Implicit cognition is impaired and dissociable in a head-injured group with executive deficits

Barker, Lynne Ann; Andrade, Jackie; Romanowski, C.A.J.; Morton, Nicholas; Wasti, S. Arzu

doi:10.1016/j.neuropsychologia.2005.12.005

Cited by 12 publications

(31 citation statements)

References 41 publications

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“…Due to the multi-componential nature of awareness, executive and implicit cognitive constructs several measures of each were selected to best capture underlying processes (Miyake et al, 2000;Barker et al, 2006;Andrés & Van Der Linden M, 2002). Awareness measures were chosen to measure metacognitive and emergent/anticipatory aspects of awareness in line with awareness conceptual models (Toglia & Kirk, 2000;Morris & Hannesdottir, 2004;Crosson et al, 1989), and on the recommendation of other researchers (O'Keeffe et al, 2007).…”

Section: Participantsmentioning

confidence: 99%

“…Tests of executive function included, the Self-ordered Pointing Test measure of response monitoring (SOPT; Petrides & Milner, 1982) Benton & Hamsher, 1989) was selected as a modality specific distractor task for the mere exposure effect task to prevent explicit rehearsal of auditory primes and is not considered further here though descriptive data are provided ( Table 2 results section). Serial Reaction Time and mere exposure effect implicit tasks were chosen to measure implicit cognition as they are thought to depend on mechanisms governing tacit non-verbal encoding and decoding of contextual cues (Lieberman, 2000), and are sensitive to pathology across patient-based studies (Barker et al, 2006;Barker et al, 2010;Beldarrain et al, 2002).…”

Section: Participantsmentioning

confidence: 99%

“…This computer-based task has been used in previous studies with TBI patient and control groups (Barker, Andrade & Romanowski, 2004;Barker et al, 2006;Barker et al, 2010). Participants completed a practice session before beginning the task.…”

Section: Implicit Experimental Tasksmentioning

confidence: 99%

“…Mere exposure effect task (Zajonc, 1968;1980) This task has been used in previous studies with neuropathological and control groups (Barker et al, 2010;Barker et al, 2006). Participants were instructed to listen to one of two lists of fifteen disyllabic Finnish words, matched for likeability, recorded on compact disc and presented audibly as in previous studies.…”

Section: Implicit Experimental Tasksmentioning

confidence: 99%

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The contribution of injury severity, executive and implicit functions to awareness of deficits after traumatic brain injury (TBI)

Morton

Barker

2010

J Int Neuropsychol Soc

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Deficits in self-awareness are commonly seen after Traumatic Brain Injury (TBI) and adversely affect rehabilitative efforts, independence and quality of life (Ponsford, 2004). Awareness models predict that executive and implicit functions are important cognitive components of awareness though the putative relationship between implicit and awareness processes has not been subject to empirical investigation. (Toglia & Kirk, 2000; Ownsworth, Clare & Morris, 2006; Crosson et al., 1989). Severity of injury, also thought to be a crucial determinant of awareness outcome post-insult, is under-explored in awareness studies (Sherer et al., 1989).The present study measured the contribution of injury severity, IQ, mood state, executive and implicit functions to awareness in head-injured patients assigned to moderate/severe head-injured groups using several awareness, executive and implicit measures. Severe injuries resulted in greater impairments across most awareness, executive and implicit measures compared to moderate injuries, although deficits were still seen in the moderate group. Hierarchical regression results showed that severity of injury, IQ, mood state, executive and implicit functions made significant unique contributions to selective aspects of awareness. Future models of awareness should account for both implicit and executive contributions to awareness and the possibility that both are vulnerable to disruption after neuropathology.

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Section: Participantsmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

Section: Implicit Experimental Tasksmentioning

confidence: 99%

Section: Implicit Experimental Tasksmentioning

confidence: 99%

See 2 more Smart Citations

The contribution of injury severity, executive and implicit functions to awareness of deficits after traumatic brain injury (TBI)

Morton

Barker

2010

J Int Neuropsychol Soc

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“…Whether social and executive functions (functions important for autonomous and independent behaviour) follow linear and non-linear developmental trajectories corresponding to morphological brain change as claimed, remains to be established (Gogtay et al, 2004). However, there is mounting evidence from group (Barker et al, 2006 and longitudinal case study data that frontal trauma sustained prior to developmental and maturational plateaus of late adolescence/early adulthood produce graver deficits to sociocognitive and executive functioning than injuries sustained later in adulthood (Anderson, Catroppa, Morse, Haritou & Rosenfeld, 2005;Anderson, Damasio, Tranel & Damasio, 2000;Anderson, Bechara, Damasio, Tranel & Damasio, 1999;Barlow, Thomson, Johnson & Minns, 2005;Eslinger, Biddle & Grattan, 1997;Tranel & Eslinger, 2000). Considered together findings 5 provide indirect support that maturational brain change occurring in late adolescence has profound and enduring implications for social cognitive and executive abilities across adulthood.…”

Section: Introductionmentioning

confidence: 99%

The typical developmental trajectory of social and executive functions in late adolescence and early adulthood.

Taylor

Barker

Heavey

et al. 2013

Developmental Psychology

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Executive functions and social cognition develop through childhood into adolescence and early adulthood and are important for adaptive goal-oriented behavior (Apperly, Samson, & Humphreys, 2009; Blakemore & Choudhury, 2006). These functions are attributed to frontal networks known to undergo protracted maturation into early adulthood (Barker, Andrade, Morton, Romanowski, & Bowles, 2010; Lebel, Walker, Leemans, Phillips, & Beaulieu, 2008), although social cognition functions are also associated with widely distributed networks. Previously, nonlinear development has been reported around puberty on an emotion match-to-sample task (McGivern, Andersen, Byrd, Mutter, & Reilly, 2002) and for IQ in midadolescence (Ramsden et al., 2011). However, there are currently little data on the typical development of social and executive functions in late adolescence and early adulthood. In a cross-sectional design, 98 participants completed tests of social cognition and executive function, Wechsler Abbreviated Scale of Intelligence (Wechsler, 1999), Positive and Negative Affect Schedule (Watson, Clark, & Tellegen, 1988), Hospital Anxiety and Depression Scale (Zigmond & Snaith, 1983), and measures of pubertal development and demographics at ages 17, 18, and 19. Nonlinear age differences for letter fluency and concept formation executive functions were found, with a trough in functional ability in 18-year-olds compared with other groups. There were no age group differences on social cognition measures. Gender accounted for differences on 1 scale of concept formation, 1 dynamic social interaction scale, and 2 empathy scales. The clinical, developmental, and educational implications of these findings are discussed.

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Unconscious Representations 1: Belying the Traditional Model of Human Cognition

Augusto

2013

Axiomathes

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Implicit cognition is impaired and dissociable in a head-injured group with executive deficits

Cited by 12 publications

References 41 publications

The contribution of injury severity, executive and implicit functions to awareness of deficits after traumatic brain injury (TBI)

The contribution of injury severity, executive and implicit functions to awareness of deficits after traumatic brain injury (TBI)

The typical developmental trajectory of social and executive functions in late adolescence and early adulthood.

Unconscious Representations 1: Belying the Traditional Model of Human Cognition

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