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2 results

  • 18 - The need for a dialogical science

  • from Part VI - Beyond psychology
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 449-473

  • Summary

    This chapter shows that Vygotsky-Luria's cultural-historical approach to neuropsychology is engaged with promises for many new discoveries that may lead to fundamental changes in our understanding of the human mind. Cultural-historical neuropsychology is an approach to studying higher psychological functions. Vygotsky-Luria's theory is based on the idea that specifically human higher psychological functions develop in the process of communication and material activity of a developing person in a socio-cultural environment. The chapter concludes that modern studies concentrate too much on single regions of the brain and/or on performance of isolated psychological tasks. Principles of systemic organization remain unrevealed by such studies. The developmental dynamics of the functional localization is even less well understood. The relation of the functional organization of the brain to the cultural environment needs to be studied.

  • Impaired probabilistic reversal learning in youths with mood and anxiety disorders

  • D. P. Dickstein, E. C. Finger, M. A. Brotman, B. A. Rich, D. S. Pine, J. R. Blair, E. Leibenluft
  • Journal:
    Psychological Medicine / Volume 40 / Issue 7 / July 2010
    Published online by Cambridge University Press:
    12 October 2009, pp. 1089-1100
  • Background

    From an affective neuroscience perspective, our understanding of psychiatric illness may be advanced by neuropsychological test paradigms probing emotional processes. Reversal learning is one such process, whereby subjects must first acquire stimulus/reward and stimulus/punishment associations through trial and error and then reverse them. We sought to determine the specificity of previously demonstrated reversal learning impairments in youths with bipolar disorder (BD) by now comparing BD youths to those with severe mood dysregulation (SMD), major depressive disorder (MDD), anxiety (ANX), and healthy controls.

    Method

    We administered the probabilistic response reversal (PRR) task to 165 pediatric participants aged 7–17 years with BD (n=35), SMD (n=35), ANX (n=42), MDD (n=18) and normal controls (NC; n=35). Our primary analysis compared PRR performance across all five groups matched for age, sex and IQ.

    Results

    Compared to typically developing controls, probabilistic reversal learning was impaired in BD youths, with a trend in those with MDD (p=0.07).

    Conclusions

    Our results suggest that reversal learning deficits are present in youths with BD and possibly those with MDD. Further work is necessary to elucidate the specificity of neural mechanisms underlying such behavioral deficits.