Executive Function and the Frontal Lobes: A Meta-Analytic Review

Currently, there is debate among scholars regarding how to operationalize and measure executive functions. These functions generally are referred to as “supervisory” cognitive processes because they involve higher level organization and execution of complex thoughts and behavior. Although conceptualizations vary regarding what mental processes actually constitute the “executive function” construct, there has been a historical linkage of these “higher-level” processes with the frontal lobes. In fact, many investigators have used the term “frontal functions” synonymously with “executive functions” despite evidence that contradicts this synonymous usage. The current review provides a critical analysis of lesion and neuroimaging studies using three popular executive function measures (Wisconsin Card Sorting Test, Phonemic Verbal Fluency, and Stroop Color Word Interference Test) in order to examine the validity of the executive function construct in terms of its relation to activation and damage to the frontal lobes. Empirical lesion data are examined via meta-analysis procedures along with formula derivatives. Results reveal mixed evidence that does not support a one-to-one relationship between executive functions and frontal lobe activity. The paper concludes with a discussion of the implications of construing the validity of these neuropsychological tests in anatomical, rather than cognitive and behavioral, terms.     

To repress: a note on an ambiguity of meaning

An analysand used the word repress in a dream in an unusual way. In the dream, a record had been re-pressed: it was not the original disc but a copy. This manifest meaning of the word led associatively to more latent meanings. A kind of dialectical process ensued whereby, whenever the concept of repression came up, several meanings had to be considered to set the record straight. The classical way of thinking about repression had been augmented a little by this novel meaning that the analysand had stumbled on in his dream. Psychoanalytic process was enriched by this ongoing scrutiny of repression in theory and practice.     

Relationship between short-term sexual strategies and sexual jealousy

In a classic study, Buss, Larson, Westen, and Semmelroth reported that men were more distressed by the thought of a partner's sexual infidelity (sexual jealousy) and women were more distressed by the thought of a partner's emotional infidelity (emotional jealousy). Initially, Buss and his associates explained these results by suggesting that men are concerned about uncertainty of paternity, that is, the possibility of raising another man's child while believing the child is their own. However, later they explained the results in terms of men's preference for short-term sexual strategies. The purpose of this research was to test the explanation of short-term sexual strategies. Men and women subjects were instructed to imagine themselves in a relationship which was either short-term (primarily sexual) or long-term (involving commitment) and then respond to Buss's jealousy items. It was hypothesized that, when both men and women imagined a short-term relationship, they would be more threatened by a partner's sexual infidelity, and, when they imagined a long-term relationship, they would be more threatened by a partner's emotional infidelity. Support was found for this hypothesis.     

Perceptions of autonomy support,parent attachment,competence and self-worth as predictors of motivational orientation and academic achievement: an examination of sixth- and ninth-grade regular education students

This project examined the hypothesis that students' perceptions of teacher autonomy support, parent attachment, competence, and self-worth would predict motivational orientation and achievement test performance. Participants were 135 sixth-grade and 91 ninth-grade regular education students from a large, ethnically diverse school district. Stepwise regression analyses indicated that autonomy support, parent attachment, scholastic competence, and self-worth predicted the academic criterion variables. Interestingly, scholastic competence was a significant predictor in all of the regression models. Implications of the findings are discussed in terms of classroom practices.     

The driving anger expression inventory: a measure of how people express their anger on the road

Four ways people express their anger when driving were identified. Verbal Aggressive Expression (alpha=0.88) assesses verbally aggressive expression of anger (e.g., yelling or cursing at another driver); Personal Physical Aggressive Expression (alpha=0.81), the ways the person uses him/herself to express anger (e.g., trying to get out and tell off or have a physical fight with another driver); Use of the Vehicle to Express Anger (alpha=0.86), the ways the person uses his/her vehicle to express anger (e.g., flashing lights at or cutting another driver off in anger); and Adaptive/Constructive Expression (alpha=0.90), the ways the person copes positively with anger (e.g., focuses on safe driving or tries to relax). Aggressive forms can be summed into Total Aggressive Expression Index (alpha=0.90). Aggressive forms of expression correlated positively with each other (rs=0.39-0.48), but were uncorrelated or correlated negatively with adaptive/constructive expression (rs=-0.02 to -0.22). Aggressive forms of anger expression correlated positively with driving-related anger, aggression, and risky behavior; adaptive/constructive expression tended to correlate negatively with these variables. Differences in the strengths of correlations and regression analyses supported discriminant and incremental validity and suggested forms of anger expression contributed differentially to understanding driving-related behaviors. Theoretical and treatment implications were explored.     

Observed classroom behavior of children with ADHD: relationship to gender and comorbidity

Examined hypothesized gender and comorbidity differences in the observed classroom behavior of children with attention deficit hyperactivity disorder (ADHD). The behavior of 403 boys and 99 girls with ADHD, ages 7–10, was compared (a) to observed, sex-specific classroom behavior norms, (b) by sex, and (c) by comorbid subgroups. Boys and girls with ADHD deviated significantly from classroom norms on 15/16 and 13/16 categories, respectively. Compared to comparison girls, girls with ADHD had relatively high rates of verbal aggression to children. Boys with ADHD engaged in more rule-breaking and externalizing behaviors than did girls with ADHD, but the sexes did not differ on more neutral, unobtrusive behaviors. The sex differences are consistent with notions of why girls with ADHD are identified and referred later than boys. Contrary to hypothesis, the presence of comorbid anxiety disorder (ANX) was not associated with behavioral suppression; yet, as hypothesized, children with a comorbid disruptive behavior disorder (DBD) had higher rates of rule-breaking, and impulsive and aggressive behavior, than did children with ADHD alone and those with ADHD+ANX. Elevated rates of ADHD behaviors were also observed in children with comorbid DBD, indicating that these behaviors are truly present and suggesting that reports of higher ADHD ratings in this subgroup are not simply a consequence of negative halo effects and rater biases.     

Parent Cognitions as Predictors of Child Treatment Response in Attention-Deficit/Hyperactivity Disorder

Using a subsample of 105 children and their parents (100 mothers, 57 fathers) from the Multimodal Treatment Study of Children with ADHD (the MTA), the value of parents' baseline cognitions as predictors of children's treatment outcome at 14 months was examined. Measures of parents' cognitions about themselves, their ADHD children, and their parenting, as well as a self-report measure of dysfunctional discipline were included. Both mothers' and fathers' self-reported use of dysfunctional discipline predicted worse child treatment outcome. Low self-esteem in mothers, low parenting efficacy in fathers, and fathers' attributions of noncompliance to their ADHD child's insufficient effort and bad mood also were associated with worse child treatment outcome. All of these predictive relations were obtained even after MTA treatment effects had been taken into account. Secondary analyses indicated that mothers had a more external locus of control, lower self-esteem, lower parenting efficacy, and a greater tendency to attribute noncompliance to their ADHD child's bad mood than did fathers.     

The Tripartite Foundations of Temporal Psychological Distance: Metaphors,Ecology, and Teleology

What is psychological distance? Why do events sometimes seem “close” yet other times seem “ages away?” We propose a tripartite model of the foundations of psychological distance in which: (a) people use spatial distance as a metaphor for psychological distance; (b) the ecology of subjective experiences that coincide with changes in objective distance define, and hence, influence psychological distance; (c) psychological distance is shaped in the service of people's ultimate goals, or teleological considerations, of successfully navigating through time. This model implies that the subjective experiences that are typically associated with reductions in objective temporal distance should reduce temporal psychological distance–the subjective sense of how close or far away events are. We review evidence indicating that emotional arousal, attention, fluency, and motivational considerations all reduce psychological distance. This model also implies a temporal asymmetry in which people prioritize thinking about the future, which approaches in time, over thinking about the past, which recedes in time. Consequently, the future is psychologically closer than the past, people attend more to the future than to the past, and people feel more emotionally aroused about the future than about the past. These findings help advance understanding of psychological distance as a distinct psychological construct.     

Capturing Psychologists’ Work in Academic Health Settings: The Role of the Educational Value Unit (EVU)

This paper describes how psychology faculty positions in academic health centers (AHCs) have evolved to meet the changing needs in healthcare. In that context, the roles of psychologists have expanded significantly to include a wide array of clinical responsibilities, teaching and supervisory roles, administrative functions, research initiatives, and academic scholarship. Traditionally, faculty compensation plans have been calculated through the use of Relative Value Units which are primarily based on clinical service delivery, hence, incomplete when attempting to account for these growing academic responsibilities. This paper reviews the need to expand the ways in which the work provided by psychologists is appropriately identified and compensated for in AHCs. Drawing upon six models utilized in other areas of medical education, this paper describes the potential utility of incorporating Educational Value Units as a metric for capturing this expanding set of academic responsibilities and systematically incorporating them into a psychologist’s job design. Recommendations for future considerations are provided.     

Topological Invariance of Biological Development

A topological inevitability of early developmental events through the use of classical topological concepts is discussed. Topological dynamics of forms and maps in embryo development are presented. Forms of a developing organism such as cell sets and closed surfaces are topological objects. Maps (or mathematical functions) are additional topological constructions in these objects and include polarization, singularities and curvature. Topological visualization allows us to analyze relationships that link local morphogenetic processes and integral developmental structures and also to find stable spatio-temporal topological characteristics that are invariant for a taxonomic group. The application of topological principles reveals a topological imperative: certain topological rules define and direct embryogenesis. A topological stability of embryonic morphogenesis is proposed and a topological scenario of developmental and evolutionary transformations is presented.