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Books on the topic 'Executive cognitive functioning'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Koziol, Leonard F. The myth of executive functioning: Missing elements in conceptualization, evaluation, and assessment. Cham: Springer, 2014.

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2

Zulak, Lyle Benjamin. Personality, cognition, moral reasoning and executive functioning as a function of recidivism and offense type: Sex offender and general offender. Sudbury, Ont: Laurentian University, Department of Psychology, 2001.

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3

Williams, Paula G., Ruben Tinajero, and Yana Suchy. Executive Functioning and Health. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199935291.013.75.

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This review provides an overview of research on associations between the multi-component, cognitive construct executive functioning (EF) and health. Executive functioning is defined, and issues related to measurement are detailed. The categories of potential mechanisms by which EF may be associated with health and disease are described. Key research examining EF and health behaviors, stress processes, and chronic illness is reviewed with a focus on function (behavioral performance), as well as neuroanatomical research where relevant. Across these domains, there is evidence that EF is associated with health and illness in reciprocal, feed-forward fashion across the life span. Critical limitations of the current literature are noted, along with important future directions.
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4

Harvey, Philip D., and Felicia Gould. Cognitive Functioning and Disability in Post-Traumatic Stress Disorder. Edited by Charles B. Nemeroff and Charles R. Marmar. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190259440.003.0016.

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In many respects, PTSD is a disorder of cognition and memory in specific: individuals with the condition have trouble remembering details of the trauma when they want to and remember them in other situations where they do not want to, such as in nightmares and flashbacks. In addition, a growing literature has explored performance on other cognitive performance measures in PTSD. A new development is the study of the ability to perform critical everyday functional skills, referred to as functional capacity, which themselves are highly cognitively demanding. Our review of the literature on cognition and PTSD suggests two main conditions. There are several areas of cognitive functioning where people with PTSD perform below normative standards, on average. These domains include memory, attention, and executive functioning. However, there is also substantial evidence to suggest that impairments in cognition are present before the onset of other symptoms and may be a risk factor for the development of PTSD. A careful examination of the levels of performance of PTSD patients suggests that performance may not be worse than pre-illness functioning. Interventions aimed at cognition may still be beneficial, because a small literature consistently finds that cognitive impairments are correlated with indicators of everyday disability in people with PTSD.
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5

(Editor), Wolfgang Schneider, Ruth Schumann-Hengsteler (Editor), and Beate Sodian (Editor), eds. Young Children's Cognitive Development: Interrelationships Among Executive Functioning, Working Memory, Verbal Ability, and Theory of Mind. Lawrence Erlbaum Associates, 2006.

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6

(Editor), Wolfgang Schneider, Ruth Schumann-Hengsteler (Editor), and Beate Sodian (Editor), eds. Young Children's Cognitive Development: Interrelationships among Executive Functioning, Working Memory, Verbal Ability, and Theory of Mind. Lawrence Erlbaum, 2004.

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7

O’Neill, Sarah, Jeffrey M. Halperin, and David Coghill. Neuropsychological functioning and ADHD. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0012.

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The high prevalence of ADHD and its associated difficulties in adaptive functioning have led to significant efforts to better understand the underlying pathophysiology of the disorder. Prominent models of ADHD have suggested that neurocognitive deficits—particularly executive dysfunction—is directly related to ADHD symptomatology. Data suggests, however, that significant heterogeneity is observed in both the cognitive and adaptive functioning of individuals with ADHD, raising questions about current theoretical models. Furthermore, many of our current models do not explain the developmental trajectory of ADHD symptoms and impairment. This chapter will explore the state of the literature and remaining questions that are driving research on the role of neuropsychological functioning in ADHD, approaching the topic from a developmental perspective. We will conclude by considering implications of this knowledge for the development of effective and long-lasting interventions for individuals with ADHD.
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8

Bennett, Katherine P. Executive Functioning: Role in Early Learning Processes, Impairments in Neurological Disorders and Impact of Cognitive Behavior Therapy. Nova Science Publishers, Incorporated, 2014.

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9

Kronenberger, William G., and David B. Pisoni. Neurocognitive Functioning in Deaf Children with Cochlear Implants. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0016.

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Cochlear implantation restores some attributes of hearing and spoken language to prelingually deaf children. However, reduced access to auditory and spoken-language experiences for children with cochlear implants can alter the development of downstream neurocognitive functions such as sequential processing and self-regulatory language skills, which are critical building blocks for executive functioning. Executive functioning is the active regulation of cognitive, behavioral, and emotional processes in the service of planned, organized, controlled, goal-driven behavior. This chapter presents findings from two primary lines of research on the development of executive functioning in prelingually deaf, early implanted children with cochlear implants. The first is identification of specific executive function domains that are at risk for delay in children with cochlear implants compared to hearing children. The second is reciprocal influences of executive function and spoken-language skills throughout development in children and adolescents with cochlear implants.
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10

Hartman, Valerie Lanae. Influence of executive cognitive functioning on behavioral maladjustment and risk-taking in adolescents with attention deficit hyperactivity disorder. [s.n.], 2002.

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11

Hopkins, Ramona O., and James C Jackson. Cognitive Impairment Following Critical Illness. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199653461.003.0019.

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Millions of individuals each year survive critical illness, many of whom will develop post-intensive care syndrome which includes new or worsening impairments in physical, psychiatric, or cognitive functioning. Cognitive impairments are common in survivors of critical illness, are often severe, and persist years after hospital discharge. Cognitive impairments improve in some patients and, in others, appear stable over time, rather display a pattern of progressive decline. Cognitive impairment contributes to clinically significant functional decrements as well as decreased quality of life. The biological mechanisms of cognitive impairment are not well defined, although numerous risk factors have been identified. As the number of ICU survivors increases, there is a growing population of patients with cognitive impairments following critical illness, underscoring the need to address cognitive impairments through prevention, treatment, and rehabilitation. Interventions to prevent or reduce the severity of cognitive impairments (i.e. sedation, delirium, and early mobility protocols) need to be investigated. Although there are very limited examples in which rehabilitation is used in ICU populations, it may hold the potential to facilitate improvements in cognition, particularly among individuals with deficits in memory, attention, and executive functioning. Despite over a decade of focused investigation, fundamental questions pertaining to cognitive impairments after critical illness exist. Research is needed on methods to proactively identify those at risk for cognitive impairment and to develop methods which will robustly prevent and improve deficits in ICU survivors.
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12

Brugha, Traolach S. Development of behaviour and functioning (with hindsight). Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198796343.003.0003.

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This chapter begins with sections covering several different perspectives on early psychological development ranging from the phenomenological perspective to underpinning laboratory research. Research methods and designs used are described briefly. Theories of abnormal psychological development discussed include underlying cognitive theories, including theory of mind, central coherence, and executive functioning abilities, followed by underpinning biological science including neurobiology. Concepts mentioned include the idea of disability, neurodiversity versus disability, leading to the introduction of the need for reasonable adjustments to such disabilities. This will be expanded in later chapters. Also introduced are the topics of cause—genetic and environmental. The chapter then details what has been said of autism as an atypical (abnormal) variant on typical (normal) development, in order to provide a basic understanding of the nature of autism. Early signs of typical and atypical development are listed in order to set the basis for assessment methods described in later chapters.
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13

Vissers, Constance Th W. M., and Daan Hermans. Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0020.

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The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.
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14

Turner, Michelle. Towards an executive dysfunction account of repetitive behaviour in autism. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198523499.003.0003.

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This chapter explores an executive dysfunction account of repetitive behaviour in autism. It defines repetitive behaviour and the phenomenology of repetitive behaviour in autism, considers attempts to explain repetitive behaviours as the consequence of a cognitive deficit, and suggests ways in which repetitive behaviour may follow from impaired functioning of executive processes.
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15

Hart, Tessa. Cognitive Enhancement in Traumatic Brain Injury. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.003.0006.

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Traumatic brain injury (TBI) is a prevalent source of disability. This chapter reviews the major approaches to remediation of cognitive dysfunction following TBI, in both the early and post-acute phases of recovery. Pharmacologic and behavioral treatments are discussed, focusing on the three major areas of cognition affected by TBI: attention, memory, and executive function. Trials of pharmacologic treatments, especially neuroprotective agents, have resulted in few treatment guidelines, probably due to the heterogeneous pathophysiology of TBI. Among behavioral treatments, both restorative and compensatory approaches are presented. Most of the available evidence favors compensatory treatments, in which patients are taught alternative strategies and/or changes are made in the social/physical environments to facilitate everyday functioning. Despite methodologic challenges and limitations in treatment definition that make comparisons across studies difficult, cognitive rehabilitation for TBI is increasingly viewed as a vital component of the effort to restore maximal independence at home and in society.
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16

Hopkins, Ramona O., Maria E. Carlo, and James C. Jackson. Critical Illness and Long-Term Cognitive Impairment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199398690.003.0003.

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Evidence from dozens of studies of thousands of individuals suggest that as many as half of critical illness survivors experience significant deficits in memory, executive functioning, attention, and processing speed that persist years after discharge from the intensive care unit (ICU). This chapter reviews the prevalence, characteristics, possible mechanisms, and risk factors for long-term cognitive impairment after critical illness. Some key risks factors—notably, delirium—may be modifiable, whereas others, such as genetic markers, are not. Cognitive impairments are associated with psychiatric disorders, including depression, anxiety, and posttraumatic stress disorder. The impact of critical illness–related cognitive impairment on individuals and society includes financial costs, inability to return to work, impairments in instrumental activities of daily living (financial management, medication management, shopping, home care), reduced quality of life, and caregiver burden. Efforts need to be directed not only at modifying risk factors but also at attempting to prevent, treat, and remediate deficits.
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17

Rucci, Jennifer M., and Robert E. Feinstein. Neurocognitive Disorders and Mental Disorders Due to Another Medical Condition. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0005.

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The defining feature of neurocognitive disorders is a decline in cognitive functioning. Patients suffering from delirium experience an acute change in mental status, fluctuating levels of consciousness, and an inability to acquire new information. Patients with major neurocognitive disorder experience significant cognitive decline in complex attention, executive function, learning and memory, language, perceptual-motor, and social cognition. The chapter also discusses mental disorders due to another medical condition. These patients can experience psychotic, mood, or anxious symptoms or a personality change; their intellectual functioning usually remains intact. A patient presenting with a first episode of psychiatric symptoms and no prior psychiatric history should be evaluated for an acute medical etiology causing the psychiatric symptoms, particularly if he or she is over 40 years of age. Anticholinesterase inhibitors (donepezil, galantamine, and rivastigmine) may slow the rate of cognitive decline in Alzheimer’s disease, and the combination of an anticholinesterase inhibitor and memantine may be more effective than either medication alone.
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18

Jones, Christina, Peter Gibb, and Ramona O. Hopkins. Testimonies in Understanding the Psychological and Cognitive Problems Faced by Survivors of Critical Illness. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199398690.003.0001.

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Millions of patients are treated in intensive care units (ICUs) each year, and the number of survivors is growing as a result of advances in critical care medicine. Unfortunately, many survivors of critical illness have substantial morbidity. Physical, psychological, and cognitive impairments are particularly common—so much so that a group of clinicians coined the term “post-intensive care syndrome” (PICS) to help raise awareness. Patients surviving critical illnesses are often quite weak, and physical therapy, hopefully starting in the ICU, is vital. But weakness is only one of the problems critical-illness survivors and their loved ones face. Unfortunately, many survivors are left with cognitive impairment (e.g., impaired memory, attention, and executive functioning), as well as distress-related psychiatric phenomena such as posttraumatic stress and depression. Importantly, these problems are not limited to adult patients, and loved ones also suffer. In this chapter the authors describe their personal journeys in coming to understand the suffering and issues that critical-illness survivors and their families face.
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19

van Wingerden, Evelien, Arjan van Tilborg, and Hans van Balkom. Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0012.

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Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.
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20

Chasiotis, Athanasios. The developmental role of experience-based metacognition for cultural diversity in executive function, motivation, and mindreading. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0007.

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How children obtain an understanding of mental states in others—“mindreading” or “theory of mind” (ToM)—during their cognitive development is a major concern in developmental psychology. There is also much debate about and empirical research on the developmental relationship between ToM and the set of processes that monitor and control thoughts and actions, i.e., executive functioning (EF). Until recently, little was known about the cross-cultural variation of both concepts. This chapter presents empirical findings on these concepts and takes a metacognitive perspective to clarify their relationship. A series of cross-cultural studies have been undertaken to specify the relationship between EF and ToM by verifying assumptions about the quality of conflict inhibition necessary for the development of ToM’s key aspect, false-belief understanding. The main argument is that an experience-based view of the metacognitive mechanisms involved might give a more parsimonious explanation of their relationship and their cultural variations.
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21

Willer, Jan. Could it be Adult ADHD? Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190256319.001.0001.

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One out of every 10 adult psychotherapy clients—or more—probably has attention deficit/hyperactivity disorder (ADHD). When psychotherapists miss the ADHD, treatment is frustrating and less effective. This book is for the general mental health professional who wishes to learn how to recognize, assess, and treat adult ADHD. Adults with ADHD are very different, developmentally and symptomatically, from children. ADHD affects adults of all races, gender identities, and backgrounds, and obvious hyperactivity is rarely part of the adult clinical picture. This book provides a full description of adult ADHD symptoms, based on the most current research, including executive functioning problems, emotional dysregulation, atypical reward sensitivity, and problems with time perception. Complete guidance to recognizing adult ADHD is provided, including behavior displayed during psychotherapy, developmental issues, educational challenges, and adaptive functioning problems. Depression, anxiety, self-image issues, and substance abuse are addressed, since these mental health problems are commonly associated with adult ADHD. Guidance is provided to help the mental health practitioner provide psychoeducation about cognitive differences in ADHD, which is essential for client self-acceptance and adaptive functioning. Common psychotherapy problems with ADHD clients are addressed, including chronic lateness to sessions, missed appointments, motivation problems, difficulties with homework, and tangentiality. The principles of cognitive-behavioral treatment of ADHD are provided, along with case examples to illustrate the implementation of these techniques. An overview of medications for ADHD is provided, including their benefits, contraindications, and side effects. Nontraditional treatments are reviewed for their effectiveness.
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22

Hopkins, Ramona O., and James C. Jackson. Neurocognitive impairment after critical illness. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0382.

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More than 5 million individuals are admitted to intensive care units (ICUs) in North America annually. Due to improvements in treatment, increasing numbers of these individuals survive and go on to develop long-term neurocognitive impairment in a variety of cognitive domains. As evidence from over two dozen studies demonstrates, neurocognitive impairment occurs in up to two-thirds of individuals. While it may be particularly common in those with pre-existing vulnerabilities, even patients who are young with robust health prior to critical illness are at risk of post-ICU neurocognitive impairment. While neurocognitive impairment may improve over time and even dissipate in a subset of ICU survivors, neurocognitive impairment is often permanent and, in some cases may be progressive. As commonly occurs in the context of acquired brain injury, the neurocognitive impairment observed after critical illness is typically diffuse, although domains including memory, attention, and executive functioning are often particularly impaired. This impairment is sufficiently severe to negatively impact daily functioning. Although the risk factors and mechanisms undergirding neurocognitive impairment have yet to be fully elucidated, potential contributors include inflammation, hypoxia, and delirium. While one way to impact on the prevalence and incidence of cognitive impairment after critical illness is to attempt to modify key ‘in-hospital’ risk factors, another approach involves the use of post-ICU cognitive rehabilitation, which is increasingly being successfully employed with other impaired medical populations.
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23

Ritschel, Lorie A., and Christopher S. Sheppard. Hope and Depression. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.22.

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This chapter examines the relationship between hopeful thinking and major depressive disorder. Hope is a positive psychology construct that comprises goals, agency thinking, and pathways thinking and has been associated with psychological and physical well-being and psychosocial outcomes. Depression is inversely correlated with hope and is characterized by a host of symptoms and psychological correlates, including feelings of sadness, negative self-talk, amotivation, and difficulties in problem-solving and concentrating. This chapter explores the empirical evidence regarding the relationship between hope and depression, including the relationship between the subcomponents of hope (i.e., pathways and agency thinking) and the biological (e.g., neural reward systems) and cognitive (e.g., executive functioning) correlates of depression. In addition, the evidence for hope as a viable route for remediating depressive symptoms is reviewed, and future directions are proposed.
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24

van de Ven, Vincent, Henry Otgaar, and Mark L. Howe. A Neurobiological Account of False Memories. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190612016.003.0005.

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This chapter discusses human functional neuroimaging findings about how the brain creates true and false memories. These studies have shown that different brain systems contribute to the creation and retrieval of false memories, including systems for sensory perception, executive functioning and cognitive control, and the medial temporal lobe, which has long been associated with episodic and autobiographical memory formation. Many neuroimaging findings provide support for an associative account of false memories, which proposes that false memories arise from associating unrelated mental experiences in memory. At the same time, other neuroimaging findings suggest that false memory creation may depend on states of brain activity during memory encoding. Finally, the chapter briefly provides cautionary notes about using functional neuroimaging as a tool to assess private mental states in individual cases in the courtroom.
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