Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-10-09 Cooperative journals: 《心理科学进展》
Abstract： Attention-deficit/hyperactivity disorder (ADHD) is a persistent neurodevelopmental disorder characterized by inattention and/or hyperactivity-impulsivity, which is closely related to the executive function deficits resulting from the dysplastic of prefrontal cortex. However the underlying psychological mechanisms behind neurological abnormalities leading to core symptoms in children with ADHD remain unclear, particularly how executive function deficits, which are related to abnormal prefrontal development as the underlying cognitive deficit and endophenotype, influence the emergence of core symptoms of ADHD. To address this scientific question about why and how executive function affect the two core symptoms of ADHD, the following aspects are analyzed and discussed. Firstly, based on the neuro - cognitive - behavioral developmental path, it can be inferred that executive function deficits may be the pathogenesis of the core symptoms of ADHD at the cognitive level and act as a cognitive bridge connecting neuro-developmental abnormalities to the core symptoms. Secondly, executive function can be divided into two distinct components: “cold” and “hot”, which may be the two cognitive pathways leading to different core symptoms of ADHD. And these deficits can result in different behavioral manifestations and have diverse effects on developmental outcome. Among that, the “cool” executive function deficits rooted in the dorsal prefrontal cortex might be the dominant factor affecting inattention symptoms, while the “hot” executive function deficits linked to the ventromedial prefrontal cortex might be emerge as the primary contributor to the symptom of hyperactivity and impulsivity. Building upon this understanding, the present study combines empirical and theoretical evidence to investigate the specific mechanisms through which deficits in the subcomponents of “cold” and “hot” executive function influence the two core symptoms of ADHD. And a graph is presented to illustrate the relationships between the abnormal behavioral manifestations and key executive function deficits observed in children with ADHD under these two core symptom categories. Specifically, on the one hand, the deficits in “cool” executive function mainly results in failures in working memory representation, lack of inhibitory control, and difficulties in cognitive flexibility, and further lead to limitations in attention maintenance, selection, and switching. On the other hand, the deficits in “hot” executive function bring problems like delay aversion, reward abnormality and motivation disorders, which make one fail to inhibit behavior and more likely to make impulsive decision, thereby displaying more symptoms of hyperactivity or impulsivity. In addition to elaborating the specific mechanisms of action of executive function deficits affecting core symptoms of ADHD from the perspective of cognitive and neural correlations, further empirical evidence is provided to support and refine the mechanisms from the perspective of causal manipulation of cognitive interventions and neuroregulatory techniques. Finally, future studies are expected to examine and improve the theoretical model of “cold” and “hot” executive function deficits affecting the core symptoms of ADHD, and provide more empirical evidence at the cognitive neural level. Meanwhile, future studies need to examine this influence the mechanism mentioned above in ecological backgrounds, and further develop intervention projects with personalization, precision and long-acting to alleviate the core symptoms of ADHD based on executive function. To sum up, examining the impact and mechanisms of “cold” and “hot” executive function deficit on the two core symptoms of ADHD children from the perspectives of neuroscience, cognition, and behavior is of great scientific value and practical significance. This exploration offers evidence at the cognitive and neuroscience levels, enabling a deep understanding of the pathogenesis of ADHD. Additionally, it provides an evidence-based foundation for individualized interventions and precise treatments for children with ADHD by examining the effectiveness of interventions through causal manipulation of cognitive interventions and neuroregulatory techniques.
Subjects: Psychology >> Cognitive Psychology submitted time 2023-07-05
Abstract： Attention-deficit/hyperactivity disorder (ADHD) is a persistent neurodevelopmental disorder characterized by inattention and/or hyperactivity-impulsivity, which is closely related to the executive function deficits resulting from the dysplastic of prefrontal cortex. Based on the neuro-cognitive-behavioral developmental path, it is proposed that executive function deficits may be the pathogenesis of the core symptoms of ADHD at the cognitive level, among which the "cool" one related with the dorsal prefrontal cortex might be the dominant factor affecting inattention, and the “hot” one linked to the ventromedial prefrontal cortex could play the main role in the manifestation of hyperactivity-impulsivity. On the one hand, deficits in "cool" executive function mainly result in failures in working memory representation, lack of inhibitory control, and difficulties in cognitive flexibility, and further lead to limitations in attention maintenance, selection, and switching. On the other hand, deficits in "hot" executive function bring problems like delay aversion, reward abnormality and motivation disorders, which make one fail to inhibit behavior and more likely to make impulsive decisions, thereby displaying more symptoms of hyperactivity- impulsivity. Future studies are expected to examine and improve theoretical models of “hot” and “cold” executive function deficits affecting the core symptoms of ADHD, and provide more empirical evidence at the cognitive neural level. Meanwhile, future studies need to examine the mechanism mentioned above in ecological backgrounds, and further develop intervention projects with personalization, precision and long-acting to alleviate the core symptoms of ADHD based on executive function.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Procrastination, as Steel (2007) reviewed, is the phenomenon that individuals voluntarily delay to start or complete an intended course of action despite expecting to be worse off for the delay. The previous studies have indicated that chronic procrastination exists in different cultural backgrounds, with about 15% ~ 20% of adults troubled. Academically, more than 40% of students admit to academic procrastination, and some may even suffer from chronic tendencies. With the rapid development of modern society, the problem of procrastination is more serious and prominent. Obviously, putting off the task irrationally not only does harm to individuals’ study, work, emotion, but also endangers mental health. However, little is known about procrastination concerning the core mechanism of origin, the critical period of its formation, and its corresponding underlying neural substrates. To fill this gap, the current study investigates the core mechanism of procrastinated decision - making which rely on the Temporal Decision Model (TDM) we outlined, and explores the developmental cognitive neural mechanism of procrastination form a behavior - environment - brain perspective, and also sheds light on how to prevent or intervene the procrastination in these critical periods. First of all, the behavioral development measurement of the study aims to use a cross-sectional design to explore the occurrence and developmental characteristics of procrastination, the critical period (sensitive period) and the relevant influence factors (including various environmental and educational variables) of procrastination formation in children with three age groups (6 ~ 8 years, 10 ~ 12 years, and 12 ~ 15 years). And we also investigates the effects or underlying mechanisms of the cognitive abilities such as self-control, long-term value evaluation, time discounting, and emotion regulation on procrastination at each age stage. Meanwhile, the time decision model of procrastination is tested and refined in the study form a developmental perspective. Secondly, on the basis of neural level, procrastination is related to functional deficits in the frontal lobe, limbic system (e.g., amygdala, hippocampus) and other brain regions. Thus, the brain development measurement of the study aims to examine the development of brain structure and brain function in children aged 6 ~ 15 years using Magnetic Resonance Imaging (MRI) multimodal imaging techniques (including task, resting, voxel-based morphometry (VBM), diffusion tensor imaging (DTI)), and functional Near-Infrared Spectroscopy (fNIRS) techniques. Based on the correlation analysis among brain structural data, functional data and behavior data, the study systematically investigates the developmental cognitive mechanisms of procrastination that are influenced by relevant influence factors, such as long-term value evaluation, delay discounting, self-control, emotion regulation and episodic future thinking. In addition, the study intends to build a behavioral - environmental - brain multilevel model for predicting the formation of procrastination in children. By integrating multimodal data on behavior, environment, and brain variables, the influence of environmental variables on procrastination through the malleability of brain structure and function is examined using the mediation analysis and structural equation model. What’s more, considering behavioral intervention for procrastination and malleability of the brain development, the study also sheds light on develop a clinical proposal for the prevention and intervention of procrastination at each critical periods according to the developmental characteristics of each age (including childhood, adolescence, and adult), mainly using intervention training methods, such as episodic future thinking, time management, and emotion regulation, and so on. To sum up, on the one hand, the current study can reap enormous scientific contributions to clarify the neurocognitive mechanism and the rules of development of procrastination; on the other hand, the study further obtain the practical significance for the prevention and intervention against procrastination behavior with exploring the effectiveness of intervention from the perspective of brain malleability.
Subjects: Psychology >> Developmental Psychology submitted time 2020-12-02
Abstract： " Procrastination, as Steel (2007) reviewed, is the phenomenon that individuals voluntarily delay to start or complete an intended course of action despite expecting to be worse off for the delay. The previous studies have indicated that chronic procrastination exists in different cultural backgrounds, with about 15%~20% of adults troubled. Academically, more than 40% of students admit to academic procrastination, and some may even suffer from chronic tendencies. Obviously, putting off the task irrationally not only does harm to individuals’ study, work, emotion, but also endangers mental health. However, little is known about procrastination concerning the core mechanism of origin, the critical period of its formation, and its corresponding underlying neural substrates. To fill this gap, the current study investigates the core mechanism of procrastinated decision-making, especially the cognitive and neural mechanisms of long-term value evaluation, delay discounting and self-control, which rely on the Temporal Decision Model (TDM) we outlined. In addition, on the basis of child development, we further aim to clarify the formation of the critical period and ascertain the relevant factors and corresponding neural mechanisms from a behavior-environment-brain perspective. What’s more, considering intervention for procrastination and malleability of the brain, we would also shed light on how to prevent or intervene the procrastination in these critical periods. Thus, the current project can reap enormous scientific contributions to clarify the neurocognitive mechanism and the rules of development of procrastination, and further obtain the practical significance for the prevention and intervention against procrastination.
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