Cortical Functions In Man Research Articles

A Case of Afferent Apraxic Motor Aphasia? A Tribute to A.R.Luria

A Case of Afferent Apraxic Motor Aphasia? A Tribute to A.R.Luria

Cognitive deficits revealed with the Rus-BCoS and their relationships with language comprehension in fluent and nonfluent aphasia

Cognitive deficits revealed with the Rus-BCoS and their relationships with language comprehension in fluent and nonfluent aphasia

Executive functioning and imitation: Increasing working memory load facilitates behavioural imitation

If perceptual and bodily states are closely linked and if perceiving action automatically leads to corresponding activations in one's own motor system, then why do not we imitate all the time? There is evidence suggesting that executive functioning (EF) may play a moderating role in inhibiting overt imitation [e.g. Luria, A. R. (1966). Higher cortical functions in man. New York: Basic Books]. In an experiment we tested this idea. 48 participants received either a high or low working memory (WM) load and were instructed to respond to either a finger cue or spatial cue with a finger movement. Results indicate that occupying WM facilitates reaction times to finger cues while responses to simple spatial cues are unchanged. The findings suggest that imitation is indeed a dominant response and EF is needed to inhibit the spontaneous tendency to imitate.

Impaired Reproduction of Three-Dimensional Objects by Cocaine-Dependent Subjects

Impaired Reproduction of Three-Dimensional Objects by Cocaine-Dependent Subjects

Are Intellectual Processes Important in the Diagnosis and Treatment of ADHD?

It is widely accepted that there are two sets of behaviors associated with the diagnosis of attention deficit described as ADHD Hyperactive–Impulsive (ADHD–H) and ADHD Inattentive (ADHD–I) types along with a combined type that includes both dimensions. In this article we suggest that these types of ADHD should be assessed using a variety of measures and procedures but that psychometrically sound measures of basic psychological processes must be included. Assessment of the basic psychological processes addresses issues such as the role of “executive functions” in ADHD–H, the selective attention problems of those with ADHD–I, differential diagnosis of children with ADHD–H and ADHD–I as well as those with learning disabilities, and educational and behavioral treatment planning. This discussion will include references to previously published research papers but should also serve as a stimulus for needed research. Essentially, we suggest that ADHD–H can be viewed as a failure of what we (see Naglieri & Das, 2005) call Planning processing and ADHD–I is a failure of Attention processing. This discussion will begin with an examination of the connections between conceptualizations of these types of attention deficit and a theory of intelligence based on cognitive processing.

Panksepp’s common sense view of affective neuroscience is not the commonsense view in large areas of neuroscience

Jaak Panksepp’s article ‘Affective Consciousness: Core Emotional Feelings in Animals and Humans’ is a excellent review and summary by a leading empirical contributor whose work for many years has been running counter to reigning behavioristic premises in neuroscience. It may unfortunately be true that he could not get this review published in many neuroscience journals because it attacks too many sacred (behavioristic) cows. Panksepp has given readers of Consciousness and Cognition a nicely condensed summary of much of his classic 1998 textbook, Affective Neuroscience. I’m reasonably confident that future neuroscience students will look on that textbook as one of the seminal publications on the subject of emotion and the brain, much as we might now look back on Luria’s Higher Cortical Functions in Man, or Paul MacLean’s classic work, The Triune Brain. There is probably little that I can add to his elegant presentation of the basic affective neuroscience findings, but I would like to highlight a few key issues for the reader.

Can There be Reliable Identification of ADHD with Divergent Conceptualizations and Inconsistent Test Results?

DuPaul (1992) suggests that the diagnosis of ADHD should be guided by the following five questions: (1) Does the child exhibit a significant number of ADHD symptoms? (2) Are the symptoms exhibited at a frequency that is greater than presented by other children? (3) Are the symptoms cross-situational and at what age did they begin? (4) Do the symptoms cause impairment across multiple domains as prescribed by the DSM–IV–TR? (5) Could factors such as other behavioral disorders, learning disability or emotional problems contribute to or better account for these ADHD symptoms? It is this last question that mental health professionals determine using an individually administered psychological assessment.

Naturalistic action impairments in dementia

Naturalistic actions are everyday tasks (e.g. cooking) that require one to use multiple objects and sequence steps to achieve a goal. Naturalistic action impairment has been attributed to executive dysfunction [Higher cortical functions in man. New York: Basic Books, 1966], semantic knowledge degradation [Brain 111 (1988) 1173], and, more recently, general limitations in cognitive resources [Neuropsychology 12 (1998) 13]. Action impairments were explored in 51 dementia participants with the short form of the multi-level action test (MLAT-S). A clinical neuropsychological test protocol was also administered. Regression analyses including measures of executive functioning, semantic knowledge, and global cognitive functioning showed that global cognitive functioning was the best predictor of MLAT-S errors. Furthermore, task demands significantly influenced the type and frequency of errors, and dementia participants showed a pattern of errors similar to that reported in other clinical populations [Cognitive Neuropsychology 15 (1998) 617; Neuropsychologia 37 (1999) 51; Neuropsychology 12 (1998) 13]. Taken together, the present findings are inconsistent with semantic and executive accounts, but support the limited-capacity resource theory of naturalistic action impairment.

Cognitive processing, language awareness, and reading in Grade 2 and Grade 4 children

The role of cognitive processing and language awareness in relation to reading is discussed. The framework for cognitive processing was Luria's (1966a, Higher cortical functions in man, New York: Basic Books; 1966b, Human brain and psychological processes, New York: Harper & Row) simultaneous and successive syntheses. Language awareness involved understanding of phonological representation, ambiguities, and incongruities. The sample of 56 Grade 2 and 64 Grade 4 children was administered a battery of seven “simultaneous-successive” tasks. Principal component and promax oblique factor analyses and factor scores were used to classify the children as low-low, low-high, high-low, and high-high simultaneous-successive “processors.” A series of ANOVAs showed significant differences by grade and level of cognitive processing for the three language awareness tasks and for reading. These tasks and factor scores derived from the simultaneous and successive components of the within correlation matrix for the total sample of 120 children after removing covariance associated with the two grades were subjected to stepwise multiple regression analyses and a path analysis to tease out the contribution of these components to reading. Results showed a much greater direct effect from language awareness on reading than simultaneous and successive syntheses. Ability to reflect on language and to use language as “disembedded modes of thinking” are seen as central to reading acquisition and development.

Book Reviews

Book reviewed in this article:Outside In … Inside Out. Women's Psychology: A Feminist Psychoanalytic Approach. By Luise Eichenbaum & Susie Orbach.The Behavioral and Brain Sciences, vol. 5, no. 2, June 1982, Special Symposium Issue.A Behavioural Approach to the Management of Stress: A Practical Guide to Techniques. By H. R. Beech, L. E. Burns & B. F. Sheffield.Alcohol and the Family. Edited by Jim Orford & Judith Harwin.Training Staff in Behavioural Methods: Instructor's Handbook. Judith O'Brien & Tom Foxen.Training Staff in Behavioural Methods: Trainee Workbook. Tom Foxen & Judith O'Brien.Behavioural Treatment of Problem Children. A Practice Manual. Martin Herbert.Behavioral Assessment of Childhood Disorders. Edited by Eric Mash & Leif Terdal.Normality and Pathology in Cognitive Functions. Edited by A. W. Ellis.Higher Cortical Functions in Man, 2nd ed. By A. R. Luria.Long‐term Community Care: Experience in a London Borough. Edited by J. K. Wing.

Fundamentals of Human Neuropsychology; Clinical Neuropsychology; Higher Cortical Functions in Man, 2nd ed.; Aphasia and Associated Disorders: Taxonomy, Localization, and Recovery

Fundamentals of Human Neuropsychology; Clinical Neuropsychology; Higher Cortical Functions in Man, 2nd ed.; Aphasia and Associated Disorders: Taxonomy, Localization, and Recovery

Higher Cortical Functions in Man

This first-rate translation of the second edition of Luria's book is a summary of his contributions in neuropsychology over more than four decades, work done mostly at the Burdenko Institute in Moscow. Luria was head of the department of neuropsychology at Moscow University from 1945 until his death in August 1977, at the age of 75 years. A physician, he was preeminent in the discipline of neuropsychology. The first edition of his book in English appeared in 1960. It was acclaimed as unique, even monumental. In it, Luria was concerned mainly with disturbed functions of the left cerebral hemisphere, particularly with aphasia, agnosia, and apraxia, and he gave a detailed analysis of frontal lobe abnormalities. The second edition has been extensively revised, particularly with regard to function of the frontal lobes. Included are Luria's up-to-date findings on intellectual functioning, memory, speech and writing, and voluntary movement. The higher mental functions

自主シンポジウムIII: 能力について

We planned this symposium, after judging in the present conditions the scholastic abilities and personality of pupils today as being very negative. The aim of this symposium was to make clear our tasks of research about the development of human abilities and personality.Sakano, from the standpoint of neurological psychology, described the dynamic process of the higher cortical functions in man, especially the interactions of dominant conters of CNS and laterality of hands. And he indicated the importance of social determinants, for example, the contents of education in schools.Noro introduced the study and theory of structure of human abilities by J. Lomsscher and his followers. And he stressed that we must study human abilities in connection not only with learning, but with play and labour, too.Sakamoto, as a researcher of pedagogy, warned about the crisis of education and children in Japan. He insisted on the point that we must pay at tention to the inner world of children, and analyse the children's presentation such as composition, as the expression of the inner would of them. Finally he emphasized the necessity of cooperative study by pedagogists and psychologists.As a whole, this symposium confirmed that there are many problems left to be solved; for examples, a research on the structure of human abilities and personality respectively and their inter-relations, a research connected with the practice of education, etc.

Brain Size and Hunting Ability in Earliest Man

Brain Size and Hunting Ability in Earliest Man

Critical notice: the analysis of higher nervous activity in man.

Higher Cortical Functions in Man. By A. R. LuriaHuman Brain and Psychological Processes. By A. R. Luria

Higher Cortical Functions in Man

Higher Cortical Functions in Man

Book Reviews

Book reviewed in this article:Crime, Law and Society. By Frank E. Hartung.Human Brain and Psychological Processes. By A. R. Luria.Color and Personality. By K. Warner Schaie and Robert Heiss.Basic Contributions to Psychology: Readings. Robert L. Wrenn (ed.).Psychology for Psychiatrists. By C. G. Costello.Group Transformation: An Analysis of a Learning Group. By Theodore M. Mills.Basic Psychology. By H. H. Kendler.Attention, Arousal and the Orientation Reaction. By R. Lynn.Readings in Clinical Psychology. R. D. Savage (ed.).The Mentally Retarded Child. By H. B. Robinson and Nancy M. Robinson.The Development of Sex Differences. Eleanor E. Maccoby (ed.).The Role of Psychiatry in Medical Education: An Appraisal and a Forecast. By Sidney L. Werkman.Sensory Psychology. By Conrad G. Mueller.The Howard Inkblot Test. By James W. Howard.Higher Cortical Functions in Man. By A. R. Luria.A Study of Doctors. By Michael Balint, Enid Balint, Robert Gosling and Peter Hildebrand.Children in Care—And After. By Thomas Ferguson.Psychiatric Illness in General Practice. By Michael Shepherd, Brian Cooper, Alexander C. Brown and Graham Kalton. With a foreword by Sir Aubrey Lewis.Paranoid and Paraoiac Psychoses. By Nils Retterstøl.Attitudes and Interests in Education. By K. M. Evans.

Book Reviews

Book reviewed in this article:Higher Cortical Functions in Man by Aleksandr Romanovich LuriaEndocrines and the Central Nervous System by Rachmiel LevineAn Introduction to Clinical Neuroendocrinology by Eors Bajusz

Alexander R. Luria. Higher cortical functions in man. (Originally published by Moscow University Press, 1962.) Translated by Basil Haigh. New York: Basic Books, 1966

Alexander R. Luria. Higher cortical functions in man. (Originally published by Moscow University Press, 1962.) Translated by Basil Haigh. New York: Basic Books, 1966

Higher Cortical Functions in Man

The Russians are far ahead of us in research on the human cerebral cortex. We have been too bemused by the ultralittle to give much attention to the great overbrain. The areal studies of Filimonov, continued into the cortical mechanisms by Polyakov, and functional analysis of the human cerebral cortex by Luria and his many fellow travelers, have volleyed corticology beyond its position in the western world (but they have neglected the important experimentation on higher primates). Luria's earlier work, which concentrated on speech, he now extends to the other activities of the left cerebral cortex. He confesses that his diagnostic ability is not yet adequate for the subtler injuries of the right side. This reviewer finds Luria's categories sound, his testing methods properly evocative, and his judgments well founded. To what degree his testing methods and conceptualization are matched in American psychological research, however, the reviewer cannot say, but