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Carriedo N, Rodríguez-Villagra OA, Pérez L, Iglesias-Sarmiento V. Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10. J Sch Psychol 2024; 106:101353. [PMID: 39251311 DOI: 10.1016/j.jsp.2024.101353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Revised: 07/19/2024] [Accepted: 07/19/2024] [Indexed: 09/11/2024]
Abstract
Using a person-centered approach, we aimed to identify different executive functioning profiles to assess heterogeneity across individuals within the same school grade through latent profile analysis. A sample of 150 Grade 2 (7-8 years old), 150 Grade 6 (11-12 years old), and 150 Grade 10 (15-16 years old) children and adolescents were assessed on 11 different executive tasks representative of the three main executive functioning subcomponents (i.e., inhibition, cognitive flexibility, and working memory), fluid intelligence, processing speed, problem-solving, and reading comprehension. Three different executive functioning profiles of different patterns of interactions based on inhibition, cognitive flexibility, and working memory within and between grades were identified. Moreover, these profiles were differentially related to reading comprehension and mathematical achievement. Second, as expected, we did not find these profiles to be associated with sociodemographic variables such as chronological age or sex. Still, fluid intelligence and processing speed were differentially related to the different profiles at each grade. We also found that the executive functioning profiles interacted with each cognitive skill (i.e., fluid intelligence and processing speed) in predicting reading comprehension and math achievement. These findings provide valuable insights for developing preventive and intervention strategies in education.
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Affiliation(s)
| | - Odir A Rodríguez-Villagra
- Institute for Psychological Research, University of Costa Rica, Costa Rica; Neuroscience Research Center, University of Costa Rica, Costa Rica
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Grobe SE, Könen T, David C, Grüneisen L, Dörrenbächer-Ulrich L, Perels F, Karbach J. The factorial structure of executive functions in preschool and elementary school children and relations with intelligence. J Exp Child Psychol 2024; 246:106014. [PMID: 39043117 DOI: 10.1016/j.jecp.2024.106014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 01/31/2024] [Accepted: 06/03/2024] [Indexed: 07/25/2024]
Abstract
The timing of structural changes in executive functions (EFs) across development is a matter of controversy; whereas some studies suggest a uniform structure of EFs in early childhood, findings in middle and late childhood are mixed. There are results indicating uniformity of EFs as well as several studies suggesting multidimensionality of the construct. In addition, studies demonstrate an age-related differentiation of the relation between EFs and intelligence. We conducted a comparative analysis of the EF structure and relations with fluid intelligence in two distinct age groups. A sample of n = 145 preschool children (5.2-6.7 years of age) and n = 109 elementary school children (8.8-11.8 years) completed measures of working memory, inhibition, cognitive flexibility, and fluid intelligence. Confirmatory factor analysis (CFA) revealed that a single-factor model best represented performance on EF tasks in both preschool and elementary school children. Multi-group CFA indicated equivalent and strong relations between EFs and intelligence across both age groups (r = .64 in preschool and elementary school children). Our results confirm that EFs are significantly related to fluid intelligence but might not underlie a uniform pattern of successive differentiation into multiple EF components in childhood. We discuss how methodological artifacts such as simultaneous interference might have contributed to previous findings on differentiation in middle and late childhood.
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Affiliation(s)
- Sophia Elisabeth Grobe
- Department of Psychology, University of Kaiserslautern-Landau (RPTU), 76829 Landau, Germany.
| | - Tanja Könen
- Department of Psychology, University of Kaiserslautern-Landau (RPTU), 76829 Landau, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), DIPF | Leipniz Institute for Research and Information in Education, 60323 Frankfurt, Germany
| | - Christina David
- Department of Educational Sciences, Saarland University, Saarbrücken Campus, 66123 Saarbrücken, Germany
| | - Lena Grüneisen
- Department of Educational Sciences, Saarland University, Saarbrücken Campus, 66123 Saarbrücken, Germany
| | - Laura Dörrenbächer-Ulrich
- Department of Educational Sciences, Saarland University, Saarbrücken Campus, 66123 Saarbrücken, Germany
| | - Franziska Perels
- Department of Educational Sciences, Saarland University, Saarbrücken Campus, 66123 Saarbrücken, Germany
| | - Julia Karbach
- Department of Psychology, University of Kaiserslautern-Landau (RPTU), 76829 Landau, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), DIPF | Leipniz Institute for Research and Information in Education, 60323 Frankfurt, Germany
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Grinberg A, Hanzlíková I, Lehnert M, Abdollahipour R. The impact of maturation level, not chronological age, on attentional control: implications for sports injury prevention in female adolescents. BMC Sports Sci Med Rehabil 2024; 16:195. [PMID: 39294731 PMCID: PMC11409739 DOI: 10.1186/s13102-024-00984-5] [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: 05/17/2024] [Accepted: 09/09/2024] [Indexed: 09/21/2024]
Abstract
BACKGROUND Non-contact injuries are highly prevalent among young athletes and occur particularly in situations that require fast decision making and divided attention. Administering relevant neurocognitive tests could help identify deficiencies in these cognitive abilities and thus potentially mitigate injury risk. However, processes such as selective attention and response inhibition might depend to some extent on the athlete's maturation stage. We aimed to examine the effect of maturation on selective visual attention and response inhibition among adolescent volleyball players. METHODS In this cross-sectional study, 52 female adolescents (age 12.3 ± 2.1 years) performed an Eriksen Flankers task. Participants were divided into subgroups based on their estimated adult stature, using the Khamis & Roche method: Pre-pubertal (PRE; n = 13, age: 9.9 ± 1.3), early-puberty (EPUB; n = 7, age: 10.5 ± 0.6), mid-puberty (MPUB; n = 8, age: 12.6 ± 0.8) and late puberty (LPUB; n = 24, age: 14.1 ± 0.9). Analyses of covariance (ANCOVA) were performed on congruent and incongruent reaction times (RT), with corresponding success rates (% correct responses) as covariate. Flanker interference effect was tested using ANOVA. Correlations were further examined between the dependent variables and participants' chronological age. RESULTS There was a significant group effect, with PRE demonstrating longer RT compared with LPUB (P < 0.001) for both congruent and incongruent RT. Moderate negative correlations were observed between age and RT (Rp = -0.695, Rp = -0.614 for congruent and incongruent RT, respectively) and low positive correlations between age and incongruent success rate (Rs = 0.318). Low to moderate correlations were also observed within the LPUB group for RT (Rp = -0.431--0.532) and success rate (negative Rs = -574 for congruent and positive Rs = 0.417 for incongruent). There were no group differences nor age associations with interference effect. CONCLUSIONS Our findings indicate that information processing and selective visual attention are superior at late maturation compared with early maturation among female adolescents. The same cannot be said for response inhibition, which did not differ between maturation groups. Similar tendencies were observed with regards to chronological age, but not entirely explained by it. Maturation level, rather than chronological age, should guide practitioners during sport participation and injury prevention programs for young athletes, whose neurocognitive abilities are not yet fully developed, placing them at risk for non-contact injuries.
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Affiliation(s)
- Adam Grinberg
- Department of Community Medicine and Rehabilitation, Umeå University, Umeå, Sweden.
| | - Ivana Hanzlíková
- Department of Physiotherapy, Faculty of Physical Culture, Palacký University Olomouc, Olomouc, Czech Republic
| | - Michal Lehnert
- Department of Sport, Faculty of Physical Culture, Palacký University Olomouc, Olomouc, Czech Republic
| | - Reza Abdollahipour
- Department of Natural Sciences in Kinanthropology, Faculty of Physical Culture, Palacký University Olomouc, Olomouc, Czech Republic
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Shen IH, Wang WE, Ni HC, Chen CL. Investigating Working Memory Deficits in School-Age Children with Attention-Deficit/Hyperactivity Disorder: An Event-Related Potentials Study During Delayed-Match-to-Sample Task. J Atten Disord 2024:10870547241277521. [PMID: 39291373 DOI: 10.1177/10870547241277521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/19/2024]
Abstract
OBJECTIVE To investigate the neural mechanisms underlying working memory (WM) deficits in children with ADHD. METHOD WM was compared between thirty-four children with ADHD and thirty-four matched controls using neuropsychological tests, spatial and verbal versions of modified delayed matching-to-sample (DMTS) tasks, and the event-related potential technique. RESULTS Children with ADHD demonstrated poor behavioral performance, delayed P3 latencies in high-load spatial modified DMTS tasks during encoding, and delayed P2 and N2 latencies during retrieval in spatial modified DMTS tasks. In high-load verbal modified DMTS tasks during encoding, they showed a smaller P3 amplitude. DISCUSSION Pronounced deficits in the central executive system in children with ADHD were exhibited by neuropsychological tests and the modified DMTS task. Children with ADHD exhibited a slowing of processing speed during encoding. Under high-load conditions, they showed a reduced P3 amplitude during retrieval, suggesting reduced neural resource allocation was available when the central executive of the working memory was heavily loaded.
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Affiliation(s)
- I-Hsuan Shen
- Chang Gung University, Taoyuan, Taiwan
- Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan
| | - Wei-En Wang
- Chang Gung University, Taoyuan, Taiwan
- Kaohsiung Medical University Hospital, Taoyuan City, Taiwan
| | - Hsing-Chang Ni
- Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan
- National Taiwan University College of Medicine, Taipei City, Taiwan
| | - Chia-Ling Chen
- Chang Gung University, Taoyuan, Taiwan
- Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan
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5
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Tong K, Fu X, Hoo NP, Kean Mun L, Vassiliu C, Langley C, Sahakian BJ, Leong V. The development of cognitive flexibility and its implications for mental health disorders. Psychol Med 2024:1-7. [PMID: 39247963 DOI: 10.1017/s0033291724001508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/10/2024]
Affiliation(s)
- Ke Tong
- Cambridge-NTU Centre for Lifelong Learning and Individualised Cognition (CLIC), Nanyang Technological University, Singapore
| | - Xinchen Fu
- Cambridge-NTU Centre for Lifelong Learning and Individualised Cognition (CLIC), Nanyang Technological University, Singapore
| | - Natalie P Hoo
- Cambridge-NTU Centre for Lifelong Learning and Individualised Cognition (CLIC), Nanyang Technological University, Singapore
| | - Lee Kean Mun
- Cambridge-NTU Centre for Lifelong Learning and Individualised Cognition (CLIC), Nanyang Technological University, Singapore
- Early Mental Potential and Wellbeing Research (EMPOWER) Centre, Nanyang Technological University, Singapore
| | | | | | | | - Victoria Leong
- Cambridge-NTU Centre for Lifelong Learning and Individualised Cognition (CLIC), Nanyang Technological University, Singapore
- Early Mental Potential and Wellbeing Research (EMPOWER) Centre, Nanyang Technological University, Singapore
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Liu SH, Chen Y, Bellinger D, de Water E, Horton M, Téllez-Rojo MM, Wright R. Pre-natal and early life lead exposure and childhood inhibitory control: an item response theory approach to improve measurement precision of inhibitory control. Environ Health 2024; 23:71. [PMID: 39232724 PMCID: PMC11375946 DOI: 10.1186/s12940-023-01015-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2023] [Accepted: 08/30/2023] [Indexed: 09/06/2024]
Abstract
BACKGROUND Neurodevelopmental performance tasks are often separately analyzed, even when they tap into a similar construct. This may yield mixed findings for associations of an exposure-neurobehavioral outcome. We develop an item response theory (IRT) approach to integrate multiple task variables together to improve measurement precision of the underlying construct. We apply this approach to create an integrative measure of childhood inhibitory control, and study impacts of pre/post-natal lead exposure. METHODS Using data from a prospective cohort based in Mexico (N = 533), we created an inhibitory control scale that integrates accuracy and reaction time information from four inhibitory control tasks (Go/NoGo Letter, Go/NoGo Neutral, Go/NoGo Happy, Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test, Condition 3). Using a generalized partial credit item response theory model, we estimated an inhibitory control index for each participant. We then assessed adjusted associations between umbilical cord blood and 4-year lead and childhood inhibitory control. We developed a resampling approach to incorporate error estimates from the inhibitory control variable to confirm the consistency of the lead-inhibitory control associations. We modeled time-varying associations of lead with each inhibitory control measure separately. RESULTS Participants had a median age of 9 years; 51.4% were males. Umbilical cord blood [-0.06 (95% CI: -0.11, -0.01)] and 4-year lead [-0.07 (95% CI: -0.12, -0.02)] were associated with inhibitory control index at 8-10 years. A resampling approach confirmed that 4-year lead was consistently associated with childhood inhibitory control index. Umbilical cord blood and 4-year lead were each associated with 3 out of 8 measures in separate models. CONCLUSION This is the first application of IRT in environmental epidemiology to create a latent variable for inhibitory control that integrates accuracy and reaction time information from multiple, related tasks. This framework can be applied to other correlated neurobehavioral assessments or other phenotype data.
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Affiliation(s)
- Shelley H Liu
- Department of Population Health Science and Policy, Icahn School of Medicine at Mount Sinai, New York, NY, USA.
| | - Yitong Chen
- Department of Population Health Science and Policy, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - David Bellinger
- Department of Neurology, Boston Children's Hospital, Boston, MA, USA
| | | | - Megan Horton
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Martha M Téllez-Rojo
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Robert Wright
- Center for Nutrition and Health Research, National Institute of Public Health, Cuernavaca, Morelos, Mexico
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Knöbel S, Borchert A, Gatzmaga N, Heilmann F, Musculus L, Laborde S, Lautenbach F. The impact of soccer-specific psychophysiological stress on inhibition and cognitive flexibility in elite youth players. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 74:102682. [PMID: 38821249 DOI: 10.1016/j.psychsport.2024.102682] [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: 11/22/2023] [Revised: 04/12/2024] [Accepted: 05/27/2024] [Indexed: 06/02/2024]
Abstract
While researchers and practitioners attribute an essential role to executive functions (EFs) for soccer performance, the usefulness of respective diagnostics and the predictive value remain unclear. One limitation restricting the translation and relevance of study results to improve actual game performance is the insufficient consideration of competitive conditions. Thus, this study aimed to conduct soccer-specific cognitive diagnostics under a soccer-specific psychophysiological stress condition, mimicing the demands of a competitive game. A total of 92 (Mage = 15.17, SDage = 1.45) youth elite players performed tests for inhibition (flanker task) or cognitive flexibility (number-letter task) with a soccer-specific motor response (i.e., pass into goals). After a pre-test in a neutral condition, players were randomly assigned to a neutral (moderate soccer-specific exercise) or a stress condition (physical stress and competitive instructions and filming for psychological stress). Objective (i.e., cortisol, heart rate variability) and subjective stress-related measures (i.e., SAM, VAS) were assessed six times throughout experimental procedure. Analyses revealed significant interaction effects between time and condition for all objective and subjective variables indicating a successful experimental stress induction. For cognitive performance, results revealed significant main effects of time, but no significant interaction effects between time and condition. However, descriptive statistics suggested improved performance under stress, with decreased flanker effect and switch costs. Additionally, response time variability in the flanker task significantly decreased in the stress condition. These findings offer insights into individual stress perception and processing under game-related psychophysiological demands, expanding previous research on situational EF alterations that also hold relevance for applied practitioners.
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Affiliation(s)
- S Knöbel
- Leipzig University, Faculty of Sport Science, Chair of Sport Psychology, Jahnallee 59, 04109, Leipzig, Germany; Sport Psychology, Institute of Sport Science, Humboldt-Universität zu Berlin, Philippstraße 13, 10115, Berlin, Germany.
| | - A Borchert
- RasenBallsport Leipzig GmbH, Cottaweg 3, 04177, Leipzig, Germany.
| | - N Gatzmaga
- RasenBallsport Leipzig GmbH, Cottaweg 3, 04177, Leipzig, Germany.
| | - F Heilmann
- Movement Science Lab, Institute of Sport Science, Martin-Luther University Halle-Wittenberg, Von-Seckendorff-Platz 2, 06120, Halle, Saale, Germany.
| | - L Musculus
- German Sport University Cologne, Institute of Psychology, Dept. Performance Psychology, Am Sportpark Müngersdorf 6, 50933, Cologne, Germany.
| | - S Laborde
- German Sport University Cologne, Institute of Psychology, Dept. Performance Psychology, Am Sportpark Müngersdorf 6, 50933, Cologne, Germany.
| | - F Lautenbach
- Sport Psychology, Institute of Sport Science, Humboldt-Universität zu Berlin, Philippstraße 13, 10115, Berlin, Germany.
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Gourlat E, Rattat AC, Valéry B, Albinet C. Deficits of duration estimation in individuals aged 10-20 years old with idiopathic mild intellectual disability: The role of updating working memory. Q J Exp Psychol (Hove) 2024; 77:1883-1897. [PMID: 37332150 DOI: 10.1177/17470218231185309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/20/2023]
Abstract
Duration estimation is a conceptual ability that plays a crucial role in human behaviour. Impairments in duration estimation ability have a significant impact on daily autonomy and social and cognitive capacities, even more so in psychological disorders. It has been recently shown that the ability to estimate durations develops at a slower pace in individuals with mild intellectual disability (MID) compared with typically developing (TD) individuals. More generally, it has been also demonstrated that duration estimation requires working memory updating. In this study, we compared the duration estimation and updating performances of individuals aged 10-20 years with idiopathic MID without associated disorders to those of typical individuals of the same ages (N = 160). Our results highlight a developmental lag not only in the capacity to estimate short durations (<1 s) in individuals with idiopathic MID, both in a bisection task and in a reproduction task, but also in working memory updating capacity. The findings also emphasise-for the first time-the importance of updating for both the age-related increase in duration estimation capacities and the deficits of these capacities in idiopathic MID. This is consistent with the hypothesis that duration estimation deficits in idiopathic MID may be due, to a large extent, to lower updating abilities.
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Affiliation(s)
- Elsa Gourlat
- Laboratoire Sciences de la Cognition, Technologie, Ergonomie (SCoTE), Université de Toulouse, INU Champollion, Albi, France
| | - Anne-Claire Rattat
- Laboratoire Sciences de la Cognition, Technologie, Ergonomie (SCoTE), Université de Toulouse, INU Champollion, Albi, France
| | - Benoît Valéry
- Laboratoire Sciences de la Cognition, Technologie, Ergonomie (SCoTE), Université de Toulouse, INU Champollion, Albi, France
| | - Cédric Albinet
- Laboratoire Sciences de la Cognition, Technologie, Ergonomie (SCoTE), Université de Toulouse, INU Champollion, Albi, France
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Tayar VG, Saad J, El Sheikh WG, Roukoz C. Cross-Sectional Study on the Effect of Bilingualism, Age, Gender, and Family Income on Executive Function Development in a Sample of Lebanese School-Aged Children. Dev Neuropsychol 2024; 49:243-259. [PMID: 39046100 DOI: 10.1080/87565641.2024.2378891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2024] [Revised: 06/21/2024] [Accepted: 07/03/2024] [Indexed: 07/25/2024]
Abstract
This study investigates executive functions (EFs) and selected developmental factors in 120 children aged 6-11 years. By examining inhibition, working memory, and cognitive flexibility, the research evaluates the potential influences of age, gender, bilingualism, and family income on these EF skills. Tests adapted to Lebanese Arabic were used to assess EFs. Results indicate a linear development of inhibition, working memory, and flexibility with age. Gender differences were observed, affecting verbal and visuospatial working memory as well as flexibility. Bilingualism positively impacts EFs, with early bilinguals outperforming late bilinguals. Family income, however, shows no significant effect on EFs.
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Affiliation(s)
| | - Joelle Saad
- Speech and Language Therapy Department, Lebanese University, Beirut, Lebanon
| | - Walaa G El Sheikh
- Clinical Research Institute, American University of Beirut Medical Center, Beirut, Lebanon
| | - Cynthia Roukoz
- Clinical Neuropsychologist, American Wellness Center, DHCC, Dubai, UAE
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Dong HM, Zhang XH, Labache L, Zhang S, Ooi LQR, Yeo BTT, Margulies DS, Holmes AJ, Zuo XN. Ventral attention network connectivity is linked to cortical maturation and cognitive ability in childhood. Nat Neurosci 2024:10.1038/s41593-024-01736-x. [PMID: 39179884 DOI: 10.1038/s41593-024-01736-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Accepted: 07/18/2024] [Indexed: 08/26/2024]
Abstract
The human brain experiences functional changes through childhood and adolescence, shifting from an organizational framework anchored within sensorimotor and visual regions into one that is balanced through interactions with later-maturing aspects of association cortex. Here, we link this profile of functional reorganization to the development of ventral attention network connectivity across independent datasets. We demonstrate that maturational changes in cortical organization link preferentially to within-network connectivity and heightened degree centrality in the ventral attention network, whereas connectivity within network-linked vertices predicts cognitive ability. This connectivity is associated closely with maturational refinement of cortical organization. Children with low ventral attention network connectivity exhibit adolescent-like topographical profiles, suggesting that attentional systems may be relevant in understanding how brain functions are refined across development. These data suggest a role for attention networks in supporting age-dependent shifts in cortical organization and cognition across childhood and adolescence.
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Affiliation(s)
- Hao-Ming Dong
- Department of Psychology, Yale University, New Haven, CT, USA.
| | - Xi-Han Zhang
- Department of Psychology, Yale University, New Haven, CT, USA
| | - Loïc Labache
- Department of Psychology, Yale University, New Haven, CT, USA
| | - Shaoshi Zhang
- Centre for Sleep and Cognition and Centre for Translational Magnetic Resonance Research, Yong Loo Lin School of Medicine, Singapore, National University of Singapore, Singapore, Singapore
| | - Leon Qi Rong Ooi
- Centre for Sleep and Cognition and Centre for Translational Magnetic Resonance Research, Yong Loo Lin School of Medicine, Singapore, National University of Singapore, Singapore, Singapore
| | - B T Thomas Yeo
- Centre for Sleep and Cognition and Centre for Translational Magnetic Resonance Research, Yong Loo Lin School of Medicine, Singapore, National University of Singapore, Singapore, Singapore
- Department of Electrical and Computer Engineering, National University of Singapore, Singapore, Singapore
- N.1 Institute for Health and Institute for Digital Medicine, National University of Singapore, Singapore, Singapore
| | - Daniel S Margulies
- Centre National de la Recherche Scientifique, Frontlab, Institut du Cerveau et de la Moelle Epinière, Paris, France
| | - Avram J Holmes
- Department of Psychiatry, Brain Health Institute, Rutgers University, Piscataway, NJ, USA.
| | - Xi-Nian Zuo
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.
- National Basic Science Data Center, Beijing, China.
- Developmental Population Neuroscience Research Center, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
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Bakker J. Neurobiological characteristics associated with gender identity: Findings from neuroimaging studies in the Amsterdam cohort of children and adolescents experiencing gender incongruence. Horm Behav 2024; 164:105601. [PMID: 39029340 DOI: 10.1016/j.yhbeh.2024.105601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/09/2024] [Revised: 07/05/2024] [Accepted: 07/05/2024] [Indexed: 07/21/2024]
Abstract
This review has been based on my invited lecture at the annual meeting of the Society for Behavioral Neuroendocrinology in 2023. Gender incongruence is defined as a marked and persistent incongruence between an individual's experienced gender and the sex assigned at birth. A prominent hypothesis on the etiology of gender incongruence proposes that it is related to an altered or less pronounced sexual differentiation of the brain. This hypothesis has primarily been based on postmortem studies of the hypothalamus in transgender individuals. To further address this hypothesis, a series of structural and functional neuroimaging studies were conducted in the Amsterdam cohort of children and adolescents experiencing gender incongruence. Additional research objectives were to determine whether any sex and gender differences are established before or after puberty, as well as whether gender affirming hormone treatment would affect brain development and function. We found some evidence in favor of the sexual differentiation hypothesis at the functional level, but this was less evident at the structural level. We also observed some specific transgender neural signatures, suggesting that they might present a unique brain phenotype rather than being shifted towards either end of the male-female spectrum. Our results further suggest that the years between childhood and mid-adolescence represent an important period in which puberty-related factors influence several neural characteristics, such as white matter development and functional connectivity patterns, in both a sex and gender identity specific way. These latter observations thus lead to the important question about the possible negative consequences of delaying puberty on neurodevelopment. To further address this question, larger-scale, longitudinal studies are required to increase our understanding of the possible neurodevelopmental impacts of delaying puberty in transgender youth.
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Affiliation(s)
- Julie Bakker
- GIGA Neurosciences, University of Liège, Belgium.
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12
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Domic-Siede M, Ortiz R, Ávalos M, Salazar N, Burgos J, Rosales C, Ramos-Henderson M, Véliz-García O, Calderón C. Executive functions and their relationship with age: Insights from a novel neuropsychological Assessment Battery in Children-a pilot study. APPLIED NEUROPSYCHOLOGY. CHILD 2024:1-29. [PMID: 39089403 DOI: 10.1080/21622965.2024.2381199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/04/2024]
Abstract
Executive functions (EFs) are a set of cognitive processes that enable individuals to manage and coordinate their thoughts and actions toward achieving specific goals. EFs include planning, organizing, initiating, and monitoring actions, and have been found to improve with age due to the maturation of the brain, especially during childhood. Therefore, our correlational study sought to determine the relationship between the performance in executive functions and age in 79 children (36 girls, 45.6%) throughout development, between the ages of 6 and 12 (mean = 9.25; SD = 2.05), using a battery designed in Chile: BEFE (Batería de Evaluación de las Funciones Ejecutivas: Executive Function Assessment Battery) based on traditional neuropsychological tests to evaluate Working Memory, Inhibitory Control, Cognitive Flexibility, and Planning skills. Our results showed various correlations between the variables age and performance in various behavioral parameters, demonstrating an increase in the number of correct responses (positive correlation) and/or a decrease in errors (negative correlation) with age (6-12) in the subtests that correspond to dimensions of Cognitive Flexibility (Semantic and Phonological Fluency, Card Sorting Game, and Tracing Tasks), Inhibitory Control (ENA-F and Sentence Completion), Working Memory (Audio-verbal WM Forward and Ordering, and Visuospatial WM Forward and Backward), and Planning (La Portada de Antofagasta and FISA Maps). These results are consistent with previous empirical evidence and support the notion of a developmental relationship between EF performance and age. Additionally, this study contributes to understanding EF development in culturally specific contexts, highlighting the importance of contextually relevant assessment tools in evaluating cognitive development.
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Affiliation(s)
- Marcos Domic-Siede
- Laboratorio de Neurociencia Cognitiva, Escuela de Psicología, Universidad Católica del Norte, Antofagasta, Chile
| | - Romina Ortiz
- Laboratorio de Neurociencia Cognitiva, Escuela de Psicología, Universidad Católica del Norte, Antofagasta, Chile
| | - María Ávalos
- Laboratorio de Neurociencia Cognitiva, Escuela de Psicología, Universidad Católica del Norte, Antofagasta, Chile
| | - Nancy Salazar
- Laboratorio de Neurociencia Cognitiva, Escuela de Psicología, Universidad Católica del Norte, Antofagasta, Chile
| | - Jennifer Burgos
- Laboratorio de Neurociencia Cognitiva, Escuela de Psicología, Universidad Católica del Norte, Antofagasta, Chile
| | - Constanza Rosales
- Laboratorio de Neurociencia Cognitiva, Escuela de Psicología, Universidad Católica del Norte, Antofagasta, Chile
| | - Miguel Ramos-Henderson
- Laboratorio de Neurociencia Cognitiva, Escuela de Psicología, Universidad Católica del Norte, Antofagasta, Chile
- Centro de Investigación e Innovación en Gerontología Aplicada CIGAP, Facultad de Salud, Universidad Santo Tomás, Antofagasta, Chile
| | - Oscar Véliz-García
- Laboratorio de Neurociencia Cognitiva, Escuela de Psicología, Universidad Católica del Norte, Antofagasta, Chile
| | - Carlos Calderón
- Laboratorio de Neurociencia Cognitiva, Escuela de Psicología, Universidad Católica del Norte, Antofagasta, Chile
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13
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Zhao P, Chen K, Zhu G, Li H, Chen S, Hu J, Huang L, Liu X, Guo L. Effects of aquatic exercise intervention on executive function and brain-derived neurotrophic factor of children with autism spectrum disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 150:104759. [PMID: 38795553 DOI: 10.1016/j.ridd.2024.104759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2023] [Revised: 04/19/2024] [Accepted: 05/15/2024] [Indexed: 05/28/2024]
Abstract
BACKGROUND Limited knowledge exists regarding the effectiveness of aquatic exercise intervention for improving executive function (EF) in children with autism spectrum disorder (ASD). Additionally, the impact of aquatic exercise on brain-derived neurotrophic factor (BDNF) in children with ASD requires further investigation. AIMS This study aimed to explore the effects of a 12-week aquatic exercise intervention on core EF and BDNF levels in children with ASD. METHODS AND PROCEDURES Thirty children with ASD were assigned to an experimental or control group. The experimental group underwent a 12-week aquatic exercise intervention, while the control group engaged in supervised free activities. Pre- and post-intervention assessments measured EF and BDNF levels. OUTCOMES AND RESULTS The experimental group showed significant improvements (p < 0.05) in inhibition control, cognitive flexibility, and BDNF levels. However, working memory did not significantly improve. The control group exhibited no significant changes in EF or BDNF levels. CONCLUSIONS AND IMPLICATIONS Aquatic exercise appears to be a beneficial intervention for cognitive development in children with ASD, as it enhances inhibition control, cognitive flexibility, and BDNF levels in children with ASD. Furthermore, the observed improvements in EF following aquatic exercise intervention in children with ASD may be associated with increased BDNF levels.
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Affiliation(s)
- Peiting Zhao
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Kai Chen
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Gaohui Zhu
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Hansen Li
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Sha Chen
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Jinge Hu
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Li Huang
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Xin Liu
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Liya Guo
- School of Physical Education, Southwest University, Chongqing 400715, China.
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14
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Urbańska-Grosz J, Walkiewicz M, Sitek EJ. Is there sufficient evidence for the association between executive dysfunction and academic performance in adolescents with major depressive disorder?: a systematic review. Eur Child Adolesc Psychiatry 2024; 33:2129-2140. [PMID: 37561215 PMCID: PMC11254998 DOI: 10.1007/s00787-023-02275-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/22/2023] [Accepted: 07/31/2023] [Indexed: 08/11/2023]
Abstract
Adult depression, undoubtedly associated with executive dysfunction, leads to poor work performance. As depression in adolescents may have a negative impact on school performance, we aimed to analyse the possible relationship between selected executive deficits and academic performance. Executive dysfunctions may have more severe consequences on school performance at high school, as this stage of education requires engagement in long-term goals, whether writing an essay or preparing for an exam. Whilst inhibitory control is necessary at all educational stages, it seems that planning and decision-making play a greater role in high school than in primary school. We reviewed studies on executive functions conducted in adolescents diagnosed with major depressive disorder (MDD) to establish the possible relationship between executive processes and school performance in depressed adolescents. The search identified 5 studies addressing planning and decision-making in adolescents with MDD, but none of those studies reported educational achievement. We identified a considerable gap in the research on the functional impact of depression in adolescents. Identifying the link between specific executive deficits and school performance could guide tailored therapeutic interventions.
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Affiliation(s)
- Justyna Urbańska-Grosz
- Rehabilitation Department of Child and Adolescent Psychiatry, Gdanskie Centrum Zdrowia, Gdansk, Poland
- Laboratory of Clinical Neuropsychology, Neurolinguistics and Neuropsychotherapy, Division of Neurological and Psychiatric Nursing, Faculty of Health Sciences, Medical University of Gdansk, Gdansk, Poland
| | - Maciej Walkiewicz
- Rehabilitation Department of Child and Adolescent Psychiatry, Gdanskie Centrum Zdrowia, Gdansk, Poland
- Division of Quality of Life Research, Department of Psychology, Faculty of Health Sciences, Medical University of Gdansk, Gdansk, Poland
| | - Emilia J Sitek
- Rehabilitation Department of Child and Adolescent Psychiatry, Gdanskie Centrum Zdrowia, Gdansk, Poland.
- Laboratory of Clinical Neuropsychology, Neurolinguistics and Neuropsychotherapy, Division of Neurological and Psychiatric Nursing, Faculty of Health Sciences, Medical University of Gdansk, Gdansk, Poland.
- Department of Neurology, St. Adalbert Hospital, Copernicus PL, Gdansk, Poland.
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15
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Zhou H, Cai S, Zhang X, Chen Y, Wang A. Cross-modal conflict deficit in children with attention-deficit/hyperactivity disorder. J Exp Child Psychol 2024; 243:105917. [PMID: 38579588 DOI: 10.1016/j.jecp.2024.105917] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Revised: 02/19/2024] [Accepted: 03/13/2024] [Indexed: 04/07/2024]
Abstract
The difference between the audiovisual incongruent condition and the audiovisual congruent condition is known as cross-modal conflict, which is an important behavioral index to measure the conflict control function. Previous studies have found conflict control deficits in children with attention-deficit/hyperactivity disorder (ADHD), but it is not clear whether and how cross-modal conflict occurs in children with ADHD at different processing levels. The current study adopted the cross-modal matching paradigm to recruit 25 children with ADHD (19 boys and 6 girls) and 24 TD children (17 boys and 7 girls), aiming to investigate the cross-modal conflict effect at the perception and response levels of children with ADHD. The results showed that both groups of children showed significant cross-modal conflict, and there was no significant difference between the ADHD and TD groups in the number of error trials and mean response time. However, the cross-modal conflict effect caused by auditory distractors was different between the ADHD and TD groups; the TD group had stronger auditory conflict at the response level, whereas the ADHD group had weaker auditory conflict. This indicates that the ADHD group had a deficit of auditory conflict at the response level.
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Affiliation(s)
- Heng Zhou
- Department of Psychology, Research Center for Psychology and Behavioral Sciences, Soochow University, Suzhou 215123, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing 101408, China; Chinese Institute for Brain Research, Beijing 102206, China
| | - Shizhong Cai
- Department of Child and Adolescent Healthcare, Children's Hospital of Soochow University, Suzhou 215025, China
| | - Xianghui Zhang
- Department of Psychology, Research Center for Psychology and Behavioral Sciences, Soochow University, Suzhou 215123, China
| | - Yan Chen
- Department of Child and Adolescent Healthcare, Children's Hospital of Soochow University, Suzhou 215025, China.
| | - Aijun Wang
- Department of Psychology, Research Center for Psychology and Behavioral Sciences, Soochow University, Suzhou 215123, China.
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16
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Zhang J, Lu J, Sun Y, Li J. Recreational gymnastics exercise of moderate intensity enhances executive function in Chinese preschoolers: A randomized controlled trial. Psych J 2024. [PMID: 38923405 DOI: 10.1002/pchj.786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 05/27/2024] [Indexed: 06/28/2024]
Abstract
The current study aimed to investigate the impact of recreational gymnastics on executive function in Chinese preschoolers, with a focus on gymnastics potential to enhance core components of executive function. A total of 63 preschool children who received full-time education were randomly assigned to either an intervention group (N = 31, mean age = 66.27 months, SD = 3.12 months) or a control group (N = 32, mean age = 66.79 months, SD = 3.34 months). The intervention group engaged in recreational gymnastics for 60 min, three times a week for 12 weeks. Meanwhile, the control group continued with their typical outdoor activities at kindergarten and did not participate in any organized sports. The intervention program was primarily conducted through group play and was facilitated by teachers who underwent standardized training. Various simple and complex tasks were utilized to evaluate delay gratification (Snack delay and Wrapped gift), inhibitory control (Stop signal task and Circle drawing task), working memory (Letter memory task and Keep track task), and cognitive flexibility (Go/No-Go task and Dots task). The analysis of covariance revealed that the children who participated in the intervention outperformed the control group on most simple and complex executive function tasks. Specifically, these children demonstrated an enhanced ability to regulate persistent responses, process and update information, and manage high cognitive conflict. The findings of this investigation lend support to the hypothesis that moderate-intensity recreational gymnastics is an efficacious means of enhancing executive function in early childhood. Future research should employ a larger sample size, incorporate a long-term follow-up design, and utilize a multi-method approach to further substantiate the impact of moderate-intensity gymnastics on the executive function of young children, as well as to investigate its underlying mechanism and generalizability.
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Affiliation(s)
- Jianhua Zhang
- Academic Division of Humanities and Social Sciences, Beijing Sport University, Beijing, China
- College of Physical Education, Shanxi University, Taiyuan, China
| | - Jiacheng Lu
- English Teaching Office, Shangqiu Vocational Education Centre, Shangqiu, China
| | - Youbin Sun
- Academic Division of Olympic Sports, Beijing Sport University, Beijing, China
| | - Ji Li
- Academic Division of Olympic Sports, Beijing Sport University, Beijing, China
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17
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Mauer E, Mak E, Uchikoshi Y, Luo R, Zhou Q. Cognitive Distancing Language in Parent-Child Book Sharing Among Low-Income Mexican American and Chinese American Families: Cultural Group Comparisons and Links to Children's Executive Functions. EARLY EDUCATION AND DEVELOPMENT 2024; 35:1374-1393. [PMID: 39071863 PMCID: PMC11271250 DOI: 10.1080/10409289.2024.2366696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/30/2024]
Abstract
Research Findings In the context of parent-child book sharing, cultural influences on cognitive distancing language and its associations with child executive function (EF) have been understudied. This study examined cultural group similarities/differences in parent and child book-sharing distancing language among preschool-aged dual language learners from low-income Mexican American (MA) and Chinese American (CA) families. We further tested concurrent relations between parent/child distancing language and children's EF. The sample consisted of 88 children (45 MAs, 43 CAs, age = 38-68 months) enrolled in Head Start preschools and their parents. To assess distancing language, utterances were coded for cognitive demand and classified as referential (low demand), behavioral (moderate demand), or inferential (high demand). Cognitive tasks tapping inhibitory control and cognitive flexibility were used to assess child EF. Results showed parents and children from both cultural groups produced comparable numbers of story-related utterances. MA dyads used higher proportions of parent/child inferential statements and a lower proportion of parent referential questions. The proportions of parent behavioral questions and child behavioral statements were positively related to child cognitive flexibility. Practice or Policy Findings highlight heterogeneity in parent-child verbal interactions among low-income multilingual families and have implications for promoting preschoolers' cognitive/language development in diverse populations.
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Affiliation(s)
- Ezra Mauer
- Department of Psychology, University of California, Berkeley
| | - Emily Mak
- School of Education, University of California, Davis
| | - Yuuko Uchikoshi
- School of Social and Behavioral Sciences, Arizona State University
| | - Rufan Luo
- School of Social and Behavioral Sciences, Arizona State University
| | - Qing Zhou
- Department of Psychology, University of California, Berkeley
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18
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Dudeney J, Scott AJ, Hathway T, Bisby MA, Harte N, Titov N, Dear BF. Internet-Delivered Psychological Pain-Management for Young Adults With Chronic Pain: An Investigation of Clinical Trial Data. THE JOURNAL OF PAIN 2024; 25:104447. [PMID: 38122876 DOI: 10.1016/j.jpain.2023.12.004] [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: 05/09/2023] [Revised: 11/28/2023] [Accepted: 12/10/2023] [Indexed: 12/23/2023]
Abstract
Young adults report chronic pain at rates of around 12% but lack access to clinical services. There is interest in learning how this emerging adult population engages with and responds to treatment. Using data from young adults aged 18 to 30 years (Mage = 25.8, SD = 3.2), taken from 4 previous randomised controlled trials, the current study investigated the feasibility, acceptability, and efficacy of an internet-delivered psychological pain-management intervention for young adults with chronic pain. We compared young adults in a treatment group (n = 104) with 1) a young-adult wait-list control group (n = 48), and 2) a treatment group reflecting the average-aged participant from the previous trials (39-63 years, n = 561). Feasibility was determined through treatment engagement, adherence and completion, and acceptability through a treatment satisfaction measure. Clinical outcomes were disability, pain intensity, anxiety, and depression; assessed at pre-treatment, post-treatment, and 3-month follow-up. Generalised estimation equation analyses were undertaken, using multiple imputations to account for missing data. Young adults had high engagement and acceptability ratings, though 34% did not complete the intervention. The treatment group significant improved across all outcomes, compared with control, with improvements maintained at follow-up. Post-treatment improvements were equivalent for young-adult and average-aged adult treatment groups, with no significant differences in feasibility or acceptability outcomes. Findings indicate young adults can engage with and show improvements following a psychological pain-management intervention designed for all adults with chronic pain. Future research is encouraged to examine outcomes related to role functioning of young adults, and moderators of treatment acceptability and efficacy for this population. PERSPECTIVE: Secondary analysis of data from 4 RCTs found an Internet-delivered psychological pain-management intervention acceptable and clinically efficacious for improving disability, anxiety, depression and pain intensity in young adults (18-30) with chronic pain.
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Affiliation(s)
- Joanne Dudeney
- eCentreClinic, School of Psychological Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney NSW, Australia
| | - Amelia J Scott
- eCentreClinic, School of Psychological Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney NSW, Australia
| | - Taylor Hathway
- eCentreClinic, School of Psychological Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney NSW, Australia
| | - Madelyne A Bisby
- eCentreClinic, School of Psychological Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney NSW, Australia; MindSpot Clinic, MQ Health, Macquarie University, Sydney NSW, Australia
| | - Nicole Harte
- eCentreClinic, School of Psychological Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney NSW, Australia
| | - Nickolai Titov
- eCentreClinic, School of Psychological Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney NSW, Australia; MindSpot Clinic, MQ Health, Macquarie University, Sydney NSW, Australia
| | - Blake F Dear
- eCentreClinic, School of Psychological Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney NSW, Australia; MindSpot Clinic, MQ Health, Macquarie University, Sydney NSW, Australia
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19
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Ribner A, Holmboe K. Early executive function in context. Infant Behav Dev 2024; 75:101948. [PMID: 38581729 DOI: 10.1016/j.infbeh.2024.101948] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2024]
Affiliation(s)
- Andrew Ribner
- Chatham University, USA; University of Pittsburgh, USA.
| | - Karla Holmboe
- School of Psychological Science, University of Bristol, UK
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20
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Lopez J, Behrman J, Cueto S, Favara M, Sánchez A. Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru. ECONOMICS OF EDUCATION REVIEW 2024; 100:102543. [PMID: 39070072 PMCID: PMC11271173 DOI: 10.1016/j.econedurev.2024.102543] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/30/2024]
Abstract
We estimate associations between foundational cognitive skills (inhibitory control, working memory, long-term memory, and implicit learning) measured at age 12 and educational outcomes measured at ages 15 and 19-20 in Ethiopia and Peru, using the Young Lives data. The estimates adjust for rich sets of controls and include measurements of children's baseline abilities. For a subset of the outcomes, we exploit within-household variation. Working memory and long-term memory are consistently and positively associated with subsequent domain-specific cognitive achievement tests (measuring specifically numeracy, vocabulary and literacy achievement) in both countries, university enrolment in Peru (long-term memory) and lower secondary-school completion in Ethiopia (working memory). Inhibitory control predicts subsequent math-test scores in both countries, grade attainment (Ethiopia), and university enrolment (Peru). Value-added estimates show that these skills play roles during adolescence, with the memory-related skills predicting higher domain-specific test scores (Peru and Ethiopia) and grade attainment (Ethiopia), while inhibitory control has associations with math (both countries). These results provide additional evidence to justify the importance of promoting investments in cognitive skills throughout childhood and adolescence, and elucidate how such investments impact educational achievements.
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Affiliation(s)
- Jennifer Lopez
- Grupo de Análisis para el Desarrollo (GRADE), Lima, Peru
| | - Jere Behrman
- Department of Economics, University of Pennsylvania, Philadelphia, USA
| | - Santiago Cueto
- Grupo de Análisis para el Desarrollo (GRADE) and Pontificia Universidad Catolica del Peru Lima, Peru
| | - Marta Favara
- Oxford Department of International Development, University of Oxford, Oxford, UK
| | - Alan Sánchez
- Grupo de Análisis para el Desarrollo (GRADE), Lima, Peru and Oxford Department of International Development, University of Oxford, Oxford, UK
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21
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Marsh CL, Harmon SL, Cho S, Chan ESM, Gaye F, DeGeorge L, Black KE, Irwin Harper LN, Kofler MJ. Does Anxiety Systematically Bias Estimates of Executive Functioning Deficits in Pediatric Attention-Deficit/Hyperactivity Disorder? Res Child Adolesc Psychopathol 2024; 52:773-787. [PMID: 38157122 PMCID: PMC11216413 DOI: 10.1007/s10802-023-01152-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/09/2023] [Indexed: 01/03/2024]
Abstract
Growing evidence suggests that childhood ADHD is associated with larger impairments in working memory relative to inhibition. However, most studies have not considered the role of co-occurring anxiety on these estimates - a potentially significant confound given prior evidence that anxiety may increase working memory difficulties but decrease inhibition difficulties for these children. The current study extends prior work to examine the extent to which co-occurring anxiety may be systematically affecting recent estimates of the magnitude of working memory/inhibitory control deficits in ADHD. The carefully-phenotyped sample included 197 children with ADHD and 142 children without ADHD between the ages of 8 and 13 years (N = 339; Mage = 10.31, SD = 1.39; 144 female participants). Results demonstrated that ADHD diagnosis predicted small impairments in inhibitory control (d = 0.31) and large impairments in working memory (d = 0.99). However, child trait anxiety assessed dimensionally across multiple informants (child, parent, teacher) did not uniquely predict either executive function, nor did it moderate estimates of ADHD-related working memory/inhibition deficits. When evaluating anxiety categorically and controlling for ADHD, anxiety diagnosis predicted slightly better working memory (d = 0.19) but not inhibitory control for clinically evaluated children generally. Findings from the current study indicate that trait anxiety, measured dimensionally or categorically, does not differentially affect estimates of executive dysfunction in pediatric ADHD. Further, results suggest that trait anxiety is generally not associated with executive dysfunction above and beyond the impact of co-occurring ADHD. Future research is needed to further assess the role of anxiety in ADHD behavioral symptomatology, neurocognitive functioning, and mechanisms underlying these relations.
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Affiliation(s)
- Carolyn L Marsh
- Florida State University, Department of Psychology, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA
| | - Sherelle L Harmon
- Florida State University, Department of Psychology, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA
| | - Sooyun Cho
- Florida State University, Department of Psychology, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA
| | - Elizabeth S M Chan
- Rutgers University, Graduate School of Applied and Professional Psychology, Piscataway, NJ, USA
| | - Fatou Gaye
- Florida State University, Department of Psychology, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA
| | - Lauren DeGeorge
- Florida State University, Department of Psychology, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA
| | - Katie E Black
- Florida State University, Department of Psychology, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA
| | - Lauren N Irwin Harper
- Johns Hopkins All Children's Hospital, Center for Behavioral Health, St. Petersburg, FL, USA
| | - Michael J Kofler
- Florida State University, Department of Psychology, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA.
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22
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Menu I, Borst G, Cachia A. Latent Network Analysis of Executive Functions Across Development. J Cogn 2024; 7:31. [PMID: 38617749 PMCID: PMC11012023 DOI: 10.5334/joc.355] [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: 09/29/2023] [Accepted: 03/06/2024] [Indexed: 04/16/2024] Open
Abstract
Executive functions (EFs) are crucial for academic achievement, physical health, and mental well-being. Previous studies using structural equation models revealed EFs' developmental organization, evolving from one factor in childhood to three factors in adults: inhibition, cognitive flexibility, and updating. Recent network model studies confirmed this differentiation from childhood to adulthood. Reanalyzing previously published data from 1019 children (aged 7.8 to 15.3; 50.4% female; 59.1% White, 15.0% Latinx, 14.3% Bi-racial, 6.7% African American, 4.2% Asian American, 0.6% Other), this study compared three analytical methods to explore EF development: structural equation model, network model, and the novel latent variable network model. All approaches supported fine-grained EF-specific trajectories and differentiation throughout development, with inhibition being central in childhood and updating in early adolescence.
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Affiliation(s)
- Iris Menu
- Department of Child & Adolescent Psychiatry, NYU Langone Health, New York, NY 10016, US
- Université Paris Cité, LaPsyDE, CNRS, F-75005, Paris, FR
| | - Grégoire Borst
- Université Paris Cité, LaPsyDE, CNRS, F-75005, Paris, FR
- Institut Universitaire de France, Paris, FR
| | - Arnaud Cachia
- Université Paris Cité, LaPsyDE, CNRS, F-75005, Paris, FR
- Université Paris Cité, Imaging biomarkers for brain development and disorders, UMR INSERM 1266, GHU Paris Psychiatrie & Neurosciences, F-75005 Paris, FR
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23
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Jansen JM, Franse ME. Executive functioning in antisocial behavior: A multi-level systematic meta-analysis. Clin Psychol Rev 2024; 109:102408. [PMID: 38430781 DOI: 10.1016/j.cpr.2024.102408] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 01/30/2024] [Accepted: 02/19/2024] [Indexed: 03/05/2024]
Abstract
Neurobiological information - including executive functioning - is increasingly relevant for forensic clinical practice, as well as for the criminal justice system. Previous meta-analyses report that antisocial populations show impaired performance on executive functioning tasks, but these meta-analyses are outdated, have limitations in their methodological approach, and are therefore in need of an update. The current multi-level meta-analysis including 133 studies (2008-2023) confirms impaired performance in executive functioning (d=.42), but studies are heterogeneous. Several moderator analyses showed that neuropsychological test used, type of executive function component, and control group characteristics moderated the overall effect. Specifically, matching psychiatric problems in the non-antisocial control group eliminated any differences in executive functioning between groups. No moderation effects were found for assessment quality, hot or cold executive functions, and various population characteristics. These results could indicate that the assessment of executive functioning in antisocial populations may be less relevant for recidivism risk assessment than thought, although this should first be assessed in prospective longitudinal studies. Executive functioning could potentially be used to identify or screen for individuals with certain treatment needs or be used as a responsivity factor, especially in disorders which are often underdiagnosed in criminal justice settings.
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Affiliation(s)
- Jochem Milan Jansen
- Institute for Criminal Law & Criminology, Faculty of Law, Leiden University, Leiden, Netherlands; Inforsa, Arkin, Amsterdam, The Netherlands.
| | - Melanie Elisabeth Franse
- Netherlands Institute of Forensic Psychiatry and Psychology, Department of Science and Education, Herman Gorterstraat 5, 3511EW Utrecht, Netherlands; Institute of Education and Child Studies, Faculty of Social Sciences, Leiden University, Wassenaarseweg 52, 2333AK Leiden, Netherlands
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24
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Hasan F, Hart CM, Graham SA, Kam JWY. Inside a child's mind: The relations between mind wandering and executive function across 8- to 12-year-olds. J Exp Child Psychol 2024; 240:105832. [PMID: 38157752 DOI: 10.1016/j.jecp.2023.105832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 10/26/2023] [Accepted: 12/04/2023] [Indexed: 01/03/2024]
Abstract
Mind wandering refers to attention oriented away from a current task to thoughts unrelated to the task, often resulting in poorer task performance. In adults, mind wandering is a common occurrence that is associated with the executive function facets of inhibitory control, working memory capacity, and task switching. In this study, we cross-sectionally examined whether the relation between mind wandering frequency and executive function changes across 8- to 12-year-old children. A total of 100 children completed three tasks targeting three facets of executive function. During each task, participants were occasionally prompted to report whether they were focused on the task or mind wandering. In examining the association between mind wandering frequency and executive function across the age range, we found a significant interaction between age and working memory capacity, such that it was negatively associated with mind wandering frequency only in 12-year-olds. This interaction with age was not significant for inhibitory control and task switching ability. Our results revealed differential relations between mind wandering and executive function facets, which vary with developmental stages. These findings highlight potential areas for targeted intervention to improve mind wandering regulation in children.
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Affiliation(s)
- Fiza Hasan
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada.
| | - Chelsie M Hart
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada
| | - Susan A Graham
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada; Owerko Centre and Department of Psychology, Alberta Children's Hospital Research Institute, Calgary, Alberta T2N 1N4, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, Alberta T2N 4N1, Canada
| | - Julia W Y Kam
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, Alberta T2N 4N1, Canada
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Medrano Nava E, Flores-Lázaro JC, Nicolini Sánchez H, Juárez García F. Effects of comorbidity on executive functions among children with ADHD, finding trends. APPLIED NEUROPSYCHOLOGY. CHILD 2024; 13:100-112. [PMID: 36395527 DOI: 10.1080/21622965.2022.2135440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
There is still no basic overview about the effect of various types of comorbidity in executive functions due to two main reasons: (1) the type and number of comorbidities in ADHD is significantly varied, (2) EFs are very diverse and have different neuropsychological properties. Our objective was to determine the effect of comorbid disorders (number and type) on the performance in a wide range (seven) of executive functions in a sample of children with ADHD. Fifty-five male children aged seven to nine years with ADHD were divided into six groups: G1 = ADHD only (ADHD-O), G1 = Oppositional defiant disorder (ODD), G3 = (anxiety/depressive disorder (ADD), G4 = ODD + ADD, G5 = ODD + learning disorder (LD), G6 = ODD + LD + conduct disorder (CD). The six groups exhibited different number of deficits in EFs; G1 showed only 1 deficit in contrast, G6 presented 11. Statistical analysis (ANOVA and logistic regression) identified three most affected EFs: Working memory, generation/classification of semantic categories, and inhibitory control. Alterations in EFs increased mainly in relation to the increase of the specific number and type of comorbidity. To date, no studies have addressed comorbidity from this perspective. A wide range approach of EF confirms the need to further study comorbidity in ADHD from a wide range/variety perspective and determine all possible combinations (number/type) to clarify its contribution to the complex neuropsychology functioning in ADHD.
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Affiliation(s)
- Eliana Medrano Nava
- Child Psychiatry Hospital, SAP-DJNN, Ministry of Health, Mexico City, Mexico
- Postgraduate program in Health Sciences, Faculty of Medicine, UNAM, Mexico City, Mexico
| | - Julio C Flores-Lázaro
- Child Psychiatry Hospital, SAP-DJNN, Ministry of Health, Mexico City, Mexico
- Psychology Faculty, UNAM, Mexico City, Mexico
| | - Humberto Nicolini Sánchez
- Genomics of Psychiatric and Neurodegenerative Diseases Laboratory, National Institute of Genomic Medicine (INMEGEN), Mexico City, Mexico
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Xiao R, Xu P, Liang XL, Zou Z, Zhong JG, Xiang MQ, Hou XH. Effects of the special olympics unified sports soccer training program on executive function in adolescents with intellectual disabilities. J Exerc Sci Fit 2024; 22:103-110. [PMID: 38268818 PMCID: PMC10806089 DOI: 10.1016/j.jesf.2023.12.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2023] [Revised: 12/09/2023] [Accepted: 12/18/2023] [Indexed: 01/26/2024] Open
Affiliation(s)
- Rang Xiao
- Guangzhou Sport University, Guangzhou, China
| | - Ping Xu
- Department of Educational Psychology, School of Leisure Sports and Management, Guangzhou Sport University, Guangzhou, China
| | - Xue-Lian Liang
- Department of Sports and Health, Guangzhou Sport University, Guangzhou, China
| | - Zhi Zou
- Department of Sports and Health, Guangzhou Sport University, Guangzhou, China
| | - Jiu-Gen Zhong
- Department of Sports and Health, Guangzhou Sport University, Guangzhou, China
- Shanghai University of Sport, Shanghai, China
| | - Ming-Qiang Xiang
- Department of Sports and Health, Guangzhou Sport University, Guangzhou, China
| | - Xiao-Hui Hou
- Department of Sports and Health, Guangzhou Sport University, Guangzhou, China
- Shanghai University of Sport, Shanghai, China
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Mei S, Gao Y, He W, Jarrold C, Wang T. Age-related differences in the removal of information from working memory. J Exp Child Psychol 2024; 240:105836. [PMID: 38176257 DOI: 10.1016/j.jecp.2023.105836] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Revised: 12/05/2023] [Accepted: 12/06/2023] [Indexed: 01/06/2024]
Abstract
Removal has been assumed to be a core mechanism in working memory. However, it remains unclear whether children can actively remove outdated information from working memory and how this ability develops as children age. The current study aimed to examine age-related differences in removal ability and its relations with cognitive control and working memory capacity. Children aged 7, 9, and 11 years performed a modified working memory updating task assessing removal efficiency. In addition, a battery of cognitive control and working memory capacity tasks was administered. Results indicated that updating response times decreased considerably when a longer time was given for removal, suggesting that children aged 7 to 11 years can actively remove outdated items from working memory prior to encoding the new ones and that removal efficiency increased with age. More important, age-related increases in removal efficiency occurred concurrently with the development of working memory capacity. Proactive control predicted removal efficiency over and beyond age and working memory capacity. The findings shed new light on the mechanisms underlying the development of working memory updating.
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Affiliation(s)
- Siyuan Mei
- Department of Psychology and Behavioral Sciences, Zhejiang University, 310058 Hangzhou, China
| | - Yang Gao
- Department of Psychology and Behavioral Sciences, Zhejiang University, 310058 Hangzhou, China
| | - Wanna He
- Department of Psychology and Behavioral Sciences, Zhejiang University, 310058 Hangzhou, China
| | | | - Tengfei Wang
- Department of Psychology and Behavioral Sciences, Zhejiang University, 310058 Hangzhou, China.
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Kim KJ, Chung SA, Lee SJ, Han DH. Temperamental and Neuropsychological Predictors for Major League Pro-Baseball Success. Sports Health 2024; 16:213-221. [PMID: 38348826 PMCID: PMC10916787 DOI: 10.1177/19417381241227642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2024] Open
Abstract
BACKGROUND Securing a professional baseball career is a formidable task, and only a unique few can overcome the obstacles necessary to become a Major League player in the Korea Baseball Organization (KBO). When achieving a spot in a KBO Major League team, a player's technical aspect may be influenced by their initial neuropsychological status. HYPOTHESIS Personality and neurocognitive functions influence long-term pro-baseball league success. STUDY DESIGN Cohort observational study. LEVEL OF EVIDENCE Level 3. METHODS From the start of each player's career, we monitored the status and course of 153 baseball players in the KBO from 2009 to 2019 who agreed to participate in this study. The Korean versions of the Temperament and Character Inventory (TCI) and the State-Trait Anxiety Inventory-Y (STAI-KY) analyzed traits and estimated state and trait anxiety levels, respectively. The Trail Making Test (TMT) (parts A and B) assessed attention shifting, and, in the Wisconsin Card Sorting Test (WCST), perseverative errors determined cognitive flexibility. Hierarchical logistic regression models were used to predict player status variables, with TCI and neurocognitive function variables as covariates. RESULTS High novelty-seeking scores, low state anxiety, and short TMT A results reliably predict KBO Major League participation in a player's third year. Similarly, low state anxiety scores and high harm avoidance, reward dependence, and self-transcendence scores accurately predict KBO Major League participation in a player's fifth year. Lastly, short TMT A results, low perseverative error scores, and high novelty-seeking, harm avoidance, reward dependence, and self-transcendence efficiently predict KBO Major League participation in a player's seventh year. CONCLUSION Draft ranking, personality, and neurocognitive function are associated with pro-baseball league achievement. In particular, personality and neuropsychological functions are associated with long-term success. CLINICAL RELEVANCE Clinically, sound personality and neuropsychological functions determine KBO Major League success.
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Affiliation(s)
- Kun Jung Kim
- Department of Psychiatry, Chung-Ang University, School of Medicine, Seoul, Korea
| | - Sung Ah Chung
- Department of Psychiatry, Chung-Ang University, School of Medicine, Seoul, Korea
| | - Sun Jae Lee
- Department of Psychiatry, Chung-Ang University, School of Medicine, Seoul, Korea
| | - Doug Hyun Han
- Department of Psychiatry, Chung-Ang University, School of Medicine, Seoul, Korea
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Wilbrecht L, Davidow JY. Goal-directed learning in adolescence: neurocognitive development and contextual influences. Nat Rev Neurosci 2024; 25:176-194. [PMID: 38263216 DOI: 10.1038/s41583-023-00783-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/12/2023] [Indexed: 01/25/2024]
Abstract
Adolescence is a time during which we transition to independence, explore new activities and begin pursuit of major life goals. Goal-directed learning, in which we learn to perform actions that enable us to obtain desired outcomes, is central to many of these processes. Currently, our understanding of goal-directed learning in adolescence is itself in a state of transition, with the scientific community grappling with inconsistent results. When we examine metrics of goal-directed learning through the second decade of life, we find that many studies agree there are steady gains in performance in the teenage years, but others report that adolescent goal-directed learning is already adult-like, and some find adolescents can outperform adults. To explain the current variability in results, sophisticated experimental designs are being applied to test learning in different contexts. There is also increasing recognition that individuals of different ages and in different states will draw on different neurocognitive systems to support goal-directed learning. Through adoption of more nuanced approaches, we can be better prepared to recognize and harness adolescent strengths and to decipher the purpose (or goals) of adolescence itself.
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Affiliation(s)
- Linda Wilbrecht
- Department of Psychology, University of California, Berkeley, CA, USA.
- Helen Wills Neuroscience Institute, University of California, Berkeley, CA, USA.
| | - Juliet Y Davidow
- Department of Psychology, Northeastern University, Boston, MA, USA.
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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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31
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Hobbiss MH, Lavie N. Sustained selective attention in adolescence: Cognitive development and predictors of distractibility at school. J Exp Child Psychol 2024; 238:105784. [PMID: 37862789 DOI: 10.1016/j.jecp.2023.105784] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Revised: 09/07/2023] [Accepted: 09/08/2023] [Indexed: 10/22/2023]
Abstract
Despite much research into the development of attention in adolescence, mixed results and between-task differences have precluded clear conclusions regarding the relative early or late maturation of attention abilities. Moreover, although adolescents constantly face the need to pay attention at school, it remains unclear whether laboratory measures of attention can predict their ability to sustain attention focus during lessons. Therefore, here we devised a task that was sensitive to measure both sustained and selective attention and tested whether task measures could predict adolescents' levels of inattention during lessons. In total, 166 adolescents (aged 12-17 years) and 50 adults performed a sustained selective attention task, searching for letter targets while ignoring salient yet entirely irrelevant distractor faces, under different levels of perceptual load-an established determinant of attention in adults. Inattention levels during a just preceding classroom lesson were measured using a novel self-report classroom distractibility checklist. The results established that sustained attention (measured with response variability) continued to develop throughout adolescence across perceptual load levels. In contrast, there was an earlier maturation of the effect of perceptual load on selective attention; load modulation of distractor interference was larger in the early adolescence period compared with later periods. Both distractor interference and response variability were significant unique predictors of distractibility in the classroom, including when controlling for interest in the lesson and cognitive aptitude. Overall, the results demonstrate divergence of development of sustained and selective attention in adolescence and establish both as significant predictors of attention in the important educational setting of school lessons.
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Affiliation(s)
- Michael H Hobbiss
- Institute of Cognitive Neuroscience, University College London, London WC1N 3AZ, UK.
| | - Nilli Lavie
- Institute of Cognitive Neuroscience, University College London, London WC1N 3AZ, UK
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32
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Peterson T, Dodson J, Hisey A, Sherwin R, Strale F. Examining the Effects of Discrete Trials, Mass Trials, and Naturalistic Environment Training on Autistic Individuals Using Repeated Measures. Cureus 2024; 16:e53371. [PMID: 38435164 PMCID: PMC10907925 DOI: 10.7759/cureus.53371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2023] [Accepted: 01/31/2024] [Indexed: 03/05/2024] Open
Abstract
INTRODUCTION Behavioral interventions based on applied behavior analysis (ABA) form current evidence-based practices in treating autism spectrum disorder (ASD). Research is scarce relative to the broad effects of intensive repetitive, discrete trial training, and mass trials combined with a naturalistic environment as measured by overall general target behaviors. The primary objective of this study was to evaluate the effectiveness of a mixed behavioral model consisting of discrete trial training and mass trial interventions in the naturalistic environment, using a repeated measures design with a retrospective snapshot cohort of 93 individuals with autism. METHODS A repeated measures analysis tracked 89 autistic children with four adult autistic individuals over seven time points during a three-month snapshot period from March 19, 2023, to June 11, 2023. This study determined the effectiveness of applied behavior analysis (ABA) interventions combining discrete trial training, mass trials, and naturalistic environment training on mastered broad target behaviors in autistic individuals using a mixed (between and within) ANOVA statistical design. RESULTS Mixed (between and within) ANOVA indicated overall statistical significance, F (6,674)=45.447, p<0.001, partial eta squared=0.365 across time. These results indicated a large effect size. Multiple comparisons showed statistical significance (p<0.001) on all 21 multiple comparisons between timepoints. There was also a significant interaction effect with time × age category, F (24,474)=2.961, p<0.001, partial eta squared=0.130. These results also indicated a large effect size. CONCLUSIONS Autistic individuals who received applied behavior analysis combining discrete trial training, mass trials, and naturalistic environment training intervention demonstrated statistically significant improvement in target behaviors over the three-month snapshot period, the most prominent being in the 13-16 years age category.
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Affiliation(s)
- Tami Peterson
- Applied Behavior Analysis, The Oxford Center, Brighton, USA
| | - Jessica Dodson
- Applied Behavior Analysis, The Oxford Center, Brighton, USA
| | - Alicia Hisey
- Physical Therapy, The Oxford Center, Brighton, USA
| | - Robert Sherwin
- Emergency Medicine, Wayne State University School of Medicine, Detroit, USA
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33
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Guerra G, Tijms J, Tierney A, Vaessen A, Dick F, Bonte M. Auditory attention influences trajectories of symbol-speech sound learning in children with and without dyslexia. J Exp Child Psychol 2024; 237:105761. [PMID: 37666181 DOI: 10.1016/j.jecp.2023.105761] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 07/25/2023] [Accepted: 07/27/2023] [Indexed: 09/06/2023]
Abstract
The acquisition of letter-speech sound correspondences is a fundamental process underlying reading development, one that could be influenced by several linguistic and domain-general cognitive factors. In the current study, we mimicked the first steps of this process by examining behavioral trajectories of audiovisual associative learning in 110 7- to 12-year-old children with and without dyslexia. Children were asked to learn the associations between eight novel symbols and native speech sounds in a brief training and subsequently read words and pseudowords written in the artificial orthography. We then investigated the influence of auditory attention as one of the putative domain-general factors influencing associative learning. To this aim, we assessed children with experimental measures of auditory sustained selective attention and interference control. Our results showed shallower learning trajectories in children with dyslexia, especially during the later phases of the training blocks. Despite this, children with dyslexia performed similarly to typical readers on the post-training reading tests using the artificial orthography. Better auditory sustained selective attention and interference control skills predicted greater response accuracy during training. Sustained selective attention was also associated with the ability to apply these novel correspondences in the reading tests. Although this result has the limitations of a correlational design, it denotes that poor attentional skills may constitute a risk during the early stages of reading acquisition, when children start to learn letter-speech sound associations. Importantly, our findings underscore the importance of examining dynamics of learning in reading acquisition as well as individual differences in more domain-general attentional factors.
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Affiliation(s)
- Giada Guerra
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London WC1E 7HX, UK; Maastricht Brain Imaging Center and Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, 6229 ER Maastricht, The Netherlands.
| | - Jurgen Tijms
- RID Institute, Nieuwe Achtergracht 129, 1018 WS Amsterdam, The Netherlands; Rudolf Berlin Center, Department of Psychology, University of Amsterdam, 1018 WT Amsterdam, The Netherlands
| | - Adam Tierney
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London WC1E 7HX, UK
| | - Anniek Vaessen
- RID Institute, Nieuwe Achtergracht 129, 1018 WS Amsterdam, The Netherlands
| | - Frederic Dick
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London WC1E 7HX, UK; Department of Experimental Psychology, Division of Psychology and Language Sciences, University College London, London WC1H 0AP, UK
| | - Milene Bonte
- Maastricht Brain Imaging Center and Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, 6229 ER Maastricht, The Netherlands
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Prodan N, Ding XP, Visu-Petra L. Truthful yet misleading: Elementary second-order deception in school-age children and its sociocognitive correlates. J Exp Child Psychol 2024; 237:105759. [PMID: 37597452 DOI: 10.1016/j.jecp.2023.105759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 06/29/2023] [Accepted: 07/24/2023] [Indexed: 08/21/2023]
Abstract
In highly competitive contexts, deceptive intentions might be transparent, so conveying only false information to the opponent can become a predictable strategy. In such situations, alternating between truths and lies (second-order lying behavior) represents a less foreseeable option. The current study investigated the development of 8- to 10-year-old children's elementary second-order deception in relation to their attribution of ignorance (first- and second-order ignorance) and executive functions (inhibitory control, shifting ability, and verbal working memory). An adapted version of the hide-and-seek paradigm was used to assess children's second-order lie-telling, in which children were asked to hide a coin in either of their hands. Unlike the standard paradigm, the opponent did not consistently look for the coin in the location indicated by the children, so children needed to switch between telling simple lies and truths (elementary second-order lies about the coin location) to successfully deceive the recipient. The results showed that older children were less likely to tell elementary second-order lies. However, across the sample, when children decided to lie, this ability was positively related to their second-order ignorance attribution and their verbal working memory. Moreover, we obtained preliminary evidence for the presence of a habituation effect in second-order lying, with children being more accurate and having less variability in their truthful-to-deceive responses (this being the more frequently elicited response) than when telling lies to deceive. Our findings could have implications for understanding the mechanisms underlying children's ability to alternate between truths and lies to deceive.
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Affiliation(s)
- Narcisa Prodan
- Department of Psychology, Babes-Bolyai University, 400015 Cluj-Napoca, Cluj, Romania
| | - Xiao Pan Ding
- Department of Psychology, National University of Singapore, 117570 Singapore, Singapore
| | - Laura Visu-Petra
- Department of Psychology, Babes-Bolyai University, 400015 Cluj-Napoca, Cluj, Romania; Department of Social and Human Research, Romanian Academy, 400015 Cluj-Napoca, Romania.
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Lo YH, Chiu A, Tseng P. Driving Frequency Modulates Correlations Between Executive Functions and Driving Performance: A Driving Simulator Study. Percept Mot Skills 2023; 130:2410-2429. [PMID: 37962038 DOI: 10.1177/00315125231209646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2023]
Abstract
Driving a car requires a complex combination of various cognitive functions (e.g., visual perception, motor control, decision making, and others), and deficits in any of these processes may compromise driving safety. Amongst these, executive functions such as inhibitory control, task switching, and decision-making are important, as they enable drivers to process information from their surroundings and respond appropriately to changing road conditions. Although previous research has focused on laboratory measures of individual executive functions, it remains unclear whether performance on such laboratory tests readily translates to actual on-the-road driving performance, especially since drivers' skill levels can vary widely, based on their driving frequency. To this end, we divided 30 participants into two categories based on their driving frequency (i.e., daily commuter vs. weekend only drivers), and we used three well-known executive functioning tasks (the stop signal task, Iowa gambling task or IGT, and a task-switching test) to see whether scores on these tasks predicted such driving performances and behaviors such as braking time, lane-keeping, speed limit violations, and inter-vehicle distance (e.g., in a driving simulator). Participants went through a follow-lead-car scenario in the driving simulator for 20 minutes and then completed the three executive tasks. We found that stop signal reaction time (SSRT) best predicted driving performance, and remained predictive against driver distraction, as well as variabilities in driving frequency. The IGT predicted speed limit violations in high-frequency drivers, whereas task-switching cost predicted lane keeping performance in low-frequency drivers. Together, these results highlight the importance of driving frequency when considering correlates between executive functions and driving performance and behavior. They also imply that executive tasks better predict driving performance in low-frequency (or inexperienced) drivers, while driver temperament (i.e., impulsiveness as indicated by IGT) better predicted driving performance in high-frequency (or experienced) drivers.
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Affiliation(s)
- Yu-Hui Lo
- Department of Psychology, National Taiwan University, Taipei, Taiwan
| | - Afee Chiu
- Inventec Corporation, Taoyuan City, Taiwan
| | - Philip Tseng
- Department of Psychology, National Taiwan University, Taipei, Taiwan
- Research Center for Mind, Brain & Learning, National Chengchi University, Taipei, Taiwan
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36
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Anderson J, Calhoun VD, Pearlson GD, Hawkins KA, Stevens MC. Age-related, multivariate associations between white matter microstructure and behavioral performance in three executive function domains. Dev Cogn Neurosci 2023; 64:101318. [PMID: 37875033 PMCID: PMC10618425 DOI: 10.1016/j.dcn.2023.101318] [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: 06/01/2023] [Revised: 10/04/2023] [Accepted: 10/20/2023] [Indexed: 10/26/2023] Open
Abstract
The executive function (EF) domains of working memory (WM), response inhibition (RI), and set shifting (SS) show maturational gains and are linked to neuroimaging-measured brain changes. This study explored ways in which maturation-linked differences in EF abilities are systematically associated with white matter microstructural differences from adolescence into young adulthood. Diffusion tensor imaging (DTI) and nine neurocognitive tests were collected from 120 healthy subjects ages 12-24. Analyses across the white matter skeleton were performed, focusing on fractional anisotropy (FA). Data were 'fused' using a multivariate technique (CCA+jICA), producing four independent components (ICs) depicting white matter FA values that covaried with test performance. Correlations between age and IC loading coefficients identified three EF-DTI profiles that may change developmentally. In one, SS performance was linked to greater reliance on the FA of ventral brain tracts, and less on dorsal tracts with age. In another, white matter microstructure was related to a pattern of strong WM and weak SS that became more pronounced with age. A final IC revealed that younger individuals with low RI and high WM/SS skills typically matured out of this cognitive imbalance, underscored by white matter changes with age. These novel multivariate results begin to emphasize the complexity of brain structure-cognition relationships in adolescents and young adults.
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Affiliation(s)
- Jacey Anderson
- Olin Neuropsychiatry Research Center, Institute of Living, 200 Retreat Ave, Hartford, CT 06106, USA.
| | - Vince D Calhoun
- Department of Psychology, Georgia State University, 33 Gilmer St SE , Atlanta, GA 30303, USA
| | - Godfrey D Pearlson
- Olin Neuropsychiatry Research Center, Institute of Living, 200 Retreat Ave, Hartford, CT 06106, USA; Yale University School of Medicine, 333 Cedar St, New Haven, CT 06510, USA
| | - Keith A Hawkins
- Yale University School of Medicine, 333 Cedar St, New Haven, CT 06510, USA
| | - Michael C Stevens
- Olin Neuropsychiatry Research Center, Institute of Living, 200 Retreat Ave, Hartford, CT 06106, USA; Yale University School of Medicine, 333 Cedar St, New Haven, CT 06510, USA
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Iglesias-Sarmiento V, Carriedo N, Rodríguez-Villagra OA, Pérez L. Executive functioning skills and (low) math achievement in primary and secondary school. J Exp Child Psychol 2023; 235:105715. [PMID: 37307647 DOI: 10.1016/j.jecp.2023.105715] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Revised: 05/12/2023] [Accepted: 05/19/2023] [Indexed: 06/14/2023]
Abstract
Schoolchildren with better executive functioning skills achieve better mathematics results. It is less clear how inhibition, cognitive flexibility, and working memory combine to predict mathematics achievement and difficulty throughout primary and secondary school. This study aimed to find the best combination of executive function measures for predicting mathematical achievement in Grades 2, 6, and 10 and to test whether this combination predicts the probability of having mathematical difficulties across school grades even when fluid intelligence and processing speed were included in the models. A total of 426 students-141 2nd graders (72 girls), 143 6th graders (72 girls), and 142 10th graders (79 girls)-were cross-sectionally assessed with 12 executive tasks, one standardized mathematical task, and a standardized test of intelligence. Bayesian regression analyses found various combinations of executive predictors of mathematical achievement for each school grade spanning Grade 2 to measures of cognitive inhibition (negative priming) and cognitive flexibility (verbal fluency); Grade 6 to measures of inhibition: resistance to distractor interference (receptive attention), cognitive flexibility (local-global), and working memory (counting span); and Grade 10 to measures of inhibition: resistance to distractor interference (receptive attention) and prepotent response inhibition (stop signal) and working memory (reading span). Logistic regression showed that the executive models derived from the Bayesian analyses had a similar ability to classify students with mathematical difficulty and their peers with typical achievement to broader cognitive models that included fluid intelligence and processing speed. Measures of processing speed, cognitive flexibility (local-global), and prepotent response inhibition (stop signal) were the main risk factors in Grades 2, 6, and 10, respectively. Cognitive flexibility (verbal fluency) in Grade 2 and fluid intelligence, which was more stable in all three grades, acted as protective factors against mathematical difficulty. These findings inform practical considerations for establishing preventive and intervention proposals.
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Affiliation(s)
- Valentín Iglesias-Sarmiento
- Department of Evolutionary Psychology and Communication, University of Vigo, Campus Universitario de Ourense, 32004, Vigo, Spain
| | - Nuria Carriedo
- Departamento de Psicología Evolutiva y de la Educación, National Distance Education University (UNED), 28040 Madrid, Spain.
| | - Odir A Rodríguez-Villagra
- Institute for Psychological Research, University of Costa Rica, San José, 11501-2060, Costa Rica; Neuroscience Research Center, University of Costa Rica, San José 11501-2060, Costa Rica
| | - Leire Pérez
- Department of Evolutionary Psychology and Communication, University of Vigo, Campus Universitario de Ourense, 32004, Vigo, Spain
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Karousou A, Economacou D, Makris N. Clustering and Switching in Semantic Verbal Fluency: Their Development and Relationship with Word Productivity in Typically Developing Greek-Speaking Children and Adolescents. J Intell 2023; 11:209. [PMID: 37998708 PMCID: PMC10671952 DOI: 10.3390/jintelligence11110209] [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: 07/26/2023] [Revised: 10/13/2023] [Accepted: 10/28/2023] [Indexed: 11/25/2023] Open
Abstract
Performance in semantic verbal fluency (SVF) tasks, mainly measured by the number of words of a particular semantic category produced within a limited time, is a widely accepted measure of cognitive functioning used in the neuropsychological assessment of children and adults. Two strategic processes, Clustering and Switching (C&S) have been proposed to underlie fluency processes and affect performance in the task. However, few studies have reported on the development of those cognitive strategies and their relationship with word productivity in typically developing children. Even fewer studies have covered a broad developmental period from preschool to adolescence or measured the effect of contextual factors in this relationship. Based on a sample of 472 typically developing Greek-speaking children aged 4;0 to 16;11 years, we investigated the development of SVF performance and reported on the degree to which it is affected by C&S strategies, children's sex, and level of parental education. Results revealed a large effect of age on word productivity and on the use of C&S strategies. Two switching factors (number of clusters and number of switches) and two clustering factors (mean cluster size and a novel measure, maximum cluster size), appeared to be significantly associated with word productivity, with the largest effect being attributed to the two switching factors. C&S factors, together with children's age and parental education, predicted 91.7% of the variance in the SVF score. Children's sex was not found to have a significant effect on either word productivity or C&S strategies. Results are discussed for their theoretical implications on the strategic processes underlying word production in typically developing children.
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Affiliation(s)
- Alexandra Karousou
- Department of Education Sciences in Early Childhood, Democritus University of Thrace, 681 00 Alexandroupolis, Greece
| | - Dimitra Economacou
- Department of Primary Education, Democritus University of Thrace, 671 32 Xanthi, Greece; (D.E.); (N.M.)
| | - Nikos Makris
- Department of Primary Education, Democritus University of Thrace, 671 32 Xanthi, Greece; (D.E.); (N.M.)
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Lehmann J. Is there a relationship between executive functions and resilience in youth elite soccer players? Brain Behav 2023; 13:e3122. [PMID: 37626476 PMCID: PMC10570473 DOI: 10.1002/brb3.3122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Revised: 05/30/2023] [Accepted: 06/01/2023] [Indexed: 08/27/2023] Open
Abstract
BACKGROUND While the relationship between cognitive performance and sport performance in youth elite soccer players has proponents as well as opponents, many aspects of this relationship remain unclear. Therefore, this quasi-experimental study wants to contribute to this relationship including the psychological aspect of resilience when investigating youth elite soccer players during an assessment selection for a representative team. METHODS Questionnaires as well as computer-based tests were conducted. RESULTS Results of this study showed no relationship between resilience and executive function in youth elite soccer players. Furthermore, no differences in executive functions or in resilience were found between those players who are selected for a representative team and those who were not selected. CONCLUSION The results indicate that further research needs to be conducted to clarify possible relationships in more detail.
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Affiliation(s)
- Jennifer Lehmann
- Institute of Sport Science, Faculty of Human SciencesUniversity of RegensburgRegensburgGermany
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Sankalaite S, Huizinga M, Warreyn P, Dewandeleer J, Baeyens D. The association between working memory, teacher-student relationship, and academic performance in primary school children. Front Psychol 2023; 14:1240741. [PMID: 37809289 PMCID: PMC10556679 DOI: 10.3389/fpsyg.2023.1240741] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 09/07/2023] [Indexed: 10/10/2023] Open
Abstract
Introduction Early relationships with teachers play an important role in children's development and significantly influence students' cognitive and academic performance. Studies suggest that working memory (WM) is a strong predictor of academic achievement, especially of reading and arithmetic outcomes. The associations between teacher-student relationship (TSR) quality, children's WM skills and their academic performance have been reported in numerous observational studies. However, the potentially bidirectional and temporal nature of the relationships between these constructs is understudied. Methods The purpose of this study was to investigate the relationships between primary school children's WM and TSR by applying a cross-lagged design and measuring these constructs at three time points throughout the academic year. More exploratively, this study investigated how WM and TSR bidirectionally relate to children's academic performance. Results The findings of this study revealed a temporal relationship between WM and TSR: between WM-related problems in the classroom at baseline and conflict at 3-month follow-up, and between closeness at 3-month follow-up and WM-related problems in the classroom at 5-month follow-up. Moreover, the findings showed a bidirectional relationship between arithmetic performance and WM-related problematic behaviour. Discussion This study highlights that relationships between the teacher and students play an important role in supporting students' cognitive and academic development. Importantly, this study suggests that children with WM problems may benefit from interventions that focus on improving their relationships with teachers. Additionally, the findings propose that interventions targeting WM may also have positive effects on children's academic performance.
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Affiliation(s)
- Simona Sankalaite
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Mariëtte Huizinga
- Department of Educational and Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Petra Warreyn
- Department of Experimental Clinical and Health Psychology, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium
| | - Jolien Dewandeleer
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Dieter Baeyens
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
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Moya-Higueras J, Solé-Puiggené M, Vita-Barrull N, Estrada-Plana V, Guzmán N, Arias S, Garcia X, Ayesa-Arriola R, March-Llanes J. Just Play Cognitive Modern Board and Card Games, It's Going to Be Good for Your Executive Functions: A Randomized Controlled Trial with Children at Risk of Social Exclusion. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1492. [PMID: 37761453 PMCID: PMC10527566 DOI: 10.3390/children10091492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Revised: 07/25/2023] [Accepted: 08/25/2023] [Indexed: 09/29/2023]
Abstract
Modern board and card games are usually used for leisure. Few studies have focused on the type of game played in vulnerable populations. Therefore, the main aim of this study was to test the effectiveness of playing modern board and card games to enhance updating, inhibition, and flexibility in children at risk of social exclusion using games that activated specific basic executive functions. We developed a quadruple-blind randomized clinical trial during the COVID-19 pandemic. Sixty-eight participants (7-12 years old) were divided into two experimental groups: 35 children played games that directly activated basic executive functions, and 33 played games that directly triggered other cognitive domains. The primary statistical analysis consisted of mixed models. We found significant time effects in cognitive flexibility and inhibition and, to a lesser extent, in working memory in both gaming groups. We analyzed the cognitive profile of the games and found that all the games activated basic executive functions significantly, irrespective of the experimental group. Therefore, it is possible that playing any type of modern board and card game (excluding games with a high incidence of luck) could be beneficial for children at risk of social exclusion.
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Affiliation(s)
- Jorge Moya-Higueras
- Department of Psychology, Sociology and Social Work, Faculty of Education, Psychology and Social Work, University of Lleida, 25001 Lleida, Spain; (M.S.-P.); (N.V.-B.); (V.E.-P.); (J.M.-L.)
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Instituto de Salud Carlos III, 28029 Madrid, Spain;
- Institut de Desenvolupament Social i Territorial (INDEST), 25001 Lleida, Spain
| | - Marina Solé-Puiggené
- Department of Psychology, Sociology and Social Work, Faculty of Education, Psychology and Social Work, University of Lleida, 25001 Lleida, Spain; (M.S.-P.); (N.V.-B.); (V.E.-P.); (J.M.-L.)
- Institut de Desenvolupament Social i Territorial (INDEST), 25001 Lleida, Spain
| | - Nuria Vita-Barrull
- Department of Psychology, Sociology and Social Work, Faculty of Education, Psychology and Social Work, University of Lleida, 25001 Lleida, Spain; (M.S.-P.); (N.V.-B.); (V.E.-P.); (J.M.-L.)
- Institut de Desenvolupament Social i Territorial (INDEST), 25001 Lleida, Spain
| | - Verónica Estrada-Plana
- Department of Psychology, Sociology and Social Work, Faculty of Education, Psychology and Social Work, University of Lleida, 25001 Lleida, Spain; (M.S.-P.); (N.V.-B.); (V.E.-P.); (J.M.-L.)
- Institut de Desenvolupament Social i Territorial (INDEST), 25001 Lleida, Spain
| | - Núria Guzmán
- Atención, Familia, Infancia, Mayores (AFIM21), 04005 Almería, Spain;
| | | | - Xesca Garcia
- Asociación PROSEC Promotora Social, 25002 Lleida, Spain;
| | - Rosa Ayesa-Arriola
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Instituto de Salud Carlos III, 28029 Madrid, Spain;
- Research Group on Mental Illnesses, Valdecilla Biomedical Research Institute (IDIVAL), 39011 Santander, Spain
- Department of Molecular Biology, School of Medicine, University of Cantabria, 39011 Santander, Spain
| | - Jaume March-Llanes
- Department of Psychology, Sociology and Social Work, Faculty of Education, Psychology and Social Work, University of Lleida, 25001 Lleida, Spain; (M.S.-P.); (N.V.-B.); (V.E.-P.); (J.M.-L.)
- Institut de Desenvolupament Social i Territorial (INDEST), 25001 Lleida, Spain
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Ma J, Tang L, Peng P, Wang T, Gui H, Ren X. Shifting as an executive function separate from updating and inhibition in old age: Behavioral and genetic evidence. Behav Brain Res 2023; 452:114604. [PMID: 37516210 DOI: 10.1016/j.bbr.2023.114604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Revised: 07/09/2023] [Accepted: 07/26/2023] [Indexed: 07/31/2023]
Abstract
This study aimed to examine the organization of executive functions (EFs), specifically working memory updating, prepotent response inhibition, and mental-set shifting in old age, with a particular focus on determining whether the shifting function was behaviorally and genetically separated from the other functions. A total of 248 healthy older Chinese individuals participated, and multiple measures of executive functions were collected. Additionally, measures of fluid intelligence were included to explore the varying relationships between the three executive functions and this higher-order cognitive ability. Furthermore, genetic data were gathered and analyzed to investigate the associations between EFs and six candidate single-nucleotide polymorphisms (SNPs) mapped to dopaminergic, serotonergic, or glutamatergic genes. The results indicated that both the three-factor model and the two-factor model, which combined updating and inhibition, demonstrated a good fit. Furthermore, shifting was found to be behaviorally separated from the other two functions, and the correlation between shifting and fluid intelligence was smaller compared to the correlations between updating and inhibition with fluid intelligence. Moreover, the DRD2 SNPs showed significant associations with shifting, rather than with updating and inhibition. These findings provide evidence that shifting is distinct and separate from updating and inhibition, highlighting the diversity of EFs among older adults.
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Affiliation(s)
- Juanjuan Ma
- School of Education, Huazhong University of Science & Technology, Wuhan, China
| | - Lixu Tang
- School of Wushu, Wuhan Sports University, Wuhan 430079, China
| | - Peng Peng
- Department of Special Education, University of Texas at Austin, Austin, USA
| | - Tengfei Wang
- Department of Psychology, Zhejiang University, Hangzhou, China
| | - Hongsheng Gui
- Behavioral Health Services and Psychiatry Research, Henry Ford Health, USA; Department of Psychiatry, Michigan State University, USA
| | - Xuezhu Ren
- School of Education, Huazhong University of Science & Technology, Wuhan, China.
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Larsen B, Baller EB, Boucher AA, Calkins ME, Laney N, Moore TM, Roalf DR, Ruparel K, Gur RC, Gur RE, Georgieff MK, Satterthwaite TD. Development of Iron Status Measures during Youth: Associations with Sex, Neighborhood Socioeconomic Status, Cognitive Performance, and Brain Structure. Am J Clin Nutr 2023; 118:121-131. [PMID: 37146760 PMCID: PMC10375461 DOI: 10.1016/j.ajcnut.2023.05.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Revised: 04/24/2023] [Accepted: 05/01/2023] [Indexed: 05/07/2023] Open
Abstract
BACKGROUND Iron is essential to brain function, and iron deficiency during youth may adversely impact neurodevelopment. Understanding the developmental time course of iron status and its association with neurocognitive functioning is important for identifying windows for intervention. OBJECTIVES This study aimed to characterize developmental change in iron status and understand its association with cognitive performance and brain structure during adolescence using data from a large pediatric health network. METHODS This study included a cross-sectional sample of 4899 participants (2178 males; aged 8-22 y at the time of participation, M [SD] = 14.24 [3.7]) who were recruited from the Children's Hospital of Philadelphia network. Prospectively collected research data were enriched with electronic medical record data that included hematological measures related to iron status, including serum hemoglobin, ferritin, and transferrin (33,015 total samples). At the time of participation, cognitive performance was assessed using the Penn Computerized Neurocognitive Battery, and brain white matter integrity was assessed using diffusion-weighted MRI in a subset of individuals. RESULTS Developmental trajectories were characterized for all metrics and revealed that sex differences emerged after menarche such that females had reduced iron status relative to males [all R2partial > 0.008; all false discovery rates (FDRs) < 0.05]. Higher socioeconomic status was associated with higher hemoglobin concentrations throughout development (R2partial = 0.005; FDR < 0.001), and the association was greatest during adolescence. Higher hemoglobin concentrations were associated with better cognitive performance during adolescence (R2partial = 0.02; FDR < 0.001) and mediated the association between sex and cognition (mediation effect = -0.107; 95% CI: -0.191, -0.02). Higher hemoglobin concentration was also associated with greater brain white matter integrity in the neuroimaging subsample (R2partial = 0.06, FDR = 0.028). CONCLUSIONS Iron status evolves during youth and is lowest in females and individuals of low socioeconomic status during adolescence. Diminished iron status during adolescence has consequences for neurocognition, suggesting that this critical period of neurodevelopment may be an important window for intervention that has the potential to reduce health disparities in at-risk populations.
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Affiliation(s)
- Bart Larsen
- Penn Lifespan Informatics and Neuroimaging Center, University of Pennsylvania, Philadelphia, PA, United States; Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States; Penn/Children's Hospital of Philadelphia Lifespan Brain Institute, University of Pennsylvania, Philadelphia, PA, United States.
| | - Erica B Baller
- Penn Lifespan Informatics and Neuroimaging Center, University of Pennsylvania, Philadelphia, PA, United States; Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States; Penn/Children's Hospital of Philadelphia Lifespan Brain Institute, University of Pennsylvania, Philadelphia, PA, United States
| | - Alexander A Boucher
- Department of Pediatrics, Division of Pediatric Hematology/Oncology, University of Minnesota, Minneapolis, MN, United States
| | - Monica E Calkins
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States; Penn/Children's Hospital of Philadelphia Lifespan Brain Institute, University of Pennsylvania, Philadelphia, PA, United States
| | - Nina Laney
- Penn/Children's Hospital of Philadelphia Lifespan Brain Institute, University of Pennsylvania, Philadelphia, PA, United States
| | - Tyler M Moore
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States; Penn/Children's Hospital of Philadelphia Lifespan Brain Institute, University of Pennsylvania, Philadelphia, PA, United States
| | - David R Roalf
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States; Penn/Children's Hospital of Philadelphia Lifespan Brain Institute, University of Pennsylvania, Philadelphia, PA, United States
| | - Kosha Ruparel
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States; Penn/Children's Hospital of Philadelphia Lifespan Brain Institute, University of Pennsylvania, Philadelphia, PA, United States
| | - Ruben C Gur
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States; Penn/Children's Hospital of Philadelphia Lifespan Brain Institute, University of Pennsylvania, Philadelphia, PA, United States; Department of Radiology, University of Pennsylvania, Philadelphia, PA, United States
| | - Raquel E Gur
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States; Penn/Children's Hospital of Philadelphia Lifespan Brain Institute, University of Pennsylvania, Philadelphia, PA, United States; Department of Radiology, University of Pennsylvania, Philadelphia, PA, United States
| | - Michael K Georgieff
- Department of Pediatrics, Division of Neonatology, University of Minnesota Medical School, Minneapolis, MN, United States
| | - Theodore D Satterthwaite
- Penn Lifespan Informatics and Neuroimaging Center, University of Pennsylvania, Philadelphia, PA, United States; Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States; Penn/Children's Hospital of Philadelphia Lifespan Brain Institute, University of Pennsylvania, Philadelphia, PA, United States
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Tepper D, Shnookal J, Howell T, Bennett P. Can Interacting with Animals Improve Executive Functions? A Systematic Review. Animals (Basel) 2023; 13:2080. [PMID: 37443878 DOI: 10.3390/ani13132080] [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: 05/08/2023] [Revised: 06/20/2023] [Accepted: 06/20/2023] [Indexed: 07/15/2023] Open
Abstract
There has been growing interest in the potential benefits of using human-animal interactions to improve executive functions: cognitive processes that allow individuals to plan, solve problems, and self-regulate behaviour. To date, no comprehensive review has been conducted. The purpose of this study was to evaluate existing literature, adopting broad inclusion criteria. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 16 papers were identified from peer-reviewed literature. Additional papers were identified from grey literature, including 6 dissertations and 1 thesis. A review of these 23 studies found that human-animal interactions and executive functions are investigated in three main ways: (1) exploring the potential benefits of the human-pet relationship, (2) exploring the impact of an animal's presence during administration of executive function tests, and (3) evaluating the efficacy of animal-assisted services (e.g., animal-assisted therapy) on executive functions. Five of the included studies reported a significant improvement across all measured domains of executive functions, but effect sizes were underreported. Comparatively, 9 studies reported mixed findings, d = 0.32-0.55, while 8 studies reported no significant results. The overall rigour of the research was limited, with great heterogeneity between the study methodologies and outcome measures used. It is recommended that future studies utilise high-quality research methodologies through the use of randomisation, pre- and postmeasures, and appropriate control conditions, where possible.
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Affiliation(s)
- Deanna Tepper
- School of Psychology and Public Health, La Trobe University, Bendigo, VIC 3550, Australia
| | - Joanna Shnookal
- School of Psychology and Public Health, La Trobe University, Bendigo, VIC 3550, Australia
| | - Tiffani Howell
- School of Psychology and Public Health, La Trobe University, Bendigo, VIC 3550, Australia
| | - Pauleen Bennett
- School of Psychology and Public Health, La Trobe University, Bendigo, VIC 3550, Australia
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Rogers CJ, Tolmie A, Massonnié J, Thomas MSC. Complex cognition and individual variability: a mixed methods study of the relationship between creativity and executive control. Front Psychol 2023; 14:1191893. [PMID: 37425186 PMCID: PMC10323225 DOI: 10.3389/fpsyg.2023.1191893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Accepted: 06/06/2023] [Indexed: 07/11/2023] Open
Abstract
One of the methodological challenges of educational neuroscience is understanding real world cognition in the multifaceted environment of the classroom. Complex cognition does not simplify to processes (which might be satisfactorily measured in the lab) but to sets of activities, likely to vary between individuals, which involve the iterative use of multiple processes, as well as the environment, over an extended period of time. As such, studying complex cognition requires methodological flexibility; any single method is unlikely to provide complete answers. We illustrate this idea with our research exploring the relationship between executive control (EC) and creativity in primary school age children; in it, we used both qualitative and quantitative tools and a novel approach to bringing both sets of findings together. Quantitative findings helped inform 'how much' a participant could deploy EC or creative thinking, while qualitative findings told us more about 'how' they deployed EC in their creativity. Through triangulating findings, we gained insights which would have remained obscure using either approach alone; namely, first, that wide variation in how children deploy EC in creativity means that the same creative results can be achieved with very different levels of EC involvement, and second, that high levels of EC can limit creativity. We argue that, beyond the specific findings of this study, there might be useful broader methodological lessons for educational neuroscience. We also attempt to demystify mixed methods by showing that a multi-pronged approach is more feasible than many assume; for example, by using existing, familiar tools in novel ways. In our work, we redeployed well-established quantitative tests used in creativity research as stimuli for qualitative investigation. For educational neuroscience to evolve its understanding of complex cognition, we suggest it might benefit from being innovative, open-minded and ambitious in how it exploits the diversity of methodological tools available.
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Affiliation(s)
- Cathy J. Rogers
- Centre for Educational Neuroscience, Department of Psychological Sciences, Birkbeck University of London, London, United Kingdom
| | - Andrew Tolmie
- Centre for Educational Neuroscience, Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
| | - Jessica Massonnié
- School of Education, Languages and Linguistics, Faculty of Humanities and Social Sciences, University of Portsmouth, Portsmouth, United Kingdom
| | - Michael S. C. Thomas
- Centre for Educational Neuroscience, Department of Psychological Sciences, Birkbeck University of London, London, United Kingdom
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Dobbelaar S, Achterberg M, van Duijvenvoorde ACK, van IJzendoorn MH, Crone EA. Developmental patterns and individual differences in responding to social feedback: A longitudinal fMRI study from childhood to adolescence. Dev Cogn Neurosci 2023; 62:101264. [PMID: 37331231 PMCID: PMC10285498 DOI: 10.1016/j.dcn.2023.101264] [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: 10/10/2022] [Revised: 06/08/2023] [Accepted: 06/09/2023] [Indexed: 06/20/2023] Open
Abstract
Learning to control behavior when receiving feedback underlies social adaptation in childhood and adolescence, and is potentially strengthened by environmental support factors, such as parents. This study examined the neural development of responding to social feedback from childhood to adolescence, and effects of parental sensitivity on this development. We studied these questions in a 3-wave longitudinal fMRI sample (ages 7-13 years, n = 512). We measured responses to feedback using the fMRI Social Network Aggression Task through noise blasts following peer feedback and associated neural activity, and parental sensitivity using observations of parent-child interactions during Etch-a-Sketch. Results revealed largest reductions in noise blasts following positive feedback between middle and late childhood and following negative feedback between late childhood and early adolescence. Additionally, brain-behavior associations between dorsolateral prefrontal cortex activation and noise blast durations became more differentiated across development. Parental sensitivity was only associated with noise blast duration following positive feedback in childhood, but not in adolescence. There was no relation between parental sensitivity and neural activity. Our findings contribute to our understanding of neural development and individual differences in responding to social feedback, and the role of parenting in supporting children's adaption to social feedback.
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Affiliation(s)
- Simone Dobbelaar
- Leiden Consortium on Individual Development, Leiden University, the Netherlands; Developmental and Educational Psychology, Leiden University, the Netherlands; Leiden Institute for Brain and Cognition, Leiden University, the Netherlands; Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, the Netherlands.
| | - Michelle Achterberg
- Leiden Consortium on Individual Development, Leiden University, the Netherlands; Developmental and Educational Psychology, Leiden University, the Netherlands; Leiden Institute for Brain and Cognition, Leiden University, the Netherlands; Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, the Netherlands
| | - Anna C K van Duijvenvoorde
- Leiden Consortium on Individual Development, Leiden University, the Netherlands; Developmental and Educational Psychology, Leiden University, the Netherlands; Leiden Institute for Brain and Cognition, Leiden University, the Netherlands
| | - Marinus H van IJzendoorn
- Leiden Consortium on Individual Development, Leiden University, the Netherlands; Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, the Netherlands; Research Department of Clinical, Education and Health Psychology, UCL, University of London, United Kingdom
| | - Eveline A Crone
- Leiden Consortium on Individual Development, Leiden University, the Netherlands; Developmental and Educational Psychology, Leiden University, the Netherlands; Leiden Institute for Brain and Cognition, Leiden University, the Netherlands; Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, the Netherlands
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Everaert E, Vorstman JAS, Selten IS, Slieker MG, Wijnen F, Boerma TD, Houben ML. Executive functioning in preschoolers with 22q11.2 deletion syndrome and the impact of congenital heart defects. J Neurodev Disord 2023; 15:15. [PMID: 37173621 PMCID: PMC10181926 DOI: 10.1186/s11689-023-09484-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Accepted: 04/28/2023] [Indexed: 05/15/2023] Open
Abstract
BACKGROUND Executive functioning (EF) is an umbrella term for various cognitive functions that play a role in monitoring and planning to effectuate goal-directed behavior. The 22q11.2 deletion syndrome (22q11DS), the most common microdeletion syndrome, is associated with a multitude of both somatic and cognitive symptoms, including EF impairments in school-age and adolescence. However, results vary across different EF domains and studies with preschool children are scarce. As EF is critically associated with later psychopathology and adaptive functioning, our first aim was to study EF in preschool children with 22q11DS. Our second aim was to explore the effect of a congenital heart defects (CHD) on EF abilities, as CHD are common in 22q11DS and have been implicated in EF impairment in individuals with CHD without a syndromic origin. METHODS All children with 22q11DS (n = 44) and typically developing (TD) children (n = 81) were 3.0 to 6.5 years old and participated in a larger prospective study. We administered tasks measuring visual selective attention, visual working memory, and a task gauging broad EF abilities. The presence of CHD was determined by a pediatric cardiologist based on medical records. RESULTS Analyses showed that children with 22q11DS were outperformed by TD peers on the selective attention task and the working memory task. As many children were unable to complete the broad EF task, we did not run statistical analyses, but provide a qualitative description of the results. There were no differences in EF abilities between children with 22q11DS with and without CHDs. CONCLUSION To our knowledge, this is the first study measuring EF in a relatively large sample of young children with 22q11DS. Our results show that EF impairments are already present in early childhood in children with 22q11DS. In line with previous studies with older children with 22q11DS, CHDs do not appear to have an effect on EF performance. These findings might have important implications for early intervention and support the improvement of prognostic accuracy.
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Affiliation(s)
- Emma Everaert
- Institute for Language Sciences, Utrecht University, Trans 10, 3512 JK, Utrecht, The Netherlands.
- Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Lundlaan 6, 3584 EA, Utrecht, The Netherlands.
| | - Jacob A S Vorstman
- Program in Genetics and Genome Biology, Research Institute, and Department of Psychiatry, Hospital for Sick Children, 555 University Avenue, Toronto, M5G 1X8, Canada
- Department of Psychiatry, University of Toronto, 250 College Street, Toronto, ON, M5T 1R8, Canada
| | - Iris S Selten
- Institute for Language Sciences, Utrecht University, Trans 10, 3512 JK, Utrecht, The Netherlands
- Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Lundlaan 6, 3584 EA, Utrecht, The Netherlands
| | - Martijn G Slieker
- Department of Pediatric Cardiology, Wilhelmina Children's Hospital, University Medical Center Utrecht, PO Box 85090, 3508 AB, Utrecht, The Netherlands
| | - Frank Wijnen
- Institute for Language Sciences, Utrecht University, Trans 10, 3512 JK, Utrecht, The Netherlands
| | - Tessel D Boerma
- Institute for Language Sciences, Utrecht University, Trans 10, 3512 JK, Utrecht, The Netherlands
- Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Lundlaan 6, 3584 EA, Utrecht, The Netherlands
| | - Michiel L Houben
- Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Lundlaan 6, 3584 EA, Utrecht, The Netherlands
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Pindus DM, Shigeta TT, Leahy AA, Mavilidi MF, Nayak A, Marcozzi D, Montero‐Herrera B, Abbas Z, Hillman CH, Lubans DR. Sex moderates the associations between physical activity intensity and attentional control in older adolescents. Scand J Med Sci Sports 2023; 33:737-753. [PMID: 36609844 PMCID: PMC10946572 DOI: 10.1111/sms.14311] [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: 09/02/2022] [Revised: 12/01/2022] [Accepted: 01/02/2023] [Indexed: 01/09/2023]
Abstract
INTRODUCTION The relationship between physical activity (PA) intensity and executive functions in older adolescents remains poorly understood. This study aimed to examine the associations between PA intensity, volume, attentional control, and working memory and the moderating effects of sex in older adolescents. METHOD We analyzed baseline data from 418 participants (211 females, Mage = 16.5 ± 0.40 years) from the Burn 2 Learn trial. Adolescents wore GT9X Link accelerometers on a non-dominant wrist for 7 days, 24-h·d-1 . PA intensity was expressed as intensity gradient (IG) and moderate-to-vigorous PA (MVPA, Hildebrand cut-points); PA volume was expressed as average acceleration (AvACC). Attentional control was measured with a standard deviation (SDRT) and a coefficient of variation (CVRT) of the reaction time on the incongruent trials of a flanker task. Working memory was expressed as a d prime (a signal discrimination index) on the 2-back task. The moderating effects of sex on the PA-executive functions associations, adjusting for age, BMI z-score, and cardiorespiratory fitness, were tested using multilevel random intercept models. RESULTS After controlling for AvACC, sex moderated the relationships between IG and incongruent SDRT (B = 0.53, 95% CI: 0.12, 0.94) and CVRT (B = 0.63, 95% CI: 0.22, 1.05; ps ≤ 0.002). Only girls with higher IG showed smaller incongruent SDRT and CVRT (Bs ≤ -0.26, ps ≤ 0.01). IG was not related to working memory. AvACC and MVPA were not associated with attentional control or working memory. CONCLUSION Our findings reveal a novel association between higher-intensity PA and superior attentional control among adolescent girls.
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Affiliation(s)
- Dominika M. Pindus
- Department of Kinesiology and Community HealthUniversity of Illinois at Urbana‐ChampaignUrbanaIllinoisUSA
- Beckman Institute for Advanced Science and TechnologyUniversity of Illinois at Urbana‐ChampaignUrbanaIllinoisUSA
- Neuroscience ProgramUniversity of Illinois at Urbana‐ChampaignUrbanaIllinoisUSA
| | | | - Angus A. Leahy
- Centre for Active Living and Learning, College of Human and Social FuturesUniversity of New CastleCallaghanNew South WalesAustralia
| | - Myrto F. Mavilidi
- Centre for Active Living and Learning, College of Human and Social FuturesUniversity of New CastleCallaghanNew South WalesAustralia
- School of Education/Early StartUniversity of WollongongKeiravilleNew South WalesAustralia
| | - Apurva Nayak
- The School of Molecular and Cellular BiologyUniversity of Illinois at Urbana‐ChampaignUrbanaIllinoisUSA
| | - Dante Marcozzi
- The School of Molecular and Cellular BiologyUniversity of Illinois at Urbana‐ChampaignUrbanaIllinoisUSA
- Department of Computer ScienceUniversity of Illinois at Urbana‐ChampaignUrbanaIllinoisUSA
| | - Bryan Montero‐Herrera
- Department of Kinesiology and Community HealthUniversity of Illinois at Urbana‐ChampaignUrbanaIllinoisUSA
| | - Zainab Abbas
- Department of Kinesiology and Community HealthUniversity of Illinois at Urbana‐ChampaignUrbanaIllinoisUSA
| | - Charles H. Hillman
- Department of PsychologyNortheastern UniversityBostonMassachusettsUSA
- Department of Physical Therapy, Movement, & Rehabilitation SciencesNortheastern UniversityBostonMassachusettsUSA
| | - David R. Lubans
- Centre for Active Living and Learning, College of Human and Social FuturesUniversity of New CastleCallaghanNew South WalesAustralia
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Laureys F, Collins D, Deconinck FJA, Vansteenkiste P, Lenoir M. A one-year follow-up of the cognitive and psycho-behavioural skills in artistic gymnastics. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 66:102375. [PMID: 37665847 DOI: 10.1016/j.psychsport.2022.102375] [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: 06/14/2022] [Revised: 12/22/2022] [Accepted: 12/28/2022] [Indexed: 09/06/2023]
Abstract
A good set of cognitive and psycho-behavioural skills are beneficial for young athletes to overcome and benefit from developmental challenges. Unfortunately, there is still a dearth of knowledge on how both these cognitive (i.e., executive functions; EF) and psycho-behavioural (i.e., psychological characteristics of developing excellence; PCDE) skills develop in youth athletes. Especially for athletes in early specialisation sports such as artistic gymnastics, the early EF and PCDE development might be important to be able to cope with the pressure and challenges that comes with a transition to the next stage. In the current study, artistic gymnasts between 9 and 22 years old were tested twice with a 12-month interval to investigate the changes in EF and PCDE. Results showed that EF developed within the youngest stage, but plateaued at the later stages. Most PCDE did not seem to change over time within each stage. Furthermore, the transition to a new stage does not seem to coincide with an increased improvement of PCDE. However, with a case study approach in the oldest stages, still inter-individual differences in EF and PCDE scores over time were observed. This study shows that EF and PCDE develop over time, albeit in a non-linear way, and along a variety of developmental trajectories.
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Affiliation(s)
- Felien Laureys
- Department of Movement and Sports Sciences, Ghent University, Belgium.
| | - Dave Collins
- Moray House School of Education and Sport, University of Edinburgh, UK
| | | | | | - Matthieu Lenoir
- Department of Movement and Sports Sciences, Ghent University, Belgium
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Li W, Nefs HT, Emmen RA, Woudstra MLJ, Branger MC, Wang L, Alink LR, Mesman J. Does parental autonomy support mediate the relation between parent and infant executive function? A study of mothers and fathers in the Netherlands and China. Infant Behav Dev 2023; 71:101833. [PMID: 36990019 DOI: 10.1016/j.infbeh.2023.101833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 03/02/2023] [Accepted: 03/06/2023] [Indexed: 03/29/2023]
Abstract
Parenting skills, such as Autonomy Support (AS), have been proposed as a potential mechanism explaining the intergenerational contiguity of Executive Function (EF). However, few studies have focused on mothers and fathers among non-Western families. The current study investigated the role of maternal and paternal AS in the relation between parental EF and infant EF at 14 months of age among 123 Dutch and 63 Chinese first-time mothers and fathers and their infants. Multiple-group structural equation models were built for mothers and fathers separately with country as a grouping variable. Results showed that parental AS did not mediate the relation between parent EF and infant EF at 14 months. Mean-level differences were found in parental AS, maternal EF, and infant inhibition across countries, while no country differences were found in the relation between parent EF, AS and infant EF. Our findings suggested that individual differences in early EF may not be stable enough to be reliably predicted from parental factors across the Netherlands and China.
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