Search

Background: Children with metopic synostosis have been found to have more neurocognitive and behavioral difficulties. The variables that may affect future neurodevelopmental outcomes, including presenting morphologic severity, have not been fully studied. In the largest study to date, we aimed to assess what portends worse neurocognitive and behavioral outcomes at school age. Methods: Children 6–18 years old with surgically corrected metopic nonsyndromic craniosynostosis underwent neurocognitive testing. Parents completed behavior rating surveys about their child: Conners-3 (ADHD), Social Responsiveness Scale-2 (autism spectrum disorder), Behavior Rating Inventory of Executive Function-2 (BRIEF-2: executive function), and Child's Behavior Checklist (overall behavior). The endocranial bifrontal angle (EBA), adjusted EBA (aEBA), frontal angle (FA), and AI-derived metopic severity score (MSS) were determined on pre-operative CT images. Multivariate linear regressions were used to evaluate the association of age at surgery and severity. Results: There were 87 children who underwent neurocognitive testing (average age 10.9 ± 3.3 years) of whom 67 also completed behavioral assessments. Greater phenotypical severity of metopic synostosis (lower FA, aEBA, and EBA) was associated with worse scores on the subscales of the BRIEF-2 (executive function) and executive subscale of the Conners-3. Increasing age at surgery was associated with worse executive function subscale scores of the Conners-3 when controlling for each severity measurement and sociodemographic risk. Conclusion: Children with greater phenotypic severity of metopic synostosis have worse executive function at school age. The majority of children with metopic synostosis have signs of ADHD. Later surgeries (greater than 12 months) may impact executive functioning, regardless of the degree of severity. Future research should aim at identifying the direct structural changes to the brain. [ABSTRACT FROM AUTHOR]

Executive function (EF), the set of mental processes and skills involved in goal-oriented planning, organizing, and controlling behavior, is believed to support child development across many domains of life. However, although ample evidence suggests a relation between childhood EF and academic skills, it is less clear what its role is in domains beyond academics. We report a meta-analysis of relations between early childhood EF (assessed at 36–60 months of age) and social, health, and behavioral outcomes assessed concurrently and longitudinally (1,459 effect sizes, 158 studies, n = 144,642). No significant relations were found between EF and health outcomes. EF was concurrently associated with emotion understanding and regulation, prosocial skills, peer acceptance, and skill at lying. Both concurrently and longitudinally, EF was positively associated with peer acceptance, adaptive classroom behavior, and social competence, and negatively associated with internalizing and externalizing problems, and inattention and hyperactivity. For adolescent outcomes, only the relation between EF and internalizing could be meta-analyzed, and no significant relation was found between these variables. The magnitude of effect sizes varied, with absolute values ranging from r =.02 to.30. Moderator analyses indicated the relation between EF and behavioral outcomes varied by outcome, but there was no such finding for EF and social or health outcomes. EF was more strongly associated with teacher- versus parent-reported behavioral problems. There was little evidence that quality indicators affected effect sizes. There was also little evidence of publication bias. Overall, our results are consistent with the possibility of broad relevance of EF for child development; yet, future research should provide stronger causal tests of hypothesized relations between EF and outcomes to better understand the nature of EF and whether fostering it can promote healthy development. Public Significance Statement: This study found that young children's executive functions (EFs), assessed by widely used direct measures, are related to numerous social and behavioral outcomes concurrently and in later childhood. These findings are consistent with the possibility that EF in early childhood supports adaptive functioning in domains beyond academics; however, the findings are correlational and do not address possible confounds or mechanisms (i.e., how EFs develop and potentially influence social and behavioral outcomes). Thus, there is an urgent need for more causally informative study designs to better understand how EF develops and whether and how it can be supported to promote healthy child development. [ABSTRACT FROM AUTHOR]

Background/Objectives: Studies using optical coherence tomography angiography (OCTA) have revealed that individuals recovering from COVID-19 have a reduced retinal vascular density (VD) and larger foveal avascular zones (FAZs) than healthy individuals, with more severe cases showing greater reductions. We aimed to examine aspects of the retinal microvascularization in patients with post-COVID-19 condition (PCC) classified by COVID-19 severity and how these aspects relate to cognitive performance. Methods: This observational cross-sectional study included 104 PCC participants from the NAUTILUS Project, divided into severe (n = 59) and mild (n = 45) COVID-19 groups. Participants underwent cognitive assessments and OCTA to measure VD and perfusion density (PD) in the superficial capillary plexus (SVP) and FAZ. Analysis of covariance and partial Pearson and Spearman correlations were used to study intergroup differences and the relationships between cognitive and OCTA variables. Results: Severe PCC participants had significantly lower central (p = 0.03) and total (p = 0.03) VD, lower central (p = 0.02) PD measurements, and larger FAZ areas (p = 0.02) and perimeters (p = 0.02) than mild cases. Severe cases showed more cognitive impairment, particularly in speed processing (p = 0.003) and executive functions (p = 0.03). Lower central VD, lower central PD, and larger FAZ areas and perimeters were associated with worse executive function performance in the entire PCC sample and in the mild COVID-19 group. Conclusions: Retinal microvascular alterations, characterized by reduced VD and PD in the SVP and larger FAZ areas, were associated with cognitive impairments in PCC individuals. These findings suggest that severe COVID-19 leads to long-lasting microvascular damage, impacting retinal and cognitive health. [ABSTRACT FROM AUTHOR]

Purpose: The study explored the distinct contributions of domain-general, behavioral, and reading-specific executive function to reading comprehension, and whether reading fluency and vocabulary moderate or mediate the relations between executive function and reading comprehension. Method: Data were collected from 129 4th and 5th graders (35.66%, 28.68%, 6.98%, and 28.68% for White, Hispanic, African American, and others, respectively; 54% are girls) who completed 9 assessments of domain-general and context-specific working memory, inhibition, and switching. Additionally, children completed assessments of reading comprehension, reading fluency, and vocabulary. Results: After controlling for all variables, among executive function variables, only behavioral and reading-specific executive function independently contributed to reading comprehension. Reading fluency and vocabulary partially mediated the relations between behavioral and reading-specific executive function and reading comprehension. Reading-specific executive function appeared to be particularly important for students with weaker vocabulary. Conclusion: These findings align with the context-specific hypothesis of executive function. Context-specific executive function may be more important than domain-general executive function in reading comprehension. Reading-specific executive function may be a distinct construct representing the integration of domain-general executive function and reading knowledge. This integration can enhance the efficiency of domain-general executive function when reading knowledge is limited, playing a compensatory role in reading comprehension. [ABSTRACT FROM AUTHOR]

The cognitive advantages of bilingualism have accumulated significant support in various domains, and executive function is suggested to be one of their operative mechanisms. However, empirical evidence of the relationships among bilingualism, executive function, and rational thinking is still lacking. The present study extends this understanding. With a refined operational definition of bilingualism and by controlling for possible confounding variables, we recruited 114 university participants to perform a balanced bilingual proficiency task; a modified Simon executive function (EF) task (to assess inhibition and updating components of EFs); a syllogism task; a critical thinking test; and measures of intelligence, socioeconomic status (SES), and the openness-to-experience personality trait. The results showed that balanced bilingual proficiency positively and robustly predicted participants’ performance in syllogism and critical thinking tasks after we controlled for other variables. The relationships between EF components and rational thinking showed a dissociative result: Inhibition and updating ability contributed to syllogistic and critical thinking differently. These results shed further light on the educational application needs of bilingual learning and concluded in a discussion of future investigations of the theoretical accounts and mechanisms of bilingual advantages. [ABSTRACT FROM AUTHOR]

A positive association between pubertal maturity as assessed by skeletal development, and specific cognitive abilities has recently been demonstrated in a cohort of adolescent girls. The current study explores the impact of chronological age and relative pubertal maturity on executive function within the same cohort. Relative maturity, determined by the difference between chronological age and skeletal age, establishes the criteria for enrolling participants into average, advanced, or delayed relative maturity subgroups. Performance is assessed using the Numerical Stroop test and analyzed across four conditions, each with varying task requirements related to inhibition and task switching. The effects of chronological age and relative maturity on executive functions are tested by a linear mixed model. Within the examined age-range (12–15 y), a more protracted development was found for inhibition as compared to switching. In line with the previous findings, the results reveal significant development in executive performance as a function of chronological age, and relative maturity also demonstrated significant effect on the development of executing functioning. The significant interaction effect between Chronological Age and Relative Maturity suggests that the degree of interplay between these factors varies across the examined age range. Specifically, relative maturity may have a more noticeable impact on EF functioning in middle adolescence compared to early adolescence. [ABSTRACT FROM AUTHOR]

AbstractIntroductionMethodsResultsConclusionThis study aims to assess whether electroencephalogram (EEG) spectral power change scores (e.g. task spectral power subtracted from resting state spectral power) across three different frequency bands, alpha (8–12 Hz), theta (4–7 Hz), and beta (13–30 Hz), predicts self-reported attention-deficit hyperactivity disorder (ADHD) symptoms using the Adult ADHD Self-Report Scale (ASRS) over and above self-reported executive function (EF) abilities using the Behavior Rating Inventory of Executive Function (BRIEF-A) Global Executive Composite (GEC) T-scores for adults.Data were collected at a rural, mid-sized southeastern university (N = 52) and participants received course credit for participation. Participants self-reported ADHD symptoms and EF abilities before completing eyes open resting state and the attention network test (ANT), a common flanker task that measures ability to orient attention, stay alert, and resolve conflict (i.e. distractor arrows) while recording EEG spectral power at electrodes F3 and F4. Bivariate correlations determine associations between EEG measures and self-reported ADHD symptoms and EF abilities. Linear regressions were used to assess whether EEG change scores were predictive of ADHD symptoms over and above EF abilities.High correlation coefficients were found only when comparing the ASRS and BRIEF-A GEC T-scores (r = .822, p <.001). Regression analyses produced significant results indicating EEG spectral change scores were predictive of ADHD symptoms, over and above GEC T-Scores, for the alpha band but not the theta and beta bands. Additionally, we found an inverse relationship when comparing change scores in the alpha band across the right (F4) and left (F3) hemispheres supporting the theory of frontal asymmetry for individuals with increased ADHD symptoms.This study is the first to assess the predictive ability of EEG spectral power change scores in predicting ADHD symptoms, which are not solely explained by deficits in executive control. Past research has indicated significant differences when comparing task and resting state spectral power indicating change scores might have some utility in measuring cognitive load, specifically in the alpha band, which has been associated with inhibition, working memory, and anticipation of stimuli. Further research should be conducted to assess the utility change scores might have in providing an objective measure related to a clinical population with ADHD. [ABSTRACT FROM AUTHOR]

There is no relationship more vital than the one a child shares with their primary caregivers early in development. Yet many children worldwide are raised in settings that lack the warmth, connection, and stimulation provided by a responsive primary caregiver. In this study, we used data from the Bucharest Early Intervention Project (BEIP), a longitudinal study of institutionally‐reared and family‐reared children, to test how caregiving quality during infancy is associated with average EEG power over the first 3.5 years of life in alpha, beta, and theta frequency bands, and associations with later executive function (EF) at age 8 years. The sample comprised 189 children (129 institutionally‐reared; 60 family‐reared) who contributed data on observed caregiving quality during infancy (baseline; average age of 22 months), resting EEG power at baseline, 30, and 42 months, and performance‐based data on a series of EF tasks at 8 years. Using Bayesian estimation, observed caregiving quality at baseline was marginally linked with higher average alpha and beta power, and lower theta power, from baseline to 42 months. In turn, higher average beta power and lower average theta power were marginally associated with higher EF at 8 years. In indirect effects models, higher caregiving quality at baseline was associated with higher EF at 8 years, with a marginal indirect effect through average theta power from baseline to 42 months. Variation in the quality of the early caregiving environment may be associated with later executive function, which is partially underpinned by individual differences in brain activity during early childhood. Research Highlights: Examined associations between caregiving quality during infancy, brain activity during early childhood, and executive function during mid‐childhood in sample of never‐institutionalized and institutionally‐reared children.Significant associations between higher quality caregiving during infancy and higher executive function during middle childhood.Marginal associations between caregiving quality during infancy and brain activity during early childhood.Marginal associations between brain activity during early childhood and executive function during mid‐childhood. [ABSTRACT FROM AUTHOR]

Previous studies have reported that patients with depression have significant cognitive impairment. The aim of this study is to comprehensively evaluate the impairment of executive functions in patients with depression and whether the cognitive behavior performance of executive function is association with remission of depressive state after clinical treatment. We used cognitive-behavioral test to evaluate the performance of executive functions of 95 inpatients with depression before hospitalization and conducted two follow-up evaluations of their depression status on the 15th day of hospitalization and approximately 9 months after discharge. The performance of executive function except the accuracy of inhibition control in patients with depression were significantly worse than that of healthy controls. Multivariate linear regression analysis found that the reaction time of working memory not only had a significant linear relationship with the baseline depression scores of patients with depression, but also had a significant linear relationship with the reduced depression scores after two follow-up visits. We only used cognitive-behavioral data as indicators to evaluate the cognitive performances of participants and only measured three components of executive function. The reaction time of working memory was a stable and effective predictor of symptom relief in patients with depression after clinical treatment. These results provide initial evidence for working memory to predict the clinical prognosis of inpatients with depression prospectively, which could be further leveraged to improve intervention approaches and analyze the heterogeneity of depression. • Compared with the healthy control group, patients with depression have poorer executive function performance. • Reaction time of working memory was a stable and effective predictor of symptom relief in depression after clinical treatment. [ABSTRACT FROM AUTHOR]

AbstractThe transition to upper-elementary school marks an important shift when students are expected to independently manage their behaviors, attention, and engagement. The current study used a socioeconomically- and racially/ethnically-diverse sample of upper-elementary school students (N = 336, Mage = 9.85 years). Results showed that teachers’ initial perceptions of students’ executive function (EF) behaviors as indexed by how well students adjusted to new situations, remembered multi-step activities, and stayed focused were related to their reports of conflict with students in the spring. Furthermore, teacher–student conflict was linked with teacher-reported EF behaviors in the spring, controlling for EF behaviors in the fall. Finally, teachers’ initial perceptions of students’ EF behaviors were associated with children’s performance on EF tasks in the spring, controlling for direct assessment of EF skills in the fall. Our findings emphasize the role of early teacher perceptions for the development of teacher–student relationships and children’s self-regulation skills during the school year. [ABSTRACT FROM AUTHOR]

The development of executive function (EF) has been linked to various life outcomes, motivating intense research on the topic. While much of this research has focused on more thoroughly understanding age‐related changes of the underlying neurocognitive mechanisms involved, recent theoretical and empirical works have stressed how the immediate physical and social context plays an important role in how children engage in control. Recent studies have shown that the experimenter is an important variable modulating how children engage EF. In this article, I argue that this social presence should be examined more thoroughly to understand the influence of the research context on assessing EF in children. However, this examination should not neglect the fact that the presence of others and the interactions with them likely shape the development of EF in the long run, with important interindividual differences. Examining how others affect children's development of EF can have important implications, such as better reproducibility of studies' findings and theoretical conceptions. [ABSTRACT FROM AUTHOR]

Cognitive impairments affect functional capacity in individuals with schizophrenia (SZH), but their neural basis remains unclear. The Wisconsin Card Sorting Test (WCST), and the Stroop Task (SCWT), are paradigmatic tests which have been used extensively for examining executive function in SZH. However, few studies have explored how deficits on these tasks link to brain volume differences commonly seen in SZH. Here, for the first time, we tested associations between FreeSurfer-derived frontal brain volumes and performance on both WCST and SCWT, in a well-matched sample of 57 SZH and 32 control subjects. We also explored whether these associations were dissociable from links to symptom severity in SZH. Results revealed correlations between volumes and task performance which were unique to SZH. In SZH only, volumes of right middle frontal regions correlated with both WCST and Stroop performance: correlation coefficients were significantly different to those present in the control group, highlighting their specificity to the patient group. In the Stroop task, superior frontal regions also showed associations with Stroop interference scores which were unique to SZH. These findings provide important detail around how deficits on these two paradigmatic executive function tasks link to brain structural differences in SZH. Results align with converging evidence suggesting that neuropathology within right middle frontal regions (BA9 and BA46) might be of particular import in SZH. No volumetric associations with symptom severity were found, supporting the notion that the structural abnormalities underpinning cognitive deficits in SZH differ from those associated with symptomatology. [ABSTRACT FROM AUTHOR]

Late-life depression (LLD) is characterized by a poor response to antidepressant medications and diminished cognitive performance, particularly in executive functioning. There is currently no accepted pharmacotherapy for LLD that effectively treats both mood and cognitive symptoms. This study investigated whether transdermal nicotine augmentation of standard antidepressant medications benefitted mood and cognitive symptoms in LLD. Nonsmoking participants aged 60 years or older with unremitted LLD on stable SSRI or SNRI medications (N = 29) received transdermal nicotine patches up to a 21 mg daily dose over 12 weeks. Clinical measures assessed depression severity, secondary affective symptoms, and cognitive performance. Nicotine metabolite concentrations were obtained from blood samples. Depression severity significantly decreased over the trial, with a 76 % response rate and 59 % remission rate. Change in depression severity was positively associated with nicotine exposure. Participants also exhibited improvement in self-reported affective symptoms (apathy, insomnia, rumination, and generalized anxiety symptoms), negativity bias, and disability. Executive function test performance significantly improved, specifically in measures of cognitive control, as did subjective cognitive performance. Adverse events were generally mild, with 75 % of the sample tolerating the maximum dose. The current study extends our previous pilot open-label trial in LLD, supporting feasibility and tolerability of transdermal nicotine patches as antidepressant augmentation. Although preliminary, this open-label study supports the potential benefit of transdermal nicotine patches for both mood and cognitive symptoms of LLD. Further research, including definitive randomized, blinded trials, is warranted to confirm these findings and explore long-term risk and benefit. The study was registered with clinicaltrials.gov (NCT04433767). • Augmentation with open-label transdermal nicotine patches improved depression severity and secondary affective symptoms. • Nicotine administration also improved executive function, specifically cognitive control. • Nicotine patches were safe and well tolerated in older depressed nonsmoking participants. • Rigorous blinded, randomized trials are needed to definitively demonstrate efficacy. [ABSTRACT FROM AUTHOR]

Almost all of our everyday activities depend on executive function (EF) skills. In line with the increasing attention to the ecological validation of neuropsychological assessment and intervention methods, this study aimed to explore the ecological validity of a relevant set of widely used EF tests, mostly from well-known paradigms of EF assessment, in predicting driving ability. Ninety-six healthy novice drivers (Mage = 26.2 years, SD = 8.4; 48 female) completed four stages of our data collection including psychological, EF, and driving assessments. For the psychological assessment, validated measures of sensation-seeking, risk-taking, personality traits, ADHD symptoms, depression, anxiety, and stress were administered. For the EF assessment, selected tests from the Delis-Kaplan Executive Function System (D-KEFS: Trail Making, Design Fluency, and Tower) and the Behavioral Assessment of the Dysexecutive Syndrome (BADS: Key Search, Zoo Map, and Modified Six Elements) along with a computerized Stroop test were administered. For the driving assessment, we used a simulated driving test comprising of 14 key dimensions of driving skills. Several correlations and multiple regression analyses were conducted. Significant correlations were found between all the EF measures and driving performance. Moreover, the EF measures predicted the driving ability over and above the effects of previous driving experience and the psychological variables. These results provide supporting evidence for the ecological validity of the EF tests in predicting driving performance. The incorporation of assessment and intervention targeting multiple domains of EF into driving rehabilitation and education programs could be a focus of future research. [ABSTRACT FROM AUTHOR]

The relationship between sensory processing, executive function, and behavior in children with Attention Deficit/Hyperactivity Disorder (ADHD) is far from clear. The aim of this study was to examine the mediating role of executive function in the relationship between sensory processing and behavior in ADHD. Sixty-three children (51 boys), aged between 7 and 14 years participated in this study. Caregivers completed the Sensory Profile 2 (SP-2), the Behavior Rating Inventory of Executive Function 2 (BRIEF-2), and the Child Behavior Checklist (CBCL) to assess sensory processing, executive function, and behavior, respectively. Positive and significant associations were found between sensory processing, executive function, and behavioral problems. In addition, positive indirect effects between sensory processing and behavior were mediated by executive function. These findings add to other evidence on neurodevelopmental disorders, suggesting that sensory processing may be a foundational aspect related to executive function, which in turn affects behavior in ADHD. [ABSTRACT FROM AUTHOR]

This study investigates the temporal dynamics and affective associations related to executive function (EF) performance in primary school classrooms using an intensive longitudinal design. Data were collected from 35 students aged 8.9 to 11.4 years. Participants reported their affective experiences and completed EF measures three times daily following a fixed sampling schedule. The data collection spanned two consecutive school weeks across three primary school classrooms. Utilising Dynamic Structural Equation Modeling (DSEM), we examined 505 measurements of EF tasks and self-reported affective states over two weeks. The findings reveal significant within-person variability in EF, accounting for 52% of the observed variance, with performance declining later in the day and week. At the within-person level, positive affect was associated with improved EF performance, while negative affect was associated with poorer EF. No significant between-person relationships were found. These results underscore the importance of considering within-person processes and affective experiences in educational settings and highlight the need for further research employing intensive longitudinal methods to better understand the nuanced dynamics of affect and EF in real-world classroom environments. [ABSTRACT FROM AUTHOR]

Preschool children spend a large part of their day at school, and a large part of that time they spend in sedentary time. Although sedentary time negatively affects regions of the brain responsible for cognition, it is believed that the type of sedentary time performed can favor executive functions' performance. The present study explored the associations between sedentary time inside and outside preschools with executive function (EF) tasks in preschoolers. Seventy-three preschool children (60% girls; 55.0 ± 9.1 months of age) were objectively assessed for sedentary time and physical activity (PA) using accelerometers (wGT3X). EF was evaluated using the Go/No-Go paradigm through the Early Years Toolbox – YET. Go's inverse efficiency (IE) and the No-Go accuracy were analyzed. To establish possible associations between EF and sedentary time, a structural equation model was conducted after adjustments for sex, age, body mass index, and moderate-to-vigorous PA. A significant and positive association between sedentary time on weekend days and IE (b = 0.61; p <.001) was observed. The general model explained 52% of the variation in IE and 2.1% in the accuracy of No-Go. The sedentary time on weekend days seems to be related to worse EI. This result emphasizes a context-dependent association between time being sedentary and preschoolers' EF. Further investigations should focus on exploring the type of sedentary behavior children are engaged in different contexts. [ABSTRACT FROM AUTHOR]

AbstractObjective: To determine the efficacy of a 12-week individual cognitive stimulation (iCS) intervention on global cognition, memory, and executive function of older adults with mild to moderate Alzheimer’s disease (AD). Method: Protocolized analysis using data from a multicenter, single-blind, randomized, parallel two-arm RCT of iCS for older adults with probable AD. A sample of 142 people with probable Alzheimer’s disease attending 13 Portuguese institutions providing care and support services for older adults were selected. Intervention group (n = 72) received 24 iCS sessions, twice a week for 12 weeks. Control group (n = 70) maintained their activities as usual. Outcomes included global cognitive function (Mini-Mental State Examination, and Alzheimer’s Disease Assessment Scale—Cognitive Subscale), memory (Memory Alteration Test, and Free and Cued Selective Reminding Test), and executive functioning (Frontal Assessment Battery). All participants were assessed at baseline (T0), after the intervention (T1), and 12 weeks follow-up (T2). Results: The results showed significant improvements in memory performance at follow-up for the intervention group and greater stability in global cognition in the intervention relative to the control group. Conclusion: The current iCS protocol shows effectiveness in cognitive functioning in older adults with probable AD, particularly for memory upon completion of the intervention and at follow-up, adding further support to previous iCS studies showing similar results and to the effectiveness of the current intervention. [ABSTRACT FROM AUTHOR]

Impulsivity-characterized executive function impairments have been hypothesized to represent mechanisms underlying the symptomology associated with gambling disorder (GD). Despite this, a clear profile of executive function within GD has yet to be established. Furthermore, it remains unclear whether executive function deficits represent a vulnerability marker for the disorder. This study assessed executive function performance within a GD sample compared to a sample of familial relatives and community controls. Using a family study methodology, a broad assessment of executive function was administered to analyze performance differences and their potential characterization by impulsivity between a sample of individuals meeting criteria for GD, their first-degree familial relatives, and a community control sample. Performance differences emerged regarding the capacity to delay gratification and inhibit automatic task-irrelevant responses between the GD and control samples. Results support the presence of impulsive choice and impulsive cognitive bias as components of the GD executive functioning profile. Similar difficulties inhibiting automatic attentional shifting were observed within the first-degree relative sample. Executive functioning within GD appears to be characterized by an impulsive pattern of behaviours/decisions but impacts processes differently. Evidence suggests that individuals diagnosed with GD demonstrate a statistically different capacity to delay gratification (e.g. a propensity towards smaller, more immediate rewards as opposed to larger delayed rewards) and inhibit cognitive biases (e.g. difficulty shifting attention away from task-irrelevant stimuli). This latter difference may represent a vulnerability marker of GD as preliminary evidence was provided for similar difficulties in a first-degree relative sample. Further research must replicate these findings and assess the impact of task modality, symptom severity, and comorbidity on the observation of executive functioning impairment. [ABSTRACT FROM AUTHOR]

Introduction: Ambulatory assessment of executive function – particularly in the form working memory (WM) – is increasingly common. Few studies to date, however, have also incorporated ambulatory measures of inhibitory control. Critically, the extended within-person reliability of ambulatory tasks tapping each of these constructs has been largely overlooked. Method: Participants (N = 283, Mage = 23.74 years, SD = 9.04) received notifications every 3 days (for 4 weeks) to undertake ambulatory assessment versions of the n-Back and Stop-Signal Tasks (SST) via the smartphone application CheckCog. Within-person reliability of these measures was explored. Results: Compliance ranged from 66% (for eight sessions) to 89% (for four sessions). Our results reveal significant changes in performance within the first two sessions for both the n-Back and SST, with performance remaining largely consistent across the remaining (two to eight) sessions. In terms of test–retest reliability, the ICC (C, 1) values ranged from.29 to.68 on the n-Back (with overall accuracy being.51) and.31–.73 on the SST (with stop-signal reaction time being.53). Conclusion: The results of the current study contribute to the literature by demonstrating the reliability of brief measures of executive function – in the form of inhibitory control and WM – delivered using smartphones in participants' natural environments. Based on our findings, the CheckCog app reliability tracks baseline systematic changes in WM and response inhibition across multiple time points and for an extended period in healthy individuals. [ABSTRACT FROM AUTHOR]

The executive function profile in patients with narcolepsy type 1 (NT1) has been mentioned; however, limited research exists on children and adolescent patients with NT1.This study aims to assess executive function in children and adolescent patients with NT1 in China, examine potential influencing factors and evaluate the short-term treatment effect on executive function. 53 NT1 patients (36 males, age 12.2 ± 3.4 years) and 37 healthy controls (23 males, age 12.2 ± 2.5 years) underwent self-reported measures assessing subjective sleepiness, depression, anxiety and sleep quality. A comprehensive neuropsychological test was administered to assess executive function domains, including processing speed, inhibitory control, cognitive flexibility and working memory. These assessments were repeated in NT1 patients after three-day regular drug treatment. NT1 patients exhibited higher levels of excessive daytime sleepiness, depression, anxiety, and poor sleep quality compared to healthy controls. Patients showed impaired processing speed, inhibitory control and cognitive flexibility (p < 0.05), whereas working memory was unaffected (p > 0.05). Regression analysis revealed that parameters from sleep monitoring, such as sleep efficiency and sleep latency, were correlated with executive function performance after controlling for age, gender, and education years. The short-term treatment led to improvements in inhibitory control, cognitive flexibility, and working memory. The findings showed that executive function was impaired among children and adolescent patients with NT1, which was associated with objective sleep parameters. Furthermore, this study emphasizes the necessity of neuropsychological assessments and early interventions among children and adolescent NT1 patients. • Symptoms exacerbated mood, impair sleep quality and executive function during daytime in children and adolescent patients with NT1. • Pediatric NT1 patients exhibited impaired processing speed, inhibition control and cognitive flexibility, whereas working memory remained unaffected. Short-term pharmacological intervention could improve the impaired executive function. [ABSTRACT FROM AUTHOR]

Executive function (EF) is represented by a multidimensional set of measures. The central EFs considered are inhibitory control, working memory and cognitive flexibility (task shifting). Unlike other ability constructs, it has proven difficult to identify latent factors that underlie EF. Research has often taken a factor analytic approach for grouping executive functioning tasks. However, this approach has often proven unsuccessful. We aimed to compare factor analysis to a network analytic approach, as network analysis can summarize the pattern of relationships among elements without creating latent constructs. One hundred and thirteen undergraduate students completed a series of nine executive functioning tasks. In comparing exploratory factor analysis to network analysis, we found neither approach provided a compelling higher order grouping of EF measures. [ABSTRACT FROM AUTHOR]

Executive function (EF) is essential for developing social competence (SC) in early childhood. However, previous research has primarily taken a general perspective of SC and overlooked its components. Furthermore, although EF and SC are known to influence each other across childhood, the mechanisms of this interaction remain unclear. Therefore, the current study aims to explore the intricate relationship between EF and overall SC and its distinct components, aiming to clarify the underlying dynamics of their interplay. A total of 448 children, aged 36–72 months, from 12 Chinese kindergartens participated in this study. Results indicated significant associations between EF and overall SC and its components. Moreover, ER mediated the association between EF and SC, while gender moderated this association, with a stronger effect among boys compared to girls. Implications for informing and refining educational practices and policies to foster children's cognition and emotional development are discussed. [ABSTRACT FROM AUTHOR]

The interconnected effects of maternal perinatal depression and the early mother-infant relational quality on children's executive function development are crucial yet understudied. This study addresses this gap, focusing on how perinatal depressive symptoms and emotional availability at 6 months predict child executive function performance at age four, with an emphasis on the moderating role of emotional availability. This study included 282 mother-infant pairs recruited from the Mercy Pregnancy and Emotional Wellbeing Study, utilising repeated Edinburgh Postnatal Depression Scale measurement over the perinatal period, Emotional Availability Scales, and child executive function assessments (Shape School, NEPSY-II, Preschool Age Psychiatric Assessment, Attention Deficit Hyperactivity scale, inattentive subscale). Latent growth curve analysis incorporated controls for socioeconomic status and maternal cognitive abilities, and moderation effects were examined through multiplicative interaction terms. We found that emotional availability influences children's executive function, specifically switching, motor inhibition, and inattentive symptoms, irrespective of maternal depressive symptom changes. This effect is further nuanced by emotional availability's moderating role in the association between depressive symptom change and switching. The study's limitations include a relatively small sample size for moderation analysis and the exclusion of paternal influences. This study is a significant step in understanding the profound influence of maternal emotional availability in infancy on child executive function development, offering new avenues for research and, if replicated, a foundation for innovative intervention approaches. • Maternal emotional availability is a key predictor of child executive function development • Changes in perinatal depressive symptoms significantly impacted child switching and inattentive symptoms • Less emotionally available mother-infant relationships increased vulnerability to the effect of increasing depressive symptoms • The postpartum environment plays a critical role in early executive function development [ABSTRACT FROM AUTHOR]

The present study investigated the performance of children with neurofibromatosis type 1 on computerized assessments of attention and executive function. Relations to ADHD symptomatology were also examined. Participants included 37 children (20 male) with NF1 (9–13 years; Mage = 11.02). Participants completed the NIH Toolbox Dimensional Change Card Sort, List Sort Working Memory (LSWM), and Flanker tasks, as well as Cogstate Identification and One Back tests. ADHD symptomatology was assessed using the K-SADS. Average performance was significantly different from the normative mean on every measure, except LSWM. The NIH Toolbox Flanker and Cogstate Identification tasks detected the highest proportion of participants with at least mild difficulty, and the Cogstate Identification task detected the highest proportion of participants with severe difficulty. Analyses revealed significant relations with ADHD symptomatology for two NIH toolbox tasks. The various computerized measures of attention and executive function offer different information when working with school age children with NF1. The NIH Flanker may offer the most room for change and offers face validity, which may be beneficial for clinical trials research. However, the LSWM shows most support for relations with behavioral indicators of attention and executive challenges. [ABSTRACT FROM AUTHOR]

Background: Executive function is a high‐level set of cognitive processes related to goal‐directed behaviors including two conceptual subtypes of hot (emotional) and cold (cognitive) executive function (to abbreviate EF). EF deficits in attention deficit hyperactivity disorder (ADHD) leads to significant social impairments in the home, school, and community. Today the type and the extent of executive function defects in ADHD are still debated in studies. We aimed to evaluate hot and cold executive function among medication‐naive children with ADHD, with and without oppositional defiant disorder (ODD). Methods: Forty‐five children including suffering ADHD with ODD (n = 15), without ODD (n = 15), or typically developed (TD, n = 15) participated in this cross‐sectional study (the age of children was between 7 and 12 years old). The Child Symptom Inventory‐4 (CSI‐4) was used to screen behavioral and emotional symptoms. Wechsler Adult Intelligence Scale‐Revised‐Digit Span Task (WAIS‐R‐DST), Corsi Block Task (CBT), and Wisconsin Card Sorting Test (WCST) were used for assessing cold executive function. Assessing hot executive function was done with Delay Discounting Task (DDT) and Iowa Gambling Task (IGT). Results: Evaluating the cold executive function, total WAIS‐R‐DST score, Backward DST, total CBT score, and Backward CBT were significantly lower among ADHD than TD groups (p < 0.05). Assessing the hot executive function showed that the score of DDT and IGT was significantly lower among ADHD than TD groups (p < 0.05). Conclusion: Both hot and cold executive functions are defective in children with ADHD, while the comorbid of ODD has no significant effect. We suggest the clinicians to consider cognitive rehabilitation interventions as a necessary treatment modality for ADHD patients. [ABSTRACT FROM AUTHOR]

Background The hemodynamics of prefrontal cortex (PFC) oxygenation are regulated by numerous processes operating over multiple temporal scales, producing complex patterns in its output fluctuations. Age may alter this multiscale regulation of PFC oxygenation, leading to diminished physiologic complexity of this important regulatory process. We aimed to characterize the effects of age on such complexity and its relationship to performance of an executive n -back task. Methods Twenty-four younger (aged 28 ± 3 years) and 27 older (aged 78 ± 6 years) adults completed this study. Continuous oxygenation (HbO2) and deoxygenation (HHb) signals of PFC were recorded using functional near-infrared spectroscopy (fNIRS) while participants stood and watched a blank screen (blank), clicked a mouse when an X appeared (IdX), or when a letter was repeated from "2-back" in a sequence shown on a screen (2-back). We used multiscale entropy to quantify the HbO2 and HHb complexity of fNIRS signals. Results Older adults exhibited lower HbO2 and HHb complexity compared to younger adults, regardless of task (p  = .0005–.002). Both groups exhibited greater complexity during the IdX and 2-back than blank task (p  = .02–.04). Across all participants, those with greater HbO2 and/or HHb complexity during the blank task exhibited faster IdX and 2-back reaction time (β = −0.56 to −0.6, p  = .009–.02). Those demonstrating greater increase in HbO2 and/or HHb complexity from IdX to 2-back task had lower percent increase in reaction time from IdX to 2-back task (β = −0.41 to −0.37, p  = .005–.01). Conclusions The complexity of fNIRS-measured PFC oxygenation fluctuations may capture the influence of aging on the regulation of prefrontal hemodynamics involved in executive-function-based task performance. [ABSTRACT FROM AUTHOR]

Bimodal bilingualism involves the use of a sign language and a spoken language, and offers a unique opportunity to explore the cognitive effects of growing up bilingual. The aim of this study was to investigate the relationship between bimodal bilingualism and executive function (EF) in hearing children who are native users of a sign language. We studied three groups of children: bimodal bilinguals (users of a sign language and a spoken language), unimodal bilinguals (users of two spoken languages), and monolinguals, performing three cognitive tasks to measure different components of EF: visuospatial working memory (Odd One Out task), cognitive flexibility (Children's Colored Trails Test) and conflict resolution (Simon task). All groups of children obtained similar scores on the Odd One Out task and the Children's Colored Trails Test. Bimodal bilinguals displayed distinct patterns of conflict resolution in comparison to monolingual children: bimodal bilinguals had better overall accuracy and slower overall reaction time in the Simon task. The subsequent analysis did not find a straightforward trade-off between speed and accuracy. These results suggest that bimodal language experience and/or visual-spatial language usage may explain the small bimodal bilingual advantage in the Simon task that we observed in hearing children who are native signers. [ABSTRACT FROM AUTHOR]

Background: Executive dysfunction in mild cognitive impairment (MCI) has been associated with gray matter atrophy. Prior studies have yielded limited insight into associations between gray matter volume and executive function in early and late amnestic MCI (aMCI). Objective: To examine the relative importance of predictors of executive function at 24 months and relationships between baseline regional gray matter volume and executive function performance at 24-month follow-up in non-demented older adults. Methods: 147 participants from the Alzheimer's Disease Neuroimaging Initiative (mean age = 70.6 years) completed brain magnetic resonance imaging and neuropsychological testing and were classified as cognitively normal (n = 49), early aMCI (n = 60), or late aMCI (n = 38). Analyses explored the importance of demographic, APOEɛ4, biomarker (p-tau/Aβ42, t-tau/Aβ42), and gray matter regions-of-interest (ROI) variables to 24-month executive function, whether ROIs predicted executive function, and whether relationships varied by baseline diagnostic status. Results: Across all participants, baseline anterior cingulate cortex and superior parietal lobule volumes were the strongest predictors of 24-month executive function performance. In early aMCI, anterior cingulate cortex volume was the strongest predictor and demonstrated a significant interaction such that lower volume related to worse 24-month executive function in early aMCI. Educational attainment and inferior frontal gyrus volume were the strongest predictors of 24-month executive function performance for cognitively normal and late aMCI groups, respectively. Conclusions: Baseline frontoparietal gray matter regions were significant predictors of executive function performance in the context of aMCI and may identify those at risk of Alzheimer's disease. Anterior cingulate cortex volume may predict executive function performance in early aMCI. [ABSTRACT FROM AUTHOR]

We examined how brain reserve in midlife, measured by brain-predicted age difference scores (Brain-PADs), predicted executive function concurrently and longitudinally into early old age, and whether these associations were moderated by young adult cognitive reserve or APOE genotype. 508 men in the Vietnam Era Twin Study of Aging (VETSA) completed neuroimaging assessments at mean age 56 and six executive function tasks at mean ages 56, 62, and 68 years. Results indicated that greater brain reserve at age 56 was associated with better concurrent executive function (r =.10, p =.040) and less decline in executive function over 12 years (r =.34, p =.001). These associations were not moderated by cognitive reserve or APOE genotype. Twin analysis suggested associations with executive function slopes were driven by genetic influences. Our findings suggest that greater brain reserve allowed for better cognitive maintenance from middle- to old age, driven by a genetic association. The results are consistent with differential preservation of executive function based on brain reserve that is independent of young adult cognitive reserve or APOE genotype. • Brain reserve was related to executive function at baseline and across 12 years. • Cognitive reserve or APOE genotype did not moderate the associations. • Twin data reveal genetic influences underlie brain reserve-EF change associations. • Brain reserve-EF associations persisted when removing amnestic MCI individuals. • Similar associations were observed with measures of whole brain volume. [ABSTRACT FROM AUTHOR]

Executive function plays an important role in promoting learning and social-emotional development in children. Neonatal hypoglycemia associates with executive function difficulties at 4.5 years, but little is known about the development of executive function over time in children born at risk of neonatal hypoglycemia. We aimed to describe the stability of executive function from early to mid-childhood in children born at risk of neonatal hypoglycemia and its association with neonatal hypoglycemia. Participants in a prospective cohort study of infants born at risk for neonatal hypoglycemia were assessed at ages 2, 4.5, and 9–10 years. We assessed executive function with batteries of performance-based and questionnaire-based measures, and classified children into one of four stability groups (persistent typical, intermittent typical, intermittent difficulty, and persistent difficulty) based on dichotomized scores (typical versus low at each age). Multinomial logistic regression was used to determine the associations between neonatal hypoglycemia and executive function stability groups. Three hundred and nine children, of whom 197 (64%) experienced neonatal hypoglycemia were assessed. The majority of children had stable and typical performance-based (63%) and questionnaire-based (68%) executive function across all three ages. Around one-third (30–36%) of children had transient difficulties, and only a few (0.3–1.9%) showed persistent difficulties in executive function at all ages. There was no consistent evidence of an association between neonatal hypoglycemia and the stability of executive function. Neonatal hypoglycemia does not appear to predict a specific pattern of development of executive function in children born at risk. [ABSTRACT FROM AUTHOR]

Background Although the link between alcohol involvement and behavioral phenotypes (e.g. impulsivity, negative affect, executive function [EF]) is well-established, the directionality of these associations, specificity to stages of alcohol involvement, and extent of shared genetic liability remain unclear. We estimate longitudinal associations between transitions among alcohol milestones, behavioral phenotypes, and indices of genetic risk. Methods Data came from the Collaborative Study on the Genetics of Alcoholism (n = 3681; ages 11–36). Alcohol transitions (first: drink, intoxication, alcohol use disorder [AUD] symptom, AUD diagnosis), internalizing, and externalizing phenotypes came from the Semi-Structured Assessment for the Genetics of Alcoholism. EF was measured with the Tower of London and Visual Span Tasks. Polygenic scores (PGS) were computed for alcohol-related and behavioral phenotypes. Cox models estimated associations among PGS, behavior, and alcohol milestones. Results Externalizing phenotypes (e.g. conduct disorder symptoms) were associated with future initiation and drinking problems (hazard ratio (HR)⩾1.16). Internalizing (e.g. social anxiety) was associated with hazards for progression from first drink to severe AUD (HR⩾1.55). Initiation and AUD were associated with increased hazards for later depressive symptoms and suicidal ideation (HR⩾1.38), and initiation was associated with increased hazards for future conduct symptoms (HR = 1.60). EF was not associated with alcohol transitions. Drinks per week PGS was linked with increased hazards for alcohol transitions (HR⩾1.06). Problematic alcohol use PGS increased hazards for suicidal ideation (HR = 1.20). Conclusions Behavioral markers of addiction vulnerability precede and follow alcohol transitions, highlighting dynamic, bidirectional relationships between behavior and emerging addiction. [ABSTRACT FROM AUTHOR]

This study investigated whether transitory and persistent poverty spells were associated with children's learning (literacy and numeracy scores) and executive function outcomes in Ghana. Children resided in the Greater Accra region (N = 2,154; 49% female; Mage = 5.2 years at wave-1) and were followed at four-time points over three years. Multivariate regression models were used to test whether exposure to transitory poverty (1–2 times) or persistent poverty (3–4 times) were differentially associated with child learning and executive function outcomes at wave-4 (Mage = 7.5 years) compared to children who did not experience poverty at any wave. Our results show that transitory poverty was significantly and negatively associated with children's literacy scores. Persistent poverty had the largest negative relations for both learning outcomes. Findings were mixed for executive function, with persistent poverty negatively related to cognitive flexibility, but not inhibitory control. Implications for global child development and learning are discussed. [ABSTRACT FROM AUTHOR]

Depression and social isolation increase risk for executive function declines and are among the top five modifiable risk factors for dementia. However, the interrelationships between depression, social isolation and executive function are not well established. Further evidence is needed to inform strategies to promote executive function and independence in older age. We examined whether social isolation mediated the association between depression and executive function in community-dwelling middle-aged and older adults and whether this association was modified by age and sex. Adults aged 45 to 85 years from the Canadian Longitudinal Study on Aging (CLSA) Comprehensive cohort were followed over three years (complete case analysis, n = 14,133). Baseline depressive symptoms, a history of clinical depression, and functional social isolation (perceived lack of social support) were self-reported. Executive function at follow-up was a composite measure of five cognitive tests. Conditional process analysis assessed the mediating effects of functional social isolation across age group and sex, adjusted for sociodemographic and health covariates. Functional social isolation significantly mediated the association of depressive symptoms (proportion mediated [PM] = 8.0%) or clinical depression (PM = 17.5%) with executive function only among women aged 75+ years. Functional social isolation explains a proportion of the total effect of depressive symptoms or clinical depression on executive function in women aged 75 and older. Although reverse causation cannot be ruled out, our findings suggest that interventions that reduce functional social isolation or depression in older women may promote executive function. [ABSTRACT FROM AUTHOR]

Early childhood is characterized by rapid increases in both motor skills and executive function skills. Rather than simply codeveloping, the development of motor and executive function skills may be linked causally. In this article, we introduce corticomuscular coherence as a paradigm for psychologists interested in testing mechanistic questions about the potentially causal association between motor and executive function skill development in early childhood. We also consider the broader implications of this work for informing typical and atypical development. [ABSTRACT FROM AUTHOR]

The formation and relapse of Internet use disorder (IUD) are related to the decline in executive function. Previous studies have indicated that exercise intervention and high-definition transcranial direct current stimulation (HD-tDCS) can improve the cognitive abilities of adolescents with IUD. However, the combined intervention's impact on executive function in these adolescents remains unclear. Therefore, this study aims to explore the effects and differences of multimodal exercise, HD-tDCS intervention, and combined intervention on the executive function of adolescents with IUD. Forty-eight adolescents with IUD were randomly assigned to the multimodal exercise group, HD-tDCS intervention group, combined intervention group, and control group. The intervention groups received 4 weeks of moderate-intensity multimodal exercise, HD-tDCS intervention (2 mA, 20min/session, 3 times/week), or combined multimodal exercise with HD-tDCS intervention. The control group received conventional educational learning. Executive function measurements were taken before intervention, after intervention, and 2 weeks post-intervention. Compared to pre-intervention, different interventions effectively improved the behavioral performance of adolescents with IUD in executive function tasks. In comparison to single interventions, the combined intervention significantly outperformed multimodal exercise and HD-tDCS intervention in influencing the executive function (especially inhibitory control and working memory) in adolescents with IUD. Combined multimodal exercise with HD-tDCS intervention proves to be an effective means of enhancing executive function in adolescents with IUD, particularly contributing to the improvement of explicit behavioral performance related to executive function. [ABSTRACT FROM AUTHOR]

Introduction: There is significant unexplained variability in behavioral and executive functioning after pediatric traumatic brain injury (TBI). Prior research indicates that there are likely genetic contributions; however, current research is limited. The purpose of this study is to use a systems biology informed approach to characterize the genomic signature related to behavioral and executive functioning ~12 months after moderate through severe TBI in children. Methods: Participants were from two prospective cohorts of children with severe TBI (Cohort #1) and moderate-severe TBI and an orthopedic injury (OI) group (Cohort #2). Participants included 196 children (n = 72 and n = 124 total from each respective cohort), ranging in age between 0--17 years at the time of injury. In total, 86 children had severe TBI, 49 had moderate TBI, and 61 had an OI. Global behavioral functioning assessed via the Child Behavior Checklist and executive function assessed via the Behavioral Rating Inventory of Executive Function at ~ 12 months post injury served as outcomes. To test for a genomic signature, we compared the number of nominally significant (p < 0.05) polymorphisms associated with the outcomes in our systems biology identified genes to a set 10,000 permutations using control genes (e.g., not implicated by systems biology). We used the ToppFun application from Toppgene Suite to identify enriched biologic processes likely to be associated with behavioral and executive function outcomes. Results: At 12 months post injury, injury type (TBI vs OI) by polymorphism interaction was significantly enriched in systems biology selected genes for behavioral and executive function outcomes, suggesting these genes form a genomic signature. Effect sizes of the associations from our genes of interest ranged from .2--.5 for the top 5% of variants. Systems biology analysis of the variants associated with the top 5% effect sizes indicated enrichment in several specific biologic processes and systems. Discussion: Findings indicate that a genomic signature may explain heterogeneity of behavioral and executive outcomes after moderate and severe TBI. This work provides the foundation for constructing genomic signatures and integrating systems biology and genetic information into future recovery, prognostic, and treatment algorithms. [ABSTRACT FROM AUTHOR]

Computerized assessments and digital games have become more prevalent in childhood, necessitating a systematic investigation of the effects of gamified executive function assessments on performance and engagement. This study examined the feasibility of incorporating gamification and a machine learning algorithm that adapts task difficulty to individual children's performance into a traditional executive function task (i.e., Flanker Task) with children ages 3–5. The results demonstrated that performance on a gamified version of the Flanker Task was associated with performance on the traditional version of the task and standardized academic achievement outcomes. Furthermore, gamification grounded in learning science and developmental psychology theories applied to a traditional executive function measure increased children's task enjoyment while preserving psychometric properties of the Flanker Task. Overall, this feasibility study indicates that gamification and adaptive machine learning algorithms can be successfully incorporated into executive function assessments with young children to increase enjoyment and reduce data loss with developmentally appropriate and intentional practices. [ABSTRACT FROM AUTHOR]

This study explored the relationship between parenting stress, parenting style, parenting quality, and young children's executive function. In total, 243 firstborns aged 2–9 years old (SD = 3.82) and their parents from two-child families in Beijing participated in the study, which used executive function tasks and parenting questionnaires. The results found that (1) parenting stress negatively predicted parenting quality; (2) parenting style partially mediated the relationship between parenting stress and parenting quality; (3) children's executive function partially mediated the relationship between parenting stress and parenting quality; and (4) the spoiled, democratic, permissive, and authoritarian parenting styles each play a chain mediating role with young children's executive function between parenting stress and parenting quality. Taken together, these findings provide implications for scientific parenting of children with different psychological characteristics (such as executive function) in multiple-child families under Parenting stress. [ABSTRACT FROM AUTHOR]

• Paternal parenting stress might be a general risk-factor for child executive function difficulties, independent of child hearing loss diagnosis. • Higher levels of coparenting undermining might exacerbate risk between paternal parenting stress and child executive function problems. • Deaf and Hard-of-Hearing children might be particularly susceptible to adverse coparenting relations. Fathers and family-level characteristics are understudied but potentially impactful contributors to at-risk outcomes for deaf and hard-of-hearing (DHH) children who use spoken language. We investigated associations between paternal parenting stress, paternal self-efficacy for supporting language, and executive function (EF) development in DHH children and children with typical hearing (TH). Main and moderating effects of the coparenting relationship were also investigated. TH fathers of DHH children (n = 44) and TH children (n = 46) completed the Parenting Stress Index-4-Short Form, the Scale of Parental Involvement and Self-Efficacy, and the Coparenting Relationship Scale. Child EF was assessed via the Behavior Rating Index of Executive Function. Regression analyses revealed that paternal parenting stress was significantly associated with child EF difficulties regardless of child hearing status. Coparenting undermining moderated relations between paternal parenting stress and child difficulties with inhibition in the full sample. Coparenting undermining was associated with greater child difficulties with set-shifting for DHH children only. Paternal parenting stress represents a possible risk factor for child EF development, particularly in families with higher levels of coparenting undermining. DHH children might also be susceptible to adverse coparenting relations. Fathers of DHH children have previously been shown to be less involved and integrated during intervention, and a better understanding of the important contributions fathers have to child development could lead to novel, father-embedded intervention models. [ABSTRACT FROM AUTHOR]

Autistics/individuals with autism spectrum disorder (ASD) commonly display deficits in executive functioning. These deficits negatively impact social success and the autistic's/individual with ASD's ability to form meaningful friendships. Yet, there is limited research provided for the effective teaching of executive functioning skills to autistics/individuals with ASD. The current study provides an evidence‐based behavior analytic approach for developing executive functioning skills for autistics/individuals diagnosed with ASD. The study also provides the preliminary steps to creating a curriculum that is easy to implement and uses minimal resources. Finally, the study extends current literature on the Teaching Interaction Procedure (TIP) and evaluates the effectiveness of the TIP for developing executive functioning skills for older children diagnosed with ASD. The executive function program resulted in acquisition of all six targeted executive functioning skills for all the participants. While generalization and maintenance data were slightly variable across participants, all three participants displayed improvement in executive functioning skills following the implementation of the executive function program and a social validity assessment indicated that the participants were satisfied with the skills taught, the treatment, and the outcomes. [ABSTRACT FROM AUTHOR]

Executive functions (EFs) play a crucial role in higher cognition, influencing life skills and effective global functioning or dysfunctional developmental trajectories. Despite their significance, EFs assessment primarily relies on tests designed for detecting clinically-significant deficits, limiting their applicability to physiological aging or for profiling supposedly healthy populations. This study introduces the Executive Function Tool-Task (EF/t-t), a screening tool potentially spanning emerging adulthood to elderly age. In a pilot study involving 68 healthy volunteers, we firstly explored its informativity and potential. The EF/t-t includes subtests on verbal learning, memory, cognitive flexibility, attention, and inhibitory control. Partial correlation analyses, accounting for age and education, revealed moderate-to-strong coefficients between subtests, indicating good internal consistency. Also, cluster analysis allowed us to parse out three latent performance profiles. Current findings hint at the potential of the EF/t-t for complementing cognitive screening in presumably preserved adults and elderly people, offering consistent neurocognitive profiling of EFs. [ABSTRACT FROM AUTHOR]

Objective Pain's impact on executive function is understood and specific cognitive abilities may contribute to coping with pain, though past work is confounded by chronic pain populations. This study aims to understand how executive functioning may predict the experience of pain among healthy adults. It was hypothesized that poorer executive functioning would predict more intense pain perception. Method A total of 172 young adults were recruited for participation. Three aspects of executive functioning (i.e. impulsivity, cognitive flexibility, working memory) were assessed before randomizing participants to varying types and levels of stimulated pain. Results Results supported the hypothesis that poorer performance on tasks of working memory predicts more intense pain perception. Conclusions Findings are counter to past work that has found inhibition may be important for coping, and future research is needed to understand the impact of specific cognitive abilities as well as how this may differ for chronic pain. [ABSTRACT FROM AUTHOR]

AbstractObjective: The current study examined the longitudinal relationship between cognitive reserve (CR), depression, and executive function (EF) in a cohort of older adults. Methods: 416 participants were selected from the Wisconsin Registry for Alzheimer’s Prevention. They were native English speakers, aged ≥50+, and cognitively unimpaired at baseline, with no history of neurological or other psychiatric disorders aside from depression. Depression was assessed with the 20-item Center for Epidemiologic Studies Depression Scale (CES-D). A composite score, based on the premorbid IQ (WRAT-3 Reading subtest) and years of education was used to estimate CR. Another composite score from four cognitive tests was used to estimate EF. A moderation analysis was performed to evaluate the effects of CR and Depression on EF at follow-up after controlling for age, gender, and APOE risk score. Moreover, a multinomial logistic regression was used to predict conversion to Mild Cognitive Impairment (MCI) from the healthy baseline. Results: The negative relationship between depression and EF was stronger in individuals with higher CR levels, suggesting a possible floor effect at lower CR levels. In the multinomial regression, the interaction between CR and depression predicted conversion to MCI status, indicating that lower CR paired with more severe depression at baseline was associated with a higher risk of subsequent impairment. Conclusions: This study sheds light on the intricate relationship between depression and EF over time, suggesting that the association may be influenced by varying levels of CR. Further studies may replicate these findings in clinical populations. [ABSTRACT FROM AUTHOR]

Executive function (EF) abilities have been linked to numerous important life outcomes. We longitudinally characterized EF and attention‐deficit/hyperactivity disorder (ADHD) trajectories across adolescence (initial ages 8–19). Utilizing 3 years of annual data in 99 youth collected between years 2016 and 2020 (70.7% White, 40 females), we examined how age, puberty, and ADHD symptom burden related to EF across time. Age and puberty levels interacted to predict EF such that older youth with higher puberty had lower EF. While EF and ADHD significantly predicted each other, cross‐lagged panel models revealed that earlier EF predicted later ADHD burden while controlling for baseline ADHD burden, but not vice versa. These findings inform our understanding of the dynamics between EF and mental health in adolescence. [ABSTRACT FROM AUTHOR]

Integrated writing (i.e., writing from sources) being a complex process, requires various linguistic and cognitive skills interacting with each other in a dynamic way. While recent studies have increasingly documented that writing processes are driven by a suite of cognitive abilities named executive function (EF), their roles in a literacy activity as complex as integrated writing remain underexplored. To address this core issue, the present study aimed to examine the direct and indirect effects of EF skills on students' performance of a Chinese listening-reading-writing task. A total of 135 Chinese undergraduates were involved, completing a battery of tests, including a computerized Chinese integrated writing task measuring their writing performance and five EF tasks measuring inhibition, cognitive flexibility, working memory (auditory-verbal and visual-spatial), and planning skills respectively. Students' integration activities were also recorded using a writing webpage. The path model indicated that inhibition, visual-spatial working memory, and planning skills could significantly and directly predict students' writing performance and the visual-spatial working memory could indirectly predict writing performance via the mediation of source-text switches while listening. This study offers new preliminary insights into the association between EF and integrated writing among Chinese undergraduates; pedagogical implications for the teaching of integrated writing are also discussed. [ABSTRACT FROM AUTHOR]

This study investigates verbal fluency as an indicator of executive function in middle-aged adults with mild sensorineural hearing loss, comparing them to age-matched controls with normal hearing. In this study, 50 middle-aged participants were recruited, comprising 25 with bilateral unaided mild hearing loss and 25 age-matched controls with normal hearing. Demographic information, including age, gender, and health-related factors, was collected. Audiological evaluations confirmed the participants' hearing status, and verbal fluency tests were conducted, encompassing semantic, phonemic, and alternate fluency tasks. Significant differences in audiological measures were observed between both groups. Verbal fluency tests revealed lower mean ranks between the groups on almost all tasks suggesting distinct accuracy and error patterns. This study establishes a link between mild sensorineural hearing loss and executive function in middle-aged adults, evidenced by deficits in verbal fluency tasks. The findings underscore the need for targeted interventions to address cognitive impairments, emphasizing the importance of comprehensive care strategies for individuals in this population. [ABSTRACT FROM AUTHOR]

Executive function influences children's learning abilities and organizes their cognitive processes, behaviors, and emotions. This cross-sectional study examined whether an Indonesian Computer-Based Game (ICbG) prototype could be used as a Computer-Based Game Inventory for Executive Function (CGIEF) in children and adolescents. The study was conducted with 200 children, adolescents, and their parents. The parents completed the Behavior Rating Inventory of Executive Functioning (BRIEF) questionnaire, and the children and adolescents completed the CGIEF. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were performed using LISREL Version 8.80. The construct of CGIEF was valid/fit with normal theory-weighted least squares = 15.75 (p >.05). SEM analysis showed that the theoretical construct of the CGIEF was a valid predictor of executive function. The critical t value of the pathway was 2.45, and normal theory-weighted least squares was 5.74 (p >.05). The construct reliability (CR) for CGIEF was 0.91. Concurrent validity was assessed using the Bland–Altman plot, and the coefficient of repeatability (bias/mean) was nearly zero between the t scores of total executive functions of the CGIEF and BRIEF. This preliminary study showed that the CGIEF can be useful as a screening tool for executive dysfunction, metacognitive deficits, and behavioral regulation problems among children and adolescents in clinical samples. [ABSTRACT FROM AUTHOR]

This study investigates executive functions (EFs) and selected developmental factors in 120 children aged 6–11 years. By examining inhibition, working memory, and cognitive flexibility, the research evaluates the potential influences of age, gender, bilingualism, and family income on these EF skills. Tests adapted to Lebanese Arabic were used to assess EFs. Results indicate a linear development of inhibition, working memory, and flexibility with age. Gender differences were observed, affecting verbal and visuospatial working memory as well as flexibility. Bilingualism positively impacts EFs, with early bilinguals outperforming late bilinguals. Family income, however, shows no significant effect on EFs. [ABSTRACT FROM AUTHOR]

Individuals with mild traumatic brain injury (mTBI) often complain of executive functioning (EF) difficulties. There is a discrepancy between self-reported EF impairment and EF deficits on neuropsychological tests, with some arguing that self-report EF is more related to real-world functioning than EF tests. However, research suggests that self-reported EF may be related more to emotional distress and is vulnerable to invalid reporting. We examined the vulnerability of the short form Barkley Deficits in Executive Functioning Scale (BDEFS) to invalid reporting, using a simulated mTBI paradigm. We included four groups: individuals simulating mTBI with (N = 24) and without (N = 21) histories of mTBI/other psychological conditions and controls with (N = 21) and without (N = 25) histories of mTBI/other psychological conditions. As hypothesized, simulators performed worse on the BDEFS Total Score and EF Symptom Count relative to controls; however, this effect was larger within those who had no self-reported history of mTBI/other psychological conditions. We identified a preliminary cutoff on the EF Symptom Count that detected 42.8% of simulators, with 95% specificity relative to the controls with histories of mTBI/other psychological conditions. The present study emphasizes the need for validity scales on self-report EF measures such as the BDEFS. [ABSTRACT FROM AUTHOR]