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Near-death experiences and the temporal lobe 总被引:1,自引:0,他引:1
Abstract— Many studies in humans suggest that altered temporal lobe functioning, especially functioning in the right temporal lobe, is involved in mystical and religious experiences. We investigated temporal lobe functioning in individuals who reported having transcendental "near-death experiences" during life-threatening events. These individuals were found to have more temporal lobe epileptiform electroencephalographic activity than control subjects and also reported significantly more temporal lobe epileptic symptoms. Contrary to predictions, epileptiform activity was nearly completely lateralized to the left hemisphere. The near-death experience was not associated with dysfunctional stress reactions such as dissociation, posttraumatic stress disorder, and substance abuse, but rather was associated with positive coping styles. Additional analyses revealed that near-death experiencers had altered sleep patterns, specifically, a shorter duration of sleep and delayed REM sleep relative to the control group. These results suggest that altered temporal lobe functioning may be involved in the near-death experience and that individuals who have had such experiences are physiologically distinct from the general population. 相似文献
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Michael T. Willoughby W. Roger Mills-Koonce Nisha C. Gottfredson Nicholas J. Wagner 《Journal of psychopathology and behavioral assessment》2014,36(1):30-42
This study sought to replicate the results of our earlier study, which were published in this Journal (Willoughby et. al 2011), that used mother-reported items from the Achenbach System of Empirically Based Assessment to develop a screening measure of callous unemotional (CU) behaviors for use with preschool-aged children. We further sought to extend those results by exploring the predictive validity of the CU measure with aggression trajectories in early-/mid- childhood. The current study involved secondary data analysis of the NICHD Study of Early Childhood and Youth Development (NICHD-SECCYD) dataset. Factor analyses included N?=?1,176 children who participated in the age 3 year assessment of the NICHD-SECCYD. Predictive models included N?=?1,081 children for whom four of the six possible teacher ratings of aggressive behavior were available from annual assessments spanning 1st–6th grades. Consistent with prior work, a three-factor confirmatory factor model, which differentiated CU from oppositional defiant (ODD) and attention deficit/hyperactive-impulsive (ADHD) behaviors, provided the best fit to the data. Among children with disorganized attachment status, the combination of high levels of mother-rated ODD behaviors and CU behaviors, was predictive of stable elevated levels of teacher-rated aggression from 1st–6th grade (predicted probability?=?0.38, compared with a base rate of 0.07). These results demonstrate that CU behaviors can be reliably measured by parent report in young children and are dissociable from more commonly assessed dimensions of disruptive behavior. Three-year-old children who exhibit elevated levels of ODD and CU behaviors, and who have disorganized attachments, are at increased risk for exhibiting elevated levels of aggression across middle childhood. Results are discussed from the perspective of early assessment and intervention. 相似文献
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Meghan Hegarty-Craver Kristin H. Gilchrist Cathi B. Propper Gregory F. Lewis Samuel J. DeFilipp Jennifer L. Coffman Michael T. Willoughby 《Behavior research methods》2018,50(5):1816-1823
Respiratory sinus arrhythmia (RSA) is a quantitative metric that reflects autonomic nervous system regulation and provides a physiological marker of attentional engagement that supports cognitive and affective regulatory processes. RSA can be added to executive function (EF) assessments with minimal participant burden because of the commercial availability of lightweight, wearable electrocardiogram (ECG) sensors. However, the inclusion of RSA data in large data collection efforts has been hindered by the time-intensive processing of RSA. In this study we evaluated the performance of an automated RSA-scoring method in the context of an EF study in preschool-aged children. The absolute differences in RSA across both scoring methods were small (mean RSA differences = –0.02–0.10), with little to no evidence of bias for the automated relative to the hand-scoring approach. Moreover, the relative rank-ordering of RSA across both scoring methods was strong (rs = .96–.99). Reliable changes in RSA from baseline to the EF task were highly similar across both scoring methods (96%–100% absolute agreement; Kappa = .83–1.0). On the basis of these findings, the automated RSA algorithm appears to be a suitable substitute for hand-scoring in the context of EF assessment. 相似文献
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Raymond R. Willoughby 《The Journal of general psychology》2013,140(2):380-382
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Michael T. Willoughby Janis B. Kupersmidt Mary E. Voegler-Lee 《Child neuropsychology》2013,19(1):79-91
The primary objective of this study was to reevaluate the well-established result that preschoolers' performance on executive function tasks are positively associated with their performance on academic achievement tests. The current study replicated the previously established concurrent associations between children's performance on EF tasks and academic achievement tests. Specifically, children's performance on measures of inhibitory and motor control were positively associated with their performance on tests of reading, writing, and mathematics achievement (rs?=?.2?.5); moreover, although diminished in magnitude, most of these associations held up even after including an earlier measure of academic achievement as a covariate (rs?=?.1?.3). However, the application of an alternative analytic method, fixed effects analysis, a method that capitalizes on repeated measures data to control for all time stable measured and unmeasured covariates, rendered the apparent positive associations between executive function and academic achievement nonsignificant (rs?=?.0?.1). Taken together, these results suggest that the well-replicated association between executive function abilities and academic achievement may be spurious. Results are discussed with respect to the importance of utilizing analytic methods and research designs that facilitate strong causal inferences between executive function and academic achievement in early childhood, as well as the limitations of making curriculum development recommendations and/or public policy decisions based on studies that have failed to do so. 相似文献
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The present study examined the application of elaborative interrogation (EI), a questioning strategy, to ecologically valid classroom contexts. Instruction was provided to individuals, small groups of five, and large groups of 20. Recall performance did not differ as a function of group size. For individuals, small and large groups, EI subjects outperformed repetition control subjects. 相似文献