Disorders of top–down cognitive control in students with learning difficulties

Kostandov, É. A.; Ea, Cheremushkin

doi:10.1134/s0362119717040065

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…It is important that at The Fifth International Luria Memorial Congress set formation stage all enrolled subjects correctly recognized facial stimuli differing in emotional expression. This observation suggests that a weakened top-down inhibitory control in subjects with rigid set appears to be insignificant to cause the abnormal functioning of recognition of facial emotional expression at the stage of experiment with undeveloped set [8].…”

Section: Introductionmentioning

confidence: 93%

Top–Down Cognitive Control in Students with a Rigid Set-on Facial Expression

Ea¹,

Petrenko²

2018

KLS

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Top–down cognitive control was studied in students by the model of fixed set for facial expression. In subjects with errors in the set fixing, it is weakened to the greatest extent. The hypothesis about the influence on the top–down cognitive control of the functional state of subjects caused by signs of autonomic dysfunction, personal anxiety, depression and sleep quality is considered. Keywords: top–down cognitive control, emotional facial expression, errors recognition, EEG, alpha oscillations

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Section: Introductionmentioning

confidence: 93%

Top–Down Cognitive Control in Students with a Rigid Set-on Facial Expression

Ea¹,

Petrenko²

2018

KLS

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Weakening of the Top-Down Inhibitory Influences from the Prefrontal Cortex under the Loading of the Working Memory in Students with Learning Difficulties

Kostandov

Petrenko

et al. 2018

Hum Physiol

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Changes in the Power Characteristics of the α-Rhythm in Students with Different Levels of Anxiety in Normal Sleep and Partial Deprivation Solving the Go/NoGo Problem

Petrenko

Alipov

et al. 2022

Hum Physiol

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The effect of partial sleep deprivation on cognitive control was studied in 26 students with different levels of trait anxiety. The synchronization–desynchronization reactions of the EEG α-oscillations were evaluated during the Go/NoGo test. In less anxious students, a reduction in sleep time on the night before the study led to a decrease in the desynchronization response to a positive conditioning stimulus (Go) and thus smoothed out the differences with the response to a stimulus that inhibited the behavioral response (NoGo). The smoothing of the α-rhythm responses to stimuli of different signal significance after deprivation indicated deterioration of cognitive control in this group. In students with a high level of anxiety, there were no differences in responses to Go/No Go stimuli either after a night’s sleep of normal duration or after a single sharp reduction of it. They probably had a reduced level of cognitive control, and it did not depend on partial sleep deprivation.

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Disorders of top–down cognitive control in students with learning difficulties

Cited by 3 publications

References 16 publications

Top–Down Cognitive Control in Students with a Rigid Set-on Facial Expression

Top–Down Cognitive Control in Students with a Rigid Set-on Facial Expression

Weakening of the Top-Down Inhibitory Influences from the Prefrontal Cortex under the Loading of the Working Memory in Students with Learning Difficulties

Changes in the Power Characteristics of the α-Rhythm in Students with Different Levels of Anxiety in Normal Sleep and Partial Deprivation Solving the Go/NoGo Problem

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