Cognitive Science 301

Applied Cognitive Science and Education
Fall 2006

• Attention
  • Production controls
    • "oversee the mind's output". (p 20), executive functions
      • writing, organizing, maintaining a friendship, having appropriate behavior
    • Previewing control
      • helps to predict the results of our actions
      • this allows for delayed gratification - attention to the future
      • this helps with smooth transitions between different tasks or different parts of a task
      • this is helpful in predicting and then monitoring the reactions of others in social situations
      • Dysfunction:
        • trouble seeing the finished product of a report or an essay
        • inability to anticipate consequences of their actions
        • difficulty moving from one task or one situation to another (knowing what is necessary for the next task helps transitions)
    • Facilitation and inhibition control
      • is necessary to regulate output for the anticipated result
      • this allows "an individual to review options for behavior, for verbal communication, for undertaking a task, or for various forms of problem solving" and then allows the BEST choice of action. (p 35)
      • motor activity is also regulated by facilitation and inhibition (to prevent excess activity or under-activity)
      • Dysfunction:
        • verbal, behavioral, effective, and/or motor control weaknesses may occur.
        • impulsive acts (without thought of consequences)
        • low tolerance, frustration when their 'way' to solve a problem is not available (alternatives may not be considered)
        • inability to seek the best methods for solving a problem or for studying, etc.
        • hyperactivity or underactivity
        • loud speech, emotional over-reaction to a situation, deficient problem-solving skills
    • Tempo control
      • "selects and applies the appropriate rate for completing a task" (p 37)
      • allows collaboration and coordination of multiple neurodevelopmental functions (thinking while speaking)
      • regulation, planning of time necessary to complete different tasks
      • Dysfunction:
        • some activities are rushed to get them done quickly (without regard to product)
        • other activities are done at such a slow pace that they are not completed
        • writing, which involves synchronous coordination of many different skills, often is negatively affected by tempo control dysfunction
    • Self-monitoring control
      • is continuous assessment of how things are going regarding all of the above aspects of attention (while doing and after)
      • ability to detect one's own errors AND correct them
        • in muscle movements
        • in social behavior
        • in academic skills, etc.
        • Dysfunction: 
          • careless mistakes (e.g., in writing or in interacting with friends) are not noticed and therefore not corrected
          • evaluation of performance is either weak or not present
          • feedback cues from many sources are ignored or not noticed
    • Reinforcement control
      • control of actions by reward and/or punishment
      • being sensitive to the effects of reward and/or punishment
      • allows past experiences to guide present and future actions
      • Dysfunction:
        • may show a "diminished response" to praise or negative feedback
        • may show little or no knowledge of positive consequences or negative consequences of past experiences

Fifty (or so) Great Things About ADD

Summary Questions

Review Figure 2-1 on page 21

• How do the different parts of the Mental Energy Control system integrate to allow appropriate attention during different tasks?

• Can any of these parts be controlled by behavior modification and/or medication?

• How does attention interact with and impact the other neurodevelopmental constructs?

• Which is more important: processing control, mental energy control, or production control?  Can a dysfunction in one area of these areas of attention affect (enhance or detract) from another attention area?

• What are some things that can cause breakdown of attention control? (p 42)

• Can people outgrow attention control problems?

Assessment of attention