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Hermassi S, Konukman F, Al-Marri SS, Hayes LD, Bartels T, Schwesig R. Associations between biological maturation, physical performance, postural control, and mathematical achievement in youth soccer players. PLoS One 2024; 19:e0298301. [PMID: 38451897 PMCID: PMC10919613 DOI: 10.1371/journal.pone.0298301] [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: 07/28/2023] [Accepted: 01/23/2024] [Indexed: 03/09/2024] Open
Abstract
This investigation explored relationships between biological maturation, physical and academic performance in young male soccer players. Thirty-eight players (age: 9.79 ± 1.21 years; body mass index (BMI): 20.4 ± 2.39 kg/m2; body fat: 16.8 ± 2.21%) participated. Measures of anthropometry used for body mass, body fat percentage (%BF), and BMI as well. Postural control, 15 m sprint, squat jumps and counter-movement jumps (SJ, CMJ), and T-half test for change-of-direction (CoD) were parameters of physical performance. The grade point average (GPA) of mathematics determined academic attainment. Moore's equations were used to estimate their maturity status (PHV). Biological maturation was highly correlated with most (not 15 m sprint) physical and academic performance parameters, especially CMJ (r = -0.812) and mathematics (r = -0.781). Academic performance showed the largest relations to the jumping performance (CMJ: r = 0.771; SJ: r = 0.723). In contrast, anthropometric and fatness parameters were not relevantly (r ≥ 0.5) correlated with any other parameters. The largest correlations were calculated for sitting height vs. SJ (r = -0.408), sitting height vs. postural control (r = -0.355), leg length vs. postural control (r = -0.339). As a result, it is essential to take biological maturation inconsideration while assessing the physical and academic achievement of young soccer players. In consequence, soccer coaches and physical education (PE) teachers should be cognizant of the impact of biological maturity on physical and academic performance to assist fair and equal opportunities for achievement in young players.
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Affiliation(s)
- Souhail Hermassi
- Physical Education Department, College of Education, Qatar University, Doha, Qatar
| | - Ferman Konukman
- Physical Education Department, College of Education, Qatar University, Doha, Qatar
| | | | - Lawrence D. Hayes
- Sport and Physical Activity Research Institute, School of Health and Life Sciences, University of the West of Scotland, Glasgow, United Kingdom
| | - Thomas Bartels
- MVZ Sports Clinic Halle GmbH, Center of Joint Surgery, Halle (Saale), Germany
| | - René Schwesig
- Department of Orthopedic and Trauma Surgery, Martin-Luther-University Halle-Wittenberg, Halle (Saale), Germany
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2
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Ruffini C, Osmani F, Martini C, Giera WK, Pecini C. The relationship between executive functions and writing in children: a systematic review. Child Neuropsychol 2024; 30:105-163. [PMID: 36748722 DOI: 10.1080/09297049.2023.2170998] [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: 11/02/2022] [Accepted: 01/16/2023] [Indexed: 02/08/2023]
Abstract
Writing is a complex task that is acquired in the early primary school years and continues to develop through adolescence and beyond. Studying the cognitive processes that support writing skills during the acquisition phase may be crucial to support this complex skill especially in less-skilled writers. Executive Functions (EF) could have an important role as they are high cognitive control processes that allow individuals to control and plan thoughts and actions in order to achieve a goal. Given that EF have a crucial development during childhood, when the basic writing skills are acquired, this systematic review aims to investigate the contribution of the main EF components to the writing process in children. Search string focused on three main concepts: executive functions, writing, and children. Twenty-six studies were included following the guidelines of the PRISMA Statement. From the analyzed studies, working memory, in comparison to inhibition, cognitive flexibility, and planning, emerged as the most studied and the most related to writing skills. Nevertheless, the results also support the involvement of all EF basic components in writing, with a role that could vary depending on the considered writing process.0.
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Affiliation(s)
- Costanza Ruffini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence Firenze FI, Italy
| | - Fatbardha Osmani
- Department of Psychology, University for Business and Technology, Prishta, Kosovo
| | - Chiara Martini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence Firenze FI, Italy
| | | | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence Firenze FI, Italy
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3
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Wong YS, Yu J. Left superior parietal lobe mediates the link between spontaneous mind-wandering tendency and task-switching performance. Biol Psychol 2024; 185:108726. [PMID: 38036262 DOI: 10.1016/j.biopsycho.2023.108726] [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: 06/29/2023] [Revised: 11/03/2023] [Accepted: 11/25/2023] [Indexed: 12/02/2023]
Abstract
While increasing studies have documented the link between mind wandering and task switching, less is known about which brain regions mediate this relationship. Using the MPI-Leipzig Mind-Brain-Body dataset (N = 173), we investigated the association between trait-level tendencies of mind wandering, task-switching performance, structural connectivity, and resting-state functional connectivity. At the behavioral level, we found that higher spontaneous mind-wandering trait scores were associated with shorter reaction times on both repeat and switch trials. The whole brain cortical thickness analysis revealed a strong mediating role of the left superior parietal lobe, which is part of the dorsal attention network, in the link between spontaneous mind-wandering tendency and task-switching performance. The resting-state functional connectivity analysis further demonstrated that this association was partly mediated by the negative dorsal attention network-default mode network functional connectivity. No significant mediating effects were found for deliberate mind-wandering tendency. Overall, the findings highlight the pivotal role of the left superior parietal lobe in activating new mental set during mind-wandering and task-switching processes, providing another evidence in favor of a role for switching in mind wandering.
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Affiliation(s)
- Yi-Sheng Wong
- Department of Psychology and Brain Health Research Centre, University of Otago, Dunedin, New Zealand; Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore.
| | - Junhong Yu
- Psychology, School of Social Sciences, Nanyang Technological University, Singapore
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Gilmore C. Understanding the complexities of mathematical cognition: A multi-level framework. Q J Exp Psychol (Hove) 2023; 76:1953-1972. [PMID: 37129432 PMCID: PMC10466984 DOI: 10.1177/17470218231175325] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 01/16/2023] [Accepted: 01/17/2023] [Indexed: 05/03/2023]
Abstract
Mathematics skills are associated with future employment, well-being, and quality of life. However, many adults and children fail to learn the mathematics skills they require. To improve this situation, we need to have a better understanding of the processes of learning and performing mathematics. Over the past two decades, there has been a substantial growth in psychological research focusing on mathematics. However, to make further progress, we need to pay greater attention to the nature of, and multiple elements involved in, mathematical cognition. Mathematics is not a single construct; rather, overall mathematics achievement is comprised of proficiency with specific components of mathematics (e.g., number fact knowledge, algebraic thinking), which in turn recruit basic mathematical processes (e.g., magnitude comparison, pattern recognition). General cognitive skills and different learning experiences influence the development of each component of mathematics as well as the links between them. Here, I propose and provide evidence for a framework that structures how these components of mathematics fit together. This framework allows us to make sense of the proliferation of empirical findings concerning influences on mathematical cognition and can guide the questions we ask, identifying where we are missing both research evidence and models of specific mechanisms.
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Affiliation(s)
- Camilla Gilmore
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK
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Liu CL, Cheng X, Choo BL, Hong M, Teo JL, Koo WL, Tan JYJ, Ubrani MB, Suckling J, Gulyás B, Leong V, Kourtzi Z, Sahakian B, Robbins T, Chen ASH. Potential cognitive and neural benefits of a computerised cognitive training programme based on Structure Learning in healthy adults: study protocol for a randomised controlled trial. Trials 2023; 24:517. [PMID: 37568212 PMCID: PMC10422731 DOI: 10.1186/s13063-023-07551-2] [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: 06/02/2023] [Accepted: 07/27/2023] [Indexed: 08/13/2023] Open
Abstract
BACKGROUND Cognitive flexibility refers to the capacity to shift between conceptual representations particularly in response to changes in instruction and feedback. It enables individuals to swiftly adapt to changes in their environment and has significant implications for learning. The present study focuses on investigating changes in cognitive flexibility following an intervention programme-Structure Learning training. METHODS Participants are pseudo-randomised to either the Training or Control group, while matched on age, sex, intelligence and cognitive flexibility performance. In the Training group, participants undergo around 2 weeks of training (at least 13 sessions) on Structure Learning. In the Control group, participants do not have to undergo any training and are never exposed to the Structure Learning task. The effects of Structure Learning training are investigated at both the behavioural and neural level. We measured covariates that can influence an individual's training performance before the training phase and outcome measures that can potentially show training benefits after the training phase. At the behavioural level, we investigated outcomes in both cognitive and social aspects with a primary focus on executive functions. At the neural level, we employed a multimodality approach and investigated potential changes to functional connectivity patterns, neurometabolite concentration in the frontal brain regions, and brain microstructure and myelination. DISCUSSION We reported the development of a novel training programme based on Structure Learning that aims to hone a general learning ability to potentially achieve extensive transfer benefits across various cognitive constructs. Potential transfer benefits can be exhibited through better performance in outcome measures between Training and Control participants, and positive associations between training performance and outcomes after the training in Training participants. Moreover, we attempt to substantiate behavioural findings with evidence of neural changes across different imaging modalities by the Structure Learning training. TRIAL REGISTRATION National Institutes of Health U.S. National Library of Medicine ClinicalTrials.gov NCT05611788. Registered on 7 November 2022. PROTOCOL VERSION 11 May 2023.
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Affiliation(s)
- Chia-Lun Liu
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore.
| | - Xiaoqin Cheng
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
- Department of Psychology, University of Innsbruck, Innsbruck, Austria
| | - Boon Linn Choo
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
| | - Min Hong
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
| | - Jia Li Teo
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
- School of Social Sciences, Nanyang Technological University, Singapore, Singapore
| | - Wei Ler Koo
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
| | - Jia Yuan Janet Tan
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
| | - Marisha Barth Ubrani
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
| | - John Suckling
- Department of Psychiatry, University of Cambridge, Cambridge, CB2 0SZ, UK
| | - Balázs Gulyás
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Victoria Leong
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
- School of Social Sciences, Nanyang Technological University, Singapore, Singapore
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Zoe Kourtzi
- Department of Psychology, University of Cambridge, Cambridge, CB2 3EB, UK
| | - Barbara Sahakian
- Department of Psychiatry, University of Cambridge, Cambridge, CB2 0SZ, UK
| | - Trevor Robbins
- Department of Psychology, University of Cambridge, Cambridge, CB2 3EB, UK
- Behavioural and Clinical Neuroscience Institute, University of Cambridge, Cambridge, CB2 3EB, UK
| | - Annabel Shen-Hsing Chen
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
- School of Social Sciences, Nanyang Technological University, Singapore, Singapore
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
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Lu Z, Qu X, Chang J, Xu M, Song G, Wang X, Okely AD, Zhang T, Guan H, Wu J. Reallocation of time between preschoolers' 24-h movement behaviours and executive functions: A compositional data analysis. J Sports Sci 2023; 41:1187-1195. [PMID: 37724814 DOI: 10.1080/02640414.2023.2260632] [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: 08/08/2022] [Accepted: 09/12/2023] [Indexed: 09/21/2023]
Abstract
The objectives of the survey were to explored the associations of the 24-h movement behaviours (MB) with executive functions (EFs) and quantified the predicted changes in EFs following allocation of time among behaviours. In the cross-sectional survey, 135 preschoolers (3 ~ 5 years) were enrolled. Physical activity (PA) and sedentary (SED) time were objectively measured employing an ActiGraph GT9X. Sleep time was reported by parents. EFs were assessed using the iPad-based Early Years Toolbox which is a collection of computerized tasks consisting of brief tasks assessed from games administered and scored according to protocol. To explore the associations of the 24-h MB with EFs, compositional multiple linear regression was employed. To quantify the predicted changes in EFs following allocation of time among behaviours, compositional isotemporal substitution was used. Moderate-to-vigorous physical activity (MVPA) was positively related to cognitive flexibility. Replacing sleep or SED with MVPA was associated with positive changes in cognitive flexibility. When MVPA was replaced with sleep or SED, the predicted detriments to cognitive flexibility were larger than predicted benefits of replacing sleep or SED with MVPA. The findings highlight the key role of intensity of PA for preschoolers' EFs and the importance of meeting recommended levels of MVPA.
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Affiliation(s)
- Zhaoxu Lu
- Children's Hospital Capital Institute of Pediatrics, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing, China
- Department of Biochemistry and Immunology, Beijing Municipal Key Laboratory of Child Development and Nutriomics, Capital Institute of Pediatrics, Beijing, China
- Graduate School of Peking Union Medical College, Beijing, China
| | - Xiao Qu
- PICU, Senior Department of Pediatrics, the Seventh Medical Center of PLA General Hospital, Beijing, China
| | - Jiahui Chang
- Children's Hospital Capital Institute of Pediatrics, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing, China
- Department of Biochemistry and Immunology, Beijing Municipal Key Laboratory of Child Development and Nutriomics, Capital Institute of Pediatrics, Beijing, China
- Graduate School of Peking Union Medical College, Beijing, China
| | - Mengxue Xu
- Nurturing Care Research and Guidance Center, Beijing Municipal Key Laboratory of Child Development and Nutriomics, Capital Institute of Pediatrics, Beijing, China
| | - Guochao Song
- Department of Biochemistry and Immunology, Beijing Municipal Key Laboratory of Child Development and Nutriomics, Capital Institute of Pediatrics, Beijing, China
| | - Xiaojuan Wang
- Nurturing Care Research and Guidance Center, Beijing Municipal Key Laboratory of Child Development and Nutriomics, Capital Institute of Pediatrics, Beijing, China
| | - Anthony D Okely
- Early Start, School of Health and Society, Faculty of the Arts, Social Science and Humanities, University of Wollongong, Wollongong, Australia
| | - Ting Zhang
- Children's Hospital Capital Institute of Pediatrics, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing, China
- Department of Biochemistry and Immunology, Beijing Municipal Key Laboratory of Child Development and Nutriomics, Capital Institute of Pediatrics, Beijing, China
| | - Hongyan Guan
- Nurturing Care Research and Guidance Center, Beijing Municipal Key Laboratory of Child Development and Nutriomics, Capital Institute of Pediatrics, Beijing, China
| | - Jianxin Wu
- Children's Hospital Capital Institute of Pediatrics, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing, China
- Department of Biochemistry and Immunology, Beijing Municipal Key Laboratory of Child Development and Nutriomics, Capital Institute of Pediatrics, Beijing, China
- Graduate School of Peking Union Medical College, Beijing, China
- Beijing Tongren Hospital, Capital Medical University, Beijing, China
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7
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Niebaum JC, Munakata Y. Why doesn't executive function training improve academic achievement? Rethinking individual differences, relevance, and engagement from a contextual framework. JOURNAL OF COGNITION AND DEVELOPMENT 2022; 24:241-259. [PMID: 37457760 PMCID: PMC10348702 DOI: 10.1080/15248372.2022.2160723] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Performance on lab assessments of executive functions predicts academic achievement and other positive life outcomes. A primary goal of research on executive functions has been to design interventions that improve outcomes like academic achievement by improving executive functions. These interventions typically involve extensive practice on abstract lab-based tasks and lead to improvements on these practiced tasks. However, interventions rarely improve performance on non-practiced tasks and rarely benefit outcomes like academic achievement. Contemporary frameworks of executive function development suggest that executive functions develop and are engaged within personal, social, historical, and cultural contexts. Abstract lab-based tasks do not well-capture the real-world contexts that require executive functions and should not be expected to provide generalized benefits outside of the lab. We propose a perspective for understanding individual differences in performance on executive function assessments that focuses on contextual influences on executive functions. We extend this contextual approach to training executive function engagement, rather than training executive functions directly. First, interventions should incorporate task content that is contextually relevant to the targeted outcome. Second, interventions should encourage engaging executive functions through reinforcement and contextual relevance, which may better translate to real-world outcomes than training executive functions directly. While such individualized executive functions interventions do not address systemic factors that greatly impact outcomes like academic achievement, given the extensive resources devoted to improving executive functions, we hypothesize that interventions designed to encourage children's engagement of executive functions hold more promise for impacting real-world outcomes than interventions designed to improve executive function capacities.
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Affiliation(s)
| | - Yuko Munakata
- Center for Mind and Brain, University of California, Davis
- Department of Psychology, University of California, Davis
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Estimating the Co-development of Executive Functions and Math Achievement Throughout the Elementary Grades Using a Cross-lagged Panel Model with Fixed Effects. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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9
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Anobile G, Bartoli M, Masi G, Tacchi A, Tinelli F. Math difficulties in attention deficit hyperactivity disorder do not originate from the visual number sense. Front Hum Neurosci 2022; 16:949391. [PMID: 36393991 PMCID: PMC9649814 DOI: 10.3389/fnhum.2022.949391] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 10/12/2022] [Indexed: 07/28/2024] Open
Abstract
There is ample evidence from literature and clinical practice indicating mathematical difficulties in individuals with ADHD, even when there is no concomitant diagnosis of developmental dyscalculia. What factors underlie these difficulties is still an open question. Research on dyscalculia and neurotypical development suggests visual perception of numerosity (the number sense) as a building block for math learning. Participants with lower numerosity estimation thresholds (higher precision) are often those with higher math capabilities. Strangely, the role of numerosity perception in math skills in ADHD has been neglected, leaving open the question whether math difficulties in ADHD also originate from a deficitary visual number sense. In the current study we psychophysically measured numerosity thresholds and accuracy in a sample of children/adolescents with ADHD, but not concomitant dyscalculia (N = 20, 8-16 years). Math abilities were also measured by tasks indexing different mathematical competences. Numerosity performance and math scores were then compared to those obtained from an age-matched control group (N = 20). Bayesian statistics indicated no difference between ADHD and controls on numerosity perception, despite many of the symbolic math tasks being impaired in participants with ADHD. Moreover, the math deficits showed by the group with ADHD remained substantial even when numerosity thresholds were statistically regressed out. Overall, these results indicate that math difficulties in ADHD are unlikely to originate from an impaired visual number sense.
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Affiliation(s)
- Giovanni Anobile
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy
| | - Mariaelisa Bartoli
- Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy
| | - Gabriele Masi
- Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy
| | - Annalisa Tacchi
- Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy
| | - Francesca Tinelli
- Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy
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