Development Of Higher Cognitive Functions Research Articles

The Effect of Rhythmic Audio-Visual Stimulation on Inhibitory Control: An ERP Study.

Inhibitory control, as an essential cognitive ability, affects the development of higher cognitive functions. Rhythmic perceptual stimulation has been used to improve cognitive abilities. It is unclear, however, whether it can be used to improve inhibitory control. This study used the Go/NoGo task and the Stroop task to assess various levels of inhibitory control using rhythmic audio-visual stimuli as the stimulus mode. Sixty subjects were randomly divided into three groups to receive 6 Hz, 10 Hz, and white noise stimulation for 30 min. Two tasks were completed by each subject both before and after the stimulus. Before and after the task, closed-eye resting EEG data were collected. The results showed no differences in behavioral and EEG measures of the Go/NoGo task among the three groups. While both 6 Hz and 10 Hz audio-visual stimulation reduced the conflict effect in the Stroop task, only 6 Hz audio-visual stimulation improved the amplitude of the N2 component and decreased the conflict score. Although rhythmic audio-visual stimulation did not enhance response inhibition, it improved conflict inhibition.

Clinical anatomy of the precuneus and pathogenesis of the schizophrenia.

Recent evidence has shown that the precuneus plays a role in the pathogenesis of schizophrenia. The precuneus is a structure of the parietal lobe's medial and posterior cortex, representing a central hub involved in multimodal integration processes. Although neglected for several years, the precuneus is highly complex and crucial for multimodal integration. It has extensive connections with different cerebral areas and is an interface between external stimuli and internal representations. In human evolution, the precuneus has increased in size and complexity, allowing the development of higher cognitive functions, such as visual-spatial ability, mental imagery, episodic memory, and other tasks involved in emotional processing and mentalization. This paper reviews the functions of the precuneus and discusses them concerning the psychopathological aspects of schizophrenia. The different neuronal circuits, such as the default mode network (DMN), in which the precuneus is involved and its alterations in the structure (grey matter) and the disconnection of pathways (white matter) are described.

Extending Cognitive Pragmatics: Social Mechanisms of Mind Transformation

In this article we propose an extended approach in terms of Cognitive Pragmatics (CP) to the explanation of the development of the higher cognitive processes. Therefore, we explain in terms of CP how linguistic and pre-linguistic social practices shape the mind. CP, as we understand it here presents a broader transdisciplinary position covering developmental psychology, primatology, comparative psychology, cultural psychology, anthropology and philosophy. We present an argumentation for the thesis that CP provides an explanation to the origins and developmental mechanisms of some of higher mental functions unique to humans. Thus, we want to extend the notion of CP beyond its standard definition by emphasizing the transformative component of communicative acts. In our approach, CP first and foremost examines the cognitive mechanisms underlying social pre-linguistic and linguistic communication. Secondly, it explores how this communication reorganizes and transforms cognitive abilities and processes. We would like to extend the tasks of CP as well, because its goal is to not only describe cognitive processes that enable communication, but also to explain the social mechanisms of transformation of mind and cognition. We provide an example of said mechanisms of development of higher cognitive functions through the account of metacognition.

Problem-solving styles in autism spectrum disorder and the development of higher cognitive functions.

The Vygotsky Blocks Test assesses problem-solving styles within a theoretical framework for the development of higher mental processes devised by Vygotsky. Because both the theory and the associated test situate cognitive development within the child's social and linguistic context, they address conceptual issues around the developmental relation between language and thought that are pertinent to development in autism. Our aim was to document the performance of adults with autism spectrum disorder on the Vygotsky Blocks Test, and our results showed that they made more errors than the typically developing participants and that these errors correlated with performance IQ. The autism spectrum disorder group also required more cues than the typically developing group to discern the conceptual structure of the blocks, a pattern that correlated with Autism Diagnostic Observational Schedule-Communication and Imagination/Creativity sub-scales. When asked to categorize the blocks in new ways, the autism spectrum disorder participants developed fewer principles on which to base new categorizations, which in contrast to the typically developing group correlated with verbal IQ and with the Imagination/Creativity sub-scale of the ADOS. These results are in line with a number of existing findings in the autism spectrum disorder literature and confirm that conceptualization in autism spectrum disorder seems to rely more on non-verbal and less on imaginative processes than in typically developing individuals. The findings represent first steps to the possibility of outlining a testable account of psychological development in autism spectrum disorder that integrates verbal, non-verbal and social factors into the transition from elementary to higher level processes.

Understanding Left-Handedness

The human cerebrum is asymmetrical, consisting of two hemispheres with differing functions. Recent epidemiological and neurobiological research has shed new light on the development of the cerebral lateralization of motor processes, including handedness. In this article, we present these findings from a medical perspective. We selectively searched the PubMed online database for articles including the terms "handedness," "left handedness," "right handedness," and "cerebral lateralization." Highly ranked and commonly cited articles were included in our analysis. The emergence of handedness has been explained by physiological and pathological models. Handedness arose early in evolution and has probably been constitutive for the development of higher cognitive functions. For instance, handedness may have provided the basis for the development of speech and fine motor skills, both of which have played a critical role in the evolution of mankind. The disadvantages of certain types of handedness are discussed, as some cases seem to be associated with disease. The consideration of handedness from the epidemiological, neurobiological, and medical points of view provides insight into cerebral lateralization.

Variation in semiotic mediation across different pedagogical contexts

Abstract This article highlights the role of teacher talk as a semiotic, mediational means in fulfilling the Vygotskian calling of schools – the development of scientific concepts and higher cognitive functions. The author argues that the developmental importance of semiotic mediation points to the need to understand the developmental consequences of variation in semiotic mediation, which leads to the appropriation of different psychological tools. Given the importance of semiotic mediation in the development of higher cognitive functions, such as mathematical calculations and reasoning, this paper asks what happens to semiotic mediation when one changes the pedagogical context, in this case face-to-face mathematics lessons and computer-based mathematics lessons. Four teachers and 179 students in a rural Western Cape, South African school participated in the small scale exploratory case study. Findings indicate that there is significant variation in semiotic mediation across contexts, which calls into question the developmental impact this will have on children.

Cerebellar hypoplasia and frontal lobe cognitive deficits in disorders of early childhood

A developmental chronometry hypothesis of early brain damage is suggested in which regions of the brain with a protracted course of postnatal development will be more vulnerable than earlier maturing areas to deleterious effects of early insult and, therefore, may become common sites of abnormality across many disorders originating in early childhood. Initial investigations of the cerebellum and frontal lobes are presented using MRI and neuropsychological measures. Planimetric measures of the cerebellar vermis (lobuli I–V and VI–VII) and pons, and neuropsychological frontal lobe measures were obtained from high functioning individuals with autism (A), survivors of acute lymphoblastic leukemia (ALL) with brain sequelae following radiation and chemotherapy, and from rigorously selected healthy controls (C). The neuropsychological results were clustered according to functions commonly related to frontal brain, posterior brain, and left and right hemispheres. The A and ALL groups, as compared to C, yielded modest but consistently reduced MRI measures for vermal lobuli I–V and VI–VII. Hypoplasia of lobuli VI–VII was more marked than I–V. Performance on neuropsychological tests for frontal lobe functions was generally depressed in both groups, with more severe deficits in A. Between-group differences in verbal, visual–spatial, and emotional–social skills are discussed. The cerebellar and frontal brain deficits that are present in both clinical groups (A and ALL) may be common to other developmental and acquired disorders of early childhood. Such joint manifestation of cerebellar and frontal lobe abnormalities is in agreement with the concept of cerebellar significance for the development of higher cognitive functions.

The architectonics of texts produced by children and the development of higher cognitive functions

Much has been made of the cognitive consequences of literacy in recent literature. A theoretical framework is proposed to characterize the written text productions of children in quantitative terms. Based on this characterization, this study examines what parallels, if any, exist between the structural characterization of operational and formal thought, in Piaget's terms, and the text as a possible source for such cognitive structures.