Using Dual Process Models to Examine Impulsivity Throughout Neural Maturation

Abstract

The multivariate construct of impulsivity is examined through neural systems and connections that comprise the executive functioning system. It is proposed that cognitive and behavioral components of impulsivity can be divided into two distinct groups, mediated by (1) the cognitive control system: deficits in top-down cognitive control processes referred to as action/cognitive impulsivity and (2) the socioemotional system: related to bottom-up affective/motivational processes referred to as affective impulsivity. Examination of impulsivity from a developmental viewpoint can guide future research, potentially enabling the selection of more effective interventions for impulsive individuals, based on the cognitive components requiring improvement.

Processing of Emotions in Speech in Forensic Patients With Schizophrenia: Impairments in Identification, Selective Attention, and Integration of Speech Channels

“…Deficits in selective attention and inhibition of irrelevant information may (at least partly) explain violent behaviors in individuals with schizophrenia. Within the context of criminal behavior, selective attention has been associated with behavioral regulation (58,69,70). Accordingly, responding to social situations in a flexible and adaptive manner involves efficient inhibition of irrelevant information.…”

The Implications of Motor and Cognitive Inhibition for Hot and Cool Executive Functions: The Case of Quadrato Motor Training

“…Motor and cognitive development's close relationship (Sibley and Etnier, 2003;Pesce et al, 2016;Stein et al, 2017) is exemplified by the role of motor inhibition in the development of executive functions (EFs) (Hammond et al, 2012). As high-order cognitive functions, EFs (e.g., working memory, inhibition, planning, active monitoring, set shifting; Miyake et al, 2000;Diamond, 2013) contribute to goal-directed behavior while helping limit impulsive responses and regulate emotions (Riggs et al, 2013;Blair, 2016;Leshem, 2016;Leshem and Yefet, 2019). By inhibiting ongoing or prepotent responses and controlling attentional interference (Bickel et al, 2012;Bari and Robbins, 2013;Leshem and Yefet, 2019), motor inhibition facilitates EF development: thought before action, decision-making, and self-regulation of affect, motivation, and arousal (Barkley, 1997).…”

Creating an Internal Environment of Cognitive and Psycho-Emotional Well-Being through an External Movement-Based Environment: An Overview of Quadrato Motor Training

“…From birth, the brain rapidly creates connections between neurons that form our habits, thoughts, consciousness, memories, and mind [17,18]. Massive biological changes affect the gross morphology of the brain, including regressive processes (e.g., synaptic pruning), in which unused information is eliminated, and progressive processes (e.g., myelination), which increase the speed at which information travels between nerve cells [19,20,21]. Furthermore, in accordance with Hebbian theory [22], one of the most effective ways to create a more efficient brain and more focal recruitment of different brain areas, is to strengthen the synapses through repeated experiences and learning (for more details, see [23,24]).…”

“…That is, learning results in more consolidation of neuronal activity and brain activity becomes more efficient, thus, every experience excites some neural circuits and leaves others unaffected. Increases in the efficacy of synaptic connections, including the connections between higher-order association areas in the frontal lobes, strengthen the ability to exert cognitive and emotional control [19,25], and are thought to support improvements in executive abilities such as response inhibition [26], strategic planning [27], and impulse regulation [28].…”

“…Support for interrelated cognitive-emotional processes can be found in studies indicating that executed, goal-directed behavioral responses require interactions and coordination between cognitive and emotional neural circuitries [19,29]. Specifically, different forms of cognitive and emotional processes (e.g., attentional control, emotion regulation) are products of the reciprocal interactions between frontal-subcortical circuits (FSCs) and limbic structures, such as the amygdala [30].…”