... |
| title_short | Executive functions and the frontal lobes |
| title_sort | executive functions and the frontal lobes a lifespan perspective |
| title_sub | a lifespan perspective |
| topic | Hersenfuncties gtt Lobe frontal Lobe frontal ram Lobus frontalis cerebri gtt Neuropsychologie clinique ram Brain Injuries rehabilitation Clinical neuropsychology Cognition physiology Developmental psychobiology Frontal Lobe injuries Frontal Lobe physiology Frontal lobes Higher nervous activity Models, Neurological Stirnhirn (DE-588)4183361-2 gnd Neuropsychologie (DE-588)4135740-1 gnd Entwicklungsphysiologie (DE-588)4152449-4 gnd |
| topic_facet | Hersenfuncties Lobe frontal Lobus frontalis cerebri Neuropsychologie clinique Brain Injuries rehabilitation Clinical neuropsychology Cognition physiology Developmental psychobiology Frontal Lobe injuries Frontal Lobe physiology Frontal lobes Higher nervous activity Models, Neurological Stirnhirn Neuropsychologie Entwicklungsphysiologie Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016672659&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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