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Executive Functioning and Sentence Comprehension

Executive Functioning and Sentence Comprehension. Sarah Key-DeLyria, Ph.D., CCC-SLP Portland State University. Learning Objectives. 1. Define the categories of executive functions. 2. Define specific types of executive function skills within the general categories.

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Executive Functioning and Sentence Comprehension

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  1. Executive Functioning and Sentence Comprehension Sarah Key-DeLyria, Ph.D., CCC-SLP Portland State University

  2. Learning Objectives 1. Define the categories of executive functions. 2. Define specific types of executive function skills within the general categories. 3. Name tasks that are thought to test several specific executive functions. 4. Name specific executive function skills that may be used at different points during sentence comprehension.

  3. Executive Functioning: What is it? • A collection of constructs

  4. GOAL FORMULATION1 PLANNING1,4,5,6,7 Executive Function Categories Internally or Externally Generated1; Requires at least Intention1, Motivation1, and Self awareness1,2,3 Sustained attention1,2 Not necessarily a component but required for successful planning Hypothesizing and Hypothesis Testing6 Generate Alternatives4 or Verbal/ Design Fluency5,20 Problem Solving5,8,9 Decision making5 Rule Detection10 Strategizing4 Conceptual Framework1 CARRYING OUT ACTIVITIES1 e.g., Initiate, Switch, Stop Sequence, Maintain, in an Orderly & Integrated Manner UPDATING4,5,7,9,15 SHIFTING & INHIBITION Working Memory5,7,9,15 Modify15 or Update Information4,8,9,15 or Internal representation4 Sequencing4 Manipulate information9 Monitoring of information4 • Terms Referring to Shifting • Selectively attend to one and inhibit* effect of other stimuli2,5,15 • Engage/Disengage appropriately8 • New operation despite negative priming/ interference8 • Mental Flexibility8,16 • Cognitive Flexibility4,5,8,20 • Cognitive Control17 • Inhibitory Control16,18 • Attentional Control16,18 • Attention Shifting17 • Set shifting8,15,16,17 • Switching1,4,5,19 • *Types of Inhibition11 • Motor response Inhibition12 • Cognitive Inhibition12,13 • Suppresses irrelevant information already in working memory • Resistance to Interference13 • Prevents irrelevant information from entering working memory • Unintentional Inhibition8,12 • Can lead to reactive inhibition8 • Inhibition of prepotent response4,8 • Current target requires a ‘no’ response but it required ‘yes’ recently14; Intentional Inhibition8,12 • Reactive Inhibition7,14 • Inhibition of Return (IOR)8,21 • Target in a location that was previously cued; IOR occurs after a brief period of enhancement with the initial cue • Negative Priming8 • Current target where a distractor used to be 1Lezak, 1982 2Stuss & Alexander, 2000 3Spreen & Strauss, 1998 4Salthouse et al., 2003 5Alvarez & Emory, 2006 6Lehto, 1996 7Grossman et al., 2002 8Miyake et al., 2000 9Carpenter, Just, & Reichle, 2000 10Jurado & Rosselli, 2007 11Some consider inhibition to be a possible underlying feature of all EF subcomponents (Miyake et al., 2000); the inhibition types listed are not necessarily mutually exclusive 12Harnishfeger, 1995 13Wilson & Kipp, 1998 14Jonides, Smith, Marshuetz, Koeppe, & Reuter-Lorenz, 1998 15Collette & Van der Linden, 2002 16Mazuka, Jincho, & Oishi, 2009 17Novick et al., 2005 18Cowan, Fristoe, Elliott, Brunner, & Saults, 2006 19Baddeley, 1996 20Flexibility is often used loosely to refer to shifting, switching or even to take many viewpoints, especially in novel contexts3. Spreen and Strauss(1998) separate cognitive flexibility into spontaneous flexibility, synonymous with fluency, and reactive flexibility, defined as shifting. 21Klein, 2000 DUAL TASK or TIME SHARING 4,15,19 Allocate resources between tasks or processes Shifting terms are mostly synonymous but not always used with the same definitions or tasks20. Switching also refers to switching repeatedly in the dual task sense. Conflict resolution17 Shifting due to an internal representation not compatible with current demands EFFECTIVE PERFORMANCE1 e.g., Monitor1,4, Self-Correct, Regulate Tempo & Intensity Effective performance is required throughout many of the above processes

  5. Important Subcomponents • Planning • The delineation & identification of alternatives, organization, decision-making, and strategizing in relation to current choices or behaviors • Directed towards to future • Helps to update goals • Involves Strategizing • Involves Hypothesizing

  6. Important Subcomponents • Carrying out activities • Cognitive Control • Coordinate thoughts and actions in accordance with internal goals (overarching resource) • Indicates how much “top-down” control to exert • Set shifting • Doing something despite interference, negative priming, distraction (Miyake et al., 2000) • OR inhibit a previous item and activate a new item • OR maybe just activating a new item enough to shift well • Conflict Resolution • Monitors levels of conflict to pass on to ‘control centers’ • Seeks an alternative • Set shifting needs conflict resolution to determine level of control

  7. Important Subcomponents • Carrying out activities • Cognitive Inhibition • Resistance to interference • Inhibition of a prepotent response • Negative priming • Monitoring/ Error detection • Conflict resolution?

  8. Testing Executive Functions

  9. Plus-minus task

  10. How do we comprehend sentences? • Rules, Context, Meaning • But when? • Incrementally! • Theories of sentence processing • Garden Path Model (Frazier, 1987; Frazier & Rayner, 1982) • Multiple Constraints Model (Trueswell, Tanenhaus, & Garnsey, 1994) • “Good Enough” Model (Christianson, Hollingworth, Halliwell, & Ferreira, 2001)

  11. How do we test sentence comprehension? • Informal assessment • Token Test • New! Northwester Assessment of Verbs and Sentences (NAVS)

  12. Executive Function and Sentence Comprehension ARE linked • January et al., 2009 • Novick et al., 2004, 2005 • Prior & Gollan, 2013 • Ye & Zhou 2008, 2009 • Grossman et al., 2002; Waters & Caplan, 1997 (PD) • Novick et al., 2010; Hamilton & Martin, 2005 (VLPFC damage cases) • Sesma et al., 2009 (ADHD) • Christiansen et al., 2010 (Aphasia: Agrammatism) • Hinchliffe et al., 1998 (TBI)

  13. IP Temporarily Ambiguous Sentence Comprehension IP IP ? Conj NP VP VP PP NP V While the man hunted the deer ran into the woods. PP NP VP Conj NP VP IP IP IP Christianson et al., 2001

  14. Ambiguous Sentence Resolution and EFs • Pre-sentence • Planning • Goal setting • Where’s the data? • Initial interpretation • Maintaining the goal • Sequencing • Strategic Planning • Hypothesizing (Novais-Santos et al., 2007) • Cognitive Inhibition of possible alternatives in WM

  15. Ambiguous Sentence Resolution and EFs • Wait, what? (encountering an unexpected ending) • Monitoring/ Error detection • Conflict resolution (Ye & Zhou, 2008) • Cognitive control (Novick et al., 2004, 2005) • Hypothesizing? • Maintaining the goal? • Resolving (maybe) • Set shifting • Maybe not fully inhibiting that first parse • Switching (Novais-Santos et al., 2007) • Negative Priming • Inhibition of a prepotent response

  16. References

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