151
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Farah R, Ionta S, Horowitz-Kraus T. Neuro-Behavioral Correlates of Executive Dysfunctions in Dyslexia Over Development From Childhood to Adulthood. Front Psychol 2021; 12:708863. [PMID: 34497563 PMCID: PMC8419422 DOI: 10.3389/fpsyg.2021.708863] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 07/08/2021] [Indexed: 01/18/2023] Open
Abstract
Dyslexia is a neurobiological learning disability in the reading domain that has symptoms in early childhood and persists throughout life. Individuals with dyslexia experience difficulties in academia and cognitive and emotional challenges that can affect wellbeing. Early intervention is critical to minimize the long-term difficulties of these individuals. However, the behavioral and neural correlates which predict dyslexia are challenging to depict before reading is acquired. One of the precursors for language and reading acquisition is executive functions (EF). The present review aims to highlight the current atypicality found in individuals with dyslexia in the domain of EF using behavioral measures, brain mapping, functional connectivity, and diffusion tensor imaging along development. Individuals with dyslexia show EF abnormalities in both behavioral and neurobiological domains, starting in early childhood that persist into adulthood. EF impairment precedes reading disability, therefore adding an EF assessment to the neuropsychological testing is recommended for early intervention. EF training should also be considered for the most comprehensive outcomes.
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Affiliation(s)
- Rola Farah
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel
- Reading and Literacy Discovery Center and the Pediatric Neuroimaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
| | - Silvio Ionta
- Sensory-Motor Lab (SeMoLa), Department of Ophthalmology, University of Lausanne, Lausanne, Switzerland
- Jules Gonin Eye Hospital-Fondation Asile des Aveugles, Lausanne, Switzerland
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel
- Reading and Literacy Discovery Center and the Pediatric Neuroimaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
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152
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Abdullah MNS, Karpudewan M, Tanimale BM. Executive function of the brain and its influences on understanding of physics concept. Trends Neurosci Educ 2021; 24:100159. [PMID: 34412861 DOI: 10.1016/j.tine.2021.100159] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2020] [Revised: 06/20/2021] [Accepted: 07/30/2021] [Indexed: 12/11/2022]
Abstract
Advances in neuroscience studies have brought new insights into the development of Executive Functions (EFs) of the brain and its influence on understanding science concepts. This study was conducted to examine the relationships between three main components of EF: working memory, inhibition, set-shifting and understanding of Force concepts among adolescents. This study also investigated how gender mediates the relationships between the components of EF and understanding. Cambridge Neuropsychological Test Automated Battery was used to assess students' level of working memory, inhibition, and set-shifting. The Force Concept Test measured students understanding. Smart-PLS analysis was employed to examine the relationships between the three components of EF and understanding; and how gender mediates the relationships. The result reveals that working memory significantly relates to students' understanding of Force concepts in a positive direction. On the contrary, both set-shifting and inhibition exhibit non-significant relationships. The findings also demonstrate that gender does not significantly mediate the relationships. The findings are useful for Physics teachers to guide them through designing the curriculum and opting for an appropriate pedagogical strategy considering the role of the components of EF for teaching the lessons on Force.
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Affiliation(s)
- Mohd Nor Syahrir Abdullah
- Department of Mathematics and Science Education, Faculty of Education, University of Malaya, Malaysia.
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153
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Inhibition and individual differences in behavior and emotional regulation in adolescence. PSYCHOLOGICAL RESEARCH 2021; 86:1132-1144. [PMID: 34363502 PMCID: PMC9090849 DOI: 10.1007/s00426-021-01565-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Accepted: 07/20/2021] [Indexed: 11/26/2022]
Abstract
The Impulsivity/Reflexivity issue in inhibitory control ability has seldom been investigated in terms of individual differences in typically developing populations. Although there is evidence of changes in executive functioning (EF), including inhibition, in adolescence, very little is known about the role of individual differences. Using the data from 240 14-to-19-year-old high school students who completed a battery of EF tasks (Flanker, Go No-Go, Antisaccade, and Stop signal task), measures of emotion regulation strategies and behavioral difficulties, we performed a latent profile analysis to identify qualitatively distinct score profiles. The results showed the existence in adolescence of two inhibition profiles, Impulsive vs Reflexive, differing in performances at the inhibition tasks. The two profiles were not associated with socio-demographic characteristics, or to psychological variables, such as behavioral characteristics and emotional regulation strategies.
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154
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Donati G, Meaburn E, Dumontheil I. Internalising and externalising in early adolescence predict later executive function, not the other way around: a cross-lagged panel analysis. Cogn Emot 2021; 35:986-998. [PMID: 33900139 PMCID: PMC8372297 DOI: 10.1080/02699931.2021.1918644] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Revised: 04/08/2021] [Accepted: 04/13/2021] [Indexed: 11/12/2022]
Abstract
Developmental changes in the brain networks involved in emotion regulation are thought to contribute to vulnerability to mental health problems during adolescence. Executive control is often viewed as allowing top-down regulation of emotional responses. However, while associations between executive control and mental health are commonly observed in both clinical and non-clinical populations, the direction of these associations remains unclear. Low, or immature, cognitive control could limit emotion regulation. Reversely, high emotionality could impede cognitive functioning. The scarcity of longitudinal studies testing for bi-directional effects, particularly in adolescence, has made it difficult to draw conclusions. This study analysed data from 1,445 participants of a longitudinal cohort in a cross-lagged panel design to understand bi-directional longitudinal associations between executive function and emotional behaviours across adolescence. Executive function was assessed using experimental working memory and inhibitory control tasks, emotional behaviours through parental report of internalising and externalising behaviours. Cross-sectional associations were replicated. Controlling for cross-sectional associations, early executive functions were not found to predict later emotional behaviours. Instead, early emotional behaviours predicted later executive function, with the strongest link observed between early externalising and later working memory. These results suggest that emotional well-being may affect the maturation of executive function during adolescence.
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Affiliation(s)
- Georgina Donati
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, London, UK
- Child and Adolescent Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | - Emma Meaburn
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, London, UK
| | - Iroise Dumontheil
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, London, UK
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155
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YANGÜEZ MARC, BEDIOU BENOIT, HILLMAN CHARLESH, BAVELIER DAPHNE, CHANAL JULIEN. The Indirect Role of Executive Functions on the Relationship between Cardiorespiratory Fitness and School Grades. Med Sci Sports Exerc 2021; 53:1656-1665. [PMID: 33731657 PMCID: PMC8284357 DOI: 10.1249/mss.0000000000002630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
PURPOSE The aim of this study was to investigate the indirect effects of cardiorespiratory fitness on scholastic performance through executive functions. More precisely, we examined the contribution of the different domains of executive functions, and whether this relationship was specific to certain school topics. METHODS Children 8-12 yr old completed nine cognitive tests and the multistage fitness test. Structural equation modeling techniques were used to analyze the role of different domains of executive functions (inhibition, working memory, cognitive flexibility, and a common factor to all tasks) in the relationship between cardiorespiratory fitness and school grades in three domains: (i) mathematics; (ii) grammar, spelling, and vocabulary; and (iii) text comprehension and expression. Covariate analyses included age and socioeconomic status. RESULTS The results of this study showed that an indirect effect of the various domains of executive functions explained, in part, the relationship between cardiorespiratory fitness and (i) mathematics (β = 0.12, SE = 0.03, P < 0.001), and between cardiorespiratory fitness and (ii) grammar, spelling, and vocabulary (β = 0.12, SE = 0.03, P < 0.001). No relationship between cardiorespiratory fitness and (iii) text comprehension and expression was observed. Although executive functions correlated with school grades, cognitive flexibility drove the indirect effect when all executive function domains were simultaneously taken into account. CONCLUSIONS These results show the role that executive functions play in understanding the relationship between cardiorespiratory fitness and scholastic performance. Importantly, not all executive function domains contributed equally because cognitive flexibility played a leading role in this wide age range. Furthermore, the relationship between cardiorespiratory fitness and scholastic performance was strongest for mathematics and for low-level language topics but nonsignificant for higher-level language topics, providing a more modulated view of the effect of cardiorespiratory fitness on language.
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Affiliation(s)
- MARC YANGÜEZ
- Faculty of Psychology, University of Geneva, Geneva, SWITZERLAND
- Distance Learning University, Brig, SWITZERLAND
| | - BENOIT BEDIOU
- Faculty of Psychology, University of Geneva, Geneva, SWITZERLAND
- Campus Biotech, 9 Chemis des Mines, Geneva, SWITZERLAND
| | - CHARLES H. HILLMAN
- Department of Psychology and Department of Physical Therapy, Movement, and Rehabilitation Sciences, Northeastern University, Boston MA
| | - DAPHNE BAVELIER
- Faculty of Psychology, University of Geneva, Geneva, SWITZERLAND
- Campus Biotech, 9 Chemis des Mines, Geneva, SWITZERLAND
| | - JULIEN CHANAL
- Faculty of Psychology, University of Geneva, Geneva, SWITZERLAND
- Distance Learning University, Brig, SWITZERLAND
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156
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Jepma M, Schaaf JV, Visser I, Huizenga HM. Effects of advice on experienced-based learning in adolescents and adults. J Exp Child Psychol 2021; 211:105230. [PMID: 34256185 DOI: 10.1016/j.jecp.2021.105230] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 03/24/2021] [Accepted: 06/16/2021] [Indexed: 01/04/2023]
Abstract
Recent studies that compared effects of pre-learning advice on experience-based learning in adolescents and adults have yielded mixed results. Previous studies on this topic used choice tasks in which age-related differences in advice-related learning bias and exploratory choice behavior are difficult to dissociate. Moreover, these studies did not examine whether effects of advice depend on working memory load. In this preregistered study (in adolescents [13-15 years old] and adults [18-31 years old]), we addressed these issues by factorially combining advice and working memory load manipulations in an estimation task that does not require choices and hence eliminates the influence of known age-related differences in exploration. We found that advice guided participants' initial estimates in both age groups. When advice was correct, this improved estimation performance, especially in adolescents when working memory load was high. When advice was incorrect, it had a longer-lasting effect on adolescents' performance than on adults' performance. In contrast to previous findings in choice tasks, we found no evidence that advice biased learning in either age group. Taken together, our results suggest that learning in an estimation task improves between adolescence and adulthood but that the effects of advice on learning do not differ substantially between adolescents and adults.
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Affiliation(s)
- Marieke Jepma
- Department of Psychology, University of Amsterdam, 1012 WX Amsterdam, the Netherlands.
| | - Jessica V Schaaf
- Department of Psychology, University of Amsterdam, 1012 WX Amsterdam, the Netherlands
| | - Ingmar Visser
- Department of Psychology, University of Amsterdam, 1012 WX Amsterdam, the Netherlands
| | - Hilde M Huizenga
- Department of Psychology, University of Amsterdam, 1012 WX Amsterdam, the Netherlands
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157
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Er-Rafiqi M, Guerra A, Le Gall D, Roy A. Age-related changes of cognitive flexibility and planning skills in school-age Moroccan children. APPLIED NEUROPSYCHOLOGY-CHILD 2021; 11:669-680. [PMID: 34213399 DOI: 10.1080/21622965.2021.1934471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
North African countries such as Morocco are scarcely the focus of neuropsychological studies, although the role of culture in cognition processes is widely recognized. Currently, studies on flexibility and planning skills in the Moroccan context are still lacking and there are no adapted tools to assess these functions in the country. In this scenario, this study aimed to adapt the Child Executive Functions Battery (CEF-B) tasks and the playing cards task of the Behavioral Assessment of the Dysexecutive Syndrome for Children (BADS-C) to Morocco and provide preliminary normative data on the development of flexibility and planning. In addition, this study proposed to examine the effects of gender, parents' education level and multilingualism on executive development. To this end, six tasks of the CEF-B were adapted through a translation and back-translation process and administered to 115 children aged 7-12 years. Results showed that the adopted procedure was sufficient for the cross-cultural adaptation of the tasks. Analyses showed a continuous increase with age on executive performance in most of the variables. However, gender and parents' level of education showed mostly non-significant effects. On the other hand, a significant effect of multilingualism was found on the two analyzed functions, with better results for multilingual children if compared to their bilingual peers. In general, results suggest that the identified pattern of development is consistent with international studies. Although normative data on executive functions are still lacking in Morocco, this unprecedented study will help better understand their development in this context.
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Affiliation(s)
- Marie Er-Rafiqi
- LPPL, Univ. Angers, Université de Nantes, SFR Confluences, Angers, France
| | - Amanda Guerra
- LPPL, Univ. Angers, Université de Nantes, SFR Confluences, Angers, France.,Programa de Pós-Graduação de Psicologia, Universidade Federal do Rio Grande do Norte, Natal, Brazil
| | - Didier Le Gall
- LPPL, Univ. Angers, Université de Nantes, SFR Confluences, Angers, France.,Département de neurologie, Centre Hospitalier Universitaire d'Angers, Angers, France
| | - Arnaud Roy
- LPPL, Univ. Angers, Université de Nantes, SFR Confluences, Angers, France.,Centre Référent des Troubles d'Apprentissage, Centre de Compétence Nantais de Neurofibromatose, Hôpital Femme-Enfant-Adolescent, Centre Hospitalier Universitaire de Nantes, Nantes, France
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158
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Zhu Y, Sun F, Chiu MM, Siu AYS. Effects of high-intensity interval exercise and moderate-intensity continuous exercise on executive function of healthy young males. Physiol Behav 2021; 239:113505. [PMID: 34153324 DOI: 10.1016/j.physbeh.2021.113505] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Revised: 06/14/2021] [Accepted: 06/17/2021] [Indexed: 10/21/2022]
Abstract
PURPOSE This study compared the executive function (EF) performance induced by moderate-intensity continuous exercise (MICE) versus high-intensity interval exercise (HIIE), under two exercise modalities (i.e., running vs. cycling), and explored whether the changes in EF performance were related to the hemodynamics response of the cerebral prefrontal area of the brain. METHODS In a randomized cross-over design, 16 male participants completed 4 main trials, i.e., 40 min of moderate-intensity continuous running (MICR) or cycling (MICC) with 60% maximal oxygen consumption (VO2max), 33 min of high-intensity interval running (HIIR) or cycling (HIIC). For HIIR or HIIC trials, the exercise intensity was 60% VO2max for the first 5 min, followed by four 4-minute bouts of exercise at 90% VO2max, separated by 3-minute active recovery at 60% VO2max. EF was assessed via the Eriksen Flanker task (EFT) before (Pre), immediately after (Post 0), and 10 min after exercise (Post 10). Functional near-infrared spectroscopy (fNIRS) measured oxygenated hemoglobin (O2Hb) and deoxygenated hemoglobin (HHb) concentrations in the prefrontal area. Each main trial measured the concentrations of blood glucose and lactate, heart rate, and rate of perceived exertion. RESULTS (1) Compared to the reaction time in EFT during the pretest, the corresponding reaction time was shorter at Post 10 (P < 0.01) but not at Post 0 (P = 0.06). Specifically, reaction time was shorter at Post 10 than in the pretest in HIIC (P = 0.04), MICC (P = 0.01), and HIIR (P < 0.01) but not MICR. (2) The fNIRS results revealed that O2Hb concentrations in the left dorsolateral prefrontal cortex area were much lower during Post 10 than during the pretest. (3) The blood lactate concentrations were not associated with EF performance regarding both accuracy and reaction time. CONCLUSION Compared to the pretest, EF was greater after the 10-minute rest during recovery but not immediately after exercise. The different HIIE or MICE protocols adopted in the present study may elicit minor differences regarding their effects on EF.
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Affiliation(s)
- Yuxin Zhu
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong SAR, China
| | - Fenghua Sun
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong SAR, China.
| | - Ming Ming Chiu
- Department of Special Education and Counselling & Assessment Research Centre, The Education University of Hong Kong, Hong Kong SAR, China.
| | - Agatha Yi-Sum Siu
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong SAR, China
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159
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Egger S, Nicolay P, Huber C, Müller CM. Increased openness to external influences in adolescents with intellectual disability: Insights from an experimental study on social judgments. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 113:103918. [PMID: 33690106 DOI: 10.1016/j.ridd.2021.103918] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Revised: 02/05/2021] [Accepted: 02/22/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Making appropriate social judgments about one's peers helps avoid negative influences from peers, yet the cognitive and adaptive difficulties experienced by adolescents with an intellectual disability (ID) may create challenges in this regard. PROCEDURE This study used a computer-based task to investigate how adolescents with ID (n = 34, M = 14.89 years, SD = 1.38) and comparison groups of chronological age-matched adolescents without ID (n = 34, M = 14.68, SD = 1.16) and mental age-matched children (n = 34, M = 7.88, SD = .62) make social judgments of photos of adolescents, and the degree to which they are influenced by non-social and social cues in performing this task. RESULTS Analyses showed adolescents with ID made significantly more polarizing judgments and showed a positivity bias compared to adolescents without ID. This judgment pattern was similar to that of younger mental age-matched children. Adolescents with ID were also significantly more influenced by non-social cues and peer opinions than adolescents from the control group. IMPLICATIONS The results provide new perspectives for future research and support of adolescents with ID.
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Affiliation(s)
- Sara Egger
- Department of Special Education, University of Fribourg, Switzerland.
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160
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Pscherer C, Bluschke A, Mückschel M, Beste C. The interplay of resting and inhibitory control-related theta-band activity depends on age. Hum Brain Mapp 2021; 42:3845-3857. [PMID: 33982854 PMCID: PMC8288092 DOI: 10.1002/hbm.25469] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Revised: 04/26/2021] [Accepted: 04/28/2021] [Indexed: 02/06/2023] Open
Abstract
Resting‐state neural activity plays an important role for cognitive control processes. Regarding response inhibition processes, an important facet of cognitive control, especially theta‐band activity has been the focus of research. Theoretical considerations suggest that the interrelation of resting and task‐related theta activity is subject to maturational effects. To investigate whether the relationship between resting theta activity and task‐related theta activity during a response inhibition task changes even in young age, we tested N = 166 healthy participants between 8 and 30 years of age. We found significant correlations between resting and inhibitory control‐related theta activity as well as behavioral inhibition performance. Importantly, these correlations were moderated by age. The moderation analysis revealed that higher resting theta activity was associated with stronger inhibition‐related theta activity in individuals above the age of ~10.7 years. The EEG beamforming analysis showed that this activity is associated with superior frontal region function (BA6). The correlation between resting and superior frontal response inhibition‐related theta activity became stronger with increasing age. A similar pattern was found for response inhibition performance, albeit only evident from the age of ~19.5 years. The results suggest that with increasing age, resting theta activity becomes increasingly important for processing the alarm/surprise signals in superior frontal brain regions during inhibitory control. Possible causes for these developmental changes are discussed.
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Affiliation(s)
- Charlotte Pscherer
- Faculty of Medicine, Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, TU Dresden, Dresden, Germany
| | - Annet Bluschke
- Faculty of Medicine, Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, TU Dresden, Dresden, Germany
| | - Moritz Mückschel
- Faculty of Medicine, Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, TU Dresden, Dresden, Germany
| | - Christian Beste
- Faculty of Medicine, Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, TU Dresden, Dresden, Germany
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161
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Musculus L, Ruggeri A, Raab M. Movement Matters! Understanding the Developmental Trajectory of Embodied Planning. Front Psychol 2021; 12:633100. [PMID: 33995187 PMCID: PMC8113400 DOI: 10.3389/fpsyg.2021.633100] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Accepted: 03/04/2021] [Indexed: 11/13/2022] Open
Abstract
Human motor skills are exceptional compared to other species, no less than their cognitive skills. In this perspective paper, we suggest that "movement matters!," implying that motor development is a crucial driving force of cognitive development, much more impactful than previously acknowledged. Thus, we argue that to fully understand and explain developmental changes, it is necessary to consider the interaction of motor and cognitive skills. We exemplify this argument by introducing the concept of "embodied planning," which takes an embodied cognition perspective on planning development throughout childhood. From this integrated, comprehensive framework, we present a novel climbing paradigm as the ideal testbed to explore the development of embodied planning in childhood and across the lifespan. Finally, we outline future research directions and discuss practical applications of the work on developmental embodied planning for robotics, sports, and education.
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Affiliation(s)
- Lisa Musculus
- Department of Performance Psychology, Institute of Psychology, German Sport University Cologne, Cologne, Germany
| | - Azzurra Ruggeri
- iSearch, Max Planck Research Group, Max Planck Institute for Human Development, Berlin, Germany.,TUM School of Education, Technical University Munich, Munich, Germany
| | - Markus Raab
- Department of Performance Psychology, Institute of Psychology, German Sport University Cologne, Cologne, Germany.,School of Applied Sciences, London South Bank University, London, United Kingdom
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162
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Gärtner A, Grass J, Wolff M, Goschke T, Strobel A, Strobel A. No relation of Need for Cognition to basic executive functions. J Pers 2021; 89:1113-1125. [PMID: 33866562 DOI: 10.1111/jopy.12639] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 02/26/2021] [Accepted: 04/09/2021] [Indexed: 01/21/2023]
Abstract
OBJECTIVE Need for Cognition (NFC) refers to a personality trait describing the relatively stable intrinsic motivation of individuals to invest cognitive effort in cognitive endeavors. Higher NFC is associated with a more elaborated, central information processing style and increased recruitment of resources in cognitively demanding situations. To further clarify the association between cognitive resources and NFC, we examined in two studies how NFC relates to executive functions as basic cognitive abilities. METHOD In Study 1, 189 healthy young adults completed an NFC scale and a battery of six commonly used inhibitory control tasks (Stroop, antisaccade, stop-signal, flanker, shape-matching, word-naming). In Study 2, 102 healthy young adults completed the NFC scale and two tasks for each of the three executive functions inhibitory control (go-nogo, stop-signal), shifting (number-letter, color-shape), and working memory updating (two-back, letter-memory). RESULTS Using a Bayesian approach to correlation analysis, we found no conclusive evidence that NFC was related to any executive function measure. Instead, we obtained even moderate evidence for the null hypothesis. CONCLUSIONS Both studies add to more recent findings that shape the understanding of NFC as a trait that is less characterized by increased cognitive control abilities but rather by increased willingness to invest effort and exert self-control via motivational processes.
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Affiliation(s)
- Anne Gärtner
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Julia Grass
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Max Wolff
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.,Department of Psychiatry and Psychotherapy, Technische Universität Dresden, Germany
| | - Thomas Goschke
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Anja Strobel
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Alexander Strobel
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
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163
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Haft SL, Gys CL, Bunge S, Uchikoshi Y, Zhou Q. Home Language Environment and Executive Functions in Mexican American and Chinese American Preschoolers in Head Start. EARLY EDUCATION AND DEVELOPMENT 2021; 33:608-633. [PMID: 35600115 PMCID: PMC9119586 DOI: 10.1080/10409289.2021.1912548] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Research Findings Using two groups of dual language learners (DLLs), the current study examined links between two developmental constructs closely linked to school readiness: the home language environment (HLE) and executive function (EF). In a sample of 90 children (age range = 38-70 months, 59% girls) from either Mexican American (MA, N = 46) or Chinese American (CA, N = 44) low-income families enrolled in Head Start preschool programs, parents reported on their HLE (home language balance, home English/heritage language activities) and children's EF (inhibitory control and attention shifting) was measured by cognitive tasks. Findings showed preschool-aged DLLs in low-income immigrant families received more heritage language exposure relative to English language exposure at home. Several demographic variables (parental education, per capita income, DLL group, child age of English acquisition, child generation, child English receptive vocabulary) were related to various aspects of HLE. Controlling for covariates, the amount of heritage language activities at home was uniquely and positively related to children's attention shifting. Practice or Policy The findings underscore the importance of incorporating language background considerations when designing intervention programs that target HLE and EF in low-income DLLs.
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Affiliation(s)
- Stephanie L Haft
- Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA 94704, USA
| | - Christopher L Gys
- Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA 94704, USA
| | - Silvia Bunge
- Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA 94704, USA
| | - Yuuko Uchikoshi
- School of Education, University of California Davis, Davis, CA 95616, USA
| | - Qing Zhou
- Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA 94704, USA
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164
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Yu M, Liu T, Shangguan F, Sui J, Shi J. The neurodevelopment of delay discounting for monetary rewards in pre-adolescent children. Sci Rep 2021; 11:8337. [PMID: 33863945 PMCID: PMC8052366 DOI: 10.1038/s41598-021-87282-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2020] [Accepted: 03/22/2021] [Indexed: 02/02/2023] Open
Abstract
Children are found to exhibit high degrees of delay discounting compared with adults in many delay discounting studies, which might be due to the asynchronous development of "bottom-up" and "top-down" neural systems. However, the temporal dynamics associated with the two systems in the development of delay discounting processes are not well known. In this study, we chose two age groups of participants and adopted event-related potential (ERP) techniques to investigate the neural dynamic differences between children and adults during delay discounting processes. Behavioral findings showed that children discounted more than adults and chose more immediate choices. Electrophysiological findings revealed that children exhibited longer neural processing (longer P2 latency) than adults during the early detection and identification phase. Children showed less cognitive control (smaller N2 amplitude) than adults over the middle frontal areas, and they devoted more neural effort (larger P3 amplitudes) to making final choices than adults. The factors of reward amount and time delay could influence the development of delay discounting in children.
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Affiliation(s)
- Mei Yu
- grid.9227.e0000000119573309CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Chaoyang District, Beijing, 100101 China ,grid.410726.60000 0004 1797 8419Department of Psychology, University of Chinese Academy of Sciences, Beijing, 100049 China
| | - Tongran Liu
- grid.9227.e0000000119573309CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Chaoyang District, Beijing, 100101 China ,grid.410726.60000 0004 1797 8419Department of Psychology, University of Chinese Academy of Sciences, Beijing, 100049 China
| | - Fangfang Shangguan
- grid.253663.70000 0004 0368 505XBeijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Jingxin Sui
- grid.440818.10000 0000 8664 1765Student Office, Liaoning Normal University, Dalian, 116029 Liaoning China
| | - Jiannong Shi
- grid.9227.e0000000119573309CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Chaoyang District, Beijing, 100101 China ,grid.410726.60000 0004 1797 8419Department of Psychology, University of Chinese Academy of Sciences, Beijing, 100049 China ,grid.5117.20000 0001 0742 471XDepartment of Learning and Philosophy, Aalborg University, Aalborg, Denmark
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165
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Sung MC, Ku B, Leung W, MacDonald M. The Effect of Physical Activity Interventions on Executive Function Among People with Neurodevelopmental Disorders: A Meta-Analysis. J Autism Dev Disord 2021; 52:1030-1050. [PMID: 33856619 DOI: 10.1007/s10803-021-05009-5] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/03/2021] [Indexed: 12/16/2022]
Abstract
The current meta-analysis comprehensively examined the effects of physical activity interventions on executive function among people with neurodevelopmental disorders. The meta-analysis included 34 studies with 1058 participants aged 5-33 years. Results indicated an overall significant medium effect of physical activity interventions on improving executive function in people with neurodevelopmental disorders under the random-effect model (Hedges' g = 0.56, p < .001). Significant moderators of the effects of physical activity intervention on executive function included age, intervention length and session time, executive function subdomains, and intervention dose (total minutes in the intervention). This meta-analysis provides support for the effectiveness of physical activity interventions on executive function among people with neurodevelopmental disorders. Future studies and limitations are discussed.
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Affiliation(s)
- Ming-Chih Sung
- Adapted Physical Activity, Kinesiology, School of Biological and Population Health Sciences, College of Public Health and Human Sciences, Oregon State University, Rm 8 Women's Building, 160 SW 26th St, Corvallis, OR, 97331, USA.
| | - Byungmo Ku
- Physical Education and Sports Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore, 639798, Singapore
| | - Willie Leung
- Adapted Physical Activity, Kinesiology, School of Biological and Population Health Sciences, College of Public Health and Human Sciences, Oregon State University, Rm 8 Women's Building, 160 SW 26th St, Corvallis, OR, 97331, USA
| | - Megan MacDonald
- Adapted Physical Activity, Kinesiology, School of Biological and Population Health Sciences, College of Public Health and Human Sciences, Oregon State University, Rm 8 Women's Building, 160 SW 26th St, Corvallis, OR, 97331, USA
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166
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Naaman R, Goldfarb L. Examining the effect of perceived performance-contingent gains, losses and errors on arithmetic. PLoS One 2021; 16:e0249696. [PMID: 33831064 PMCID: PMC8031462 DOI: 10.1371/journal.pone.0249696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Accepted: 03/23/2021] [Indexed: 12/01/2022] Open
Abstract
Gains and losses have previously been found to differentially modulate Executive Functions and cognitive performance depending on performance contingency. Following recent findings suggesting that random gains and losses modulate arithmetic performance, the current study aimed to investigate the effect of perceived performance-contingent gains and losses on arithmetic performance. In the current study, an arithmetic equation judgment task was administered, with perceived performance-contingent gain, loss, and error feedback presented upon each trial. The results from two experiments suggest that when perceiving gain and loss as performance-contingent, the modulation of arithmetic performance, seen previously under random contingency conditions was entirely eliminated. In addition, another type of feedback was examined in the context of an arithmetic task: post-error adjustments. When performance after error feedback was compared to performance after other aversive performance feedback such as loss signals, only errors, but not other aversive feedback, modulated performance in the subsequent trial. These findings further extend the knowledge regarding the influence of gain and loss situations, as well as errors, on arithmetic performance.
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Affiliation(s)
- Ram Naaman
- E.J.S. Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa, Israel
| | - Liat Goldfarb
- E.J.S. Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa, Israel
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167
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Zhang Z, Peng P, Eickhoff SB, Lin X, Zhang D, Wang Y. Neural substrates of the executive function construct, age-related changes, and task materials in adolescents and adults: ALE meta-analyses of 408 fMRI studies. Dev Sci 2021; 24:e13111. [PMID: 33817920 DOI: 10.1111/desc.13111] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Revised: 03/10/2021] [Accepted: 03/16/2021] [Indexed: 12/21/2022]
Abstract
To explore the neural substrates of executive function (EF), we conducted an activation likelihood estimation meta-analysis of 408 functional magnetic resonance imaging studies (9639 participants, 7587 activation foci, 518 experimental contrasts) covering three fundamental EF subcomponents: inhibition, switching, and working memory. Our results found that activation common to all three EF subcomponents converged in the multiple-demand network across adolescence and adulthood. The function of EF with the multiple-demand network involved, especially for the prefrontal cortex and the parietal regions, could not be mature until adulthood. In adolescents, only working memory could be separable from common EF, whereas in adults, the three EF subcomponents could be separable from common EF. However, findings of switching in adolescents should be treated with substantial caution and may be exploratory due to limited data available on switching tasks. For task materials, inhibition and working memory showed both domain generality and domain specificity, undergirded by the multiple-demand network, as well as different brain regions in response to verbal and nonverbal task materials, respectively. In contrast, switching showed only domain generality with no activation specialized for either verbal or nonverbal task materials. These findings, taken together, support and contribute to the unitary-diverse nature of EF such that EF should be interpreted in an integrative model that relies on the integration of the EF construct, development, and task materials.
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Affiliation(s)
- Zheng Zhang
- Department of Special Education, The University of Texas at Austin, Austin, Texas, USA
| | - Peng Peng
- Department of Special Education, The University of Texas at Austin, Austin, Texas, USA
| | - Simon B Eickhoff
- Medical Faculty, Institute of Systems Neuroscience, Heinrich-Heine University Düsseldorf, Düsseldorf, Germany.,Brain & Behaviour (INM-7), Institute of Neuroscience and Medicine, Research Centre Jülich, Jülich, Germany
| | - Xin Lin
- Department of Special Education, The University of Texas at Austin, Austin, Texas, USA
| | - Delong Zhang
- School of Psychology, Center for the Study of Applied Psychology, Key Laboratory of Mental Health and Cognitive Science of Guangdong Province, South China Normal University, Guangzhou, PR China
| | - Yingying Wang
- Department of Special Education and Communication Disorders, Neuroimaging for Language, Literacy, and Learning, College of Education and Human Science, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
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168
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Santarnecchi E, Momi D, Mencarelli L, Plessow F, Saxena S, Rossi S, Rossi A, Mathan S, Pascual-Leone A. Overlapping and dissociable brain activations for fluid intelligence and executive functions. COGNITIVE, AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2021; 21:327-346. [PMID: 33900569 PMCID: PMC9094637 DOI: 10.3758/s13415-021-00870-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/22/2021] [Indexed: 01/03/2023]
Abstract
Cognitive enhancement interventions aimed at boosting human fluid intelligence (gf) have targeted executive functions (EFs), such as updating, inhibition, and switching, in the context of transfer-inducing cognitive training. However, even though the link between EFs and gf has been demonstrated at the psychometric level, their neurofunctional overlap has not been quantitatively investigated. Identifying whether and how EFs and gf might share neural activation patterns could provide important insights into the overall hierarchical organization of human higher-order cognition, as well as suggest specific targets for interventions aimed at maximizing cognitive transfer. We present the results of a quantitative meta-analysis of the available fMRI and PET literature on EFs and gf in humans, showing the similarity between gf and (i) the overall global EF network, as well as (ii) specific maps for updating, switching, and inhibition. Results highlight a higher degree of similarity between gf and updating (80% overlap) compared with gf and inhibition (34%), and gf and switching (17%). Moreover, three brain regions activated for both gf and each of the three EFs also were identified, located in the left middle frontal gyrus, left inferior parietal lobule, and anterior cingulate cortex. Finally, resting-state functional connectivity analysis on two independent fMRI datasets showed the preferential behavioural correlation and anatomical overlap between updating and gf. These findings confirm a close link between gf and EFs, with implications for brain stimulation and cognitive training interventions.
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Affiliation(s)
- Emiliano Santarnecchi
- Berenson-Allen Center for Non-Invasive Brain Stimulation, Beth Israel Deaconess Medical Center, Department of Neurology, Unit of Cognitive Neurology, Harvard Medical School, Boston, MA, USA.
| | - Davide Momi
- Berenson-Allen Center for Non-Invasive Brain Stimulation, Beth Israel Deaconess Medical Center, Department of Neurology, Unit of Cognitive Neurology, Harvard Medical School, Boston, MA, USA
- Siena Brain Investigation & Neuromodulation Lab (Si-BIN Lab), Department of Medicine, Surgery and Neuroscience, Neurology and Clinical Neurophysiology Section, University of Siena, Siena, Italy
| | - Lucia Mencarelli
- Siena Brain Investigation & Neuromodulation Lab (Si-BIN Lab), Department of Medicine, Surgery and Neuroscience, Neurology and Clinical Neurophysiology Section, University of Siena, Siena, Italy
| | - Franziska Plessow
- Berenson-Allen Center for Non-Invasive Brain Stimulation, Beth Israel Deaconess Medical Center, Department of Neurology, Unit of Cognitive Neurology, Harvard Medical School, Boston, MA, USA
- Neuroendocrine Unit, Department of Medicine, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | - Sadhvi Saxena
- Berenson-Allen Center for Non-Invasive Brain Stimulation, Beth Israel Deaconess Medical Center, Department of Neurology, Unit of Cognitive Neurology, Harvard Medical School, Boston, MA, USA
| | - Simone Rossi
- Siena Brain Investigation & Neuromodulation Lab (Si-BIN Lab), Department of Medicine, Surgery and Neuroscience, Neurology and Clinical Neurophysiology Section, University of Siena, Siena, Italy
- Siena Robotics and Systems Lab (SIRS-Lab), Engineering and Mathematics Department, University of Siena, Siena, Italy
- Human Physiology Section, Department of Medicine, Surgery and Neuroscience, University of Siena, Siena, Italy
| | - Alessandro Rossi
- Siena Brain Investigation & Neuromodulation Lab (Si-BIN Lab), Department of Medicine, Surgery and Neuroscience, Neurology and Clinical Neurophysiology Section, University of Siena, Siena, Italy
- Medicine, Surgery and Neuroscience Department, University of Siena School of Medicine, Siena, Italy
| | | | - Alvaro Pascual-Leone
- Berenson-Allen Center for Non-Invasive Brain Stimulation, Beth Israel Deaconess Medical Center, Department of Neurology, Unit of Cognitive Neurology, Harvard Medical School, Boston, MA, USA
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169
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De Waelle S, Warlop G, Lenoir M, Bennett SJ, Deconinck FJA. The development of perceptual-cognitive skills in youth volleyball players. J Sports Sci 2021; 39:1911-1925. [PMID: 33781180 DOI: 10.1080/02640414.2021.1907903] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
In many sports, elite players outperform novices on tests for perceptual-cognitive skills, such as anticipation, decision-making and pattern recall. However, the developmental trajectory of these perceptual-cognitive skills has received limited attention. Therefore, this study examined the development of anticipation, decision-making and pattern recall in 202 female volleyball players aged between 7 and 26 years old. Participants were categorized into six age groups: U9, U11, U13, U15, U17 and Seniors. Using a video-based occlusion protocol, we assessed participants' ability to predict pass direction, decide the most optimal attack zone, or recall the opponents' defence positions. The results demonstrated that U17 and adult players had superior accuracy and shorter response times than younger players on all three tests. Notably, U9 players performed worse than older players on all tests. Binomial distributions showed that decision-making was above chance for U17 players and adults, whereas anticipation was above chance for almost all players. Our findings indicate that age-related improvements of perceptual-cognitive skills are evident at 11 years old. However, decision-making seems to develop considerably later than anticipation and pattern recall, suggesting different developmental trajectories for the different perceptual-cognitive skills. Longitudinal research regarding the development of perceptual-cognitive skills and their underlying mechanisms is warranted, as this could have important implications for talent detection and development.
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Affiliation(s)
- Silke De Waelle
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Griet Warlop
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Matthieu Lenoir
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Simon J Bennett
- School of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
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170
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Puhr A, Ruud E, Anderson V, Due-Tønnessen BJ, Skarbø AB, Finset A, Andersson S. Executive Function and Psychosocial Adjustment in Adolescent Survivors of Pediatric Brain Tumor. Dev Neuropsychol 2021; 46:149-168. [PMID: 33783291 DOI: 10.1080/87565641.2021.1900191] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Adolescent survivors of pediatric brain tumor (PBT) are a sparsely studied subset of childhood cancer survivors. Sustaining a PBT may complicate the development of executive functions (EFs), which play a vital role in long-term psychosocial adjustment. In this study, 48 adolescent survivors and their parents completed questionnaires assessing EF, psychological symptoms, fatigue, and adaptive functioning, and 26 survivors underwent neuropsychological assessment. Survivors reported significantly more problems with adaptive functioning than a healthy control group, and this was most strongly associated to executive dysfunction, compared to psychological symptoms and fatigue. The findings have important implications for long-term follow-ups.
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Affiliation(s)
- A Puhr
- Dept. of Pediatric Medicine, Oslo University Hospital & Dept. Of Psychology, University of Oslo, Norway
| | - E Ruud
- Dept. of Pediatric Medicine, Oslo University Hospital & Faculty of Medicine, University of Oslo, Norway
| | - V Anderson
- Royal Children's Hospital, Melbourne & Depts of Psychology & Paediatrics, University of Melbourne, Melbourne Australia
| | | | - A B Skarbø
- Dept. of Pediatric Neurology, Oslo University Hospital, Oslo, Norway
| | - A Finset
- Faculty of Medicine, University of Oslo, Oslo Norway
| | - S Andersson
- Dept. of Psychology, University of Oslo, Oslo, Norway
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171
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Zanini GAV, Miranda MC, Cogo-Moreira H, Nouri A, Fernández AL, Pompéia S. An Adaptable, Open-Access Test Battery to Study the Fractionation of Executive-Functions in Diverse Populations. Front Psychol 2021; 12:627219. [PMID: 33859592 PMCID: PMC8042159 DOI: 10.3389/fpsyg.2021.627219] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2020] [Accepted: 02/02/2021] [Indexed: 12/21/2022] Open
Abstract
The umbrella-term 'executive functions' (EF) includes various domain-general, goal-directed cognitive abilities responsible for behavioral self-regulation. The influential unity and diversity model of EF posits the existence of three correlated yet separable executive domains: inhibition, shifting and updating. These domains may be influenced by factors such as socioeconomic status (SES) and culture, possibly due to the way EF tasks are devised and to biased choice of stimuli, focusing on first-world testees. Here, we propose a FREE (Free Research Executive Function Evaluation) test battery that includes two open-access tasks for each of the three abovementioned executive domains to allow latent variables to be obtained. The tasks were selected from those that have been shown to be representative of each domain, that are not copyrighted and do not require special hardware/software to be administered. These tasks were adapted for use in populations with varying SES/schooling levels by simplifying tasks/instructions and using easily recognized stimuli such as pictures. Items are answered verbally and tasks are self-paced to minimize interference from individual differences in psychomotor and perceptual speed, to better isolate executive from other cognitive abilities. We tested these tasks on 146 early adolescents (aged 9-15 years) of both sexes and varying SES, because this is the age group in which the executive domains of interest become distinguishable and in order to confirm that SES effects were minimized. Performance was determined by Rate Correct Scores (correct answers divided by total time taken to complete blocks/trial), which consider speed-accuracy trade-offs. Scores were sensitive to the expected improvement in performance with age and rarely/inconsistently affected by sex and SES, as expected, with no floor or ceiling effects, or skewed distribution, thus suggesting their adequacy for diverse populations in these respects. Using structural equation modeling, evidence based on internal structure was obtained by replicating the three correlated-factor solution proposed by the authors of the model. We conclude that the FREE test battery, which is open access and described in detail, holds promise as a tool for research that can be adapted for a wide range of populations, as well as altered and/or complemented in coming studies.
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Affiliation(s)
| | - Monica C. Miranda
- Programa de Pós Graduação em Psicologia-Psicossomática, Universidade Ibirapuera, São Paulo, Brazil
| | - Hugo Cogo-Moreira
- School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, China
- Programa de Pós Graduação em Psiquiatria, Universidade Federal de São Paulo, São Paulo, Brazil
| | - Ali Nouri
- Department of Education Studies, Faculty of Humanities, Malayer University, Malayer, Iran
| | - Alberto L. Fernández
- Universidad Católica de Córdoba, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Sabine Pompéia
- Departamento de Psicobiologia, Universidade Federal de São Paulo, São Paulo, Brazil
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172
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Giuliani NR, Kelly NR. Delay of Gratification Predicts Eating in the Absence of Hunger in Preschool-Aged Children. Front Psychol 2021; 12:650046. [PMID: 33868128 PMCID: PMC8044964 DOI: 10.3389/fpsyg.2021.650046] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2021] [Accepted: 02/11/2021] [Indexed: 11/29/2022] Open
Abstract
Poor ability to regulate one's own food intake based on hunger cues may encourage children to eat beyond satiety, leading to increased risk of diet-related diseases. Self-regulation has multiple forms, yet no one has directly measured the degree to which different domains of self-regulation predict overeating in young children. The present study investigated how three domains of self-regulation (i.e., appetitive self-regulation, inhibitory control, and attentional control) predicted eating in the absence of hunger (EAH) in a community sample of 47 preschool-aged children (M age = 4.93, SD = 0.86). Appetitive self-regulation, as measured using a delay of gratification task, was significantly and negatively associated with EAH 1 year later (p < 0.5). Measures of inhibitory and attentional control did not significantly predict EAH. These results suggest that food-related self-regulation may be a better predictor of overeating behaviors than general measures of self-regulation.
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Affiliation(s)
- Nicole R. Giuliani
- Department of Special Education and Clinical Sciences, Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | - Nichole R. Kelly
- Department of Counseling Psychology and Human Services, Prevention Science Institute, University of Oregon, Eugene, OR, United States
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173
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Analysis of cognitive abilities measured in a laboratory-controlled 360° simulation in soccer. GERMAN JOURNAL OF EXERCISE AND SPORT RESEARCH 2021. [DOI: 10.1007/s12662-021-00713-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
AbstractSoccer, which is characterized by a very high pace and a short possession time, requires players who are well trained in cognitive abilities. The aim of the study was to quantify cognitive abilities and the improvements in cognitive measures in a laboratory-controlled 360° simulation setting. In all, 82 male youth soccer players (4 age groups) were examined with a pre-/posttest design with an e‑training intervention in a unique 360° simulation tool (SoccerBot360 [Umbrella Software Development GmbH, Leipzig, Germany]). The cognitive abilities, especially executive functions, were measured using cognitive tests (Stroop number test, Corsi Block test, Anticipation tests, Choice Reaction test) modified for the 360° simulation to evaluate executive functions and anticipation. The analyzed soccer players showed significant positive changes in cognitive tests from pre- to posttest and significant group effects. The changes in the cognitive test values are not exclusively due to the additional training in the simulation. Nevertheless, the results show significant differences between the four age groups in cognitive abilities and their development.
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174
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Abstract
Recent studies suggest that the developmental curves in adolescence, related to the development of executive functions, could be fitted to a non-linear trajectory of development with progressions and retrogressions. Therefore, the present study proposes to analyze the pattern of development in Perceptual Inhibition (PI), considering all stages of adolescence (early, middle, and late) in intervals of one year. To this aim, we worked with a sample of 275 participants between 10 and 25 years, who performed a joint visual and search task (to measure PI). We have fitted ex-Gaussian functions to the probability distributions of the mean response time across the sample and performed a covariance analysis (ANCOVA). The results showed that the 10- to 13-year-old groups performed similarly in the task and differ from the 14- to 19-year-old participants. We found significant differences between the older group and all the rest of the groups. We discuss the important changes that can be observed in relation to the nonlinear trajectory of development that would show the PI during adolescence.
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175
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Roukoz C, Guerra A, Le Gall D, Ghazi M, Roy A. Development of executive functions in Lebanese children. Dev Neuropsychol 2021; 46:121-135. [PMID: 33678077 DOI: 10.1080/87565641.2021.1897592] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The current study focused on adapting EF tests for children to the Arabic language and examine the developmental trajectories of a sample of school-aged Lebanese children in four domains of EF (inhibition, flexibility, working memory, and planning). It also focused on examining the effects of gender and parental education level on EF performance. The study population included 100 Lebanese children aged from 6 to 12-years old who were grouped and comparable for age, gender, and parental level of education. Results revealed a main effect of age and level of education of parents while the effect of gender was non-significant.
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Affiliation(s)
- Cynthia Roukoz
- Psychiatry Department, American University of Beirut Medical Center, Beirut, Lebanon
| | - Amanda Guerra
- Laboratoire de Psychologie des Pays de La Loire, Angers University, Angers, France
| | - Didier Le Gall
- Laboratoire de Psychologie des Pays de La Loire, Angers University, Angers, France
| | - Maria Ghazi
- Department of Psychology, Saint-Joseph University of Beirut, Beirut, Lebanon
| | - Arnaud Roy
- Laboratoire de Psychologie des Pays de La Loire, Angers University, Angers, France
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176
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Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model. DEVELOPMENTAL REVIEW 2021. [DOI: 10.1016/j.dr.2020.100945] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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177
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Yu D, Yang PJ, Michaelson LE, Geldhof GJ, Chase PA, Gansert PK, Osher DM, Berg JK, Tyler CP, Goncalves C, Park Y, Boyd-Brown MJ, Cade W, Theokas C, Cantor P, Lerner RM. Understanding child executive functioning through use of the Bornstein specificity principle. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101240] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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178
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Möhring W, Klupp S, Zumbrunnen R, Segerer R, Schaefer S, Grob A. Age-related changes in children's cognitive-motor dual tasking: Evidence from a large cross-sectional sample. J Exp Child Psychol 2021; 206:105103. [PMID: 33639577 DOI: 10.1016/j.jecp.2021.105103] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Revised: 12/15/2020] [Accepted: 01/13/2021] [Indexed: 11/16/2022]
Abstract
Children coordinate two tasks simultaneously at several occasions throughout the day; however, this dual-task ability and its development across childhood are poorly understood. Therefore, the current study investigated age-related changes in children's dual-task ability using a large cross-sectional sample of 8- to 13-year-old children (N = 135). In our dual-task methodology, children were asked to walk across an electronic pathway while performing three concurrent cognitive tasks. These tasks targeted at children's executive function components: inhibition, switching, and updating skills. Our findings indicate associations between age and children's stride time variability but not with normalized velocity. Younger children showed higher stride time variability in the dual-task situation as compared with older children after accounting for their single-task performance, intelligence, anthropometric variables, and sex, indicating a more regular gait pattern in older children. Furthermore, age was differently related to children's accuracy in solving the concurrent cognitive tasks. Whereas age was associated with children's performance in the updating and switching task, there was no relation between age and children's inhibitory skills. In addition, our data imply that children's dual-task ability was associated with a number of individual variables. In particular, children with higher intelligence scores showed fewer errors and girls showed lower stride time variability in the dual tasks. Our results suggest a considerable developmental progression in children's ability to coordinate two simultaneous tasks across middle childhood. Furthermore, our study qualifies previous dual-task research and implies that heterogeneous findings may be related to a differential involvement of executive function components in the dual task.
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Affiliation(s)
- Wenke Möhring
- Department of Psychology, University of Basel, 4055 Basel, Switzerland.
| | - Stephanie Klupp
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
| | - Rijana Zumbrunnen
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
| | - Robin Segerer
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
| | - Sabine Schaefer
- Department of Movement Science and Cognition, University of Saarland, 66123 Saarbrücken, Germany
| | - Alexander Grob
- Department of Psychology, University of Basel, 4055 Basel, Switzerland
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179
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Canet-Juric L, Vernucci S, Zamora E, Introzzi I, Andrés ML. Analysis of omission and commission errors in a visual search task by school-age children ( Análisis de errores de omisión y comisión en una tarea de búsqueda visual en niños de edad escolar). STUDIES IN PSYCHOLOGY 2021. [DOI: 10.1080/02109395.2020.1857583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Affiliation(s)
- Lorena Canet-Juric
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP); Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)
| | - Santiago Vernucci
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP); Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)
| | - Eliana Zamora
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP); Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)
| | - Isabel Introzzi
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP); Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)
| | - María-Laura Andrés
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP); Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)
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180
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Gärtner A, Strobel A. Individual Differences in Inhibitory Control: A latent Variable Analysis. J Cogn 2021; 4:17. [PMID: 33634234 PMCID: PMC7894375 DOI: 10.5334/joc.150] [Citation(s) in RCA: 24] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Accepted: 01/28/2021] [Indexed: 11/20/2022] Open
Abstract
Inhibitory control represents a central component of executive functions and focuses on the ability to actively inhibit or delay a dominant response to achieve a goal. Although various tasks exist to measure inhibitory control, correlations between these tasks are rather small, partly because of the task impurity problem. To alleviate this problem, a latent variable approach has been previously applied and two closely related yet separable functions have been identified: prepotent response inhibition and resistance to distractor interference. The goal of our study was a) to replicate the proposed structure of inhibitory control and b) to extend previous literature by additionally accounting for speed-accuracy trade-offs, thereby potentially increasing explained variance in the investigated latent factors. To this end, 190 participants completed six inhibitory control tasks (antisaccade task, Stroop task, stop-signal task, flanker task, shape-matching task, word-naming task). Analyses were conducted using standard scores as well as inverse efficiency scores (combining response times and error rates). In line with previous studies, we generally found low zero-order correlations between the six tasks. By applying confirmatory factor analysis using standard reaction time difference scores, we were not able to replicate a satisfactory model with good fit to the data. By using inverse efficiency scores, a two-related-factor and a one-factor model emerged that resembled previous literature, but only four out of six tasks demonstrated significant factor loadings. Our results highlight the difficulty in finding robust inter-correlations between commonly used inhibitory control tasks, even when applying a latent variable analysis and accounting for speed-accuracy trade-offs.
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Affiliation(s)
- Anne Gärtner
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Alexander Strobel
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
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181
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Vivas AB, Chrysochoou E, Marful A, Bajo T. Emotional devaluation in ignoring and forgetting as a function of adolescent development. Cognition 2021; 211:104615. [PMID: 33588185 DOI: 10.1016/j.cognition.2021.104615] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Revised: 01/25/2021] [Accepted: 01/27/2021] [Indexed: 11/25/2022]
Abstract
We know that emotion and cognition interact to guide goal-directed behavior. Accordingly, it has recently been shown that distracting stimuli (Raymond, Fenske, & Tavassoli, 2003) and instructed to-be-forgotten items (Vivas, Marful, Panagiotidou, & Bajo, 2016) are emotionally devaluated. The devaluation by inhibition hypothesis (Raymond, Fenske, & Tavassoli, 2003) is the main theoretical explanation of these effects. However, we know little about how the cognition-emotion interplay is further modulated by development, and particularly, by changes in inhibitory control and affective processing within the adolescence period. In the present study we combined a selective attention task with faces, and a selective memory (directed forgetting paradigm) task with words, with a pleasantness evaluation task to address this question in three age groups; younger adolescents, older adolescents and young adults. Younger adolescents exhibited worse accuracy in the attention task, lower overall recognition of words in the memory task, and a smaller in magnitude directed forgetting effect in the latter, relative to the two older groups. That is, they showed less efficient inhibitory control in attention and memory selection. Despite this, all groups showed similar devaluation effects of the distractor faces and the to-be-forgotten words. Our findings do not fully support an inhibition account of such effects. Yet, they support the robustness of the forgetting devaluation effect, replicating the findings of Vivas, Marful, Panagiotidou, and Bajo (2016) with a Greek version of the task and in a bigger sample of participants.
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Affiliation(s)
- Ana B Vivas
- The University of Sheffield International Faculty, CITY College, Greece.
| | | | - Alejandra Marful
- Mind, Brain, and Behavior Research Center, Department of Experimental Psychology, University of Granada, Spain
| | - Teresa Bajo
- Mind, Brain, and Behavior Research Center, Department of Experimental Psychology, University of Granada, Spain
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182
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Relationship between Cognitive Functions and Sport-Specific Physical Performance in Youth Volleyball Players. Brain Sci 2021; 11:brainsci11020227. [PMID: 33673260 PMCID: PMC7917811 DOI: 10.3390/brainsci11020227] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2020] [Revised: 01/20/2021] [Accepted: 02/06/2021] [Indexed: 01/27/2023] Open
Abstract
The aim of this study was to investigate the relationship between basic cognitive functions and sport-specific physical performance in young volleyball players. Forty-three female volleyball players (age 11.2 ± 0.8 years) were tested for cognitive performance by measuring simple reaction time (clinical reaction time), executive control (Flanker task), and perceptual speed (visual search task). Moreover, a set of tests was used to assess physical abilities as volleyball-specific skills (accuracy of setting, passing, and serving) and motor skills (change of direction, vertical jump, and balance). A cumulated value for both cognitive and sport-specific physical performance tests was computed by adding up each test’s domain outcomes. Pearson’s r correlation analysis showed a large positive correlation (r = 0.45, d-value = 1.01) of the cumulated score summarizing cognitive functions with the cumulated score summarizing sport-specific physical performance. Moreover, small-to-medium correlations (d-value from 0.63 to 0.73) were found between cognitive and motor skills. Given the cumulative scores, these results suggest that volleyball athletes with superior basic cognitive functions present better sport-specific physical performance. Our findings encourage to extend the knowledge of the associations between cognitive and motor skills within a sports performance context.
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183
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Does Hydration Status Influence Executive Function? A Systematic Review. J Acad Nutr Diet 2021; 121:1284-1305.e1. [PMID: 33547031 DOI: 10.1016/j.jand.2020.12.021] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Revised: 12/02/2020] [Accepted: 12/21/2020] [Indexed: 01/08/2023]
Abstract
BACKGROUND Cognitive function, including executive function (EF)-related capacities (eg, working memory, inhibitory and attentional control), has been linked to adherence to healthy lifestyle behaviors. Dehydration is associated with impaired cognitive function, whereas improvements in hydration status may improve inhibitory and attentional performance. No systematic reviews have examined the effects of both dehydration and euhydration on EF. OBJECTIVE The objectives of this systematic review are to examine studies that have investigated the spectrum of hydration status and EF in adults, and to identify future research needs. DESIGN The review was conducted according to the 2015 Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) guidelines. The database search was initially conducted on May 12, 2019 and then updated on April 26, 2020. Databases searched included PubMed, Medline, Psyc Info, SCOPUS, Proquest, and ISI Web of Science. Data extraction included the following: method used to assess de/hydration status, study design, participant characteristics, EF tasks and domain, and results. Article quality ratings were performed on included studies using the Academy of Nutrition and Dietetics Quality Rating Checklist. PARTICIPANTS/SETTING Studies done with healthy or diseased adults, aged older than 18 years, in any setting, were included. Studies of individuals with disease states that impact fluid balance or require fluid restrictions as treatments were excluded. MAIN OUTCOME MEASURE All EF-related outcomes were included, such as working memory, inhibitory control, task switching, and attention. RESULTS Four thousand eight hundred thirty-three articles were screened using title/abstracts. Seventy-one full-text articles were assessed for eligibility; 33 were included (26 included investigations of dehydration; 27 included investigations of rehydration/euhydration) with 3,636 participants across all studies. Little consistency was found across outcomes. Roughly half of the available studies suggested unclear or neutral EF effects, and half suggested effects on EF domains, particularly working memory, inhibitory control, and attention. Studies including a euhydration condition were slightly more likely to demonstrate improvements to EF capacities. CONCLUSIONS Overall, there is a strong need for consistent methodological approaches and a greater number of long-term (ie, >3 days) studies of dehydration and euhydration and EF.
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184
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Cognitive and emotional regulation in adolescents and young women with eating disorders. Eat Weight Disord 2021; 26:375-383. [PMID: 32048237 DOI: 10.1007/s40519-020-00859-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/15/2019] [Accepted: 01/27/2020] [Indexed: 02/06/2023] Open
Abstract
BACKGROUND Eating disorders (EDs) are associated with a reduced ability to regulate emotion and impulses during the life span. Working memory and executive functions (EFs) are cognitive regulatory systems supported by networks involving the pre-frontal cortex. Studies in EDs found impaired functioning in these domains, showing an association between EDs and the reduced ability to control emotions and impulses. OBJECTIVE To investigate EF in adolescents and young women with eating disorders (ED) using a quasi-experimental design, focusing on cognitive efficiency, emotional regulation (ER) and behavioural outcomes also taking into account pharmacological treatment and duration of illness. METHODS A sample of 151 females belonging to two groups took part in this study. Twenty-six girls and young women (Mage 22;8 years) with ED and 125 typically developed girls and young women (Mage 17;4 years) completed a battery of cognitive tasks (Go-no-go, Stop-signal task, Symmetry span, Reading Span) and the Youth Self-Report and the Difficulties in Emotional Regulation Scale Performance. A series of ANOVA with the Brown-Forsythe test was used to compare the groups. RESULTS Participants with ED and controls did not show significant differences in EF tasks, whereas differences between younger and older participants with ED emerged. Moreover, ER difficulties seem to be associated with mainly internalizing problems in EDs. Further analysis on the full ED sample did not reveal any significant differences associated with the disorder persistence. Considering pharmacological treatment effects over cognitive, emotional and behavioural measures emerged. CONCLUSIONS The present study documented no specific differences in EF between control and participants with EDs, whereas important differences emerged in ER and behavioural outcomes perception in the clinical sample, together with a partial influence of pharmacological treatment. LEVEL OF EVIDENCE No level of evidence.
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185
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Executive Function in High-Functioning Autism Spectrum Disorder: A Meta-analysis of fMRI Studies. J Autism Dev Disord 2021; 50:4022-4038. [PMID: 32200468 DOI: 10.1007/s10803-020-04461-z] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Abnormalities in executive function (EF) are clinical markers for autism spectrum disorder (ASD). However, the neural mechanisms underlying abnormal EF in ASD remain unclear. This meta-analysis investigated the construct, abnormalities, and age-related changes of EF in ASD. Thirty-three fMRI studies of inhibition, updating, and switching in individuals with high-functioning ASD were included (n = 1114; age range 7-57 years). The results revealed that the EF construct in ASD could be unitary (i.e., common EF) in children/adolescents, but unitary and diverse (i.e., common EF and inhibition) in adults. Abnormalities in this EF construct were found across development in individuals with ASD in comparison with typically developing individuals. Implications and recommendations are discussed for EF theory and for practice in ASD.
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186
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Scionti N, Marzocchi GM. The dimensionality of early executive functions in young preschoolers: Comparing unidimensional versus bidimensional models and their ecological validity. Child Neuropsychol 2021; 27:491-515. [PMID: 33459163 DOI: 10.1080/09297049.2020.1868419] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The study analyses the dimensionality of executive functions (EF) and its relationship with behavior in typically developing 3- and 4-year-old children. In study 1, confirmatory factor analysis (CFA) was used to investigate the validity of a one-factor model in 117 preschoolers. Since this model was not confirmed, a two-factor model was identified through exploratory factor analysis. In study 2, the validity of the new two-factor versus one-factor model was tested on a new sample of 128 children through a series of CFAs. The relationship between the models and specific behavioral aspects of the children was investigated. The results suggest that a bidimensional structure showed a better fit to the data and more ecological validity than a unitary structure.
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Affiliation(s)
- Nicoletta Scionti
- Department of Psychology, University of Milan-Bicocca, Milan, MI, Italy
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187
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Weiss EO, Kruppa JA, Fink GR, Herpertz-Dahlmann B, Konrad K, Schulte-Rüther M. Developmental Differences in Probabilistic Reversal Learning: A Computational Modeling Approach. Front Neurosci 2021; 14:536596. [PMID: 33536865 PMCID: PMC7848134 DOI: 10.3389/fnins.2020.536596] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Accepted: 12/15/2020] [Indexed: 11/23/2022] Open
Abstract
Cognitive flexibility helps us to navigate through our ever-changing environment and has often been examined by reversal learning paradigms. Performance in reversal learning can be modeled using computational modeling which allows for the specification of biologically plausible models to infer psychological mechanisms. Although such models are increasingly used in cognitive neuroscience, developmental approaches are still scarce. Additionally, though most reversal learning paradigms have a comparable design regarding timing and feedback contingencies, the type of feedback differs substantially between studies. The present study used hierarchical Gaussian filter modeling to investigate cognitive flexibility in reversal learning in children and adolescents and the effect of various feedback types. The results demonstrate that children make more overall errors and regressive errors (when a previously learned response rule is chosen instead of the new correct response after the initial shift to the new correct target), but less perseverative errors (when a previously learned response set continues to be used despite a reversal) adolescents. Analyses of the extracted model parameters of the winning model revealed that children seem to use new and conflicting information less readily than adolescents to update their stimulus-reward associations. Furthermore, more subclinical rigidity in everyday life (parent-ratings) is related to less explorative choice behavior during the probabilistic reversal learning task. Taken together, this study provides first-time data on the development of the underlying processes of cognitive flexibility using computational modeling.
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Affiliation(s)
- Eileen Oberwelland Weiss
- Translational Brain Research in Psychiatry and Neurology, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany.,Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Jülich Research Centre, Jülich, Germany.,Institute of Neuroscience and Medicine (INM-11), Jülich Research Centre, Jülich, Germany.,Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany
| | - Jana A Kruppa
- Translational Brain Research in Psychiatry and Neurology, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany.,Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Jülich Research Centre, Jülich, Germany.,Institute of Neuroscience and Medicine (INM-11), Jülich Research Centre, Jülich, Germany.,Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany
| | - Gereon R Fink
- Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Jülich Research Centre, Jülich, Germany.,Department of Neurology, University Hospital Cologne, Cologne, Germany
| | - Beate Herpertz-Dahlmann
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany
| | - Kerstin Konrad
- Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Jülich Research Centre, Jülich, Germany.,Institute of Neuroscience and Medicine (INM-11), Jülich Research Centre, Jülich, Germany.,Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany
| | - Martin Schulte-Rüther
- Translational Brain Research in Psychiatry and Neurology, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany.,Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Jülich Research Centre, Jülich, Germany.,Institute of Neuroscience and Medicine (INM-11), Jülich Research Centre, Jülich, Germany.,Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany.,Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center Göttingen, Göttingen, Germany
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188
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Guerra A, Hazin I, Guerra Y, Roulin JL, Le Gall D, Roy A. Developmental Profile of Executive Functioning in School-Age Children From Northeast Brazil. Front Psychol 2021; 11:596075. [PMID: 33536970 PMCID: PMC7848892 DOI: 10.3389/fpsyg.2020.596075] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Accepted: 12/07/2020] [Indexed: 11/13/2022] Open
Abstract
The development of executive functions (EF) is recognizably correlated to culture, contextual and social factors. However, studies considering all the basic EF are still scarce in Brazil, most notably in the Northeast region, which is known for its social inequality and economic gap. This study aimed to analyze the developmental trajectories and structure of four EF, namely inhibition, flexibility, working memory and planning. In addition, the potential effects of socioeconomic status (SES) and gender were examined. The sample included 230 Brazilian children between 7-12 years old, homogeneously distributed by age, gender and type of school. The EF were assessed through the Brazilian version of the Child Executive Functions Battery (CEF-B). A global effect of age was found for most of the EF measures evaluated. Gender effect was mostly non-significant, except for 4 of the 12 tasks. There was a significant SES effect on 8 tasks, all in favor of private school children. Exploratory factorial and correlation analysis showed a 4-factor EF structure, corroborating the theoretical distribution considered in the CEF-B. A developmental progression is evident in the results for all of the EF measures evaluated. While gender had little influence on EF, SES seems to significantly impact the development of EF. As normative data are still lacking in Northeast Brazil, this study may help to understand EF development trajectories and provide tools for neuropsychological evaluation.
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Affiliation(s)
- Amanda Guerra
- Programa de Pós-Graduação de Psicologia, Universidade Federal do Rio Grande do Norte, Natal, Brazil.,Laboratoire de psychologie des Pays de la Loire (EA 4638), Université d'Angers, Angers, France
| | - Izabel Hazin
- Departamento de Psicologia, Universidade Federal do Rio Grande do Norte, Natal, Brazil
| | - Yasmin Guerra
- Departamento de Psicologia, Universidade Federal do Rio Grande do Norte, Natal, Brazil
| | - Jean-Luc Roulin
- Laboratoire de Psychologie et NeuroCognition (UMR 5105), Université de Savoie Mont Blanc, Chambéry, France
| | - Didier Le Gall
- Laboratoire de psychologie des Pays de la Loire (EA 4638), Université d'Angers, Angers, France
| | - Arnaud Roy
- Laboratoire de psychologie des Pays de la Loire (EA 4638), Université d'Angers, Angers, France.,Centre Référent des Troubles d'Apprentissage, Centre de Compétence Nantais de Neurofibromatose, Hôpital Femme-Enfant-Adolescent, CHU de Nantes, Nantes, France
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189
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Gerst EH, Cirino PT, Macdonald KT, Miciak J, Yoshida H, Woods SP, Gibbs MC. The Structure of Processing Speed in Children and its Impact on Reading. JOURNAL OF COGNITION AND DEVELOPMENT 2021; 22:84-107. [PMID: 33519305 PMCID: PMC7839965 DOI: 10.1080/15248372.2020.1862121] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The present study had two aims. First, we set out to evaluate the structure of processing speed in children by comparing five alternative models: two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output response model, and a timing modality model). Second, we then used the resulting models to predict multiple types of reading, a highly important developmental outcome, using other well-known predictors as covariates. Participants were 844 children enrolled in third through fifth grade in urban public elementary schools who received 16 measures of processing speed that varied in the above dimensions. A two-factor complexity model that differentiated between simple and complex processing speed was the preferred model and fit the data well. Both types of PS predicted reading fluency, and complex (but not simple) PS predicted single word reading and comprehension. Results offer insight to the structure of processing speed, its relation to closely related concepts (such as executive function), and provide nuance to the understanding of the way processing speed influences reading.
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190
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Kretschmer-Trendowicz A, Kliegel M, Goschke T, Altgassen M. ‘If-then’ but when? Effects of implementation intentions on children’s and adolescents’ prospective memory. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2020.100998] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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191
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Tungate AS, Conners FA. Executive function in Down syndrome: A meta-analysis. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 108:103802. [PMID: 33341075 DOI: 10.1016/j.ridd.2020.103802] [Citation(s) in RCA: 37] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2020] [Revised: 10/11/2020] [Accepted: 10/14/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Executive function (EF) refers to a set of cognitive processes involved in goal-oriented behavior-especially inhibition, attention shifting, and working memory. EF has been identified as a probable area of difficulty in Down syndrome (DS), but the exact nature of the difficulty has not been well-established. AIMS The meta-analysis sought to confirm or disconfirm EF as an area of difficulty in DS and elucidate an EF profile. METHODS AND PROCEDURES A random-effects meta-analysis was conducted on 57 studies that compared a group with DS to a typically developing (TD) mental age matched group on one or more executive function tasks. Heterogeneity was examined and moderators analyzed. OUTCOMES AND RESULTS The overall mean weighted effect size was large (d = -0.87), indicating poorer EF in groups with DS vs TD groups. Heterogeneity was significant, and moderator analysis revealed an EF profile with a very large effect for verbal WM/STM, a large effect for shifting, and moderate effects for inhibition and nonverbal WM/STM. Skewness analysis suggested that mean effect sizes might have been dampened, especially for WM/STM and shifting. CONCLUSIONS AND IMPLICATIONS Individuals with DS display a pronounced difficulty in EFs; implications for interventions and future research are discussed.
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Affiliation(s)
- Andrew S Tungate
- The University of Alabama, Department of Psychology, Box 870348, Tuscaloosa, AL, 35487-0348, USA.
| | - Frances A Conners
- The University of Alabama, Department of Psychology, Box 870348, Tuscaloosa, AL, 35487-0348, USA
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192
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Yu D, Yang PJ, Geldhof GJ, Tyler CP, Gansert PK, Chase PA, Lerner RM. Exploring Idiographic Approaches to Children's Executive Function Performance: An Intensive Longitudinal Study. J Pers Oriented Res 2020; 6:73-87. [PMID: 33569153 PMCID: PMC7869624 DOI: 10.17505/jpor.2020.22401] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
Traditional variable-centered research on executive functions (EFs) often infers intraindividual development using group-based averages. Such a method masks meaningful individuality and involves the fallacy of equating group-level data with person-specific changes. We used an intensive longitudinal design to study idiographic executive function fluctuation among ten boys from Grade 4. Each of the participants completed between 33 and 43 measurement occasions (M = 38.8) across approximately three months. Data were collected remotely using a computerized short version of the Dimensional Change Card Sort task. Multi-group analyses of three participant pairs (Participants 5 and 3, 5 and 2, and 5 and 6) demonstrated that Participant 5 differed from Participants 3 and 2 in different ways but Participants 5 and 6 were similar in all comparisons. Dynamic structural equation modeling demonstrated unique individual trajectories, which were not represented by the trajectory of group-averages. Although more than half of the participants showed a negative association between EFs and inattention, two participants showed a positive association between EF and inattention. This study demonstrated meaningful person-specific trajectories of EFs, suggesting that future study should undertake the analysis of individual development before data-aggregation or generalization from aggregate statistics to individuals.
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Affiliation(s)
- Dian Yu
- Institute for Applied Research in Youth Development, Tufts University, Medford, Massachusetts, USA
| | | | | | | | - Patricia K. Gansert
- Institute for Applied Research in Youth Development, Tufts University, Medford, Massachusetts, USA
| | - Paul A. Chase
- Institute for Applied Research in Youth Development, Tufts University, Medford, Massachusetts, USA
| | - Richard M. Lerner
- Institute for Applied Research in Youth Development, Tufts University, Medford, Massachusetts, USA
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193
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Stern M, Hertel S. Profiles of Parents' Beliefs About Their Child's Intelligence and Self-Regulation: A Latent Profile Analysis. Front Psychol 2020; 11:610262. [PMID: 33362670 PMCID: PMC7756061 DOI: 10.3389/fpsyg.2020.610262] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2020] [Accepted: 11/18/2020] [Indexed: 11/13/2022] Open
Abstract
This study examined parents' implicit theories of intelligence and self-regulation from a person-centered perspective using latent profile analysis. First, we explored whether different belief profiles exist. Second, we examined if the emergent belief profiles (1) differ by demographic variables (e.g., age, education, child's self-regulation) and (2) are related to parents' failure beliefs, goal orientation (i.e., learning goals, performance-approach goals, performance-avoidance goals), and co-regulatory strategies (i.e., mastery-oriented and helpless-oriented strategies). Data were collected from N = 137 parents of preschoolers who answered an online survey comprising their implicit theories about the malleability and relevance of the domains (a) intelligence and (b) self-regulation. We identified three belief profiles: profile 1 (9% of the sample) displayed an entity theory, profile 2 (61% of the sample) showed a balanced pattern of both domains of implicit theories, and profile 3 (30% of the sample) was characterized by high incremental self-regulation theories. Analyses showed that parents differed significantly in education and their perception of child self-regulatory competence depending on profile membership, with parents in profile 1 having the lowest scores compared to parents of the other profiles. Differences in parents' failure beliefs, goal orientation, and co-regulatory strategies were also found depending on profile membership. Parents in profile 3 reported failure-is-enhancing mindsets, and mastery-oriented strategies significantly more often than parents in profiles 1 and 2. The results provide new insights into the interplay of important domains of implicit theories, and their associations with parents' failure beliefs, goal orientation, and co-regulatory strategies.
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Affiliation(s)
- Maren Stern
- Institute of Education Science, Heidelberg University, Heidelberg, Germany
| | - Silke Hertel
- Institute of Education Science, Heidelberg University, Heidelberg, Germany
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194
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Ogilvie JM, Shum DHK, Stewart A. Executive Functions in Late Adolescence and Early Adulthood and Their Relationship with Risk-Taking Behavior. Dev Neuropsychol 2020; 45:446-468. [PMID: 33100051 DOI: 10.1080/87565641.2020.1833885] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Executive functions (EF) continue developing throughout adolescence, with immaturity in EF theorized to underlie risk-taking. 129 older adolescents and young adults (aged 17 to 22 years) were assessed using a battery of cool and hot EF tasks, and a behavioral measure of risk-taking propensity. Minimal age-related differences in EF performance were evident, confirming they were largely functionally mature by mid-adolescence. Inconsistent with the predictions of imbalance models of adolescent development, weaker EF was not associated with greater risk-taking propensity. The findings suggest that during later adolescence and early adulthood, not all forms of risk-taking are associated with EF.
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Affiliation(s)
- James M Ogilvie
- Griffith Criminology Institute, Griffith University , Brisbane, Australia
| | - David H K Shum
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University , Kowloon, Hong Kong.,School of Applied Psychology, Griffith University , Brisbane, Australia
| | - Anna Stewart
- Griffith Criminology Institute, Griffith University , Brisbane, Australia.,School of Criminology and Criminal Justice, Griffith University , Brisbane, Australia
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195
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Gillet S, Barbu CA, Poncelet M. Exploration of Attentional and Executive Abilities in French-Speaking Children Immersed in Dutch Since 1, 2, 3, and 6 Years. Front Psychol 2020; 11:587574. [PMID: 33391108 PMCID: PMC7773717 DOI: 10.3389/fpsyg.2020.587574] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2020] [Accepted: 11/23/2020] [Indexed: 11/18/2022] Open
Abstract
Advantages in diverse aspects of cognitive functioning have been reported in early bilinguals (Bialystok, 2011) as well as in children frequenting an early bilingual immersion school program (Nicolay and Poncelet, 2015). However, during the last decade, some studies failed to replicate these advantages. Currently, the presence of cognitive benefits in children frequenting an immersion program remains debated. The lack of consistency between the studies could come from the fact that time spent by children within the immersion program is variable from one study to the other and that studies used different tasks to assess the same cognitive function. The main aim of the present study was to determine how time spent in immersion affects the emergence of cognitive advantages along the primary schooling. We compared 196 immersed Dutch-speaking children since they were 5 years old and 195 non-immersed French-speaking children, from different grades of the primary schooling (i.e., at 6, 7, 8, and 12 years old) by using the same attentional and executive tasks as those used in previous studies having shown a bilingual advantage. Furthermore, these groups were matched on a set of variables known to influence cognitive functioning. After 1, 2, and 3 years of enrolment in this program, performances of immersed compared to non-immersed children did not differ for any task. However, after 6 years, immersed children outperformed non-immersed children on the cognitive flexibility and the working memory tasks. These results show that, in French-speaking children immersed in Dutch, cognitive advantages could depend on the length of time spent in immersion since they are not present at the beginning (after 1, 2, and 3 years) but seem to emerge at the end of it (after 6 years). In contrast, in previous studies conducted in English immersion, advantages appear at the beginning of the primary schooling but are absent at the end of it. Furthermore, these results suggest that the emergence of cognitive advantages may vary depending on the second language learned. The results are discussed in terms of linguistic characteristics and status of the languages at stake.
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Affiliation(s)
- Sophie Gillet
- Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium
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196
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Andrade MÂ, Raposo A. Underdeveloped recollection during adolescence: Semantic elaboration and inhibition as underlying mechanisms. J Exp Child Psychol 2020; 203:105044. [PMID: 33316567 DOI: 10.1016/j.jecp.2020.105044] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 10/20/2020] [Accepted: 10/31/2020] [Indexed: 11/26/2022]
Abstract
Recognition memory abilities undergo important developmental changes until adulthood, with earlier studies showing different trajectories for recollection and familiarity-based processes. However, previous work has primarily focused on childhood, and differences in memory retrieval, notably in recollection, between adolescents and adults, have been hard to confirm. To address this gap in the literature and to better characterize the development of recollection and familiarity during adolescence, we applied the process dissociation procedure to a word recognition memory task, after semantic and perceptual encoding of words, in adolescents (n = 30, 13-15 years of age) and young adults (n = 30, 20-22 years). Relative to young adults, adolescents' lower recognition memory performance was restricted to context recollection of semantically encoded items. This effect was predicted by individual differences in inhibitory control abilities. These findings highlight the distinct developmental trajectories of familiarity and context recollection over the course of adolescence, and suggest that semantic elaboration and inhibition are two key mechanisms toward the full maturation of recollection processes.
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Affiliation(s)
| | - Ana Raposo
- Faculdade de Psicologia, Universidade de Lisboa, 1649-013 Lisbon, Portugal.
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197
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Contrasting executive function development among primary school children from Hong Kong and Germany. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00519-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
AbstractPrevious research findings indicate that young children from East Asia outperform their counterparts from Europe and North America on executive function (EF) tasks. However, very few cross-national studies have focused on EF development during middle childhood. The current study assessed the EF performance of 170 children in grades 2 and 4 from Hong Kong (n = 80) and Germany (n = 90) in a cross-sectional design. Children completed tasks assessing the main components of EF, namely inhibition (child-friendly Stroop task), updating (Object Span task), and shifting (Contingency Naming task). Results of multilevel models showed that all three EF measures differentiated well between younger and older children across the full sample. However, contrary to our hypothesis and previous research, we did not find any significant differences in EF performance between children from Hong Kong and Germany at primary school age. Our findings highlight the possibility that issues related to the measurement of EF and features specific to Hong Kong and Germany underlie our results.
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198
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Spawton-Rice JH, Walker Z. Do cognitive training applications improve executive function in children with adverse childhood experiences? A pilot study. APPLIED NEUROPSYCHOLOGY-CHILD 2020; 11:373-382. [PMID: 33290097 DOI: 10.1080/21622965.2020.1854094] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Executive function (EF) is comprised of inhibitory control, working memory and cognitive flexibility, core components which more complex skills and abilities develop from, including problem solving, reasoning and planning. Adverse childhood experiences (ACE) negatively impact the development of these skills and in turn life outcomes. This pilot-study explores the use of computerized cognitive training applications (CCTA) (software-based training programs) in school, to improve these skills in children aged 6-11 with ACE. A pre-post-test, between-subject experimental design using an experimental and a placebo-control group was used. The control group were matched to the experimental group by prior academic attainment level and age. A one-way multivariate analysis of covariance (MANCOVA) assessed changes in EF across two time-points between the experimental and the control group. Both groups of participants were selected based on an ACE parent-report questionnaire score of 4+ (n = 32). EF was measured using the Behavior Rating Inventory of Executive Function (BRIEF), assessing far-transfer of training to behavioral measures of EF. Results show CCTA had a significant positive impact on executive function, particularly on working memory. This small-scale pilot study presents exciting directions for future research into the role of CCTA in order to confirm conclusions drawn.
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Affiliation(s)
- John Henry Spawton-Rice
- Psychology and Human Development, University College London Institute of Education, London, United Kingdom
| | - Zachary Walker
- Psychology and Human Development, University College London Institute of Education, London, United Kingdom
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199
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Bessette KL, Karstens AJ, Crane NA, Peters AT, Stange JP, Elverman KH, Morimoto SS, Weisenbach SL, Langenecker SA. A Lifespan Model of Interference Resolution and Inhibitory Control: Risk for Depression and Changes with Illness Progression. Neuropsychol Rev 2020; 30:477-498. [PMID: 31942706 PMCID: PMC7363517 DOI: 10.1007/s11065-019-09424-5] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2018] [Accepted: 12/06/2019] [Indexed: 12/20/2022]
Abstract
The cognitive processes involved in inhibitory control accuracy (IC) and interference resolution speed (IR) or broadly - inhibition - are discussed in this review, and both are described within the context of a lifespan model of mood disorders. Inhibitory control (IC) is a binary outcome (success or no for response selection and inhibition of unwanted responses) for any given event that is influenced to an extent by IR. IR refers to the process of inhibition, which can be manipulated by task design in earlier and later stages through use of distractors and timing, and manipulation of individual differences in response proclivity. We describe the development of these two processes across the lifespan, noting factors that influence this development (e.g., environment, adversity and stress) as well as inherent difficulties in assessing IC/IR prior to adulthood (e.g., cross-informant reports). We use mood disorders as an illustrative example of how this multidimensional construct can be informative to state, trait, vulnerability and neuroprogression of disease. We present aggregated data across numerous studies and methodologies to examine the lifelong development and degradation of this subconstruct of executive function, particularly in mood disorders. We highlight the challenges in identifying and measuring IC/IR in late life, including specificity to complex, comorbid disease processes. Finally, we discuss some potential avenues for treatment and accommodation of these difficulties across the lifespan, including newer treatments using cognitive remediation training and neuromodulation.
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Affiliation(s)
- Katie L Bessette
- Departments of Psychiatry and Psychology, University of Illinois at Chicago, Chicago, IL, USA
- Department of Psychiatry, University of Utah, 501 Chipeta Way, Salt Lake City, UT, 84108, USA
| | - Aimee J Karstens
- Departments of Psychiatry and Psychology, University of Illinois at Chicago, Chicago, IL, USA
| | - Natania A Crane
- Departments of Psychiatry and Psychology, University of Illinois at Chicago, Chicago, IL, USA
| | - Amy T Peters
- Department of Psychiatry, Massachusetts General Hospital, 55 Fruit Street, Boston, MA, USA
- Department of Psychiatry, Harvard Medical School, 25 Shattuck St, Boston, MA, 02115, USA
| | - Jonathan P Stange
- Departments of Psychiatry and Psychology, University of Illinois at Chicago, Chicago, IL, USA
| | - Kathleen H Elverman
- Neuropsychology Center, Aurora St. Luke's Medical Center, Milwaukee, WI, USA
| | - Sarah Shizuko Morimoto
- Department of Psychiatry, University of Utah, 501 Chipeta Way, Salt Lake City, UT, 84108, USA
| | - Sara L Weisenbach
- Department of Psychiatry, University of Utah, 501 Chipeta Way, Salt Lake City, UT, 84108, USA
- Mental Health Services, VA Salt Lake City, Salt Lake City, UT, USA
| | - Scott A Langenecker
- Departments of Psychiatry and Psychology, University of Illinois at Chicago, Chicago, IL, USA.
- Department of Psychiatry, University of Utah, 501 Chipeta Way, Salt Lake City, UT, 84108, USA.
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200
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Kira IA, Shuweikh H, Al-Huwailiah A, El-Wakeel SA, Waheep NN, Ebada EE, Ibrahim ESR. The direct and indirect impact of trauma types and cumulative stressors and traumas on executive functions. APPLIED NEUROPSYCHOLOGY-ADULT 2020; 29:1078-1094. [PMID: 33245250 DOI: 10.1080/23279095.2020.1848835] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
The goal was to measure the effects of trauma types, cumulative trauma, posttraumatic stress disorder (PTSD), existential annihilation anxiety (EAA), and posttraumatic growth (PTG) on executive functions. The study sample consists of 1155 from Egypt and Kuwait. Measures included adults working memory deficits (WMD) and inhibition deficits (ID), and cumulative stressors and traumas (CST) and trauma types, PTSD, EAA, and PTG. We used Stepwise regression and PROCESS macro to analyze the data. Results indicated that survival and cumulative traumas have direct effects on a lower WMD and ID, attachment traumas and gender discrimination by parents have direct impacts on higher WMD and ID, while personal identity, status identity, secondary trauma, gender discrimination by society, community violence do not have any direct effects on WMD or ID. All traumas have indirect effects on higher WMD or/and ID via PTSD. Gender discrimination by society, community violence, and CST has an additional indirect higher impact on WMD and ID via EAA. There were indirect trajectories from survival trauma, personal identity, status identity trauma, secondary trauma, gender discrimination by society, and CST on lower WMD or/and ID via PTG. Attachment trauma, gender discrimination by parents, perpetration traumas, and community violence were not associated with PTG and its trajectories of lower WMD or/and ID. We discussed the research and clinical implication for these results.
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Affiliation(s)
- Ibrahim Aref Kira
- Center for Cumulative Trauma Studies, Stone Mountain, GA, USA.,Affiliate of the Center of Stress Trauma and Resiliency, Georgia State, University, Atlanta, GA
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