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Ghahri Lalaklou Z, Haghighat-Manesh E, Montazeri Ghahjavarestani A, Ahmadi E. The effect of transcranial alternating current stimulation on cognitive flexibility and attention of children with intellectual disability: a case report. J Med Case Rep 2024; 18:310. [PMID: 38965608 PMCID: PMC11225214 DOI: 10.1186/s13256-024-04625-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2024] [Accepted: 06/07/2024] [Indexed: 07/06/2024] Open
Abstract
BACKGROUND Intellectual disability is a neurodevelopmental disorder characterized by significant impairments in intellectual functioning and adaptive behavior. Cognitive flexibility and attention are crucial cognitive domains often affected in children with intellectual disability. This case report explores the novel use of transcranial alternating current stimulation, a noninvasive brain stimulation technique, to enhance these cognitive functions. The study's novelty lies in its focus on alpha-wave frequency transcranial alternating current stimulation targeting specific Brodmann areas and its potential sustained impact on cognitive flexibility and attention in the pediatric population with intellectual disability. CASE PRESENTATION The case study involved two elementary school students, both 7 years old with mild intellectual disability, one male and one female, both with Turkic ethnicity, from Shahid Fahmideh School for Exceptional Children in Khosrowshah, Iran. Both participants underwent a 2-week intervention with daily 20-minute sessions of transcranial alternating current stimulation at an alpha-wave frequency (10 Hz), targeting Brodmann areas F3 and P3. Cognitive flexibility and attention were assessed using the Wisconsin Card Sorting Test and the Clock Test, administered at four time points: pre-intervention, week 1, week 2, and 1 month post-intervention. Statistical analysis showed significant improvements in both Wisconsin Card Sorting Test and Clock Test scores for both participants compared with baseline, with sustained enhancement over time. CONCLUSION The findings from this case report indicate that transcranial alternating current stimulation may be a promising intervention for improving cognitive flexibility and attention in children with intellectual disability. The significant and sustained improvements observed suggest that transcranial alternating current stimulation could have a meaningful clinical impact on the cognitive development of this population. However, further research is needed to confirm the efficacy of transcranial alternating current stimulation and to explore its broader applicability and long-term effects in larger, more diverse populations.
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Affiliation(s)
- Zahra Ghahri Lalaklou
- Faculty of Psychology and Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran.
| | - Elahe Haghighat-Manesh
- Department of Basic Sciences, School of Medicine, Zabol University of Medical Sciences, Zabol, Iran
| | | | - Ezzatollah Ahmadi
- Faculty of Psychology and Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran.
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Arán Filippetti V, Gutierrez M, Krumm G. Norms, convergent validity, test-retest reliability, and practice effects for verbal fluency overall performance, clustering, and switching in Spanish-speaking children. Clin Neuropsychol 2024:1-30. [PMID: 38360587 DOI: 10.1080/13854046.2024.2315729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 12/08/2023] [Indexed: 02/17/2024]
Abstract
OBJECTIVE We conducted two empirical studies (in a cross-sectional and a longitudinal design) with the aim at establishing normative data (including norms for strategy use [i.e., clustering and switching strategies] and performance over time), and examining the convergent validity, the test-retest reliability (3-4 wks interval) and the changes in performance with practice (1 year interval) of the different verbal fluency (VF) quantitative and qualitative scores in Spanish-speaking children and adolescents. METHOD In S1 (n = 620 6- to 15-year-old Spanish-speaking children and adolescents), MANCOVA and Pearson's correlations were employed. In S2 (n = 148 6- to 12-year-old Spanish-speaking children), intraclass correlation coefficient (ICC), paired t-tests, and Confirmatory Factor Analysis (CFA) were used. RESULTS S1 results showed an age effect on all VF measures (quantitative and qualitative). The number of switches/clusters was more related to total word productivity and to executive functions (EF) than the mean cluster size. In S2, a significant increase in phonological VF performance was observed on number of switches and word productivity scores from baseline (Time 1) to repeat testing at Time 2. Practice effects were observed at Time 3 on all measures except for semantic and phonological mean cluster size. Test-retest reliability coefficients at Time 2 for number of clusters and switches, but not for mean cluster size, fell in the moderate range, ranging from ICCs .61 to ICCs .81. Test-retest reliability coefficients for total word productivity were higher (ICCs above .80) and stronger when testing as a unity with CFA methods (ϕ=.94, p < .001). CONCLUSIONS These data may be relevant for informing the neuropsychological assessment of spontaneous cognitive flexibility in children with typical development (TD) and those with developmental or acquired disorders.
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Affiliation(s)
- Vanessa Arán Filippetti
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC) - Universidad Adventista del Plata, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
| | - Marisel Gutierrez
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC) - Universidad Adventista del Plata, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
| | - Gabriela Krumm
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC) - Universidad Adventista del Plata, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
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Siegel A, Toledo-Tamula MA, Martin S, Gillespie A, Goodwin A, Widemann B, Wolters PL. Written language achievement in children and adolescents with neurofibromatosis type 1 and Plexiform Neurofibromas. Child Neuropsychol 2024:1-21. [PMID: 38318699 DOI: 10.1080/09297049.2024.2307663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 01/13/2024] [Indexed: 02/07/2024]
Abstract
Neurofibromatosis type 1 (NF1) is associated with below average writing achievement. However, little is known about specific aspects of written language impacted by NF1, changes in writing over time, and associations between cognitive aspects of the NF1 phenotype and writing. At three timepoints over six years, children with NF1 and plexiform neurofibromas (PNs) completed Woodcock-Johnson tests of writing mechanics (Spelling, Punctuation & Capitalization, handwriting), written expression of ideas (Writing Samples), writing speed (Writing Fluency), and tests of general cognitive ability, executive function, memory, and attention. Children (N = 76, mean age = 12.8 ± 3.4 years) completed at least one baseline writing subtest. Overall writing scores were in the Average range (M = 93.4, SD = 17.4), but lower than population norms (p = 0.002). Scores were highest on Writing Samples (M = 95.2, SD = 17.3), and lowest for Punctuation & Capitalization (M = 87.9, SD = 18.8, p = 0.034). Writing scores were mostly stable over time. Nonverbal reasoning was related to some tests of writing mechanics and written expression of ideas. Short-term memory and inattention explained additional variance in Writing Samples and Spelling. Poor handwriting was associated with writing content beyond the impact of cognitive factors. Children with NF1 and PNs may benefit from early screening and writing support. Interventions should address the contribution of both cognitive and handwriting difficulties in written language.
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Affiliation(s)
- Atara Siegel
- Pediatric Oncology Branch, Center for Cancer Research, National Cancer Institute, NIH, Bethesda, MD, USA
- Kennedy Krieger Institute, Baltimore, MD
| | - Mary Anne Toledo-Tamula
- Pediatric Oncology Branch, Center for Cancer Research, National Cancer Institute, NIH, Bethesda, MD, USA
| | - Staci Martin
- Pediatric Oncology Branch, Center for Cancer Research, National Cancer Institute, NIH, Bethesda, MD, USA
| | - Andy Gillespie
- Pediatric Oncology Branch, Center for Cancer Research, National Cancer Institute, NIH, Bethesda, MD, USA
| | - Anne Goodwin
- Pediatric Oncology Branch, Center for Cancer Research, National Cancer Institute, NIH, Bethesda, MD, USA
| | - Brigitte Widemann
- Pediatric Oncology Branch, Center for Cancer Research, National Cancer Institute, NIH, Bethesda, MD, USA
| | - Pamela L Wolters
- Pediatric Oncology Branch, Center for Cancer Research, National Cancer Institute, NIH, Bethesda, MD, USA
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Borghesi F, Mancuso V, Bruni F, Cremascoli R, Bianchi L, Mendolicchio L, Cattaldo S, Chirico A, Mauro A, Pedroli E, Cipresso P. Mental flexibility assessment: A research protocol for patients with Parkinson's Disease and Anorexia Nervosa. PLoS One 2023; 18:e0293921. [PMID: 38117804 PMCID: PMC10732438 DOI: 10.1371/journal.pone.0293921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Accepted: 10/22/2023] [Indexed: 12/22/2023] Open
Abstract
Mental Flexibility oscillates between adaptive variability in behavior and the capacity to restore homeostasis, linked to mental health. It has recently been one of the most investigated abilities in mental and neurological diseases such as Anorexia nervosa and Parkinson's disease, studied for rigidity or cognitive inflexibility. Patients with anorexia nervosa have rigid cognitive processes about food and weight, which leads to restrictive eating and excessive exercise. People who struggle to adapt their cognitive processes and actions to change their diet and exercise habits may have a harder time recovering from the disorder. On the other hand, research suggests that Parkinson's disease patients may have cognitive flexibility impairments that impair their ability to perform daily tasks and adapt to new environments. Although of clinical interest, mental flexibility lacks theoretical liberalization and unified assessment. This study introduces "IntellEGO" a protocol for a new, multidimensional psychometric assessment of flexibility. This assessment evaluates a person's authentic ability to handle daily challenges using cognitive, emotional, and behavioral factors. Since traditional assessments often focus on one domain, we aim to examine flexibility from multiple angles, acknowledging the importance of viewing people as whole beings with mental and physical aspects. The study protocol includes two assessment phases separated by a rehabilitation period. T0, the acute phase upon admission, and T1, the post-rehabilitation phase lasting 15 days for Parkinson's patients and 4 weeks for eating disorder patients, will be assessed. Neuropsychological performance, self-report questionnaires, psychophysiological measures, and neuroendocrine measures will be collected from Anorexia Nervosa and Parkinson's Disease patients during each study phase. The objective of this procedure is to provide clinicians with a comprehensive framework for conducting meticulous assessments of mental flexibility. This framework considers emotional, cognitive, and behavioral factors, and is applicable to various patient populations.
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Affiliation(s)
| | | | | | - Riccardo Cremascoli
- Istituto Auxologico Italiano, IRCCS, Unit of Neurology and Neurorehabilitation, San Giuseppe Hospital Piancavallo, Verbania, Italy
| | - Laura Bianchi
- Istituto Auxologico Italiano, IRCCS, Unit of Neurology and Neurorehabilitation, San Giuseppe Hospital Piancavallo, Verbania, Italy
| | - Leonardo Mendolicchio
- Istituto Auxologico Italiano, IRCCS, Unity of Eating Disorders, San Giuseppe Hospital Piancavallo, Verbania, Italy
| | - Stefania Cattaldo
- Istituto Auxologico Italiano, IRCCS, Laboratory of Clinical Neurobiology, San Giuseppe Hospital Piancavallo, Verbania, Italy
| | - Alice Chirico
- Department of Psychology, Research Center in Communication Psychology, Universitá Cattolica del Sacro Cuore, Milan, Italy
| | - Alessandro Mauro
- Istituto Auxologico Italiano, IRCCS, Unit of Neurology and Neurorehabilitation, San Giuseppe Hospital Piancavallo, Verbania, Italy
- Department of Neuroscience Rita Levi Montalcini, University of Turin, Turin, Italy
| | - Elisa Pedroli
- Faculty of Psychology, eCampus University, Novedrate, Italy
- Department of Geriatrics and Cardiovascular Medicine, IRCCS Istituto Auxologico Italiano, Milan, Italy
| | - Pietro Cipresso
- Department of Psychology, University of Turin, Turin, Italy
- Istituto Auxologico Italiano, IRCCS, Unit of Neurology and Neurorehabilitation, San Giuseppe Hospital Piancavallo, Verbania, Italy
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Borghesi F, Chirico A, Cipresso P. Outlining a novel psychometric model of mental flexibility and affect dynamics. Front Psychol 2023; 14:1183316. [PMID: 38155694 PMCID: PMC10753024 DOI: 10.3389/fpsyg.2023.1183316] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 11/17/2023] [Indexed: 12/30/2023] Open
Abstract
Theoretically, affective states have always been conceived as complex phenomena enabling individuals to respond flexibly and dynamically to environmental demands. Methodologically, the novel field of Affect Dynamics has started to analyze affective states as inherently dynamic and interdependent phenomena by focusing on how and why they fluctuate over time. Fluctuations of affective states can also be conceived as a function of individuals' ability to flexibly modulate their responses according to environmental demands. However, this ability has been sparsely investigated in different disciplines and domains, thus, engendering a plethora of terms and models. In this conceptual analysis, we first aimed to disentangle the puzzle of flexibility by outlining the distinctive cross-domain features of this concept, thus providing a novel comprehensive operationalization. We termed this novel unitary concept "mental flexibility," the general ability to variably adapt to environmental demands. Then, we outlined the interplay between individuals' mental flexibility and affect dynamics by proposing a novel psychometric model of affect dynamics, using Markovian chain.
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Affiliation(s)
| | - Alice Chirico
- Department of Psychology, Research Center in Communication Psychology, Universitá Cattolica del Sacro Cuore, Milan, Italy
| | - Pietro Cipresso
- Department of Psychology, University of Turin, Turin, Italy
- Istituto Auxologico Italiano, IRCCS, Milano, Italy
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Gerver CR, Griffin JW, Dennis NA, Beaty RE. Memory and creativity: A meta-analytic examination of the relationship between memory systems and creative cognition. Psychon Bull Rev 2023; 30:2116-2154. [PMID: 37231179 DOI: 10.3758/s13423-023-02303-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/30/2023] [Indexed: 05/27/2023]
Abstract
Increasing evidence suggests that specific memory systems (e.g., semantic vs. episodic) may support specific creative thought processes. However, there are a number of inconsistencies in the literature regarding the strength, direction, and influence of different memory (semantic, episodic, working, and short-term) and creativity (divergent and convergent thinking) types, as well as the influence of external factors (age, stimuli modality) on this purported relationship. In this meta-analysis, we examined 525 correlations from 79 published studies and unpublished datasets, representing data from 12,846 individual participants. We found a small but significant (r = .19) correlation between memory and creative cognition. Among semantic, episodic, working, and short-term memory, all correlations were significant, but semantic memory - particularly verbal fluency, the ability to strategically retrieve information from long-term memory - was found to drive this relationship. Further, working memory capacity was found to be more strongly related to convergent than divergent creative thinking. We also found that within visual creativity, the relationship with visual memory was greater than that of verbal memory, but within verbal creativity, the relationship with verbal memory was greater than that of visual memory. Finally, the memory-creativity correlation was larger for children compared to young adults despite no impact of age on the overall effect size. These results yield three key conclusions: (1) semantic memory supports both verbal and nonverbal creative thinking, (2) working memory supports convergent creative thinking, and (3) the cognitive control of memory is central to performance on creative thinking tasks.
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Affiliation(s)
- Courtney R Gerver
- Department of Psychology, Pennsylvania State University, 140 Moore Building, University Park, PA, 16802, USA
| | - Jason W Griffin
- Department of Psychology, Pennsylvania State University, 140 Moore Building, University Park, PA, 16802, USA
| | - Nancy A Dennis
- Department of Psychology, Pennsylvania State University, 140 Moore Building, University Park, PA, 16802, USA
| | - Roger E Beaty
- Department of Psychology, Pennsylvania State University, 140 Moore Building, University Park, PA, 16802, USA.
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7
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Wong EH, Rosales KP, Looney L. Improving Cognitive Abilities in School-Age Children via Computerized Cognitive Training: Examining the Effect of Extended Training Duration. Brain Sci 2023; 13:1618. [PMID: 38137066 PMCID: PMC10742001 DOI: 10.3390/brainsci13121618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 11/17/2023] [Accepted: 11/20/2023] [Indexed: 12/24/2023] Open
Abstract
Critical neuropsychological capabilities such as working memory, cognitive flexibility, and processing speed are foundational to many daily activities. For children, such skills are essential for school success. Thus, children who demonstrate weaknesses in these abilities may experience impaired academic performance; this is especially true for students identified with learning differences who often exhibit less developed cognitive abilities. The purpose of this project was to examine the efficacy of a cognitive training program implemented during the school day to improve abilities predictive of academic achievement. Ninety-five children completed two training activities that were counterbalanced across participants. Analyses of baseline working memory, cognitive flexibility, and processing speed performance relative to those following training showed a strong treatment effect. Moreover, there is notable evidence of greater intervention efficacy with extended engagement with the training program. Implications for neuropsychological research and practice are discussed.
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Affiliation(s)
| | - Kevin P. Rosales
- Department of Child Development, California State University, San Bernardino, CA 92407, USA; (E.H.W.); (L.L.)
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Hipólito I, Mago J, Rosas FE, Carhart-Harris R. Pattern breaking: a complex systems approach to psychedelic medicine. Neurosci Conscious 2023; 2023:niad017. [PMID: 37424966 PMCID: PMC10325487 DOI: 10.1093/nc/niad017] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 05/19/2023] [Accepted: 06/08/2023] [Indexed: 07/11/2023] Open
Abstract
Recent research has demonstrated the potential of psychedelic therapy for mental health care. However, the psychological experience underlying its therapeutic effects remains poorly understood. This paper proposes a framework that suggests psychedelics act as destabilizers, both psychologically and neurophysiologically. Drawing on the 'entropic brain' hypothesis and the 'RElaxed Beliefs Under pSychedelics' model, this paper focuses on the richness of psychological experience. Through a complex systems theory perspective, we suggest that psychedelics destabilize fixed points or attractors, breaking reinforced patterns of thinking and behaving. Our approach explains how psychedelic-induced increases in brain entropy destabilize neurophysiological set points and lead to new conceptualizations of psychedelic psychotherapy. These insights have important implications for risk mitigation and treatment optimization in psychedelic medicine, both during the peak psychedelic experience and during the subacute period of potential recovery.
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Affiliation(s)
- Inês Hipólito
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Berlin 10117, Germany
- Department of Philosophy, Macquarie University, New South Wales 2109, Australia
| | - Jonas Mago
- Wellcome Centre for Human Neuroimaging, University College London, London WC1N 3AR, United Kingdom
- Integrative Program in Neuroscience, McGill University, Montreal, Quebec QC H3A, Canada
| | - Fernando E Rosas
- Department of Brain Sciences, Centre for Psychedelic Research, Imperial College London, London SW7 2BX, United Kingdom
- Centre for Complexity Science, Imperial College London, London SW7 2BX, United Kingdom
- Data Science Institute, Imperial College London, London SW7 2BX, United Kingdom
- Department of Informatics, University of Sussex, Brighton BN1 9RH, United Kingdom
- Centre for Eudaimonia and Human Flourishing, University of Oxford, Oxford OX3 9BX, United Kingdom
| | - Robin Carhart-Harris
- Department of Brain Sciences, Centre for Psychedelic Research, Imperial College London, London SW7 2BX, United Kingdom
- Psychedelics Division, University of California San Francisco, San Francisco, CA 92521, United States
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Pasarín-Lavín T, Abín A, García T, Rodríguez C. Relationship between Executive Functions and Creativity in Children and Adolescents: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1002. [PMID: 37371234 DOI: 10.3390/children10061002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Revised: 05/26/2023] [Accepted: 05/31/2023] [Indexed: 06/29/2023]
Abstract
(1) Background: Executive functions and creativity could play an important role in children's education. To date, research on the relationship between these constructs has focused on adults. The objective of this systematic review was to analyze the relationship between executive functions (EFs) and creativity in children to provide teachers with tools to improve students' abilities. (2) Methods: A total of 12 studies were identified using WOS, SCOPUS and PsycINFO, which matched the following criteria: (i) empirical studies with measures of executive functions and creativity; (ii) a sample of children or adolescents (3 to 18 years old); and (iii) in the previous decade (2012-2021). (3) Results: The results indicated a clear relationship between flexibility and creativity. Flexibility is positively correlated and inhibition is negatively correlated with creativity. There is no clear evidence that the remaining EFs, such as working memory, correlate with creativity. There was insufficient evidence on the relationship between intelligence, executive functions and creativity in a sample of children for the results to be generalized. (4) Conclusion: Future studies should consider the variability of standardized tests that measure these two constructs in order to be able to compare measurements and obtain generalizable results.
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Affiliation(s)
| | - Amanda Abín
- Department of Psychology, University of Oviedo, 33003 Oviedo, Spain
| | - Trinidad García
- Department of Psychology, University of Oviedo, 33003 Oviedo, Spain
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Li Y, Grabell AS, Perlman SB. Irritability Moderates the Association between Cognitive Flexibility Task Performance and Related Prefrontal Cortex Activation in Young Children. Brain Sci 2023; 13:882. [PMID: 37371362 PMCID: PMC10296206 DOI: 10.3390/brainsci13060882] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 05/24/2023] [Accepted: 05/29/2023] [Indexed: 06/29/2023] Open
Abstract
The association between cognitive flexibility and related neural functioning has been inconsistent. This is particularly true in young children, where previous studies have found heterogenous results linking behavior and neural function, raising the possibility of unexplored moderators. The current study explored the moderating role of dimensional irritability in the association between cognitive flexibility task performance and prefrontal activation in young children. A total of 106 3- to 7-year-old children were recruited to complete a custom-designed, child-adapted, cognitive flexibility task, and 98 of them were included in the data analysis. The children's dorsolateral prefrontal cortex activation was monitored using functional near-infrared spectroscopy, and their levels of irritability were reported by parents using the MAP-DB Temper Loss subscale. Results indicated that the mean reaction time of the cognitive flexibility task was negatively correlated with concurrent prefrontal activation. No evidence was found for the association between task accuracy and prefrontal activation. Moreover, irritability moderated the association between the mean reaction time and prefrontal activation. Children high in irritability exhibited a stronger negative association between the mean reaction time and related prefrontal activation than children low in irritability. The moderating model suggested a novel affective-cognitive interaction to investigate the associations between cognitive task performance and their neural underpinnings.
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Affiliation(s)
- Yanwei Li
- College of Early Childhood Education, Nanjing Xiaozhuang University, Nanjing 210017, China
| | - Adam S. Grabell
- Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, MA 01003, USA
| | - Susan B. Perlman
- Department of Psychiatry, Washington University in St. Louis, St. Louis, MO 63130, USA
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11
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Bukhalenkova D, Almazova O. Active screen time and imagination in 5-6-years-old children. Front Psychol 2023; 14:1197540. [PMID: 37255514 PMCID: PMC10226465 DOI: 10.3389/fpsyg.2023.1197540] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Accepted: 04/24/2023] [Indexed: 06/01/2023] Open
Abstract
This research focused on the connection between such factors of the active screen time of preschoolers as the time spent playing computer games and parental participation in children's computer games on imagination in 5-6 years old children. The mothers of 772 children were asked to fill out questionnaires where they described how their children interact with gadgets. 371 of these children also participated in the test that assessed productive imagination using complete the drawing task (such parameters as flexibility, originality, elaboration were assessed). As a result of the study, no relationship was found between imagination and the time spent by preschoolers playing computer games. At the same time, this study revealed significant relationships between imagination and the characteristics of parental participation in the gadgets' usage by preschoolers. The research showed that imagination flexibility scores are significantly higher in children who use gadgets with siblings or peers than in those who often play alone or with an adult.
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Affiliation(s)
- Daria Bukhalenkova
- Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia
| | - Olga Almazova
- Department of Developmental Psychology, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia
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12
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Miroshnik KG, Forthmann B, Karwowski M, Benedek M. The relationship of divergent thinking with broad retrieval ability and processing speed: A meta-analysis. INTELLIGENCE 2023. [DOI: 10.1016/j.intell.2023.101739] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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13
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Tanhan F, Özok Hİ, Kaya A, Yıldırım M. Mediating and moderating effects of cognitive flexibility in the relationship between social media addiction and phubbing. CURRENT PSYCHOLOGY 2023; 43:1-12. [PMID: 36713623 PMCID: PMC9871432 DOI: 10.1007/s12144-023-04242-8] [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] [Accepted: 01/05/2023] [Indexed: 01/26/2023]
Abstract
Presently, social media is widely used worldwide among different populations. Therefore, phubbing rapidly became a popular phenomenon in our daily life. However, little is known about the underlying mechanism and interaction between social media use and phubbing. Therefore, this research examines the mediating and moderating role of cognitive flexibility in the association between social media addiction and phubbing. Participants were 385 university students (280 females) studying at a state university in eastern Turkey and completed the self-reported measures of cognitive flexibility, social media addiction, and phubbing. The results showed that cognitive flexibility mediated and moderated the effect of social media addiction on phubbing. These findings may contribute to the discussion around the psychological consequences of using social media alongside increasing awareness about factors affecting and explaining the association between social media use and phubbing, which have important implications for research and practice.
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Affiliation(s)
| | | | | | - Murat Yıldırım
- Department of Psychology, Faculty of Science and Letters, Agrı Ibrahim Cecen University, Erzurum Yolu 4 Km 04100, Merkez, Ağrı, Turkey
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14
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Pino Muñoz M, Arán Filippetti V. Coping Strategies and Social Skills of School-Aged Children: Association with Performance-Based Measures and Behavioral Ratings of Executive Function. J Genet Psychol 2022:1-17. [DOI: 10.1080/00221325.2022.2156266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Affiliation(s)
- Mónica Pino Muñoz
- Escuela de Psicología, Departamento de Ciencias Sociales, Universidad del Bío Bío, Chillán, Chile
- Grupo de Investigación para el Desarrollo Emocional Cognitivo para el Aprendizaje (GIDECAP). Facultad de Educación y Humanidades, Universidad del Bío Bío, Chillán, Chile
| | - Vanessa Arán Filippetti
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata, Entre Ríos, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
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15
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Arán Filippetti V, Krumm G, López MB. Clustering and Switching During Verbal Fluency in Typical and Atypical Development: A Systematic Review in Children and Adolescents. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03787-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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16
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Power Spectrum and Connectivity Analysis in EEG Recording during Attention and Creativity Performance in Children. NEUROSCI 2022. [DOI: 10.3390/neurosci3020025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
Abstract
The present research aims at examining the power spectrum and exploring functional brain connectivity/disconnectivity during concentration performance, as measured by the d2 test of attention and creativity as measured by the CREA test in typically developing children. To this end, we examined brain connectivity by using phase synchrony (i.e., phase locking index (PLI) over the EEG signals acquired by the Emotiv EPOC neuroheadset in 15 children aged 9- to 12-years. Besides, as a complement, a power spectrum analysis of the acquired signals was performed. Our results indicated that, during d2 Test performance there was an increase in global gamma phase synchronization and there was a global alpha and theta band desynchronization. Conversely, during CREA task, power spectrum analysis showed a significant increase in the delta, beta, theta, and gamma bands. Connectivity analysis revealed marked synchronization in theta, alpha, and gamma. These findings are consistent with other neuroscience research indicating that multiple brain mechanisms are indeed involved in creativity. In addition, these results have important implications for the assessment of attention functions and creativity in clinical and research settings, as well as for neurofeedback interventions in children with typical and atypical development.
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17
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Linking cognitive flexibility to entrepreneurial alertness and entrepreneurial intention among medical students with the moderating role of entrepreneurial self-efficacy: A second-order moderated mediation model. PLoS One 2021; 16:e0256420. [PMID: 34559823 PMCID: PMC8462674 DOI: 10.1371/journal.pone.0256420] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2020] [Accepted: 08/06/2021] [Indexed: 11/26/2022] Open
Abstract
This study extended the research on the association between cognitive flexibility and entrepreneurial intention by developing a moderated mediation model. This research examined whether entrepreneurial alertness mediates this association. This study also investigated whether entrepreneurial self-efficacy moderates this mediation model by conducting a moderated mediation model. The sample of this study comprised 486 medical university students of Pakistan. Data gathered using a self-report administered questionnaire and hypotheses were tested with SEM structural equation modeling technique through AMOS user-defined estimates and developed a syntax based on Hayes model 15 of process macro. The results revealed that cognitive flexibility is positively related to entrepreneurial alertness and entrepreneurial intentions. Furthermore, findings showed that the indirect relationship of entrepreneurial alertness via entrepreneurial self-efficacy on cognitive flexibility and the entrepreneurial intention was also significant. This study contributes to the emerging research on psychology and entrepreneurship as well as concludes that individuals with a high level of cognitive flexibility, entrepreneurial alertness, and entrepreneurial self-efficacy are more inclined to pursue a career in entrepreneurship.
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18
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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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19
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Magenes S, Antonietti A, Cancer A. Creative Thinking and Dyscalculia: Conjectures About a Still Unexplored Link. Front Psychol 2021; 12:671771. [PMID: 34122263 PMCID: PMC8194696 DOI: 10.3389/fpsyg.2021.671771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 05/03/2021] [Indexed: 11/13/2022] Open
Affiliation(s)
- Sara Magenes
- Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
- Fraternità e Amicizia Società Cooperativa Sociale ONLUS, Milan, Italy
| | | | - Alice Cancer
- Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
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20
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Arán Filippetti V, Gutierrez M, Krumm G, Mateos D. Convergent validity, academic correlates and age- and SES-based normative data for the d2 Test of attention in children. APPLIED NEUROPSYCHOLOGY-CHILD 2021; 11:629-639. [PMID: 34033722 DOI: 10.1080/21622965.2021.1923494] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The d2, test of attention is one of the most used neuropsychological tests to measure attention in clinical and research settings. To date, no studies have examined neither its convergent and divergent validity in children nor its relationship with academic skills at school age. The aims of the present study were: (1) to examine the convergent and divergent validity of the d2 Test in a non-clinical pediatric population, (2) to explore the relationship between d2 task performance and academic skills (i.e., math, reading and writing abilities) and (3) to develop normative data for Spanish-speaking children (n = 360 8- to 12-year-old children) stratified by age and socioeconomic status (SES). Pearson's correlation and Structural Equation Models (SEM) were used to analyze the d2 Test validity and its relationship with academic skills. A between-subjects factorial MANOVA was used to examine differences among SES (Middle, Low), age (8-10, 11-12), and sex (male, female). Findings revealed a significant relationship between d2 task performance and all attention and executive functions (EF) measures under analysis providing evidence of good convergent validity. Furthermore, SEM results showed that attention has direct effects on math and reading and writing skills. Finally, our study confirms the influence of age and SES on d2 task performance and provides normative data for middle- and low-SES children. These results have important implications for the assessment of attention functions in clinical and research settings in children with typical and atypical development.
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Affiliation(s)
- Vanessa Arán Filippetti
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina.,Centro Interdisciplinario en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata, Entre Ríos, Argentina.,Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
| | - Marisel Gutierrez
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina.,Centro Interdisciplinario en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata, Entre Ríos, Argentina.,Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
| | - Gabriela Krumm
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina.,Centro Interdisciplinario en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata, Entre Ríos, Argentina.,Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
| | - Diego Mateos
- Universidad Autónoma de entre Ríos (UADER), Entre Rios, Argentina.,Instituto de Matemática Aplicada del Litoral (IMAL-CONICET-UNL), Santa Fe, Argentina
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21
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Ruffini C, Spoglianti S, Bombonato C, Bonetti S, Di Lieto MC, Pecini C. Dialogic Reading to Empower Executive Functions in Preschoolers. CHILDREN-BASEL 2021; 8:children8050373. [PMID: 34065145 PMCID: PMC8151119 DOI: 10.3390/children8050373] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 05/03/2021] [Accepted: 05/06/2021] [Indexed: 11/26/2022]
Abstract
Among the interventions recently developed to enhance Executive Functions (EFs) in preschoolers, Quincey Quokka’s Quest (QQQ) is an illustrated book proposing EF activities embedded within a shared reading framework (Howard et al., 2017). In the present study, the Italian version of QQQ (QQQIT) was tested in 20 typical developing 4–5 year old children. Standardized tests were used to assess EFs pre- and post- intervention. QQQIT was conducted once a week for 8 weeks in small groups. A positive trend was registered in QQQIT performances from the first to the last sessions and a significant improvement, in comparison to the control condition, was obtained in the Color and Form Game test. These results, supporting the feasibility of the QQQIT intervention and its efficacy in increasing shifting abilities, confirm the usefulness of ecological interventions to empower specific EF components in preschool contexts.
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Affiliation(s)
- Costanza Ruffini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (C.R.); (C.P.)
| | - Silvia Spoglianti
- Paroleincerchio, Centro per l’Età Evolutiva, Via Leopardi 90, 40026 Imola, Italy;
| | - Clara Bombonato
- Department of Neuroscience, Psychology, Drug Research and Child Health, Viale Pieraccini 6, 50139 Firenze, Italy;
| | - Silvia Bonetti
- Equipe Multiprofessionale Evolutiva, Via della Vetraia 7, 55049 Viareggio, Italy;
| | - Maria Chiara Di Lieto
- IRCCS Stella Maris Foundation, Viale del Tirreno 341, 56128 Calambrone, Italy
- Correspondence:
| | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (C.R.); (C.P.)
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22
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López MB, Arán Filippetti V, Richaud MC. Adult Executive Functioning Inventory (ADEXI): Factor structure, convergent validity, and reliability of a Spanish adaptation. APPLIED NEUROPSYCHOLOGY-ADULT 2021; 29:1380-1386. [PMID: 33587681 DOI: 10.1080/23279095.2021.1880408] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Although there are several ratings to assess Executive Functions (EF) in adults, most of these are lengthy and comprise items which describe extreme or pathologic behaviors (e.g., ADHD symptoms), proving inadequate for the assessment of EF in general population. The Adult Executive Functioning Inventory (ADEXI) seeks to assess EF taking these limitations into account. The aims of the present study were to analyze the factor structure, the convergent and divergent validity, and the reliability of a Spanish adaptation of the ADEXI in a non-clinical population. The Spanish adaptation of the ADEXI, the Interpersonal Reactivity Index (IRI), the Cognitive Flexibility Scale (CFS), and an adaptation of the Aggression Scale (AS) were administered to 369 healthy adults between 18 and 60-years-old. To analyze the factor structure of the ADEXI, Confirmatory Factor Analysis (CFA) was used. In addition, the relationship between the inventory and the IRI, the CFS and the AS was analyzed. Finally, Cronbach's α index was calculated. CFA showed that the two-factor model including (1) Working memory and (2) Inhibition best fit the data. Significant correlations were found between the ADEXI scores and the CFS, the IRI and the AS, providing additional evidence of construct validity. The internal consistency of the ADEXI was high (α = 0.87). Taken together, our results indicate that the Spanish adaptation of the ADEXI shows satisfactory psychometric properties and would be a valid and reliable measure to assess EF in non-clinical populations both for clinical and research purposes.
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Affiliation(s)
- Mariana Beatriz López
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina.,Centro Interdisciplinario de Investigación en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata, Libertador San Martín, Argentina
| | - Vanessa Arán Filippetti
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina.,Centro Interdisciplinario de Investigación en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata, Libertador San Martín, Argentina
| | - María Cristina Richaud
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
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23
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Social-Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18041752. [PMID: 33670218 PMCID: PMC7916968 DOI: 10.3390/ijerph18041752] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/18/2021] [Revised: 02/04/2021] [Accepted: 02/08/2021] [Indexed: 11/20/2022]
Abstract
This study was conducted to investigate the correlations between social–emotional competence (SEC) and academic achievement (AA) among nursing students and to compare students’ level of each core skill of SEC (critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, and collaboration) and academic achievement (clinical performance and subjective academic achievement). A cross-sectional design was adapted. Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universities in South Korea. General characteristics, levels of critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, collaboration, and academic achievement were collected via self-reported questionnaire. Canonical correlation analysis was performed to evaluate the relationship between SEC and AA. The canonical correlation coefficient between SEC and AA was 0.762. Critical thinking disposition (Rs = 0.89), problem-solving (Rs = 0.86), and cooperation (Rs = 0.80) made the most important contributions to SEC. Clinical performance (Rs = 0.95) and subjective AA (Rs = 0.57) were correlated with AA. SEC should be addressed to improve the AA of nursing students. All core skills of SEC should be regularly promoted. It is particularly urgent for nursing students to improve their creativity.
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24
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Gutierrez M, Arán Filippetti V, Lemos V. The Childhood Executive Functioning Inventory (CHEXI) Parent and Teacher Form: Factor Structure and Cognitive Correlates in Spanish-speaking Children from Argentina. Dev Neuropsychol 2021; 46:136-148. [PMID: 33481636 DOI: 10.1080/87565641.2021.1878175] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The aims of the present study were: (1) to explore the CHEXI factor structure parent (n = 183) and teacher (n = 206) forms in Spanish-speaking children aged 6 to 11 years, (2) to analyze the relationship between parent- and teacher-rated data and performance-based measures of EF (including working memory, inhibition, and cognitive flexibility tasks) and academic achievement and (3) to examine the association between parents and teachers reports. Confirmatory Factor analysis (CFA) showed that the two-factor model including (1) Working memory and (2) Inhibition best fit the data. McDonald's Omega coefficient was adequate for both the total parents (ω = .98). and teachers' (ω = .98) scales. In addition, low and selective associations were found between performance and rater-based assessments. However, stronger associations were observed between CHEXI and academic performance with differences according to the informant (parents vs. teachers). Finally, low correlations were found between parents and teachers reports. Taken together, our results suggest that the CHEXI is a reliable measure to assess EF in Argentinean Spanish-speaking children, supporting existing evidence that proposes that ratings and performance-based measures would assess different underlying mental constructs. Clinical and educational implications for considering both perspectives during neuropsychological assessment, further including parent- and teacher-rated reports are discussed.
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Affiliation(s)
- Marisel Gutierrez
- Consejo Nacional De Investigaciones Científicas Y Técnicas (CONICET), Buenos Aires, Argentina.,Centro Interdisciplinario De Investigaciones En Ciencias De La Salud Y Del Comportamiento (CIICSAC), Universidad Adventista Del Plata (UAP), Entre Ríos, Argentina.,Facultad De Humanidades, Educación Y Ciencias Sociales, Universidad Adventista Del Plata, Entre Ríos, Argentina
| | - Vanessa Arán Filippetti
- Consejo Nacional De Investigaciones Científicas Y Técnicas (CONICET), Buenos Aires, Argentina.,Centro Interdisciplinario De Investigaciones En Ciencias De La Salud Y Del Comportamiento (CIICSAC), Universidad Adventista Del Plata (UAP), Entre Ríos, Argentina.,Facultad De Humanidades, Educación Y Ciencias Sociales, Universidad Adventista Del Plata, Entre Ríos, Argentina
| | - Viviana Lemos
- Consejo Nacional De Investigaciones Científicas Y Técnicas (CONICET), Buenos Aires, Argentina.,Centro Interdisciplinario De Investigaciones En Ciencias De La Salud Y Del Comportamiento (CIICSAC), Universidad Adventista Del Plata (UAP), Entre Ríos, Argentina.,Facultad De Humanidades, Educación Y Ciencias Sociales, Universidad Adventista Del Plata, Entre Ríos, Argentina
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25
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Rastelli C, Greco A, Finocchiaro C. Revealing the Role of Divergent Thinking and Fluid Intelligence in Children's Semantic Memory Organization. J Intell 2020; 8:E43. [PMID: 33327564 PMCID: PMC7768431 DOI: 10.3390/jintelligence8040043] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Revised: 11/24/2020] [Accepted: 12/07/2020] [Indexed: 01/21/2023] Open
Abstract
The current theories suggest the fundamental role of semantic memory in creativity, mediating bottom-up (divergent thinking) and top-down (fluid intelligence) cognitive processes. However, the relationship between creativity, intelligence, and the organization of the semantic memory remains poorly-characterized in children. We investigated the ways in which individual differences in children's semantic memory structures are influenced by their divergent thinking and fluid intelligence abilities. The participants (mean age 10) were grouped by their levels (high/low) of divergent thinking and fluid intelligence. We applied a recently-developed Network Science approach in order to examine group-based semantic memory graphs. Networks were constructed from a semantic fluency task. The results revealed that divergent thinking abilities are related to a more flexible structure of the semantic network, while fluid intelligence corresponds to a more structured semantic network, in line with the previous findings from the adult sample. Our findings confirm the crucial role of semantic memory organization in creative performance, and demonstrate that this phenomenon can be traced back to childhood. Finally, we also corroborate the network science methodology as a valid approach to the study of creative cognition in the developmental population.
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