Inhibition & Sustained Attention Lecture--Lab 4
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Transcript of Inhibition & Sustained Attention Lecture--Lab 4
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 1/19
Inhibition & Sustained Attention
Lab Experiment 4
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 2/19
What is inhibition?
• The act of withholding a prepotent response
• Sets up a race paradigm between the “Go”
process (tapping your desk) and the “NoGo”
process
• The time between the presentation of a beep
that coincides with an “←” or “→” results in a
“build-up” of the expectation to respond
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 3/19
What happened for you?
• Did you ever tap your desk when there was abeep?
– Commission error
•
Did you ever fail to press a key when an “←” or“→” appeared without a beep?
– Omission error
• How did the time between beeps function within
the activity? – Was it harder to stop yourself from pressing a key when
there was a longer delay between beeps?
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 4/19
What is sustained attention?
• Ability to maintain behavioral responses during
a repetitive and continuous activity
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 5/19
What have you noticed with your sustained attention
experiment?
• When was your optimal performance?
• Did you notice performance changing as you
continued the Stop Signal Task?
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 6/19
What is ADHD?
• Affects 4-10% of children (Barkley, 1998; Froehlich et al., 2007)
Higher ratio of males diagnosed
Children with ADHD may have an
80% chance of having
at least one other disorderex., Learning Disorder,
Oppositional defiant disorder,
Developmental CoordinationDisorder
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 7/19
ADHD: Pattern of symptoms
• Characterized by developmentally inappropriate
levels of:
– Inattention
– Hyperactivity/Impulsivity
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 8/19
Inattention
• Fails to give close attention to details/make careless mistakes.
• Difficulty sustaining attention.
• Does not seem to listen.
•
Lack of follow through.• Difficulty organizing tasks and activities.
• Avoids/dislikes tasks requiring sustained mental effort.
• Loses things.
• Easily distracted.
• Forgetful.
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 9/19
Hyperactivity
• Fidgets with hands or feet.
• Difficulty remaining seated.
• Runs about/climbs excessively.
• Difficulty playing quietly.• On the go. “Driven by a motor.”
• Talks excessively.
•Blurts out answers before questions are asked.
• Difficulty awaiting turn.
• Interrupts or intrudes on others.
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 10/19
Associated difficulties with ADHD
• Impaired academic performance
• Increased social rejection
• Increased family discord
• Poor achievement motivation
• Increased risk of substance abuse
•Increased risk of risky sexual activity
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 11/19
Which cognitive processes may be impaired for
individuals with ADHD?
• Sustained Attention
– Could be associated with inattentive symptoms
• Inhibition
– Could be associated with impulsivity/hyperactivitysymptoms
• Other cognitive processes?
–
Working Memory – Set-Shifting
– Planning
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 12/19
Inhibition & ADHD
• Children with ADHD have more difficulty than
comparison children based on:
– More commission errors
– More omission errors
– Greater inter-trial variability
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 13/19
Sustained attention & ADHD
• Cognitive performance
– Children with ADHD have worse cognitive
performance than comparison children as time on a
task increases (Houghton et al., 2004)
• Movement
– Children with ADHD move more than comparison
children only at the end of the school day (Tsuili etal., 2007)
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 14/19
Benefits of brain activity research
• EEG measures the background electrical activityin the brain
• Allows examination of neurofunctional
processes• Special interest in the amplitude of brain
activity
–
Peak of the wave – Indicates use of
cognitive resources
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 15/19
Brain activity:
Sustained attention & Inhibition
• Sustained attention is associated with a
waveform called the P100
• Inhibition is associated with a waveform called
the N200
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 16/19
Example of brain activity and
inhibition• Successful inhibition• Anterior region of the brain
Pink = Comparison childrenPurple = Children with ADHD
(Pliszka et al., 2007)
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 17/19
Example of brain activity &
inhibition• Failed inhibition• Posterior region of the brain
Pink = Comparison childrenPurple = Children with ADHD
(Pliszka et al., 2007)
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 18/19
What does the brain activity
indicate?• Findings suggest a primary deficit of inhibition
for children with ADHD
• Appears likely that deficits in sustained
attention may appear in relation to deficits in
other cognitive processes
8/2/2019 Inhibition & Sustained Attention Lecture--Lab 4
http://slidepdf.com/reader/full/inhibition-sustained-attention-lecture-lab-4 19/19
Possible strengths of ADHD
• Multi-tasking
• Creativity
– Problems with inhibition may “allow” for:
• “outside the box“ thinking
• Unique displays of art