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No description available.

Exposure to interparental conflict has been implicated in children's development. Research suggests that underlying mechanisms, such as neuropsychological indicators of cognitive processes, may shed light on how exposure to interparental conflict differentially influences children's outcomes over time. Event-related potentials (ERP), extracted from electroencephalogram data, allow for examination of neuropsychological markers of cognition based on precise timing and scalp topography of electrical activity in the brain. For example, the late positive potential (LPP) ERP component has been implicated in the timing and magnitude of sustained attention and emotion regulation processes elicited in response to emotionally salient stimuli. LPP amplitudes and peak latencies were compared for a community sample of 23 children (9-11 years of age, 12 females) during an oddball task, which used images of couples looking angry, happy, and neutral toward each other. Linear mixed models were used to analyze whether children's perceptions of interparental conflict, and whether they were from high- compared to low-conflict homes, influenced their level of neuropsychological resources directed toward angry compared to happy emotionally-charged interpersonal images. Significant results were found for when children were directed to respond to angry images. Differences emerged in LPP amplitudes for all children in the sample, with the greatest amplitudes produced for happy images compared to neutral and angry images. Regarding conflict exposure and perceptions of conflict, children from homes with greater levels of conflict and children who blamed themselves for conflicts they witnessed between parents produced greater LPP amplitudes when happy trials were presented compared to neutral trials. Finally, females reached their maximum LPP amplitude faster than males for neutral trials compared to angry trials. Results are discussed in terms of the implications for children's processing of interpersonal emotions as it is related to underlying neuropsychological mechanisms for sustained attention and emotion regulation.

Mindfulness-based meditation practices involve various attentional skills including the ability to sustain and focus ones attention. During a simple mindfulness based breath awareness meditation, sustained attention is required to maintain focus on the breath while meta-cognitive awareness and executive control are required to detect and correct mind wandering. The purpose of this thesis was to investigate whether a simple, mindfulness based breath awareness meditation, administered over a short period to meditation naïve individuals could modulate core attentional functions and associated task related neural activity. Two longitudinal randomised control studies were conducted. The aim of the first study was to establish if said modulations were possible in a sample of healthy adults, meeting a current research need for longitudinal evidence in this field and providing important information regarding a potential mechanism for the salutary effects widely observed from the use of mindfulness based interventions. It was found that short term engagement with a mindfulness based breath awareness meditation can modulate core attentional functions and task related neural activity, with specific modulations found in electrophysiological markers of sustained attention to the goal/task at hand and perceptual stimulus discrimination. In line with current theoretical models it is argued that modulations to such core attentional processes following short term training may provide a platform upon which mindfulness related salutary effects are built. The second study was designed to establish if such modulations were possible in older adults. It is argued that mindfulness training may have utility for increasing cognitive reserve, a potential mechanism by which age related declines in cognitive functions may be mitigated. It was found that both behavioural and electrophysiological markers of core attentional functions were modulated following 8 weeks mindfulness training but not following a matched active control group condition (simple brain training exercises). The reviewed extant evidence and findings of this study suggest that mindfulness meditation may enhance cognitive reserve through the repeated activation of attentional functions and associated neural activity during practice and are consistent with recent theoretical models of cognitive reserve. The potential for mindfulness training to positively modulate core attentional functions in older adults and to potentially impact cognitive ageing demands further investigation.

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No description available.

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Text in Afrikaans / Hierdie studie ondersoek die moontlikheid dat aandagtekort versteuring met hiperaktiwiteit(ATHV/H) verband hou met probleme met voortgesette aandag, terwyl aandagtekort versteuring sander hiperaktiwiteit(ATHV/SO) verband hou met probleme met gefokusde aandag. Neurosielkundige toetse waarmee voortgesette- en gefokusde aandag gemeet word, word gebruik om drie groepe, naamlik ATHV/H(n=24), ATHV/SO(n=l5) en 'n kontrole groep(n=21), met mekaar te vergelyk. Resul tate dui daarop dat die groep ATHV/SO beduidend swakker presteer as die ander twee groepe op sommige van die toetse van gefokusde aandag, en ook neig om swakker te presteer op die toets van voortgesette aandag. Die groep ATHV/SO se probleme blyk gekoppel te wees aan 'n stadiger spoed van kognitiewe prosessering en 'n toestand van hipoopwekking. Die groep ATHV/H presteer nie beduidend swakker as die ander twee groepe op die toets van voortgesette aandag nie, maar presteer wel swakker as die kontrole groep op die Stroop Colour-Word Test waar inhibisie van ontoepaslike response vereis word. Die groep ATHV /H se probleme blyk verband te hou met frontale disfunksie wat manifesteer as 'n neighing tot impulsiwiteit en gebrekkige gedragsregulering. / This study examined the possibility that attention deficit disorder with hyperactivity(ADHD/H) is related to problems with sustained attention, while attention deficit disorder without hyperactivity (ADHD/WO) is related to problems with focussed attention. The performance of three groups: ADHD/H (n=24), ADHD/WO(n=15) and a control group(n=21) were compared. Results indicated that the ADHD/WO group performed significantly poorer than the other two groups on some of the tests of focussed attention and also tended to perform poorer on the test assessing sustained attention. This groups' symtoms appear to be related to a slowed speed of processing and a state of hypo-arousal. The ADHD/H group did not perform poorer than the other two groups on the test assessing sustained attention. The ADHD/H groups' symptoms appear to be related to frontal dysfunction resulting in impulsivity and poor behavioural control. / Psychology / M.A. (Sielkunde)

Attention is a key mental function in everyday life, but unfortunately we easily get distracted. The brain correlates underlying sustained attention, the so-called sustained attention network (SAN), have been well identified, as have the brain correlates underlying mind-wandering, the so-called default mode network (DMN). Nevertheless, even though we know about the underlying brain processes, this knowledge has not yet been translated in advanced brain-based attention training protocols. Here we proposed to use a novel brain imaging technique based on real-time functional magnetic resonance imaging (fMRI) to provide individuals with information about ongoing levels of activity in the attention and the default mode networks. To the best of our knowledge, this is the first study to show that, with the help of that fMRI-neurofeedback, individuals can learn how to improve controlling of, at the same time, SAN activation and DMN deactivation. This learning process was explained mainly in terms of DMN deactivation. Behavioral effects were observed when separating a group with the best learners in an overall measure of attention and specifically in the task-switching ability, controlled by a test-retest group performing the same behavioral tests battery. Neurofeedback-induced functional connectivity changes were also observed in multiple brain regions positively and negatively related to attention. Although the behavioral effects were no longer present two months after training, participants still held the learned ability of controlling self-regulation of the concerned networks. This approach potentially provides a non-invasive and non-pharmacological tool to deliver general enhancements in the attention ability for healthy subjects and it can be potentially beneficial to many neurological and psychiatric patients. We also show in this thesis compelling evidence that brain regions definition and other experimental parameters are crucial for inducing learning of self-regulation via fMRI-neurofeedback, in a similar study also considering differential signal of attention-related competitive networks. We finally present Personode, a useful, easy to use, and open access toolbox to neuroimaging researchers, for independent component analysis maps classification into canonical resting-state networks and regions-of--interest definition in individual and group levels. We also show that the toolbox leads to better results for task-induced activation and functional connectivity analyses. / A atenção é uma função mental crucial na vida cotidiana, mas infelizmente distrai-se facilmente. Os fundamentos cerebrais que sustentam a atenção, a chamada rede de atenção, foram satisfatoriamente identificados, assim como os fundamentos cerebrais que sustentam a divagação, a chamada rede de modo padrão. Entretanto, embora tais processos sejam conhecidos, este conhecimento ainda não foi transformado em protocolos avançados de treinamento de atenção baseado na atividade cerebral. Portanto, é proposto o uso de uma nova técnica baseada em imageamento por ressonância funcional (fMRI) em tempo real para proporcionar aos indivíduos informação sobre os níveis de atividade cerebral atuais nas redes de atenção e de modo padrão. Segundo nosso conhecimento atual, esse é o primeiro estudo a mostrar que, com o auxílio do neurofeedback baseado em fMRI, indivíduos podem aprender como melhorar o controle da ativação da rede de atenção e da desativação da rede de modo padrão ao mesmo tempo. Este processo de treinamento poderia ser explicado principalmente em termos da desativação da rede de modo padrão. Efeitos comportamentais foram observados, ao separar um grupo com os melhores aprendizes, em uma medida de atenção geral e, especificamente, na habilidade de alternação de tarefas, controlado por um grupo teste-reteste realizando a mesma bateria de testes comportamentais. Alterações em conectividade funcional induzidas por neurofeedback foram também reveladas em múltiplas regiões cerebrais positiva e negativamente relacionadas à atenção. Embora os efeitos comportamentais não puderam ser constatados depois de dois meses após o treinamento, os participantes ainda mantiveram a habilidade de controlar a autorregulação das redes em questão. Esse método provê uma ferramenta não-invasiva e não-farmacológica para proporcionar melhorias gerais na habilidade de atenção para sujeitos saudáveis, o que pode ser potencialmente benéfico para muitos pacientes de desordens neurológicas e psiquiátricas. Nesta tese, são mostradas evidências convincentes de que a definição de redes cerebrais e outros parâmetros experimentais de neurofeedback baseado em fMRI são decisivos para a indução do aprendizado de autorregulação, em um estudo similar, também considerando o sinal diferencial de redes competitivas relacionadas à atenção. Finalmente, é apresentado Personode, uma ferramenta útil, de fácil utilização e de livre acesso direcionado a pesquisadores em neuroimagem, para classificação de mapas produzidos por uma análise de componentes independentes em redes de repouso canônicas e definições de regiões de interesse em níveis individuais e de grupo. É também mostrado que a ferramenta conduz a melhores resultados para análises de ativação induzida à tarefa e conectividade funcional.