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Johnson J, Howard SJ, Pascual-Leone J. Two Attentional Processes Subserving Working Memory Differentiate Gifted and Mainstream Students. J Cogn 2024; 7:47. [PMID: 38799082 PMCID: PMC11122698 DOI: 10.5334/joc.370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2024] [Accepted: 05/06/2024] [Indexed: 05/29/2024] Open
Abstract
Two working memory (WM) measures were contrasted, to clarify the nature of advantages in gifted children's cognitive processing. It was predicted that cognitively gifted children would excel in WM tasks taxing mental attention (i.e., n-back) but not tasks supported by perceptual attention (i.e., self-ordered pointing, SOPT). Ninety-one children aged 9-10 and 13-14 years, in a gifted or mainstream classroom, received n-back and SOPT, plus measures of mental-attentional (M-) capacity, inhibition, and shifting. Older children generally scored higher than younger children. As predicted, gifted children outperformed mainstream peers on all tasks, except for SOPT. Results demonstrate the need to distinguish between mental and perceptual attention in measurement of WM.
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Pasqualotto A, Mazzoni N, Benso F, Chiorri C. Reading Skill Profiles in School-Aged Italian-Speaking Children: A Latent Profile Analysis Investigation into the Interplay of Decoding, Comprehension and Attentional Control. Brain Sci 2024; 14:390. [PMID: 38672039 PMCID: PMC11048682 DOI: 10.3390/brainsci14040390] [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: 03/18/2024] [Revised: 04/10/2024] [Accepted: 04/15/2024] [Indexed: 04/28/2024] Open
Abstract
Our study examined the complex relationships among reading performance (decoding, comprehension) and language, visuo-spatial, and attentional control abilities in 115 Italian-speaking children. Latent profile analysis was used to identify distinct clusters of participants showcasing quantitative differences in decoding skills, including word, pseudo-word, text reading speed and accuracy. Then, we used this classification to investigate group differences in a variety of linguistic, working memory, and visuo-spatial tasks, as well as in reading comprehension skills, by means of multivariate and univariate tests. Our results reveal significant links between reading proficiency and several key factors: language skills, visuo-spatial abilities, and attentional control. These findings illuminate the nuanced impact of domain-general processes that govern a series of linguistic and visuo-perceptive subcomponents during reading tasks. Additionally, using dominance analysis, predictors of written text comprehension were identified. Our findings suggest that effective reading comprehension relies on a synergistic interplay of adequate reading speed, attentional control, working memory, and verbal fluency, accounting for 23% of the explained variance. This study highlights the multifaceted nature of reading proficiency and suggests that a broader perspective is necessary to fully understand reading development and support its improvement.
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Affiliation(s)
- Angela Pasqualotto
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, TN, Italy; (N.M.); (F.B.)
- Department of Education and Learning, University of Applied Sciences and Arts of Southern Switzerland, 6600 Locarno, Switzerland
- Faculty of Psychology and Educational Sciences, University of Geneva, 1205 Geneva, Switzerland
| | - Noemi Mazzoni
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, TN, Italy; (N.M.); (F.B.)
| | - Francesco Benso
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, TN, Italy; (N.M.); (F.B.)
| | - Carlo Chiorri
- Department of Educational Sciences, University of Genoa, 16126 Genoa, GE, Italy
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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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Mishra A, Khan A. [Formula: see text] Domain-general and domain-specific cognitive correlates of developmental dyscalculia: a systematic review of the last two decades' literature. Child Neuropsychol 2023; 29:1179-1229. [PMID: 36440471 DOI: 10.1080/09297049.2022.2147914] [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: 04/27/2022] [Accepted: 11/08/2022] [Indexed: 11/29/2022]
Abstract
Developmental dyscalculia is a neurodevelopmental disorder, influencing the learning of mathematics in developing children. In the last two decades, continuous growth of research has helped in the advancement of the state of knowledge of dyscalculia. This upsurge in the number of studies makes it relevant to conduct a systematic review, covering all the empirical evidence, but there is a dearth of review studies synthesizing findings of the studies in the recent past. Therefore, the current study aims to systematically review studies investigating the underlying cognitive causal factors associated with developmental dyscalculia in the last two decades. To investigate the underlying cognitive factors associated with dyscalculia, two prominent approaches have been used: domain-general and domain-specific. While the domain-general approach argues for the deficit in general cognitive abilities, the domain-specific approach argues for the deficit in core numerical abilities. In the present review, the PRISMA method is followed. Articles were searched using two methods: firstly, through database sources of Google Scholar, Web of Science, and ScienceDirect, 1738 abstracts were screened, of which 46 articles met the specific inclusion criteria; and secondly, through recently published systematic reviews and meta-analyses, 29 studies were included. A total of 75 studies, 48 studies from domain-general and 27 studies from domain-specific approaches, have been selected. This review discusses domain-general and domain-specific approaches of developmental dyscalculia, along with specific theories associated with both approaches. Based on the discussed findings, visuospatial working memory and symbolic number processing abilities emerged as the best predictor of math ability in children with dyscalculia.
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Affiliation(s)
- Ankit Mishra
- Department of Humanities and Social Sciences, Indian Institute of Technology Bombay, Mumbai, India
| | - Azizuddin Khan
- Department of Humanities and Social Sciences, Indian Institute of Technology Bombay, Mumbai, India
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Panesi S, Dotti M, Ferlino L. Case Report: A playful digital-analogical rehabilitative intervention to enhance working memory capacity and executive functions in a pre-school child with autism. Front Psychiatry 2023; 14:1205340. [PMID: 37840786 PMCID: PMC10570721 DOI: 10.3389/fpsyt.2023.1205340] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Accepted: 09/18/2023] [Indexed: 10/17/2023] Open
Abstract
Background Autism Spectrum Disorder (ASD) is often associated with deficits in Working Memory Capacity (WMC) and Executive Functions (EFs), as early as the first years of life. Research has shown that, even young children with ASD, WMC and EF deficits can be effectively addressed through interventions employing digital and/or analogical tools. Early intervention is important because executive dysfunction can negatively impact on the quality of life, both of children and their families. However, very few studies have been carried out involving intervention with pre-schoolers with ASD. To fill this gap, we developed an intervention that promotes pre-schoolers' WMC and EFs by employing both digital apps and analogical playful activities. This study reports on the feasibility of this intervention, which was carried out in a rehabilitative context. Methods A male pre-schooler diagnosed with ASD was engaged in a total of 17 intervention sessions, all held in a clinical context, over a nine-week period. Outcomes were measured using a battery of pre- and post-treatment tasks focusing on WMC, EFs and receptive language. The clinician who administered the intervention made written observations and noted any improvements in the child's performance emerging from the digital and analogical activities. Results The pre- and post-test scores for the cognitive tasks revealed qualitative improvements in the following cognitive domains: (a) WMC in the language receptive domain; (b) updating in WMC; (c) inhibition, specifically concerning control of motor response; (d) receptive vocabulary. Furthermore, when monitoring the child's performance, the clinician noted improvement in almost all the playful activities. Particularly notable improvements were observed in interaction with the apps, which the child appeared to find very motivating. Conclusion This study supports feasibility of a playful digital-analogical intervention conducted by a clinician in a rehabilitation context to promote cognitive abilities in pre-schoolers with ASD. Further studies are needed to establish whether the intervention's effectiveness can be generalized to a broad sample of children with ASD.
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Affiliation(s)
- Sabrina Panesi
- Institute for Educational Technology of the CNR, Genoa, Italy
| | | | - Lucia Ferlino
- Institute for Educational Technology of the CNR, Genoa, Italy
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Scionti N, Zampini L, Marzocchi GM. The Relationship between Narrative Skills and Executive Functions across Childhood: A Systematic Review and Meta-Analysis. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1391. [PMID: 37628390 PMCID: PMC10453360 DOI: 10.3390/children10081391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2023] [Revised: 08/05/2023] [Accepted: 08/08/2023] [Indexed: 08/27/2023]
Abstract
Executive functions (EFs) and narrative competence (NC) are two important predictors of many outcomes in human development. To date, however, it is unclear whether these skills develop synergistically-supporting or opposing each other-or whether they are independent of each other. The purpose of this meta-analysis is to understand if these skills are related to over development and if the magnitude of their association changes over time; differs in typical and atypical development; and changes with EF (inhibition, working memory, flexibility, planning) and NC (oral, written; micro and macrostructural level). For this purpose, 30 studies containing 285 effect sizes were selected and combined. The results show that EFs and NC are weakly associated with each other (r = 0.236, p < 0.001) and that this association decreases with age (b(267) = -0.0144, p = 0.001). They are more associated in preschool and early elementary school grades, becoming more independent after seven years old. Between 3 and 7 years of age, the association seems stronger in atypically developing children and for macrostructural NC. Additionally, before 7 years old, the various EF domains seem to associate indistinctly with NC, and only later specific links between EFs and NC would be observed.
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Affiliation(s)
| | | | - Gian Marco Marzocchi
- Department of Psychology, University of Milan-Bicocca, 20126 Milan, Italy (L.Z.)
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Younger JW, O’Laughlin KD, Anguera JA, Bunge SA, Ferrer EE, Hoeft F, McCandliss BD, Mishra J, Rosenberg-Lee M, Gazzaley A, Uncapher MR. Better together: novel methods for measuring and modeling development of executive function diversity while accounting for unity. Front Hum Neurosci 2023; 17:1195013. [PMID: 37554411 PMCID: PMC10405287 DOI: 10.3389/fnhum.2023.1195013] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Accepted: 06/28/2023] [Indexed: 08/10/2023] Open
Abstract
INTRODUCTION Executive functions (EFs) are linked to positive outcomes across the lifespan. Yet, methodological challenges have prevented precise understanding of the developmental trajectory of their organization. METHODS We introduce novel methods to address challenges for both measuring and modeling EFs using an accelerated longitudinal design with a large, diverse sample of students in middle childhood (N = 1,286; ages 8 to 14). We used eight adaptive assessments hypothesized to measure three EFs, working memory, context monitoring, and interference resolution. We deployed adaptive assessments to equate EF challenge across ages and a data-driven, network analytic approach to reveal the evolving diversity of EFs while simultaneously accounting for their unity. RESULTS AND DISCUSSION Using this methodological paradigm shift brought new precision and clarity to the development of these EFs, showing these eight tasks are organized into three stable components by age 10, but refinement of composition of these components continues through at least age 14.
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Affiliation(s)
- Jessica Wise Younger
- Neuroscape, Department of Neurology, Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
| | - Kristine D. O’Laughlin
- Neuroscape, Department of Neurology, Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
| | - Joaquin A. Anguera
- Neuroscape, Department of Neurology, Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
- Department of Psychiatry, University of California, San Francisco, San Francisco, CA, United States
| | - Silvia A. Bunge
- Department of Psychology & Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, United States
| | - Emilio E. Ferrer
- Department of Psychology, University of California, Davis, Davis, CA, United States
| | - Fumiko Hoeft
- Department of Psychiatry, University of California, San Francisco, San Francisco, CA, United States
- Department of Psychological Sciences and Brain Imaging Research Center (BIRC), University of Connecticut, Storrs, CT, United States
| | - Bruce D. McCandliss
- Graduate School of Education, Stanford University, Stanford, CA, United States
| | - Jyoti Mishra
- Department of Psychiatry, University of California San Diego, La Jolla, CA, United States
- Neural Engineering & Translation Labs, University of California San Diego, La Jolla, CA, United States
| | | | - Adam Gazzaley
- Neuroscape, Department of Neurology, Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
- Department of Psychiatry and Physiology, University of California, San Francisco, San Francisco, CA, United States
| | - Melina R. Uncapher
- Neuroscape, Department of Neurology, Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
- Advanced Education Research and Development Fund, Oakland, CA, United States
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Planckaert N, Duyck W, Woumans E. Is there a cognitive advantage in inhibition and switching for bilingual children? A systematic review. Front Psychol 2023; 14:1191816. [PMID: 37397328 PMCID: PMC10313409 DOI: 10.3389/fpsyg.2023.1191816] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Accepted: 05/09/2023] [Indexed: 07/04/2023] Open
Abstract
Several studies have pointed to beneficial effects of bilingualism on executive functioning. However, observations of these beneficial effects have at times proven difficult to reproduce. Moreover, findings of studies on cognitive effects of bilingualism have been contested altogether. These contradictory outcomes leave the research field of bilingualism at unease. In the present review article, we aim to give a systematic overview of previous research on bilingual advantages in inhibition and switching in children up to the age of 12. Particular attention is paid to the experimental tasks that have been applied and the persistence of possible effects throughout critical and post-critical periods for cognitive development in children. In doing so, the review gives an insight in both the validity and robustness of possible domain-general cognitive effects of bilingualism in children. Terminological issues are also discussed.
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Affiliation(s)
- Niels Planckaert
- Department of Translation, Interpreting, and Communication, Ghent University, Ghent, Belgium
| | - Wouter Duyck
- Department of Experimental Psychology, Ghent University, Ghent, Belgium
- The Accreditation Organisation of the Netherlands and Flanders (NVAO), Den Haag, Netherlands
| | - Evy Woumans
- Department of Translation, Interpreting, and Communication, Ghent University, Ghent, Belgium
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Shimizu H. The Impact of Working Memory on the Development of Social Play in Japanese Preschool Children: Emotion Knowledge as a Mediator. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10030524. [PMID: 36980082 PMCID: PMC10047190 DOI: 10.3390/children10030524] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2023] [Revised: 03/02/2023] [Accepted: 03/06/2023] [Indexed: 03/30/2023]
Abstract
Through enriched play, children learn social-emotional skills necessary for academic achievement and interpersonal relationships with others. Further research is needed on how specific factors associated with social play, such as working memory and emotion knowledge, interact to promote it. Previous studies have examined the association of working memory and emotion knowledge with social play. However, there are no consistent results as to which abilities influence which skills first. Thus, the present study examines the impact of working memory on the development of social play and the role of emotion knowledge in the relationship between working memory and social play. Forty-seven Japanese preschoolers were tested on working memory, social play, and emotion knowledge. Regression analysis indicated that working memory was significantly related to social play. Furthermore, mediation analysis indicated that emotion recognition mediates the effects of working memory on social play. Working memory was found to contribute to social play by improving emotion recognition in children. These results indicate that the pathway from working memory to social play is mediated by emotion recognition and expands previous perspectives on the developmental mechanisms of emotion knowledge in children.
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Affiliation(s)
- Hisayo Shimizu
- Graduate School of Humanities and Social Sciences, Hiroshima University, Higashihiroshima 7398524, Japan
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Burgevin M, Lacroix A, Ollivier F, Bourdet K, Coutant R, Donadille B, Faivre L, Manouvrier-Hanu S, Petit F, Thauvin-Robinet C, Toutain A, Netchine I, Odent S. Executive functioning in adolescents and adults with Silver-Russell syndrome. PLoS One 2023; 18:e0279745. [PMID: 36662731 PMCID: PMC9858375 DOI: 10.1371/journal.pone.0279745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Accepted: 12/13/2022] [Indexed: 01/21/2023] Open
Abstract
Silver-Russell syndrome (SRS) is a rare imprinting disorder characterized by prenatal and postnatal growth retardation. The two principal causes of SRS are loss of methylation on chromosome 11p15 (11p15 LOM) and maternal uniparental disomy of chromosome 7 (UPD(7)mat). Knowledge of the neuropsychological profile of SRS remains sparse and incomplete even if several difficulties related to attention and learning have been reported both in the literature and by patients with SRS. These difficulties could be the result of troubles in different cognitive domains, but also of executive dysfunction. Nevertheless, executive functioning has never been investigated, even though executive functions play an essential role in psychological development, and are extensively involved in daily life. The present study explored the executive functioning of individuals with SRS due to UPD(7)mat or 11p15 LOM. A battery of executive tasks assessing cognitive flexibility, inhibitory control, and working memory, together with a task assessing sustained attention, was administered to 19 individuals with SRS (13-39 years) and 19 healthy controls. The Behavior Rating Inventory of Executive Function was also completed by the participants' families. The results showed that participants with SRS had similar performance (z-scores) to our controls, in a context of normal intellectual efficiency. Group comparisons with Bayesian statistics showed a single difference between the 11p15 LOM and control groups: the completion time for part A of the Trail Making Test appeared to be longer in the 11p15 LOM group than in the control group. However, at the clinical level, several participants with SRS had clinically significant scores on various measures of EFs. Thus, the cognitive phenotype of SRS did not appear to be characterized by executive dysfunction, but individuals with SRS could be at high risk of developing executive dysfunction or attention-deficit/hyperactivity disorder. These results provide new insights into the neuropsychological profile of individuals with SRS.
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Affiliation(s)
- Mélissa Burgevin
- Univ Rennes, LP3C (Laboratoire de Psychologie, Cognition, Comportement et Communication)–EA 1285, FHU GenOMedS, Rennes, France
| | - Agnès Lacroix
- Univ Rennes, LP3C (Laboratoire de Psychologie, Cognition, Comportement et Communication)–EA 1285, FHU GenOMedS, Rennes, France
| | - Fanny Ollivier
- Univ Angers, Nantes Université, LPPL, SFR CONFLUENCES, Angers, France
| | | | - Régis Coutant
- Service Endocrinologie Pédiatrique, CHU Angers, Angers, France
| | - Bruno Donadille
- Endocrinologie, Service du Pr Christin-Maitre, Hôpital Saint Antoine, Sorbonne Université, Assistance Publique-Hôpitaux de Paris, Paris, France
| | - Laurence Faivre
- INSERM–University of Bourgogne Franche-Comté, UMR 1231 GAD Team, Genetics of Developmental Disorders, FHU TRANSLAD, CHU Dijon Bourgogne, Dijon, France
- CHU Dijon, Centre de Référence Maladies Rares Anomalies du Développement et Syndromes Malformatifs, Centre de Génétique, FHU TRANSLAD, CHU Dijon Bourgogne, Dijon, France
| | - Sylvie Manouvrier-Hanu
- CHU Lille, Centre de Référence Maladies Rares Labellisé Pour les Anomalies du Développement Nord-Ouest, Clinique de Génétique, Lille, France
- Univ Lille, EA7364 –RADEME–Maladies Rares du Développement Embryonnaire et du Métabolisme : du Phénotype au Génotype et à la Fonction, Lille, France
| | - Florence Petit
- CHU Lille, Clinique de Génétique Guy Fontaine, Lille, France
| | - Christel Thauvin-Robinet
- INSERM–University of Bourgogne Franche-Comté, UMR 1231 GAD Team, Genetics of Developmental Disorders, FHU TRANSLAD, CHU Dijon Bourgogne, Dijon, France
- CHU Dijon, Centre de Référence Maladies Rares Anomalies du Développement et Syndromes Malformatifs, Centre de Génétique, FHU TRANSLAD, CHU Dijon Bourgogne, Dijon, France
| | - Annick Toutain
- Service de Génétique, Centre Hospitalier Universitaire, UMR 1253, iBrain, Université de Tours, Inserm, FHU GenOMedS, Tours, France
| | - Irène Netchine
- Sorbonne Université, INSERM UMR_S 938, Centre de Recherche Saint Antoine, APHP, Hôpital Armand Trousseau, Explorations Fonctionnelles Endocriniennes, Paris, France
| | - Sylvie Odent
- Service de Génétique Clinique, Centre Référence Anomalies du Développement CLAD Ouest, Univ Rennes, CNRS, INSERM, IGDR (Institut de Génétique et Développement de Rennes), UMR 6290 ERL 1305, FHU GenOMedS, Rennes, France
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Segura IA, Panjeh S, Cogo-Moreira H, Nouri A, Miranda MC, Esmaeili F, Seyedi H, Pompéia S. Fractionation of executive functions in adolescents from Iran: invariance across age and socioeconomic status. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03974-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022]
Abstract
AbstractExecutive functions (EFs) are cognitive skills that regulate thoughts and behavior. The seminal EF unity and diversity theoretical framework proposes the existence of three correlated EF latent domains (inhibition, updating, and switching) that become distinguishable from a certain moment during adolescence, but it is unclear how age and socioeconomic status (SES) affect these abilities. Here, we assessed 407 9-15-year-old Iranians of variable SES using an open-access battery of executive function tests that includes two tasks of each EF domain and allows for sociocultural adaptations regarding language and stimuli. Various EF model configurations proposed in the literature were tested (one, two and three EF latent factor, nested and bifactor-S-1 models) using confirmatory factor analyses. In addition, to explore the unbiased effects of age and SES, we performed invariance testing (across age and SES) using multiple indicators multiple causes (MIMIC) model to the best fitting model solution. The three-correlated EF factor model had the best fit and was mostly invariant across age and SES, with all three EF latent traits improving with age, while SES exerted only minimal positive effects on shifting and updating. We concluded that the three separable EF domains, found in adults and adolescents of other ages from different populations, can already be detected from the beginning of adolescence when culturally and psychometrically appropriate EF tasks are used. Additionally, these abilities continue to improve with age and are little affected by SES, suggesting that the unity and diversity framework is useful to study the cross-country generality of EF development.
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Michel E, Bimmüller A. The factorial structure of executive functions in kindergarten children: an explorative study. Child Neuropsychol 2022:1-24. [DOI: 10.1080/09297049.2022.2138303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Affiliation(s)
- Eva Michel
- Department of Psychology IV, University of Wuerzburg, Würzburg, Germany
| | - Antonia Bimmüller
- Department of Psychology IV, University of Wuerzburg, Würzburg, Germany
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Fernandes AC, Viegas ÂA, Lacerda ACR, Nobre JNP, Morais RLDS, Figueiredo PHS, Costa HS, Camargos ACR, Ferreira FDO, de Freitas PM, Santos T, da Silva Júnior FA, Bernardo-Filho M, Taiar R, Sartorio A, Mendonça VA. Association between executive functions and gross motor skills in overweight/obese and eutrophic preschoolers: cross-sectional study. BMC Pediatr 2022; 22:498. [PMID: 35999515 PMCID: PMC9400322 DOI: 10.1186/s12887-022-03553-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Accepted: 08/10/2022] [Indexed: 01/19/2023] Open
Abstract
BACKGROUND Preschool age (3-5 years old) is a crucial period for children to acquire gross motor skills and develop executive functions (EFs). However, the association between the qualitative gross motor skills and EFs remains unknown in preschoolers, especially among overweight and obese children. METHODS This was a cross-sectional, exploratory, and quantitative study carried out on 49 preschool children, divided into two subgroups according to their body mass index (overweight/obese: 24; eutrophic [normal weight]: 25). The mean age was 4.59 years. More than half of the sample were boys (55%) and most of the mothers had completed high school (67%) and were class C socioeconomic level (63%). Gross motor skills were assessed using the Test of Gross Motor Development-2, while EFs were evaluated using Semantic verbal fluency (SVF), Tower of Hanoi (TH), Day/Night Stroop, and Delayed Gratification tests. Multiple linear regression models adjusted for sex, age, maternal education, socioeconomic status, quality of the home environment, and quality of the school environment using the stepwise method were executed, considering the cognitive tasks as independent variables and gross motor skills as dependent variable. RESULTS The overweight/obese preschoolers showed worse locomotor skills than their eutrophic peers and below average gross motor quotient (GMQ). Overweight/obese girls performed worse in OC skills than boys with excess weight. SVF (number of errors) and TH (rule breaks) explained 57.8% of the variance in object control (OC) skills and 40.5% of the variance in GMQ (p < .05) in the overweight/obese children. Surprisingly, there was no significant association between any of the EF tasks and gross motor skills in the eutrophic children. CONCLUSION A relationship between EF tasks (number of errors in SVF and rule breaks in TH) and gross motor skills (OC and GMQ) was demonstrated in the overweight/obese preschoolers, indicating that worse cognitive flexibility, working memory, planning, and problem solving are associated with worse gross motor skills in this population when compared to eutrophic children.
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Affiliation(s)
- Amanda Cristina Fernandes
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
| | - Ângela Alves Viegas
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ana Cristina Rodrigues Lacerda
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Juliana Nogueira Pontes Nobre
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Rosane Luzia De Souza Morais
- Programa de Pós-Graduação Saúde, Sociedade e Ambiente (PPGSaSA), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Pedro Henrique Scheidt Figueiredo
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Henrique Silveira Costa
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ana Cristina Resende Camargos
- Programa de Pós-Graduação em Ciências da Reabilitação, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, Minas Gerais, Brazil
| | | | - Patrícia Martins de Freitas
- Programa de Pós-Graduação em Psicologia da Saúde (PPGPSI), Instituto Multidisciplinar em Saúde da Universidade Federal da Bahia (UFBA), Vitória da Conquista, Bahia, Brazil
| | - Thiago Santos
- Departamento de Ciências Biológicas, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Fidelis Antônio da Silva Júnior
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Mário Bernardo-Filho
- Laboratório de Vibrações Mecânicas e Práticas Integrativas - LAVIMPI, Departamento de Biofísica e Biometria, Instituto de Biologia Roberto Alcântara Gomes and Policlínica Piquet Carneiro, Universidade do Estado do Rio de Janeiro (UERJ), Rio de Janeiro, RJ, Brazil
| | - Redha Taiar
- Université de Reims Champagne Ardenne, MATIM, 51100, Reims, France
| | - Alessandro Sartorio
- Istituto Auxologico Italiano, IRCCS, Division of Auxology and Metabolic Diseases & Experimental Laboratory for Auxo-endocrinological Research, Piancavallo-Verbania, Italy
| | - Vanessa Amaral Mendonça
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil.
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil.
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil.
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Sources of individual differences in early elementary school science achievement among multilingual and English monolingual children in the U.S. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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15
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Bai J, Huang H, Ouyang H. Effects of Group-Play Moderate to Vigorous Intensity Physical Activity Intervention on Executive Function and Motor Skills in 4- to 5-Year-Old Preschoolers: A Pilot Cluster Randomized Controlled Trial. Front Psychol 2022; 13:847785. [PMID: 35783790 PMCID: PMC9240218 DOI: 10.3389/fpsyg.2022.847785] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 04/26/2022] [Indexed: 11/28/2022] Open
Abstract
The aim of the present study is to examine the effect of group-play intervention on executive function (EF) in preschoolers. This group-play intervention was integrated as moderate to vigorous physical activity and cognitively loaded exercise to promote EF in preschoolers. An 8-week group-play MVPA intervention program, consisting of a series of outdoor physical and cognitively loaded games, was designed to improve preschoolers' EF. This intervention program was implemented in group-play form, and conducted by teachers who received standardized training before the intervention. Two classes of second grade preschoolers (N = 62) were randomly allocated to experimental (n = 30, M age = 4.16, SD = 0.29) and control (n = 32, M age = 4.7, SD = 0.43) groups. The intervention group received the intervention three times a week, while the control group exercised as usual in preschool. Before, in the middle of, and after the intervention, 10-m running, standing broad jump, throwing, body flexion, balance beam, and skip jump were assessed as tests of motor skills. In addition, three components of EF were measured separately before, in the middle of, and after the intervention: inhibitory control was assessed by using the silly sound Stroop task, working memory was tested using the empty house task, and shifting was assessed using the dimensional change card sorting task. Although both groups showed an increasing trend in terms of motor skills and EF during the intervention, the increasing amounts of the intervention group were significantly higher than the control group. The findings of the present study suggested that group-play intervention has positive effects on aspects of EF in addition to motor skills in preschoolers.
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Affiliation(s)
- Jing Bai
- College of Preschool Education, Capital Normal University, Beijing, China
| | - Heqing Huang
- College of Preschool Education, Capital Normal University, Beijing, China
| | - Huahong Ouyang
- College of Teacher Education, Capital Normal University, Beijing, China
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16
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Zhou H, Li Z, Wang C. Development of proactive control in school-age children and its relationship with working memory. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03260-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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17
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Kalliontzi E, Ralli AM, Palikara O, Roussos P. Examining the relationship between oral language skills and executive functions: Evidence from Greek-speaking 4-5-year-old children with and without Developmental Language Disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 124:104215. [PMID: 35298958 DOI: 10.1016/j.ridd.2022.104215] [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: 10/31/2020] [Revised: 12/16/2021] [Accepted: 03/06/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Children with Developmental Language Disorder (DLD) have been found to demonstrate low performance in Executive Functions (EFs). However, the evidence-based data is so far scarce, especially for 4-5-year-old children. Most of the existing research involves English-speaking populations, while very few studies have been carried out with non-English-speaking populations. Nevertheless, it is documented that possible differences in the language-cognition relations may exist due to the specific characteristics of each language, and studies across different languages could contribute to the above. AIMS The present study aimed to systematically investigate the profile of oral language and EF skills (verbal and nonverbal) and the way these skills are related with each other in 4-5-year-old Greek-speaking children with and without DLD. METHODS AND PROCEDURES Fifty-three 4-5-year-old children (age range: 51- 57 months) with DLD, and 62 Typically Developing (TD) peers (age range: 51- 57 months) were assessed on a standardized psychometric battery for oral language skills (phonological and morphological awareness, oral language comprehension, vocabulary knowledge, narrative speech and pragmatics) and on a series of verbal (v) and nonverbal (nv) tasks tapping EFs skills (updating-accuracy, inhibition -accuracy and reaction time-, and cognitive flexibility). OUTCOMES AND RESULTS Children with DLD demonstrated statistically significant lower performance across all oral language measures in comparison to their TD peers. Additionally, they performed significantly lower in the updating (nv) task, as well as in cognitive flexibility (v & nv) in comparison to the TD group. Further regression analyses demonstrated that updating (nv), inhibition (nv) and cognitive flexibility (v) predicted oral language comprehension in children with DLD while updating (v & nv), inhibition-reaction time (nv) and cognitive flexibility (v & nv) predicted phonological and morphological awareness, oral language comprehension, narrative speech as well as total language score in TD children. CONCLUSIONS AND IMPLICATIONS These results provide important information about the profile of oral language and EF skills in children with DLD compared to their TD peers as well as on the relationship of these skills in both groups. The findings also suggest that improving EFs skills may be a possible way for improving oral language skills in young children with DLD. Our findings are discussed in terms of their theoretical as well as practical implications regarding the diagnostic and intervention procedures for children with DLD.
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Affiliation(s)
| | | | - Olympia Palikara
- Department for Education Studies, Faculty of Social Sciences, University of Warwick, UK
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18
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The structure of executive functions in preschool children and chimpanzees. Sci Rep 2022; 12:6456. [PMID: 35440707 PMCID: PMC9017736 DOI: 10.1038/s41598-022-08406-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2021] [Accepted: 02/11/2022] [Indexed: 12/13/2022] Open
Abstract
Executive functions (EF) are a core aspect of cognition. Research with adult humans has produced evidence for unity and diversity in the structure of EF. Studies with preschoolers favour a 1-factor model, in which variation in EF tasks is best explained by a single underlying trait on which all EF tasks load. How EF are structured in nonhuman primates remains unknown. This study starts to fill this gap through a comparative, multi-trait multi-method test battery with preschoolers (N = 185) and chimpanzees (N = 55). The battery aimed at measuring working memory updating, inhibition, and attention shifting with three non-verbal tasks per function. For both species the correlations between tasks were low to moderate and not confined to tasks within the same putative function. Factor analyses produced some evidence for the unity of executive functions in both groups, in that our analyses revealed shared variance. However, we could not conclusively distinguish between 1-, 2- or 3-factor models. We discuss the implications of our findings with respect to the ecological validity of current psychometric research.
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19
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Er-Rafiqi M, Guerra A, Le Gall D, Roy A. Development of inhibition and working memory in school-age Moroccan children. Child Neuropsychol 2022; 28:938-961. [PMID: 35176966 DOI: 10.1080/09297049.2022.2039112] [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: 10/19/2022]
Abstract
Studies regarding executive functions (EFs) in children rarely focus on populations of North Africa countries. In this context, this research aimed to adapt EFs tests to the Moroccan context and provide preliminary normative data on the development of inhibitory control and working memory (WM). In addition, the executive performance of school-age Moroccan children was examined, as well as the effects of gender, parents' education level and multilingualism. The sample included 115 children at age 7 to 12 from Fes city. Results showed that the translation and adaptation steps were sufficient for the cross-cultural adaptation of the tasks. In addition, an overall effect of age on inhibition and WM performances was found, whereas gender and parents' education level showed non-significant effects. Multilingualism effects had a partial positive influence on EFs, with improved scores on a few executive tasks for multilingual children compared to their bilingual peers. Overall, results suggest that EFs in school-age Moroccan children operate on relatively homogeneous development trajectories, marked by improvements that differ according to tasks. As neuropsychological tools and normative data are still lacking in Morocco, this study helps better understand EFs development of children in this country.
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Affiliation(s)
- Marie Er-Rafiqi
- Univ Angers, LPPL EA 4638, SFR Confluences, F-49000 Angers, France
| | - Amanda Guerra
- Programa de Pós-Graduação de Psicologia, Universidade Federal Do Rio Grande Do Norte and Lppl, Univ. Angers, Université de Nantes, Sfr Confluences, Angers, France
| | - Didier Le Gall
- Univ Angers, LPPL EA 4638, SFR Confluences, F-49000 Angers, France.,Département de Neurologie, Centre Hospitalier Universitaire d'Angers, Angers, France
| | - Arnaud Roy
- Univ Angers, LPPL EA 4638, SFR Confluences, F-49000 Angers, France.,Centre Référent des Troubles d'Apprentissage, Hôpital Femme-Enfant-Adolescent, CHU de Nantes, F-44000 Nantes, France
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20
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On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers. J Intell 2022; 10:jintelligence10010005. [PMID: 35225921 PMCID: PMC8883976 DOI: 10.3390/jintelligence10010005] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Revised: 12/26/2021] [Accepted: 01/17/2022] [Indexed: 12/04/2022] Open
Abstract
This study aims at investigating the relationship between working memory updating and working memory capacity in preschool children. A sample of 176 preschoolers (36–74 months) was administered a working memory updating task (Magic House) along with three working memory capacity tests that specifically measure their core attentional component (M capacity, as defined in the theory of constructive operators): Backward Word Span, Mr. Cucumber, and Direction Following Task. Correlational analyses and cross-classification prediction analyses were performed. Updating and capacity were significantly correlated, although the correlations were not high when age was partialled out. Capacity increased with age, and mediated the relation between age and updating. More importantly, cross-classification prediction analysis revealed that high updating scores with low M capacity, and low updating scores with relatively high M capacity, are possible events; the only combination ruled out was a low updating score with precocious development of M capacity. These facts demonstrate that updating skills in preschoolers depends on M capacity but does not coincide with it. Therefore, in cognitive developmental theories, the constructs of working memory updating and capacity should be distinguished, and on practical grounds, different tests should be used to measure them.
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21
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Gibb R, Coelho L, Van Rootselaar NA, Halliwell C, MacKinnon M, Plomp I, Gonzalez CLR. Promoting Executive Function Skills in Preschoolers Using a Play-Based Program. Front Psychol 2022; 12:720225. [PMID: 35035366 PMCID: PMC8754087 DOI: 10.3389/fpsyg.2021.720225] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Accepted: 11/18/2021] [Indexed: 01/04/2023] Open
Abstract
In recent years, play has been shown to be a powerful means to enhance learning and brain development. It is also known that through play children enhance their executive function (EF) skills. Furthermore, well-developed EF in preschoolers has been shown to be an important predictor for later academic and life success. Armed with this information a program, Building Brains and Futures (BBF), for developing EF through play was designed for 3–5-year-old. The program consisted of 10 simple, fun, and interactive games selected to enhance various facets of EF. The 10 games included were: dimensional change card sort, lips and ears, block building, musical freeze, opposites, pretend play, red light/green light, shared project, Simon says, and wait for it. The program was implemented with a group of children shown to have challenges with respect to kindergarten readiness. The approach was first, to build adult capability by sharing knowledge of brain development, EF, and the importance of play with educators, caregivers, and parents. Second, to build skills in delivering the program in the school setting. Children engaged with the program of games for a minimum of 6 weeks. Their performance on a battery of direct measures of EF, language, and motor skills, were recorded before and after the program. The results showed improvement in all three domains. In addition, adopters of the BBF program reported it was easily and successfully integrated into their existing preschool curricula. The importance of intentional adult directed play in building developmental learning, including EF, is discussed.
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Affiliation(s)
- Robbin Gibb
- Department of Neuroscience, University of Lethbridge, Lethbridge, AB, Canada
| | - Lara Coelho
- Department of Neuroscience, University of Lethbridge, Lethbridge, AB, Canada
| | | | - Celeste Halliwell
- Department of Neuroscience, University of Lethbridge, Lethbridge, AB, Canada
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22
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Panesi S, Morra S. The relation between drawing and language in preschoolers: The role of working Memory and executive functions. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2021.101142] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Tarchi C, Ruffini C, Pecini C. The Contribution of Executive Functions When Reading Multiple Texts: A Systematic Literature Review. Front Psychol 2021; 12:716463. [PMID: 34646206 PMCID: PMC8503540 DOI: 10.3389/fpsyg.2021.716463] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Accepted: 08/31/2021] [Indexed: 11/23/2022] Open
Abstract
In the present-day knowledge society, people need to critically comprehend information across multiple sources that express diverse and contradictory viewpoints. Due to the complexity associated with this process, an important role can be played by Executive Functions, that is, cognitive control processes used to regulate mental functioning and behavior when automatized elaborations are not sufficient. The aim of this article is to review existing research on the roles of executive functions when reading from multiple texts. To identify the appropriate studies, we conducted a search in the following databases: Web of science, Scopus, PsycInfo, Eric. The search string was created by combining the terms used in past literature reviews on executive functions and multiple-texts comprehension. From the total number of 4,877 records identified, seven articles met all the inclusion criteria and were analyzed. Given the scarcity of studies on the topic, we decided to examine also eight articles reporting indirect evidence about the association between executive functions and multiple-text comprehension. Our review revealed that the study of the association between executive functions and multiple-texts comprehension is underdeveloped. The results seem to suggest that working memory is involved in surface comprehension, whereas results about sourcing and intertextual integration processes are mixed. Indirect evidence suggests that other executive functions, such as planning or monitoring, may be involved when learning from multiple texts. More research on this topic is needed given the increasing complexity of the contexts in which reading activities take place.
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Affiliation(s)
- Christian Tarchi
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
| | - Costanza Ruffini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
| | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
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Pasqualotto A, Mazzoni N, Bentenuto A, Mulè A, Benso F, Venuti P. Effects of Cognitive Training Programs on Executive Function in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review. Brain Sci 2021; 11:1280. [PMID: 34679345 PMCID: PMC8534174 DOI: 10.3390/brainsci11101280] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2021] [Revised: 09/21/2021] [Accepted: 09/23/2021] [Indexed: 12/27/2022] Open
Abstract
BACKGROUND Autism Spectrum Disorder is often associated with deficits in executive functions (EFs), which is contributing significantly to individuals with ASD's difficulties in conducting an independent life, particularly considering social skills. Technologies offer promising opportunities to structure EF intervention programs for children on the autistic spectrum. METHODS This study aimed to review the effectiveness of randomized controlled trials or quasi-experimental studies of EF interventions delivered to children and young people (up to 23 years old) with a diagnosis of ASD. A special focus was dedicated to document the effectiveness of computerized and non-computerized cognitive training on (1) EFs and on (2) ASD symptomatology and social skills. Of 2601 studies retrieved, 19 fulfilled the inclusion criteria. RESULTS Most of the interventions identified were effective in enhancing EFs and reducing symptoms in children and young people with ASD. Limited evidence is available on their generalization to untrained skills (i.e., social abilities) as well as long-term effects. CONCLUSIONS There is growing evidence for overall effectiveness of EF training, particularly when computerized. However, caution should be taken when interpreting these findings owing to methodological limitations, the minimal number of papers retrieved, and a small samples of included studies.
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Affiliation(s)
- Angela Pasqualotto
- Laboratory of Observational, Diagnosis and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy; (N.M.); (A.B.); (A.M.); (F.B.); (P.V.)
- Faculty of Psychology and Educational Sciences, University of Geneva, 1205 Geneva, Switzerland
| | - Noemi Mazzoni
- Laboratory of Observational, Diagnosis and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy; (N.M.); (A.B.); (A.M.); (F.B.); (P.V.)
- Laboratory for Autism and Neurodevelopmental Disorders, Center for Neuroscience and Cognitive Systems, Istituto Italiano di Tecnologia, 38068 Rovereto, Italy
| | - Arianna Bentenuto
- Laboratory of Observational, Diagnosis and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy; (N.M.); (A.B.); (A.M.); (F.B.); (P.V.)
| | - Anna Mulè
- Laboratory of Observational, Diagnosis and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy; (N.M.); (A.B.); (A.M.); (F.B.); (P.V.)
| | - Francesco Benso
- Laboratory of Observational, Diagnosis and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy; (N.M.); (A.B.); (A.M.); (F.B.); (P.V.)
| | - Paola Venuti
- Laboratory of Observational, Diagnosis and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy; (N.M.); (A.B.); (A.M.); (F.B.); (P.V.)
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McClelland MM, Gonzales CR, Cameron CE, Geldhof GJ, Bowles RP, Nancarrow AF, Merculief A, Tracy A. The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children. Front Psychol 2021; 12:721846. [PMID: 34557135 PMCID: PMC8452866 DOI: 10.3389/fpsyg.2021.721846] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 08/11/2021] [Indexed: 01/21/2023] Open
Abstract
The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the Head-Toes-Knees-Shoulders task (HTKS) called the HTKS-R, and measures of executive function (EF) was related to academic outcomes between preschool and kindergarten (ages 4–6years) in a diverse sample of children from families with low income participating in Head Start in the United States. Participants included 318 children (53% female; 76% White; and 20% Latino/Hispanic) from 64 classrooms in 18 Head Start preschools who were followed over four time points between the fall of preschool and the spring of kindergarten. Results indicated that children with higher HTKS-R scores had significantly higher math and literacy scores at all-time points between preschool and kindergarten. The HTKS-R was also a more consistent predictor of math and literacy than individual EF measures assessing inhibitory control, working memory, and task shifting. Parallel process growth models indicated that children who had high initial scores on the HTKS-R also had relatively higher initial scores on math and literacy. In addition, growth in children’s scores on the HTKS-R across the preschool and kindergarten years was related to growth in both children’s math and literacy scores over the same period independent of their starting points on either measure. For the HTKS-R and math, children’s initial scores were negatively associated with growth over the preschool and kindergarten years indicating that lower skilled children at the start of preschool started to catch up to their more skilled peers by the end of kindergarten.
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Affiliation(s)
- Megan M McClelland
- Human Development and Family Sciences, Oregon State University, Corvallis, OR, United States
| | | | - Claire E Cameron
- Center for Mind and Brain, University of California, Davis, Davis, CA, United States
| | - G John Geldhof
- Human Development and Family Sciences, Oregon State University, Corvallis, OR, United States
| | - Ryan P Bowles
- Human Development and Family Studies, Michigan State University, East Lansing, MI, United States
| | | | - Alexis Merculief
- Human Development and Family Sciences, Oregon State University, Corvallis, OR, United States
| | - Alexis Tracy
- Human Development and Family Sciences, Oregon State University, Corvallis, OR, United States
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26
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Gagne JR, Barker K, Chang CN, Nwadinobi OK, Kwok OM. A Multi-Theoretical and Multi-Method Family Study Approach to Preschool Inhibitory Control: Links to Working Memory, Receptive Vocabulary, Behavioral Maladjustment, and Parent Mental Health in the Context of Temperament and Executive Functioning Perspectives. Front Psychol 2021; 12:703606. [PMID: 34475839 PMCID: PMC8407072 DOI: 10.3389/fpsyg.2021.703606] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 07/20/2021] [Indexed: 11/13/2022] Open
Abstract
Inhibitory control (IC) is defined as the executive functioning (EF) and self-regulatory temperamental inhibition of impulsive or pre-potent behavior and has been consistently linked to multiple forms of childhood cognitive and socio-emotional maladjustment including academic and learning challenges, externalizing behaviors, and attention deficit hyperactivity disorder. However, the results of relevant investigations are somewhat dependent on the method of IC assessment and the theoretical approach of the researcher. The two primary theoretical perspectives on IC are the temperament and the EF approaches, and although there is considerable overlap between these perspectives, there are some distinctions with regard to assessment and emphases on cognition vs. emotion. Therefore, investigations including both temperament and EF approaches to IC are of considerable interest and will best inform future education, prevention, and intervention efforts. This investigation examined associations between child IC, working memory (WM), receptive vocabulary, externalizing behavioral problems, and primary caregiver depression and anxiety symptoms using a family study design. The sample was composed of 99 families with two typically developing preschool children (n = 198; 2.5-5.5 years old; M = 3.88, SD = 1.04) and one primary caregiver/parent. Child IC was assessed using a multi-method approach consisting of one parent-rated questionnaire, three independent observer rating subscales, two videotaped in-person laboratory temperament episodes, and an EF Stroop task. Child WM and receptive vocabulary were measured in the laboratory using standard assessment techniques, and the remaining measures were parent-reported. Male child participants had significantly higher levels of observer-rated hyperactivity and impulsivity, and females had higher levels of observer-rated attention and Stroop-assessed IC. Correlational results showed that excepting IC-Stroop and a snack delay task, all IC measures were significantly correlated. All IC measures except snack delay were positively correlated with WM, and with receptive vocabulary (except Lab-TAB snack delay and observer-rated hyperactivity), and WM and receptive vocabulary were also positively correlated. All IC variables, WM, and receptive vocabulary were significantly related to externalizing behavior problems. Generally, children with higher IC, WM, and receptive vocabulary had lower levels of behavioral maladjustment. Lower parent-rated IC and higher levels of externalizing behavior problems were positively associated with maternal depression and anxiety (lower receptive vocabulary level was related to depression only). Employing structural equation modeling (SEM) analyses, we further examined the interrelationships among IC temperament variables, IC-Stroop, WM, and receptive vocabulary, controlling for age, gender, externalizing behaviors, maternal depression and anxiety, and the parent-rater variance (the multi-method effect). The results of our hypothesized model showed that the IC Temperament factor, composed of the six temperament IC measures, showed a positive effect on receptive vocabulary, while the IC-Stroop positively predicted WM. The IC Temperament factor and IC-Stroop were positively correlated with each other, and the IC Temperament factor, IC-Stroop, WM, and receptive vocabulary were positively related to age. The IC Temperament factor was also associated with fewer externalizing behavior problems, maternal depression had a negative effect on receptive vocabulary, and females showed lower levels of WM and receptive vocabulary than males. Overall, the IC Temperament factor and other covariates together accounted for 22.5% of the variance in vocabulary, whereas IC-Stroop and other controlled variables could explain 49.8% of the variance in WM. These findings indicate that theoretical perspectives (in this case temperament and EF IC contexts) and the different types of assessments used are crucial considerations when interpreting the results of studies of early childhood IC. Although most assessments of IC were associated with the outcomes under study, we found specific associations between temperament measures of IC and receptive vocabulary as well as externalizing, and IC-Stroop and WM. In addition, maternal depression had an effect on receptive vocabulary, emphasizing the developmental importance of family environment in preschool. These findings are relevant to the field of child development because they address several important questions about child EF and self-regulation. 1. Do temperament and EF conceptions of IC differentially predict outcomes? 2. How does the way we measure IC from the EF and self-regulation/temperament perspectives impact our conceptualizations of these important constructs? 3. How can we reconcile the various ways different disciplines define IC and their independence/overlap? 4. How can multi-method and multi-disciplinary perspectives and data collection approaches be combined to better understand both the temperament and EF conceptions of IC? Future studies with this sample will employ this multi-theoretical and multi-method approach on assessment in preschool to predict temperament, EF, and behavioral and academic adjustment in elementary school longitudinally.
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Affiliation(s)
- Jeffrey R Gagne
- Department of Educational Psychology, Texas A&M University, College Station, TX, United States
| | - Kaelyn Barker
- Department of Educational Psychology, Texas A&M University, College Station, TX, United States
| | - Chi-Ning Chang
- KU Life Span Institute, University of Kansas, Lawrence, KS, United States
| | - Ogechi K Nwadinobi
- Department of Educational Psychology, Texas A&M University, College Station, TX, United States
| | - Oi-Man Kwok
- Department of Educational Psychology, Texas A&M University, College Station, TX, United States
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27
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Reindl E, Parkash D, Völter CJ, Seed AM. Thinking inside the box: Mental manipulation of working memory contents in 3- to 7-year-old children. COGNITIVE DEVELOPMENT 2021; 59:None. [PMID: 34475632 PMCID: PMC8388847 DOI: 10.1016/j.cogdev.2021.101068] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2021] [Revised: 05/10/2021] [Accepted: 05/19/2021] [Indexed: 10/24/2022]
Abstract
We developed a non-verbal task assessing updating and manipulation of working memory contents. 80 3- to 7-year-olds (47 girls; predominantly European White) were tested with a 4 × 4 grid containing 8 boxes (in the 4 centre cells and 4 outer corners). A sticker was hidden and children searched for it after a delay phase. In the updating trials, the grid was rotated during delays, in the manipulation trials, the grid was both occluded and rotated. Rewards were hidden in either the inner or outer boxes (between-subjects design). Performance was affected by age, rotation degree and hiding condition. Performance was better in outer boxes trials, where visual tracking was easier. Occluded inner trials added a substantial cognitive load (which increased with degree of rotation), resulting in children performing at chance level, suggesting that manipulation involving mental rotation is a distinct skill from tracking invisible object displacement, with a more protracted development.
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Affiliation(s)
- Eva Reindl
- School of Psychology and Neuroscience, University of St Andrews, St Mary’s Quad, South Street, St Andrews KY16 9JP, UK
| | - Divya Parkash
- School of Psychology and Neuroscience, University of St Andrews, St Mary’s Quad, South Street, St Andrews KY16 9JP, UK
| | - Christoph Johannes Völter
- School of Psychology and Neuroscience, University of St Andrews, St Mary’s Quad, South Street, St Andrews KY16 9JP, UK
- Comparative Cognition Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, University of Vienna, Veterinärplatz 1, 1210 Vienna, Austria
| | - Amanda Madeleine Seed
- School of Psychology and Neuroscience, University of St Andrews, St Mary’s Quad, South Street, St Andrews KY16 9JP, UK
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28
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Benso F, Moretti S, Bellazzini V, Benso E, Ardu E, Gazzellini S. Principles of Integrated Cognitive Training for Executive Attention: Application to an Instrumental Skill. Front Psychol 2021; 12:647749. [PMID: 34239477 PMCID: PMC8258243 DOI: 10.3389/fpsyg.2021.647749] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2020] [Accepted: 05/17/2021] [Indexed: 11/16/2022] Open
Abstract
One effective cognitive treatment is the rehabilitation of working memory (WM) using an integrated approach that targets the “executive attention” system. Recent neuroscientific literature has revealed that treatment efficacy depends on the presence of various features, such as adaptivity, empathy, customization, avoidance of automatism and stereotypies, and alertness activation. Over the last two decades, an Integrated Cognitive Training (ICT) protocol has been proposed and developed; ICT takes the above-mentioned features and existing literature into account, and has been used to promote the development of reading skills. ICT has been employed in several clinical settings and involves stimulation of a specific deteriorated system (e.g., reading) and the improvement of executive attention components, thus also increasing working memory capacity. In this context, we present two experiments. In Experiment 1, participants diagnosed with dyslexia (aged between 8 and 14 years) underwent two ICT sessions a week, with home supplements, for a duration of 7 months. The participants showed a significant improvement in the reading speed of text, words, and non-words, and in the reading accuracy of text and non-words. In Experiment 2, we replicated Experiment 1, but included a comparison between two groups (experimental group vs. control group) of young participants with diagnosis of dyslexia. The experimental group was subjected to 18 ICT sessions twice a week and with home supplements, using the same protocol as in Experiment 1. The control group was entrusted to the protocol of compensatory tools and dispense/helping procedures provided by the scholastic Personalized Educational Plan. After training, the experimental group gained about 0.5 syllables per second in text reading, and a marked decrease in error rate. The control group showed no significant improvement in reading skills after the same period. Moreover, the improvement observed in the experimental group remained stable 4 months after ICT had ended. The results of these two experiments support the efficacy of the integrated ICT protocol in improving reading skills in children with dyslexia and its sustained effect.
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Affiliation(s)
- Francesco Benso
- Department of Psychology and Cognitive Sciences, University of Trento, Rovereto, Italy.,ANCCRI, Associazione Neuroscienze Cognitive Clinica Ricerca e Intervento, Genova, Italy.,AIDAI Liguria, Associazione Italiana per i Disturbi di Attenzione e Iperattività, Liguria, Italy
| | - Sandra Moretti
- ANCCRI, Associazione Neuroscienze Cognitive Clinica Ricerca e Intervento, Genova, Italy.,AIDAI Liguria, Associazione Italiana per i Disturbi di Attenzione e Iperattività, Liguria, Italy.,ASL 5, Azienda Sanitaria Locale, La Spezia, Italy
| | - Veronica Bellazzini
- ANCCRI, Associazione Neuroscienze Cognitive Clinica Ricerca e Intervento, Genova, Italy.,AIDAI Liguria, Associazione Italiana per i Disturbi di Attenzione e Iperattività, Liguria, Italy
| | - Eva Benso
- ANCCRI, Associazione Neuroscienze Cognitive Clinica Ricerca e Intervento, Genova, Italy
| | - Eleonora Ardu
- ANCCRI, Associazione Neuroscienze Cognitive Clinica Ricerca e Intervento, Genova, Italy
| | - Simone Gazzellini
- Department of Intensive and Robotic Neurorehabilitation, Bambino Gesù Children's Hospital Institute of Recovery and Care Caracterized by Research, Rome, Italy
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29
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Panesi S, Morra S. Executive Function, Language, and the Toddler's Discovery of Representational Drawing. Front Psychol 2021; 12:659569. [PMID: 34149550 PMCID: PMC8209489 DOI: 10.3389/fpsyg.2021.659569] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Accepted: 04/30/2021] [Indexed: 11/13/2022] Open
Abstract
Working memory capacity and executive functions play important roles in the early development of drawing and language, but we lack models that specify the relationships among these representational systems and cognitive functions in toddlers. To respond to this need, the present study investigated the relations between drawing and language in very young children, and the role of working memory capacity, inhibition, and shifting in the association between these two representational systems. The participants were 80 children, 25–37 months old. The results revealed that in toddlers (a) all the measures of working memory, inhibition, and shifting loaded on a single factor of general executive functioning; (b) language and drawing are two distinct, but substantially correlated, representational systems; and (c) the development of executive function has a strong impact on language development, which in turn influences the development of drawing.
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Affiliation(s)
- Sabrina Panesi
- DiSFor (Department of Education), Università di Genova, Genoa, Italy.,National Research Council of Italy, Institute for Educational Technology, Genoa, Italy
| | - Sergio Morra
- DiSFor (Department of Education), Università di Genova, Genoa, Italy
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30
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Coles CD, Kable JA, Granovska IV, Pashtepa AO, Wertelecki W, Chambers CD. Measurement of neurodevelopmental effects of prenatal alcohol exposure in Ukrainian preschool children. Child Neuropsychol 2021; 27:1088-1103. [PMID: 33982636 DOI: 10.1080/09297049.2021.1919298] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Effects of prenatal alcohol exposure (PAE) are rarely measured in preschool children due to relative insensitivity of assessment methods at this age. To examine the potential of a nonverbal battery in early identification of cognitive problems in alcohol-exposed children, 291 prospectively identified Ukrainian children were evaluated using a test battery focusing on early executive functioning (EF) and visuospatial skills, areas of cognitive development particularly sensitive to PAE in older children. Tests included the Differential Ability Scales, 2nd Edition (DAS-2) and several NEPSY/NEPSY-II subtests, standardized in the United States. Others were adapted from commonly used non-standardized neuropsychological measures of EF (Preschool Spatial Span, Imitation Hand Game, A not B, Delayed Attention, Subject Ordered Pointing). Children in two sites in Ukraine, Rivne and Khmelnitsky, were tested at 3 ½-4 ½ years to identify effects of PAE. Although most children performed within the average range, Alcohol-Exposed preschoolers had lower scores on DAS-II Summary Scores as well as on specific subtests. To evaluate the effects of alcohol dose during the pre-pregnancy recognition period and during mid-gestation of pregnancy, generalized linear regression models were used controlling for demographic and individual variables. In addition to DAS-II variables, measures reflecting sustained attention, working memory and ability to shift cognitive set were impacted by alcohol dose. Early executive function appears to subsume these performance differences. In conclusion, findings indicate that the effects of PAE can be identified in the preschool period and reliably measured using tests assessing nonverbal and spatial skills supported by executive functioning.
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Affiliation(s)
- Claire D Coles
- Departments of Psychiatry and Behavioral Sciences and Pediatrics, Emory University School of Medicine, Atlanta, GA, USA
| | - Julie A Kable
- Departments of Psychiatry and Behavioral Sciences and Pediatrics, Emory University School of Medicine, Atlanta, GA, USA
| | - Iryna V Granovska
- OMNet, Rivne, Ukraine.,Rivne Regional Medical Diagnostic Center, Rivne, Ukraine
| | - Ala O Pashtepa
- OMNet, Rivne, Ukraine.,Khmelnitsky Perinatal Center, Khmelnitsky, Ukraine
| | - Wladimir Wertelecki
- OMNet, Rivne, Ukraine.,Department of Pediatrics and Herbert Wertheim School of Public Health and Longevity Science, University of California San Diego, La Jolla, CA, USA
| | - Christina D Chambers
- Department of Pediatrics and Herbert Wertheim School of Public Health and Longevity Science, University of California San Diego, La Jolla, CA, USA
| | -
- Collaborative Initiative for Fetal Alcohol Spectrum Disorders
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31
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Wang C, Li B, Yao Y. Proactive Control Mediates the Relationship Between Working Memory and Math Ability in Early Childhood. Front Psychol 2021; 12:611429. [PMID: 34025497 PMCID: PMC8137833 DOI: 10.3389/fpsyg.2021.611429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Accepted: 04/13/2021] [Indexed: 11/13/2022] Open
Abstract
Based on the dual mechanisms of control (DMC) theory, there are two distinct mechanisms of cognitive control, proactive and reactive control. Importantly, accumulating evidence indicates that there is a developmental shift from predominantly using reactive control to proactive control during childhood, and the engagement of proactive control emerges as early as 5–7 years old. However, less is known about whether and how proactive control at this early age stage is associated with children’s other cognitive abilities such as working memory and math ability. To address this issue, the current study recruited 98 Chinese children under 5–7 years old. Among them, a total of 81 children (mean age = 6.29 years) contributed useable data for the assessments of cognitive control, working memory, and math ability. The results revealed that children at this age period predominantly employed a pattern of proactive control during an AX-Continuous Performance Task (AX-CPT). Moreover, the proactive control index estimated by this task was positively associated with both working memory and math performance. Further regression analysis showed that proactive control accounted for significant additional variance in predicting math performance after controlling for working memory. Most interestingly, mediation analysis showed that proactive control significantly mediated the association between working memory and math performance. This suggests that as working memory increases so does proactive control, which may in turn improve math ability in early childhood. Our findings may have important implications for educational practice.
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Affiliation(s)
- Chunjie Wang
- Institute of Brain Science and Department of Psychology, School of Education, Hangzhou Normal University, Hangzhou, China
| | - Baoming Li
- Institute of Brain Science and Department of Psychology, School of Education, Hangzhou Normal University, Hangzhou, China
| | - Yuan Yao
- Department of Psychology, Suzhou University of Science and Technology, Suzhou, China
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32
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Slattery EJ, Ryan P, Fortune DG, McAvinue LP. Contributions of working memory and sustained attention to children’s reading achievement: A commonality analysis approach. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101028] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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33
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Zanini GAV, Miranda MC, Cogo-Moreira H, Nouri A, Fernández AL, Pompéia S. An Adaptable, Open-Access Test Battery to Study the Fractionation of Executive-Functions in Diverse Populations. Front Psychol 2021; 12:627219. [PMID: 33859592 PMCID: PMC8042159 DOI: 10.3389/fpsyg.2021.627219] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2020] [Accepted: 02/02/2021] [Indexed: 12/21/2022] Open
Abstract
The umbrella-term 'executive functions' (EF) includes various domain-general, goal-directed cognitive abilities responsible for behavioral self-regulation. The influential unity and diversity model of EF posits the existence of three correlated yet separable executive domains: inhibition, shifting and updating. These domains may be influenced by factors such as socioeconomic status (SES) and culture, possibly due to the way EF tasks are devised and to biased choice of stimuli, focusing on first-world testees. Here, we propose a FREE (Free Research Executive Function Evaluation) test battery that includes two open-access tasks for each of the three abovementioned executive domains to allow latent variables to be obtained. The tasks were selected from those that have been shown to be representative of each domain, that are not copyrighted and do not require special hardware/software to be administered. These tasks were adapted for use in populations with varying SES/schooling levels by simplifying tasks/instructions and using easily recognized stimuli such as pictures. Items are answered verbally and tasks are self-paced to minimize interference from individual differences in psychomotor and perceptual speed, to better isolate executive from other cognitive abilities. We tested these tasks on 146 early adolescents (aged 9-15 years) of both sexes and varying SES, because this is the age group in which the executive domains of interest become distinguishable and in order to confirm that SES effects were minimized. Performance was determined by Rate Correct Scores (correct answers divided by total time taken to complete blocks/trial), which consider speed-accuracy trade-offs. Scores were sensitive to the expected improvement in performance with age and rarely/inconsistently affected by sex and SES, as expected, with no floor or ceiling effects, or skewed distribution, thus suggesting their adequacy for diverse populations in these respects. Using structural equation modeling, evidence based on internal structure was obtained by replicating the three correlated-factor solution proposed by the authors of the model. We conclude that the FREE test battery, which is open access and described in detail, holds promise as a tool for research that can be adapted for a wide range of populations, as well as altered and/or complemented in coming studies.
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Affiliation(s)
| | - Monica C. Miranda
- Programa de Pós Graduação em Psicologia-Psicossomática, Universidade Ibirapuera, São Paulo, Brazil
| | - Hugo Cogo-Moreira
- School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, China
- Programa de Pós Graduação em Psiquiatria, Universidade Federal de São Paulo, São Paulo, Brazil
| | - Ali Nouri
- Department of Education Studies, Faculty of Humanities, Malayer University, Malayer, Iran
| | - Alberto L. Fernández
- Universidad Católica de Córdoba, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Sabine Pompéia
- Departamento de Psicobiologia, Universidade Federal de São Paulo, São Paulo, Brazil
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34
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Himi SA, Bühner M, Hilbert S. Advancing the Understanding of the Factor Structure of Executive Functioning. J Intell 2021; 9:jintelligence9010016. [PMID: 33809636 PMCID: PMC8006229 DOI: 10.3390/jintelligence9010016] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2020] [Revised: 02/04/2021] [Accepted: 03/01/2021] [Indexed: 11/16/2022] Open
Abstract
There has been considerable debate and interest regarding the factor structure of executive functioning (EF). Therefore, the aim of the current study was to delve into this issue differently, by investigating EF and other cognitive constructs, such as working memory capacity (WMC), relational integration, and divided attention, which may contribute to EF. Here, we examined whether it is possible to provide evidence for a definite model of EF containing the components of updating, shifting, and inhibition. For this purpose, 202 young adults completed a battery of EF, three WMC tests, three relational integration tests, and two divided attention tests. A confirmatory factor analysis on all the cognitive abilities produced a five-factor structure, which included one factor predominately containing shifting tasks, the next factor containing two updating tasks, the third one predominately representing WMC, the fourth factor consisting of relational integration and antisaccade tasks, and finally, the last factor consisting of the divided attention and stop signal tasks. Lastly, a subsequent hierarchical model supported a higher-order factor, thereby representing general cognitive ability.
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Affiliation(s)
- Samsad Afrin Himi
- Department of Psychology, Jagannath University, Dhaka 1100, Bangladesh
- Psychological Methods and Assessment, Department of Psychology, Ludwig-Maximilians-Universität München, Leopoldstraße 13, 80802 Munich, Germany;
- Correspondence: (S.A.H.); (S.H.)
| | - Markus Bühner
- Psychological Methods and Assessment, Department of Psychology, Ludwig-Maximilians-Universität München, Leopoldstraße 13, 80802 Munich, Germany;
| | - Sven Hilbert
- Educational Science and Sport Science, Faculty of Psychology, University of Regensburg, Universitätsstraße 31, 93053 Regensburg, Germany
- Correspondence: (S.A.H.); (S.H.)
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35
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A working memory span task for toddlers. Infant Behav Dev 2021; 63:101550. [PMID: 33677224 DOI: 10.1016/j.infbeh.2021.101550] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Revised: 11/25/2020] [Accepted: 02/25/2021] [Indexed: 11/20/2022]
Abstract
This study presents a new working memory measure for toddlers, inspired by the Spin-the-Pots (Hughes & Ensor, 2005), which we modified structuring it as a memory span task. As in the original task, we required toddlers to retrieve objects hidden in little boxes; however, in our Memory Span Spin-the-Pots (MSSP) we used smaller numbers of targets, and we systematically manipulated memory load, covering or not the display, and rotating it or not. Two experiments involved participants between 18 months and three years. In Experiment 1 we examined the effects of covering and rotation on toddlers' memory. Either covering or rotating the stimuli hindered their performance, and combining both transformations yielded an under-additive interaction. Moreover, the effect of covering decreased in the second half of the procedure. In Experiment 2 we validated the MSSP as a working memory measure by comparing it with the Imitation Sorting Task (IST; Alp, 1994). We found that the MSSP correlated with the IST, also with age partialled out, although the IST was easier. In both experiments, the scores increased with age. Overall, this research sheds light on some variables that affect toddlers' performance on the MSSP, and shows that it can be used as a valid working memory measure for toddlers. The results are discussed considering the attentional processes presumably involved.
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36
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Gärtner A, Strobel A. Individual Differences in Inhibitory Control: A latent Variable Analysis. J Cogn 2021; 4:17. [PMID: 33634234 PMCID: PMC7894375 DOI: 10.5334/joc.150] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Accepted: 01/28/2021] [Indexed: 11/20/2022] Open
Abstract
Inhibitory control represents a central component of executive functions and focuses on the ability to actively inhibit or delay a dominant response to achieve a goal. Although various tasks exist to measure inhibitory control, correlations between these tasks are rather small, partly because of the task impurity problem. To alleviate this problem, a latent variable approach has been previously applied and two closely related yet separable functions have been identified: prepotent response inhibition and resistance to distractor interference. The goal of our study was a) to replicate the proposed structure of inhibitory control and b) to extend previous literature by additionally accounting for speed-accuracy trade-offs, thereby potentially increasing explained variance in the investigated latent factors. To this end, 190 participants completed six inhibitory control tasks (antisaccade task, Stroop task, stop-signal task, flanker task, shape-matching task, word-naming task). Analyses were conducted using standard scores as well as inverse efficiency scores (combining response times and error rates). In line with previous studies, we generally found low zero-order correlations between the six tasks. By applying confirmatory factor analysis using standard reaction time difference scores, we were not able to replicate a satisfactory model with good fit to the data. By using inverse efficiency scores, a two-related-factor and a one-factor model emerged that resembled previous literature, but only four out of six tasks demonstrated significant factor loadings. Our results highlight the difficulty in finding robust inter-correlations between commonly used inhibitory control tasks, even when applying a latent variable analysis and accounting for speed-accuracy trade-offs.
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Affiliation(s)
- Anne Gärtner
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Alexander Strobel
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
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37
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Bondü R, Kleinfeldt M. Justice Sensitivity in Middle Childhood: A Replication and Extension of Findings. Front Psychol 2021; 11:610414. [PMID: 33569025 PMCID: PMC7868537 DOI: 10.3389/fpsyg.2020.610414] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2020] [Accepted: 12/18/2020] [Indexed: 11/24/2022] Open
Abstract
Previous research showed justice sensitivity (JS) – the tendency to perceive and negatively respond to injustice as a victim, observer, or perpetrator – to be reliably and validly measurable in middle childhood, but unexpected findings concerning mean values and measurement invariance (MI) require replication, and retest reliabilities, longitudinal relations with prosocial and aggressive behavior, and relations with teacher ratings are currently unknown. This study, therefore, examined mean values, factor structure, retest reliabilities, and MI of self- and parent-rated JS as well as their relations with parent- and teacher-rated prosocial and aggressive behavior and a range of social skills in a sample of 1,329 children between 5 and 12 years of age (first measurement: M = 8.05, SD = 1.02, 51.1% girls). Using self- and parent ratings, we could replicate the intended factor structure of three related yet distinct JS subscales (victim, observer, and perpetrator). We found strong MI between those ratings. Retest reliabilities of parent ratings were similar to older age groups, but lower for self-ratings. All JS perspectives were positively related with theory of mind and empathy, indicating a good understanding of others’ internal states. Victim JS was negatively related to affective and behavioral self-regulation, whereas observer and perpetrator JS showed positive relations. Victim JS negatively and observer and perpetrator JS positively predicted prosocial behavior. The opposite pattern was found regarding aggressive behavior. This study provides additional support that JS can be measured via self- and other reports in childhood and that it may influence behavior early on. It adds to explaining the relations with prosocial and aggressive behavior.
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Affiliation(s)
- Rebecca Bondü
- Department of Psychology, Psychologische Hochschule Berlin, Berlin, Germany
| | - Maria Kleinfeldt
- Department of Psychology, Psychologische Hochschule Berlin, Berlin, Germany
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38
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Guerra A, Hazin I, Guerra Y, Roulin JL, Le Gall D, Roy A. Developmental Profile of Executive Functioning in School-Age Children From Northeast Brazil. Front Psychol 2021; 11:596075. [PMID: 33536970 PMCID: PMC7848892 DOI: 10.3389/fpsyg.2020.596075] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Accepted: 12/07/2020] [Indexed: 11/13/2022] Open
Abstract
The development of executive functions (EF) is recognizably correlated to culture, contextual and social factors. However, studies considering all the basic EF are still scarce in Brazil, most notably in the Northeast region, which is known for its social inequality and economic gap. This study aimed to analyze the developmental trajectories and structure of four EF, namely inhibition, flexibility, working memory and planning. In addition, the potential effects of socioeconomic status (SES) and gender were examined. The sample included 230 Brazilian children between 7-12 years old, homogeneously distributed by age, gender and type of school. The EF were assessed through the Brazilian version of the Child Executive Functions Battery (CEF-B). A global effect of age was found for most of the EF measures evaluated. Gender effect was mostly non-significant, except for 4 of the 12 tasks. There was a significant SES effect on 8 tasks, all in favor of private school children. Exploratory factorial and correlation analysis showed a 4-factor EF structure, corroborating the theoretical distribution considered in the CEF-B. A developmental progression is evident in the results for all of the EF measures evaluated. While gender had little influence on EF, SES seems to significantly impact the development of EF. As normative data are still lacking in Northeast Brazil, this study may help to understand EF development trajectories and provide tools for neuropsychological evaluation.
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Affiliation(s)
- Amanda Guerra
- Programa de Pós-Graduação de Psicologia, Universidade Federal do Rio Grande do Norte, Natal, Brazil.,Laboratoire de psychologie des Pays de la Loire (EA 4638), Université d'Angers, Angers, France
| | - Izabel Hazin
- Departamento de Psicologia, Universidade Federal do Rio Grande do Norte, Natal, Brazil
| | - Yasmin Guerra
- Departamento de Psicologia, Universidade Federal do Rio Grande do Norte, Natal, Brazil
| | - Jean-Luc Roulin
- Laboratoire de Psychologie et NeuroCognition (UMR 5105), Université de Savoie Mont Blanc, Chambéry, France
| | - Didier Le Gall
- Laboratoire de psychologie des Pays de la Loire (EA 4638), Université d'Angers, Angers, France
| | - Arnaud Roy
- Laboratoire de psychologie des Pays de la Loire (EA 4638), Université d'Angers, Angers, France.,Centre Référent des Troubles d'Apprentissage, Centre de Compétence Nantais de Neurofibromatose, Hôpital Femme-Enfant-Adolescent, CHU de Nantes, Nantes, France
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39
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Traverso L, Viterbori P, Malagoli C, Usai MC. Distinct inhibition dimensions differentially account for working memory performance in 5-year-old children. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100909] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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40
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Austin G, Bondü R, Elsner B. Executive Function, Theory of Mind, and Conduct-Problem Symptoms in Middle Childhood. Front Psychol 2020; 11:539. [PMID: 32300319 PMCID: PMC7144567 DOI: 10.3389/fpsyg.2020.00539] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2019] [Accepted: 03/06/2020] [Indexed: 11/17/2022] Open
Abstract
Studies show relations between executive function (EF), Theory of Mind (ToM), and conduct-problem (CP) symptoms. However, many studies have involved cross-sectional data, small clinical samples, pre-school children, and/or did not consider potential mediation effects. The present study examined the longitudinal relations between EF, ToM abilities, and CP symptoms in a population-based sample of 1,657 children between 6 and 11 years (T1: M = 8.3 years, T2: M = 9.1 years; 51.9% girls). We assessed EF skills and ToM abilities via computerized tasks at first measurement (T1), CP symptoms were rated via parent questionnaires at T1 and approximately 1 year later (T2). Structural-equation models showed a negative relation between T1 EF and T2 CP symptoms even when controlling for attention-deficit hyperactivity disorder (ADHD) symptoms and other variables. This relation was fully mediated by T1 ToM abilities. The study shows how children’s abilities to control their thoughts and behaviors and to understand others’ mental states interact in the development of CP symptoms.
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Affiliation(s)
- Gina Austin
- Department of Psychology, University of Potsdam, Potsdam, Germany
| | - Rebecca Bondü
- Department of Psychology, University of Potsdam, Potsdam, Germany.,Department of Psychology, Psychologische Hochschule Berlin, Berlin, Germany
| | - Birgit Elsner
- Department of Psychology, University of Potsdam, Potsdam, Germany
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41
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Mento G, Granziol U. The developing predictive brain: How implicit temporal expectancy induced by local and global prediction shapes action preparation across development. Dev Sci 2020; 23:e12954. [PMID: 32080951 DOI: 10.1111/desc.12954] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2019] [Revised: 12/05/2019] [Accepted: 02/19/2020] [Indexed: 01/29/2023]
Abstract
Human behavior is continuously shaped not just as a function of explicitly responding to external world events but also by internal biases implicitly driven by the capacity to extract statistics from complex sensory patterns. Two possible sources of predictability engaged to generate and update temporal expectancy are the implicit extraction of either local or global statistical contingencies in the events' temporal structure. In the context of action preparation the local prediction has been reported to be stable from the age of 6. However, there is no evidence about how the ability to extract and use global statistical patterns to establish temporal expectancy changes across development. Here we used a new, child-friendly reaction time task purposely designed to investigate how local (within-trial expectancy bias) and global (between-block expectancy bias) prediction interplay to generate temporal expectancy and consequently shape action preparation in young (5- to 6-year-old), middle-aged (7- to 8-year-old) and old (9- to 10-year-old) typically developing children. We found that while local temporal prediction showed stable developmental trajectories, the ability to use a global rule to action preparation in terms of both accuracy and speed becomes stable after the age of seven. These findings are discussed by adopting a neuroconstructivist-inspired theoretical account, according to which the developmental constraints on learning from hierarchically nested levels of sensory complexity may constitute a necessary prerequisite for mastering complex domains.
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Affiliation(s)
- Giovanni Mento
- Department of General Psychology, University of Padova, Padova, Italy
| | - Umberto Granziol
- Department of General Psychology, University of Padova, Padova, Italy
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42
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Di Lieto MC, Pecini C, Castro E, Inguaggiato E, Cecchi F, Dario P, Cioni G, Sgandurra G. Empowering Executive Functions in 5- and 6-Year-Old Typically Developing Children Through Educational Robotics: An RCT Study. Front Psychol 2020; 10:3084. [PMID: 32116879 PMCID: PMC7012808 DOI: 10.3389/fpsyg.2019.03084] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2019] [Accepted: 12/30/2019] [Indexed: 11/26/2022] Open
Abstract
Educational Robotics (ER) is a new learning approach that is known mainly for its effects on scientific academic subjects such as science, technology, engineering, and mathematics. Recent studies indicate that ER can also affect cognitive development by improving critical reasoning and planning skills. This study aimed to quantify the ability of ER to empower Executive Functions (EF), including the ability to control, update, and program information, in 5- and 6-year-old children attending first grade, a crucial evolutionary window for the development of such abilities. A total of 187 typically developing children were enrolled and randomly allocated into two experimental conditions: A, for immediate ER training, and B, for waitlist. ER-Laboratories (ER-Lab) for small groups were organized at schools, using a child-friendly, bee-shaped robot called Bee-Bot® (Campus Store). Activities were intensive, enjoyable, and progressively more challenging over the 20 twice-weekly sessions. Outcome measures, based on standardized tests, were used to quantify the effects of ER on EF. Compared to the control group, the ER-Lab group showed significantly better ability to actively manipulate information in short-term memory and suppress automatic responses in favor of goal-appropriate actions. This RCT study provides the first quantitative evidence of the positive effects of ER activities for improving working memory and inhibition in the early school years.
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Affiliation(s)
- Maria Chiara Di Lieto
- Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy
| | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
| | - Emanuela Castro
- Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy
| | - Emanuela Inguaggiato
- Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy
| | - Francesca Cecchi
- Institute of BioRobotics, Sant'Anna School of Advanced Studies, Pisa, Italy
| | - Paolo Dario
- Institute of BioRobotics, Sant'Anna School of Advanced Studies, Pisa, Italy
| | - Giovanni Cioni
- Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy.,Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy
| | - Giuseppina Sgandurra
- Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy.,Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy
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43
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Di Lieto MC, Castro E, Pecini C, Inguaggiato E, Cecchi F, Dario P, Cioni G, Sgandurra G. Improving Executive Functions at School in Children With Special Needs by Educational Robotics. Front Psychol 2020; 10:2813. [PMID: 31998169 PMCID: PMC6962248 DOI: 10.3389/fpsyg.2019.02813] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2019] [Accepted: 11/29/2019] [Indexed: 01/24/2023] Open
Abstract
Children with Special Needs represent a highly heterogeneous group in terms of neurofunctional, behavioral, and socio-cognitive characteristics, but they have in common a frequent impairment of Executive Functions. Educational Robotics is generally dedicated to study the effects of constructing and programming robots based on children's learning and academic achievement. Recently, we found that being engaged in progressively more challenging robot planning and monitoring (ER-Lab) promotes visual-spatial working memory and response inhibition in early childhood during typical development, and that an ER-Lab can be a feasible rehabilitative tool for children with Special Needs. The present study aimed to verify the efficacy of the ER-Lab on Executive Functions in children with Special Needs for the first time by using an RCT within their school environment. To pursue these aims, this study reports the results obtained in 42 first-grade children with Special Needs engaged in school Educational Robotics Laboratories (ER-Lab) to promote Executive Functions by means of enjoyable, intensive, and incrementally more challenging activities requiring them to program a bee-shaped robot called Bee-bot® (Campus Store). Several adaptations were done to meet different motor, cognitive, and social needs. All children were evaluated by means of standardized tests performed by each child before and at the end of the ER-Lab activities. Children with Special Needs had significantly improved inhibition skills, and children with attentional impairment had more benefits in their inhibition of motor responses tasks with respect to children with a language deficit. Results of the study and future perspectives on how ER-Lab programs could become a powerful tool in classrooms with children with special needs are discussed.
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Affiliation(s)
- Maria Chiara Di Lieto
- Department of Developmental Neuroscience, Istituto di Ricovero e Cura a Carattere Scientifico (IRCCS) Fondazione Stella Maris, Pisa, Italy
| | - Emanuela Castro
- Department of Developmental Neuroscience, Istituto di Ricovero e Cura a Carattere Scientifico (IRCCS) Fondazione Stella Maris, Pisa, Italy
| | - Chiara Pecini
- Department of Education, Language, Interculture and Psychology, University of Florence, Florence, Italy
| | - Emanuela Inguaggiato
- Department of Developmental Neuroscience, Istituto di Ricovero e Cura a Carattere Scientifico (IRCCS) Fondazione Stella Maris, Pisa, Italy
| | - Francesca Cecchi
- The BioRobotics Institute, Scuola Superiore Sant’Anna, Pisa, Italy
| | - Paolo Dario
- The BioRobotics Institute, Scuola Superiore Sant’Anna, Pisa, Italy
| | - Giovanni Cioni
- Department of Developmental Neuroscience, Istituto di Ricovero e Cura a Carattere Scientifico (IRCCS) Fondazione Stella Maris, Pisa, Italy
- Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy
| | - Giuseppina Sgandurra
- Department of Developmental Neuroscience, Istituto di Ricovero e Cura a Carattere Scientifico (IRCCS) Fondazione Stella Maris, Pisa, Italy
- Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy
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44
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Arán Filippetti V, Krumm G. A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement. Child Neuropsychol 2020; 26:770-800. [DOI: 10.1080/09297049.2019.1711034] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Affiliation(s)
- Vanessa Arán Filippetti
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME), Buenos Aires, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
| | - Gabriela Krumm
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME), Buenos Aires, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
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45
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Panesi S, Morra S. Executive Functions and Mental Attentional Capacity in Preschoolers. JOURNAL OF COGNITION AND DEVELOPMENT 2019. [DOI: 10.1080/15248372.2019.1685525] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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46
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Gonthier C, Zira M, Colé P, Blaye A. Evidencing the developmental shift from reactive to proactive control in early childhood and its relationship to working memory. J Exp Child Psychol 2018; 177:1-16. [PMID: 30165288 DOI: 10.1016/j.jecp.2018.07.001] [Citation(s) in RCA: 44] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2018] [Revised: 07/02/2018] [Accepted: 07/03/2018] [Indexed: 10/28/2022]
Abstract
As they age, children tend to get more effective at regulating their behavior in complex situations; this improvement in cognitive control is often interpreted as a shift from predominantly reactive control to proactive control. There are three issues with this interpretation. First, hard evidence is lacking that younger children actually rely on reactive control. Second, the precise age range when such a shift would occur is still unclear. Third, the reasons for this shift have not been explored. In the current study, we tested the hypothesis that children under 5 years of age do rely on reactive control, that they progressively shift to proactive control with age, and that this shift is related to increases in working memory capacity (which is necessary for proactive control). Children aged 4 to 7 years performed a cognitive control task, the AX-CPT (AX-Continuous Performance Task), as well as verbal and visuospatial working memory tasks. Using the paradigmatic AX-CPT in this age range allowed us to observe, for the first time, an actual reactive pattern in children under 5 years of age. There was a progressive shift from reactive control to proactive control, with an estimated turning point between 5 and 6 years of age. The effect of age on proactive control was essentially shared with working memory capacity, confirming that these two cognitive processes develop in tandem.
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Affiliation(s)
- Corentin Gonthier
- Laboratoire de Psychologie et NeuroCognition, LP3C EA 1285, University of Rennes, 35000 Rennes, France
| | - Melody Zira
- Laboratoire de Psychologie Cognitive, CNRS, LPC, UMR 7290, Aix Marseille University, 13331 Marseille, France
| | - Pascale Colé
- Laboratoire de Psychologie Cognitive, CNRS, LPC, UMR 7290, Aix Marseille University, 13331 Marseille, France
| | - Agnès Blaye
- Laboratoire de Psychologie Cognitive, CNRS, LPC, UMR 7290, Aix Marseille University, 13331 Marseille, France.
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47
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Malagoli C, Usai MC. WM in Adolescence: What Is the Relationship With Emotional Regulation and Behavioral Outcomes? Front Psychol 2018; 9:844. [PMID: 29896148 PMCID: PMC5987666 DOI: 10.3389/fpsyg.2018.00844] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2018] [Accepted: 05/11/2018] [Indexed: 12/15/2022] Open
Abstract
Adolescence is a fundamental transition phase, marked by physical, social, cognitive and emotional changes. At this stage in development two contrasting phenomena take place: brain changes cause a sensitivity to emotional aspects (Dahl, 2004); while also control processes register as well impressive improvements (e.g., Hooper et al., 2004; Best and Miller, 2010). The study is aimed to investigate the relationship between a core cognitive feature such as working memory (WM) (Diamond, 2013) and complex abilities such as emotion regulation (ER) and behavioral self-reported outcomes using a structural equation model approach. A sample of 227 typically developed adolescents between 14 and19 years of age (148 females; mean age in months 202.8, SD 18.57) participated in this study. The following tasks and self-reports were administered in a 45-min test session at school: Symmetry Span task (Kane et al., 2004). Reading Span task (Daneman and Carpenter, 1980), Mr. Cucumber (Case, 1985); Youth Self-Report (YSR, 11-18 years, Achenbach and Rescorla, 2001); Difficulties ER Scale (DERS, Gratz and Roemer, 2004; Italian version by Giromini et al., 2012). Results showed that difficulties in ER correlated with WM: high levels of ER difficulties are associated with low WM efficiency while no significant contributions of these predictors was observed on externalizing or internalizing symptoms. This study showed a significant relationship between self-reported difficulties in ER and WM, while no significant contribution of the considered predictors was showed on the outcomes, adding knowledge about how behavioral and emotional self-reported outcomes may relate to these processes.
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48
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Traverso L, Fontana M, Usai MC, Passolunghi MC. Response Inhibition and Interference Suppression in Individuals With Down Syndrome Compared to Typically Developing Children. Front Psychol 2018; 9:660. [PMID: 29780346 PMCID: PMC5945878 DOI: 10.3389/fpsyg.2018.00660] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2018] [Accepted: 04/16/2018] [Indexed: 11/13/2022] Open
Abstract
The present study aims to investigate inhibition in individuals with Down Syndrome compared to typically developing children with different inhibitory tasks tapping response inhibition and interference suppression. Previous studies that aimed to investigate inhibition in individuals with Down Syndrome reported contradictory results that are difficult to compare given the different types of inhibitory tasks used and the lack of reference to a theoretical model of inhibition that was tested in children (see Bunge et al., 2002; Gandolfi et al., 2014). Three groups took part in the study: 32 individuals with Down Syndrome (DS) with a mean age of 14 years and 4 months, 35 typically developing children 5 years of age (5TD), and 30 typically developing children 6 years of age (6TD). No difference emerged among the groups in fluid intelligence. Based on a confirmatory factor analysis, two different inhibition factors were identified (response inhibition and interference suppression), and two composite scores were calculated. An ANOVA was then executed with the composite inhibitory scores as dependent variables and group membership as the between-subject variable to explore the group differences in inhibition components. The 6TD group outperformed the 5TD group in both response inhibition and interference suppression component scores. No differences were found in both inhibition components between the DS group and 5TD. In contrast, the 6TD group outperformed the DS group in both response inhibition and in the interference suppression component's scores. Summarizing, our findings show that both response inhibition and interference suppression significantly increased during school transition and that individuals with DS showed a delay in both response inhibition and interference suppression components compared to typically developing 6-year-olds, but their performance was similar to typically developing 5-year-olds.
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Affiliation(s)
- Laura Traverso
- Department of Education Sciences, University of Genoa, Genoa, Italy
| | - Martina Fontana
- Department of Life Sciences, University of Trieste, Trieste, Italy
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49
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Podjarny G, Kamawar D, Andrews K. Measuring on the go: Response to Morra, Panesi, Traverso, and Usai. J Exp Child Psychol 2018. [PMID: 29530325 DOI: 10.1016/j.jecp.2018.02.002] [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: 10/17/2022]
Abstract
Morra, Panesi, Traverso, and Usai's (Journal of Experimental Child Psychology, 2017, Vol. 167, pp. 246-258) effort to clarify theoretical models and nomenclature confusion surrounding young children's executive functions development is laudable and important. In this article, we address some of the points these authors raised regarding our previous article (Journal of Experimental Child Psychology, 2017, Vol. 159, pp. 199-218). Although we agree that the Multidimensional Card Selection Task makes working memory demands, it goes beyond working memory to measure concurrent cognitive flexibility in preschoolers. Using this task will allow researchers to fine-tune our models of cognitive flexibility and executive functions development.
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Affiliation(s)
- Gal Podjarny
- Department of Psychology, Carleton University, Ottawa, Ontario K1S 5B6, Canada.
| | - Deepthi Kamawar
- Department of Psychology, Carleton University, Ottawa, Ontario K1S 5B6, Canada; Institute of Cognitive Science, Carleton University, Ottawa, Ontario K1S 5B6, Canada
| | - Katherine Andrews
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec H3A 1Y2, Canada
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