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Summary Perceptual and Motor Development. Task 4. Executive Control and Prefrontal Cortex
- Instelling
- Maastricht University (UM)
Uitwerking leerdoelen onderwijsgroep
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Door: michellenypels9 • 7 jaar geleden
Voorbeeld van de inhoud
PAM Task 4 Executive functionsLearning goals:
1. Devlopment of prefrontal cortex and executive functions, described by measuring
2. PKU and genetics and dopamine on EF
3. Training EF
1. Devlopment of prefrontal cortex and executive functions, described by measuring
Executive functions (also called cognitive control functions): depend on a neural circuit in
which prefrontal cortex (PFC, especially dorsolateral PFC) plays a central role. DL-
PFC/executive functions are needed for reasoning and problem-solving (automatic pilot
would be insufficient), like in novel or complicated tasks and switching tasks. EFs. The three
core EFs from which more complex ones (like reasoning) are built are:
1. inhibitory control (resisting a strong inclination to do one thing and instead do what is
most needed or appropriate, e.g., focused or selective attention, being disciplined and
staying on task, exercising self-control, and not saying or doing something socially
inappropriate)
2. working memory (holding information in mind and working with it: mentally
manipulating ideas, relating what you are learning, hearing, or reading now to what
you learned, heard, or read earlier and relating an effect to the cause that preceded it)
3. cognitive flexibility (being able to change perspectives or the focus of attention,
thinking outside the box to come up with other ways to solve a problem)
0 – 1 year
Cognitive functions
A-not-B-task (Piaget) or delayed response. One watches as a desired object is hidden in one
of two hiding places that differ only in left or right location. A few seconds later the
participant is encouraged to find the hidden object and must have kept in mind where the
object is over a few seconds. When the object is hidden at a different location, the participant
must inhibit the tendency to repeat the rewarded response and instead respond according to
the representation held in mind of where the reward was hidden most recently. Task requires
working memory, resistance to proactive preference and inhibition of a prepotent action
tendency. By 7.5 – 8 months infants reach correctly at the first hiding location with delays as
long as 2-3 seconds. When the reward is hidden at the other location, infants err by reaching
back to the first one. They show improvements between 7.5 and 12 months.
Object retrieval: a toy is placed in a clear box, open on one side. The infant sees the toy
through a closed side and must integrate seeing the toy through one side of the box with
reaching through another side. There is a strong pull to try reach straight for the toy; that
prepotent response must be inhibited when another side of the box is open. Infants progress
gradually between 6 – 12 months. First they have to look through the opening to retrieve the
toy but at 12 months the memory of having looked through the opening is enough and they do
not need to look along the line of reach.
Humans improve in both tasks during the same age period (6-12 months). Improvements are
linked to changes in pattern of EEG over frontal cortex and cooperation with parietal cortex.
Anatomical and biochemical maturation
In the period the tasks improve (7.5-12 months) changes in DL-PFC:
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