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3 results

  • Chapter 10 - Aging and Attention

  • Edited by Kenneth M. Heilman, University of Florida, Stephen E. Nadeau, University of Florida
  • Book:
    Cognitive Changes and the Aging Brain
    Published online:
    30 November 2019
    Print publication:
    05 December 2019, pp 140-152

  • Summary

    Cognitive changes that accompany the gradual degradation of neural systems are countervailed by a set of attention-related processes that serve to reorganize and maintain function with advancing age. This chapter focuses on the potential role of the right hemisphere fronto-parietal network in maintenance of adequate sustained attention to the environment by older adults, as well as self-monitoring of changes in their cognition and behavior over time. Modulation of norepinephrine activity in the locus coeruleus, via its impact on this right lateralized network, may be of particular importance in increasing the capacity of older people to preserve cognitive functioning as a multitude of biological changes take place in their brains. We review studies demonstrating that noninvasive electrical brain stimulation to the right prefrontal cortex improves both sustained attention and error awareness, suggesting that this key interconnected hub region in the right hemisphere holds the potential to be exploited and upregulated in older adults to ameliorate deficits.

  • Neural correlates of error-related learning deficits in individuals with psychopathy

  • A. K. L. von Borries, I. A. Brazil, B. H. Bulten, J. K. Buitelaar, R. J. Verkes, E. R. A. de Bruijn
  • Journal:
    Psychological Medicine / Volume 40 / Issue 9 / September 2010
    Published online by Cambridge University Press:
    09 December 2009, pp. 1559-1568
  • Background

    Psychopathy (PP) is associated with a performance deficit in a variety of stimulus–response and stimulus–reinforcement learning paradigms. We tested the hypothesis that failures in error monitoring underlie these learning deficits.

    Method

    We measured electrophysiological correlates of error monitoring [error-related negativity (ERN)] during a probabilistic learning task in individuals with PP (n=13) and healthy matched control subjects (n=18). The task consisted of three graded learning conditions in which the amount of learning was manipulated by varying the degree to which the response was predictive of the value of the feedback (50, 80 and 100%).

    Results

    Behaviourally, we found impaired learning and diminished accuracy in the group of individuals with PP. Amplitudes of the response ERN (rERN) were reduced. No differences in the feedback ERN (fERN) were found.

    Conclusions

    The results are interpreted in terms of a deficit in initial rule learning and subsequent generalization of these rules to new stimuli. Negative feedback is adequately processed at a neural level but this information is not used to improve behaviour on subsequent trials. As learning is degraded, the process of error detection at the moment of the actual response is diminished. Therefore, the current study demonstrates that disturbed error-monitoring processes play a central role in the often reported learning deficits in individuals with PP.

  • Awareness of deficits in traumatic brain injury: A multidimensional approach to assessing metacognitive knowledge and online-awareness

  • FIADHNAIT O'KEEFFE, PAUL DOCKREE, PAULINE MOLONEY, SIMONE CARTON, IAN H. ROBERTSON
  • Journal:
    Journal of the International Neuropsychological Society / Volume 13 / Issue 1 / January 2007
    Published online by Cambridge University Press:
    13 December 2006, pp. 38-49

  • Recent models of impaired awareness in brain injury draw a distinction between metacognitive knowledge of difficulties and online awareness of errors (emergent and anticipatory). We examined performance of 31 Traumatic Brain Injury (TBI) participants and 31 healthy controls using a three-strand approach to assessing awareness. Metacognitive knowledge was assessed with an awareness interview and discrepancy scores on three questionnaires—Patient Competency Rating Scale, Frontal Systems Behavioral Scale and the Cognitive Failures Questionnaire. Online Emergent Awareness was assessed using an online error-monitoring task while participants performed tasks of sustained attention. Online anticipatory awareness was examined using prediction performance on two cognitive tasks. Results indicated that the TBI Low Self-Awareness (SA) group and High SA group did not differ in terms of severity, chronicity or standard neuropsychological tasks but those with Low SA were more likely to exhibit disinhibition, interpersonal problems and more difficulties in total competency. Sustained attention abilities were associated with both types of online awareness (emergent and anticipatory). There was a strong relationship between online emergent and online anticipatory awareness. Metacognitive knowledge did not correlate with the other two measures. This study highlights the necessity in adopting a multidimensional approach to assessing the multifaceted phenomenon of awareness of deficits. (JINS, 2007, 13, 38–49.)