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Zhang J, Vohs KD, Carlson SM. Imagining the future improves saving in preschoolers. J Exp Child Psychol 2024; 246:105966. [PMID: 38852402 DOI: 10.1016/j.jecp.2024.105966] [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: 12/02/2023] [Revised: 04/24/2024] [Accepted: 04/24/2024] [Indexed: 06/11/2024]
Abstract
Preschoolers are notoriously poor at delaying gratification and saving limited resources, yet evidence-based methods of improving these behaviors are lacking. Using the marble game saving paradigm, we examined whether young children's saving behavior would increase as a result of engaging in future-oriented imagination using a storyboard. Participants were 115 typically developing 4-year-olds from a midwestern U.S. metropolitan area (Mage = 53.48 months, SD = 4.14, range = 47-60; 54.8% female; 84.5% White; 7.3% Hispanic/Latino ethnicity; median annual household income = $150,000-$174,999). Children were randomly assigned to one of four storyboard conditions prior to the marble game: Positive Future Simulation, Negative Future Simulation, Positive Routine, or Negative Routine. In each condition, children were asked to imagine how they would feel in the future situation using a smiley face rating scale. Results showed that children were significantly more likely to save (and to save more marbles) in the experimental conditions compared with the control conditions (medium effect sizes). Moreover, imagining saving for the future (and how good that would feel) was more effective at increasing saving behaviors than imagining not saving (and how bad that would feel). Emotion ratings were consistent with the assigned condition, but positive emotion alone did not account for these effects. Results held after accounting for game order and verbal IQ. Implications of temporal psychological distancing and emotion anticipation for children's future-oriented decision making are discussed.
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Affiliation(s)
- Jinyi Zhang
- Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA.
| | - Kathleen D Vohs
- Carlson School of Management, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA
| | - Stephanie M Carlson
- Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA
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2
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Formanek M, Spaulding TJ. Investigating Task Persistence in Preschool Children With Developmental Language Disorder. Lang Speech Hear Serv Sch 2024:1-11. [PMID: 39217476 DOI: 10.1044/2024_lshss-23-00196] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/04/2024] Open
Abstract
PURPOSE The present study was designed to investigate persistence in preschool children with developmental language disorder (DLD) compared to similar-age peers with typical language (TL) on tasks designed to be moderately challenging, yet equivalent in difficulty for both groups. METHOD Sixteen preschool-age children with DLD were matched to 16 children with TL based on chronological age, biological sex, and maternal education. The children completed two play-based tasks that were designed to elicit some success but impossible to complete. Task persistence was measured by the total time spent attempting to complete each unachievable task. RESULTS Despite equivalent task difficulty for both groups, the children with DLD exhibited less persistence than the TL group. This reduced persistence behavior on the part of the DLD group was a generalized and not a task-specific response. CONCLUSIONS Despite experiencing the same degree of success on moderately challenging play-based tasks, the children in the DLD group exhibited reduced task persistence relative to the TL group. Potential implications for reduced persistence for children with DLD are discussed.
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Affiliation(s)
- Madison Formanek
- Department of Speech, Language, and Hearing Sciences, University of Connecticut, Mansfield
| | - Tammie J Spaulding
- Department of Speech, Language, and Hearing Sciences, University of Connecticut, Mansfield
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3
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Bernier A, Côté SM, Lapolice Thériault R, Leclerc G. On executive functioning and childcare: The moderating role of parent-child interactions. Dev Sci 2024; 27:e13534. [PMID: 38813799 DOI: 10.1111/desc.13534] [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: 01/30/2023] [Revised: 04/02/2024] [Accepted: 05/16/2024] [Indexed: 05/31/2024]
Abstract
Childcare services are widely used by families and thereby exert an important influence on many young children. Yet, little research has examined whether childcare may impact the development of child executive functioning (EF), one of the pillars of cognitive development in early childhood. Furthermore, despite persisting hypotheses that childcare may be particularly beneficial for children who have less access to optimal developmental resources at home, research has yet to address the possibility that putative associations between childcare and EF may vary as a function of family factors. Among a sample of 180 mostly White middle-class families (91 girls), we examined if childcare participation in infancy was related to two aspects of EF (Delay and Conflict) at 3 years, and whether two aspects of maternal parenting behavior (sensitivity and autonomy support) moderated these associations. The results showed positive associations between participation in group-based childcare and Delay EF specifically among children of relatively less autonomy-supportive mothers. These findings suggest that out-of-home childcare services may play a protective role for children exposed to parenting that is less conducive to their executive development. RESEARCH HIGHLIGHTS: Little research has considered effects of childcare in infancy on executive functioning (EF). Long-standing hypothesis that childcare is more beneficial for children exposed to less sensitive and supportive parenting. We test interactions between maternal parenting and childcare participation in infancy in relation to EF at age 3 years. We find positive associations between participation in group-based childcare and Delay EF specifically among children of relatively less autonomy-supportive mothers.
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Affiliation(s)
- Annie Bernier
- Department of Psychology, University of Montreal, Montreal, Canada
| | - Sylvana M Côté
- École de Santé Publique, University of Montreal, Montreal, Canada
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Caporaso JS, Marcovitch S. Executive function as a mechanism for the emergence and expression of moral knowledge. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2024; 67:70-103. [PMID: 39260908 DOI: 10.1016/bs.acdb.2024.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/13/2024]
Abstract
We outline two accounts by which executive function (EF) supports children's moral reasoning: an emergence and an expression account. The emergence account postulates that EF supports the development of moral concepts because it relates to how children navigate their early social environments and how well they can internalize moral messages. The expression account postulates that EF supports children's in-the-moment moral reasoning for complex moral situations. We present data from two studies with preschool children to assess each account. In support of the emergence account, EF longitudinally and positively predicted moral reasoning, but only for children who have experienced moderate forms of peer conflict. In support of the expression account, EF was only correlated with judgments that required the coordination of multiple pieces of information (i.e., retaliation and criterion judgments). We conclude that EF is an important cognitive mechanism of moral development and discuss various implications of these findings for both moral development and EF theory.
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Affiliation(s)
- Jessica S Caporaso
- Department of Psychology, the University of North Carolina at Greensboro, Greensboro, NC, United States
| | - Stuart Marcovitch
- Department of Psychology, the University of North Carolina at Greensboro, Greensboro, NC, United States.
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5
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Crivelli D, Acconito C, Balconi M. Emotional and Cognitive "Route" in Decision-Making Process: The Relationship between Executive Functions, Psychophysiological Correlates, Decisional Styles, and Personality. Brain Sci 2024; 14:734. [PMID: 39061474 PMCID: PMC11274958 DOI: 10.3390/brainsci14070734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2024] [Revised: 07/15/2024] [Accepted: 07/19/2024] [Indexed: 07/28/2024] Open
Abstract
Studies on decision-making have classically focused exclusively on its cognitive component. Recent research has shown that a further essential component of decisional processes is the emotional one. Indeed, the emotional route in decision-making plays a crucial role, especially in situations characterized by ambiguity, uncertainty, and risk. Despite that, individual differences concerning such components and their associations with individual traits, decisional styles, and psychophysiological profiles are still understudied. This pilot study aimed at investigating the relationship between individual propensity toward using an emotional or cognitive information-processing route in decision-making, EEG and autonomic correlates of the decisional performance as collected via wearable non-invasive devices, and individual personality and decisional traits. Participants completed a novel task based on realistic decisional scenarios while their physiological activity (EEG and autonomic indices) was monitored. Self-report questionnaires were used to collect data on personality traits, individual differences, and decisional styles. Data analyses highlighted two main findings. Firstly, different personality traits and decisional styles showed significant and specific correlations, with an individual propensity toward either emotional or cognitive information processing for decision-making. Secondly, task-related EEG and autonomic measures presented a specific and distinct correlation pattern with different decisional styles, maximization traits, and personality traits, suggesting different latent profiles.
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Affiliation(s)
- Davide Crivelli
- International Research Center for Cognitive Applied Neuroscience (IrcCAN), Faculty of Psychology, Università Cattolica del Sacro Cuore, 20123 Milan, Italy; (C.A.); (M.B.)
- Research Unit in Affective and Social Neuroscience, Department of Psychology, Università Cattolica del Sacro Cuore, 20123 Milan, Italy
| | - Carlotta Acconito
- International Research Center for Cognitive Applied Neuroscience (IrcCAN), Faculty of Psychology, Università Cattolica del Sacro Cuore, 20123 Milan, Italy; (C.A.); (M.B.)
- Research Unit in Affective and Social Neuroscience, Department of Psychology, Università Cattolica del Sacro Cuore, 20123 Milan, Italy
| | - Michela Balconi
- International Research Center for Cognitive Applied Neuroscience (IrcCAN), Faculty of Psychology, Università Cattolica del Sacro Cuore, 20123 Milan, Italy; (C.A.); (M.B.)
- Research Unit in Affective and Social Neuroscience, Department of Psychology, Università Cattolica del Sacro Cuore, 20123 Milan, Italy
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Zhao P, Chen K, Zhu G, Li H, Chen S, Hu J, Huang L, Liu X, Guo L. Effects of aquatic exercise intervention on executive function and brain-derived neurotrophic factor of children with autism spectrum disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 150:104759. [PMID: 38795553 DOI: 10.1016/j.ridd.2024.104759] [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: 10/23/2023] [Revised: 04/19/2024] [Accepted: 05/15/2024] [Indexed: 05/28/2024]
Abstract
BACKGROUND Limited knowledge exists regarding the effectiveness of aquatic exercise intervention for improving executive function (EF) in children with autism spectrum disorder (ASD). Additionally, the impact of aquatic exercise on brain-derived neurotrophic factor (BDNF) in children with ASD requires further investigation. AIMS This study aimed to explore the effects of a 12-week aquatic exercise intervention on core EF and BDNF levels in children with ASD. METHODS AND PROCEDURES Thirty children with ASD were assigned to an experimental or control group. The experimental group underwent a 12-week aquatic exercise intervention, while the control group engaged in supervised free activities. Pre- and post-intervention assessments measured EF and BDNF levels. OUTCOMES AND RESULTS The experimental group showed significant improvements (p < 0.05) in inhibition control, cognitive flexibility, and BDNF levels. However, working memory did not significantly improve. The control group exhibited no significant changes in EF or BDNF levels. CONCLUSIONS AND IMPLICATIONS Aquatic exercise appears to be a beneficial intervention for cognitive development in children with ASD, as it enhances inhibition control, cognitive flexibility, and BDNF levels in children with ASD. Furthermore, the observed improvements in EF following aquatic exercise intervention in children with ASD may be associated with increased BDNF levels.
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Affiliation(s)
- Peiting Zhao
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Kai Chen
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Gaohui Zhu
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Hansen Li
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Sha Chen
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Jinge Hu
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Li Huang
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Xin Liu
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Liya Guo
- School of Physical Education, Southwest University, Chongqing 400715, China.
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Amédée LM, Cyr C, Jean-Thorn A, Hébert M. Executive functioning in child victims of sexual abuse: A multi-informant comparative study. CHILD ABUSE & NEGLECT 2024; 152:106737. [PMID: 38564916 DOI: 10.1016/j.chiabu.2024.106737] [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: 08/18/2023] [Revised: 03/01/2024] [Accepted: 03/05/2024] [Indexed: 04/04/2024]
Abstract
BACKGROUND Research examining the association between child sexual abuse and executive functions is limited. Yet, exposure to traumatic situations at a young age has been associated with changes in the prefrontal cortex, which hosts executive functions (Wesarg et al., 2020). These functions are crucial for social adaptation, as they make it possible to inhibit maladaptive behavior and respond flexibly to the demands of the environment. As middle childhood is a sensitive period for the development of self-regulatory abilities, exploring executive functioning in school-age children could provide potential intervention targets (Dajani & Uddin, 2015). OBJECTIVE Using multiple informants, this study compared executive functioning of sexually abused children to that of non-sexually victimized children and examined whether the differences were moderated by sex. METHODS The sample consisted of 225, 6-to-12 years old children with a history of child sexual abuse (CSA) and 97 children without a history of CSA. Children completed two executive functioning tasks measuring cognitive flexibility and inhibition. Parents and teachers completed questionnaires evaluating children's executive functioning. RESULTS In comparison to non-abused children, children with a history of CSA displayed greater executive functioning difficulties as assessed by both informant-reported questionnaires and self-completed tasks. Significant interaction effects were found, such as CSA predicting lower inhibition and executive functions at school in boys but not in girls. CONCLUSION This study is a first step in understanding the association between CSA and executive functioning and offers a clearer picture of the differential impact of sexual trauma according to children's sex.
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Gok S, Goldstone RL. How do students reason about statistical sampling with computer simulations? An integrative review from a grounded cognition perspective. Cogn Res Princ Implic 2024; 9:33. [PMID: 38816630 PMCID: PMC11139845 DOI: 10.1186/s41235-024-00561-x] [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: 10/19/2023] [Accepted: 05/11/2024] [Indexed: 06/01/2024] Open
Abstract
Interactive computer simulations are commonly used as pedagogical tools to support students' statistical reasoning. This paper examines whether and how these simulations enable their intended effects. We begin by contrasting two theoretical frameworks-dual processes and grounded cognition-in the context of people's conceptions about statistical sampling, setting the stage for the potential benefits of simulations in learning such conceptions. Then, we continue with reviewing the educational literature on statistical sampling simulations. Our review tentatively suggests benefits of the simulations for building statistical habits of mind. However, challenges seem to persist when more specific concepts and skills are investigated. With and without simulations, students have difficulty forming an aggregate view of data, interpreting sampling distributions, showing a process-based understanding of the law of large numbers, making statistical inferences, and context-independent reasoning. We propose that grounded cognition offers a framework for understanding these findings, highlighting the bidirectional relationship between perception and conception, perceptual design features, and guided perceptual routines for supporting students' meaning making from simulations. Finally, we propose testable instructional strategies for using simulations in statistics education.
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Affiliation(s)
- Sebahat Gok
- Program in Cognitive Science, Indiana University, 1101 E. 10th Street, Bloomington, IN, 47405, USA.
- Department of Instructional Systems Technology, Indiana University, Bloomington, 201 N Rose Avenue, 47405, IN, USA.
| | - Robert L Goldstone
- Program in Cognitive Science, Indiana University, 1101 E. 10th Street, Bloomington, IN, 47405, USA
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, 1101 E. 10th Street, IN, 47405, USA
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9
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Sehlstedt I, Hansson I, Hjelmquist E. The longitudinal relations between mental state talk and theory of mind. BMC Psychol 2024; 12:191. [PMID: 38582883 PMCID: PMC10998333 DOI: 10.1186/s40359-024-01692-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2023] [Accepted: 03/28/2024] [Indexed: 04/08/2024] Open
Abstract
BACKGROUND Previous investigations of associations between children's Theory of Mind (ToM) and parents' use of words relating to mental states (or mental state talk; MST) have predominantly been performed using cross-sectional designs and false belief tasks as indicators of ToM. METHODS We here report a longitudinal study of 3-5 year-olds (n = 80) investigating ToM development using the ToM scale and three different parental MST types: the absolute frequency of words, the proportions of words, and the vocabulary size. RESULTS Our results revealed significant relations between all parental MST types and later child ToM. Proportions of parental MST were most often related to the children's ToM at 4 years of age. However, the rate at which the children developed ToM from 3 to 5 years of age was associated with the other two parental MST type measures, namely, absolute frequency and vocabulary size. Additionally, our analyses revealed that parents' use of cognitive MST words (e.g., think, or know) were most frequently associated with children's ToM at 4 years of age compared to emotion and desire-related MST words. CONCLUSIONS We conclude that the parental ability to capture the thoughts, beliefs, and knowledge present in different scenarios is associated with children's ability to understand other minds. Moreover, parents' way of talking about the mental states of others is associated with their children's ability to understand and further develop ToM.
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Affiliation(s)
- Isac Sehlstedt
- Department of Psychology, University of Gothenburg, P.O. Box 500, Gothenburg, SE, 405 30, Sweden.
| | - Isabelle Hansson
- Department of Psychology, University of Gothenburg, P.O. Box 500, Gothenburg, SE, 405 30, Sweden
| | - Erland Hjelmquist
- Department of Psychology, University of Gothenburg, P.O. Box 500, Gothenburg, SE, 405 30, Sweden
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10
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Medrano Nava E, Flores-Lázaro JC, Nicolini Sánchez H, Juárez García F. Effects of comorbidity on executive functions among children with ADHD, finding trends. APPLIED NEUROPSYCHOLOGY. CHILD 2024; 13:100-112. [PMID: 36395527 DOI: 10.1080/21622965.2022.2135440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
There is still no basic overview about the effect of various types of comorbidity in executive functions due to two main reasons: (1) the type and number of comorbidities in ADHD is significantly varied, (2) EFs are very diverse and have different neuropsychological properties. Our objective was to determine the effect of comorbid disorders (number and type) on the performance in a wide range (seven) of executive functions in a sample of children with ADHD. Fifty-five male children aged seven to nine years with ADHD were divided into six groups: G1 = ADHD only (ADHD-O), G1 = Oppositional defiant disorder (ODD), G3 = (anxiety/depressive disorder (ADD), G4 = ODD + ADD, G5 = ODD + learning disorder (LD), G6 = ODD + LD + conduct disorder (CD). The six groups exhibited different number of deficits in EFs; G1 showed only 1 deficit in contrast, G6 presented 11. Statistical analysis (ANOVA and logistic regression) identified three most affected EFs: Working memory, generation/classification of semantic categories, and inhibitory control. Alterations in EFs increased mainly in relation to the increase of the specific number and type of comorbidity. To date, no studies have addressed comorbidity from this perspective. A wide range approach of EF confirms the need to further study comorbidity in ADHD from a wide range/variety perspective and determine all possible combinations (number/type) to clarify its contribution to the complex neuropsychology functioning in ADHD.
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Affiliation(s)
- Eliana Medrano Nava
- Child Psychiatry Hospital, SAP-DJNN, Ministry of Health, Mexico City, Mexico
- Postgraduate program in Health Sciences, Faculty of Medicine, UNAM, Mexico City, Mexico
| | - Julio C Flores-Lázaro
- Child Psychiatry Hospital, SAP-DJNN, Ministry of Health, Mexico City, Mexico
- Psychology Faculty, UNAM, Mexico City, Mexico
| | - Humberto Nicolini Sánchez
- Genomics of Psychiatric and Neurodegenerative Diseases Laboratory, National Institute of Genomic Medicine (INMEGEN), Mexico City, Mexico
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Bombonato C, Del Lucchese B, Ruffini C, Di Lieto MC, Brovedani P, Sgandurra G, Cioni G, Pecini C. Far Transfer Effects of Trainings on Executive Functions in Neurodevelopmental Disorders: A Systematic Review and Metanalysis. Neuropsychol Rev 2024; 34:98-133. [PMID: 36633797 PMCID: PMC10920464 DOI: 10.1007/s11065-022-09574-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 12/01/2022] [Indexed: 01/13/2023]
Abstract
Executive Functions are a set of interrelated, top-down processes essential for adaptive goal-directed behaviour, frequently impaired across different neurodevelopmental disorders with variable degrees of severity. Many executive-function-training studies in children with neurodevelopmental disorders have focused on near effects, investigating post-treatment improvements on directly trained processes, while enhancements of skills not directly trained, defined as far effects, are less considered, albeit these could be extremely relevant for reducing the negative impact of a disorder's core symptomatology. This systematic review and metanalysis aims to investigate the far effect outcomes after EF training in children with different types of neurodevelopmental disorders. 17 studies met the inclusion criteria for the systematic review, while 15 studies were selected in the metanalysis. An overall statistically significant effect size was found in the majority of far effect outcome measures considered in the studies. In particular, trainings on executive functions determine significant far effects on daily life functioning (0.46, 95% CI: [0.05-0.87]) and clinical symptoms (0.33, 95% CI: [0.15-0.51]). Despite a high variability of the results, intensity, frequency and the laboratory/life contexts dimension seem to be the most influential variables in determining far effects. This systematic review and metanalysis highlights the need to measure far effects of executive function training in neurodevelopmental disorders, selecting treatments not only on directly targeted processes, but also according to far impacts on the functional weakness of the disorder.
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Affiliation(s)
- Clara Bombonato
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
- Tuscan Programme of Neuroscience, University of Florence, Pisa and Siena, Italy
| | - Benedetta Del Lucchese
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
- Tuscan Programme of Neuroscience, University of Florence, Pisa and Siena, Italy
| | - Costanza Ruffini
- Department of Education, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Languages, Florence, Italy
| | - Maria Chiara Di Lieto
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Paola Brovedani
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Giuseppina Sgandurra
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy.
- Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy.
| | - Giovanni Cioni
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Chiara Pecini
- Department of Education, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Languages, Florence, Italy
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12
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Brænden A, Coldevin M, Zeiner P, Stubberud J, Melinder A. Executive function in children with disruptive mood dysregulation disorder compared to attention-deficit/hyperactivity disorder and oppositional defiant disorder, and in children with different irritability levels. Eur Child Adolesc Psychiatry 2024; 33:115-125. [PMID: 36680626 PMCID: PMC9867548 DOI: 10.1007/s00787-023-02143-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Accepted: 01/09/2023] [Indexed: 01/22/2023]
Abstract
Addressing current challenges in research on disruptive mood dysregulation disorder (DMDD), this study aims to compare executive function in children with DMDD, children with attention-deficit/hyperactivity disorder (ADHD), and children with oppositional defiant disorder (ODD). We also explore associations between irritability, a key DMDD characteristic, and executive function in a clinical sample regardless of diagnosis. Our sample include children (6-12 years) referred to child psychiatric clinics. Measures of daily-life (parent-reported questionnaire) and performance-based (neuropsychological tasks) executive function were applied. Identifying diagnoses, clinicians administered a standardized semi-structured diagnostic interview with parents. Irritability was assessed by parent-report. First, we compared executive function in DMDD (without ADHD/ODD), ADHD (without DMDD/ODD), ODD (without DMDD/ADHD) and DMDD + ADHD (without ODD). Second, we analyzed associations between executive function and irritability using the total sample. In daily life, children with DMDD showed clinically elevated and significantly worse emotion control scores compared to children with ADHD, and clinically elevated scores on cognitive flexibility compared to norm scores. Children with DMDD had significantly less working memory problems than those with ADHD. No differences were found between DMDD and ODD. Increased irritability was positively associated with emotional dyscontrol and cognitive inflexibility. For performance-based executive function, no diagnostic differences or associations with irritability were observed. We discuss how, in daily life, children with high irritability-levels get overwhelmed by feelings without accompanying regulatory capacities.
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Affiliation(s)
- Astrid Brænden
- Division of Mental Health and Addiction, Oslo University Hospital, Sognsveien 22, 0372, Oslo, Norway.
| | - Marit Coldevin
- Lovisenberg Diaconal Hospital, Nic Waals Institute, Oslo, Norway
| | - Pål Zeiner
- Division of Mental Health and Addiction, Oslo University Hospital, Sognsveien 22, 0372, Oslo, Norway
- Institute of Clinical Medicine, University of Oslo, Oslo, Norway
| | - Jan Stubberud
- Department of Research, Lovisenberg Diaconal Hospital, Oslo, Norway
- Department of Psychology, University of Oslo, Oslo, Norway
| | - Annika Melinder
- Division of Mental Health and Addiction, Oslo University Hospital, Sognsveien 22, 0372, Oslo, Norway
- Department of Psychology, University of Oslo, Oslo, Norway
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13
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Yanaoka K, Van't Wout F, Saito S, Jarrold C. Evidence for positive and negative transfer of abstract task knowledge in adults and school-aged children. Cognition 2024; 242:105650. [PMID: 37913636 DOI: 10.1016/j.cognition.2023.105650] [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: 10/10/2022] [Revised: 10/09/2023] [Accepted: 10/13/2023] [Indexed: 11/03/2023]
Abstract
Engaging cognitive control is essential to flexibly adapt to constantly changing environments. However, relatively little is known about how prior task experience impacts on the engagement of cognitive control in novel task environments. We aimed to clarify how individuals learn and transfer the engagement of cognitive control with a focus on the hierarchical and temporal aspects of task knowledge. Highlighting two distinct cognitive control processes, the engagement of cognitive control in advance (proactive control) and in response to conflicts (reactive control), we conducted six preregistered online experiments with both adults (Experiment 1, 3, and 5: N = 71, N = 108, and N = 70) and 9- to 10-year-olds (Experiment 2, 4, 6: N = 69, N = 108, and N = 70). Using two different experimental paradigms, we demonstrated that prior task experience of engaging reactive control makes adults and 9-to 10-year-olds respond in a reactive way in a subsequent similar-structured condition with different stimuli in which proactive control could have been engaged. This indicates that individuals do learn knowledge about the temporal structure of task goal activation and, on occasion, negatively transfer this knowledge. Furthermore, individuals exhibited these negative transfer effects in a similar-structured condition with different task goals and stimuli, indicating that they learn hierarchically-structured task knowledge. The collective findings suggest a new way of understanding how hierarchical and temporal task knowledge influences the engagement of cognitive control and highlight potential mechanisms underlying the near transfer effects observed in cognitive control training.
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Affiliation(s)
- Kaichi Yanaoka
- Osaka Kyoiku University, 4-88 Minami Kawahoricho, Tennoji, Osaka 543-0054, JP, Japan.
| | - Félice Van't Wout
- University of Exeter, Perry Road, Prince of Wales Road, Exeter EX4 4QG, UK
| | - Satoru Saito
- Kyoto University, Yoshidahonmachi, Sakyo-ku, Kyoto 606-8501, JP, Japan
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14
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Yu M, Han X, Wang X, Guan R. Effects of Physical Exercise on Executive Functions among College Students in China: Exploring the Influence of Exercise Intensity and Duration. Behav Sci (Basel) 2023; 13:987. [PMID: 38131843 PMCID: PMC10740733 DOI: 10.3390/bs13120987] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Revised: 11/23/2023] [Accepted: 11/28/2023] [Indexed: 12/23/2023] Open
Abstract
BACKGROUND This study investigates the effects of exercise intensity and duration on executive functions among college students in China. METHOD Participants in this study were Chinese college students divided into four groups based on exercise duration and intensity. Each group engaged in physical exercise twice a week for six weeks. Group 1 performed low-intensity exercises for 10 min per session; Group 2 performed low-intensity exercises for 20 min per session; Group 3 performed high-intensity exercises for 10 min per session; and Group 4 performed high-intensity exercise for 20 min per session. Executive functions were assessed in all subjects before the experiment (time 1), after one exercise session (time 2), at the end of the exercise program (time 3), and six weeks after the exercise program (time 4). A mixed ANOVA with a 2 (exercise intensity: low/high) × 2 (duration: short/long) × 4 (time of measurement: time 1/time 2/time 3/time 4) design was employed, with exercise intensity and exercise duration as independent variables and executive functions as the dependent variable. RESULTS Mixed ANOVA showed that the results revealed a significant main effect of measurement time on working memory accuracy (p < 0.001) and reaction time (p < 0.001); inhibition control accuracy (p < 0.001) and reaction time (p < 0.001); cognitive flexibility accuracy (p < 0.001) and reaction time (p < 0.001). A single session of high-intensity exercise significantly improved executive functions in college students. Both low-intensity and high-intensity exercise were effective in enhancing executive functions, with high-intensity exercise demonstrating better maintenance of the effect. CONCLUSION Both exercise intensity and exercise duration were found to enhance executive functions in college students, with exercise intensity showing greater effectiveness than exercise duration.
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Affiliation(s)
- Ming Yu
- Physical Education Department, Northeastern University, Shenyang 110819, China; (M.Y.); (X.W.)
| | - Xinyi Han
- College of Physical Education, Hebei Normal University, Shijiazhuang 050024, China;
| | - Xiaomei Wang
- Physical Education Department, Northeastern University, Shenyang 110819, China; (M.Y.); (X.W.)
| | - Rongxin Guan
- Physical Education Department, Northeastern University, Shenyang 110819, China; (M.Y.); (X.W.)
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15
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Chen S, Cerruti M, Ghandi M, Tsao LL, Sermeno R. Determine the impact of Emotive Intelligent Spaces on children's behavioural and cognitive outcomes. COGENT EDUCATION 2023; 10:2281850. [PMID: 38282646 PMCID: PMC10822668 DOI: 10.1080/2331186x.2023.2281850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Accepted: 11/07/2023] [Indexed: 01/30/2024]
Abstract
This study aims to investigate the impact of a novel environmental intervention-Emotive Intelligent Spaces (EIS) on young children's self-regulation and working memory using a single-subject reversal design (ABAB). EIS is a semi-private space with coloured lights that could adapt to each child's preferred colour based on the child's self-reported emotional state. A total of 29 three-to-seven-year-old participants completed the experiment from fall 2020 to summer 2021. Self-regulation was measured by the Head-Toes-Knees-Shoulders task; working memory was measured by the Woodcock-Johnson Numbers Reversed subset. Children's age was controlled as a covariate. Descriptive statistics indicated that the group means of self-regulation scores were higher in the intervention conditions. However, the group means of working memory scores were lower in the intervention conditions. We conducted repeated measure ANCOVA for the main analysis, and results showed no statistically significant differences in children's self-regulation and working memory scores between baseline and intervention conditions. It is recommended that future studies should take the illuminance level into consideration of the intervention effect. Further, our study implies that avoiding visual overstimulation in the classroom (e.g. heavily decorated walls) may create an optimal level of visual arousal and promote focused attention.
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Affiliation(s)
- Shiyi Chen
- Margaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USA
| | - Minyoung Cerruti
- School of Design and Construction, Voiland College of Engineering and Architecture, Washington State University, Pullman, Washington, USA
| | - Mona Ghandi
- School of Design and Construction, Voiland College of Engineering and Architecture, Washington State University, Pullman, Washington, USA
| | - Ling-Ling Tsao
- Margaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USA
| | - Rebecca Sermeno
- Margaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USA
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16
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Colautti L, Iannello P, Silveri MC, Antonietti A. Decision-making under ambiguity and risk and executive functions in Parkinson's disease patients: A scoping review of the studies investigating the Iowa Gambling Task and the Game of Dice. COGNITIVE, AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2023; 23:1225-1243. [PMID: 37198383 PMCID: PMC10545597 DOI: 10.3758/s13415-023-01106-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/20/2023] [Indexed: 05/19/2023]
Abstract
Evidence shows that patients affected by Parkinson's disease (PD) display the tendency toward making risky choices. This is due, at least in part, to the pathophysiological characteristics of the disease that affects neural areas underlying decision making (DM), in which a pivotal role is played by nonmotor corticostriatal circuits and dopamine. Executive functions (EFs), which can be impaired by PD as well, may sustain optimal choices in DM processes. However, few studies have investigated whether EFs can support PD patients to make good decisions. Adopting the scoping review approach, the present article is designed to deepen the cognitive mechanisms of DM under conditions of ambiguity and risk (that are conditions common to everyday life decisions) in PD patients without impulse control disorders. We focused our attention on the Iowa Gambling Task and the Game of Dice Task, because they are the most commonly used and reliable tasks to assess DM under ambiguity and under risk, respectively, and analyzed the performances in such tasks and their relationships with EFs tests in PD patients. The analysis supported the relationships between EFs and DM performance, especially when a higher cognitive load is required to make optimal decisions, as it happens under conditions of risk. Possible knowledge gaps and further research directions are suggested to better understand DM mechanisms in PD sustaining patients' cognitive functioning and preventing negative consequences in everyday life derived from suboptimal decisions.
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Affiliation(s)
- Laura Colautti
- Department of Psychology, Catholic University of the Sacred Heart, Laura Colautti, Largo A. Gemelli, 1, 20123 Milan, Italy
| | - Paola Iannello
- Department of Psychology, Catholic University of the Sacred Heart, Laura Colautti, Largo A. Gemelli, 1, 20123 Milan, Italy
| | - Maria Caterina Silveri
- Department of Psychology, Catholic University of the Sacred Heart, Laura Colautti, Largo A. Gemelli, 1, 20123 Milan, Italy
| | - Alessandro Antonietti
- Department of Psychology, Catholic University of the Sacred Heart, Laura Colautti, Largo A. Gemelli, 1, 20123 Milan, Italy
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17
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Laifer LM, Tomaso CC, Chang OD, Phillips EM, James TD, Nelson JM, Espy KA, Alex Mason W, Nelson TD. Early executive control buffers risk for adolescent psychopathology during the COVID-19 pandemic. J Adolesc 2023; 95:1205-1219. [PMID: 37211897 PMCID: PMC10526894 DOI: 10.1002/jad.12195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 05/08/2023] [Accepted: 05/09/2023] [Indexed: 05/23/2023]
Abstract
BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had a global impact on youth mental health, and there is a critical need for research examining individual factors that contribute to increased psychopathology during the pandemic. The current study explored whether executive control (EC) abilities in early childhood interact with COVID-related stress to attenuate risk for adolescent psychopathology during the first 6 months of the pandemic. METHODS Participants were 337 youth (49% female) living in a small midwestern city in the United States. Participants completed EC tasks when they were approximately 4.5 years old as part of a longitudinal study investigating cognitive development. At annual laboratory visits during adolescence and before the pandemic, participants (Mage = 14.57) reported on mental health symptoms. In July and August of 2020, participants (Mage = 16.57) reported on COVID-related stress and depression, anxiety, and trauma symptoms. RESULTS COVID-related stress was associated with increased internalizing problems after controlling for prepandemic symptom levels. Further, the impact of COVID-related stress on adolescent internalizing problems was moderated by preschool EC, with higher levels of EC buffering the effects of COVID-related stress on adolescent internalizing problems. CONCLUSIONS Findings highlight the importance of promoting EC early in development, as well as screening for EC deficits and implementing targeted intervention strategies across the lifespan to help reduce the impact of stress on adolescent internalizing problems.
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Affiliation(s)
- Lauren M Laifer
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Cara C Tomaso
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Olivia D Chang
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
- School of Social Work, University of Michigan, Ann Arbor, Michigan, USA
| | - Eric M Phillips
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Tiffany D James
- Office of Research and Economic Development, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Jennifer Mize Nelson
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
- Office of Research and Economic Development, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Kimberly Andrews Espy
- Department of Neuroscience, Developmental and Regenerative Biology, University of Texas at San Antonio, San Antonio, Texas, USA
- Department of Psychiatry and Behavioral Science, University of Texas Health Science Center at San Antonio, Long School of Medicine, San Antonio, Texas, USA
| | - W Alex Mason
- Department of Child, Youth, & Family Studies, Nebraska Center for Research on Children, Youth, Families, and Schools, Lincoln, Nebraska, USA
| | - Timothy D Nelson
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
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18
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Huang R, Baker ER, Schneider JM. Executive function skills account for a bilingual advantage in English novel word learning among low-income preschoolers. J Exp Child Psychol 2023; 235:105714. [PMID: 37307648 DOI: 10.1016/j.jecp.2023.105714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Revised: 05/12/2023] [Accepted: 05/19/2023] [Indexed: 06/14/2023]
Abstract
The current study compared economically disadvantaged bilingual and monolingual preschoolers' performance on an English novel word learning task and examined whether children's executive function (EF) skills account for differences in novel word learning performance across groups. In total, 39 English monolinguals and 35 Spanish-English bilingual preschoolers from low-income homes completed a battery of EF measures and the Quick Interactive Language Screener to gauge English novel word learning ability. Within a poverty context, bilingual preschoolers performed significantly better on measures of English novel word learning as compared with their monolingual peers. This bilingual advantage in novel word learning ability was mediated by short-term memory, but not inhibition or attention shifting, which indicates that gains in short-term memory may facilitate word learning in English for bilingual preschoolers from economically disadvantaged backgrounds. These findings have important practical implications for interventions designed to promote English vocabulary growth for low-income bilingual children.
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Affiliation(s)
- Rong Huang
- Department of Educational and Counseling Psychology, University at Albany, State University of New York, Albany, NY 12222, USA; Department of Human Development and Family Sciences, University of Connecticut, Storrs, CT 06269, USA.
| | - Erin Ruth Baker
- Department of Educational and Counseling Psychology, University at Albany, State University of New York, Albany, NY 12222, USA
| | - Julie M Schneider
- Department of Communication Sciences and Disorders, Louisiana State University, Baton Rouge, LA 70803, USA
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19
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Haag AC, Cha CB, Noll JG, Gee DG, Shenk CE, Schreier HMC, Heim CM, Shalev I, Rose EJ, Jorgensen A, Bonanno GA. The Flexible Regulation of Emotional Expression Scale for Youth (FREE-Y): Adaptation and Validation Across a Varied Sample of Children and Adolescents. Assessment 2023; 30:1265-1284. [PMID: 35510578 PMCID: PMC9636062 DOI: 10.1177/10731911221090465] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Flexible self-regulation has been shown to be an adaptive ability. This study adapted and validated the adult Flexible Regulation of Emotional Expression (FREE) Scale for use with youth (FREE-Y) in community and maltreatment samples. The FREE-Y measures the ability to flexibly enhance and suppress emotion expression across an array of hypothetical social scenarios. Participants (N = 654, 8-19 years) were included from three studies. Confirmatory factor analysis (CFA) confirmed a theoretically appropriate higher order factor structure. Using multiple-group CFAs, measurement invariance was achieved across maltreatment status, age, and gender. Reliabilities were adequate and construct validity was demonstrated through associations with measures of emotion regulation, psychopathology, IQ, and executive functioning. Group comparisons indicated lower Suppression and Flexibility scores for maltreated versus comparison participants. Findings suggest that the FREE-Y is a valid measure of expressive regulation ability in youth that can be applied across a range of populations.
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Affiliation(s)
| | | | - Jennie G. Noll
- The Pennsylvania State University, University Park, USA
- Cincinnati Children’s Hospital Medical Center, University of Cincinnati, OH, USA
| | | | - Chad E. Shenk
- The Pennsylvania State University, University Park, USA
- The Pennsylvania State University College of Medicine, Hershey, USA
| | | | - Christine M. Heim
- The Pennsylvania State University, University Park, USA
- Charité—Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Germany
| | - Idan Shalev
- The Pennsylvania State University, University Park, USA
| | - Emma J. Rose
- The Pennsylvania State University, University Park, USA
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20
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Moore DM, Conway ARA. The Structure of Cognitive Abilities and Associations with Problem Behaviors in Early Adolescence: An Analysis of Baseline Data from the Adolescent Brain Cognitive Development Study. J Intell 2023; 11:jintelligence11050090. [PMID: 37233339 DOI: 10.3390/jintelligence11050090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 04/22/2023] [Accepted: 04/30/2023] [Indexed: 05/27/2023] Open
Abstract
Using baseline data (n = 9875) from the Adolescent Brain Cognitive Development (ABCD) Study examining children aged 9 to 10 years, the current analyses included: (1) exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of neurocognitive measures administered during baseline collection, and (2) linear regression analyses on the Child Behavior Checklist (CBCL), controlling for demographic and socioeconomic factors. The neurocognitive tasks measured episodic memory, executive function (EF; attention), language skills, processing speed, working memory, visuospatial ability, and reasoning. The CBCL included composite scores of parent-reported internalizing, externalizing, and stress-related behavior problems. The study reported here serves as an extension of prior research using a principal components analysis (PCA) of the ABCD baseline data. We propose an alternative solution using factor analysis. Analyses revealed a three-factor structure: verbal ability (VA), executive function/processing speed (EF/PS), and working memory/episodic memory (WM/EM). These factors were significantly correlated with the CBCL scores, albeit with small effect sizes. These findings provide a novel three-factor solution to the structure of cognitive abilities measured in the ABCD Study, offering new insights into the association between cognitive function and problem behaviors in early adolescence.
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Affiliation(s)
- Dawn Michele Moore
- Division of Behavioral and Organizational Sciences, Claremont Graduate University, Claremont, CA 91711, USA
| | - Andrew R A Conway
- Department of Psychology, New Mexico State University, Las Cruces, NM 88003, USA
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21
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Miller SE, Galvagno LG, Elgier Á. Universality and context-specificity in early executive function development. Infant Behav Dev 2023; 71:101841. [PMID: 37167711 PMCID: PMC10344462 DOI: 10.1016/j.infbeh.2023.101841] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 04/10/2023] [Accepted: 04/29/2023] [Indexed: 05/13/2023]
Abstract
A renewed interest in early executive function (i.e., EF or the conscious control of thought and behavior) development has led several research groups to suggest that EF may be emerging and is less coordinated (e.g., showing few relations between tasks) in the first few years (Devine et al., 2019; Gago Galvagno et al., 2021; Johansson et al., 2016; Miller & Marcovitch, 2015; Ribner et al., 2022). This potentially universal development in EF does not exclude the possibility that EF may also differ across context (e.g., Gago Galvagno et al., 2021; Lohndorf et al., 2019; Tran et al., 2015) reflecting unique strengths and development built within one's sociocultural environment. The present paper explores potential universal and context-specific early EF developments by focusing on three aims: (1) reviewing work on EF within the first two years of life that may speak to potential universality in the measurement, structure, growth, stability, and conceptualization of early EF (2) reviewing research that may speak to how the sociocultural context may play a role in context-specific development within early EF and (3) examining potential developmental EF frameworks for understanding universal and context-specific developments of early EF within context.
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Affiliation(s)
| | - Lucas Gago Galvagno
- Universidad Abierta Interamericana, Argentina; Universidad de Buenos Aires, Argentina; Consejo Nacional de Investigaciones Científicas y Técnicas, Argentina
| | - Ángel Elgier
- Universidad Abierta Interamericana, Argentina; Universidad de Buenos Aires, Argentina; Consejo Nacional de Investigaciones Científicas y Técnicas, Argentina
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22
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Tedeholm PG, Larsson AC, Sjöberg A. Predictors in the Swedish Counterterrorism Intervention Unit selection Process. SCANDINAVIAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2023. [DOI: 10.16993/sjwop.194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2023] Open
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23
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Chen J, Kwok SC, Song Y. An intricate relationship between executive function and second-language ability in a cohort of Uyghur-Chinese bilingual children. Dev Sci 2023; 26:e13312. [PMID: 35983932 DOI: 10.1111/desc.13312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 07/23/2022] [Accepted: 08/02/2022] [Indexed: 11/28/2022]
Abstract
The relationship between executive function and second-language ability remains contentious in bilingual children; thus, the current study focused on this issue. In total, 371 Uyghur-Chinese bilingual children ranging from 3 to 6 years old were assessed by a battery of tasks measuring language ability (expressive vocabulary tests, receptive vocabulary tests, and phonological awareness of both their first-language and second-language) and executive function (working memory, inhibition, and switching). Our results indicated that age is a crucial moderator of the relationship between second-language ability and executive function. Specifically, executive function unilaterally predicted second-language ability in children who were 3-4 years old, whereas second-language ability and executive function bilaterally influenced each other in children who were 4-5 and 5-6 years old. These findings suggest that executive function and second-language ability have an intertwined and causal relationship among preschool children during development. The theoretical implications of these findings are discussed. RESEARCH HIGHLIGHTS: A counterfactual model showed causality between executive function and second language ability in Uyghur-Chinese bilingual children. Executive function unilaterally predicted second language ability in the 3- to 4-year-old age group. Executive function and second language ability bilaterally influenced each other in the 4- to 5 and 5- to 6-year-old age groups.
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Affiliation(s)
- Jin Chen
- Shanghai Key Laboratory of Brain Functional Genomics, Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Sze Chai Kwok
- Shanghai Key Laboratory of Brain Functional Genomics, Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.,Phylo-Cognition Laboratory, Division of Natural and Applied Sciences, Duke Kunshan University, Duke Institute for Brain Sciences, Kunshan, Jiangsu, China.,Shanghai Key Laboratory of Magnetic Resonance, East China Normal University, Shanghai, China.,Shanghai Changning Mental Health Center, Shanghai, China
| | - Yongning Song
- Shanghai Key Laboratory of Brain Functional Genomics, Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.,Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
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24
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Leclercq M, Gimenes G, Maintenant C, Clerc J. Goal choice in preschoolers is influenced by context, cognitive flexibility, and metacognition. Front Psychol 2023; 13:1063566. [PMID: 37006717 PMCID: PMC10052421 DOI: 10.3389/fpsyg.2022.1063566] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Accepted: 12/08/2022] [Indexed: 02/25/2023] Open
Abstract
IntroductionGoal choice is one of the first, and most important, steps in self-regulated learning (SRL). It is particularly challenging for young children (before 5–6 years), who tend to rely on available environmental cues, which makes their goals fragile because of the instability and variability of the environment. Therefore, it can be assumed that the conditions under which a task is performed may influence a child’s learning goal choice. Moreover, adapting to constraints involves control capacities provided by executive functions (EF) and metacognition.MethodsThe main purpose of this study was to determine factors that influence the way preschoolers choose a learning goal during the first step of SRL. We tested whether adding constraints to perform a task may influence the choice of the procedure that a child aims to learn to perform this task. We also examined the role of cognitive flexibility and metacognition in goal selection in the face of these changes, and tested the influence of change over time, comparing participants’ performance at two points in the school year. One hundred 4-year-olds were asked to perform a jigsaw puzzle task under two conditions: predictable vs. unpredictable environmental change. Individual levels of cognitive flexibility and metacognition were also measured.ResultsThe results show that only a predictable change, but not an unpredictable one, leaded children to change their learning goals. Furthermore, when participants were faced with an unpredictable change, metacognition and cognitive flexibility significantly predicted learning goal change. Results are discussed regarding the development of SRL, flexibility, and metacognition. Educational suggestions are proposed.Highlights– The choice of a learning goal by a preschooler is influenced by the conditions of task performance and environmental cues. Facing a predictable change is more disruptive to children before the age of 4.5, and more likely to cause them to change their goal.– A shift is observed, from age 4 and during the school year, from a perceptual to a conceptual level of processing.– Cognitive flexibility and metacognition also determine learning goal choice in preschoolers, but only in front of unpredictable changes.
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Affiliation(s)
- Marion Leclercq
- Univ. Lille, ULR 4072 – PSITEC – Psychologie: Interactions, Temps, Emotions, Cognition, Lille, France
- *Correspondence: Marion Leclercq, ✉
| | - Guillaume Gimenes
- Univ. Lille, ULR 4072 – PSITEC – Psychologie: Interactions, Temps, Emotions, Cognition, Lille, France
| | - Célia Maintenant
- Laboratory PAVeA, Department of Psychology, University of Tours, Tours, France
| | - Jérôme Clerc
- Laboratory CNRS LPNC, Department Psychology, University of Grenoble Alpes, Grenoble, France
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25
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Giancola M, Bocchi A, Palmiero M, De Grossi I, Piccardi L, D’Amico S. Examining cognitive determinants of planning future routine events: a pilot study in school-age Italian children ( Análisis de los determinantes cognitivos de la planificación de eventos de rutina futuros: un estudio piloto con niños italianos en edad escolar). STUDIES IN PSYCHOLOGY 2023. [DOI: 10.1080/02109395.2022.2163778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023] Open
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26
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McGuckian TB, Wilson PH, Johnston RD, Rahimi-Golkhandan S, Piek J, Green D, Rogers JM, Maruff P, Steenbergen B, Ruddock S. Development of complex executive function over childhood: Longitudinal growth curve modeling of performance on the Groton Maze Learning Task. Child Dev 2023; 94:648-658. [PMID: 36593650 DOI: 10.1111/cdev.13888] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
This longitudinal study modeled children's complex executive function (EF) development using the Groton Maze Learning Task (GMLT). Using a cohort-sequential design, 147 children (61 males, 5.5-11 years) were recruited from six multicultural primary schools in Melbourne and Perth, Australia. Race/ethnicity data were not available. Children were assessed on the GMLT at 6-month intervals over 2-years between 2010 and 2012. Growth curve models describe age-related change from 5.5 to 12.5 years old. Results showed a quadratic growth trajectory on each measure of error-that is, those that reflect visuospatial memory, executive control (or the ability to apply rules for action), and complex EF. The ability to apply rules for action, while a rate-limiting factor in complex EF, develops rapidly over early-to-mid childhood.
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Affiliation(s)
- Thomas B McGuckian
- Healthy Brain and Mind Research Centre, Australian Catholic University, Melbourne, Victoria, Australia.,School of Behavioural and Health Sciences, Australian Catholic University, Brisbane, Queensland, Australia
| | - Peter H Wilson
- Healthy Brain and Mind Research Centre, Australian Catholic University, Melbourne, Victoria, Australia.,School of Behavioural and Health Sciences, Australian Catholic University, Brisbane, Queensland, Australia
| | - Rich D Johnston
- School of Behavioural and Health Sciences, Australian Catholic University, Brisbane, Queensland, Australia.,Sports Performance, Recovery, Injury and New Technologies (SPRINT) Research Centre, Australian Catholic University, Brisbane, Queensland, Australia.,Carnegie Applied Rugby Research Centre, Institute for Sport, Physical Activity and Leisure, Leeds Beckett University, Leeds, UK
| | - Shahin Rahimi-Golkhandan
- School of Psychology and Wellbeing, University of Southern Queensland, Toowoomba, Queensland, Australia
| | - Jan Piek
- Curtin University, Perth, Western Australia, Australia
| | - Dido Green
- Jönköping University, Jönköping, Sweden.,Brunel University, London, UK
| | | | - Paul Maruff
- University of Melbourne, Melbourne, Victoria, Australia
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27
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Sándor-Bajusz KA, Dergez T, Molnár E, Hadzsiev K, Till Á, Zsigmond A, Vástyán A, Csábi G. Cognitive functioning and clinical characteristics of children with non-syndromic orofacial clefts: A case-control study. Front Psychol 2023; 14:1115304. [PMID: 36925595 PMCID: PMC10011643 DOI: 10.3389/fpsyg.2023.1115304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2022] [Accepted: 02/08/2023] [Indexed: 03/08/2023] Open
Abstract
Introduction The higher rate of neuropsychiatric disorders in individuals with non-syndromic orofacial clefts has been well documented by previous studies. Our goal was to identify children with non-syndromic orofacial clefts that are at risk for abnormal neurodevelopment by assessing their developmental history and present cognitive functioning. Materials and methods A single-center, case-controlled study was carried out at the Department of Pediatrics of the University of Pécs in Hungary. The study consisted of three phases including questionnaires to collect retrospective clinical data and psychometric tools to assess IQ and executive functioning. Results Forty children with non-syndromic oral clefts and 44 age-matched controls participated in the study. Apgar score at 5 min was lower for the cleft group, in addition to delays observed for potty-training and speech development. Psychiatric disorders were more common in the cleft group (15%) than in controls (4.5%), although not statistically significant with small effect size. The cleft group scored lower on the Continuous Performance Test. Subgroup analysis revealed significant associations between higher parental socio-economic status, academic, and cognitive performance in children with non-syndromic orofacial clefts. Analyzes additionally revealed significant associations between early speech and language interventions and higher scores on the Verbal Comprehension Index of the WISC-IV in these children. Discussion Children with non-syndromic orofacial clefts seem to be at risk for deficits involving the attention domain of the executive system. These children additionally present with difficulties that affect cognitive and speech development. Children with non-syndromic orofacial clefts show significant skill development and present with similar cognitive strengths as their peers. Longitudinal studies with larger sample sizes are needed to provide more conclusive evidence on cognitive deficits in children with non-syndromic orofacial clefts at risk for neurodevelopmental difficulties.
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Affiliation(s)
- Kinga Amália Sándor-Bajusz
- Division of Child and Adolescent Psychiatry, Department of Pediatrics, Medical School and Clinical Center, University of Pécs, Pécs, Hungary
| | - Tímea Dergez
- Institute of Bioanalysis, Medical School and Clinical Center, University of Pécs, Pécs, Hungary
| | - Edit Molnár
- Division of Child and Adolescent Psychiatry, Department of Pediatrics, Medical School and Clinical Center, University of Pécs, Pécs, Hungary
| | - Kinga Hadzsiev
- Department of Medical Genetics, Medical School and Clinical Center, University of Pécs, Pécs, Hungary
| | - Ágnes Till
- Department of Medical Genetics, Medical School and Clinical Center, University of Pécs, Pécs, Hungary
| | - Anna Zsigmond
- Department of Medical Genetics, Medical School and Clinical Center, University of Pécs, Pécs, Hungary
| | - Attila Vástyán
- Division of Pediatric Surgery, Department of Pediatrics, Medical School and Clinical Center, University of Pécs, Pécs, Hungary
| | - Györgyi Csábi
- Division of Child and Adolescent Psychiatry, Department of Pediatrics, Medical School and Clinical Center, University of Pécs, Pécs, Hungary
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28
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Chen J, Zhao Y, Xu X, Liu J, Deng C. Predictive relations between executive function and Mandarin vocabulary ability among Uyghur-Mandarin bilingual preschoolers. COGNITIVE DEVELOPMENT 2023. [DOI: 10.1016/j.cogdev.2022.101270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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29
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Garon N, Hecker O, Kwan A, Crocker TA, English SD. Integrated versus trial specific focus improves decision-making in older preschoolers. Child Neuropsychol 2023; 29:28-55. [PMID: 35430949 DOI: 10.1080/09297049.2022.2063269] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This study explored the effect of integrated-focus (focusing on a depiction of overall gains/losses) versus trial-focus (focusing on gains/losses at each trial) on choice in a preschool variant of the Iowa Gambling task. Participants included 65 preschoolers (M = 47.82, SD = 7.29). Children completed two versions of the Preschool Gambling task, three cool executive function tasks, a moral reasoning task, and an affective perspective taking task. The results indicated that while the integrated-focus condition led to improvement in the awareness of the game, the condition effect was moderated by age for decision-making choice; older preschoolers showed improvement in decision-making in the integrated focus condition, while younger preschoolers showed no condition effect. Further analysis indicated that differences in the increase of advantageous choice across blocks and the condition effect were partly explained by these differences in awareness. Furthermore, a component of cool executive function (shifting) was associated with the latter phase of decision-making. The findings additionally indicated an association of advantageous decision-making with moral/emotional measures, suggesting that the PGT may be a potentially useful clinical tool for early assessment. Finally, the findings of the current study have implications for how hot and cool executive function abilities may work together to enable adaptive decisions.
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Affiliation(s)
- Nancy Garon
- Department of Psychology, Mount Allison University, Sackville, Canada
| | - Olivia Hecker
- Department of Psychology, Mount Allison University, Sackville, Canada
| | - Andrea Kwan
- Department of Psychology, Mount Allison University, Sackville, Canada
| | - Terese A Crocker
- Department of Psychology, Mount Allison University, Sackville, Canada
| | - Sarah D English
- Department of Psychology, University of Waterloo, Waterloo, Canada
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30
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Golos A, Budman JR, Shterenshus A, Bar-Ilan RT. The Pictorial Interview of Children's Metacognition and Executive Functions (PIC-ME): Cultural Adaptation for Ultra-Orthodox Jewish Populations. Occup Ther Int 2023; 2023:4832354. [PMID: 37089457 PMCID: PMC10121360 DOI: 10.1155/2023/4832354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 01/20/2023] [Accepted: 04/07/2023] [Indexed: 04/25/2023] Open
Abstract
Introduction Executive functions (EFs) are strongly linked to attention deficit hyperactivity disorder (ADHD). The pictorial interview of children's metacognition and executive functions (PIC-ME) assesses children's self-perceptions regarding their EF. This study is aimed at describing the cultural adaptation of the PIC-ME to the ultra-Orthodox (UO) Jewish population in Israel. Method In the first of three stages, 30 occupational therapists, who were experienced in working with children with ADHD from the UO population, completed a questionnaire about the suitability of PIC-ME for the UO community. In the second stage, six therapists participated in a focus group to discuss the recommendations and the adaptations made following the first stage. In the third stage, 20 UO children aged 5-10 participated in the tool validation process. Results First stage: most of the items of the original tool were found to be appropriate in representing the EFs of UO children and did not need to be adapted. No significant differences were found between the boys' and girls' versions regarding the tool's adaptability. However, most of the therapists suggested that the pictures in both versions needed adaptations. Second stage: additional recommendations led to the development of a final adapted version. Third stage: over 70 percent agreement was found among UO children regarding the clarity of the adapted pictures. No significant differences were found between boys and girls or between age groups. Conclusions This study presented wide agreement on the necessity for cultural adaptation of the PIC-ME to the UO population and described the adaptation process. Based on its face validity, the UO version may be a useful tool to assess the self-perception of EF among UO children. Further studies are needed to assess its psychometric properties and its usefulness as an outcome measure. The study findings may contribute to the cultural adaptation of other tools for culturally distinct populations.
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Affiliation(s)
- Anat Golos
- Head of the Environment, Culture and Participation in the Community Research Laboratory, School of Occupational Therapy, Faculty of Medicine of the Hebrew University, Jerusalem, Israel
| | - Jennifer R. Budman
- School of Occupational Therapy, Faculty of Medicine of the Hebrew University, Jerusalem, Israel
| | - Ayala Shterenshus
- School of Occupational Therapy, Faculty of Medicine of the Hebrew University, Jerusalem, Israel
| | - Ruthie Traub Bar-Ilan
- School of Occupational Therapy, Cognitive-Functional Rehabilitation in Context Laboratory, Faculty of Medicine of the Hebrew University, Jerusalem, Israel
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31
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Thériault-Couture F, Matte-Gagné C, Dallaire S, Brendgen M, Vitaro F, Tremblay RE, Séguin JR, Dionne G, Boivin M. Child Cognitive Flexibility and Maternal Control: A First Step toward Untangling Genetic and Environmental Contributions. J Genet Psychol 2023; 184:55-69. [PMID: 36102122 DOI: 10.1080/00221325.2022.2121638] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
Executive functions (EF) play an essential role in many spheres of child development. Therefore, it is crucial to get a better understanding of their etiology. Using a genetic design that involved 934 twins (400 monozygotic), this study examined the etiology of cognitive flexibility, a component of EF, at 5 years of age and its phenotypic and etiological associations with maternal control. Cognitive flexibility was measured in a laboratory setting at 5 years of age using a well-known EF-task, i.e. the Dimensional Change Card Sort (DCCS). Maternal control was measured using a self-report questionnaire. The univariate genetic model demonstrated that environmental factors mainly explained individual differences in preschoolers' performance on the DCCS task. A bivariate genetic model demonstrated that non-shared environmental mechanisms mainly explained the association (r = .-13) between maternal control and children's performance on the DCCS task. This study represents a preliminary step toward a better understanding of the genetic and environmental contributions underlying the relation between parenting behaviors and children's EF.
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Affiliation(s)
| | | | - Samuel Dallaire
- School of Psychology, Université Laval, Quebec, Quebec, Canada
| | - Mara Brendgen
- Department of Psychology, University of Quebec in Montreal, Montreal, Quebec, Canada.,CHU Ste-Justine Research Center, Montreal, Quebec, Canada
| | - Frank Vitaro
- CHU Ste-Justine Research Center, Montreal, Quebec, Canada.,School of Psychoeducation, University of Montreal, Montreal, Queebec, Canada
| | - Richard E Tremblay
- Department of Pediatrics and Psychology, University of Montreal, Montreal, Quebec, Canada
| | - Jean R Séguin
- CHU Ste-Justine Research Center, Montreal, Quebec, Canada.,Department of Psychiatry and Addictology, University of Montreal, Montreal, Quebec, Canada
| | - Ginette Dionne
- School of Psychology, Université Laval, Quebec, Quebec, Canada
| | - Michel Boivin
- School of Psychology, Université Laval, Quebec, Quebec, Canada
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32
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Zhao H, Zhang T, Cheng T, Chen C, Zhai Y, Liang X, Cheng N, Long Y, Li Y, Wang Z, Lu C. Neurocomputational mechanisms of young children's observational learning of delayed gratification. Cereb Cortex 2022; 33:6063-6076. [PMID: 36562999 DOI: 10.1093/cercor/bhac484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Revised: 11/13/2022] [Accepted: 11/17/2022] [Indexed: 12/24/2022] Open
Abstract
The ability to delay gratification is crucial for a successful and healthy life. An effective way for young children to learn this ability is to observe the action of adult models. However, the underlying neurocomputational mechanism remains unknown. Here, we tested the hypotheses that children employed either the simple imitation strategy or the goal-inference strategy when learning from adult models in a high-uncertainty context. Results of computational modeling indicated that children used the goal-inference strategy regardless of whether the adult model was their mother or a stranger. At the neural level, results showed that successful learning of delayed gratification was associated with enhanced interpersonal neural synchronization (INS) between children and the adult models in the dorsal lateral prefrontal cortex but was not associated with children's own single-brain activity. Moreover, the discounting of future reward's value obtained from computational modeling of the goal-inference strategy was positively correlated with the strength of INS. These findings from our exploratory study suggest that, even for 3-year-olds, the goal-inference strategy is used to learn delayed gratification from adult models, and the learning strategy is associated with neural interaction between the brains of children and adult models.
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Affiliation(s)
- Hui Zhao
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing 100875, P.R. China
| | - Tengfei Zhang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing 100875, P.R. China
| | - Tong Cheng
- Research Center for Child Development, School of Psychology, Capital Normal University, Beijing 100048, P.R. China
| | - Chuansheng Chen
- Department of Psychological Science, University of California, Irvine, CA 92697, United States
| | - Yu Zhai
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing 100875, P.R. China
| | - Xi Liang
- Research Center for Child Development, School of Psychology, Capital Normal University, Beijing 100048, P.R. China
| | - Nanhua Cheng
- Research Center for Child Development, School of Psychology, Capital Normal University, Beijing 100048, P.R. China
| | - Yuhang Long
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Ying Li
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing 100875, P.R. China
| | - Zhengyan Wang
- Research Center for Child Development, School of Psychology, Capital Normal University, Beijing 100048, P.R. China
| | - Chunming Lu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing 100875, P.R. China
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33
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Frick A, Chevalier N. A First Theoretical Model of Self-Directed Cognitive Control Development. JOURNAL OF COGNITION AND DEVELOPMENT 2022. [DOI: 10.1080/15248372.2022.2160720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
- Aurélien Frick
- GIGA-CRC in Vivo Imaging, University of Liège, Liège, Belgium
- Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium
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34
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Zelazo PD, Carlson SM. Reconciling the Context-Dependency and Domain-Generality of Executive Function Skills from a Developmental Systems Perspective. JOURNAL OF COGNITION AND DEVELOPMENT 2022. [DOI: 10.1080/15248372.2022.2156515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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35
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Effects of Acute Resistance Exercise on Executive Function: A Systematic Review of the Moderating Role of Intensity and Executive Function Domain. SPORTS MEDICINE - OPEN 2022; 8:141. [PMID: 36480075 PMCID: PMC9732176 DOI: 10.1186/s40798-022-00527-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Accepted: 10/10/2022] [Indexed: 12/13/2022]
Abstract
BACKGROUND Research has demonstrated that there is a beneficial effect of acute exercise on cognitive function; however, the moderators of the acute resistance exercise (RE) effect on executive function (EF) are underestimated. This systematic review aims to clarify the effects of acute RE on EF by examining the moderating effect of exercise intensity (light, moderate, and vigorous) and EF domains (inhibitory control, working memory, and cognitive flexibility), as well as their interactions. METHODS The search strategy was conducted in four databases (PubMed, Scopus, PsycARTICLES, and Cochrane Library) prior to January 29, 2022. Included studies had to: (1) investigate acute RE in adults with normal cognition and without diagnosed disease; (2) include a control group or control session for comparison; (3) include outcomes related to the core EF domains; and (4) be published in English. The methodological quality of the included studies was judged according to the PEDro scale guidelines. RESULTS Nineteen studies were included which included a total of 692 participants. More than half of the outcomes (24/42, 57.14%) indicate that acute RE had a statistically significant positive effect on overall EF. In terms of RE intensity and EF domain, moderate intensity acute RE benefited EF more consistently than light and vigorous intensity acute RE. Acute RE-induced EF benefits were more often found for inhibitory control than for working memory and cognitive flexibility. When considering moderators simultaneously, measuring inhibitory control after light or moderate intensity RE and measuring working memory or cognitive flexibility after moderate intensity RE most often resulted in statistically significant positive outcomes. CONCLUSION Acute RE has a beneficial effect on EF, observed most consistently for inhibitory control following moderate intensity RE. Future studies should include all exercise intensities and EF domains as well as investigate other potential moderators to enable a better understanding of the benefits of acute RE on EF.
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36
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Zainal NH, Newman MG. Executive Functioning Constructs in Anxiety, Obsessive-Compulsive, Post-Traumatic Stress, and Related Disorders. Curr Psychiatry Rep 2022; 24:871-880. [PMID: 36401677 PMCID: PMC9676877 DOI: 10.1007/s11920-022-01390-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/23/2022] [Indexed: 11/20/2022]
Abstract
PURPOSE OF REVIEW We synthesize theories proposing complex relations between cognitive functioning and anxiety-related concepts. We evaluate vulnerability theories suggesting that deficits in various cognitive functioning domains predict future anxiety-associated concepts. We examine scar theories asserting the opposite direction of effects (i.e., anxiety predicting cognitive dysfunction). Furthermore, we examine more novel frameworks on this topic. RECENT FINDINGS Reliable evidence exists for the scar and vulnerability theories. This includes mounting data on diverse anxiety symptoms predicting cognitive dysfunction (and conversely) unfolding at between- and within-person levels (dynamic mutualism theory). It also includes data on the stronger effects or central influence of anxiety (versus non-anxiety) symptoms on executive functioning (EF; i.e., higher-order cognitive control governing myriad thinking and action repertoires) versus non-EF domains and vice versa (network theory). In addition, it reviews emerging evidence that enhanced cognitive control can correlate with higher anxiety among children (overgeneralized control theory). The generally inverse relations between anxiety symptoms and cognitive dysfunction are bidirectional and complex within and between persons. Plausible mediators and moderators merit more attention, including immune, metabolism, and neural markers and the social determinants of health.
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Affiliation(s)
| | - Michelle G Newman
- The Pennsylvania State University, 371 Moore Building, University Park, PA, 16802, USA.
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37
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Casella A, Ventura E, Di Russo F. The Influence of a Specific Cognitive-Motor Training Protocol on Planning Abilities and Visual Search in Young Soccer Players. Brain Sci 2022; 12:1624. [PMID: 36552084 PMCID: PMC9775902 DOI: 10.3390/brainsci12121624] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 11/06/2022] [Accepted: 11/21/2022] [Indexed: 11/29/2022] Open
Abstract
The benefits of sport activity on cognition and especially on executive function development are well-known, and in recent years, several kinds of cognitive-motor training (CMT) have been proven effective in adults and older people. Less is known about possible CMT benefits in children. This study aims to confirm the positive influence played by CMTs on specific executive functions (planning abilities and visual search) in young soccer players. Twenty-four 10-year-old athletes were recruited and randomly assigned to the experimental (Exp) and control (Con) groups of 12 players. Both groups were trained for 10 weeks, twice a week (90 min per training), following standard soccer training (technical-tactical exercises). The Exp group, during the first training session of the week, in the last 22 min, performed the experimental treatment, which consisted of a psychokinetic CMT. Both groups were examined before and after the ten-week training using the Tower of London and WISC-IV cancellation tests. Results revealed that the Exp group, following treatment, reported significantly better scores than the Con group in all the cognitive measures. We concluded that the proposed CMT is more effective than motor training alone at improving planning abilities and visual search abilities, even in children.
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Affiliation(s)
- Andrea Casella
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00135 Rome, Italy
| | - Emanuele Ventura
- Soccer School, Sport Club “Polisportiva Giovanni Castello”, 00145 Rome, Italy
| | - Francesco Di Russo
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00135 Rome, Italy
- Santa Lucia Foundation IRCCS, 00179 Rome, Italy
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38
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Olsen MR. An investigation of two ostensibly inhibitory control tasks used in canine cognition. Appl Anim Behav Sci 2022. [DOI: 10.1016/j.applanim.2022.105770] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
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Linking early maternal input during shared reading to later theory of mind through receptive language and executive function: A within- and between-family design. J Exp Child Psychol 2022; 223:105469. [DOI: 10.1016/j.jecp.2022.105469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Revised: 05/03/2022] [Accepted: 05/04/2022] [Indexed: 11/18/2022]
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40
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Hofstee M, Huijding J, Cuevas K, Deković M. Self-regulation and frontal EEG alpha activity during infancy and early childhood: A multilevel meta-analysis. Dev Sci 2022; 25:e13298. [PMID: 35737962 DOI: 10.1111/desc.13298] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 05/14/2022] [Accepted: 06/03/2022] [Indexed: 01/13/2023]
Abstract
Integrating behavioral and neurophysiological measures has created new and advanced ways to understand the development of self-regulation. Electroencephalography (EEG) has been used to examine how self-regulatory processes are related to frontal alpha power during infancy and early childhood. However, findings across previous studies have been inconsistent. To address this issue, the current meta-analysis synthesized all prior literature examining associations between individual differences in self-regulation and frontal EEG alpha power (baseline and/or task). In total, 23 studies consisting of 1275 participants between 1 month and 6 years of age were included, which yielded 149 effect sizes. Findings of the three-level meta-analytic model demonstrated a non-significant overall association between self-regulation and frontal alpha power. Yet, significant moderating effects were found for self-regulation construct (emotion regulation, effortful control, executive function), self-regulation measurement (behavioral task, computer assessment, lab observation, questionnaire), and children's mean age. Self-regulation was only significantly correlated with frontal alpha power when studies focused on the executive functioning construct. Moreover, the use of behavioral tasks or questionnaires and a higher mean age of the children resulted in small but significant effect size estimates. Higher frontal alpha power values were related to higher order top-down mechanisms of self-regulation, indicating that these mechanisms might become stronger when the frontal cortex is sufficiently developed. The findings of the current meta-analysis highlight the importance of longitudinal analyses and multimethod approaches in future work to reach a more comprehensive understanding of the role of frontal EEG alpha activity in the etiology of individual differences in early self-regulation. RESEARCH HIGHLIGHTS: The first meta-analysis of individual differences in self-regulation and frontal EEG alpha power during infancy and early childhood demonstrated a non-significant overall association. Moderation analyses revealed that variations in frontal alpha power were significantly associated with executive function, but not with effortful control and emotion regulation. Frontal alpha power was related to variations in self-regulation when measured by behavioral tasks and questionnaires, but not via computer assessments and lab observations. The association between individual differences in self-regulation and frontal alpha power becomes significantly stronger with age.
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Affiliation(s)
- Marissa Hofstee
- Department of Clinical Child and Family Studies, Utrecht University, Utrecht, The Netherlands
| | - Jorg Huijding
- Department of Clinical Child and Family Studies, Utrecht University, Utrecht, The Netherlands
| | - Kimberly Cuevas
- Department of Psychological Sciences, University of Connecticut, Connecticut, United States
| | - Maja Deković
- Department of Clinical Child and Family Studies, Utrecht University, Utrecht, The Netherlands
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Executive Functions in Decision Making under Ambiguity and Risk in Healthy Adults: A Scoping Review Adopting the Hot and Cold Executive Functions Perspective. Brain Sci 2022; 12:brainsci12101335. [PMID: 36291269 PMCID: PMC9599766 DOI: 10.3390/brainsci12101335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Revised: 09/28/2022] [Accepted: 09/29/2022] [Indexed: 11/17/2022] Open
Abstract
Decision making (DM) has a pivotal role in supporting individual autonomy and well-being. It is considered a complex ability exploiting many cognitive functions, among which executive functions (EFs) are crucial. Few studies analyzed the role played by EFs in DM in healthy adults under ambiguity and risk, which are common conditions for most decisions in daily life. This scoping review aims to analyze the relationships between two individual tasks widely used to assess DM under these conditions (Iowa Gambling Task and Game of Dice Task) and EFs. According to the organizing principle that conceptualizes hot and cold EFs, DM under such conditions mainly implies hot EFs, but the relationship with cold EFs is still unclear. Using such an approach, a comprehensive framework is provided, highlighting main findings and identifying possible gaps in the literature. The results suggest different roles played by cold EFs in DM under ambiguity and risk, according to the characteristics of the tasks. The findings can offer guidance to further studies and to design interventions to support DM in healthy adults.
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Conceptualising and measuring mindfulness during worship and prayer: Scale development and initial validation of the Mindfulness during Worship Scale (MWS). PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111683] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Asbee J, Kelly K, McMahan T, Parsons TD. Factor analysis of the virtual reality Stroop task. J Clin Exp Neuropsychol 2022; 44:604-617. [PMID: 36444652 DOI: 10.1080/13803395.2022.2150749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
INTRODUCTION Virtual reality (VR) offers neuropsychologists high dimensional (3D) platforms for administering cognitive tasks that balance experimental control with simulations of naturalistic activities. A virtual reality version of the Stroop task, the Virtual Reality Stroop Task (VRST), was developed that leverages technological advances to enhance the ecological validity of neuropsychological assessments. The high mobility multipurpose wheeled vehicle (HMMWV) version of the VRST includes high arousal (ambush) and low arousal (safe) zones was employed in this study. This version of the VRST contains both cognitive (Stroop) and affective (arousal) components. While the VRST has been shown to have good construct validity, the factor structure has yet to be explored. This study aimed to examine the factor structure of the VRST and compare the results with a lower dimensional (2D) computer-automated Stroop task (i.e., the Automated Neuropsychological Assessment Metrics - ANAM). METHOD Data was drawn from college-aged students who completed the VRST and ANAM Stroop tasks (N = 115). Factor analyses utilized principal axis factoring (PAF), and output variables included percent of correct responses and response times the VRST and ANAM Stroop tasks. RESULTS Results indicated that both Stroop tasks had two-factor solutions. Factor one measured response times and factor two measured accuracy. While factors respective of speed and accuracy factors were correlated across assessment modalities, within assessment factor correlations were low. CONCLUSIONS The factors possibly indicated participants response styles in that they either focus on responding accurately or responding quickly to stimuli. Therefore, including throughput in future research examining either the ANAM Stroop task or VRST may provide useful insight into participant performance. Finally, because similar factor structures were observed for both the VRST and ANAM Stroop task this study provided additional support for the construct validity of a higher dimensional Stroop task, the VRST.
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Affiliation(s)
- Justin Asbee
- Adaptive Neural Systems Group, Institute for Integrative and Innovative Research, University of Arkansas, Fayetteville, Arkansas, USA.,Computational Neuropsychology and Simulation (CNS) Lab, Arizona State University, Tempe, Arizona, USA
| | - Kimberly Kelly
- Department of Psychology, University of North Texas, Denton, Texas, USA.,Psychoneuroimmunology Lab: (PNI) Lab, University of North Texas, Denton, Texas, USA
| | - Timothy McMahan
- Mixed Realities (MxR) Lab, University of North Texas, Denton, Texas, USA
| | - Thomas D Parsons
- Computational Neuropsychology and Simulation (CNS) Lab, Arizona State University, Tempe, Arizona, USA.,Grace Center, Edson College, Arizona State University, Tempe, Arizona, USA
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44
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Executive functions as self-reported on the BRIEF scales in adolescents and adults with and without a history of institutionalized rearing in Russia. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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45
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Demetriou A, Spanoudis GC, Greiff S, Makris N, Panaoura R, Kazi S. Changing priorities in the development of cognitive competence and school learning: A general theory. Front Psychol 2022; 13:954971. [PMID: 36248549 PMCID: PMC9557948 DOI: 10.3389/fpsyg.2022.954971] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Accepted: 09/02/2022] [Indexed: 12/04/2022] Open
Abstract
This paper summarizes a theory of cognitive development and elaborates on its educational implications. The theory postulates that development occurs in cycles along multiple fronts. Cognitive competence in each cycle comprises a different profile of executive, inferential, and awareness processes, reflecting changes in developmental priorities in each cycle. Changes reflect varying needs in representing, understanding, and interacting with the world. Interaction control dominates episodic representation in infancy; attention control and perceptual awareness dominate in realistic representations in preschool; inferential control and awareness dominate rule-based representation in primary school; truth and validity control and precise self-evaluation dominate in principle-based thought in adolescence. We demonstrate that the best predictors of school learning in each cycle are the cycle's cognitive priorities. Also learning in different domains, e.g., language and mathematics, depends on an interaction between the general cognitive processes dominating in each cycle and the state of the representational systems associated with each domain. When a representational system is deficient, specific learning difficulties may emerge, e.g., dyslexia and dyscalculia. We also discuss the educational implications for evaluation and learning at school.
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46
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Dietrichson J, Thomsen MK, Seerup JK, Strandby MW, Viinholt BCA, Bengtsen E. PROTOCOL: School-based language, math, and reading interventions for executive functions in children and adolescents: A systematic review. CAMPBELL SYSTEMATIC REVIEWS 2022; 18:e1262. [PMID: 36909886 PMCID: PMC9275554 DOI: 10.1002/cl2.1262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
This is the protocol for a Campbell systematic review. Our primary objective for this systematic review is to examine if preschool and school-based interventions aimed at improving language, literacy, and/or mathematical skills increase children's and adolescents' executive functions. As a secondary objective, we will examine how the effects of language, literacy, and mathematics interventions on executive functions are moderated by the subject of the intervention, child age or grade, the type of EF measured, and the at-risk status of participants. We will also explore how the effects are moderated by other study characteristics, and estimate the effects of the included interventions on language, literacy, and mathematical skills.
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Affiliation(s)
- Jens Dietrichson
- VIVE—The Danish Center for Social Science ResearchCopenhagenDenmark
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47
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Stucke NJ, Stoet G, Doebel S. What are the kids doing? Exploring young children's activities at home and relations with externally cued executive function and child temperament. Dev Sci 2022; 25:e13226. [PMID: 34989468 PMCID: PMC9540249 DOI: 10.1111/desc.13226] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2021] [Revised: 12/06/2021] [Accepted: 12/09/2021] [Indexed: 11/28/2022]
Abstract
Young children spend a lot of time at home, yet there is little empirical research on how they spend that time and how it relates to developmental outcomes. Prior research suggests less-structured time-where children practice making choices and setting goals-may develop self-directed executive function in 6-year-olds. But less-structured time may be related to executive function for other reasons-for example, because it provides opportunities to acquire conceptual knowledge relevant to using executive function on tasks. We thus tested the possibility that less-structured time is also related to younger children's externally cued executive function. In this remote online study, caregivers of 93 3- to 5-year-olds indicated the amount of time their child was typically spending in various activities while at home during the early phase of the COVID-19 pandemic. Activities were categorized as structured (primarily lessons with specific goals defined by adults or an app), less-structured (wide range of activities permitting choice and interaction with caregiver), passive (e.g., watching TV or videos), and primarily physical (e.g., bike riding). Children's externally cued executive function was assessed via the Dimensional Change Card Sort (DCCS). Time and variety in less-structured activities were related to successful switching on the DCCS, controlling for age, family income, caregiver education, and verbal knowledge. Caregivers were more involved in less-structured versus structured activities. Caregiver ratings of children's temperament were related to how children's time was spent. These findings suggest several new avenues for studying young children's activities at home and their relations with developmental outcomes. A video abstract of this article can be viewed at https://youtu.be/3aGmpSnjuCs.
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Affiliation(s)
- Nicole J. Stucke
- Department of PsychologyGeorge Mason UniversityFairfaxVirginiaUSA
| | - Gijsbert Stoet
- Department of PsychologyUniversity of EssexColchesterC04 3SQUK
| | - Sabine Doebel
- Department of PsychologyGeorge Mason UniversityFairfaxVirginiaUSA
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48
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Leisman G, Melillo R. Front and center: Maturational dysregulation of frontal lobe functional neuroanatomic connections in attention deficit hyperactivity disorder. Front Neuroanat 2022; 16:936025. [PMID: 36081853 PMCID: PMC9446472 DOI: 10.3389/fnana.2022.936025] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Accepted: 07/29/2022] [Indexed: 12/21/2022] Open
Abstract
Frontal lobe function may not universally explain all forms of attention deficit hyperactivity disorder (ADHD) but the frontal lobe hypothesis described supports an internally consistent model for integrating the numerous behaviors associated with ADHD. The paper examines the developmental trajectories of frontal and prefrontal lobe development, framing ADHD as maturational dysregulation concluding that the cognitive, motor, and behavioral abilities of the presumptive majority of ADHD children may not primarily be disordered or dysfunctional but reflect maturational dysregulation that is inconsistent with the psychomotor and cognitive expectations for the child’s chronological and mental age. ADHD children demonstrate decreased activation of the right and middle prefrontal cortex. Prefrontal and frontal lobe regions have an exuberant network of shared pathways with the diencephalic region, also having a regulatory function in arousal as well as with the ascending reticular formation which has a capacity for response suppression to task-irrelevant stimuli. Prefrontal lesions oftentimes are associated with the regulatory breakdown of goal-directed activity and impulsivity. In conclusion, a presumptive majority of childhood ADHD may result from maturational dysregulation of the frontal lobes with effects on the direct, indirect and/or, hyperdirect pathways.
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Affiliation(s)
- Gerry Leisman
- Movement and Cognition Laboratory, Department of Physical Therapy, University of Haifa, Haifa, Israel
- Department of Neurology, University of Medical Sciences of Havana, Havana, Cuba
- *Correspondence: Gerry Leisman,
| | - Robert Melillo
- Movement and Cognition Laboratory, Department of Physical Therapy, University of Haifa, Haifa, Israel
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49
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Miller SE. Vocabulary and Early Executive Function during Early Childhood: Revisiting Questions on the Nature of Thought and Language - Commentary on Bruce and Bell. Hum Dev 2022; 66:188-191. [PMID: 36164661 PMCID: PMC9501748 DOI: 10.1159/000525361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Accepted: 05/31/2022] [Indexed: 11/19/2022]
Affiliation(s)
- Stephanie E. Miller
- Department of Psychology, University of Mississippi, Oxford, Mississippi, USA
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50
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Shokrkon A, Nicoladis E. The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review. Front Psychol 2022; 13:848696. [PMID: 35928417 PMCID: PMC9343615 DOI: 10.3389/fpsyg.2022.848696] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Accepted: 06/06/2022] [Indexed: 11/13/2022] Open
Abstract
It has been demonstrated that executive functions play a significant role in different aspects of the development of children. Development of language is also one of the most important accomplishments of the preschool years, and it has been linked to many outcomes in life. Despite substantial research demonstrating the association between executive function and language development in childhood, only a handful of studies have examined the direction of the developmental pathways between EF skills and language skills, therefore little is known about how these two constructs are connected. In this review paper, we discuss three possible directional relationships between EFs and language development throughout childhood. First, we discuss how EF might affect language functioning. Next, we discuss how language functioning might affect EF. Lastly, we consider other possible relationships between EF and language. Given that children with better EF and language skills are more likely to succeed in educational settings and demonstrate greater social–emotional competencies, investigating the relationship between EF and language in the preschool period provides insight into mechanisms that have not been extensively studied. Furthermore, it could create new opportunities for designing effective and efficient interventions aimed at addressing EF and language deficits during the preschool period which could in turn influence later development.
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Affiliation(s)
- Anahita Shokrkon
- Department of Psychology, University of Alberta, Edmonton, AB, Canada
- *Correspondence: Anahita Shokrkon,
| | - Elena Nicoladis
- Department of Psychology, University of British Columbia, Kelowna, BC, Canada
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