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Recent studies suggest that learners who are asked to predict the outcome of an event learn more than learners who are asked to evaluate it retrospectively or not at all. One possible explanation for this “prediction boost” is that it helps learners engage metacognitive reasoning skills that may not be spontaneously leveraged, especially for individuals with still‐developing executive functions. In this paper, we combined multiple analytic approaches to investigate the potential role of executive functions in elementary school‐aged children's science learning. We performed an experiment that investigates children's science learning during a water displacement task where a “prediction boost” had previously been observed—children either made an explicit prediction or evaluated an event post hoc (i.e., postdiction). We then considered the relation of executive function measures and learning, which were collected following the main experiment. Via mixed effects regression models, we found that stronger executive function skills (i.e., stronger inhibition and switching scores) were associated with higher accuracy in Postdiction but not in the Prediction Condition. Using a theory‐based Bayesian model, we simulated children's individual performance on the learning task (capturing “belief flexibility”), and compared this “flexibility” to the other measures to understand the relationship between belief revision, executive function, and prediction. Children in the Prediction Condition showed near‐ceiling “belief flexibility” scores, which were significantly higher than among children in the Postdiction Condition. We also found a significant correlation between children's executive function measures to our “belief flexibility” parameter, but only for children in the Postdiction Condition. These results indicate that when children provided responses post hoc, they may have required stronger executive function capacities to navigate the learning task. Additionally, these results suggest that the “prediction boost” in children's science learning could be explained by increased metacognitive flexibility in the belief revision process. [ABSTRACT FROM AUTHOR]

Public Significance Avoidant/restrictive food intake disorder (ARFID) is a heterogeneous disorder wherein restrictive eating is primarily attributed to non‐shape/weight‐based reasons (e.g., sensory sensitivity) that empirical research continues to explore. Mounting evidence suggests that ARFID often presents alongside neurodevelopmental diagnoses (NDs) or divergent neurodevelopment broadly. Executive functioning (EF) differences often characterize divergent neurodevelopmental trajectories. Additionally, restrictive eating in anorexia nervosa has been conceptualized as related to EF factors (e.g., set shifting). Given the neurodevelopmental phenotype that may be associated with ARFID and the role of EF in anorexia nervosa, this paper proposes EF as a potentially important, yet understudied factor in ARFID pathology. We posit that various observed ARFID behavioral/cognitive tendencies can be conceptualized in relation to EF differences. We contextualize commonly observed ARFID presentations within “core” EF components (i.e., cognitive flexibility, working memory, inhibitory control), leading to hypotheses about EF in ARFID. Finally, we offer additional considerations/directions for future research on EF in ARFID. Increased research on EF in ARFID is needed to consider this potential common factor in the etiology and maintenance of this heterogeneous disorder. We aim to promote further consideration of EF in ARFID etiology, maintenance, and treatment‐outcome research.This article proposes that aspects of executive functioning (EF) may play a role in the onset and maintenance of avoidant/restrictive food intake disorder (ARFID), although this notion is largely untested by existing research. Further research on the role of EF in ARFID may assist with refining models and treatments for this heterogeneous disorder. [ABSTRACT FROM AUTHOR]

Background: Executive function (EF) plays a crucial role in children's reading. However, previous studies were based on offline products of reading comprehension. Online research is needed to reveal the core mechanisms underlying children's reading processing. By measuring children's working memory (WM) and cognitive flexibility (CF), we investigated whether individual differences in EF could modulate sentence processing and, if so, how they exert their roles. Methods: The present study manipulated semantic congruency and the association between crucial words in a sentence. We recruited 89 Chinese children aged 9–12 years and monitored their eye movement. Results: The study revealed distinct associations between reader‐ and text‐related characteristics, as evidenced by eye‐movement patterns during reading. A significant incongruency effect was observed in reading, underscoring the children's capacity to discern incongruent information. Children's WM and CF were found to modulate this process. Specifically, high‐WM children showed more effective integration of incongruent information when the textual context was closely related during the later‐stage processing. In contrast, low‐WM children faced more challenges with incongruent words. Additionally, CF was influential during the early processing period. High‐CF children exhibited longer early‐stage reading times for incongruent words in associated contexts. Conclusions: Individual differences in EF can modulate children's online sentence processing. However, different EF components may play different roles. Highlights: What is already known about this topicA positive association exists between children's EF and reading, which often relies on offline products of reading comprehension.In children's sentence processing, sentence congruency and word association are the text features that require specific attention.The few studies investigating whether individual differences in EF modulate the processing of sentence congruency and word association have almost exclusively involved adults. What this paper addsChildren exhibit longer reading times for incongruent words, highlighting the cognitive demand of incongruencies.WM plays a modulatory role during the later stages of sentence processing.CF influences children's reading during the early processing period. Implications for theory, policy or practiceEF is a crucial cognitive basis that supports children's reading processing.WM and CF can underlie learning differences, especially when the focus of reading instruction switches from 'learning to read' to 'reading to learn'.Reading interventions that support reading‐related WM and CF may be especially beneficial for children. [ABSTRACT FROM AUTHOR]

Background: Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain‐general and reading‐specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students. Methods: A total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain‐general and reading‐specific cognitive flexibility, academic vocabulary and science reading comprehension. Results: The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain‐specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain‐general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6. Conclusions: These results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed. Highlights: What is already known about this topic Executive functions have been included in models to explain reading comprehension.It is well known that the structure of text, narrative or expository influences the cognitive processes necessary for comprehension.Cognitive flexibility is a variable associated with reading comprehension. What this paper adds Cognitive flexibility explains science text reading comprehension from fourth to sixth grade.Reading‐specific cognitive flexibility is associated with science text reading comprehension in fourth to fifth grade.Reading‐specific cognitive flexibility explains additional variance above domain‐general cognitive flexibility. Implications for theory, policy or practice Cognitive flexibility plays a relevant role in explaining reading comprehension of scientific texts.Models of reading comprehension should be adjusted to include variables like cognitive flexibility.It is necessary to study reading specific measures of executive function assessment over general domain measures. [ABSTRACT FROM AUTHOR]

This paper investigates the role of political ideology with regard to changes in beliefs on political and non‐political issues. In line with the political asymmetry hypothesis and threat sensitivity accounts in relation to ideology, it was assumed that right‐wing adherents would change their prior beliefs (on political and non‐political issues) to a lesser extent in response to counterevidence than left‐wing adherents. We also expected that the mechanism responsible for this effect would be accounted for by individual differences in threat sensitivity. To test these hypotheses, we conducted two experimental studies (total N = 576) in which participants holding right‐ and left‐wing views were exposed to new information, inconsistent with their prior beliefs, on political and non‐political issues. Contrary to expectations, we found that individuals with right‐ and left‐wing beliefs did not differ in the degree of change to their prior beliefs in response to counterevidence. Nor did we find evidence indicating that threat sensitivity was responsible for the link between ideology and belief change. The paper's findings contribute to the ongoing discussion around ideological (a)symmetry and the controversies concerning threat‐related ideological differences. [ABSTRACT FROM AUTHOR]

Traditional mindfulness interventions have been frequently reported to be effective in improving cognitive functions. In recent years, however, traditional programs are being increasingly replaced by technology‐enabled mindfulness training programs. The aim of the present systematic review (PROSPERO ID: CRD42021289480) is to evaluate the research evidence on their effects on cognitive functions. Empirical training studies in the realm of digital mindfulness training that fulfilled the inclusion criteria led to 19 studies and 1654 participants being included in this review from among the papers searched in PubMed, Scopus, and Web of Knowledge. Results support previous assumptions on the potential of digital mindfulness training, with the most robust effect on attention control, followed by executive regulation, memory, cognitive flexibility, and other cognitive functions. However, the number of studies that did not find significant changes at least equaled, if not exceeded, the number of studies that found increases. The heterogeneity of identified studies prompted us to discuss several aspects in order to help the future development of digital applications. [ABSTRACT FROM AUTHOR]

Studies have demonstrated significant associations between executive function (EF) and reading ability. Many of these studies have evaluated this association through composite EF skills. In this study, we evaluated the indirect effects of working memory (WM) and cognitive flexibility (CF) in the relation between kindergarten socioeconomic status (SES) and first‐grade reading achievement. Through a two‐period estimation of mediating effects, we also examined these same relationships within low‐achieving (LA) and typically developing (TD) readers. For these investigations, nationally representative data from the United States were utilised from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. Results revealed significant EF and SES differences between TD and LA readers. Additionally, WM mediated around 11% of the association between kindergarten SES and first‐grade reading achievement while CF mediated 2.6%. The comparison of results between LA and TD readers yielded differences in mediating effects. For LA readers, 15% of the association was mediated by WM, but for TD only, 7.8% was mediated. CF mediated a small amount in both groups. Both WM and CF mediate the relation between kindergarten SES and first‐grade reading achievement. These findings are important because they provide clear evidence that EF ability may partially account for achievement gaps in reading ability from kindergarten to first grade. Highlights: What is already known about this topicThere is an association between SES and reading ability.Prior studies have shown the mediating effect of composite EF skills between SES and reading ability on a variety of different age groups. What this paper addsThis paper extends work on SES, EF and reading by examining the mediating effect of specific EFs on LA and TD readers in a national representative study.This paper focuses on the transition from kindergarten to first grade and finds a mediating effect of EF on reading in the earliest grades. Implications for theory, policy or practiceThere is a relationship between SES, EF and reading. Certain readers may rely more on WM than other students. If WM ability is compromised, it could negatively impact reading development.Implications are that supporting and improving early EF could reduce the negative impacts of SES on reading ability. [ABSTRACT FROM AUTHOR]

Background: The conversational speech of most children can be understood by people outside the family by the time they reach 4 years. However, for some children, speech sound disorders (SSDs) persist into their early school years, and beyond, despite adequate hearing, oromotor function, and language learning opportunities. One explanation for children's SSDs are domain‐general cognitive‐linguistic deficits that impair the child's ability to correctly derive rules governing how speech sounds legally combine to form words in a specific language. Aims: To explore whether there are differences in performance on executive function tasks between children who make speech errors characteristic of phonological delay and those who make speech errors characteristic of phonological disorder. Methods & Procedures: Twenty‐six children aged from 3;6 to 5;2 (13 with phonological delay and 13 with phonological disorder), matched pairwise for age and sex (nine males), were assessed on tasks measuring cognitive flexibility (rule abstraction and cognitive shift) and phonological working memory. Outcome & Results: For the cognitive flexibility tasks, the performance of children with phonological delay was significantly better than that for children with phonological disorder, but there were no group differences for the phonological working memory task. Conclusions & Implications: Children with phonological disorders might benefit from intervention programmes that incorporate training in cognitive flexibility. What is already known on the subject: Children with phonological delay and phonological disorder comprise the two largest SSD subgroups that present to speech‐language therapy clinics. Evidence suggests domain‐general cognitive processes (e.g., phonological working memory, ability to revise faulty underlying representations, rule abstraction, and cognitive shift) influence phonological development. Differences between the two subgroups in the types of speech errors, linguistic abilities, developmental trajectories, and responses to intervention have been reported, yet little is known about the underlying cognitive‐linguistic deficits. What this paper adds to existing knowledge: The results of this study suggest that children with phonological delay and phonological disorder have distinct patterns of performance on executive function tasks: Children with phonological disorder showed deficits in domain general rule‐abstraction and cognitive shift when compared to children with phonological delay. What are the potential or actual clinical implications of this work?: The findings draw attention to: (1) the importance of differential diagnosis of phonological delay and phonological disorder; (2) the role of domain‐general cognitive processes in explaining why children make particular types of errors; and (3) the need to develop innovative and tailored intervention techniques that target specific underlying deficits. [ABSTRACT FROM AUTHOR]

Multiple cognitive skills support the acquisition of proficient reading skills. Higher order processing abilities allowing the engagement and integration of multiple ideas collectively referred to as executive functions may be particularly important in reading comprehension. In the present study, 39 Danish school age children completed executive function tasks tapping cognitive flexibility and working memory, as well as measures of reading comprehension, nonword reading, receptive language and nonverbal intelligence. Results revealed that unique variance in children's sentence reading comprehension was explained by their abilities in the cognitive flexibility tasks even after differences in age, decoding, naming speed, receptive language, working memory and nonverbal intelligence were taken into account. The results are discussed in relation to the generalisability of the relationship between cognitive flexibility and reading comprehension across different languages and future research investigating the potential of these findings for reading intervention. Highlights: What is already known about this topicLiteracy development is linked to executive functions.Cognitive flexibility has been shown to contribute to children and young adults's reading comprehension.Danish children, learning to read in a deep orthography, have a relatively slow literacy development compared with children reading in more transparent languages.What this paper addsCognitive flexibility explains significant and unique variance in Danish children's sentence reading comprehension after controlling for age, receptive syntactic language, decoding, nonverbal intelligence and naming speed.Even when working memory is added as a control variable, cognitive flexibility remains a significant predictor of sentence reading comprehension.The study controls for receptive language, grammar and syntax, which are characteristics of language impairment.Implications for theory, policy or practiceThe findings contribute to our understanding of the cognitive basis of reading comprehension.The study points to the importance of controlling for receptive language in reading studies.The findings suggest that it may be beneficial to provide specific training in cognitive flexibility for weak readers in a Danish setting. [ABSTRACT FROM AUTHOR]