Journal articles: 'Deficit Thinking'

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Kotlikoff, Laurence J. "DEFICIT THINKING." Sciences 29, no. 3 (May 6, 1989): 15–21. http://dx.doi.org/10.1002/j.2326-1951.1989.tb02155.x.

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García, Shernaz B., and Patricia L. Guerra. "Deconstructing Deficit Thinking." Education and Urban Society 36, no. 2 (February 2004): 150–68. http://dx.doi.org/10.1177/0013124503261322.

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Walker, Kenya L. (Haynes). "Deficit Thinking and the Effective Teacher." Education and Urban Society 43, no. 5 (September 13, 2010): 576–97. http://dx.doi.org/10.1177/0013124510380721.

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Martin, Georgianna L., Matthew J. Smith, and Brittany M. Williams. "Reframing Deficit Thinking on Social Class." New Directions for Student Services 2018, no. 162 (June 2018): 87–93. http://dx.doi.org/10.1002/ss.20264.

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Solca, Federica, Barbara Poletti, Stefano Zago, Chiara Crespi, Francesca Sassone, Annalisa Lafronza, Anna Maria Maraschi, Jenny Sassone, Vincenzo Silani, and Andrea Ciammola. "Counterfactual Thinking Deficit in Huntington’s Disease." PLOS ONE 10, no. 6 (June 12, 2015): e0126773. http://dx.doi.org/10.1371/journal.pone.0126773.

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Pouliot, Chantal, and Julie Godbout. "Thinking outside the ‘knowledge deficit’ box." EMBO reports 15, no. 8 (July 3, 2014): 833–35. http://dx.doi.org/10.15252/embr.201438590.

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Silberman, Steve. "Beyond “Deficit-Based” thinking in autism research." Physics of Life Reviews 20 (March 2017): 119–21. http://dx.doi.org/10.1016/j.plrev.2017.01.022.

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Knight, Tony. "Equity in Victorian education and ‘deficit’ thinking." Melbourne Studies in Education 43, no. 1 (May 2002): 83–105. http://dx.doi.org/10.1080/17508480209556394.

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Skrla, Linda, and James Joseph Scheurich. "Displacing Deficit Thinking in School District Leadership." Education and Urban Society 33, no. 3 (May 2001): 235–59. http://dx.doi.org/10.1177/0013124501333002.

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Sharma, Manu. "Seeping Deficit Thinking Assumptions Maintain the Neoliberal Education Agenda: Exploring Three Conceptual Frameworks of Deficit Thinking in Inner-City Schools." Education and Urban Society 50, no. 2 (December 1, 2016): 136–54. http://dx.doi.org/10.1177/0013124516682301.

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This article draws awareness to the subtle and seeping “common sense” mentality of neoliberalism and deficit thinking assumptions about racially marginalized students in inner-city schools. From a literature review conducted on deficit thinking and deficit practices in schools, I developed three different frameworks for understanding the roots of deficit thinking: (a) pseudo-scientific, (b) sociological-cultural, and (c) socioeconomic. This article examines the serious ethical implications of disengagement, internalized deficit beliefs, and being “pushed out” of school that arise from each framework. I argue that these implications, in conjunction with neoliberal agendas for schooling, have a double negative impact on the schooling experiences of racially marginalized students who attend inner-city schools.

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Sharma, Manu, and John P. Portelli. "Uprooting and Settling In: The Invisible Strength of Deficit Thinking." LEARNing Landscapes 8, no. 1 (August 1, 2014): 251–67. http://dx.doi.org/10.36510/learnland.v8i1.684.

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In our neoliberal context, the field of teacher education faces many challenges and tensions. One crucial challenge that arises deals with the tensions of deficit thinking. Regrettably, these tensions are often left unaddressed due to the demanding subjectbased curriculum learning approach in most Bachelor of Education programs. This paper1 examines why deficit thinking, particularly toward "inner-city students," is ethically problematic and inconsistent with creating true democratic education possibilities. This key question is addressed in this paper in four parts: (1) the connection between neoliberalism and public education, (2) the meaning and forms of deficit thinking with respect to teaching, (3) ethical implications of deficit thinking on students’ public school experiences, and (4) a call for a genuine democratic education in teacher education.

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Tobin, James. "Thinking Straight about Fiscal Stimulus and Deficit Reduction." Challenge 36, no. 2 (March 1993): 15–18. http://dx.doi.org/10.1080/05775132.1993.11471649.

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Bertrand, Melanie, and Julie Marsh. "How data-driven reform can drive deficit thinking." Phi Delta Kappan 102, no. 8 (April 26, 2021): 35–39. http://dx.doi.org/10.1177/00317217211013936.

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Propelled by accountability policies, leaders have touted data-driven decision making as a means to improve K-12 student outcomes and drive equity, as teachers analyze data to change instruction. However, many data-driven decision-making reforms have failed to challenge inequity. Melanie Bertrand and Julie Marsh’s study of six middle schools shows that teachers’ deficit thinking about emergent bilingual students, students with disabilities, and “struggling” students contributes to this failure of data reforms. They argue that blaming these groups for test scores ultimately works to uphold systemic racism, white supremacy, and other forms of injustice, and they conclude by offering recommendations for policy and practice.

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Mandelblatt, Jeanne S., Xingtao Zhou, Brent J. Small, Jaeil Ahn, Wanting Zhai, Tim Ahles, Martine Extermann, et al. "Deficit Accumulation Frailty Trajectories of Older Breast Cancer Survivors and Non-Cancer Controls: The Thinking and Living With Cancer Study." JNCI: Journal of the National Cancer Institute 113, no. 8 (January 23, 2021): 1053–64. http://dx.doi.org/10.1093/jnci/djab003.

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Abstract Background We evaluated deficit accumulation and how deficits affected cognition and physical activity among breast cancer survivors and non-cancer controls. Methods Newly diagnosed nonmetastatic survivors (n = 353) and matched non-cancer controls (n = 355) ages 60-98 years without neurological impairments were assessed presystemic therapy (or at enrollment for controls) from August 2010 to December 2016 and followed for 36 months. Scores on a 42-item index were analyzed in growth-mixture models to determine deficit accumulation trajectories separately and combined for survivors and controls. Multilevel models tested associations between trajectory and cognition (FACT-Cog and neuropsychological tests) and physical activity (IPAQ-SF) for survivors and controls. Results Deficit accumulation scores were in the robust range, but survivors had higher scores (95% confidence intervals [CI]) than controls at 36 months (0.18, 95% CI = 0.16 to 0.19, vs 0.16, 95% CI = 0.14 to 0.17; P = .001), and averages included diverse deficit trajectories. Survivors who were robust but became frailer (8.8%) had similar baseline characteristics to those remaining robust (76.2%) but experienced a 9.6-point decline self-reported cognition (decline of 9.6 vs 3.2 points; P = .04) and a 769 MET minutes per week decline in physical activity (P < .001). Survivors who started and remained prefrail (15.0%) had self-reported and objective cognitive problems. At baseline, frail controls (9.5%) differed from robust controls (83.7%) on deficits and self-reported cognition (P < .001). Within combined trajectories, frail survivors had more sleep disturbances than frail controls (48.6% [SD = 17.4%] vs 25.0% [SD = 8.2%]; P = .05). Conclusions Most survivors and controls remained robust, and there were similar proportions on a frail trajectory. However, there were differences in deficit patterns between survivors and controls. Survivor deficit accumulation trajectory was associated with patient-reported outcomes. Additional research is needed to understand how breast cancer and its treatments affect deficit accumulation.

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Cutting, J., and D. Murphy. "Schizophrenic Thought Disorder." British Journal of Psychiatry 152, no. 3 (March 1988): 310–19. http://dx.doi.org/10.1192/bjp.152.3.310.

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It is suggested that schizophrenic thought disorder comprises four relatively independent components: delusion; intrinsic thinking disturbance; formal thought disorder; and deficient real-world knowledge – a new concept. Schizophrenic and neurotic control subjects were given tests of thinking, perception, appreciation of conversational discourse, and social and practical knowledge. Not all deluded schizophrenics had intrinsic thinking disturbance. Those that did tended to have overinclusive categorisation as the most apparent deficit. Formal thought disorder was associated with a poor performance on the test of conversational discourse. The most striking result was that 75% of schizophrenic patients were markedly deficient, relative to neurotic patients, on their knowledge of everyday social issues.

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White, Carmen M. "Deficit thinking redux: cultural deficit discourse and an urban community and school in Fiji." Social Identities 20, no. 2-3 (March 4, 2014): 155–70. http://dx.doi.org/10.1080/13504630.2014.978750.

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Reischies, F. M., and A. Mentzel. "Neuropsychological Deficits of Acute Schizophrenic Patients Without Neuroleptic Medication." Zeitschrift für Neuropsychologie 12, no. 1 (February 2001): 42–48. http://dx.doi.org/10.1024//1016-264x.12.1.42.

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Abstract: Patients with acute, moderate to severe schizophrenic psychosis without medication are rarely investigated systematically by neuropsychological tests and existing data from the literature show either generally lower test performance or deficits only in circumscribed neuropsychological domains. The aim of the study was to identify the neuropsychological profile of these patients (N = 28) in basic tests of the functional domains episodic memory and orientation, immediate memory, visuo-constructive performance and non-verbal logical thinking, psychomotor speed, letter fluency (FAS) and serial subtraction. If all patients with alcohol or drug abuse or comorbid neurological disorder are excluded, a deficit, compared to a well matched control group, is found only in verbal fluency and the first of two probes of episodic memory. There was a normal performance in digit span, nonverbal logical thinking and a drawing task. As explanation of the deficit pattern the hypothesis of a disorder of frontal functions is considered. The frontal type neuropsychological deficits may be caused by a disturbance of frontal cortico-subcortical loops for which a disturbance of neuronal net function is discussed.

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Astle, Duncan E., and Sue Fletcher-Watson. "Beyond the Core-Deficit Hypothesis in Developmental Disorders." Current Directions in Psychological Science 29, no. 5 (July 15, 2020): 431–37. http://dx.doi.org/10.1177/0963721420925518.

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Developmental disorders and childhood learning difficulties encompass complex constellations of relative strengths and weaknesses across multiple aspects of learning, cognition, and behavior. Historically, debate in developmental psychology has been focused largely on the existence and nature of core deficits—the shared mechanistic origin from which all observed profiles within a diagnostic category emerge. The pitfalls of this theoretical approach have been articulated multiple times, but reductionist, core-deficit accounts remain remarkably prevalent. They persist because developmental science still follows the methodological template that accompanies core-deficit theories—highly selective samples, case-control designs, and voxel-wise neuroimaging methods. Fully moving beyond “core-deficit” thinking will require more than identifying its theoretical flaws. It will require a wholesale rethink about the way we design, collect, and analyze developmental data.

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Palmer, Dusty L., and Kumudu Witanapatirana. "Exposing Bias through a Deficit Thinking Lens Using Content-Analysis of Macro Level Policies." Research in Educational Policy and Management 2, no. 1 (June 2, 2020): 23–39. http://dx.doi.org/10.46303/repam.01.02.2.

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Educational policies can affect students in a negative or positive way depending on the context and interpretation within the policy. Unfortunately, deficit thinking policies exist that prevent all students from receiving equitable learning experiences. This study focuses on a content analysis approach to expose deficit thinking vocabulary or language that maybe embedded at the macro-level of educational policy. The article is intended to make policymakers aware of their own biases when creating policies. The study aims to provide ways to identify and address thinking by examining the vocabulary and language within macro-level policies.

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20

Lawrence, Jill. "Re-thinking Diversity in Higher Education: The ‘Deficit-Discourse’ Shift." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 8, no. 1 (2008): 21–30. http://dx.doi.org/10.18848/1447-9532/cgp/v08i01/39536.

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Verhoeven, Amaryllis. "Europe beyond Westphalia: Can Postnational Thinking Cure Europe's Democracy Deficit?" Maastricht Journal of European and Comparative Law 5, no. 4 (December 1998): 369–90. http://dx.doi.org/10.1177/1023263x9800500404.

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Tewell, Eamon. "The Problem with Grit: Dismantling Deficit Thinking in Library Instruction." portal: Libraries and the Academy 20, no. 1 (2020): 137–59. http://dx.doi.org/10.1353/pla.2020.0007.

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Abraham, Anna, Sabine Windmann, Rainer Siefen, Irene Daum, and Onur Güntürkün. "Creative Thinking in Adolescents with Attention Deficit Hyperactivity Disorder (ADHD)." Child Neuropsychology 12, no. 2 (May 2006): 111–23. http://dx.doi.org/10.1080/09297040500320691.

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Bokor, Gyula, and Peter D. Anderson. "Attention-Deficit/Hyperactivity Disorder." Journal of Pharmacy Practice 27, no. 4 (August 2014): 336–49. http://dx.doi.org/10.1177/0897190014543628.

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Attention-deficit/hyperactivity disorder (ADHD) is a neurobiological condition of childhood onset with the hallmarks of inattention, impulsivity, and hyperactivity. Inattention includes excessive daydreaming, disorganization, and being easily distracted. Impulsivity manifests as taking an action before fully thinking of the consequences. Hyperactivity includes an excessive rate of speech and motor activity. Complications of ADHD include academic failure, low self-esteem, poor work performance, substance abuse, criminal justice issues, and social problems. ADHD is predominately due to decreased activity in the frontal lobe. Dopamine and norepinephrine are the main neurotransmitters involved in the pathophysiology of ADHD. Pharmacological treatment of ADHD includes psychostimulants, norepinephrine reuptake inhibitors, α2 agonists, bupropion, and monoamine oxidase inhibitors. The most effective medications are the psychostimulants. Nonpharmacological treatment of ADHD includes coaching, providing structure, academic accommodations, and work accommodations.

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25

Howard, David H. "Implications of the U.S. Current Account Deficit." Journal of Economic Perspectives 3, no. 4 (November 1, 1989): 153–65. http://dx.doi.org/10.1257/jep.3.4.153.

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In 1988, the United States recorded a deficit of about $135 billion on the current account of its balance of payments with the rest of the world. This paper presents an analytical framework for thinking about the current account deficit, explores causes of the current account deficit, and discusses the United States as a debtor nation and the issue of sustainability.

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Crooks, Stacey. "Robust Respect." Language and Literacy 21, no. 3 (August 27, 2019): 64–78. http://dx.doi.org/10.20360/langandlit29402.

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This paper is rooted in an assumption that the tenacity of deficit thinking in family literacy programs in Canada is partly a reflection of our colonial settler history. I explore how embracing an ethic of “robust respect” may offer a way of re-orienting family literacy programs away from deficit thinking and towards relationships. Drawing on observation of the Traditional Aboriginal Parenting Program, I describe how “robust respect” is characterized by building respectful relationships, valuing the other, and acknowledging the historical and political context in which family literacy work is located.

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Dodd, Janet L. "Thinking Outside of the Assessment Box: Assessing Social Communicative Functioning in Students With ASD." Perspectives on School-Based Issues 11, no. 3 (October 2010): 88–98. http://dx.doi.org/10.1044/sbi11.3.88.

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The assessment of a student suspected of an autism spectrum disorder (ASD) diagnosis requires the integration of information collected by a variety of professionals across various domains of functioning. One of the core deficits of students with ASD is a deficit related to social communicative competence (SCC). SCC requires the integration of language, social cognition, and higher order executive functions (Coggins, Olswang, Carmichael Olsson, & Timler, 2003) This article will propose an assessment model of social communicative functioning that was developed based on the SCC framework of Coggins and colleagues as a component of the Comprehensive Multidisciplinary Assessment Protocols for Autism Spectrum Disorders (CMAPS; Dodd & Franke, 2010).

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Sheppard, Leyland C., and John D. Teasdale. "Dysfunctional thinking in major depressive disorder: A deficit in metacognitive monitoring?" Journal of Abnormal Psychology 109, no. 4 (2000): 768–76. http://dx.doi.org/10.1037/0021-843x.109.4.768.

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Stoller, James K. "On the paradox of ‘Dichotomous’ and ‘Deficit-Based’ thinking in medicine." BMJ Leader 2, no. 3 (September 2018): 115–17. http://dx.doi.org/10.1136/leader-2018-000085.

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von Hecker, Ulrich, Grzegorz Sedek, and Aneta Brzezicka. "Impairments in Mental Model Construction and Benefits of Defocused Attention." European Psychologist 18, no. 1 (January 2013): 35–46. http://dx.doi.org/10.1027/1016-9040/a000133.

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In this article, we examine the hypothesis that cognitive deficits in subclinical depression become especially evident in tasks that require the integration of piecemeal information into more coherent mental representations, such as mental models. It is argued that in states of subclinical depression, attempts at integrative thinking or problem solving are limited by cognitive exhaustion which prevents the use of effective cognitive strategies. This basic argument is illustrated by paradigms addressing the construction of mental models based on sentiment or linear order information. It is shown that subclinical depression is associated with a distinct deficit in integrative reasoning, but no deficits in non-integrative processing such as initial information sampling or memory retrieval. Recent evidence of a neurophysiological correlate of this specific deficit in subclinical depression is discussed in terms of the moderating role of frontal alpha asymmetry, and in terms of a specific pattern of parietal brain activation during processing of mental models. Also, a distinctive, not deficit-related, facet of depressed cognitive symptoms is proposed, indicating a possible adaptive value of defocused attention in subclinically depressed mood. This defocused attention approach is supported by experimental and eyetracking research, and by recent theoretical models and empirical evidence showing performance benefits in depression for some cognitive and creative tasks.

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Baker. "Reframing the Connections between Deficit Thinking, Microaggressions, and Teacher Perceptions of Defiance." Journal of Negro Education 88, no. 2 (2019): 103. http://dx.doi.org/10.7709/jnegroeducation.88.2.0103.

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Ford, Donna Y., and Tarek C. Grantham. "Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking." Theory Into Practice 42, no. 3 (August 2003): 217–25. http://dx.doi.org/10.1207/s15430421tip4203_8.

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MENDELEVICH, E. G., and R. G. KOKURKINA. "Cognitive profile of patients with Chiari 1 malformation." Practical medicine 18, no. 5 (2020): 21–24. http://dx.doi.org/10.32000/2072-1757-2020-5-21-24.

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This paper presents literature review on cognitive impairments in patients with CM1, data on which began to be formed in the recent years. Data on the predominant deficit in the structure of executive functioning in patients with CM1 are presented. The genesis of cognitive deficits in patients with CM1 is most often considered in the context of cerebellar dysfunction and damage to the connections of the cerebellum with the prefrontal cortex, which leads to dysmetria of thinking and emotions. Data from other studies are presented that consider the role of additional factors of cognitive dysfunction in CM1, such as pain and emotional disorders.

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DIXON, T., E. KRAVARITI, C. FRITH, R. M. MURRAY, and P. K. McGUIRE. "Effect of symptoms on executive function in bipolar illness." Psychological Medicine 34, no. 5 (July 2004): 811–21. http://dx.doi.org/10.1017/s0033291703001570.

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Background. The relationship between cognitive function and symptomatology in bipolar disorder is unclear. This study assessed executive function during the manic, depressed and remitted stages of bipolar I disorder.Method. Tasks assessing phonological and semantic verbal fluency, the Hayling Sentence Completion Test, the Stroop Neuropsychological Screening Test and the Cognitive Estimates Test were administered to manic (n=15), depressed (n=15), and remitted (n=15) bipolar I patients, and to healthy controls (n=30). Multiple regression analyses and analyses of covariance were used to identify potential determinants of executive dysfunction in the three bipolar groups.Results. Executive function deficits were particularly associated with the manic state. In general, manic patients performed less accurately than the remitted and depressed groups, and their performance deficit was related to the severity of positive thought disorder. The depressed and remitted bipolar groups showed a less widespread pattern of impairment. Deficits in response initiation, strategic thinking and inhibitory control were evident in all the bipolar groups.Conclusions. Executive function deficits in bipolar I disorder are most evident during mania, and are particularly associated with formal thought disorder. However, deficits in response initiation, strategic thinking and inhibitory control may be more related to the underlying disorder than a particular symptom profile.

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Adiredja, Aditya P. "Anti-Deficit Narratives: Engaging the Politics of Research on Mathematical Sense Making." Journal for Research in Mathematics Education 50, no. 4 (July 2019): 401–35. http://dx.doi.org/10.5951/jresematheduc.50.4.0401.

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This article identifies a self-sustaining system of deficit narratives about students of color as an entry point for studies of cognition to engage with the sociopolitical context of mathematical learning. Principles from sociopolitical perspectives and Critical Race Theory, and historical analyses of deficit thinking in education research, support the investigation into the system. Using existing research about students' understanding of a limit in calculus as context, this article proposes a definition of a deficit perspective on sense making and unpacks some of its tenets. The data illustration in this article focuses on the mathematical sense making of a Chicana undergraduate student. The analysis uses an anti-deficit perspective to construct a sensemaking counter-story by a woman of color. The counter-story challenges existing deficit master-narratives about the mathematical ability of women of color. The article closes with a proposal for an anti-deficit method for studying the sense making of students of color.

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Oh, Jooyoung, Ji-Won Chun, Hang Joon Jo, Eunseong Kim, Hae-Jeong Park, Boreom Lee, and Jae-Jin Kim. "The neural basis of a deficit in abstract thinking in patients with schizophrenia." Psychiatry Research: Neuroimaging 234, no. 1 (October 2015): 66–73. http://dx.doi.org/10.1016/j.pscychresns.2015.08.007.

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Gillborn, David. "The colour of numbers: surveys, statistics and deficit‐thinking about race and class." Journal of Education Policy 25, no. 2 (March 2010): 253–76. http://dx.doi.org/10.1080/02680930903460740.

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Balamuth, Ron. "An Introduction to Stanley Greenspan's Clinical Thinking: Autism as an Intention Deficit Disorder." Journal of Infant, Child, and Adolescent Psychotherapy 6, no. 3 (November 6, 2007): 163–73. http://dx.doi.org/10.1080/15289160701657852.

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DOUGLAS, VIRGINIA I., RONALD G. BARR, JULIE DESILETS, and ELISABETH SHERMAN. "Do High Doses of Stimulants Impair Flexible Thinking in Attention-Deficit Hyperactivity Disorder?" Journal of the American Academy of Child & Adolescent Psychiatry 34, no. 7 (July 1995): 877–85. http://dx.doi.org/10.1097/00004583-199507000-00011.

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Smit, Renee´. "Towards a clearer understanding of student disadvantage in higher education: problematising deficit thinking." Higher Education Research & Development 31, no. 3 (June 2012): 369–80. http://dx.doi.org/10.1080/07294360.2011.634383.

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Gasanov, R. F., I. V. Makarov, D. A. Emelina, A. A. Skoromets, and T. A. Skoromets. "Coexistence of Tic Disorders and Combined Type of Attention Deficit/Hyperactivity Disorder: Features of Specific Cognitive Deficit." Russian neurological journal 25, no. 4 (October 19, 2020): 22–30. http://dx.doi.org/10.30629/2658-7947-2020-25-4-22-30.

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The state of cognitive deficit in subjects with combination of attention deficit hyperactivity disorder and tic hyperkinesis is among the least studied issues. Identification of the cognitive development features in children with these disorders comorbidity will help to develop and build an adequate model of rehabilitation.Purpose of the study. To study cognitive deficits in children with tic hyperkinesis (TH) in cases of comorbidity with the combined type of attention deficit disorder (ADHD).Materials and methods. 404 children aged 6–10 years with a combined type of ADHD were divided into three subgroups according to the state of monoamine activity: 1st subgroup with a combination of hypofunction of dopaminergic and hyperfunction of noradrenergic systems — 120 people, 2nd subgroup with a combination of hyperfunction of noradrenergic system with a relative dopamine balance — 136 people, 3rd subgroup with indicators of monoamines within the reference values — 148 children. The control group comprised of 90 children (54 boys and 36 girls). To diagnose the level of intellectual development, Wechsler Intelligence Scale for Children was used. In each subgroup, with the known direction of monoamine activity, the Wexler test parameters were compared among ADHD groups, both with or without TG.Results. Subtests “Picture Arrangement”, “Picture Completion” and “Block Design” turned out to be sensitive to concomitant combined type of ADHD and tics in children, reflecting, respectively, enumeration, the ability to logical thinking, visual attention and hand-eye coordination. In a case of dopamine system hypofunction in children with ADHD, the addition of tics leads to the smoothing of the biochemical imbalance by increasing the activity of dopamine and thus, results in a more effective realization of logical thinking ability. The level of visual attention in children with ADHD with the addition of TH also increases, probably due to a growth of the intensity of serotonin system activity. Finally, hand-eye coordination improves with the addition of tics in cases of a shift in the balance of dopamine and noradrenergic systems.Conclusion. The data obtained are consistent with the “frontal lobe compensation hypothesis” in the part, which describes the presence of a compensatory process when tics emerge in children with combined type of ADHD. Besides, our results expand it, suggesting that not only the prefrontal cortex but also the parietal-occipital cortex participates in the adaptive process associated with spatial synthesis and analysis of information, as well as hand-eye coordination.

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Lundholm-Brown, Jane, and Mary E. Dildy. "Attention-Deficit/Hyperactivity Disorder: An Educational Cultural Model." Journal of School Nursing 17, no. 6 (December 2001): 307–15. http://dx.doi.org/10.1177/10598405010170060501.

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This article gives a brief history and background of Attention Deficit Hyperactivity Disorder (ADHD) in childhood. A review of the medical model, including the diagnostic criteria and recommended protocols for treatment, is presented. An educational cultural model based on a holistic approach in assessing causes of hyperactivity and inattention is described. The Educational Cultural Model (ECM) synthesizes the effects of significant extrinsic factors in the life of the child, such as family dynamics, societal influences, and the educational system, and intrinsic factors, such as individual temperament, energy levels, learning style, giftedness, and personal interests. In addition to the primary purpose of comparing the medical model of ADHD to the conceptual ECM, this article is designed to stimulate thinking about different ways to view ADHD.

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Badru, Ronald Olufemi. "Environmental Deficit and Contemporary Nigeria." Environmental Philosophy 15, no. 2 (2018): 195–211. http://dx.doi.org/10.5840/envirophil201892879.

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Three groups of claims frame this article. First, the Nigerian State is largely enmeshed in environmental deficit, given the substantial oil pollution in the Niger-delta area, the problem of erosion in the Southeast, the filthy status of the Southwest, and the incessantly worrying perturbation of the ecological stability in the Northern part of Nigeria. Second, the political leadership in Nigeria for years has not really given genuine policy priority to, and, on this model, developed a credible framework that the citizenry could buy into to sustainably address the causes and the consequences of the environmental deficit. Third, given the foregoing, this work suggests a re-thinking/re-discussion of approach to the environmental deficit. Drawing on and integrating some relevant ideas, values, and virtues in African metaphysics, epistemology, and ethics, the article develops a framework, prescribing how the democratic leadership and the citizenry ought to act in sustainably addressing the environmental deficit. Beyond the philosophic foundations, the framework is also teleologically political: (i) it emphasizes that the moral legitimacy of democratic leadership in Nigeria partly derives from its commitment to the good of the built and the natural environment, and (ii) it also stresses that the citizenry could only be good moral agents, as eco-citizens, if they develop the virtues of environmental responsibility and responsiveness, by theoretically and practically supporting the good of the built and the natural environment. The research methods of critical analysis of empirical data and reflective argumentation are adopted to pursue the goals of the work.

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Stein, Dan J., Jin Fan, John Fossella, and Vivienne A. Russell. "Inattention and Hyperactivity-Impulsivity: Psychobiological and Evolutionary Underpinnings of ADHD." CNS Spectrums 12, no. 3 (March 2007): 190–96. http://dx.doi.org/10.1017/s1092852900020903.

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ABSTRACTAttention-deficit/hyperactivity disorder is a prevalent and disabling disorder that is characterized by inattention and/or hyperactivity-impulsivity, impairment in executive functions, structural and functional abnormalities in frontal-striatal circuitry, associations with particular catecholamine gene variants, and responsiveness to dopaminergic and noradrenergic agents. There is a growing integration of findings from basic and clinical studies, of data from different methods (eg, genetics and imaging), and of empirical data with hypotheses drawn from evolutionary thinking. Here we briefly summarize work on the cognitive-affective neuroscience of attention-deficit/hyperactivity disorder.

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INÁCIO, Francislaine Flâmia, Katya Luciane de OLIVEIRA, and Acácia Aparecida Angeli dos SANTOS. "Memory and intellectual styles: Performance of students with learning disabilities." Estudos de Psicologia (Campinas) 35, no. 1 (March 2018): 65–75. http://dx.doi.org/10.1590/1982-02752018000100007.

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Abstract Studies addressing issues related to information processing are necessary to understand some of the explanatory aspects of the changes in the learning process. The objective of the this study was to evaluate memory and intellectual styles in Elementary and Middle school students diagnosed with dyslexia and Attention Deficit Hyperactivity Disorder and in students without learning disabilities. A total of 370 students from public schools were individually evaluated using the Rey Complex Figure Test and the Thinking Styles Inventory – Revised II. The results showed significant differences in the memory condition between students with Attention Deficit Hyperactivity Disorder and those without learning disabilities. Significant differences in the scores of the Thinking Styles Inventory were also found between the three groups evaluated. Memory was negatively correlated with the conservative style. The difference between the groups and the correlation between these instruments pointed to the need for further research to assess these variables in the groups of students with learning disabilities.

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Flessa, Joseph. "Urban School Principals, Deficit Frameworks, and Implications for Leadership." Journal of School Leadership 19, no. 3 (May 2009): 334–73. http://dx.doi.org/10.1177/105268460901900304.

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This article presents the findings of a qualitative study of four middle school principals in one urban school district. It focuses on principals’ almost exclusively negative descriptions of the families and communities served by their schools. Whereas much previous writing on this topic has attributed such deficit attitudes to a few bad-thinking educators, this article argues that these principals beliefs are in fact aligned with prevailing attitudes about urban communities, the purposes of schooling, and what leadership can and should do in urban schools Remedying principals’ deficit frameworks is a prerequisite for school improvement and will require selecting, preparing, and supporting principals differently; it will also require making visible the systems of belief that obstruct connections between urban schools and communities

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Cordes, Joseph J. "Re-Thinking the Deduction for Charitable Contributions: Evaluating the Effects of Deficit-Reduction Proposals." National Tax Journal 64, no. 4 (December 2011): 1001–24. http://dx.doi.org/10.17310/ntj.2011.4.05.

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White, Holly A. "Thinking “Outside the Box”: Unconstrained Creative Generation in Adults with Attention Deficit Hyperactivity Disorder." Journal of Creative Behavior 54, no. 2 (September 30, 2018): 472–83. http://dx.doi.org/10.1002/jocb.382.

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Ni Chroinin, D., and J. Lambert. "Sudden headache, third nerve palsy and visual deficit: thinking outside the subarachnoid haemorrhage box." Age and Ageing 42, no. 6 (August 1, 2013): 810–12. http://dx.doi.org/10.1093/ageing/aft088.

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McKenzie, Kathryn Bell, and Glenn Allen Phillips. "Equity traps then and now: deficit thinking, racial erasure and naïve acceptance of meritocracy." Whiteness and Education 1, no. 1 (January 2, 2016): 26–38. http://dx.doi.org/10.1080/23793406.2016.1159600.

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Journal articles on the topic 'Deficit Thinking'

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