"Wesley says": a children's response inhibition playground training game yields preliminary evidence of transfer effects

Cognitive control training with domain-general response inhibition does not change children's brains or behavior

Cognitive control is required to organize thoughts and actions and is critical for the pursuit of long-term goals. Childhood cognitive control relates to other domains of cognitive functioning and predicts later-life success and well-being. In this study, we used a randomized controlled trial to test whether cognitive control can be improved through a pre-registered 8-week intervention in 235 children aged 6-13 years targeting response inhibition and whether this leads to changes in multiple behavioral and neural outcomes compared to a response speed training. We show long-lasting improvements of closely related measures of cognitive control at the 1-year follow-up; however, training had no impact on any behavioral outcomes (decision-making, academic achievement, mental health, fluid reasoning and creativity) or neural outcomes (task-dependent and intrinsic brain function and gray and white matter structure). Bayesian analyses provide strong evidence of absent training effects. We conclude that targeted training of response inhibition does little to change children's brains or their behavior.

Effect of physical exercise in real-world settings on executive function of atypical children: A systematic review and meta-analysis

BACKGROUND

Impaired executive function is a core symptom of cognitive impairment in atypical children. The purpose of this systematic review and meta-analysis is to explore the effectiveness of interventions for exercise in real-life settings on executive function in atypical children.

METHODS

This study searched the CNKI, Wan-Fang, VIP, WOS, PubMed, Scopus and EBSCO databases. Two researchers independently selected articles, extracted data and assessed the risk of bias for the included studies. Exercise activities were categorized into open and closed skills based on the unpredictability of the environmental context and into sequential and continuous skills based on the complexity of the movement structure. Based on these two classifications, motor skills were categorized into open-sequential (e.g. basketball), open-continuous (e.g. obstacle running), closed-sequential (e.g. martial arts) and closed-continuous (e.g. swimming) skills. The SPSS 25.0 and Stata 16.0 software were used for statistical analysis.

RESULTS

A total of 19 articles (23 studies) were included in the systematic review and meta-analysis. The participants were 990 atypical children with neurodevelopmental disorders. Physical exercise in real-world settings had significant intervention effects on inhibitory control (SMD = -0.592, P = 0.033), working memory (SMD = -0.473, P = 0.034) and cognitive flexibility (SMD = -0.793, P = 0.014) in atypical children. Quantitative intervention characteristics and motor skill types moderated the effect of exercise on promoting executive function in atypical children. Overall, exercise for 30-50 min, three to seven times a week for less than 10 weeks is effective in improving executive function in atypical children. Open skills and sequential skills have a positive intervention effect on more dimensions of executive function in atypical children.

CONCLUSIONS

Physical exercise in real-world settings has a positive intervention effect on executive function in atypical children. We should design interventions based on the personality traits of the subject and the type of exercise they are interested in to better promote improved executive function in atypical children.

Neuromuscular and perceptual-cognitive response to 4v4 small-sided game in youth soccer players

The physical and psychological load of small-sided games (SSGs) can affect players' neuromuscular and cognitive functions. Yet, little is known about the acute performance changes after such a specific exercise in young soccer players and their association with exercise load applied. This study investigates i) the neuromuscular and perceptual-cognitive response to the SSG exercise load, and ii) the relationship between pre- and post-SSG changes in variables of performance and the respective exercise load in youth soccer players. Sixteen participants (13.6 ± 0.5 years) underwent a 30-min SSG 4v4 + GK protocol. Prior to and after the SSG they performed countermovement jump (CMJ), planned and reactive Y-shaped agility tests (PA, RA), and go/no-go task (GNG). Their subjective perception of fatigue was evaluated by visual analog scale. Fatigue induced by SSG (perception of fatigue increased by 41.56%, p = .001, g = 4.15) increased PA time (4.04%, p = .002, g = .97), RA time (6.45%, p = .003, g = 1.16), and number of errors in the response inhibition task (87.1%, p = .023, rc = .57), whilst decreased CMJ height (-6.65%, p = .014, g = .56). These performance deteriorations were not significantly associated with neither internal nor external load variables. However, a less pronounced drop in performance was related to external load variables, i.e., ∆CMJ height and ∆RA time correlated with very high-speed running (rs = .66, p = .006; rs = -.50, p = .022; respectively) and maximal speed (r = .54, p = .032; r = -.52, p = .037; respectively), whilst ∆PA time was associated with high-intensity accelerations (rs = -.76, p = .002). These findings indicate that fatigue induced by SSG affects both planned and reactive agility, decision-making in response inhibition task, and explosive strength in youth soccer players regardless of significant contribution of any robust internal or external load variables. Nonetheless, high-intensity actions within SSG partially compensate for the decrements in their agility performance and explosive strength. The load variables encountered during SSG do not fully reflect youth players' neuromuscular and perceptual-cognitive responses to sport-specific exercise.

Lateralization of the cerebral network of inhibition in children before and after cognitive training

Inhibitory control (IC) plays a critical role in cognitive and socio-emotional development. IC relies on a lateralized cortico-subcortical brain network including the inferior frontal cortex, anterior parts of insula, anterior cingulate cortex, caudate nucleus and putamen. Brain asymmetries play a critical role for IC efficiency. In parallel to age-related changes, IC can be improved following training. The aim of this study was to (1) assess the lateralization of IC network in children (N = 60, 9-10 y.o.) and (2) examine possible changes in neural asymmetry of this network from anatomical (structural MRI) and functional (resting-state fMRI) levels after 5-week computerized IC vs. active control (AC) training. We observed that IC training, but not AC training, led to a leftward lateralization of the putamen anatomy, similarly to what is observed in adults, supporting that training could accelerate the maturation of this structure.

EXAMINING MECHANISMS OF CHILDHOOD COGNITIVE CONTROL

Childhood cognitive control is an important predictor for positive development, yet interventions seeking to improve it have provided mixed results. This is partly due to lack of clarity surrounding mechanisms of cognitive control, notably the role of inhibition and context monitoring. Here we use a randomized controlled trial to causally test the contributions of inhibition and context monitoring to cognitive control in childhood. Sixty children aged 6 to 9-years were assigned to three groups training either inhibition, context monitoring group or response speed using a gamified, highly variable and maximally adaptive training protocol. Whereas all children improved in the targeted cognitive functions over the course of training, pre-post data show that only the inhibition group improved on cognitive control. These findings serve as a first step in demonstrating the promise inhibition-based cognitive control interventions may hold.

Effect of Physical Exercise in Real-World Settings on Executive Function of Typical Children and Adolescents: A Systematic Review

OBJECTIVE

The aim of this paper is to provide a systematic review of research on physical exercise in real-world settings on executive function of typical children and adolescents.

METHODS

The CNKI, WOS, PubMed, ScienceDirect, and SPORTDiscus databases were searched by computer. Two researchers independently screened the literature, extracted data, and evaluated the risk of bias in the included literature. Statistical analysis was performed using frequency and percentage and the χ² test.

RESULTS

A total of 49 articles was included. Acute (moderate intensity lasting 30-50 min) and long-term (interventions of moderate intensity of 30-50 min at least 3 times a week for 17 weeks or more) physical exercises in real-world settings have positive intervention effects on executive function. Furthermore, for acute interventions, closed skills are more efficient for inhibitory control, open skills are more efficient for working memory and cognitive flexibility, and open-continuous and closed-sequential skills are the most efficient; long-term interventions with open skills, sequential skills, and open-sequential skills are more effective.

CONCLUSION

Physical exercise in real-world settings has a good promotion effect on typical children and adolescents, and motor skills with open and/or sequential attributes are more helpful in improving executive function.

Motor skills and cognitive benefits in children and adolescents: Relationship, mechanism and perspectives

OBJECTIVE

There is a strong interaction between motor skills and cognitive benefits for children and young people. The aim of this paper is to explore the relationship between motor skill types and their development and the cognitive benefits of children and adolescents. In turn, on this basis, it proposes pathways and mechanisms by which motor skills improve cognition, and provide a basis for subsequent teaching of skills that follow the laws of brain cognitive development.

METHODS

This paper summarizes the research on the relationship between different types of motor skills and their development and cognitive benefits of children and adolescents. Based on these relationships, pathways, and mechanisms for motor skills to improve cognition are tentatively proposed.

RESULTS

There is an overall pattern of "open > closed, strategy > interception, sequence > continuous" between motor skill types and the cognitive benefits of children and adolescents. Long-term motor skill learning practice is accompanied by increased cognitive benefits as skill proficiency increases. The dynamic interaction between motor skills and physical activity exposes children and adolescents to environmental stimuli and interpersonal interactions of varying complexity, promoting the development of agility, coordination and cardiorespiratory fitness, enhancing their motor experience, which in turn improves brain structure and functional activity.

CONCLUSION

Motor skills training promote cognitive efficiency in children and adolescents. Motor skill interventions that are open-ended, strategic and sequential in nature are more effective. Environmental stimuli, interpersonal interaction, agility, coordination, and cardiorespiratory fitness can be considered as skill attribute moderators of motor skills to improve cognition.

A network analysis of executive functions before and after computerized cognitive training in children and adolescents

Executive functions (EFs) play a key role in cognitive and socioemotional development. Factor analyses have revealed an age dependent structure of EFs spanning from a single common factor in early childhood to three factors in adults corresponding to inhibitory control (IC), switching and updating. IC performances change not only with age but also with cognitive training. Surprisingly, few studies have investigated training-related changes in EFs structure. We used the regularized partial correlation network model to analyze EFs structure in 137 typically developing children (9-10 years) and adolescents (15-17 years) before and after computerized cognitive training. Network models (NMs) -a graph theory-based approach allowing us to describe the structure of complex systems- can provide a priori free insight into EFs structures. We tested the hypothesis that training-related changes may mimic developmental-related changes. Quantitative and qualitative changes were detected in the EFs network structure with age and also with cognitive training. Of note, the EFs network structure in children after training was more similar to adolescents' networks than before training. This study provided the first evidence of structural changes in EFs that are age and training-dependent and supports the hypothesis that training could accelerate the development of some structural aspects of EFs. Due to the sample size, these findings should be considered preliminary before replication in independent larger samples.

An event-related potential (ERP) study of the transfer of response inhibition training to interference control

The classification of inhibitory control and the relationship between the subcomponents of inhibitory control have been the focus of many studies. This study mainly explored the influence of response inhibition training on interference control through event-related potential data. Forty college students were randomly divided into a training group and a control group. Two response inhibition tasks were used as training tasks and the Stroop and go/no-go tasks were used with electroencephalogram monitoring to evaluate students' abilities in the two kinds of inhibitory control. The results showed that the conflict effect of the training group significantly improved after training compared with those of the control group. In the training group, the N2 effect was enhanced not only in the no-go stimulation in the training task but also in the incongruent stimulation in the untrained Stroop task and there was a correlation in the enhancement of the N2 effect between the two tasks. To some extent, this study provided neuroscientific evidence that response inhibition training can transfer to interference control.

The Effect of Response Inhibition Training on Risky Decision-Making Task Performance

Response inhibition is an important component of executive function and plays an indispensable role in decision-making and other advanced cognitive processes. At the same time, we need an effective way to improve decision-making in the face of complex and limited information. This study mainly explored the influence of response inhibition training on college students' risky decision-making. The recruited students were randomly divided into the training group (n = 28) and the control group (n = 28). The training group engaged in Go/NoGo and stop-signal tasks for 2 weeks, while the control group was given the task of reading and summarizing popular science articles related to self-control. The Stroop task and Balloon Analog Risk Task were used to evaluate the pretest and posttest performance in inhibitory control and risky decision-making tasks, respectively, for all subjects. The results showed that response inhibition training can be effectively transferred to interference control task performance. The results showed that both the reward acquired and adjusted Balloon Analog Risk Task score (adj BART) significantly improved compared to the pretest in the training group, while the control group showed no significant differences in the reward acquired and the adj BART between the pretest and the posttest. Although response inhibition training increased risky behaviors in the Balloon Analog Risk Task, it substantially reduced overly conservative behaviors and participants gained more money.

Complex and subtle structural changes in prefrontal cortex induced by inhibitory control training from childhood to adolescence

A number of training interventions have been designed to improve executive functions and inhibitory control (IC) across the lifespan. Surprisingly, no study has investigated the structural neuroplasticity induced by IC training from childhood to late adolescence, a developmental period characterized by IC efficiency improvement and protracted maturation of prefrontal cortex (PFC) subregions involved in IC. The aim of the present study was to investigate the behavioral and structural changes induced by a 5-week computerized and adaptive IC training in school-aged children (10-year-olds) and in adolescents (16-year-olds). Sixty-four children and 59 adolescents were randomly assigned to an IC (i.e. Color-Word Stroop and Stop-Signal tasks) or an active control (AC) (knowledge- and vocabulary-based tasks) training group. In the pre- and posttraining sessions, participants performed the Color-Word Stroop and Stop-signal tasks, and an anatomical resonance imaging (MRI) was acquired for each of them. Children's IC efficiency improved from the pre- to the posttraining session in boys but not in girls. In adolescents, IC efficiency did not improve after IC training. Similar to the neuroplastic mechanisms observed during brain maturation, we observed IC training-related changes in cortical thickness and cortical surface area in several PFC subregions (e.g. the pars opercularis, triangularis, and orbitalis of the inferior frontal gyri) that were age- and gender-specific. Because no correction for multiple comparisons was applied, the results of our study provide only preliminary evidence of the complex structural neuroplastic mechanisms at the root of behavioral changes in IC efficiency from pre- to posttraining in school-aged children and adolescents.

From eyes to hands: Transfer of learning in the Simon task across motor effectors

Inhibition of irrelevant and conflicting information and responses is crucial for goal-directed behaviour and adaptive functioning. In the Simon task, for example, responses are slowed if their mappings are spatially incongruent with stimuli that must be discriminated on a nonspatial dimension. Previous work has shown that practice with incongruent spatial mappings can reduce or even reverse the Simon effect. We asked whether such practice transfers between the manual and oculomotor systems and if so to what extent this occurs across a range of behavioural tasks. In two experiments, one cohort of participants underwent anti-saccade training, during which they repeatedly inhibited the reflexive impulse to look toward a briefly presented target. Additionally, two active-control training groups were included, in which participants either trained on Pro-saccade or Fixation training regimens. In Experiment 1, we probed whether the Simon effect and another inhibitory paradigm, the Stroop task, showed differential effects after training. In Experiment 2, we included a larger battery of inhibitory tasks (Simon, Stroop, flanker and stop-signal) and noninhibitory control measures (multitasking and visual search) to assess the limits of transfer. All three training regimens led to behavioural improvements in the trained-upon task, but only the anti-saccade training group displayed benefits that transferred to the manual response modality. This transfer of training benefit replicated across the two experiments but was restricted to the Simon effect. Evidence for transfer of inhibition training across motor systems offers important insights into the nature of stimulus-response representations and their malleability.

When Stroop helps Piaget: An inter-task positive priming paradigm in 9-year-old children

To determine whether inhibitory control is domain general or domain specific in school children, we asked 40 9-year-old children to perform an inter-task priming paradigm in which they responded to Stroop items on the primes and to Piaget number conservation items on the probes. The children were more efficient in the inhibition of a misleading "length-equals-number" heuristic in the number conservation task if they had successfully inhibited a previous prepotent reading response in the Stroop task. This study provides evidence that the inhibitory control ability of school children generalizes to distinct cognitive domains, that is, verbal for the Stroop task and logico-mathematical for Piaget's number conservation task.