The Introduction section of a journal article is the background information the author uses to tell the reader about all the pertinent previous research on the topic being studied, his or her theories about the topic, and why he or she decided to study this topic again.

Consider the Source

In the introduction, look to see if the author quotes anyone besides himself: pay attention to the articles that do not include the author’s name: I would be hesitant to rely on anyone who is quoting just himself as his source of previous research on the subject.

Look for Out-Dated Information

In the introduction, it is important to look at the dates of the previous studies quoted by the author: these dates will be in parentheses within the text and/or are referred to in the References section of the article.

• If the majority of the previous studies used here were before 1997, it is likely that the author’s theories about the brain are “old news” and not based on current research about executive functions.  In 1997, Russell Barkley, Ph.D. called on brain researchers to “get busy” figuring out the how, what, where, and why of executive functions.  They did and we have been blessed with a wealth of new information.

• Seeing a lot of research from the 1960’s through the 1980’s and the early 1990’s is a red flag that the author’s theories of the brain are outdated.

Think About the Brain

The introduction is also a place where the author should give you some ideas about the part of the brain he or she is interested in studying.

• Beware if the introduction fails to mention the frontal lobe or pre-frontal cortex at all.  If the introduction focuses most on parts of the brain called the sub-cortical structures (cerebellum, basal ganglia), the author’s theories are out-dated by current research.

• Similarly, if the introduction talks a lot about “laterality” or one side of the brain being stronger than the other side: this is not in-line with current research about executive functions.  The brains of individuals with very specific reading disorders show problems with “laterality” but this does not seem to the be the case in executive functions.

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(c) 2013, Monte W. Davenport, Ph.D.