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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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2
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Sinha N, Nikki Arrington C, Malins JG, Pugh KR, Frijters JC, Morris R. The reading-attention relationship: Variations in working memory network activity during single word decoding in children with and without dyslexia. Neuropsychologia 2024; 195:108821. [PMID: 38340962 DOI: 10.1016/j.neuropsychologia.2024.108821] [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: 06/13/2023] [Revised: 01/18/2024] [Accepted: 02/07/2024] [Indexed: 02/12/2024]
Abstract
This study utilized a neuroimaging task to assess working memory (WM) network recruitment during single word reading. Associations between WM and reading comprehension skills are well documented. Several converging models suggest WM may also contribute to foundational reading skills, but few studies have assessed this contribution directly. Two groups of children (77 developmental dyslexia (DD), 22 controls) completed a functional magnetic resonance imaging (fMRI) task to identify activation of a priori defined regions of the WM network. fMRI trials consisted of familiar word, pseudoword, and false font stimuli within a 1-back oddball task to assess how activation in the WM network differs in response to stimuli that can respectively be processed using word recognition, phonological decoding, or non-word strategies. Results showed children with DD recruited WM regions bilaterally in response to all stimulus types, whereas control children recruited left-lateralized WM regions during the pseudoword condition only. Group-level comparisons revealed activation differences in the defined WM network regions for false font and familiar word, but not pseudoword conditions. This effect was driven by increased activity in participants with DD in right hemisphere frontal, parietal, and motor regions despite poorer task performance. Findings suggest the WM network may contribute to inefficient decoding and word recognition strategies in children with DD.
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Affiliation(s)
- Niki Sinha
- Department of Child and Youth Studies, Brock University, St. Catharines, ON, L2S 3A1, Canada.
| | - C Nikki Arrington
- Department of Psychology, Georgia State University, Atlanta, GA, 30303, United States; GSU/GT Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, 30318, United States; Center for Translational Research in Neuroimaging and Data Science, Georgia State University, Atlanta, GA, 30303, United States
| | - Jeffrey G Malins
- Department of Psychology, Georgia State University, Atlanta, GA, 30303, United States; Haskins Laboratories, New Haven, CT, 06511, United States
| | - Kenneth R Pugh
- Haskins Laboratories, New Haven, CT, 06511, United States; Department of Linguistics, Yale University, New Haven, CT, 06520, United States; Department of Psychological Sciences, University of Connecticut, Storrs, CT, 06269, United States
| | - Jan C Frijters
- Department of Child and Youth Studies, Brock University, St. Catharines, ON, L2S 3A1, Canada
| | - Robin Morris
- Department of Psychology, Georgia State University, Atlanta, GA, 30303, United States
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3
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Capawana MR, Vuijk PJ, Martin J, Pollastri AR, Forchelli GA, Woscoboinik GG, Tremblay SL, Wolfe LE, Braaten EB, Doyle AE. Polygenic Variation Underlying Educational Attainment and Attention-Deficit/Hyperactivity Disorder Indexes Behavior Ratings of Executive Functions in Child Psychiatry Outpatients. J Atten Disord 2024; 28:861-871. [PMID: 38281105 DOI: 10.1177/10870547231219763] [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] [Indexed: 01/29/2024]
Abstract
OBJECTIVE We leveraged common genetic variation underlying ADHD, educational attainment (EA) and cognition (COG) to understand the nature of the Behavior Rating Inventory for Executive Functions (BRIEF) and its relationship to academic functioning. METHOD Participants were 991 youth, ages 7 to 17, consecutively referred for neuropsychiatric evaluation. Polygenic scores (PGS) for ADHD, EA, and COG were related to the BRIEF using regression analyses. Structural equation models were used to examine the associations between the PGS, BRIEF and academic outcomes (math, reading, and special education services [EDPLAN]). RESULTS After modeling the PGS together, only the EA and ADHD PGS significantly associated with the BRIEF. The BRIEF partially mediated the relationships between EA PGS with math and EDPLAN and fully mediated the relationship between ADHD PGS and EDPLAN. CONCLUSION Genetic data extend evidence that the BRIEF measures a construct relevant to educational success that differs from what is indexed by cognitive testing.
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Affiliation(s)
- Michael R Capawana
- Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | | | | | - Alisha R Pollastri
- Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Gina A Forchelli
- Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | | | | | | | - Ellen B Braaten
- Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Alysa E Doyle
- Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
- Center for Genomic Medicine, MGH, Boston, MA, USA
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4
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Mareva S, Holmes J. Mapping neurodevelopmental diversity in executive function. Cortex 2024; 172:204-221. [PMID: 38354470 DOI: 10.1016/j.cortex.2023.11.021] [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: 04/28/2023] [Revised: 09/30/2023] [Accepted: 11/14/2023] [Indexed: 02/16/2024]
Abstract
Executive function, an umbrella term used to describe the goal-directed regulation of thoughts, actions, and emotions, is an important dimension implicated in neurodiversity and established malleable predictor of multiple adult outcomes. Neurodevelopmental differences have been linked to both executive function strengths and weaknesses, but evidence for associations between specific profiles of executive function and specific neurodevelopmental conditions is mixed. In this exploratory study, we adopt an unsupervised machine learning approach (self-organising maps), combined with k-means clustering to identify data-driven profiles of executive function in a transdiagnostic sample of 566 neurodivergent children aged 8-18 years old. We include measures designed to capture two distinct aspects of executive function: performance-based tasks designed to tap the state-like efficiency of cognitive skills under optimal conditions, and behaviour ratings suited to capturing the trait-like application of cognitive control in everyday contexts. Three profiles of executive function were identified: one had consistent difficulties across both types of assessments, while the other two had inconsistent profiles of predominantly rating- or predominantly task-based difficulties. Girls and children without a formal diagnosis were more likely to have an inconsistent profile of primarily task-based difficulties. Children with these different profiles had differences in academic achievement and mental health outcomes and could further be differentiated from a comparison group of children on both shared and profile-unique patterns of neural white matter organisation. Importantly, children's executive function profiles were not directly related to diagnostic categories or to dimensions of neurodiversity associated with specific diagnoses (e.g., hyperactivity, inattention, social communication). These findings support the idea that the two types of executive function assessments provide non-redundant information related to children's neurodevelopmental differences and that they should not be used interchangeably. The findings advance our understanding of executive function profiles and their relationship to behavioural outcomes and neural variation in neurodivergent populations.
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Affiliation(s)
- Silvana Mareva
- MRC Cognition & Brain Sciences Unit, University of Cambridge, Cambridge, UK; Psychology Department, Faculty of Health and Life Sciences, University of Exeter, UK.
| | - Joni Holmes
- MRC Cognition & Brain Sciences Unit, University of Cambridge, Cambridge, UK; School of Psychology, University of East Anglia, UK
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5
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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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6
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Georgiou GK, Zhang L. Do Performance-Based Measures and Behavioral Ratings of Executive Functioning Complement Each Other in Predicting Reading and Mathematics in Chinese? Behav Sci (Basel) 2023; 13:823. [PMID: 37887473 PMCID: PMC10604200 DOI: 10.3390/bs13100823] [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: 08/25/2023] [Revised: 09/19/2023] [Accepted: 10/04/2023] [Indexed: 10/28/2023] Open
Abstract
We examined what executive functioning (EF) components predict reading and mathematics within the same study and whether the effects of behavioral ratings of EF overlap or complement those of performance-based measures. One hundred and nine Grade 2 Mandarin-speaking Chinese students from Chengdu, China (55 girls, 54 boys, Mage = 8.15 years), were assessed on measures of EF (planning, inhibition, shifting, and working memory), speed of processing, reading and mathematics. Parents also rated their children's EF skills using the Childhood Executive Functioning Inventory. Results of hierarchical regression analyses showed that only working memory among the performance-based EF measures predicted reading and mathematics. In addition, none of the behavioral ratings of EF made a significant contribution to reading and mathematics after controlling for mother's education and speed of processing. Taken together, these findings suggest that working memory is a domain general predictor of academic achievement, but only when measured with cognitive tasks.
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Affiliation(s)
- George K. Georgiou
- Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada
| | - Li Zhang
- Chengdu Shishi Tianfu High School, Chengdu 610042, China;
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7
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Tallberg P, Rastam M, Hallin AL, Perrin S, Gustafsson P. A longitudinal investigation of parental ratings and performance metrics for executive functioning and symptom severity in clinically referred youth with ADHD. APPLIED NEUROPSYCHOLOGY. CHILD 2023; 12:259-271. [PMID: 36126650 DOI: 10.1080/21622965.2022.2093113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
There remains a knowledge gap concerning the persistence of attention deficit hyperactivity disorder (ADHD) over the longer term. The current study aimed to investigate the change in parent-rated, and performance-based metrics of executive functioning (EF) and the relationship between these EF metrics and ADHD symptoms in individuals with ADHD from childhood/adolescence to young adulthood. This was done by examining possible improvements in parent-rated EF and performance-based measures of inattention and inhibition over a three-year interval and their relationship to ADHD outcomes in 137 clinically referred youth with ADHD (mean age = 12.4 years, SD = 3.1). Participants' parents completed the Behavior Rating Inventory of Executive Function (BRIEF) and the Swanson-Nolan-Pelham Scale at baseline and follow-up. Participants completed the Conners' Continuous Performance Test, Version II (CPT II) at baseline and follow-up. Statistical analyses were performed with Linear Mixed Models. The sex- and age-standardized measures Commission and Hit reaction time (RT) subscales of the CPT II and parent-rated metacognitive, and behavior regulation composites of the BRIEF were largely stable between measuring points. CPT Omissions, Hit RT standard error (reaction time variability), and parent-rated ADHD symptom scores improved slightly. BRIEF composites and reaction time variability were related to ADHD symptoms using longitudinal data. Overall, behavioral aspects of EF, as observed by parents in the home context, appear to play a significant role in the trajectory of childhood ADHD.
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Affiliation(s)
- Pia Tallberg
- Child and Adolescent Psychiatry, Department of Clinical Sciences, Lund University, Lund, Sweden
- Child and Adolescent Psychiatry, Region Skane, Lund, Sweden
| | - Maria Rastam
- Child and Adolescent Psychiatry, Department of Clinical Sciences, Lund University, Lund, Sweden
- Department of Psychiatry and Neurochemistry, Gillberg Neuropsychiatry Centre, University of Gothenburg, Gothenburg, Sweden
| | - Anne-Li Hallin
- Child and Adolescent Psychiatry, Region Skane, Lund, Sweden
| | - Sean Perrin
- Department of Psychology, Lund University, Lund, Sweden
| | - Peik Gustafsson
- Child and Adolescent Psychiatry, Department of Clinical Sciences, Lund University, Lund, Sweden
- Child and Adolescent Psychiatry, Region Skane, Lund, Sweden
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8
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Spillmann R, Polentarutti S, Ehrler M, Kretschmar O, Wehrle FM, Latal B. Congenital heart disease in school-aged children: Cognition, education, and participation in leisure activities. Pediatr Res 2023; 94:1523-1529. [PMID: 34853428 PMCID: PMC10589091 DOI: 10.1038/s41390-021-01853-4] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 09/26/2021] [Accepted: 10/11/2021] [Indexed: 11/09/2022]
Abstract
BACKGROUND Children with congenital heart disease (CHD) are at risk for neurodevelopmental deficits. This study aimed to investigate the impact of cognitive deficits on educational outcome and participation in leisure activities. METHODS A prospective cohort of 134 children with CHD who underwent cardiopulmonary bypass surgery (CPB) was examined at 10 years of age. IQ was assessed with the WISC-IV and executive functions with the BRIEF (parent- and teacher-report). Parents reported on type and level of education and educational support, and leisure activity participation. Ordinal regression analyses assessed the association between cognitive deficits and educational outcome and participation. RESULTS Total IQ (P = 0.023), working memory (P < 0.001), processing speed (P = 0.008), and teacher-reported metacognition (P = 0.022) were lower than norms. Regular school was attended by 82.4% of children with CHD compared to 97% of the general Swiss population (P < 0.001). Seventy-five percent of children participated in leisure activities. Lower total IQ and teacher-rated global executive functions were associated with more educational support and lower IQ was associated with less participation. CONCLUSION As school-aged children with CHD experience cognitive deficits, follow-up is required to provide optimal support with regard to educational outcome and participation in leisure activities. IMPACT Contemporary cohorts of children with congenital heart disease undergoing cardiopulmonary bypass surgery remain at increased risk for cognitive deficits. Cognitive deficits affect educational outcome and leisure activities. These findings underline the importance of early detection of cognitive deficits and recommend support with respect to cognitive functioning.
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Affiliation(s)
- Rebecca Spillmann
- Child Development Center, University Children's Hospital Zurich, Zurich, Switzerland
| | - Susanne Polentarutti
- Child Development Center, University Children's Hospital Zurich, Zurich, Switzerland
| | - Melanie Ehrler
- Child Development Center, University Children's Hospital Zurich, Zurich, Switzerland
| | - Oliver Kretschmar
- Department of Pediatric Cardiology, Pediatric Heart Center, University Children's Hospital Zurich, Zurich, Switzerland
- Children's Research Center, University Children's Hospital Zurich, Zurich, Switzerland
- University of Zurich, Zurich, Switzerland
| | - Flavia M Wehrle
- Child Development Center, University Children's Hospital Zurich, Zurich, Switzerland
- Children's Research Center, University Children's Hospital Zurich, Zurich, Switzerland
- Department of Neonatology and Intensive Care, University Children's Hospital Zurich, Zurich, Switzerland
| | - Beatrice Latal
- Child Development Center, University Children's Hospital Zurich, Zurich, Switzerland.
- Children's Research Center, University Children's Hospital Zurich, Zurich, Switzerland.
- University of Zurich, Zurich, Switzerland.
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9
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Cirino PT, Farrell AE, Barnes MA, Roberts GJ. An Evaluation of the Structure of Attention in Adolescence. Dev Neuropsychol 2023; 48:162-185. [PMID: 37218215 PMCID: PMC10330620 DOI: 10.1080/87565641.2023.2213789] [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: 06/04/2022] [Revised: 04/26/2023] [Accepted: 05/09/2023] [Indexed: 05/24/2023]
Abstract
This study evaluated the factor structure of attention, considering internal and external attention, and juxtaposed alongside processing speed (PS) and working memory (WM). We expected the hypothesized model to fit better than unitary or method factors. We included 27 measures with 212 Hispanic middle schoolers from Spanish-speaking backgrounds, where a substantial proportion were at risk for learning difficulties. Confirmatory factor analytic models separated factors of PS and WM, but the final model did not align with theoretical predictions; rather only measurement factors emerged. Findings extend and refine our understanding of the structure of attention in adolescents.
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10
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Privitera AJ, Zhou Y, Xie X. Inhibitory control as a significant predictor of academic performance in Chinese high schoolers. Child Neuropsychol 2023; 29:457-473. [PMID: 35816416 DOI: 10.1080/09297049.2022.2098941] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Studies investigating the relationship between cognitive function and academic performance have recently shifted focus from differences in intelligence to executive function. To date, these studies have focused disproportionately on samples recruited from Western countries, despite evidence in support of cultural differences in the development of executive function. To address this gap, the present study investigated whether differences in two dimensions of executive function, inhibitory and attentional control, could predict academic performance in a sample of Chinese adolescents (n = 42). Participants reported on demographic details and completed both the Simon task and Attention Network Test. Data were analyzed using multiple linear regression controlling for gender, age, SES, English language proficiency, processing speed, and fluid intelligence. Results showed that one index of inhibitory control derived from non-cue trials on the Attention Network Test explained a significant amount of unique variance in academic performance. Our findings provide evidence that executive function, specifically inhibitory control, plays a significant role in academic performance.
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Affiliation(s)
- Adam John Privitera
- College of Liberal Arts, Wenzhou-Kean University, Wenzhou, China.,Faculty of Education, University of Hong Kong, Hong Kong SAR, China
| | | | - Xiaoyi Xie
- College of Liberal Arts, Wenzhou-Kean University, Wenzhou, China
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11
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Mauer E, Uchikoshi Y, Bunge S, Zhou Q. Longitudinal relations between self-regulatory skills and mathematics achievement in early elementary school children from Chinese American immigrant families. J Exp Child Psychol 2023; 227:105601. [PMID: 36512921 PMCID: PMC10984144 DOI: 10.1016/j.jecp.2022.105601] [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: 01/06/2022] [Revised: 11/16/2022] [Accepted: 11/16/2022] [Indexed: 12/14/2022]
Abstract
Drawing from two waves (∼1.5-2.5 years apart) of longitudinal data, the current study investigated the bidirectional associations between self-regulatory skills and mathematics achievement among a socioeconomically diverse sample of school-age Chinese American children from immigrant families (N = 258; 48.1% girls; ages 5.8-9.1 years; first to third grades at Wave 1). Children's self-regulatory skills were assessed with task-based measures of attention focusing, inhibitory control, behavioral persistence, and comprehensive executive function as well as parent- and teacher-reported effortful control. Multiple regressions showed that behavioral persistence and parent-reported effortful control positively predicted math achievement over time. Math achievement positively predicted comprehensive executive function over time. These effects were found when controlling for child age, sex, generation status, family socioeconomic status, parents' cultural orientations, and prior levels of math achievement or self-regulation. The prospective relation of math achievement predicting comprehensive executive function remained significant after a false discovery rate correction.
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Affiliation(s)
- Ezra Mauer
- Department of Psychology, University of California, Berkeley, Berkeley, CA 94720, USA
| | - Yuuko Uchikoshi
- School of Education, University of California, Davis, Davis, CA 95616, USA
| | - Silvia Bunge
- Department of Psychology, University of California, Berkeley, Berkeley, CA 94720, USA
| | - Qing Zhou
- Department of Psychology, University of California, Berkeley, Berkeley, CA 94720, USA.
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12
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Giancola M, Bocchi A, Palmiero M, De Grossi I, Piccardi L, D’Amico S. Examining cognitive determinants of planning future routine events: a pilot study in school-age Italian children ( Análisis de los determinantes cognitivos de la planificación de eventos de rutina futuros: un estudio piloto con niños italianos en edad escolar). STUDIES IN PSYCHOLOGY 2023. [DOI: 10.1080/02109395.2022.2163778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023] Open
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13
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Vasserman M, Virani S, MacAllister WS, Désiré N, Mish S, Fay-McClymont T, Medlin LC, Brooks BL. Parent ratings on the MEMRY questionnaire predict children's academic performance. Child Neuropsychol 2023; 29:96-114. [PMID: 35534941 DOI: 10.1080/09297049.2022.2071420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Given the high rates of learning challenges in children with medical conditions, efficient and reliable screening methods are crucial. This study examined whether parent report of daily learning and memory predicts academic achievement in youth. Parents of 213 youth (aged 6-18) with varied medical diagnoses completed the Multidimensional Everyday Memory Ratings for Youth (MEMRY), and youth completed subtests from the Wechsler Individual Achievement Test-Third Edition (WIAT-III) as part of a comprehensive assessment. All scales of the MEMRY (Learning, Daily Memory, Executive/Working Memory) correlated significantly with WIAT-III Spelling, Word Reading, and Numerical Operations, while only the MEMRY Learning subscale correlated significantly with WIAT-III Pseudoword Decoding. Regression analyses indicated that MEMRY Learning significantly predicted WIAT-III Word Reading and Spelling, while both the MEMRY Learning and MEMRY Daily Memory scales significantly predicted WIAT-III Numerical Operations. When Full Scale IQ was entered into the models first, the MEMRY Learning subscale accounted for an additional 4% of variance in WIAT-III Word Reading and 7% of variance in WIAT-III Spelling, but did not account for additional variance in WIAT-III Numerical Operations or Pseudoword Decoding. Analyses in a subset of children with broadly normal intellectual functioning demonstrated very similar results, with even higher variance in academic testing accounted for by the MEMRY. In sum, the MEMRY questionnaire may serve as an efficient screen to identify children at risk for reading, spelling, and math deficits.
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Affiliation(s)
- Marsha Vasserman
- Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.,Cumming School of Medicine, University of Calgary, AB, Canada.,Child Brain & Mental Health Program Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Shane Virani
- Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.,Department of Kinesiology, University of Calgary
| | - William S MacAllister
- Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.,Cumming School of Medicine, University of Calgary, AB, Canada.,Child Brain & Mental Health Program Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Naddley Désiré
- Department of Psychology and Division of Neurology, Hospital for Sick Children, Toronto, ON, Canada
| | - Sandra Mish
- Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada
| | - Taryn Fay-McClymont
- Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.,Cumming School of Medicine, University of Calgary, AB, Canada.,Child Brain & Mental Health Program Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - L Collins Medlin
- Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada
| | - Brian L Brooks
- Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.,Cumming School of Medicine, University of Calgary, AB, Canada.,Child Brain & Mental Health Program Alberta Children's Hospital Research Institute, Calgary, AB, Canada.,Department of Psychology, University of Calgary
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14
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TEMİRCAN Z. Assessment of Executive Functioning and Social Emotional Learning among Adolescents. PSIKIYATRIDE GUNCEL YAKLASIMLAR - CURRENT APPROACHES IN PSYCHIATRY 2022. [DOI: 10.18863/pgy.1172105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
Executive functions form a foundation for self-regulation and help adolescents build social-emotional skills, which help them manage their thoughts, behavior, and emotions and help prepare for a better transition to learning. The purpose of study was to assess the executive functioning skills and social emotional learning among adolescents. The cross-sectional study was conducted with a total 240 adolescents with a mean age of 15 ± 2.23 years, of whom 54% (130) were female and 46% (110) were male and participants completed socio-demographic form, behavior rating inventory for executive functioning and Social Emotional Learning Scale. The main findings were that female students were found to have greater social awareness skills (Mean ± SD, 15 ± 2.01) and male students were found to have greater responsible decision-making skills (Mean ± SD, 19 ± 2.28). A statistically significant positive correlation was found for shift (r=0.159), emotional control (r= 0.187) and working memory (r=0.118) of executive functioning skills with social emotional learning. The findings of the study showed that there is a relationship of the executive functioning skills and social emotional learning in adolescents, especially in relation to shift, emotional control and working memory of the executive functioning skills and social emotional learning among adolescents. Adolescents who have better executive functioning skills may acquire knowledge easily, perform better academic performance and attitudes to achieve personal goals.
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Playful Testing of Executive Functions with Yellow-Red: Tablet-Based Battery for Children between 6 and 11. J Intell 2022; 10:jintelligence10040125. [PMID: 36547512 PMCID: PMC9783916 DOI: 10.3390/jintelligence10040125] [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: 10/14/2022] [Revised: 11/30/2022] [Accepted: 12/05/2022] [Indexed: 12/23/2022] Open
Abstract
Executive functions are psychological processes of great importance for proper functioning in various areas of human development, including academic performance. For this reason, from both clinical and educational perspectives, there is great interest in how they are assessed. This article describes the development and standardization process of Yellow-Red, an instrument for directly assessing executive functions in children between 6 and 11 years of age in a playful format using digital support. The test was based on a three-factor model of executive functioning: inhibition, working memory, and cognitive flexibility. Yellow-Red comprises six subtests: cognitive inhibition, behavioral inhibition, auditory working memory, visual working memory, cognitive flexibility, and a global assessment test of executive functions. The test was administered to 245 boys and girls between 6 and 11 years of age. Along with the Yellow-Red subtests, gold standard tests were applied for each of the executive functions assessed. The test's psychometric properties are powerful in both reliability and validity evidence. The reliability indices are all greater than 0.8. As evidence of convergent validity, correlations were established between the tests, and the tests considered gold standards. All correlations were significant, with values ranging between 0.42 and 0.73. On the other hand, the factor structure of the test was analyzed using confirmatory factor analysis. Although it is possible to demonstrate the progressive differentiation of the factor structure with age, it was only possible to find two factors at older ages, one for inhibition/flexibility and one for working memory.
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Souissi S, Chamari K, Bellaj T. Assessment of executive functions in school-aged children: A narrative review. Front Psychol 2022; 13:991699. [PMID: 36405195 PMCID: PMC9674032 DOI: 10.3389/fpsyg.2022.991699] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 10/12/2022] [Indexed: 10/10/2023] Open
Abstract
Introduction In the past three decades, there has been increasing interest in assessing children's Executive Functions (EF). However, studies on the conceptualization and operationalization of this construct are incongruent and guidance for clinicians and researchers aiming to assess EF is insufficient due to measurement variability. Aims The purpose of this article was to examine current theories and models of EF in children, identify their assessment instruments, issues, and challenges, and discuss their impact on children's cognitive, behavioral, social and/or emotional development. Methods This narrative review reflected on English and French scholarly articles on EF assessment in children. References were identified through searches of PubMed, Medline, ScienceDirect, Google Scholar, and APA PsychNet throughout the last two decades up to June 2022. Results There are commonalities despite divergence in the definition and operationalization of EF. Assessment of EF requires psychometric tests as well as rating scales that must be integrated and interpreted considering the child's biological makeup, environmental background, and cultural specificities. Conclusion Current EF theories, assessment tools, issues, and challenges were discussed in addition to the impact of their components' dysfunctions on children's development. Further studies should be conducted to develop new measurement methods and technologies to improve the ecological and ethological validity of youth assessment, treatment, and interventions.
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Affiliation(s)
- Sofiane Souissi
- Aspetar, Orthopaedic and Sports Medicine Hospital, FIFA Medical Centre of Excellence, Doha, Qatar
- Psychology Laboratory, Faculty of Humanities and Social Sciences of Tunis, Tunis University, Tunis, Tunisia
| | - Karim Chamari
- Aspetar, Orthopaedic and Sports Medicine Hospital, FIFA Medical Centre of Excellence, Doha, Qatar
- Department of Biological Sciences, ISSEP Ksar-Said, La Manouba University, Tunis, Tunisia
| | - Tarek Bellaj
- Psychology Program, Department of Social Sciences, College of Arts and Science, Qatar University, Doha, Qatar
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Castillo A, Lopez LD. Studying hot executive function in infancy: Insights from research on emotional development. Infant Behav Dev 2022; 69:101773. [PMID: 36137464 DOI: 10.1016/j.infbeh.2022.101773] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 09/01/2022] [Accepted: 09/03/2022] [Indexed: 11/27/2022]
Abstract
Recent calls have urged to bridge the fields of emotional and cognitive development to advance theoretical and empirical pursuits. Yet, despite notable overlap between research on executive function and emotion regulation, a uniting theory that informs future avenues of research is lacking. Infants are known to lack emotion regulation skills, as they are developing the abilities to regulate their emotions and coordinated responses. However, the field of emotional development demonstrates that at an early age, infants are adept at regulating their behaviors in response to others emotional reactions. Moreover, although classic delay of gratification tasks are fairly ecological measures, rarely are rules expressed to infants without emotions. This paper draws from recent interest in hot executive function to link infancy research on executive function and emotion. Hot executive function lends itself as a useful construct in this endeavor because it unites the study emotion and executive function. We offer a perspective that refines hot executive function within prominent emotion theories while discussing infant executive function and emotion empirical pursuits. Our perspective presents reliable paradigms from the field of emotional development to serve as tools for studying the development of hot executive function.
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Affiliation(s)
| | - Lukas D Lopez
- Department of Family and Consumer Studies, University of Utah, USA
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Are COMT Val158Met (rs4680), DRD2 TaqIA (rs1800497), and BDNF Val66Met (rs6265) polymorphisms associated with executive functions performance at rest and during physical exercise? Physiol Behav 2022; 257:113973. [PMID: 36179810 DOI: 10.1016/j.physbeh.2022.113973] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 09/14/2022] [Accepted: 09/26/2022] [Indexed: 11/21/2022]
Abstract
Executive functions (EFs) encompass a wide array of cognitive processes, which appear to be influenced by genetic variants of the COMT, DRD2/ANKK1, and BDNF polymorphisms. The present study aimed to investigate whether COMT Val158Met (rs4680), DRD2/ANKK1 (rs1800497), and BDNF Val66Met (rs6265) polymorphisms were associated with EFs assessed at rest and during moderate acute physical exercise. Sixty physically active individuals underwent four laboratory visits. First, they filled out the pre-exercise survey, researchers collected their anthropometric data, and then performed a maximal cardiopulmonary exercise test. In the second and third sessions, participants performed EFs test in a randomized order: while the individual was seated on a cycle ergometer without pedaling (i.e., rest condition); and during physical exercise (pedaling for 30 minutes at moderate intensity before starting the EFs test during exercising). On the fourth day, blood samples were drawn. Our results showed that the response time of the COMT Val homozygotes group was significantly shorter than the COMT Met-carrier group [t(39.78) = 2.13, p = .039,d = 0.56] at rest condition. No significant association was found for the other analyses (DRD2/ANKK1 and BDNF). In conclusion, the present study suggests that COMT Val158Met (rs4680) polymorphisms may be associated with EFs at rest condition. However, further studies are needed to validate this association.
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Dring KJ, Hatch LA, Williams RA, Morris JG, Sunderland C, Nevill ME, Cooper SB. Effect of 5-weeks participation in The Daily Mile on cognitive function, physical fitness, and body composition in children. Sci Rep 2022; 12:14309. [PMID: 35995812 PMCID: PMC9395391 DOI: 10.1038/s41598-022-18371-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Accepted: 08/10/2022] [Indexed: 12/04/2022] Open
Abstract
The aim of the present study was to determine the effect of 5-weeks participation in The Daily Mile on cognitive function, physical fitness, and adiposity in primary school children. In a quasi-experimental study, one class from each school completed The Daily Mile (n = 44) or acted as a control group (n = 35). Baseline measures included cognitive function tests (Stroop test, Sternberg paradigm, Flanker task), physical fitness (multi-stage fitness test) and body composition (BMI percentile, waist:hip circumference, sum of skinfolds). The intervention group completed 5-weeks of The Daily Mile. Follow-up measurements were completed within 48-h of the last training session. Data were analysed via ANCOVA, examining between group differences at follow-up, controlling for baseline values. Response times on the complex Stroop test were faster at follow-up in the intervention group (Intervention: 1357 ms [1280–1400 ms]; Control: 1463 ms, [1410–1523 ms], d = 0.31, p = 0.048). There was no effect of The Daily Mile on the Sternberg paradigm or Flanker test. Physical fitness was greater at follow-up in the intervention group (Intervention: 880 m, [820–940 m]; Control: 740 m, [680–800 m], d = 0.39, p = 0.002). There was no effect of the intervention on adiposity. In conclusion, five-weeks of The Daily Mile enhanced inhibitory control and physical fitness in children, but did not affect working memory, attention, or adiposity.
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Affiliation(s)
- Karah J Dring
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK.
| | - Lorna A Hatch
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
| | - Ryan A Williams
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
| | - John G Morris
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
| | - Caroline Sunderland
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
| | - Mary E Nevill
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
| | - Simon B Cooper
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
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Xu Y, Zhang W, Zhang H, Wang L, Luo Y, Ni G. Association between tennis training experience and executive function in children aged 8–12. Front Hum Neurosci 2022; 16:924809. [PMID: 35992939 PMCID: PMC9381735 DOI: 10.3389/fnhum.2022.924809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Accepted: 07/14/2022] [Indexed: 11/13/2022] Open
Abstract
Cognitively engaging activities have been shown to facilitate the improvement of executive functions in children. However, a limited number of studies have investigated whether the relationship between dose parameters of physical activities and executive functions, and heterogeneity exists. In the present study, we aim to explore the association between tennis training experience and executive functions in children. Sixty children between the ages of 8 and 12 were recruited in this study and were allocated to the short-term (ST) group (<12 months, n = 30) and the long-term (LT) group (more than 12 months, n = 30). The abilities of inhibitory control, cognitive flexibility, and working memory were measured by the Stop-signal task, Switching task, and N-back task, respectively. There was no significant group difference in either the accuracy or reaction time of the Stop-signal task. No significant difference between the groups' accuracy in the Switching task was observed. However, the LT group presented a shorter reaction time than the ST group (731.69 ± 149.23 ms vs. 857.15 ± 157.99 ms, P < 0.01) in the Switching task. Additionally, training experience was positively associated with the reaction time of the Switching task. As for the N-back task, in comparison with the LT group, the ST group showed a longer reaction time (711.37 ± 168.14 ms vs. 164.75 ± 635.88 ms, P < 0.05). Moreover, training experience was also positively associated with the reaction time of the N-back task. But there was no significant group difference in the accuracy of the N-back task. In conclusion, children trained for over 1 year have better performance in cognitive flexibility and working memory than those trained in <1 year; thus, tennis experience is positively associated with executive functions.
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Affiliation(s)
- Yue Xu
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Wanxia Zhang
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Hanfeng Zhang
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
- Sports Education Department, Beijing Jiaotong University, Beijing, China
| | - Lijuan Wang
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Yanlin Luo
- Department of Neurobiology, Capital Medical University, Beijing, China
- *Correspondence: Yanlin Luo
| | - Guoxin Ni
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
- Guoxin Ni
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Van Dyck D, Baijot S, Aeby A, De Tiège X, Deconinck N. Cognitive, perceptual, and motor profiles of school-aged children with developmental coordination disorder. Front Psychol 2022; 13:860766. [PMID: 35992485 PMCID: PMC9381813 DOI: 10.3389/fpsyg.2022.860766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2022] [Accepted: 06/24/2022] [Indexed: 12/05/2022] Open
Abstract
Developmental coordination disorder (DCD) is a heterogeneous condition. Besides motor impairments, children with DCD often exhibit poor visual perceptual skills and executive functions. This study aimed to characterize the motor, perceptual, and cognitive profiles of children with DCD at the group level and in terms of subtypes. A total of 50 children with DCD and 31 typically developing (TD) peers (7–11 years old) underwent a comprehensive neuropsychological (15 tests) and motor (three subscales of the Movement Assessment Battery for Children-2) assessment. The percentage of children with DCD showing impairments in each measurement was first described. Hierarchical agglomerative and K-means iterative partitioning clustering analyses were then performed to distinguish the subtypes present among the complete sample of children (DCD and TD) in a data-driven way. Moderate to large percentages of children with DCD showed impaired executive functions (92%) and praxis (meaningless gestures and postures, 68%), as well as attentional (52%), visual perceptual (46%), and visuomotor (36%) skills. Clustering analyses identified five subtypes, four of them mainly consisting of children with DCD and one of TD children. These subtypes were characterized by: (i) generalized impairments (8 children with DCD), (ii) impaired manual dexterity, poor balance (static/dynamic), planning, and alertness (15 DCD and 1 TD child), (iii) impaired manual dexterity, cognitive inhibition, and poor visual perception (11 children with DCD), (iv) impaired manual dexterity and cognitive inhibition (15 DCD and 5 TD children), and (v) no impairment (25 TD and 1 child with DCD). Besides subtle differences, the motor and praxis measures did not enable to discriminate between the four subtypes of children with DCD. The subtypes were, however, characterized by distinct perceptual or cognitive impairments. These results highlight the importance of assessing exhaustively the perceptual and cognitive skills of children with DCD.
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Affiliation(s)
- Dorine Van Dyck
- Laboratoire de Neuroanatomie et Neuroimagerie Translationnelles, ULB Neuroscience Institute, Université libre de Bruxelles, Brussels, Belgium
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola, Université libre de Bruxelles, Brussels, Belgium
- *Correspondence: Dorine Van Dyck,
| | - Simon Baijot
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola, Université libre de Bruxelles, Brussels, Belgium
- Neuropsychology and Functional Neuroimaging Research Group at Center for Research in Cognition and Neurosciences, ULB Neurosciences Institute, Université libre de Bruxelles, Brussels, Belgium
| | - Alec Aeby
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola, Université libre de Bruxelles, Brussels, Belgium
- Neuropsychology and Functional Neuroimaging Research Group at Center for Research in Cognition and Neurosciences, ULB Neurosciences Institute, Université libre de Bruxelles, Brussels, Belgium
- Department of Pediatric Neurology, CUB Hôpital Erasme, Hôpital Universitaire de Bruxelles, Université libre de Bruxelles, Brussels, Belgium
| | - Xavier De Tiège
- Laboratoire de Neuroanatomie et Neuroimagerie Translationnelles, ULB Neuroscience Institute, Université libre de Bruxelles, Brussels, Belgium
- Department of Translational Neuroimaging, CUB Hôpital Erasme, Hôpital Universitaire de Bruxelles, Université libre de Bruxelles, Brussels, Belgium
| | - Nicolas Deconinck
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola, Université libre de Bruxelles, Brussels, Belgium
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Directly assessed and adult-reported executive functions: Associations with academic skills in Ghana. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101437] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Foraita M, Howell T, Bennett P. Development of the dog executive function scale (DEFS) for adult dogs. Anim Cogn 2022; 25:1479-1491. [PMID: 35579766 PMCID: PMC9113072 DOI: 10.1007/s10071-022-01629-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2021] [Revised: 04/12/2022] [Accepted: 04/17/2022] [Indexed: 11/26/2022]
Abstract
Executive functions (EFs) are cognitive processes that are used to effortfully self-regulate behaviour and might be important for dogs’ success in working and pet roles. Currently, studies are assessing dogs’ EF skills through often laborious cognitive measures, leading to small sample sizes and lacking measures of reliability. A complementary method is needed. The aim of this study was to develop a dog executive function scale (DEFS) for adult dogs. Focus groups were held with people working with dogs professionally to refine a pool of items describing dog behaviours related to EF. A survey was distributed online to a convenience sample of N = 714 owners of adult dogs. Exploratory and confirmatory factor analysis identified six distinguishable factors named behavioural flexibility, motor inhibition, attention towards owner, instruction following, delay inhibition and working memory. These factors appear similar to factors identified in human EF scales. Working dogs exhibit higher EF scores on the DEFS than non-working dogs. Dogs sourced from breeders exhibited higher DEFS scores than dogs sourced from shelters, and the amount of training received positively correlated with dogs’ DEFS scores. The DEFS requires further validation with cognitive measures. The DEFS could then be used by researchers to complement assessment of dogs’ EF skills through cognitive measures or assess dogs’ EF skills in large samples.
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Affiliation(s)
- Maike Foraita
- Anthrozoology Research Group, School of Psychology and Public Health, La Trobe University, Bendigo, Australia.
| | - Tiffani Howell
- Anthrozoology Research Group, School of Psychology and Public Health, La Trobe University, Bendigo, Australia
| | - Pauleen Bennett
- Anthrozoology Research Group, School of Psychology and Public Health, La Trobe University, Bendigo, Australia
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van Tetering MAJ, Jolles J, van der Elst W, Jolles DD. School Achievement in Early Adolescence Is Associated With Students' Self-Perceived Executive Functions. Front Psychol 2022; 12:734576. [PMID: 35370867 PMCID: PMC8964458 DOI: 10.3389/fpsyg.2021.734576] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 12/13/2021] [Indexed: 12/03/2022] Open
Abstract
The primary aim of this study was to investigate the relation between self-perceived executive functions (EFs) and the school achievement of young adolescents (aged 10–12 years), while controlling for parental education and sex. We specifically focused on executive aspects of daily life behavior and the higher-order EFs, as measured with self-report, rather than on the more basic EFs which have been the primary focus of prior investigations. In two independent samples of sixth graders (N > 200 each), students evaluated their EFs on a self-report questionnaire, the Amsterdam Executive Functioning Inventory. School achievement in the domains of mathematics and reading comprehension were evaluated with nationally used, norm-based achievement tests. Results revealed that the self-perceived EFs of young adolescents were significantly correlated with their school achievement in both study samples. School achievement was also correlated with the level of parental education, but the factor sex did not have such influence. In study 1, self-perceived EFs explained additional variance in school achievement, while controlling for parental education and sex. In study 2, this was only the case for the most robust measure of school achievement, i.e., the end-of-primary-school final achievement test. Furthermore, besides the relation with achievement tests, we also found a relation between self-perceived EFs and teacher ratings behavioral problems in the classroom. Together, our findings imply that young students can properly reflect on the effectiveness and appropriateness of their EFs in a way that is relevant to their academic achievement and classroom behavior. The findings underscore the importance of considering the development of EFs and parental education in the evaluation of academic achievements in early adolescence.
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Affiliation(s)
- M A J van Tetering
- Faculty of Social and Behavioural Sciences, Educational Sciences, Institute of Education and Child Studies, Leiden University, Leiden, Netherlands.,Denkkracht, Centre for Neuropsychological Expertise, Nijmegen, Netherlands
| | - J Jolles
- Faculty of Behavioral and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - W van der Elst
- Statistics and Decision Sciences, Johnson & Johnson, Beerse, Belgium
| | - D D Jolles
- Faculty of Social and Behavioural Sciences, Educational Sciences, Institute of Education and Child Studies, Leiden University, Leiden, Netherlands
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Kvintova J, Kremenkova L, Cuberek R, Petrova J, Stuchlikova I, Dobesova-Cakirpaloglu S, Pugnerova M, Balatova K, Lemrova S, Viteckova M, Plevova I. Preschoolers’ Attitudes, School Motivation, and Executive Functions in the Context of Various Types of Kindergarten. Front Psychol 2022; 13:823980. [PMID: 35310203 PMCID: PMC8927980 DOI: 10.3389/fpsyg.2022.823980] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2021] [Accepted: 02/14/2022] [Indexed: 12/05/2022] Open
Abstract
European policy has seen a number of changes and innovations in the field of early childhood preschool education over the last decade, which have been reflected in various forms in the policies of individual EU countries. Within the Czech preschool policy, certain innovations and approaches have been implemented in the field of early children education, such as the introduction of compulsory preschool education before entering primary school from 2017, emphasis on inclusive education, equal conditions in education and enabling state-supported diversity in the education concepts of kindergartens. The aim of our study was to assess the influence of various preschool education systems in the Czech Republic in the context of psychological variables reflecting selected children’s outcomes which may contribute to future school achievement. The monitored variables were the attitudes, motivations and executive functions of children in the last year of preschool education. A comparison was made between the traditional preschool education program and the so-called alternative types of preschool education, such as Montessori, Waldorf and religious schools. The total sample was divided into four subgroups, namely a group of children attending traditional kindergartens (731, 84.9%), religious (65, 7.5%), Montessori (35, 4.1%), and Waldorf (30, 3.5%) kindergartens. To determine empirical data, the following research methods were used: Attitude Questionnaire, School Performance Motivation Scale, and Behavior Rating Inventory of Executive Function (BRIEF). The results of our survey show the fact that the type of kindergarten attended has a significant effect on the child’s level of school performance motivation, attitudes toward school as well as executive functions. Significant differences were found between the different types of kindergartens attended in the monitored variables.
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Affiliation(s)
- Jana Kvintova
- Department of Psychology and Abnormal Psychology, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia
- *Correspondence: Jana Kvintova,
| | - Lucie Kremenkova
- Department of Psychology and Abnormal Psychology, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia
| | - Roman Cuberek
- Faculty of Physical Culture, Institute of Active Lifestyle, Palacký University Olomouc, Olomouc, Czechia
| | - Jitka Petrova
- Faculty of Education, Institute of Education and Social Studies, Palacký University Olomouc, Olomouc, Czechia
| | - Iva Stuchlikova
- Department of Psychology, Faculty of Education, University of South Bohemia in České Budějovice, České Budějovice, Czechia
| | - Simona Dobesova-Cakirpaloglu
- Department of Psychology and Abnormal Psychology, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia
| | - Michaela Pugnerova
- Department of Psychology and Abnormal Psychology, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia
| | - Kristyna Balatova
- Department of Psychology and Abnormal Psychology, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia
| | - Sona Lemrova
- Department of Psychology and Abnormal Psychology, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia
| | - Miluse Viteckova
- Department of Primary and Pre-Primary Education, Faculty of Education, University of South Bohemia in České Budějovice, České Budějovice, Czechia
| | - Irena Plevova
- Department of Psychology and Abnormal Psychology, Faculty of Education, Palacký University Olomouc, Olomouc, Czechia
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Barton H, McIntyre LL. Caregiver-reported executive functioning and associated adaptive and challenging behaviour in children with histories of developmental delay. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2022; 66:121-132. [PMID: 34213015 DOI: 10.1111/jir.12865] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Revised: 05/08/2021] [Accepted: 06/14/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Deficits in executive functioning (EF) have been measured in individuals with developmental disabilities, such as autism spectrum disorder and attention-deficit/hyperactivity disorder, through the use of behaviour rating scales and performance-based assessment. Associations between EF and variables such as challenging and adaptive behaviour have been observed; however, limited research exists on EF profiles in children with heterogeneous developmental delay or with intellectual disability (ID) or the impact of EF on adaptive and challenging behaviour with this population. METHODS The present study sought to examine the EF profile of 93 children (75 male and 18 female) previously identified with developmental delay in early childhood. EF was assessed using the Behaviour Rating Inventory of Executive Function, Second Edition (BRIEF-2). Children were categorised into an ID group (n = 14) or no ID group (n = 79) based on scores from cognitive and adaptive behaviour assessments. EF profiles were investigated and compared by group. In addition, the impact of EF on both adaptive behaviour and challenging behaviour was measured using hierarchical linear regressions. RESULTS Statistically significant differences in caregiver-reported EF were not observed between groups; however, both the ID and the no ID group scores were elevated as reported by their caregivers. For the overall sample, caregiver-EF accounted for significant variance in both adaptive (22%) and challenging (68%) behaviour after accounting for child age and sex. CONCLUSIONS Results indicated deficits in EF for children with and without ID. The significance of EF was accounted for in both adaptive and challenging behaviour for all children in the sample. Future research could elucidate the role of adaptive and challenging behaviour in understanding EF variability among children with histories of developmental delay.
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Affiliation(s)
- H Barton
- Department of Special Education and Clinical Sciences, University of Oregon, Eugene, Oregon, USA
| | - L L McIntyre
- Department of Special Education and Clinical Sciences, University of Oregon, Eugene, Oregon, USA
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Arenas-Pinto A, Judd A, Melvin D, Le Prevost M, Foster C, Sturgeon K, Winston A, Thompson LC, Gibb DM, Castro H. Learning and memory function in young people with and without perinatal HIV in England. PLoS One 2022; 17:e0273645. [PMID: 36107958 PMCID: PMC9477265 DOI: 10.1371/journal.pone.0273645] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Accepted: 08/12/2022] [Indexed: 11/25/2022] Open
Abstract
Learning and memory are important for successful education and career progression. We assess these functions in young people (YP) with perinatal HIV (PHIV) (with or without a previous AIDS-defining illness) and a comparable group of HIV-negative YP. 234 PHIV and 68 HIV-negative YP completed 9 tests; 5 National Institutes of Health (NIH) Toolbox tests (2 executive function, 1 speed of information processing, 2 memory); 2 Hopkins Verbal Learning Test Revised (HVLT-R) (learning (L), delayed recall (R)), and 2 verbal application measures. Z-scores for each test were calculated using normative data and averaged by domain where appropriate. The effect of predictors on test scores in the three domains with the lowest z-scores were analysed using linear regression. 139(59%) and 48(71%) PHIV and HIV-negative YP were female, 202(86%) and 52(76%) Black, and median age was 19 [17, 21] and 18 [16, 21] years respectively. 55(24%) PHIV had a previous Center for Disease Control and Prevention (CDC) class C AIDS-defining diagnosis (PHIV/C). For HVLT-R, there was a trend towards PHIV/C YP having the lowest mean z-scores (L -1.5 (95% CI -1.8,-1.2), R -1.7 (-2.0,-1.4)) followed by PHIV without a CDC C diagnosis (L -1.3 (-1.4,-1.1), R -1.4 (-1.5,-1.2)) and then the HIV-negative group (L -1.0 (-1.3,-0.7), R -1.1 (-1.3,-0.8)); all were greater than 1 SD below the reference mean. The same trend was seen for verbal application measures; however, z-scores were within 1 SD below the reference mean. NIH Toolbox tests were similar for all groups. In multivariable analyses PHIV/C and Black ethnicity predicted lower HVLT-R scores. Black ethnicity also predicted lower executive function scores, however each year increase in age predicted higher scores. In conclusion, cognitive performance in verbal learning and recall fell below population normative scores, and was more pronounced in PHIV/C, supporting wider findings that earlier antiretroviral therapy initiation, before the occurrence of AIDS-defining conditions, may protect aspects of cognitive development.
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Affiliation(s)
- Alejandro Arenas-Pinto
- Medical Research Council Clinical Trials Unit at University College London, London, United Kingdom
- Centre for Clinical Research in Infection and Sexual Health, University College London Institute for Global Health, London, United Kingdom
- * E-mail:
| | - Ali Judd
- Medical Research Council Clinical Trials Unit at University College London, London, United Kingdom
| | - Diane Melvin
- Imperial College Healthcare and Central North West London National Health Service Trust, London, United Kingdom
| | - Marthe Le Prevost
- Medical Research Council Clinical Trials Unit at University College London, London, United Kingdom
| | - Caroline Foster
- Imperial College Healthcare and Central North West London National Health Service Trust, London, United Kingdom
| | - Kate Sturgeon
- Medical Research Council Clinical Trials Unit at University College London, London, United Kingdom
| | | | - Lindsay C. Thompson
- Medical Research Council Clinical Trials Unit at University College London, London, United Kingdom
| | - Diana M. Gibb
- Medical Research Council Clinical Trials Unit at University College London, London, United Kingdom
| | - Hannah Castro
- Medical Research Council Clinical Trials Unit at University College London, London, United Kingdom
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28
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Spang KS, Ellersgaard D, Hemager N, Christiani CJ, Burton BK, Greve AN, Gantriis D, Ohland J, Pedersen MG, Mors O, Nordentoft M, Plessen KJ, Obel C, Jepsen JRM, Thorup AAE. Executive functions in 7-year-old children of parents with schizophrenia or bipolar disorder compared with controls: The Danish High Risk and Resilience Study-VIA 7, a population-based cohort study. Eur Child Adolesc Psychiatry 2021; 30:1871-1884. [PMID: 33025076 DOI: 10.1007/s00787-020-01650-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/26/2020] [Accepted: 09/18/2020] [Indexed: 01/25/2023]
Abstract
Cognitive impairments are strongly associated with schizophrenia (SZ) and bipolar disorder (BP) with executive functions (EF) impairments as a likely key feature. Studies of everyday behavior rated EF in young children at familial high risk of SZ (FHR-SZ) are scarce and, to our knowledge, non-existent in young children at familial high risk of BP (FHR-BP). We aimed to compare everyday behavior-rated EF of FHR-SZ, FHR-BP, and control children. A nationwide population-based cohort of 522 7-year-old children with parents diagnosed with either SZ (N = 202) or BP (N = 120) and matched controls (N = 200) were recruited using the Danish national registries. The children's EF were assessed with the Behavior Rating Inventory of Executive Functions questionnaire rated by primary caregivers and teachers. According to primary caregiver assessments, FHR-SZ children displayed widespread EF impairments and had an odds ratio of 3.7 (2.0-6.9) of having clinically significant global EF impairments compared to controls. FHR-BP children were most severely impaired regarding EF related to emotional control and had an odds ratio of 2.5 (1.2-5.1) of clinically significant global EF impairments compared to controls. Teacher assessments were overall comparable to primary caregiver assessments but teachers rated more difficulties in the FHR-SZ group than primary caregivers. Already at age 7, children with a parental history of SZ or BP displayed significant impairments of EF in everyday-life situations. FHR-SZ children displayed widespread significant impairments of EF, whereas FHR-BP children were most severely impaired on emotional control. Clinicians should be aware of potential EF impairments in FHR children.
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Affiliation(s)
- Katrine Søborg Spang
- Mental Health Centre for Child and Adolescent Psychiatry - Research Unit, Mental Health Services Capital Region of Denmark, Copenhagen University Hospital, Copenhagen, Denmark. .,The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark. .,Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark.
| | - Ditte Ellersgaard
- The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Copenhagen Research Centre for Mental Health - Core, Mental Health Centre Copenhagen, Copenhagen University Hospital, Mental Health Services Capital Region of Denmark, Copenhagen, Denmark
| | - Nicoline Hemager
- Mental Health Centre for Child and Adolescent Psychiatry - Research Unit, Mental Health Services Capital Region of Denmark, Copenhagen University Hospital, Copenhagen, Denmark.,The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Camilla Jerlang Christiani
- The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark.,Copenhagen Research Centre for Mental Health - Core, Mental Health Centre Copenhagen, Copenhagen University Hospital, Mental Health Services Capital Region of Denmark, Copenhagen, Denmark
| | - Birgitte Klee Burton
- Mental Health Centre for Child and Adolescent Psychiatry - Research Unit, Mental Health Services Capital Region of Denmark, Copenhagen University Hospital, Copenhagen, Denmark.,The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Aja Neergaard Greve
- The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Psychosis Research Unit, Copenhagen Research Centre for Mental Health - Core, Mental Health Centre Copenhagen, Palle Juul-Jensens Blv. 175, 8200, Aarhus N, Denmark
| | - Ditte Gantriis
- The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Psychosis Research Unit, Copenhagen Research Centre for Mental Health - Core, Mental Health Centre Copenhagen, Palle Juul-Jensens Blv. 175, 8200, Aarhus N, Denmark
| | - Jessica Ohland
- The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Copenhagen Research Centre for Mental Health - Core, Mental Health Centre Copenhagen, Copenhagen University Hospital, Mental Health Services Capital Region of Denmark, Copenhagen, Denmark
| | - Marianne Giørtz Pedersen
- The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Department of Economics and Business Economics, National Centre for Register-based Research, Aarhus University, Aarhus, Denmark.,Centre for Integrated Register-based Research, CIRRAU, Aarhus University, Aarhus, Denmark
| | - Ole Mors
- The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Psychosis Research Unit, Copenhagen Research Centre for Mental Health - Core, Mental Health Centre Copenhagen, Palle Juul-Jensens Blv. 175, 8200, Aarhus N, Denmark
| | - Merete Nordentoft
- The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark.,Copenhagen Research Centre for Mental Health - Core, Mental Health Centre Copenhagen, Copenhagen University Hospital, Mental Health Services Capital Region of Denmark, Copenhagen, Denmark
| | - Kerstin J Plessen
- Mental Health Centre for Child and Adolescent Psychiatry - Research Unit, Mental Health Services Capital Region of Denmark, Copenhagen University Hospital, Copenhagen, Denmark.,The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Division of Child and Adolescent Psychiatry, Department of Psychiatry, University Hospital Lausanne, Lausanne, Switzerland
| | - Carsten Obel
- Department of Public Health, University of Aarhus, Aarhus, Denmark
| | - Jens Richardt Møllegaard Jepsen
- Mental Health Centre for Child and Adolescent Psychiatry - Research Unit, Mental Health Services Capital Region of Denmark, Copenhagen University Hospital, Copenhagen, Denmark.,The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Copenhagen Research Centre for Mental Health - Core, Mental Health Centre Copenhagen, Copenhagen University Hospital, Mental Health Services Capital Region of Denmark, Copenhagen, Denmark.,Centre for Neuropsychiatric Schizophrenia Research & Centre for Clinical Intervention and Neuropsychiatric Schizophrenia Research, Mental Health Services - Capital Region of Denmark, Copenhagen University Hospital, Glostrup, Denmark
| | - Anne A E Thorup
- Mental Health Centre for Child and Adolescent Psychiatry - Research Unit, Mental Health Services Capital Region of Denmark, Copenhagen University Hospital, Copenhagen, Denmark.,The Lundbeck Foundation Initiative for Integrative Psychiatric Research (iPSYCH), Aarhus, Denmark.,Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
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29
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Costello SE, Geiser E, Schneider N. Nutrients for executive function development and related brain connectivity in school-aged children. Nutr Rev 2021; 79:1293-1306. [PMID: 33355357 DOI: 10.1093/nutrit/nuaa134] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
Executive functions refer to a set of higher-order cognitive processes involved in the control and organization of information to serve goal-directed behaviors. Skills in executive functioning are developed throughout childhood and adolescence and have been shown to be predictive of academic achievement. The coordination of these complex processes is critically dependent on brain maturation and connectivity, including key neurodevelopmental processes like myelination and synaptogenesis. Among other factors, research highlights the influential effect of nutrition and diet on these neurodevelopmental processes, which may impact executive function performance in healthy and deficient populations. This review considers the research to date on the role of key nutrients that have been identified for executive function development and their underlying neurophysiological processes in school-aged children.
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Affiliation(s)
- Sarah E Costello
- Société des Produits Nestlé S.A, Nestlé Research, Lausanne, Switzerland
| | - Eveline Geiser
- Société des Produits Nestlé S.A, Nestlé Research, Lausanne, Switzerland
| | - Nora Schneider
- Société des Produits Nestlé S.A, Nestlé Research, Lausanne, Switzerland
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30
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DuPaul GJ, Evans SW, Owens JS, Cleminshaw CL, Kipperman K, Fu Q, Benson K. School-based intervention for adolescents with attention-deficit/hyperactivity disorder: Effects on academic functioning. J Sch Psychol 2021; 87:48-63. [PMID: 34303447 DOI: 10.1016/j.jsp.2021.07.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Revised: 02/24/2021] [Accepted: 07/01/2021] [Indexed: 10/20/2022]
Abstract
Multi-component training interventions such as the Challenging Horizons Program (CHP) improve organization skills and academic functioning of middle school students with attention-deficit/hyperactivity disorder (ADHD); however, few studies have investigated treatment for high school students. We explored the extent to which CHP adapted for high school would improve proximal (e.g., organization skills, homework performance) and distal (e.g., report card grades) academic outcomes through 6-month follow-up relative to a community care (CC) condition. Participants included 186 adolescents who were randomly assigned to CHP (n = 92; 80% male; M age = 15.0; SD = 0.8) or CC (n = 94; 78% male; M age = 15.1; SD = 0.9) with CHP delivered over one school year. Parent, teacher, and self-report ratings of organization skills and academic performance, report card grades, and achievement tests were collected across multiple occasions. Intent-to-treat analyses using hierarchical linear modeling revealed significant improvements of small to medium magnitude (d range = 0.32 to 0.58) for parent-rated organization skills, homework performance, and academic functioning at 6-month follow-up. CHP effect on grades was small, but associated with a less steep decline than that found for CC. No statistically significant effects on teacher or self-report ratings were obtained. CHP appears efficacious for ameliorating organization skills and homework performance deficits exhibited by high school students with ADHD and can protect against decline in report card grades experienced by these students. CHP may require supplementation with academic skills instruction for some students and may need implementation beyond one school year to produce durable effects.
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31
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Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6-9-Year-Old Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18136681. [PMID: 34206172 PMCID: PMC8295744 DOI: 10.3390/ijerph18136681] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Revised: 06/16/2021] [Accepted: 06/17/2021] [Indexed: 11/24/2022]
Abstract
Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.
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32
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Gunzenhauser C, Nückles M. Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer. Front Psychol 2021; 12:624008. [PMID: 34108906 PMCID: PMC8181736 DOI: 10.3389/fpsyg.2021.624008] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Accepted: 03/29/2021] [Indexed: 11/13/2022] Open
Abstract
The aim of training executive functions is usually to improve the ability to attain real-life goals such as academic achievement, that is, far transfer. Although many executive function trainings are successful in improving executive functions, far transfer is more difficult to achieve (cf. Diamond and Lee, 2011; Sala and Gobet, 2020). In this perspective article, we focus on the transfer of executive function training to academic performance. First, we disentangle possible sources of transfer problems. We argue that executive functions can facilitate academic performance via two specific pathways, namely learning-related behaviors and learning-related cognitions. Further, we discuss how domain-specific factors (e.g., task-specific demands and prior knowledge) may influence the successful application of executive functions to learning in this domain. Second, we discuss how the school setting can be used to enhance executive function training with approaches to facilitating far transfer to academic achievement. Specifically, we suggest that training executive functions as a means to improve academic performance is most promising in young students, for whom both behavioral and domain-specific cognitive demands of formal schooling are quite novel challenges. Furthermore, we outline that students could be supported in far transfer of trained executive functions by being informed of the specific relevance of these skills for learning-related behaviors and by having them practice executive functions under such authentic conditions. Moreover, we suggest that in order to promote ongoing effects of executive function training beyond short-term interventions, teachers should be equipped to consider the specific executive function components that might facilitate and support students' acquisition of a particular subject matter.
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Affiliation(s)
| | - Matthias Nückles
- Department of Educational Science, University of Freiburg, Freiburg, Germany
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33
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Assessing reading and online research comprehension: Do difficulties in attention and executive function matter? LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.101985] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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34
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Feldman JS, Huang-Pollock C. Slow drift rate predicts ADHD symptomology over and above executive dysfunction. Child Neuropsychol 2021; 27:834-855. [PMID: 33752560 DOI: 10.1080/09297049.2021.1902490] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Slow drift rate has become one of the most salient cognitive deficits among children with ADHD, and has repeatedly been found to explain slow, variable, and error-prone performance on tasks of executive functioning (EF). The present study applies the diffusion model to determine whether slow drift rate better predicts parent and teacher ratings of ADHD than standard EF metrics. 201 children aged 8-12 completed two tests of speeded decision-making analyzed with the diffusion model and two traditionally scored tests of EF. Latent EF and drift rate factors each independently predicted the general ADHD factor in a bifactor model of ADHD, with poor EF and slow drift rate associated with greater ADHD symptomology. When both EF and drift rate were entered into the model, slow drift rate (but not EF) continued to predict elevated symptomology. These findings suggest that using drift rate to index task performance improves upon conventional approaches to measuring and conceptualizing cognitive dysfunction in ADHD. Implications for future cognitive research in ADHD are discussed.
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Affiliation(s)
- Jason S Feldman
- Department of Psychology, The Pennsylvania State University, University Park, PA, USA
| | - Cynthia Huang-Pollock
- Department of Psychology, The Pennsylvania State University, University Park, PA, USA
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35
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Poon K, Ho MSH, Chu PCK, Chou KL. Transferability and sustainability of task-switching training in socioeconomically disadvantaged children: a randomized experimental study. JOURNAL OF COGNITIVE PSYCHOLOGY 2020. [DOI: 10.1080/20445911.2020.1839082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Kean Poon
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Mimi S. H. Ho
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Patrick C. K. Chu
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Kee-Lee Chou
- Department of Asian and Policy Studies, The Education University of Hong Kong, Tai Po, Hong Kong
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36
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Daucourt MC, Haughbrook R, van Bergen E, Hart SA. The association of parent-reported executive functioning, reading, and math is explained by nature, not nurture. Dev Psychol 2020; 56:2246-2261. [PMID: 33090832 DOI: 10.1037/dev0001126] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
According to the hybrid model (van Bergen, van der Leij, & de Jong, 2014), the significant association among executive functioning (EF), reading, and math may be partially explained by parent-reported EF's role as a common risk and/or protective factor in reading and math (dis)abilities. The current study used a sample of 434 twin pairs (Mage = 12.12) from Florida to conduct genetically sensitive modeling on children's parent-reported EF, reading, and math skills to determine the common and unique etiological influences among the three domains. EF was measured through parent report and reading and math were measured with standardized test scores drawn from Florida's Progress Monitoring and Reporting Network as well as standardized parent-administered assessments collected by mail. Our trivariate Cholesky modeling showed that no matter which parent-reported EF component was modeled, the overlap of parent-reported EF with reading and math was explained by common genetic influences. Supplemental analysis suggested that this might in part be due to general parent report of problem behaviors. Additionally, significant environmental influences, with higher shared environmental overlap than previous work, were also found for reading and math. Findings indicate that poor parent-reported EF is a common cognitive risk factor for reading and math disabilities, which is driven by a shared genetic basis among all three domains. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
| | | | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam
| | - Sara A Hart
- Florida Center for Reading Research, Florida State University
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37
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Examining the Influence of Interactions Between Early Reading Skills and Executive Functioning on Second Grade Reading Achievement. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2020. [DOI: 10.1891/jcep-d-20-00009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Questions still exist about the interplay between foundational literacy components and budding cognitive structures that are thought to influence advanced reading abilities. Understanding interactions between executive functions (EFs) and specific early reading skills could contribute to our understanding of later reading achievement. The present study used multilevel modeling to examine whether EFs (i.e., working memory, cognitive flexibility, and inhibition) moderate the relation between various early reading skills in kindergarten and second grade reading achievement in a sample of 18,174 participants from the ECLS: K-2011 database. Our findings suggested that early teacher-rated reading skills are related to second grade reading abilities. Both working memory and inhibition were important moderators for reading independently in kindergarten and are associated with later reading achievement in second grade. Research implications and the importance of understanding the intersection of cognitive processes and learning in early childhood are discussed.
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Shum KKM, Zheng Q, Chak GS, Kei KTL, Lam CWC, Lam IKY, Lok CSW, Tang JWY. Dimensional structure of the BRIEF2 and its relations with ADHD symptoms and task performance on executive functions in Chinese children. Child Neuropsychol 2020; 27:165-189. [PMID: 32933354 DOI: 10.1080/09297049.2020.1817355] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
This study examined the dimensional structure of the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) in a Chinese sample of children with attention-deficit/hyperactivity disorder (ADHD)-related concerns and the correlations of the BRIEF2 with the children's ADHD symptoms and their performance on executive function (EF) tasks. Participants were 339 Chinese children aged 6-15 (M = 9.18 years, SD = 2.33; boys: 78.2%) recruited from 35 schools in Hong Kong. The results from confirmatory factor analyses revealed the best fit for a three-factor nine-scale model compared to a two-factor or single-factor model. Significant correlations were found between the BRIEF2 parent and teacher forms for the Behavioral Regulation Index and Cognitive Regulation Index, but not for the Emotion Regulation Index. Associations between performance on an EF task and the rating of the corresponding subscale on the BRIEF2 purportedly measuring the same EF construct were not consistently observed. Lastly, the BRIEF2 showed good convergent validity with the ratings of ADHD symptoms on the Swanson, Nolan, and Pelham Rating Scale Version IV (SNAP-IV). This study provided plausibly the first evidence on the dimensional structure of the BRIEF2 Parent and Teacher Forms in an Asian sample and confirmed the factorial validity of the Chinese version of the BRIEF2.
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Affiliation(s)
| | - Que Zheng
- Department of Psychology, The University of Hong Kong , Hong Kong
| | | | | | | | - Iris Kit-Yee Lam
- Department of Psychology, The University of Hong Kong , Hong Kong
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39
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Dai DWT, Wouldes TA, Brown GTL, Tottman AC, Alsweiler JM, Gamble GD, Harding JE. Relationships between intelligence, executive function and academic achievement in children born very preterm. Early Hum Dev 2020; 148:105122. [PMID: 32679472 DOI: 10.1016/j.earlhumdev.2020.105122] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/23/2020] [Revised: 06/28/2020] [Accepted: 07/01/2020] [Indexed: 11/16/2022]
Abstract
BACKGROUND Children born very preterm are at higher risk of adverse neurocognitive and educational outcomes. However, how low intelligence (IQ) and low executive function may each contribute to poorer academic outcomes at school age requires clarification. AIM To examine the associations between intelligence, executive function and academic achievement in children born very preterm. DESIGN/METHODS This cohort study assessed children born <30 weeks' gestation or <1500 g at age 7 years using the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) for IQ, and the Test of Everyday Attention for Children (TEA-Ch) and Behavior Rating Inventory of Executive Function (BRIEF) for executive function. Academic achievement was rated by teachers against curriculum standards. RESULTS Of the 76 children (35 girls, 41 boys, mean age = 7.2 year), 22 (28%) were rated below expected level for reading, 32 (42%) for writing and 38 (50%) for mathematics. After adjustment for sex and socioeconomic status, low IQ (OR's 9.0-12.3) and most low executive function measures (OR's 4.1-9.3) were associated with below-expected achievement. After further adjustment for IQ, low cognitive flexibility (OR = 9.3, 95% CI = 1.2-71.5) and teacher ratings of executive function (OR = 5.3, 95% CI = 1.4-20.2) were associated with below-expected achievement. Mediation analysis showed IQ had indirect effects on writing (b = 1.5, 95% CI = 0.6-3.1) via attentional control; and on reading (b = 1.0, 95% CI = 0.2-3.2) and writing (b = 0.8, 95% CI = 0.1-2.5) via cognitive flexibility. CONCLUSIONS Both low IQ and low executive function are associated with below-expected teacher-rated academic achievement in children born very preterm. IQ may influence academic achievement in part through executive function.
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Affiliation(s)
- Darren W T Dai
- Liggins Institute, University of Auckland, Private Bag 92019, Auckland 1023, New Zealand.
| | - Trecia A Wouldes
- Department of Psychological Medicine, University of Auckland, Private Bag 92019, Auckland 1142, New Zealand.
| | - Gavin T L Brown
- Faculty of Education & Social Work, University of Auckland, Private Bag 92601, Symonds Street, Auckland 1150, New Zealand.
| | - Anna C Tottman
- Liggins Institute, University of Auckland, Private Bag 92019, Auckland 1023, New Zealand; Neonatal Services, Royal Women's Hospital, Melbourne, Locked Bag 300, Grattan St & Flemington Rd, Parkville, VIC 3052, Australia.
| | - Jane M Alsweiler
- Department of Paediatrics: Child and Youth Health, University of Auckland, Level 12, Support Building, Auckland City Hospital, Park Road, Grafton, Auckland, New Zealand.
| | - Greg D Gamble
- Liggins Institute, University of Auckland, Private Bag 92019, Auckland 1023, New Zealand.
| | - Jane E Harding
- Liggins Institute, University of Auckland, Private Bag 92019, Auckland 1023, New Zealand.
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40
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Soto EF, Kofler MJ, Singh LJ, Wells EL, Irwin LN, Groves NB, Miller CE. Executive functioning rating scales: Ecologically valid or construct invalid? Neuropsychology 2020; 34:605-619. [PMID: 32730048 PMCID: PMC7483691 DOI: 10.1037/neu0000681] [Citation(s) in RCA: 39] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
OBJECTIVE Executive functions are commonly measured using rating scales and performance tests. However, replicated evidence indicates weak/nonsignificant cross-method associations that suggest divergent rather than convergent validity. The current study is the first to investigate the relative concurrent and predictive validities of executive function tests and ratings using (a) multiple gold-standard performance tests, (b) multiple standardized rating scales completed by multiple informants, and (c) both performance-based and ratings-based assessment of academic achievement-a key functional outcome with strong theoretical links to executive function. METHOD A well-characterized sample of 136 children oversampled for ADHD and other forms of child psychopathology associated with executive dysfunction (ages 8-13; 68% Caucasian/non-Hispanic) completed a counterbalanced series of executive function and academic tests. Parents/teachers completed executive function ratings; teachers also rated children's academic performance. RESULTS The executive function tests/ratings association was modest (r = .30) and significantly lower than the academic tests/ratings association (r = .63). Relative to ratings, executive function tests showed significantly higher cross-method predictive validity and significantly better within-method prediction; executive function ratings failed to demonstrate improved within-method prediction. Both methods uniquely predicted academic tests and ratings. CONCLUSION These findings replicate prior evidence that executive function tests and ratings cannot be used interchangeably as executive function measures in research and clinical applications, while suggesting that executive function tests may have superior validity for predicting academic behavior/achievement. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
- Elia F. Soto
- Florida State University, Department of Psychology
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41
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Hooper B, Faria LO, Fortes LDS, Wanner SP, Albuquerque MR. Development and reliability of a test for assessing executive functions during exercise. APPLIED NEUROPSYCHOLOGY-ADULT 2020; 29:750-760. [PMID: 32854556 DOI: 10.1080/23279095.2020.1807984] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Previous research suggests that performance on executive functions tests may be different at rest, versus when one is engaged in physical exercise. Therefore, the present study aimed to develop an integrated system that evaluates executive functions during exercise. We conducted two test-retest studies, with ten healthy male volunteers participating in each study. Participants visited the laboratory three (Study 1) or four (Study 2) times. During the first visit in both studies, questionnaires were administered, and a maximal cardiopulmonary exercise test (CPT) was performed. In Study 1, during the second and third visits, participants exercised on a cycle ergometer at a moderate intensity for 30 minutes before starting the Flanker/Reverse Flanker test while they were still cycling. In Study 2, during the second visit, participants performed three sets of the executive functions test while sitting on the bike, with a 5 min interval between each set. On visits 3 and 4, participants performed the same exercise protocol as the one described in Study 1. In summary, our results indicated that the Flanker/Reverse Flanker test that we developed and conducted in exercising individuals has similar elements to previous versions and can be considered a reliable test for executive functions assessment during exercise.
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Affiliation(s)
- Beatriz Hooper
- Sports Psychology Laboratory, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, Brazil
| | - Larissa Oliveira Faria
- Sports Psychology Laboratory, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, Brazil
| | - Leonardo de Sousa Fortes
- Associate Graduate Program of Physical Education of Federal University of Paraíba (UFPB), João Pessoa, Brazil
| | - Samuel Penna Wanner
- Sports Psychology Laboratory, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, Brazil.,Exercise Physiology Laboratory, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, Brazil
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42
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Domain-specific self-regulation contributes to concurrent but not later mathematics performance in elementary students. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101845] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Li J, Zhao Y, Zhou S, Pu Y, He H, Zhao M. Set-shifting ability is specifically linked to high-school science and math achievement in Chinese adolescents. Psych J 2020; 9:327-338. [PMID: 31950650 DOI: 10.1002/pchj.328] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2018] [Revised: 09/14/2019] [Accepted: 10/24/2019] [Indexed: 11/11/2022]
Abstract
Previous meta-analytic studies have revealed that set-shifting ability contributes to achievement in math and reading equally during childhood, but less is known about whether set-shifting ability plays an equally important role in achievement in different school subjects during high-school learning. To fill this research gap, the current study examined the association between set-shifting ability and academic achievement among 10th-grade Chinese adolescents who attended high school (N = 221). Meanwhile, we further explored the possible mechanisms underlying this association by testing the mediating role of math abilities (i.e., arithmetic and algebraic ability). Set-shifting ability was measured through a task-switching task in which participants continuously change task rules based on color and shape sets. Academic achievement was indexed by curriculum-based examination scores. Based on exploratory factor analyses, the achievement scores could be classified into two categories: (a) science and math achievement, including math, physics, chemistry, biology, and geography scores; and (b) humanities achievement, comprising Chinese, English, history, and politics scores. Arithmetic ability and algebraic ability were measured by participants' ability to perform calculations and solve algebraic equations, respectively. Correlation and regression analyses found that set-shifting ability was related to science and math achievement, but not to humanities achievement. Furthermore, the association between set-shifting ability and science and math achievement is partly mediated by algebraic ability. Together, these results suggest that set-shifting ability plays a domain-specific role in achievement. That is, set-shifting ability is specifically linked to science and math achievement in Chinese adolescents, and this specific link may be partly mediated by algebraic ability.
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Affiliation(s)
- Jingguang Li
- College of Education, Dali University, Dali, China
| | - Yajun Zhao
- School of Sociology and Psychology, Southwest Minzu University, Chengdu, China
| | - Shan Zhou
- College of Education, Dali University, Dali, China
| | - Yuling Pu
- College of Education, Dali University, Dali, China
| | - Hongyu He
- College of Education, Dali University, Dali, China
| | - Ming Zhao
- College of Education, Dali University, Dali, China
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van Tetering MAJ, van der Laan AM, de Kogel CH, de Groot RHM, Jolles J. Sex differences in self-regulation in early, middle and late adolescence: A large-scale cross-sectional study. PLoS One 2020; 15:e0227607. [PMID: 31929576 PMCID: PMC6957194 DOI: 10.1371/journal.pone.0227607] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2018] [Accepted: 12/23/2019] [Indexed: 12/15/2022] Open
Abstract
This large-scale cross-sectional study had the aim to investigate whether adolescent males and females differ in self-perceived self-regulation. The large sample size allowed us to investigate sex differences in three age-groups of young (n = 161), middle (n = 133) and late (n = 159) adolescents. Self-regulation was evaluated with a self-report questionnaire, the Amsterdam Executive Functioning Inventory (AEFI). This questionnaire gives a proxi for three executive functions that are important for proper self-regulation: (1) self-control & self-monitoring, (2) attention, and (3) planning & initiative taking. Results revealed clear sex differences in the self-regulation as perceived by mid-adolescents (i.e., 13-16 years). In this age period, females evaluated their attention higher than males, and they reported higher levels of self-control & self-monitoring. Our findings offer important new insights with respect to the decision making, academic achievements and behaviour of 13-16-year olds. Self-regulation is known to have a central role in academic achievement and in behavioural organisation. The sex differences in self-regulation in mid-adolescence may therefore explain part of the difference which males and females in this age-group exhibit in academic achievements and behavioural organisations. The results imply that self-regulation may be a relevant intervention target: rather than focussing on changing behaviour, interventions may focus more on self-insights and thereby changing the adolescent's perceptions about their behaviour. Increased self-insight may have the potency to actually change behaviour, which might be an interesting target for future investigation.
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Affiliation(s)
- M. A. J. van Tetering
- Centre for Brain & Learning, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - A. M. van der Laan
- Research and Documentation Centre (WODC), Ministry of Justice and Security, The Hague, The Netherlands
| | - C. H. de Kogel
- Research and Documentation Centre (WODC), Ministry of Justice and Security, The Hague, The Netherlands
| | - R. H. M. de Groot
- Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Heerlen, The Netherlands
- NUTRIM School of Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, The Netherlands
| | - J. Jolles
- Centre for Brain & Learning, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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45
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Gowey MA, Lim CS, Dutton GR, Silverstein JH, Dumont-Driscoll MC, Janicke DM. Executive Function and Dysregulated Eating Behaviors in Pediatric Obesity. J Pediatr Psychol 2019; 43:834-845. [PMID: 28595362 PMCID: PMC6093324 DOI: 10.1093/jpepsy/jsx091] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2016] [Accepted: 05/23/2017] [Indexed: 01/12/2023] Open
Abstract
Objective To examine the association between caregiver proxy report of executive function (EF) and dysregulated eating behavior in children with obesity. Methods Participants were 195 youth with obesity aged 8-17 years, and their legal guardians. Youth height, weight, demographics, depressive symptoms, eating behaviors, and EF were assessed cross-sectionally during a medical visit. Analyses of covariance, adjusted for child age, gender, race/ethnicity, standardized BMI, depressive symptoms, and family income were used to examine differences in youth EF across caregiver and youth self-report of eating behaviors. Results Youth EF differed significantly by caregiver report of eating behavior but not youth self-report. Post hoc analyses showed that youth with overeating or binge eating had poorer EF than youth without these eating behaviors. Conclusions Executive dysfunction, as reported by caregivers, in youth with obesity may be associated with dysregulated eating behaviors predictive of poor long-term psychosocial and weight outcomes. Further consideration of EF-specific targets for assessment and intervention in youth with obesity may be warranted.
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Affiliation(s)
- Marissa A Gowey
- Division of Preventive Medicine, University of Alabama at Birmingham
| | - Crystal S Lim
- Department of Psychiatry and Human Behavior, University of Mississippi Medical Center
| | - Gareth R Dutton
- Division of Preventive Medicine, University of Alabama at Birmingham
| | | | | | - David M Janicke
- Department of Clinical and Health Psychology, University of Florida
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Cirino PT, Ahmed Y, Miciak J, Taylor WP, Gerst EH, Barnes MA. A framework for executive function in the late elementary years. Neuropsychology 2019. [PMID: 29528682 DOI: 10.1037/neu0000427] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
OBJECTIVE Executive function (EF) is a commonly used but difficult to operationalize construct. In this study, we considered EF and related components as they are commonly presented in the neuropsychological literature, as well as the literatures of developmental, educational, and cognitive psychology. These components have not previously been examined simultaneously, particularly with this level of comprehensiveness, and/or at this age range or with this sample size. We expected that the EF components would be separate but related, and that a bifactor model would best represent the data relative to alternative models. METHOD We assessed EF with 27 measures in a large sample (N = 846) of late elementary school-age children, many of whom were struggling in reading, and who were demographically diverse. We tested structural models of EF, from unitary models to methodological models, utilizing model-comparison factor analytic techniques. We examined both a common factor as well as a bifactor structure. RESULTS Initial models showed strong overlap among several latent EF variables. The final model was a bifactor model with a common EF, and five specific EF factors (working memory-span/manipulation and planning; working memory-updating; generative fluency, self-regulated learning; metacognition). CONCLUSIONS Results speak to the commonality and potential separability of EF. These results are discussed in light of prevailing models of EF and how EF might be used for structure/description, prediction, and for identifying its mechanism for relevant outcomes. (PsycINFO Database Record
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Friso-van den Bos I, van de Weijer-Bergsma E. Classroom versus individual working memory assessment: predicting academic achievement and the role of attention and response inhibition. Memory 2019; 28:70-82. [PMID: 31645187 DOI: 10.1080/09658211.2019.1682170] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Working memory (WM) is an important predictor for academic learning and achievement. Typically, children's WM is assessed in controlled testing situations, which might not reflect functioning in typical classroom learning situations with natural distractions. In this study, we compared WM performance in controlled and classroom situations and their predictive value for academic achievement. Also, we examined whether performance differences between situations were moderated by attention or response inhibition. In a within-subjects design, primary school children completed visuospatial and verbal WM tasks in two settings (classroom versus controlled individual setting). First, WM functioning was lower in the classroom setting. Second, attention moderated individual differences in this discrepancy between settings, but response inhibition did not. Third, classroom obtained verbal WM scores were the strongest predictors of academic achievement. Our results indicate that classroom assessment of verbal WM provides a more ecologically valid measurement of WM abilities in a real-life learning situation.
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Affiliation(s)
- Ilona Friso-van den Bos
- Department of Pedagogical and Educational Sciences, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands.,Department of Educational Sciences, Faculty of Behavioural and Management Sciences, University of Twente
| | - Eva van de Weijer-Bergsma
- Department of Pedagogical and Educational Sciences, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands
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Cirino PT, Miciak J, Ahmed Y, Barnes MA, Taylor WP, Gerst EH. Executive Function: Association with Multiple Reading Skills. READING AND WRITING 2019; 32:1819-1846. [PMID: 31680727 PMCID: PMC6824553 DOI: 10.1007/s11145-018-9923-9] [Citation(s) in RCA: 43] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading components (word reading, fluency, comprehension), and (b) how EF operates in the context of known strong language predictors (e.g., components of the Simple View of Reading or SVR), and other skills theoretically related to reading (e.g., vocabulary, processing speed) and/or to EF (e.g., short-term memory, motor function). In a large sample of 3rd to 5th graders oversampled for struggling readers, this paper evaluates the impact of EF derived from a bifactor model (Cirino, Ahmed, Miciak, Taylor, Gerst, & Barnes, 2018) in the context of well-known covariates and demographics. Beyond common EF, five specific factors (two related to working memory, and factors of fluency, self-regulated learning, and behavioral inattention/metacognition) were addressed. EF consistently showed a unique contribution to already-strong predictive models for all reading outcomes; for reading comprehension, EF interacted with SVR indices (word reading and listening comprehension). The findings extend and refine our understanding of the contribution of EF to reading skill.
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Cortés Pascual A, Moyano Muñoz N, Quílez Robres A. The Relationship Between Executive Functions and Academic Performance in Primary Education: Review and Meta-Analysis. Front Psychol 2019; 10:1582. [PMID: 31354585 PMCID: PMC6638196 DOI: 10.3389/fpsyg.2019.01582] [Citation(s) in RCA: 88] [Impact Index Per Article: 17.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2019] [Accepted: 06/24/2019] [Indexed: 11/13/2022] Open
Abstract
The purpose of this study was to research the relationship between executive functions and academic performance in primary education (6–12 years). Based on 21 samples (n = 7,947), a meta-analysis of random effects demonstrated a moderately significant weighted effect size (r = 0.365) and was found to be a good predictor of academic performance. For the subjects of language and mathematics, the results of the random effects model were similar and slightly higher for mathematics (r = 0.350; r = 0.365). Thus, the theory that executive functions have greater influence on mathematical performance is supported, especially in aspects such as coding, organization, and the immediate retrieval of information. Regarding the different executive function components (working memory, inhibition, cognitive flexibility, and planning), working memory had the highest presence (k = 14, n = 3,740) and predictive weight for performance, with an effect size of r = 0.370 for random effects, with a moderate level of significance. The moderating effect of variables such as gender and age were also analyzed. After performing a meta-regression, gender resulted in a value of R2 = 0.49; the age variable was not significant. This result is especially important since age has traditionally been considered to be the moderating variable of executive functions. The review reveals a good predictive power of executive functions in the primary education stage, and it is even higher at the early ages, indicating its great significance in describing future performance. The study also revealed the competencies and specific aspects of the executive functions that affect the way in which its components intervene in the academic area, demonstrating the mediating effect of variables such as physical fitness, motor skills, and memory processes.
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Affiliation(s)
| | - Nieves Moyano Muñoz
- Department of Psychology and Sociology, Faculty of Humanities and Education, University of Zaragoza, Aragon, Spain
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Narrowing the achievement gap in low-achieving children by targeted executive function training. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.06.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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