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Nakamichi K, Nakamichi N, Nakazawa J. Longitudinal Relations Among Executive Function, Theory of Mind, and Japanese Language Skills Achievement in Elementary School: A 4-year Longitudinal Study. Psychol Rep 2024; 127:1336-1354. [PMID: 36250541 DOI: 10.1177/00332941221133010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/18/2024]
Abstract
This longitudinal study investigated the roles of elementary schoolers' executive function (EF) and theory of mind (ToM) as predictors in their academic achievements in Japanese language skills (e.g., speaking and listening ability, writing ability, reading ability, and linguistic knowledge) from first through fifth grade. We assessed the EF, ToM, and academic achievements of 85 Japanese elementary schoolers, when they were grade 1 (M = 90.19 months) and grade 3 (M = 114.34 months). Moreover, academic achievements of same children tested in grade 5 (M = 137.92 months). A path analysis revealed that EF abilities in Grades 1 and 3 predicted Japanese language achievement via ToM ability, and EF and ToM in Grade 1 had an indirect effect on achievements in Grades 3 and 5. Further, Japanese language skills achievement in Grade 1 predicted EF ability in Grade 3 and EF predicted achievement in Grade 5. These findings indicate the vital role of elementary schoolers' EF on academic achievement in Japan.
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Kim H, Jung E, Lee T, Kim S, Kim HW. Impact of Comorbid Oppositional Defiant Disorder on the Clinical and Neuropsychological Characteristics of Korean Children With Attention-Deficit/Hyperactivity Disorder. Psychiatry Investig 2023; 20:962-971. [PMID: 37899220 PMCID: PMC10620339 DOI: 10.30773/pi.2023.0091] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Revised: 07/05/2023] [Accepted: 08/09/2023] [Indexed: 10/31/2023] Open
Abstract
OBJECTIVE The aim of the present study was to investigate the influence of comorbid oppositional defiant disorder (ODD) on clinical features and neuropsychological profiles of children with attention-deficit/hyperactivity disorder (ADHD). METHODS We divided the participants into three groups: the ADHD with ODD (ADHD/ODD) (n=36), ADHD without ODD (ADHD/noODD) (n=307), and control groups (n=128). Parents of the participants completed the ADHD Rating Scale, Social Responsiveness Scale (SRS), Korean Personality Rating Scale for Children (K-PRC), and 10-item mania scale from the Parent General Behavior Inventory (P-GBI-10M). Neuropsychological profiles were assessed using the Advanced Test of Attention (ATA), Children's Color Trails Test, and Stroop Color and Word Test. RESULTS The ADHD/ODD group had more ADHD symptoms and functional impairments in relationships with teachers and peers, and self-esteem than the ADHD/noODD group. The ADHD/ODD group scored higher in Social Communication (p<0.001) and Autistic Mannerisms (p<0.001) subscales of SRS, P-GBI-10M (p<0.001), and Delinquency (p<0.001) and Psychosis (p<0.001) subscales of K-PRC than the ADHD/noODD group. Commission Errors (p<0.001) and Response-Time Variability (p<0.001) in Visual ATA and Commission Errors (p<0.001) in Auditory ATA were significantly higher in the ADHD/ODD group than in the ADHD/noODD group. CONCLUSION The present study suggests that patients with ADHD with ODD experience more ADHD symptoms and neuropsychological deficits than those with ADHD without ODD. These results also imply that comorbid ODD is associated with greater social impairment and emotional dysregulation.
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Affiliation(s)
- Haewon Kim
- University of Ulsan College of Medicine, Seoul, Republic of Korea
| | - Eunji Jung
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Republic of Korea
| | - Taeyeop Lee
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Republic of Korea
| | - Seonok Kim
- Department of Clinical Epidemiology and Biostatistics, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Republic of Korea
| | - Hyo-Won Kim
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Republic of Korea
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Abstract
Emotion regulation (ER) is a complex process that combines inherent as well as environmental and learned components of reactivity and regulation. Elements of ER are present from birth and are elaborated across development. An understanding of emotion dysregulation requires careful examination of all the elements that constitute typical ER so that relevant domains can be therapeutically targeted. This contribution reviews the development of ER in typically developing youth to set the stage for discussion of points of intervention.
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Inhibitory Dimensions and Delay of Gratification: A Comparative Study on Individuals with Down Syndrome and Typically Developing Children. Brain Sci 2021; 11:brainsci11050636. [PMID: 34069218 PMCID: PMC8156003 DOI: 10.3390/brainsci11050636] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 05/10/2021] [Accepted: 05/12/2021] [Indexed: 11/17/2022] Open
Abstract
While previous research on inhibition in people with Down syndrome (DS) reported contradictory results, with no explicit theoretical model, on the other hand, a more homogeneous impaired profile on the delay of gratification skills emerged. The main goal of the present study was to investigate response inhibition, interference suppression, and delay of gratification in 51 individuals with DS matched for a measure of mental age (MA) with 71 typically developing (TD) children. Moreover, we cross-sectionally explored the strengths and weaknesses of these components in children and adolescents vs. adults with DS with the same MA. A battery of laboratory tasks tapping on inhibitory sub-components and delay of gratification was administrated. Results indicated that individuals with DS showed an overall worse performance compared to TD children on response inhibition and delay of gratification, while no differences emerged between the two samples on the interference suppression. Additionally, our results suggested that older individuals with DS outperformed the younger ones both in response inhibition and in the delay of gratification, whereas the interference suppression still remains impaired in adulthood. This study highlights the importance of evaluating inhibitory sub-components considering both MA and chronological age in order to promote more effective and evidence-based training for this population.
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Assari S, Akhlaghipour G. Not Race or Age but Their Interaction Predicts Pre-Adolescents' Inhibitory Control. ACTA ACUST UNITED AC 2020; 3:50-71. [PMID: 33283174 DOI: 10.22158/ct.v3n2p50] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
Background African American pre-adolescents are at a higher risk of risky behaviors such as aggression, drug use, alcohol use, and subsequent poor outcomes compared to Caucasian pre-adolescents. All these high-risk behaviors are connected to low levels of inhibitory control (IC). Aim We used the Adolescent Brain Cognitive Development (ABCD) data to compare Caucasian and African American pre-adolescents for the effect of age on pre-adolescents IC, a driver of high-risk behaviors. Methods This cross-sectional analysis included 4,626 pre-adolescents between ages 9 and 10 from the ABCD study. Regression was used to analyze the data. The predictor variable was age measured in months. The main outcome was IC measured by a stop-signal task (SST). Race was the effect modifier. Results Overall, age was associated with IC. Race also showed a statistically significant interaction with age on pre-adolescents' IC, indicating weaker effects of age on IC for African American than Caucasian pre-adolescents. Conclusion Age-related changes in IC are more pronounced for Caucasian than African American pre-adolescents. To eliminate the racial gap in brain development between African American and Caucasian pre-adolescents, we should address structural and societal barriers that alter age-related development for racial minority pre-adolescents. Social and public policies, rather than health policies, are needed to address structural and societal barriers that hinder African American adolescents' brain development. Interventions should add resources to the urban areas that many African American families live in so their children can have better age-related brain development. Such changes would be essential given IC in pre-adolescents is a predictor of a wide range of behaviors.
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Affiliation(s)
- Shervin Assari
- Department of Urban Public Health, Charles R Drew University of Medicine and Science, Los Angeles, CA.,Department of Family Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA
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Pellizzoni S, Fontana M, Passolunghi MC. Exploring the effect of cool and hot EFs training in four-year-old children. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1838272] [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)
| | - Martina Fontana
- Department of Life Sciences, University of Trieste, Trieste, Italy
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Parental Education on Youth Inhibitory Control in the Adolescent Brain Cognitive Development (ABCD) Study: Blacks' Diminished Returns. Brain Sci 2020; 10:brainsci10050312. [PMID: 32455841 PMCID: PMC7287691 DOI: 10.3390/brainsci10050312] [Citation(s) in RCA: 33] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2020] [Revised: 05/12/2020] [Accepted: 05/19/2020] [Indexed: 02/08/2023] Open
Abstract
BACKGROUND Non-Hispanic Black (NHB) youth are at a higher risk of high-risk behaviors compared to non-Hispanic White (NHW) youth. Some of this racial gap is shown to be due to weaker effects of parental educational attainment on reducing the prevalence of behavioral risk factors such as impulsivity, substance use, aggression, obesity, and poor school performance for NHBs, a pattern called Minorities' Diminished Returns. These diminishing returns may be due to lower than expected effects of parental education on inhibitory control. AIM We compared NHW and NHB youth for the effect of parental educational attainment on youth inhibitory control, a psychological and cognitive construct that closely predicts high-risk behaviors such as the use of drugs, alcohol, and tobacco. METHODS This was a cross-sectional analysis that included 4188 youth from the Adolescent Brain Cognitive Development (ABCD) study. The independent variable was parental educational attainment. The main outcome was youth inhibitory control measured by the stop-signal task (SST), which was validated by parent reports on the Child Behavior Checklist (CBCL). RESULTS In race/ethnicity-stratified models, high parental educational attainment was associated with a higher level of inhibitory control for NHB than NHW youth. In the pooled sample, race/ethnicity showed a statistically significant interaction with parental educational attainment on youth inhibitory control suggesting that high parental educational attainment has a smaller boosting effect on inhibitory control for NHB than NHW youth. CONCLUSION Parental educational attainment boosts inhibitory control for NHW but not NHB youth. To minimize the racial gap in youth brain development, we need to address societal barriers that diminish the returns of family economic and human resources, particularly parental educational attainment, for racial and ethnic minority youth. Social and public policies should address structural and societal barriers such as social stratification, segregation, racism, and discrimination that hinder NHB parents' abilities to effectively mobilize their human resources and secure tangible outcomes for their developing youth.
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Li Q, Liu P, Yan N, Feng T. Executive Function Training Improves Emotional Competence for Preschool Children: The Roles of Inhibition Control and Working Memory. Front Psychol 2020; 11:347. [PMID: 32210880 PMCID: PMC7077513 DOI: 10.3389/fpsyg.2020.00347] [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: 09/09/2019] [Accepted: 02/14/2020] [Indexed: 11/21/2022] Open
Abstract
The study examined how executive function (EF) training could improve children's emotional competence (EC). Children (N = 55; M age = 50.64 months) were assigned into two groups, namely the EF training group and the no-training group. The present study attempted to use a 2 (group: EF training VS no-training) × 2 (test time: pretest VS post-test) between-and- within-subjects experimental design to investigate the effect of EF training on the improvement of EC for 4-year-old children. Results showed that, (1) children in EF training group had significantly higher scores on EC than that of no-training group; (2) The change of inhibition control and working memory could significantly predict their variation of EC. These results suggested that the improvement of EC caused by EF training could be linked to the ability of inhibition control and working memory.
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Affiliation(s)
- Quan Li
- Collage of Teacher Education, Qujing Normal University, Qujing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Peiwei Liu
- Department of Psychology, University of Florida, Gainesville, FL, United States
| | - Ni Yan
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Tingyong Feng
- Faculty of Psychology, Southwest University, Chongqing, China
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Diamond A, Lee C, Senften P, Lam A, Abbott D. Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers. PLoS One 2019; 14:e0222447. [PMID: 31527919 PMCID: PMC6748407 DOI: 10.1371/journal.pone.0222447] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2019] [Accepted: 08/29/2019] [Indexed: 12/26/2022] Open
Abstract
The kindergarten program, Tools of the Mind (Tools), has been shown to improve executive functions (as assessed by laboratory measures) and academic performance. The objective here was to see if Tools can improve executive functions in the real world (in the classroom), academic outcomes not previously investigated, reduce bullying and peer ostracism, and increase teachers’ and students’ joy in being in the classroom. This first randomized controlled trial of Tools in Canada included 351 kindergarten children (mean age 5.2 years at entry; 51% female) in 18 public schools. Stratified randomization resulted in teachers and students in both groups being closely matched. Teachers in both groups received the same number of training hours and same funds for new materials. Outcome measures were pre and post standardized academic skill assessments and teacher online survey responses. This study replicated that Tools improves reading and shows for the first time that it improves writing (far exceeding levels the school districts had seen before), self-control and attention-regulation in the real world (e.g., time on task without supervision), reduces teacher burnout and children being ostracized or excluded, and increases the joy students and teachers experience in school. By Spring, Tools teachers were still enthusiastic about teaching; control teachers were exhausted. These results were not only better than the control group but also better than Tools teachers experienced the year before Tools. Thus, children in a kindergarten curriculum that emphasized play, improving self-regulation, working together and helping one another, and hands-on learning performed better academically, showed less bullying and peer ostracism and more kindness and helping behavior than students in more traditional classes, and teacher enthusiasm for teaching soared. Tools reduced initial disparities separating children, schools, and teachers.
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Affiliation(s)
- Adele Diamond
- Program in Developmental Cognitive Neuroscience, Department of Psychiatry, University of British Columbia, Vancouver, Canada
- * E-mail:
| | - Chris Lee
- Program in Developmental Cognitive Neuroscience, Department of Psychiatry, University of British Columbia, Vancouver, Canada
| | - Peter Senften
- Program in Developmental Cognitive Neuroscience, Department of Psychiatry, University of British Columbia, Vancouver, Canada
| | - Andrea Lam
- Program in Developmental Cognitive Neuroscience, Department of Psychiatry, University of British Columbia, Vancouver, Canada
| | - David Abbott
- Program in Developmental Cognitive Neuroscience, Department of Psychiatry, University of British Columbia, Vancouver, Canada
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Rich BA, Shiffrin ND, Cummings CM, Zarger MM, Berghorst L, Alvord MK. Resilience-Based Intervention with Underserved Children: Impact on Self-Regulation in a Randomized Clinical Trial in Schools. Int J Group Psychother 2019; 69:30-53. [PMID: 38449213 DOI: 10.1080/00207284.2018.1479187] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Resilience and emotion regulation are crucial for optimal psychosocial functioning in children. This study assessed whether a group-based intervention, the Resilience Builder Program (RBP), improved student report of emotion regulation when administered in elementary schools. Sixty-seven students aged 9-12 years (M = 10.50, SD =.74; 82.1% male, 98.5% ethnic/racial minority) were randomly assigned to receive the RBP intervention immediately or following a semester delay. Participants reported their emotional control using the How I Feel scale. Students who received the RBP reported a significant increase in their emotional control and a significant decrease in negative emotion compared to those students in the delayed treatment sample who had not yet received the intervention. Further, students indicated a strongly positive perception of the therapy.
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Zhu Y, Jiang X, Ji W. The Mechanism of Cortico-Striato-Thalamo-Cortical Neurocircuitry in Response Inhibition and Emotional Responding in Attention Deficit Hyperactivity Disorder with Comorbid Disruptive Behavior Disorder. Neurosci Bull 2018; 34:566-572. [PMID: 29508250 DOI: 10.1007/s12264-018-0214-x] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2017] [Accepted: 11/04/2017] [Indexed: 01/13/2023] Open
Abstract
The neurocircuitries that constitute the cortico-striato-thalamo-cortical (CSTC) circuit provide a framework for bridging gaps between neuroscience and executive function in attention deficit hyperactivity disorder (ADHD), but it has been difficult to identify the mechanisms for regulating emotional problems from the understanding of ADHD comorbidity with disruptive behavior disorders (DBD). Research based on "cool" and "hot" executive functional theory and the dual pathway models, which are thought of as applied response inhibition and delay aversion, respectively, within the neuropsychological view of ADHD, has shed light on emotional responding before and after decontextualized stimuli, while CSTC circuit-related domains have been suggested to explain the different emotional symptoms of ADHD with or without comorbid DBD. This review discusses the role of abnormal connections in each CSTC circuit, especially in the emotion circuit, which may be responsible for targeted executive dysfunction at the neuroscience level. Thus, the two major domains - abstract thinking (cool) and emotional trait (hot) - trigger the mechanism of onset of ADHD.
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Affiliation(s)
- Yuncheng Zhu
- Shanghai Changning Mental Health Center, Affiliated Greenland Hospital of BIO-X Institute, Shanghai Jiao Tong University, Shanghai, 200335, China
| | - Xixi Jiang
- Shanghai Changning Mental Health Center, Affiliated Greenland Hospital of BIO-X Institute, Shanghai Jiao Tong University, Shanghai, 200335, China
| | - Weidong Ji
- Shanghai Changning Mental Health Center, Affiliated Greenland Hospital of BIO-X Institute, Shanghai Jiao Tong University, Shanghai, 200335, China.
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