A developmental perspective on executive function

Feminist theory and contemporary developmental psychology: The case of children’s executive function

Burman’s landmark book, Deconstructing Developmental Psychology, criticized the field from three perspectives: decontextualized measurements and depictions of children’s behavior; androcentric biases; and covert political frameworks. In this article, Burman’s analysis is applied to the current state of cognitive developmental research in general, and then specifically with a focus on a hot topic, children’s executive function (cognitive self-control). Suggestions are made for how adopting Burman’s framework to deconstruct executive function research and theorizing can be used to construct an enriched, more complete, account of the development of executive function.

Executive functioning in children with developmental dyslexia

The term "executive function" has been used to describe several higher-order cognitive processes. This study examined the processing speed, shifting, planning, and verbal fluency of a sample of 50 Portuguese children with developmental dyslexia (DD) and 50 typically developing children (TDC; chronological-age-matched controls) between 8 and 12 years of age to evaluate the children's executive functioning. Compared to TDC, children with DD revealed significant processing speed, shifting, and verbal fluency deficits. After controlling for differences in the general intellectual ability, significant group differences remained for shifting, verbal fluency and marginally for processing speed. No significant differences in planning ability were observed between the groups. No significant interaction of group, gender, and age was found for any of the executive functions measures studied. Word productivity in both semantic and phonemic verbal fluency tasks decreased significantly over the 60 seconds for both groups. Shifting was the only significant predictor of DD in the binary logistic regression analysis and yielded the highest area under the curve value (receiver operating characteristics curve analysis). Therefore, although these findings highlight the presence of specific executive functions deficits in children with DD, they should not be interpreted as indicative of the presence or absence of this learning disorder.

Associations between maternal scaffolding and executive functioning in 3 and 4 year olds born very low birth weight and normal birth weight

BACKGROUND

Deficits in executive function, including measures of working memory, inhibition and cognitive flexibility, have been documented in preschoolers born very low birth weight (VLBW) compared with preschoolers born normal birth weight (NBW). Maternal verbal scaffolding has been associated with positive outcomes for both at-risk and typically developing preschoolers.

AIMS

The purpose of this study was to examine associations between maternal verbal scaffolding, Verbal IQ (VIQ) and executive function measures in preschoolers born VLBW.

SUBJECTS

A total of 64 VLBW and 40 NBW preschoolers ranging in age from 3 ½ to 4 years participated in the study.

OUTCOME MEASURES

VIQ was measured with the Wechsler Preschool and Primary Scale of Intelligence - Third Edition. Executive function tests included the Bear Dragon, Gift Delay Peek, Reverse Categorization and Dimensional Change Card Sort-Separated Dimensions.

STUDY DESIGN

Maternal verbal scaffolding was coded during a videotaped play session. Associations between maternal verbal scaffolding and preschoolers' measures of VIQ and executive function were compared. Covariates included test age, maternal education, and gender.

RESULTS

Preschoolers born VLBW performed significantly worse on VIQ and all executive function measures compared to those born NBW. Maternal verbal scaffolding was associated with VIQ for VLBW preschoolers and Gift Delay Peek for the NBW group. Girls born VLBW outperformed boys born VLBW on VIQ and Bear Dragon.

CONCLUSION

Integrating scaffolding skills training as part of parent-focused intervention may be both feasible and valuable for early verbal reasoning and EF development.

Early communicative gestures prospectively predict language development and executive function in early childhood

Using an epidemiological sample (N = 1,117) and a prospective longitudinal design, this study tested the direct and indirect effects of preverbal and verbal communication (15 months to 3 years) on executive function (EF) at age 4 years. Results indicated that whereas gestures (15 months), as well as language (2 and 3 years), were correlated with later EF (φs ≥ .44), the effect was entirely mediated through later language. In contrast, language had significant direct and indirect effects on later EF. Exploratory analyses indicated that the pattern of results was comparable for low- and not-low-income families. The results were consistent with theoretical accounts of language as a precursor of EF ability, and highlighted gesture as an early indicator of EF.

Early adolescent MK-801 exposure impairs the maturation of ventral hippocampal control of basolateral amygdala drive in the adult prefrontal cortex

The adolescent susceptibility to the onset of psychiatric disorders is only beginning to be understood when factoring in the development of the prefrontal cortex (PFC). The functional maturation of the PFC is dependent upon proper integration of glutamatergic inputs from the ventral hippocampus (vHipp) and the basolateral amygdala (BLA). Here we assessed how transient NMDAR blockade during adolescence alters the functional interaction of vHipp-BLA inputs in regulating PFC plasticity. Local field potential recordings were used to determine changes in long-term depression (LTD) and long-term potentiation (LTP) of PFC responses resulting from vHipp and BLA high-frequency stimulation in adult rats that received repeated injections of saline or the NMDAR antagonist MK-801 from postnatal day 35 (P35) to P40. We found that early adolescent MK-801 exposure elicited an age- and input-specific dysregulation of vHipp-PFC plasticity, characterized by a shift from LTD to LTP without altering the BLA-induced LTP. Data also showed that the vHipp normally resets the LTP state of BLA transmission; however, this inhibitory regulation is absent following early adolescent MK-801 treatment. This deficit was reminiscent of PFC responses seen in drug-naive juveniles. Notably, local prefrontal upregulation of GABAAα1 function completely restored vHipp functionality and its regulation of BLA plasticity in MK-801-treated rats. Thus, NMDAR signaling is critical for the periadolescent acquisition of a GABA-dependent hippocampal control of PFC plasticity, which enables the inhibitory control of the prefrontal output by the vHipp. A dysregulation of this pathway can alter PFC processing of other converging afferents such as those from the BLA.

Executive functioning skills in preschool-age children with cochlear implants

PURPOSE

The purpose of this study was to determine whether deficits in executive functioning (EF) in children with cochlear implants (CIs) emerge as early as the preschool years.

METHOD

Two groups of children ages 3 to 6 years participated in this cross-sectional study: 24 preschoolers who had CIs prior to 36 months of age and 21 preschoolers with normal hearing (NH). All were tested on normed measures of working memory, inhibition-concentration, and organization-integration. Parents completed a normed rating scale of problem behaviors related to EF. Comparisons of EF skills of children with CIs were made to peers with NH and to published nationally representative norms.

RESULTS

Preschoolers with CIs showed significantly poorer performance on inhibition-concentration and working memory compared with peers with NH and with national norms. No group differences were found in visual memory or organization-integration. When data were controlled for language, differences in performance measures of EF remained, whereas differences in parent-reported problems with EF were no longer significant. Hearing history was generally unrelated to EF.

CONCLUSIONS

This is the first study to demonstrate that EF deficits found in older children with CIs begin to emerge as early as preschool years. The ability to detect these deficits early has important implications for early intervention and habilitation after cochlear implantation.

The Associations Between Executive Functions' Capacities, Performance Process Skills, and Dimensions of Participation in Activities of Daily Life Among Children of Elementary School Age

Effective executive functions (EFs) are crucial for efficient daily functioning. Daily functioning or involvement in life situations is defined as "participation" (International Classification of Functioning, Disability, and Health [ICF]; World Health Organization, 2001). Yet associations between them have been inadequately studied for children. The present study aimed to explore the associations between EFs and child participation. Participants were 60 typically developing children aged 6 to 9 years old and their parents. The children were individually evaluated using five EF cognitive tests. The parents completed three questionnaires: the Children Participation Questionnaire, the Process Skills (the observed executive performance) Questionnaire, and the Environmental Restrictions Questionnaire. Most of the EF scores were associated with the child's age. A unique contribution of executive capacities was found for the "independence" aspect of child participation, though the quantum of contribution was limited compared with the other predictors' process skills and environmental restrictions. In the context of child participation, EFs should be studied through multivariate analysis, as otherwise, the unique contribution of executive capacities measured by neuropsychological cognitive tests are likely to be ignored. Process skills are crucial for a child's independence and autonomy in daily functioning. These findings are supported by the capacity-performance distinction suggested by the ICF model.

Temptation in the background: non-consummatory exposure to food temptation enhances self-regulation in boys but not in girls

The abundance of calorie-dense low-nutrient food in everyday life raises the question as to how children deal with such opportunities. We investigate whether pre-exposure to the object of temptation in a situation that discourages consumption boosts children's ability to resist similar temptation subsequently. We show that 7-12-year-old boys, but not girls, demonstrate increased resistance to a temptation after pre-exposure to a similar temptation. Future research might explore the role of exposure to temptation in girls.

Developmental changes in decision making under risk: The role of executive functions and reasoning abilities in 8- to 19-year-old decision makers

Previous studies have shown that children and adolescents often tend toward risky decisions despite explicit knowledge about the potential negative consequences. This phenomenon has been suggested to be associated with the immaturity of brain areas involved in cognitive control functions. Particularly, "frontal lobe functions," such as executive functions and reasoning, mature until young adulthood and are thought to be involved in age-related changes in decision making under explicit risk conditions. We investigated 112 participants, aged 8-19 years, with a frequently used task assessing decisions under risk, the Game of Dice Task (GDT). Additionally, we administered the Modified Card Sorting Test assessing executive functioning (categorization, cognitive flexibility, and strategy maintenance) as well as the Ravens Progressive Matrices assessing reasoning. The results showed that risk taking in the GDT decreased with increasing age and this effect was not moderated by reasoning but by executive functions: Particularly, young persons with weak executive functioning showed very risky decision making. Thus, the individual maturation of executive functions, associated with areas in the prefrontal cortex, seems to be an important factor in young peoples' behavior in risky decision-making situations.

The effect of motor load on planning and inhibition in developmental coordination disorder

Previous research has reported mixed findings regarding executive function (EF) abilities in developmental coordination disorder (DCD), which is diagnosed on the basis of significant impairments in motor skills. The current study aimed to assess whether these differences in study outcomes could result from the relative motor loads of the tasks used to assess EF in DCD. Children with DCD had significant difficulties on measures of inhibition and planning compared to a control group, although there were no significant correlations between motor skills and EF task performance in either group. The complexity of the response, as well as the component skills required in EF tasks, should be considered in future research to ensure easier comparison across studies and a better understanding of EF in DCD over development.

Parenting and coregulation: Adaptive systems for competence in children experiencing homelessness

The role of effective parenting in promoting child executive functioning and school success was examined among 138 children (age 4 to 6 years) staying in family emergency shelters the summer before kindergarten or 1st grade. Parent-child coregulation, which refers to relationship processes wherein parents guide and respond to the behavior of their children, was observed during structured interaction tasks and quantified as a dyadic construct using state space grid methodology. Positive coregulation was related to children's executive functioning and IQ, which in turn were related to teacher-reported outcomes once school began. Separate models considering parenting behavior demonstrated that executive function carried indirect effects of parents' directive control to school outcomes. Meanwhile, responsive parenting behaviors directly predicted children's peer acceptance at school beyond effects of executive function and IQ. Findings support theory and past research in developmental science, indicating the importance of effective parenting in shaping positive adaptive skills among children who overcome adversity, in part through processes of coregulation.

Relative stability of neurocognitive deficits in early onset schizophrenia spectrum patients

In contrast to the findings of progressive structural brain changes in adolescence, longitudinal studies of patients with early onset schizophrenia spectrum disorders (EOS) indicate that neurocognitive deficits are relatively stable over the first years. The aim of this study is to assess neurocognitive functions longitudinally in patients with EOS compared to healthy controls (HC) using the MATRICS Cognitive Consensus Battery (MCCB).

METHODS

Twenty patients with EOS and 41 HC were tested with the MCCB at baseline (T1) and after one (T2) and two years (T3). The mean age for the EOS group was 15.6 (SD=1.8) years, while the mean duration of illness was 1.7 (SD=1.4) years at T1.

RESULTS

The EOS group's neurocognitive performances indicate a stable deficit on most measures. Both the EOS and HC groups showed improved neurocognitive functioning over time on all measures except for the verbal learning domain. There was an interaction between the EOS and HC groups' performance over time on the Trail Making Test A (TMA), a subtest on the processing speed domain.

CONCLUSION

The longitudinal neurocognitive performances measured by the MCCB confirm previous findings of stable deficits in patients with EOS. It is premature to conclude whether the increases in neurocognitive performance reflect developmental processes in adolescence or may be explained by learning effects, or both. As opposed to the other tests in this domain, a stagnation in processing speed as measured by the TMA suggests that the TMA is a particularly sensitive measure of neurodevelopmental deviance in EOS.

Mapping the trajectory of socioeconomic disparity in working memory: parental and neighborhood factors

Working memory (WM) is positively correlated with socioeconomic status (SES). It is not clear, however, if SES predicts the rate of WM development over time or whether SES effects are specific to family rather than neighborhood SES. A community sample of children (n = 316) enrolled between ages 10 and 13 completed four annual assessments of WM. Lower parental education, but not neighborhood disadvantage, was associated with worse WM performance. Neither measure of SES was associated with the rate of developmental change. Consequently, the SES disparity in WM is not a developmental lag that narrows or an accumulating effect that becomes more pronounced. Rather, the relation between family SES and WM originates earlier in childhood and is stable through adolescence.

Inhibitory control in preschool predicts early math skills in first grade

Preschoolers’ inhibitory control and early math skills were concurrently and longitudinally examined in 255 Chinese, African American, Dominican, and Mexican 4-year-olds in the United States. Inhibitory control at age 4, assessed with a peg-tapping task, was associated with early math skills at age 4 and predicted growth in such skills from age 4 to age 6 among these ethnic minority children after adjusting for ethnic background. Chinese children outperformed other groups on inhibitory control at age 4 and early math skills across ages. Mediation analyses indicated that their advanced inhibitory control at age 4 partially accounted for their advantage in early math skills concurrently at age 4 and longitudinally at age 6, highlighting the role of inhibitory control in the early math skills of ethnic minority children.

Predictors of early growth in academic achievement: the head-toes-knees-shoulders task

Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics.

Cognitive flexibility predicts early reading skills

An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading.

The development of cognitive control in children with chromosome 22q11.2 deletion syndrome

Chromosome 22q11.2 Deletion Syndrome (22q11.2DS) is caused by the most common human microdeletion, and it is associated with cognitive impairments across many domains. While impairments in cognitive control have been described in children with 22q11.2DS, the nature and development of these impairments are not clear. Children with 22q11.2DS and typically developing children (TD) were tested on four well-validated tasks aimed at measuring specific foundational components of cognitive control: response inhibition, cognitive flexibility, and working memory. Molecular assays were also conducted in order to examine genotype of catechol-O-methyltransferase (COMT), a gene located within the deleted region in 22q11.2DS and hypothesized to play a role in cognitive control. Mixed model regression analyses were used to examine group differences, as well as age-related effects on cognitive control component processes in a cross-sectional analysis. Regression models with COMT genotype were also conducted in order to examine potential effects of the different variants of the gene. Response inhibition, cognitive flexibility, and working memory were impaired in children with 22q11.2DS relative to TD children, even after accounting for global intellectual functioning (as measured by full-scale IQ). When compared with TD individuals, children with 22q11.2DS demonstrated atypical age-related patterns of response inhibition and cognitive flexibility. Both groups demonstrated typical age-related associations with working memory. The results of this cross-sectional analysis suggest a specific aberration in the development of systems mediating response inhibition in a sub-set of children with 22q11.2DS. It will be important to follow up with longitudinal analyses to directly examine these developmental trajectories, and correlate neurocognitive variables with clinical and adaptive outcome measures.

Family matters: Intergenerational and interpersonal processes of executive function and attentive behavior

Individual differences in self-regulation include executive function (EF) components that serve self-regulation of attentive behavior by modulating reactive responses to the environment. These factors "run in families". The purpose of this review is to summarize a program of research that addresses familial inter-generational transmission and inter-personal processes in development. Self-regulation of attentive behavior involves inter-related aspects of executive function (EF) including attention, inhibitory control, and working memory. Individual differences in EF skills develop in systematic ways over childhood, resulting in moderately stable differences between people by early adolescence. Through complex gene-environment transactions, EF is transmitted across generations within parent-child relationships that provide powerful socialization and experiential contexts in which EF and related attentive behavior are forged and practiced. Families matter as parents regulate home environments and themselves as best they can while also supporting cognitive self-regulation of attentive behavior in their children.

Women who are motivated to eat and discount the future are more obese

OBJECTIVE

Food reinforcement and delay discounting (DD) independently predict body mass index (BMI), but there is no research studying whether these variables interact to improve prediction of BMI.

METHODS

BMI, the relative reinforcing value of high (PMAXHED ) and low (PMAXLED ) energy dense food, and DD for $10 and $100 future rewards (DD10 , DD100 ) were measured in 199 adult females.

RESULTS

PMAXHED (P = 0.017), DD10 (P = 0.003), and DD100 (P = 0.003) were independent predictors of BMI. The interaction of PMAXLED × DD10 (P = 0.033) and DD100 (P = 0.039), and PMAXHED × DD10 (P = 0.038) and DD100 (P = 0.045) increased the variance accounted for predicting BMI beyond the base model controlling for age, education, minority status, disinhibition, and dietary restraint. Based on the regression model, BMI differed by about 2 BMI units for low versus high food reinforcement, by about 3 BMI units for low versus high DD, and by about 4 BMI units for those high in PMAXHED , but low in DD versus high in PMAXHED and high in DD.

CONCLUSION

Reducing DD may help prevent obesity and improve treatment of obesity in those who are high in food reinforcement.

Relations between executive function and emotionality in preschoolers: Exploring a transitive cognition-emotion linkage

Emotions play a crucial role in appraisal of experiences and environments and in guiding thoughts and actions. Moreover, executive function (EF) and emotion regulation (ER) have received much attention, not only for positive associations with children's social-emotional functioning, but also for potential central roles in cognitive functioning. In one conceptualization of ER (Campos etal., 2004), processes of ER, and those of emotional expression and experience (hereafter referred to as emotionality) are highly related and reciprocal; yet, there has been little research on young children's EF that focuses on emotionality, although it is easily observed within a classroom. The two goals of the study were to: (1) investigate the relatively unexplored role of emotionality in the development of EF in early childhood and (2) assess the relations between an observational rating of EF obtained after direct assessment with a standardized EF rating scale. We predicted that observed emotionality and EF would both demonstrate stability and predict one another within and across time. 175 children aged 35-60 months were recruited from Head Start and private childcare centers. Using partial least squares modeling, we chose T1 emotionality as the exogenous variable and tested pathways between emotionality and EF across two time points, 6 months apart. Results showed that both T1 observed EF and emotionality predicted their respective T2 counterparts, supporting the idea that both constructs build upon existing systems. Further, T1 emotionality predicted T1 observed EF and the T2 BRIEF-P composite. In turn, T1 observed EF predicted emotionality and the T2 BRIEF-P composite. These findings fit with literature on older populations in which EF and emotionality have been related, yet are the first to report such relations in early childhood. Last, T1 observed EF's positive prediction of the T2 BRIEF-P composite lends credence to the use of both EF measures in applied and research settings.

The union of narrative and executive function: different but complementary

Oral narrative production develops dramatically from 3 to 5 years of age, and is a key factor in a child's ability to communicate about the world. Concomitant with this are developments in executive function (EF). For example, executive attention and behavioral inhibition show marked development beginning around 4 years of age. Both EF and oral narrative abilities have important implications for academic success, but the relationship between them is not well understood. The present paper utilizes a cross-lagged design to assess convergent and predictive relations between EF and narrative ability. As a collateral measure, we collected a Language Sample during 10 min of free play. Language Sample did not share significant variance with Narrative Production, thus general language growth from Wave 1 to Wave 2 cannot account for the predictive relations between EF and Narrative. Our findings suggest that although EF and Narrative ability appear independent at each Wave, they nevertheless support each other over developmental time. Specifically, the ability to maintain focus at 4 years supports subsequent narrative ability and narrative ability at 4 years supports subsequent facility and speed in learning and implementing new rules.

Temperament and negative semantic priming in children 7 to 12 years old

The present research assessed whether children with high and low scores on temperament traits differed in their ability to inhibit irrelevant task information in a lexical decision task. Children from 7 to 12 years old were classified based on temperament dimensions measured using a version of the Temperament in Middle Childhood Questionnaire. The participants were instructed to either attend to (and remember) or to ignore a masked prime word followed by a central probe target on which they made a lexical decision. The results revealed several notable outcomes. First of all, recognition memory was better for attended than ignored words, providing further evidence that attention instructions influenced the processing of the primes. Secondly, although no negative priming effect was obtained in the "ignore" condition, 43% of children showed this effect. Thirdly, children scoring high on Inhibitory Control and Impulsivity showed ignored negative priming, whereas children scoring high on Inhibitory Control and low on Impulsivity ignored facilitation. Data are discussed within the framework of negative priming as a complex phenomenon that involves the interaction of different factors such as age, type of task, and certain temperament traits.

The role of executive function in children's source monitoring with varying retrieval strategies

Previous research on the relationship between executive function and source monitoring in young children has been inconclusive, with studies finding conflicting results about whether working memory and inhibitory control are related to source-monitoring ability. In this study, the role of working memory and inhibitory control in recognition memory and source monitoring with two different retrieval strategies were examined. Children (N = 263) aged 4–8 participated in science activities with two sources. They were later given a recognition and source-monitoring test, and completed measures of working memory and inhibitory control. During the source-monitoring test, half of the participants were asked about sources serially (one after the other) whereas the other half of the children were asked about sources in parallel (considering both sources simultaneously). Results demonstrated that working memory was a predictor of source-monitoring accuracy in both conditions, but inhibitory control was only related to source accuracy in the parallel condition. When age was controlled these relationships were no longer significant, suggesting that a more general cognitive development factor is a stronger predictor of source monitoring than executive function alone. Interestingly, the children aged 4–6 years made more accurate source decisions in the parallel condition than in the serial condition. The older children (aged 7–8) were overall more accurate than the younger children, and their accuracy did not differ as a function of interview condition. Suggestions are provided to guide further research in this area that will clarify the diverse results of previous studies examining whether executive function is a cognitive prerequisite for effective source monitoring.

Executive control training from middle childhood to adolescence

Executive functions (EFs) include a number of higher-level cognitive control abilities, such as cognitive flexibility, inhibition, and working memory, which are instrumental in supporting action control and the flexible adaptation changing environments. These control functions are supported by the prefrontal cortex and therefore develop rapidly across childhood and mature well into late adolescence. Given that executive control is a strong predictor for various life outcomes, such as academic achievement, socioeconomic status, and physical health, numerous training interventions have been designed to improve executive functioning across the lifespan, many of them targeting children and adolescents. Despite the increasing popularity of these trainings, their results are neither robust nor consistent, and the transferability of training-induced performance improvements to untrained tasks seems to be limited. In this review, we provide a selective overview of the developmental literature on process-based cognitive interventions by discussing (1) the concept and the development of EFs and their neural underpinnings, (2) the effects of different types of executive control training in normally developing children and adolescents, (3) individual differences in training-related performance gains as well as (4) the potential of cognitive training interventions for the application in clinical and educational contexts. Based on recent findings, we consider how transfer of process-based executive control trainings may be supported and how interventions may be tailored to the needs of specific age groups or populations.

Sorting Test, Tower Test, and BRIEF-SR do not predict school performance of healthy adolescents in preuniversity education

Executive functions (EF) such as self-monitoring, planning, and organizing are known to develop through childhood and adolescence. They are of potential importance for learning and school performance. Earlier research into the relation between EF and school performance did not provide clear results possibly because confounding factors such as educational track, boy-girl differences, and parental education were not taken into account. The present study therefore investigated the relation between executive function tests and school performance in a highly controlled sample of 173 healthy adolescents aged 12-18. Only students in the pre-university educational track were used and the performance of boys was compared to that of girls. Results showed that there was no relation between the report marks obtained and the performance on executive function tests, notably the Sorting Test and the Tower Test of the Delis-Kaplan Executive Functions System (D-KEFS). Likewise, no relation was found between the report marks and the scores on the Behavior Rating Inventory of Executive Function-Self-Report Version (BRIEF-SR) after these were controlled for grade, sex, and level of parental education. The findings indicate that executive functioning as measured with widely used instruments such as the BRIEF-SR does not predict school performance of adolescents in preuniversity education any better than a student's grade, sex, and level of parental education.

A Longitudinal Perspective on the Association between Cognition and Temperamental Shyness

Moderate, yet relatively consistent, associations between cognitive performance and shyness have been reported throughout the child and adult literatures. The current study assessed longitudinal associations between cognition (i.e., executive functioning) and parent-report temperamental shyness from infancy to early childhood and used temporal order to explore directionality of the relations. Two hundred eleven children contributed data at multiple ages (5-months, 10-months, 2-years, 3-years, and 4-years). The results indicated a complex pattern of association between cognition and shyness in early development and provided tentative support for both cognitive ability and temperament as causal agents at different developmental time points.

CB1 cannabinoid receptor stimulation during adolescence impairs the maturation of GABA function in the adult rat prefrontal cortex

Converging epidemiological studies indicate that cannabis abuse during adolescence increases the risk of developing psychosis and prefrontal cortex (PFC)-dependent cognitive impairments later in life. However, the mechanisms underlying the adolescent susceptibility to chronic cannabis exposure are poorly understood. Given that the psychoactive constituent of cannabis binds to the CB1 cannabinoid receptor, the present study was designed to determine the impact of a CB1 receptor agonist (WIN) during specific windows of adolescence on the functional maturation of the rat PFC. By means of local field potential recordings and ventral hippocampal stimulation in vivo, we found that a history of WIN exposure during early (postnatal days - P35-40) or mid-(P40-45) adolescence, but not in late adolescence (P50-55) or adulthood (P75-80), is sufficient to yield a state of frequency-dependent prefrontal disinhibition in adulthood comparable to that seen in the juvenile PFC. Remarkably, this prefrontal disinhibition could be normalized following a single acute local infusion of the GABA-Aα1 positive allosteric modulator Indiplon, suggesting that adolescent exposure to WIN causes a functional downregulation of GABAergic transmission in the PFC. Accordingly, in vitro recordings from adult rats exposed to WIN during adolescence demonstrate that local prefrontal GABAergic transmission onto layer V pyramidal neurons is markedly reduced to the level seen in the P30-35 PFC. Together, these results indicate that early and mid-adolescence constitute a critical period during which repeated CB1 receptor stimulation is sufficient to elicit an enduring state of PFC network disinhibition resulting from a developmental impairment of local prefrontal GABAergic transmission.

Inhibitory processes in toddlers: a latent-variable approach

The aim of this study was to investigate the nature of inhibitory processes in early childhood. A confirmatory factor analysis was used to examine the latent structure of inhibitory processes in day-care center children aged 24–32 months and in preschool children aged 36–48 months. The best fit to the data for the younger sample was a single undifferentiated inhibition factor model; in older children, a two-factor model was differently identified in which response inhibition and interference suppression were distinguished.

Getting the right grasp on executive function

Executive Function (EF) refers to important socio-emotional and cognitive skills that are known to be highly correlated with both academic and life success. EF is a blanket term that is considered to include self-regulation, working memory, and planning. Recent studies have shown a relationship between EF and motor control. The emergence of motor control coincides with that of EF, hence understanding the relationship between these two domains could have significant implications for early detection and remediation of later EF deficits. The purpose of the current study was to investigate this relationship in young children. This study incorporated the Behavioral Rating Inventory of Executive Function (BRIEF) and two motor assessments with a focus on precision grasping to test this hypothesis. The BRIEF is comprised of two indices of EF: (1) the Behavioral Regulation Index (BRI) containing three subscales: Inhibit, Shift, and Emotional Control; (2) the Metacognition Index (MI) containing five subscales: Initiate, Working Memory, Plan/Organize, Organization of Materials, and Monitor. A global executive composite (GEC) is derived from the two indices. In this study, right-handed children aged 5-6 and 9-10 were asked to: grasp-to-construct (Lego® models); and grasp-to-place (wooden blocks), while their parents completed the BRIEF questionnaire. Analysis of results indicated significant correlations between the strength of right hand preference for grasping and numerous elements of the BRIEF including the BRI, MI, and GEC. Specifically, the more the right hand was used for grasping the better the EF ratings. In addition, patterns of space-use correlated with the GEC in several subscales of the BRIEF. Finally and remarkably, the results also showed a reciprocal relationship between hand and space use for grasping and EF. These findings are discussed with respect to: (1) the developmental overlap of motor and executive functions; (2) detection of EF deficits through tasks that measure lateralization of hand and space use; and (3) the possibility of using motor interventions to remediate EF deficits.

Emergence of GABAergic-dependent regulation of input-specific plasticity in the adult rat prefrontal cortex during adolescence

OBJECTIVE

The prefrontal cortex (PFC) receives multiple cortical and subcortical afferents that regulate higher order cognitive functions, many of which emerge late in adolescence. However, it remains unclear how these afferents influence PFC processing, especially in light of the protracted, late adolescent maturation of prefrontal GABAergic function. Here we investigated the role of PFC GABAergic transmission in regulating plasticity elicited from the ventral hippocampus and basolateral amygdala, and how such modulation undergoes functional changes during adolescence in rats.

METHODS

In vivo local field potential recordings, combined with prefrontal microinfusion of the GABA-A receptor antagonist picrotoxin, were employed to study the impact of ventral hippocampal and basolateral amygdala high-frequency stimulation on PFC plasticity.

RESULTS

Ventral hippocampal-induced PFC plasticity begins to appear only by postnatal days (P) 45-55 with a transient suppression of the evoked response. A switch from transient to long-lasting depression (LTD) of the PFC response emerges after P55 and throughout adulthood (P65-120). Recordings conducted in the presence of picrotoxin revealed that PFC GABAergic transmission is critical for the expression of LTD. In contrast, basolateral amygdala stimulation resulted in PFC long-term potentiation, a form of plasticity that is already enabled by P30 and is insensitive to picrotoxin.

CONCLUSIONS

The development of ventral hippocampal-dependent PFC LTD is contingent upon the recruitment of local prefrontal GABAergic transmission during adolescence whereas plasticity elicited from the basolateral amygdala is not. Thus, different mechanisms contribute to the refinement of prefrontal plasticity during adolescence as inputs from these two regions are critical for shaping PFC functions.

Motor and cognitive development: the role of karate

BACKGROUND

regular physical activity has an effect on biological responses in both muscles and organs that, in turn, alter the structure and functions of the brain. Therefore, this study aims at comparing motor (sprint, coordination ability and explosive legs strength skills) and cognitive abilities (working memory, attention, executive functioning) in children.

METHODS

39 children with average chronological age of 9 years were divided in: Karatekas (n=19) and Sedentary (n=20) groups. Their abilities were measured by motor and cognitive tests. Motor skills were assessed through a battery composed by the 20 mt Sprint test, the Agility test and the Standing board jump Test. Cognitive profile was assessed by a battery of tests derived from BVN 5-11, "Batteria di Valutazione Neuropsicologica per l'Et à Evolutiva": Visual discrimination test, Reaction time test, Forwards and Backwards Digit Span Tests, Corsi Block-Tapping test and Tower of London.

RESULTS

our results reveal significant differences between two groups (p < 0.05). Karate children show better speed times, explosive legs strength and coordination skills. They scored better on working memory, visual selective attention and executive functions.

CONCLUSION

karate exercise training shows global benefits resulting in physiological and psychological gains in children.

The relation between cognitive control and risky driving in young novice drivers

This study investigated if decreased cognitive control, reflected in response inhibition and working-memory performance, is an underlying mechanism of risky driving in young novice drivers. Thirty-eight participants aged 17 to 25 years old, with less than 1 year of driving experience, completed a simulated drive that included several risky driving measures. Measures of response inhibition and verbal working memory were negatively associated with the standard deviation of the lateral lane position. Response inhibition, but not working memory, was also negatively related with the detection of, reaction to, and crashes with road hazards. Unexpectedly, increased cognitive control did not always relate to decreased risky driving. Visuospatial working-memory performance related positively with yellow-light running and negatively with the minimal following distance inside the city center. The findings evidence the role of cognitive control in explaining risky driving in young novice drivers. This relationship, however, differed per cognitive function and per driving parameter. Implications for future research and traffic safety interventions are discussed.

Late adolescent expression of GluN2B transmission in the prefrontal cortex is input-specific and requires postsynaptic protein kinase A and D1 dopamine receptor signaling

BACKGROUND

Refinement of mature cognitive functions, such as working memory and decision making, typically takes place during adolescence. The acquisition of these functions is linked to the protracted development of the prefrontal cortex (PFC) and dopamine facilitation of glutamatergic transmission. However, the mechanisms that support these changes during adolescence remain elusive.

METHODS

Electrophysiological recordings (in vitro and in vivo) combined with pharmacologic manipulations were employed to determine how N-methyl-D-aspartate transmission in the medial PFC changes during the adolescent transition to adulthood. The relative contribution of GluN2B transmission and its modulation by postsynaptic protein kinase A and D1 receptor signaling were determined in two distinct age groups of rats: postnatal day (P)25 to P40 and P50 to P80.

RESULTS

We found that only N-methyl-D-aspartate receptor transmission onto the apical dendrite of layer V pyramidal neurons undergoes late adolescent remodeling due to a functional emergence of GluN2B function after P40. Both protein kinase A and dopamine D1 receptor signaling are required for the functional expression of GluN2B transmission and to sustain PFC plasticity in response to ventral hippocampal, but not basolateral amygdala, inputs.

CONCLUSIONS

Thus, the late adolescent acquisition of GluN2B function provides a mechanism for dopamine D1-mediated regulation of PFC responses in an input-specific manner.

Working memory arrest in children with high-functioning autism compared to children with attention-deficit/hyperactivity disorder: results from a 2-year longitudinal study

The aim of this study was to analyse the development of verbal working memory in children with high-functioning autism compared to children with attention-deficit/hyperactivity disorder and typically developing children. A total of 34 children with high-functioning autism, 72 children with attention-deficit/hyperactivity disorder and 45 typically developing children (age 9-16 years) were included at baseline and followed up approximately 25 months later. The children were given a letter/number sequencing task to assess verbal working memory. The performance of children with high-functioning autism on verbal working memory did not improve after 2 years, while improvement was observed in children with attention-deficit/hyperactivity disorder and typically developing children. The results indicate a different developmental trajectory for verbal working memory in children with high-functioning autism compared to children with attention-deficit/hyperactivity disorder and typically developing children. More research is needed to construct a developmental framework more suitable for children with autism spectrum disorder.