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Multitasking refers to performance of multiple tasks. The most prominent types of multitasking are situations including either temporal overlap of the execution of multiple tasks (i.e., dual tasking) or executing multiple tasks in varying sequences (i.e., task switching). In the literature, numerous attempts have aimed at theorizing about the specific characteristics of executive functions that control interference between simultaneously and/or sequentially active component of task-sets in these situations. However, these approaches have been rather vague regarding explanatory concepts (e.g., task-set inhibition, preparation, shielding, capacity limitation), widely lacking theories on detailed mechanisms and/ or empirical evidence for specific subcomponents. The present research topic aims at providing a selection of contributions on the details of executive functioning in dual-task and task switching situations. The contributions specify these executive functions by focusing on (1) fractionating assumed mechanisms into constituent subcomponents, (2) their variations by age or in clinical subpopulations, and/ or (3) their plasticity as a response to practice and training.
cognitive plasticity --- multitasking --- task switching --- dual tasking --- cognitive flexibility --- PRP
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Multitasking refers to performance of multiple tasks. The most prominent types of multitasking are situations including either temporal overlap of the execution of multiple tasks (i.e., dual tasking) or executing multiple tasks in varying sequences (i.e., task switching). In the literature, numerous attempts have aimed at theorizing about the specific characteristics of executive functions that control interference between simultaneously and/or sequentially active component of task-sets in these situations. However, these approaches have been rather vague regarding explanatory concepts (e.g., task-set inhibition, preparation, shielding, capacity limitation), widely lacking theories on detailed mechanisms and/ or empirical evidence for specific subcomponents. The present research topic aims at providing a selection of contributions on the details of executive functioning in dual-task and task switching situations. The contributions specify these executive functions by focusing on (1) fractionating assumed mechanisms into constituent subcomponents, (2) their variations by age or in clinical subpopulations, and/ or (3) their plasticity as a response to practice and training.
cognitive plasticity --- multitasking --- task switching --- dual tasking --- cognitive flexibility --- PRP
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Multitasking refers to performance of multiple tasks. The most prominent types of multitasking are situations including either temporal overlap of the execution of multiple tasks (i.e., dual tasking) or executing multiple tasks in varying sequences (i.e., task switching). In the literature, numerous attempts have aimed at theorizing about the specific characteristics of executive functions that control interference between simultaneously and/or sequentially active component of task-sets in these situations. However, these approaches have been rather vague regarding explanatory concepts (e.g., task-set inhibition, preparation, shielding, capacity limitation), widely lacking theories on detailed mechanisms and/ or empirical evidence for specific subcomponents. The present research topic aims at providing a selection of contributions on the details of executive functioning in dual-task and task switching situations. The contributions specify these executive functions by focusing on (1) fractionating assumed mechanisms into constituent subcomponents, (2) their variations by age or in clinical subpopulations, and/ or (3) their plasticity as a response to practice and training.
cognitive plasticity --- multitasking --- task switching --- dual tasking --- cognitive flexibility --- PRP --- cognitive plasticity --- multitasking --- task switching --- dual tasking --- cognitive flexibility --- PRP
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Contexte : Chevalier (2015) s’est appuyé sur le paradigme d’alternance de tâches indicées de Meiran (1966) pour déterminer les étapes par lesquelles les individus passent pour identifier et atteindre leur(s) but(s). Certains auteurs (Karbach et Kray, 2007 ; Miyake et al, 2004) ont mis en avant que l’établissement des objectifs dans ce type de paradigme était soutenu par le discours interne. Puisqu’un retard du discours interne des enfants avec un TDA/H est reconnu dans la littérature (Berk et Potts, 1991). Il nous a paru légitime de vouloir déterminer l’impact de ce retard sur leur identification du but. Autrement dit, nous cherchons à déterminer comment l’enfant TDA/H gère les contraintes environnementales/les facteurs exogènes tels que la suppression articulatoire ou la verbalisation pour identifier son but. Méthodologie : Nous avons administré à une cohorte appariée de 24 enfants (12 TDA/H et 12 contrôles) une tâche de variation du degré de verbalisation basée sur le paradigme d’alternance de tâches indicées de Meiran (1996) comprenant une condition dans laquelle l’enfant devait réaliser la tâche en silence, une condition dans laquelle il devait prononcer le but de la tâche (cela équivalait à énoncer la traduction de l’indice oralement) et une condition dans laquelle il devait chanter une chanson (cela équivalait à prononcer un message non pertinent pour réaliser la tâche correctement). Chaque condition comprenait deux blocs simples avec un tri de carte à une modalité (forme ou couleur) et un bloc mixte avec un changement aléatoire entre les deux modalités. Résultats et discussion : Les enfants TDA/H ont globalement obtenu des performances (RT et Taux de réponses correctes) moins bonnes que les enfants tout-venant. Toutefois, les résultats actuels ne permettent pas de confirmer que cette différence de performances soient causée par les conditions verbalisation et suppression articulatoire, car elles ont impacté de la même manière les deux groupes. En revanche, ce mémoire a permis d’apporter des données plus générales sur l’identification du but des enfants TDA/H et ne rejette pas l’hypothèse selon laquelle les enfants TDA/H auraient un retard au niveau de l’identification du but. En effet, les enfants TDA/H sont significativement plus lents et moins précis que les enfants tout-venant. Ainsi, ils sont plus sensibles aux changements aléatoires de modalités et ont plus de difficultés pour passer d’une modalité à l’autre.
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There has been increased focus on evaluating the scientific knowledge base within the field of traumatic brain injury (TBI) rehabilitation. TBI rehabilitation comprises several phases, from acute medical care to post-acute care in rehabilitation facilities and chronic care in the community. Rehabilitation is a multidisciplinary effort that covers the full spectrum of medical neuroscience, cognitive neuroscience, pharmacology, brain imaging, and assistive and smart technology. A future challenge is to integrate these areas to guide TBI rehabilitation into extensive research and clinical practice. The use of smart technologies and improved brain imaging techniques has an important future in the rehabilitation of patients with cognitive difficulties and disabilities. There is also the need for broad international collaboration to establish large multinational clinical trials in order to define effective service provision and to reach a consensus on the best evidence-based practice of TBI rehabilitation. With this Special Issue, we hope to encourage submissions that discuss ongoing knowledge gaps and controversies, and focus on new perspectives regarding the rehabilitation and management of TBI.
Medicine --- Neurology & clinical neurophysiology --- traumatic brain injury --- rehabilitation --- care pathway --- predictors --- trauma hospital --- sport related concussion --- memory impairment --- diffusion tensor imaging --- white matter lesions --- rehabilitative approaches --- goal-oriented rehabilitation --- home-based rehabilitation --- community-based rehabilitation --- SMART --- goal attainment scaling (GAS) --- severe traumatic brain injury --- well-being --- health --- long-term perspective --- mixed method --- fatigue --- neuropsychological function --- PROMS --- cognition --- neuropsychology --- patient outcome assessment --- executive function --- education --- prognosis --- music therapy --- TBI --- structural connectivity --- connectometry --- DTI --- brain injury --- traumatic --- age --- functional impairments --- recovery trajectory --- injury severity --- mild traumatic brain injury --- functional MRI --- cognitive flexibility --- task switching --- dorsal caudate --- feasibility study --- pediatric brain injury --- SMART-goals --- brain injuries --- interventions --- treatment outcome --- overview --- Sexuality --- cognitive behaviour therapy --- Rehabilitation --- gray matter volume --- white matter track
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