Accounting for Cognitive Aging: Context Processing,Inhibition or Processing Speed?

ABSTRACT

Age-related deficits in context processing were examined in relationship to two predominant theories of cognitive aging (the Inhibitory Deficit and Processing Speed Models). Older and younger adults completed a measure of context processing (AX Continuous Performance Test (CPT) task) as well as a computerized battery of inhibitory tasks: Stroop, garden path sentences, go no-go, and the stop-signal paradigm. Participants also completed a simple processing speed task. After controlling for baseline differences in processing speed, age effects were detected on the AX-CPT. Smaller, but significant age effects were noted on the Stroop and stop-signal tasks, but no significant age effects were found on the garden path sentence and go no-go tasks. Intertask correlations were weak, providing little evidence for a homogenous or uniform construct of inhibition. The sensitivity of the AX-CPT to cognitive aging is discussed in the context of existing theories of cognitive aging. The authors suggest that deficits in context processing and utilization may underlie cognitive aging phenomena.     

The Effect of Size of Pupil on the Form and Color Fields

The construct validity of the Wallach-Kogan (W-K) creativity test was investigated through an hierarchical factor analysis of intercorrelations among intelligence, creativity, control, and criterion variables for 73 Ss enrolled in grades 3 and 4 of an inner-city parochial school. The results provided considerable support for W-K's theoretical formulations. Creativity and intelligence assessors defined separate domains and remained totally resilient to merger into a superordinate factor. The creativity domain, which was defined by W-K subtests and criterion ratings, included the following factors: general, visual, and verbal creativity plus a weak methods factor for crayon drawings. The intelligence domain, which was defined by WISC subtests, included a relatively strong g factor and the following four primary factors: verbal precision, freedom from distractibility, perceptual organization, and quasi-specific.     

Exploring patient perspectives of prediabetes and diabetes severity: a qualitative study

Abstract

Objective: This qualitative study sought to identify and describe patients’ variant perceptions of disease severity after receiving a type 2 diabetes (T2DM) or prediabetes (preDM) diagnosis.

Design: Researchers interviewed 29 patients from two US medical centers to ascertain perceptions of severity. We used the constant comparative method from a grounded theory approach to identify themes from patients’ perspectives that inform their disease severity. This approach was used to help translate research to practice and ultimately identify intervention strategies informed by authentic experiences of preDM and T2DM patients.

Results: Perceptions of disease severity fell into two groups: high and low severity. Patients diagnosed with T2DM and preDM emerged in both groups and were comparative in terms of sample size, gender, and ethnic diversity. Several factors contributed to patients’ beliefs, including what they were told about the disease, observations from experiences within their own social network, and information from formal diabetes classes and their own research. The two perspectives diverged when patients described how their belief was informed by three thematic properties or personal factors: (i) fears; (ii) clinician communication; and (iii) social comparisons.

Conclusions: Beliefs about severity are influenced by patients’ fears, interactions with clinicians, and experiences within their social networks. These findings show that when interacting with patients with T2DM or preDM, clinicians should elicit patient perceptions of disease severity so they may then tailor the discussion to address these perceptions and help patients grasp the severity of these conditions.     

Keeping the “cognitive” in cognitive neuroscience, the “affective” in affective neuroscience, and the “behavioral” in behavioral neuroscience: The CABN mission for the next five years

The fields of cognitive, affective, and behavioral neuroscience have been with us for many years now, and have served to spawn an ever growing body of research that has helped to clarify the mechanisms by which the brain gives rise to the diverse processes that govern our thoughts, emotions, and behaviors. These fields of research have grown exponentially as more and more tools have become available for invasive and noninvasive measures of brain function in both humans and animals, and as information about the human and animal genomes has increased. These advances in neurosciencebased tools have clearly advanced our knowledge and understanding of brain—behavior relationships. However, there is also a danger that lurks in the shadows of these methodological and empirical advances. This danger is that the enticement of understanding neural processes sometimes leads us to forget about the exact phenomena that we ultimately wish to understand and explain—namely, cognitive, affective, and behavioral processes. What do I mean by danger? I mean the concern that we often seem to prioritize the sophistication of our neural and genetic tools and theorizing over our psychological tools and theorizing, and that we may overlook the absence of linkage between neural (e.g., imaging results at a range of levels) or genetic findings and well—grounded psychological theories about specific cognitive, affective, or behavioral mechanisms. In other words, we can be seduced by the “call of the brain mechanism,” without a reminder of the phenomena we wish to explain.     

As If Religion Matters: Teaching the Introductory Course as if it Does

This essay chronicles the academic odyssey of a young professor who sets out to revise the department's Introduction to Religion course only to realize that she must first clarify her vocational commitments before she can create a teachable course. She is convinced through working with many students who express disdain or even hostility toward the subject matter that she wants to model a relationship to the subject matter that says religion matters, but is uncertain how to do this. After an autobiographical foray into her academic upbringing in active learning, the author articulates four values to model in her teaching: personal relevance, academic responsibility, ethics, and community. The author then engages current scholarship in active learning, and narrates the process of translating those four values into concrete course goals and particular assignments. The essay concludes with an assessment of teaching the revised course.     

Cognition in schizophrenia: does working memory work?

Recent research suggests that disturbances in social and occupational functioning in individuals with schizophrenia may be more influenced by the severity of cognitive deficits than by the severity of symptoms such as hallucinations and delusions. In this article, I review evidence that one component of cognitive dysfunction in schizophrenia is a deficit in working memory, associated with disturbances in the dopamine system in dorsolateral prefrontal cortex. I suggest that although the cognitive deficits in schizophrenia include working memory dysfunction, because they arise from a disturbance in executive control processes (e.g., the representation and maintenance of context), they extend to a range of cognitive domains. Finally, I discuss the need for further research on the ways in which contextual processing deficits may influence other aspects of this illness, including emotional processing.     

The femininization of the female oedipal complex, Part II: Aggression reconsidered

This paper examines and explores the manifestations of aggressive impulses in the so-called female oedipal complex. The authors describe how competitive aggression on the part of young girls, seemingly missing in children's stories and myths, is unconsciously inhibited, disguised, or externalized. They report similar phenomena in women patients involved in triangular conflicts, and present a selected review of the literature on the inhibition of aggression within the female triangular situation. Stressing dynamic patterns in the object relationships in the female triangular situation, the authors offer a psychological explanation for this inhibition. They present clinical material to demonstrate how overt murderous and competitive aggression toward the mother appears after considerable analytic work. They conclude that girls and women frequently relinquish a sense of agency over both aggression and sexuality in dealing with triangular conflicts, to preserve a safe relationship with their mothers.