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Differential patterns of brain activation between hoarding disorder and obsessive-compulsive disorder during executive performance
- Maria Suñol, Ignacio Martínez-Zalacaín, Maria Picó-Pérez, Clara López-Solà, Eva Real, Miquel Àngel Fullana, Jesús Pujol, Narcís Cardoner, José Manuel Menchón, Pino Alonso, Carles Soriano-Mas
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- Journal:
- Psychological Medicine / Volume 50 / Issue 4 / March 2020
- Published online by Cambridge University Press:
- 25 March 2019, pp. 666-673
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- Article
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Background
Preliminary evidence suggests that hoarding disorder (HD) and obsessive-compulsive disorder (OCD) may show distinct patterns of brain activation during executive performance, although results have been inconclusive regarding the specific neural correlates of their differential executive dysfunction. In the current study, we aim to evaluate differences in brain activation between patients with HD, OCD and healthy controls (HCs) during response inhibition, response switching and error processing.
MethodsWe assessed 17 patients with HD, 18 patients with OCD and 19 HCs. Executive processing was assessed inside a magnetic resonance scanner by means of two variants of a cognitive control protocol (i.e. stop- and switch-signal tasks), which allowed for the assessment of the aforementioned executive domains.
ResultsOCD patients performed similar to the HCs, differing only in the number of successful go trials in the switch-signal task. However, they showed an anomalous hyperactivation of the right rostral anterior cingulate cortex during error processing in the switch-signal task. Conversely, HD patients performed worse than OCD and HC participants in both tasks, showing an impulsive-like pattern of response (i.e. shorter reaction time and more commission errors). They also exhibited hyperactivation of the right lateral orbitofrontal cortex during successful response switching and abnormal deactivation of frontal regions during error processing in both tasks.
ConclusionsOur results support that patients with HD and OCD present dissimilar cognitive profiles, supported by distinct neural mechanisms. Specifically, while alterations in HD resemble an impulsive pattern of response, patients with OCD present increased error processing during response conflict protocols.
7 - The constitution of the subject: a persistent question
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- By Ana Luiza B. Smolka, UNICAMP, Maria Cecilia R. De Goes, UNICAMP, Angel Pino, UNICAMP
- Edited by James V. Wertsch, Clark University, Massachusetts and Washington University, St Louis, Pablo del Rio, Universidad de Salamanca, Spain, Amelia Alvarez
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- Book:
- Sociocultural Studies of Mind
- Published online:
- 05 June 2012
- Print publication:
- 28 April 1995, pp 165-184
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- Chapter
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Summary
One of the persistent questions debated within developmental, social, and cognitive psychology concerns the formation of individual consciousness or the constitution of the individual subject. The purpose of this chapter is to contribute to the discussion of this issue, reviewing selected topics and arguments raised by authors representative of the historical-cultural approach. In looking at a number of current tendencies and past contributions, we debate some of the conceptual aspects that concern us in relation to empirical investigative work and that seem to have relevant consequences at the theoretical-methodological level.
Although the role of social reality in the formation of the individual subject is a widely accepted (and obvious) idea, controversies and ambiguities arise when the nature of this role and the genesis of the individual processes are conceptualized. The approaches to this problem involve theoretical elaborations that tend to privilege either intra- or interindividual functioning. In the first case, we conceptualize individual functioning according to sociogenetic principles; in the second, we find contributions in studies relying on the concept of intersubjectivity. We will initially focus on these two tendencies.
Sociogenesis and individual processes
Within the discussions of sociogenetic approaches, we highlight the contributions of Valsiner (1987, 1994) in his attempts to develop a consistent explanatory model for understanding the formation of the individual.
In examining interpretations of the relationships between the individual and social reality, Valsiner (1992) points to three models of sociogenesis, which are based on the notions of harmonious learning, fusion, and contagion.
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