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Suppalarkbunlue W, Duangchaiyoosook S, Khruapradit V, Kilenthong WT. Material incentive motivation and working memory performance of kindergartners: A large-scale randomized controlled trial. J Exp Child Psychol 2023; 235:105730. [PMID: 37406537 DOI: 10.1016/j.jecp.2023.105730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2022] [Revised: 06/03/2023] [Accepted: 06/05/2023] [Indexed: 07/07/2023]
Abstract
This study investigated the effect of material incentive motivation on the working memory performance of kindergartners using a large-scale randomized controlled trial covering 7123 children aged 50 to 144 months (M = 75.85 months) from 19 provinces in Thailand. This study measured the working memory of young children using the digit span task. The first finding is that material incentive motivation raised the working memory performance of young children by 4% of the mean of the control group. The second finding is that young children with different background characteristics responded to material incentive motivation uniformly except for the children's age. The third finding is that school readiness was the most predictive variable for the working memory performance of young children.
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Affiliation(s)
- Warabud Suppalarkbunlue
- School of Early Childhood Education, University of the Thai Chamber of Commerce, Bangkok 10400, Thailand.
| | - Sartja Duangchaiyoosook
- Research Institute for Policy Evaluation and Design (RIPED), University of the Thai Chamber of Commerce, Bangkok 10400, Thailand
| | - Varunee Khruapradit
- Research Institute for Policy Evaluation and Design (RIPED), University of the Thai Chamber of Commerce, Bangkok 10400, Thailand
| | - Weerachart T Kilenthong
- Research Institute for Policy Evaluation and Design (RIPED), University of the Thai Chamber of Commerce, Bangkok 10400, Thailand
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Moriguchi Y, Phillips S. Evaluating the Distinction between Cool and Hot Executive Function during Childhood. Brain Sci 2023; 13:brainsci13020313. [PMID: 36831856 PMCID: PMC9953946 DOI: 10.3390/brainsci13020313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Revised: 02/08/2023] [Accepted: 02/11/2023] [Indexed: 02/15/2023] Open
Abstract
This article assesses the cool-hot executive function (EF) framework during childhood. First, conceptual analyses suggest that cool EF (cEF) is generally distinguished from hot EF (hEF). Second, both EFs can be loaded into different factors using confirmatory factor analyses. Third, the cognitive complexity of EF is similar across cEF tasks, and the cognitive complexity of cEF is similar to hEF tasks. Finally, neuroimaging analysis suggests that children activate the lateral prefrontal regions during all EF tasks. Taken together, we propose that the cool-hot framework is a useful, though not definitive way of characterizing differences in EF.
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Affiliation(s)
- Yusuke Moriguchi
- Graduate School of Letters, Kyoto University, Yoshidahoncho, Kyoto 606-8501, Japan
- Correspondence: ; Tel.: +81-75-753-2852
| | - Steven Phillips
- Mathematical Neuroscience Group, Human Informatics and Interaction Research Group, National Institute of Advanced Industrial Science and Technology (AIST), Tsukuba 305-8566, Japan
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Niebaum JC, Munakata Y. Why doesn't executive function training improve academic achievement? Rethinking individual differences, relevance, and engagement from a contextual framework. JOURNAL OF COGNITION AND DEVELOPMENT 2022; 24:241-259. [PMID: 37457760 PMCID: PMC10348702 DOI: 10.1080/15248372.2022.2160723] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Performance on lab assessments of executive functions predicts academic achievement and other positive life outcomes. A primary goal of research on executive functions has been to design interventions that improve outcomes like academic achievement by improving executive functions. These interventions typically involve extensive practice on abstract lab-based tasks and lead to improvements on these practiced tasks. However, interventions rarely improve performance on non-practiced tasks and rarely benefit outcomes like academic achievement. Contemporary frameworks of executive function development suggest that executive functions develop and are engaged within personal, social, historical, and cultural contexts. Abstract lab-based tasks do not well-capture the real-world contexts that require executive functions and should not be expected to provide generalized benefits outside of the lab. We propose a perspective for understanding individual differences in performance on executive function assessments that focuses on contextual influences on executive functions. We extend this contextual approach to training executive function engagement, rather than training executive functions directly. First, interventions should incorporate task content that is contextually relevant to the targeted outcome. Second, interventions should encourage engaging executive functions through reinforcement and contextual relevance, which may better translate to real-world outcomes than training executive functions directly. While such individualized executive functions interventions do not address systemic factors that greatly impact outcomes like academic achievement, given the extensive resources devoted to improving executive functions, we hypothesize that interventions designed to encourage children's engagement of executive functions hold more promise for impacting real-world outcomes than interventions designed to improve executive function capacities.
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Affiliation(s)
| | - Yuko Munakata
- Center for Mind and Brain, University of California, Davis
- Department of Psychology, University of California, Davis
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Hirano D, Kimura N, Yano H, Enoki M, Aikawa M, Goto Y, Taniguchi T. Different brain activation patterns in the prefrontal area between self-paced and high-speed driving tasks. JOURNAL OF BIOPHOTONICS 2022; 15:e202100295. [PMID: 35103406 DOI: 10.1002/jbio.202100295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Revised: 01/18/2022] [Accepted: 01/28/2022] [Indexed: 06/14/2023]
Abstract
The purpose of this study was to investigate the effects on prefrontal cortex brain activity when participants attempted to stop a car accurately at a stop line when driving at different speeds using functional near-infrared spectroscopy (fNIRS). Twenty healthy subjects with driving experience drove their own cars for a distance of 60 m five times each at their own pace or as fast as possible. The variation in the distance between the stop line and the car was not significantly different between the self-paced and high-speed tasks. However, oxygenated hemoglobin concentration in the prefrontal cortex was significantly higher in the high-speed task than in the self-paced task. These findings suggest that driving at high speed requires more divided attention than driving at self-paced speed, even though the participants were able to stop the car at the same distance from the target. This study shows the advantages and usefulness of fNIRS .
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Affiliation(s)
- Daisuke Hirano
- Graduate School of Health and Welfare Sciences, International University of Health and Welfare, Minato, Tokyo, Japan
- Department of Occupational Therapy, School of Health Sciences, International University of Health and Welfare, Otawara, Tochigi, Japan
| | - Naotoshi Kimura
- Graduate School of Health and Welfare Sciences, International University of Health and Welfare, Minato, Tokyo, Japan
- Department of Rehabilitation, International University of Health and Welfare Ichikawa Hospital, Ichikawa, Chiba, Japan
| | - Hana Yano
- Graduate School of Health and Welfare Sciences, International University of Health and Welfare, Minato, Tokyo, Japan
- Department of Occupational Therapy, School of Health Sciences, International University of Health and Welfare, Otawara, Tochigi, Japan
| | - Miku Enoki
- Graduate School of Health and Welfare Sciences, International University of Health and Welfare, Minato, Tokyo, Japan
- Department of Rehabilitation, International University of Health and Welfare Shioya Hospital, Yaita, Tochigi, Japan
| | - Maya Aikawa
- Graduate School of Health and Welfare Sciences, International University of Health and Welfare, Minato, Tokyo, Japan
- Department of Rehabilitation, International University of Health and Welfare Shioya Hospital, Yaita, Tochigi, Japan
| | - Yoshinobu Goto
- Graduate School of Health and Welfare Sciences, International University of Health and Welfare, Minato, Tokyo, Japan
- Faculty of Medicine, School of Medicine, International University of Health and Welfare, Narita, Chiba, Japan
- Department of Occupational Therapy, School of Health Sciences at Fukuoka, International University of Health and Welfare, Okawa, Fukuoka, Japan
| | - Takamichi Taniguchi
- Graduate School of Health and Welfare Sciences, International University of Health and Welfare, Minato, Tokyo, Japan
- Department of Occupational Therapy, School of Health Sciences, International University of Health and Welfare, Otawara, Tochigi, Japan
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Ganesan K, Steinbeis N. Development and plasticity of executive functions: A value-based account. Curr Opin Psychol 2022; 44:215-219. [PMID: 34717277 DOI: 10.1016/j.copsyc.2021.09.012] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Revised: 09/10/2021] [Accepted: 09/16/2021] [Indexed: 01/07/2023]
Abstract
Executive functions are core to multiple aspects of daily cognitive, social and affective functioning. An extensive body of work has charted developmental trajectories and neural substrates of executive functions through the lifespan. Robust associations between executive functions early in life, and later, wellbeing and success has led to considerable efforts to improve executive functions through bespoke interventions. Here, we discuss recent findings on the role of cost-benefit computations in how executive functions are deployed in development. We propose leveraging these insights to design more effective interventions for improving executive functions.
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Affiliation(s)
- Keertana Ganesan
- Division of Psychology and Language Sciences, University College London, London, United Kingdom.
| | - Nikolaus Steinbeis
- Division of Psychology and Language Sciences, University College London, London, United Kingdom
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Chan SY, Ong ZY, Ngoh ZM, Chong YS, Zhou JH, Fortier MV, Daniel LM, Qiu A, Meaney MJ, Tan AP. Structure-function coupling within the reward network in preschool children predicts executive functioning in later childhood. Dev Cogn Neurosci 2022; 55:101107. [PMID: 35413663 PMCID: PMC9010704 DOI: 10.1016/j.dcn.2022.101107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2021] [Revised: 03/11/2022] [Accepted: 03/29/2022] [Indexed: 11/12/2022] Open
Abstract
Early differences in reward behavior have been linked to executive functioning development. The nucleus accumbens (NAc) and orbitofrontal cortex (OFC) are activated by reward-related tasks and identified as key nodes of the brain circuit that underlie reward processing. We aimed to investigate the relation between NAc-OFC structural and functional connectivity in preschool children, as well as associations with future reward sensitivity and executive function. We showed that NAc-OFC structural and functional connectivity were not significantly associated in preschool children, but both independently predicted sensitivity to reward in males in a left-lateralized manner. Moreover, significant NAc-OFC structure-function coupling was only found in individuals who performed poorly on executive function tasks in later childhood, but not in the middle- and high-performing groups. As structure-function coupling is proposed to measure functional specialization, this finding suggests premature functional specialization within the reward network, which may impede dynamic communication with other regions, affects executive function development. Our study also highlights the utility of multimodal imaging data integration when studying the effects of reward network functional flexibility in the preschool age, a critical period in brain and executive function development. Functional connectivity is not tethered to structural connectivity in preschool age. Higher degree of SC-FC coupling reflects lower plasticity in early childhood. Gender differences in reward sensitivity were present as early as in preschool age. Early reward network SC-FC coupling affects later executive function.
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Bryant LJ, Cuevas K. The effects of reward on children's Stroop performance: Interactions with temperament. Child Dev 2021; 93:e17-e31. [PMID: 34516011 DOI: 10.1111/cdev.13671] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The effects of rewards on executive function (EF) reflect bidirectional interactions among motivational and executive systems that vary with age and temperament. However, methodological limitations hinder understanding of the precise influences of incentives on early EF, including the role of reward sensitivity. In this within-subjects study, ninety-three 3.5- to 5-year-olds (42 girls; 22% Hispanic; 78% White) residing in the United States completed equivalent EF measures (Stroop and non-Stroop phases) in both rewarded and non-rewarded conditions. Rewards enhanced Stroop accuracy and slowed overall response times (ds = 0.29-0.40). Critically, children with low parent-reported reward sensitivity exhibited greater reward-based increases in Stroop accuracy (r = -.30). These findings provide valuable insights on early motivation-cognition integration, highlighting temperament as a mechanism underlying these interactions.
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Moriguchi Y. Relationship between cool and hot executive function in young children: A near-infrared spectroscopy study. Dev Sci 2021; 25:e13165. [PMID: 34327776 DOI: 10.1111/desc.13165] [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: 06/29/2021] [Revised: 07/27/2021] [Accepted: 07/27/2021] [Indexed: 11/30/2022]
Abstract
A theoretical distinction exists between the cool and hot aspects of executive function (EF). At the neural level, cool EF may be associated with activation in the lateral prefrontal cortex and the anterior cingulate cortex, whereas the orbitofrontal cortex may play a key role in hot EF. However, some recent studies have shown that young children show activity in the lateral prefrontal regions during hot EF tasks, suggesting that the distinction between hot and cool EF may not be as marked. Nevertheless, few neuroimaging studies have directly examined the relationship between cool and hot EF. In this study, preschool children (N = 46, mean age = 66.1 months) were given both cool (Dimensional Change Card Sort (DCCS) and Stroop-like tasks) and hot (delay of gratification) EF tasks, and neural activation during these tasks was measured using functional near-infrared spectroscopy (fNIRS). Correlational analyses and analysis of variance (ANOVA) were conducted to assess the relationship between cool and hot EF. At the behavioral level, a moderate correlation was found between DCCS and Stroop-like tasks, but no correlation emerged between cool and hot EF tasks. At the neural level, prefrontal activations during the cool EF tasks did not correlate with those during the hot EF task. Further, children showed stronger prefrontal activations during the DCCS tasks compared to the delay of gratification tasks. The results suggest that the neural basis of hot and cool EF may differ during early childhood.
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Affiliation(s)
- Yusuke Moriguchi
- Graduate School of Letters, Kyoto University, Yoshidahoncho, Kyoto, Japan
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Lertladaluck K, Chutabhakdikul N, Chevalier N, Moriguchi Y. Effects of social and nonsocial reward on executive function in preschoolers. Brain Behav 2020; 10:e01763. [PMID: 32729683 PMCID: PMC7507562 DOI: 10.1002/brb3.1763] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/10/2020] [Revised: 06/04/2020] [Accepted: 07/04/2020] [Indexed: 11/20/2022] Open
Abstract
INTRODUCTION Executive function, a set of higher order cognitive skills underlying goal-directed behaviors, develops rapidly during preschool years. Reward increases executive function engagement in adolescents and adults. However, there is still a scarcity of data on how reward affects executive function in young children. The present study examines whether different incentive types contribute differently to executive function performance and neural activity in children. METHODS Twenty-five preschoolers of 5-6 years old were provided an incentive Go/No-go task, comparing social, nonsocial, and nonreward conditions. Activations in the prefrontal regions during the tasks were measured using functional near-infrared spectroscopy. RESULTS The results revealed that social reward enhanced right prefrontal activations in young children. In contrast to adult literature, younger children did not show any significant differences in executive function performance across conditions. CONCLUSION This study expands our understanding of motivation and EF engagement in preschoolers. Specifically, social reward enhanced prefrontal activations in young children. The implications and recommendations for future research are discussed.
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Affiliation(s)
- Kanda Lertladaluck
- Research Center for Neuroscience, Institute of Molecular Biosciences, Mahidol University, Nakhon Pathom, Thailand
| | - Nuanchan Chutabhakdikul
- Research Center for Neuroscience, Institute of Molecular Biosciences, Mahidol University, Nakhon Pathom, Thailand
| | - Nicolas Chevalier
- Department of Psychology, The University of Edinburgh, Edinburgh, UK
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