Summary Of Posner's Three Components Of Executive Attention

It is still not fully understood whether or not the action of certain tasks is actually dependant on both of the brain hemispheres, because they both appear to have control over some tasks. An example of this, is the left hemisphere which is said to be responsible for the analytic part of the tasks, such as reading and making calculations. Within many individuals, it is also the dominant centre of language

In the article “Divided Attention”, author David Glenn presents the problem of multitasking and the inefficiencies it causes to students and average day people, arguing that multitasking and the overconfidence that goes with it limits the abilities of the students without them realizing it. The author is able to successfully argue his point by using studies ran by credible sources as evidence to support his claims and by being able to connect to his intended audience by making it easier for the reader to understand more complex topics in humorous ways.

The interaction of object- and space-based covert visual attention in an attentional cuing task – a replication of Egly, Driver and Rafal (1994)

Attention Deficit Hyperactivity Disorder (ADHD) a neurobehavioral and cognitive disorder that is characterized by inattentive, impulsive and hyperactivity symptoms (Ko et al., 2013). It is a highly prevalent disorder among child and adolescent populations although approximately 15% of patients have been found to meet full symptom criteria into adulthood (Hoogman et al., 2013). ADHD has been related to various cognitive deficits in major areas of executive functioning such as planning, working memory decision making, goals setting, emotional attending (Ernst et al., 2003; Ko et al., 2013; Hulvershorn et al., 2014). In the past several decades, as technology has advanced and become more available for research purposes, researchers have been interested in looking at the neurological substrates that underpin Attention Deficit Hyperactivity Disorder. Many studies since have found that abnormalities in various regions of the brain are closely associated with specific behavioral and cognitive deficits that that are characterized by ADHD.

Is related to the difference of structure of a part of the brain that regulate attention. But, the real issue is the Behavior Inhibition and Self-regulation, how and where the attention needs to be redirected. Which is related to Executive

Describe: There was 6 people in the room passing around 2 different basketballs. The one group of people was wearing white while the other was wearing black. The point of this video is to count how many times the ball is passed around among the people wearing white. As you are trying to count all the group members they are moving and passing the ball. You are so focused on counting that you miss the gorilla walking right in the middle of the group. The ball was passed 15 times around the group wearing white.

Working memory is the immediate memory for the finite amount of material an individual is processing at the moment. This memory capacity allows an individual to keep information attainable and active in order to use them in various cognitive tasks. Working memory is similar to the outdated term known as short- term memory. According to the working memory approach proposed by Baddeley (1996), this immediate memory is a multipart system consisting of four components known as the phonological loop, visuospatial sketchpad, central executive, and the episodic buffer. The component in question is the central executive, which is responsible for integration of the other components. Is the central executive an essential part of working memory or is it simply a glorified homunculus?

I had been driving an 18-wheeler for many years and attention is a big deal after putting in a few hours behind the wheel. The early selection models of attention speak of having an idea of the information before deciding on what to filter and the late selection models say that the person has selections in mind before filtering (Goldstein, 2015). What I am getting from this that applies to my incidents in driving is that I knew a car was there before making a selection to avoid it, or I did not know the car was there until I made a selection to avoid it.

Bilingual children have been observed to surpass monolingual children in areas that require a large amount of concentration and cognitive control (Barac, Bialystok, Castro, & Sanchez, 2014; Kroll & Dussias, 2017). This can be based on the fact that the frontal cortex is constantly strengthening the neurological connections (Marian & Shook, 2012). In addition, structural changes within the brain such as grey and white matter increase within bilingual brains and even more so in multilingual brains (Li et al., 2014). Gray matter increases in volume and density the earlier the learner is introduced to a foreign language in which researchers have correlated this to the building of a larger vocabulary (Li et al.,

Studying is something that students have to do on some level almost constantly throughout their lives. They study to learn concepts and hopefully retain their observational inferences for as long as possible when the information is deemed important. Many objects and materials have meaning, so having the capability to differentiate between an attended message and an unattended one can mean that a person can accomplish the goal of learning with minimal effort. Some people have done research which suggests that different inputs can be differentiated spacially in order to divide attentional commitment (Banbury et al.) It would be exhausting to have a photographic memory with the capability to retain the knowledge value of everything that one

Compare and contrast early vs late selection models of attention. How well do they explain how we selectively attend to information?

EF starts to develop as early as one’s first year of life, with substantial development occurring during the preschool age (Kegel & Bus, 2014; Weiland, Barata, & Yoshikawa, 2014). Specifically, working memory shows an increase in growth during the preschool year (Kegel & Bus, 2014). According to Miyake et al. (2000) numerous studies are available that show when age-appropriate tasks are available, preschool children show an increase in their EF competencies. Children between the ages of 6 years and 8 years show great improvement in non-verbal EFs (e.g., planning, organization, and inhibition). For those tasks requiring

This part of the brain is the frontal cortex and it controls your reasoning this evidence came from the American Academy of child and adolescent psychiatry.

Bilingualism can be defined as speaking and understanding two languages (MacLeod, Fabiano-Smith, Boegner-Pagé & Fontolliet, 2012). The main empirical finding for the effect of bilingualism on cognition is in the evidence for enhanced executive control in bilingual speakers (Bialystok, Craik, Green, & Gollan, 2009). Executive functions encompass cognitive processes involved in control and management, such as planning, working memory, attention, problem solving, verbal reasoning, inhibition, mental flexibility, task