Académique Documents
Professionnel Documents
Culture Documents
A Neuropsychological
Perspective
Presented by
1
Brain/Mind Bulletin, UC Berkeley
Study
Mentally healthy persons maintain many illusory
beliefs, including:
Overly positive view of themselves
Convenient forgetting of negative
facts about themselves
Perceptions of having greater control
over events than is actually the case
Unrealistic optimism about
themselves
Unrealistic optimism about the future
Abnormal cheerfulness
Newbergs Best Ways to Exercise Your Brain
Yawn
Consciously Relax
Stay Intellectually Active
Smile
Benefits of Yawning
Stimulates alertness & concentration
Optimizes brain activity and metabolism
Improves cognitive functioning
Increases memory recall
Enhances consciousness and introspection
Lowers stress
Relaxes every part of your body
Improves voluntary muscle control
Enhances athletic skills
Fine tunes your sense of time
Increases empathy and social awareness
Enhances pleasure and sensuality
Newbergs Best Ways to Exercise Your Brain
EF
EFs
EF EF EF
Perceptions
ef efef ef ef
e ef/es
ef/es ef/es ef/es
ef/es
ef/es ef/es
ef/es
ef/es
f
ef/esef/es
ef/es
ef/es
ef/es ef/es
ef/es ef/es
ef/es ef/es
ef/es
/ef/es ef/es
ef/es ef/es
ef/es ef/es
ef/es
ef/es
ef/es
ef/es
e
s
Emotions Actions
What Are Executive Functions?
10
Nave: First exposure to the task; responses required immediately;
high demand for executive functions (EFs)
Practiced: Time given to rehearse responses to the task; minimal
demand for EFs
Novel: Second exposure to the task, but responses required
immediately to a set of all new items;
11
moderate demand for EFs
Recommended Reading
12
13
The Management Structure within a Holarchical
Model of EF EF
Trans-Self Integration
EF EF EF
Self-Generation
Self- Self-
ef ef ef ef ef
Realization Determination
ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es
ef/es ef/es
ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es
ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es
ef/es ef/es
Self-Regulation
Self-Activation Activation
Management Structure within a Holarchical Model
of EF EF
Trans-Self Integration
EF
Self-Generation
EF EF
Self-Realization Self-Determination
ef ef ef ef ef Self-Awareness Goal setting
Other-Awareness Long-range Planning &
e Self-Analysis Foresight
ef/es ef/es ef/es ef/es ef/es ef/es ef/es
ef/es f/ ef/es
e ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es
ef/es ef/es
Self-Regulation
s
ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es Perceive Monitor Plan
ef/es Focus Correct Evaluate/Compare
Sustain Balance Decide
Energize Gauge Sense Time
Initiate Anticipate Pace
Inhibit Estimate Time Sequence
Stop Analyze Execute
Interrupt Generate Hold
Flexible Associate Manipulate
Shift Organize Store
Modulate Prioritize Retrieve
Self-Activation
Activation
Management Structure within a Holarchical Model
of EF
Executive EF
Capacities
EF
Executive EF
Functions
EF
Executive ES
Skills
Key Concept
It is important to
distinguish between
Executive
Functions
and
Executive
Skills. 17
Self Regulation Executive Functions
18
Self Regulation Executive
Skills
Executive Skills are responsible for
cueing the specific areas of the
brain needed to perform specific
tasks (e.g., attending, inhibiting,
modulating, planning, organizing,
associating).
19
Self Regulation
A set of control capacities that
cue and direct functioning across
the domains of perception,
emotion, cognition, and action
The current model posits 33 self-
regulation executive functions
ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es
ef/es ef/es
ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es
ef/es ef/es ef/es ef/es ef/es ef/es ef/es ef/es
ef/es ef/es
20
33 Self-Regulation EFs
Perceive Balance Prioritize
Focus Monitor Compare/Eval
Sustain Correct Decide
Energize Gauge Sense Time
Initiate Anticipate Pace
Inhibit Est Time Sequence
Stop Analyze Execute
Interrupt Generate Hold
Flexible Associate Manipulate
Shift Plan Store
Modulate Organize Retrieve
Key Concept
Self-regulation
Executive Functions
can be organized
into 7 basic clusters.
22
Self Regulation Executive Function Clusters
ENGAGEMENT
Energize
Initiate OPTIMIZATION EFFICIENCY
ATTENTION Inhibit
Monitor Sense Time
Perceive Stop Pace
Modulate
Focus Pause Sequence
Balance
Sustain Flexible Execute
Correct
Shift
SOLUTION
INQUIRY Generate
MEMORY
Anticipate Associate
Hold Gauge
Manipulate Prioritize
Analyze Plan
Store Estimate Time
Retrieve Organize
Compare Decide
23
Internal versus External
Control
If reading is perceived as an
activity driven by external
demand, executive function
engagement in the act of
reading may be minimized
thereby exacerbating reading
difficulties.
29
Internal versus External Control
Internal
Command
???
Extrinsic
Rewards &
Punishments
Nucleus
Accumbens
Self-Determination
Executive Functions
Self-
Regulation
Executive
Functions
Nucleus
Accumbens
Internal Command Pathway:
Intrinsically Rewarding
32
Chapter 21
Motivational
Interviewing with
Adolescents
and Young Adults
33
Learning vs Producing
Producing difficulties are
different from learning
difficulties;
Producing difficulties are
more likely to reflect poor
use or disuse of executive
functions.
34
A General Model for Conceptualizing
Learning and Producing Difficulties
Learning
Often NOT recognized as a
Difficulties
Learning Disability, even
Only
when severe, unless an
evaluation involving process
Learning
assessment is done
Difficulties
And Recognized fairly quickly
Producing as a Learning Disability
Difficulties
When severe, typically
Producing attributed to lack of
Difficulties motivation, character flaws,
Only or behavior/personality
problems 35
The Neuropsychology of
Balanced Literacy
Neuropsychological models of
reading specify the mental
constructs used to acquire
competence in reading
36
An Integrative Model Specifying Processes, Abilities,
Knowledge Bases, Skills, and Memory in Reading
Initial
Registration
(Immediate
Memory)
Retrieval
from Long
Term Storage
Time Frames of Reference
38
Knowledge Stores and Lexicons
Initial
Registration
(Immediate
Memory)
Retrieval
from Long
Term Storage Phonological/morphological
Oral Motor Functioning
Processing
Copyright 2007Orthographic Processing
George McCloskey,
40
Ph.D.
Time Frames of Reference
Initial Registration/
Immediate Memory
41
Processing & Functioning
(Taught as Skills?)
Orthographic Processing
Phonological Processing
Morphological Processing
Oral-motor Functioning
42
An Integrative Model Specifying Processes, Abilities,
Knowledge Bases, Skills, and Memory in Reading
Initial
Registration Speed
(Immediate
Memory) Decoding + Prosody =
Reading Reading Rate
Unfamiliar
Familiar aka
and/or
(Sight) Fluency
Nonsense
Words
Words
Retrieval
from Long
Term Storage Phonological Processing Oral Motor Functioning
44
An Integrative Model Specifying Processes, Abilities,
Knowledge Bases, Skills, and Memory in Reading
Initial
Comprehending Words and Text Speed
Registration
(Immediate
Memory) Decoding + Prosody =
Reading Reading Rate
Unfamiliar
Familiar aka
and/or
(Sight) Fluency
Nonsense
Words
Words
Retrieval
from Long
Term Storage Phonological Processing Oral Motor Functioning
Receptive Language
Expressive Language
Visuospatial Language
Reasoning
46
Sentence/Passage Reading
Skills
Reading Comprehension
47
An Integrative Model Specifying Processes, Abilities,
Knowledge Bases, Skills, and Memory in Reading
Initial
Comprehending Words and Text Speed
Registration
(Immediate
Memory) Decoding + Prosody =
Reading Reading Rate
Unfamiliar
Familiar aka
Working and/or
(Sight) Fluency
Memory Nonsense
Words
Words
Retrieval
from Long
Term Storage Phonological Processing Oral Motor Functioning
Working Memory
49
An Integrative Model Specifying Processes, Abilities,
Knowledge Bases, Skills, and Memory in Reading
Initial
Comprehending Words and Text Speed
Registration
(Immediate
Memory) Decoding + Prosody =
Reading Reading Rate
Unfamiliar
Familiar aka
Working and/or
(Sight) Fluency
Memory Nonsense
Words
Words
Retrieval
from Long
Term Storage Phonological Processing Oral Motor Functioning
3
5
6 6
8
4
3
6
3
2 3 1
2
Phonological Processing Oral Motor Processing
2
8 2 Orthographic Processing 1 3
4 52
Executive Functions and
Reading
1 Cueing immediate and sustained
attention to orthography for accurate
letter/word perception and discrimination
2 Cueing and coordinating the use of
phonological and orthographic processes
for accurate word pronunciation
3 Directing efficient oral motor production,
prosody, and rate for reading words and
connected text
53
Executive Functions and
Reading
4 Cueing and directing the use of attention
and immediate memory resources for
reading words and connected text
5 Cueing retrieval of information from
various Lexicons to read words and
connected text
6 Cueing and coordinating the use of word
recognition, word decoding, and reading
comprehension skills
54
Executive Functions and Reading
7 Cueing and coordinating the use of abilities
and the retrieval of knowledge from Lexicons
to create meaning for text comprehension
8 Cueing and sustaining the use of working
memory resources while reading words and
constructing meaning from text
9 Cueing and directing the oral expression of
meaning derived from text comprehension
10 Cueing and directing the use of strategies for
reading words and deriving meaning
from text 55
Executive Functions and Achievement
59
Orthographic Awareness (OA)
Orthographic
Lexicon Initial
Knowledge Base of Visual Visual
Images Representing Letters Registration
& Words and Knowledge of Letters,
Base ofOrthographic Letter Clusters
Regularity & Words
elephant
elephant
elephant
63
Visual Processing
Orthographic Non-orthographic
elephant
64
Orthographic Processing
Aoccdrnig to a rscheearch at an
Elingsh uinervtisy, it deosnt mttaer in
waht oredr the ltteers in a wrod are, the
only iprmoetnt tihng is that the
frist and lsat ltteer is at the rghit pclae.
The rset can be a toatl mses and you
can sitll raed it wouthit a porbelm. Tihs
is bcuseae we do not raed ervey lteter
by itslef but the wrod as a wlohe.
Seeing
Seeing
NONVERBAL Orthographic
Concrete Images as
(Immediately
Identifiable)
Letters/Words
Images
An example of an assessment
of nonverbal visual processing
unrelated to reading: Rey
Complex Figure Test (RCFT)
Design Copy
70
RCFT directions: Look at this figure. I would like you to
copy that figure onto this sheet of paper. Copy it so that I
would know that this is the figure you drew. Do a good job.
James Age 10,
Rey Complex Figure Copy:
72
Assessing Orthographic Processing
73
Assessing Orthographic Processing
74
Assessing Orthographic Processing
75
good
76
good
77
well
78
well
79
them
80
then
81
quieter
82
quarter
83
different
84
different
85
consciousness
86
conscoiusness
87
electroencephelography
88
electroencephalography
89
onomatopoeia
90
onomatopoiea
91
Visual Information Processing Neural Networks
Seeing Orthographic
Seeing NONVERBAL Abstract Images as Numbers
(Not immediately identifiable) Images
Seeing
Seeing
NONVERBAL Orthographic
Concrete Images as
(Immediately
Identifiable)
Letters/Words
Images
Capacity+ + EF
h n o a t f u w h n b d
b h u t o h d n w f a n
d b n h w u f t a o n h
f a n u h b t o h w n d
PAL-II Rapid Automatic Switching- Words & Digits
108
EF Involvement in Reading
Sight Word Recognition 1, 2, 4** 1. Quick but inaccurate offerings for individual
KTEA Letter & Word words with no recognition of the errors being
Recognition made; words offered are highly similar in visual
WJ-III Letter/Word configuration to the correct word or start with
Identification the same letter or letter combination as the
WIAT-III Word correct word or the nonsense word when
Reading performing decoding tests.
Decoding 1, 3, 4** 2. Mispronunciation of words that previously have
KTEA Nonsense Word been recognized by sight and correctly
Decoding pronounced.
WJ-III Word Attack 3. Lack of application of decoding skills when
WIAT-III Pseudoword reading sentences and passages for words that
Decoding have been decoded correctly during skill drills
Sight Word Recognition 1, 2, 4** and/or substitutes similarly configured sight
Fluency words for nonsense words instead of applying
KTEA Word Reading decoding skills.
Fluency 4. Word reading rate is not consistent with rate
TOWRE Sight Word demonstrated during fluency instruction.
Efficiency
EF Involvement in Reading
123
Intervention for Difficulties with
Directing Attention to Orthography
125
Intervention for Difficulties with
Directing Attention to Orthography
126
Intervention for Difficulties with
Directing Attention to Orthography
128
Intervention for Difficulties with
Directing Attention to Orthography
129
Intervention for Difficulties with
Directing Attention to Orthography
131
Intervention for Difficulties with
Directing Attention to Orthography
Attention to orthography
difficulties also should be
addressed in conjunction with
fluency instruction.
The following strategy can be
used:
132
Intervention for Difficulties with
Directing Attention to Orthography
134
Intervention for Difficulties with
Directing Attention to Orthography
135
Intervention for Difficulties with
Directing Attention to Orthography
136
Intervention for Difficulties with
Directing Attention to Orthography
137
Interventions for Executive Functions
Difficulties Related to Reading
138
Interventions for Executive Functions
Difficulties Related to Reading
146
Comprehension Instruction
The NRPs cited two major approaches to comprehension strategy
instruction:
Direct Explanation (DE) teachers help
students view reading as a problem-solving
task that requires the use of strategic
thinking and help them learn to think
strategically about solving reading
problems. DE focuses on developing
teachers capacities for explaining the
reasoning and mental processes involved in
successful reading comprehension in an
explicit manner.
147
Comprehension Instruction
The NRPs cited two major approaches to comprehension strategy
instruction:
Strategies
155
Five Stages of Strategy Instruction
Strategies
156
Five Stages of Strategy Instruction
1. Select a topic.
2. Brainstorm what you know
and what you want to learn.
3. Organize your information
using a visual web.
4. Review your visual web and
identify any holes or
disconnects. 159
Web for what I know and what I want to
learn
Habits Looks
Active at night Large eyes
___________ Long tails
___________ Lemurs Rings on tail
___________ ___________