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Anterior cruciate ligament (ACL) rupture can impair balance performance, particularly during cognitive motor dual-tasks, This study aimed to determine the effects of various modalities of cognitive load (working memory, and visuospatial and executive function) on postural control parameters in individuals with ACL injury. Twenty-seven ACL-injured and 27 healthy participants were evaluated doing different cognitive tasks (silent backward counting. Benton's judgment of line orientation. and Stroop color-word test) while standing on a rigid surface or a foam. Each task was repeated three times and then averaged. Center of pressure variables used to measure postural performance included sway area and sway velocity in anterior-posterior and medial-lateral directions, Cognitive performance was also assessed by calculating errors and the score of cognitive tasks. A mixed model analysis of variance for center of pressure parameters indicated that patients had more sways than the healthy group. The interaction of group by postural difficulty by cognitive tasks was statistically significant for cognitive errors (p < .01), and patients with ACL injury indicated more cognitive errors compared to healthy controls while standing on the foam. The main effect of cognitive task was statistically significant for all postural parameters, representing reduced postural sways in both groups with all cognitive tasks. However, ACL-injured patients showed more cognitive errors in difficult postural conditions, suggesting that individuals with ACL injury may prioritize postural control over cognitive task accuracy and adopt the posture-first strategy to maintain balance under dual-task conditions. [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]

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]

Mental health conditions such as anxiety, depression, aggression, and inattention are common in autistic youth and are challenging to treat by community providers. We aim to parse the heterogeneity of autism based on dimensions of executive function and determine whether specific executive function profiles are differentially related to psychiatric symptoms. Parents of 397 well-characterized 8–14-year-old autistic children without an intellectual disability reported on their child's executive function skills and psychiatric symptoms. We applied a data-driven, graph theory-based, community-detection approach to a common executive function measure, revealing three distinct executive function profile subgroups. Despite having similar social challenges, the executive function subgroups differed on anxiety, aggression, affect, and inattention symptoms. Results support the need for more intensive subtyping with autistic youth to develop appropriate, individualized mental health treatments and supports. Characterizing youth through neurocognitive strengths and challenges can guide the development of precision medicine, allowing for more meaningful, specialized treatment. Many autistic people struggle with mental health problems like anxiety, depression, inattention, and aggression, which can be challenging to treat. Executive function challenges, which impact many autistic individuals, may serve as a risk factor for mental health problems or make treating mental health conditions more difficult. While some people respond well to medication or therapy, others do not. This study tried to understand if there are different subgroups of autistic young people who may have similar patterns of executive function strengths and challenges—like flexibility, planning, self-monitoring, and emotion regulation. Then, we investigated whether executive function subgroups were related to mental health problems in autistic youth. We found three different types of executive function subgroups in autistic youth, each with different patterns of mental health problems. This helps us identify specific profiles of executive function strengths and challenges that may be helpful with identifying personalized supports, services, and treatment strategies for mental health conditions. [ABSTRACT FROM AUTHOR]

Executive function is important to the success of an individual. Children who have a history of being abused mentally and physically before entering a residential care home may have executive function deficits. They often face fear, stress, and a lack of interpersonal interaction, which affects their executive function. This quasi-experimental study aimed to increase children's executive function through the I AM TAP Program. This program integrates sensory and physical activities, including working memory, inhibitory control, and cognitive flexibility. Two residential care homes of young children aged 3-5 years in the Bangkok Metropolitan Region were randomly assigned to experimental and control groups. Then, 36 children from each setting and 11 caregivers were selected according to the inclusion criteria. The experimental group received I AM TAP Program training twice weekly for 9 weeks, 20-30 minutes each session. The control group attended the routine activities provided in a residential care home. Executive function was assessed with the Mahidol University Executive Function-101 instrument. The data were analyzed using independent t-tests, paired t-tests, and covariance analysis. The results of this study, a testament to the effectiveness of the I AM TAP Program, revealed a significant increase in the mean scores of executive functions on 3 subscales in the experimental group. These scores not only improved from the pre-program levels but also surpassed those of the control group, as measured one week after program completion. This promising outcome suggests that the I AM TAP Program has the potential to enhance executive function in young children. Nurses can potentially apply this program to promote executive function, and caregivers can be equipped with information on how to support the children in the residential care home. However, it is crucial to conduct further testing with various groups of children in different settings before considering widespread implementation. [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]

Patients with congenital heart disease (CHD) demonstrate altered structural brain network connectivity. However, there is large variability between reported results and little information is available to identify those patients at highest risk for brain alterations. Thus, we aimed to investigate if network connectivity measures were associated with the individual patient's cumulative load of clinical risk factors and with family‐environmental factors in a cohort of adolescents with CHD. Further, we investigated associations with executive function impairments. In 53 adolescents with CHD who underwent open‐heart surgery during infancy, and 75 healthy controls, diffusion magnetic resonance imaging and neuropsychological assessment was conducted at a mean age of 13.2 ± 1.3 years. Structural connectomes were constructed using constrained spherical deconvolution tractography. Graph theory and network‐based statistics were applied to investigate network connectivity measures. A cumulative clinical risk (CCR) score was built by summing up binary risk factors (neonatal, cardiac, neurologic) based on clinically relevant thresholds. The role of family‐environmental factors (parental education, parental mental health, and family function) was investigated. An age‐adjusted executive function summary score was built from nine neuropsychological tests. While network integration and segregation were preserved in adolescents with CHD, they showed lower edge strength in a dense subnetwork. A higher CCR score was associated with lower network segregation, edge strength, and executive function performance. Edge strength was particularly reduced in a subnetwork including inter‐frontal and fronto‐parietal‐thalamic connections. There was no association with family‐environmental factors. Poorer executive functioning was associated with lower network integration and segregation. We demonstrated evidence for alterations of network connectivity strength in adolescents with CHD — particularly in those patients who face a cumulative exposure to multiple clinical risk factors over time. Quantifying the cumulative load of risk early in life may help to better predict trajectories of brain development in order to identify and support the most vulnerable patients as early as possible. [ABSTRACT FROM AUTHOR]

Prior research highlighted the effect of home environment on the language development of young children. Recent research has mainly discussed the moderating effect of personality traits like temperament. Nevertheless, the precise mechanism about the relationship between home environments to children's language development remains incompletely understood. This study explored how home environment impacts the language development of 2-year-old toddlers and the role of temperament and executive function in this relationship. We used the Chinese Child Adaptive Behavior Scale, the Temperament Scale for 1-3 years old of toddlers and the Home Environment Scale for Infants' and Toddlers' families to assess children's language development, temperament, and home environment. Simultaneously, the research used the Stroop-like day-night task and themultiple location search task to evaluate children's executive function. A total of 117 2-year-old children as well as their parents were involved in the study. The results revealed that home environment significantly predicts children's language ability with executive function as a mediating role. Temperament dimensions including extraversion, independence, reactivity, and social inhibition play a moderating role between home environment and executive function. The findings contributed to the improved implementation of home education tailored to children with diffent temperament traits, offering effective support for the cognitive and language development of young children. [ABSTRACT FROM AUTHOR]

Objective: Overweight and obesity are serious public health issues worldwide and significantly impair children's executive function (EF). However, there is no consensus regarding the benefits of aerobic exercise, on the EF of overweight and obese children. This study systematically evaluated the intervention effects of aerobic exercise on EF and its subcomponents (inhibitory control, working memory, and cognitive flexibility) in overweight and obese children. Methods: We searched six databases—PubMed, Web of Science, Cochrane Library, Embase, EBSCOhost, and China National Knowledge Infrastructure—until March 17, 2024 for randomized controlled trials examining the effects of aerobic exercise on the EF of overweight and obese children the Cochrane Risk of Bias Assessment Tool. Following heterogeneity testing, RevMan 5.4 and Stata 17.0 were used for meta-analysis and subgroup analysis of the three indicators. The standardized mean difference (SMD) and 95% confidence intervals (CI) were used as statistical measures for effect analysis with the SMD value as the effect size and a p -value of ≤0.05 indicating statistical significance. Results: Eighteen studies involving 1,260 participants were included. Aerobic exercise significantly improved overall EF (SMD = −0.50, 95% CI [−0.68, −0.32], p < 0.01) with a moderate to high positive effect on inhibitory control (SMD = −0.52, 95% CI [−0.72, −0.31], p < 0.01) and working memory (SMD = −0.63, 95% CI [−1.06, −0.20], p < 0.01) but not on cognitive flexibility (SMD = −0.32, 95% CI [−0.71, 0.07], p = 0.11). These results suggest that EF in overweight and obese children is influenced by factors such as exercise characteristics and body mass index (BMI). Subgroup analysis revealed a significant moderating effect of exercise type, exercise intensity, session time, and individual BMI on EF. Conclusion: Aerobic exercise selectively improved EF in overweight and obese children. Subgroup analysis indicated that cognitive engagement in ball game interventions of at least moderate intensity and a single session of 25–40 min are more beneficial for improving EF in overweight and obese children. Extremely obese children (BMI > 25 kg/m2) do not benefit from the intervention, highlighting the need for a specific focus on intervention outcomes in future studies. [ABSTRACT FROM AUTHOR]

Objective: This study was to investigate the developmental characteristics of executive function (EF) in obese adolescents and the time-course effects of a 14-week exercise intervention combining aerobic exercise and resistance training on EF in this population. Methods: The experimental group of 28 obese junior high school students participated in the exercise intervention combining aerobic exercise and resistance training, while the control group of 24 healthy weight junior high school students engaged in the regular recess exercise. EF, including inhibition, working memory, and cognitive flexibility, was assessed 1 week prior to the exercise intervention and at 12 and 14 weeks post-intervention. Changes in EF sub-functions in both groups at different time points during the exercise intervention were analyzed. Results: The findings revealed that obese junior high school students exhibited lower levels of inhibition (p = 0.003, Cohen's d = 0.848) and cognitive flexibility (p = 0.013, Cohen's d = 0.706) compared to their healthy weight peers. The exercise intervention combining aerobic exercise and resistance training led to significant improvements in EF among obese junior high school students, with inhibition (p < 0.01, Cohen's d = 0.713; p = 0.003, Cohen's d = 0.683) and cognitive flexibility (p = 0.001, Cohen's d = 0.797; p < 0.01, Cohen's d = 0.890) showing significant improvement at 12 and 14 weeks post-intervention, and working memory demonstrating significant improvement at 14 weeks (p = 0.004, Cohen's d = 0.710). No significant differences were observed in EF over time in healthy weight junior high school students. Conclusion: Obese adolescents had impaired EF, as evidenced by low levels of the inhibition and cognitive flexibility compared to healthy weight adolescents. The exercise intervention combining aerobic exercise and resistance training had a positive effect on EF of obese adolescents. The time-course effects of the intervention on improvements in inhibition, working memory, and cognitive flexibility varied with intervention duration in obese adolescents, with significant changes in inhibition and cognitive flexibility observed at 12 weeks and significant changes in working memory at 14 weeks. [ABSTRACT FROM AUTHOR]

Aims: Executive function (EF) impairment is associated with poorer outcomes for individuals with type 2 diabetes. Previous research has identified risk factors for EF impairment, but many of these are also associated with type 2 diabetes. To address this issue, this study identified relevant variables from the literature and compared their association with EF in a sample of people with type 2 diabetes. Methods: Adult members of a Medicaid health plan diagnosed with type 2 diabetes were enrolled in a social needs intervention trial. Using baseline data from the trial, bivariate and multivariable regression analyses examined associations between EF and demographic, health, and psychosocial factors. Results: When controlling for other factors, we identified six significant correlates of EF impairment: age (β = 0.10), education (college vs. no college; β = −0.38), depression symptoms (β = 0.18), comorbidity burden (β = 0.21), diabetes-related distress (β = 0.14), and future time orientation (β = −0.13). Conclusion: Our analysis identified several factors associated with greater EF impairment, which may interfere with diabetes self-management. Providers should consider these factors when prescribing treatments and determine whether additional resources or accommodations are warranted. [ABSTRACT FROM AUTHOR]

Background: A growing body of literature links prenatal mood and substance use to children's cognitive and behavioral development. The relative contribution of these risk factors on children's executive function (EF) in the context of socioeconomic adversities needs further evaluation. To address this gap, we investigated the role of prenatal maternal anxiety and depression on childhood EF, specifically inhibitory control and working memory, within the context of socioeconomic adversities and prenatal substance use. We hypothesized that higher maternal mood symptoms, higher persistent prenatal drinking and smoking, and lower socioeconomic status would be associated with lower EF skills during early childhood. Methods: We used data from 334 mother–child dyads followed prospectively through pregnancy and the offspring's childhood. Prenatal maternal depression and anxiety were assessed via standardized questionnaires. Prenatal alcohol and tobacco consumption were assessed via a timeline follow-back interview. The EF touch battery assessed child inhibitory control and working memory at 3–5 years of age (4.76 ± 0.58 years, 171 females). Separate linear regression models were used to estimate the association of prenatal tobacco, alcohol, anxiety, and depression exposure with our two components of child EF, inhibitory control and working memory, while adjusting for gestational age, sex, and age at assessment. The following variables were also included as covariates: maternal educational achievement, employment status, parity, and household crowding index. Results: Children of mothers with high trait anxiety scores had reduced inhibitory control compared to children of mothers without trait anxiety or depression (β = -0.12, 95% CI:-0.22,-0.01). Children of mothers in the moderate to high continuous smoking group showed lower inhibitory control (β = − 0.19, 95% CI:-0.38,-0.01) compared to children of mothers in the none smoking group. Additionally, lower maternal education and higher household crowding were each associated with reduced inhibitory control. We found no significant association between prenatal maternal depression, anxiety, or socioeconomic factors with working memory. Conclusions: These results underscore the need for comprehensive context-specific intervention packages, including mental health support for women to promote healthy inhibitory control development in children. [ABSTRACT FROM AUTHOR]

Objective: This study was to investigate the developmental characteristics of executive function (EF) in obese adolescents and the time-course effects of a 14-week exercise intervention combining aerobic exercise and resistance training on EF in this population. Methods: The experimental group of 28 obese junior high school students participated in the exercise intervention combining aerobic exercise and resistance training, while the control group of 24 healthy weight junior high school students engaged in the regular recess exercise. EF, including inhibition, working memory, and cognitive flexibility, was assessed 1 week prior to the exercise intervention and at 12 and 14 weeks post-intervention. Changes in EF sub-functions in both groups at different time points during the exercise intervention were analyzed. Results: The findings revealed that obese junior high school students exhibited lower levels of inhibition (p = 0.003, Cohen's d = 0.848) and cognitive flexibility (p = 0.013, Cohen's d = 0.706) compared to their healthy weight peers. The exercise intervention combining aerobic exercise and resistance training led to significant improvements in EF among obese junior high school students, with inhibition (p < 0.01, Cohen's d = 0.713; p = 0.003, Cohen's d = 0.683) and cognitive flexibility (p = 0.001, Cohen's d = 0.797; p < 0.01, Cohen's d = 0.890) showing significant improvement at 12 and 14 weeks post-intervention, and working memory demonstrating significant improvement at 14 weeks (p = 0.004, Cohen's d = 0.710). No significant differences were observed in EF over time in healthy weight junior high school students. Conclusion: Obese adolescents had impaired EF, as evidenced by low levels of the inhibition and cognitive flexibility compared to healthy weight adolescents. The exercise intervention combining aerobic exercise and resistance training had a positive effect on EF of obese adolescents. The time-course effects of the intervention on improvements in inhibition, working memory, and cognitive flexibility varied with intervention duration in obese adolescents, with significant changes in inhibition and cognitive flexibility observed at 12 weeks and significant changes in working memory at 14 weeks. [ABSTRACT FROM AUTHOR]

Objective: This study was to investigate the developmental characteristics of executive function (EF) in obese adolescents and the time-course effects of a 14-week exercise intervention combining aerobic exercise and resistance training on EF in this population. Methods: The experimental group of 28 obese junior high school students participated in the exercise intervention combining aerobic exercise and resistance training, while the control group of 24 healthy weight junior high school students engaged in the regular recess exercise. EF, including inhibition, working memory, and cognitive flexibility, was assessed 1 week prior to the exercise intervention and at 12 and 14  weeks post-intervention. Changes in EF sub-functions in both groups at different time points during the exercise intervention were analyzed. Results: The findings revealed that obese junior high school students exhibited lower levels of inhibition (p  =  0.003, Cohen’s d  =  0.848) and cognitive flexibility (p  =  0.013, Cohen’s d  =  0.706) compared to their healthy weight peers. The exercise intervention combining aerobic exercise and resistance training led to significant improvements in EF among obese junior high school students, with inhibition (p  <  0.01, Cohen’s d  =  0.713; p  =  0.003, Cohen’s d  =  0.683) and cognitive flexibility (p  =  0.001, Cohen’s d  =  0.797; p  <  0.01, Cohen’s d  =  0.890) showing significant improvement at 12 and 14  weeks post-intervention, and working memory demonstrating significant improvement at 14  weeks (p  =  0.004, Cohen’s d  =  0.710). No significant differences were observed in EF over time in healthy weight junior high school students. Conclusion: Obese adolescents had impaired EF, as evidenced by low levels of the inhibition and cognitive flexibility compared to healthy weight adolescents. The exercise intervention combining aerobic exercise and resistance training had a positive effect on EF of obese adolescents. The time-course effects of the intervention on improvements in inhibition, working memory, and cognitive flexibility varied with intervention duration in obese adolescents, with significant changes in inhibition and cognitive flexibility observed at 12  weeks and significant changes in working memory at 14  weeks. [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]

Objective: This scoping review examined the impact of physical exercise on executive function (EF) in older adults and investigated the moderating effects of exercise types. Methods: We systematically searched four electronic databases for randomized controlled trials (RCTs) investigating the effects of exercise on EF, published until November 26, 2023. The proportions of positive and null/negative effects across all studies were calculated. Results: In total, 91 studies were included in the analysis. Among these, 27 (29.7%) studies employed aerobic exercise interventions for older adults' EF, with 19 (70.4%) studies reporting positive effects. Additionally, 18 (19.8%) studies utilized strength exercise interventions for older adults' EF, with 15 (83.3%) studies demonstrating positive benefits. Furthermore, 32 (35.2%) studies employed coordination exercise interventions for older adults' EF, with 25 (78.1%) studies showing positive benefits. Similarly, 30 (33%) studies applied mixed exercise interventions for older adults' EF, with 25 (83.3%) studies indicating positive benefits. Conclusion: Overall, all four types of physical exercise enhance EF in older adults, with mixed exercises being the most effective. [ABSTRACT FROM AUTHOR]

The article explores how games can be used to build executive function skills in young children, highlighting the role of playful learning in early childhood education. Topics include the definition and importance of executive function, the connection between executive function and playful learning, and practical examples of games that enhance these skills.

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]

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]

The COVID-19 pandemic may have exacerbated depression, anxiety, and executive function (EF) difficulties in children with autism spectrum disorder (ASD). EF skills have been positively associated with mental health outcomes. Here, we probed the psychosocial impacts of pandemic responses in children with and without ASD by relating pre-pandemic EF assessments with anxiety and depression symptoms several months into the pandemic. We found that pre-pandemic inhibition and shifting difficulties, measured by the Behavior Rating Inventory of Executive Function, predicted higher risk of anxiety symptoms. These findings are critical for promoting community recovery and maximizing clinical preparedness to support children at increased risk for adverse psychosocial outcomes. [ABSTRACT FROM AUTHOR]

This study was designed to test the effects of Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Co-ordination Disorder (DCD) on depression levels and investigate the mediating role of executive function (EF) in adults. Adults with ADHD, DCD, and ADHD + DCD (N = 139) completed self-report measures of ADHD, DCD, depression, and EF. There were distinct profiles of EF across diagnostic groups, and higher depression symptoms in adults with ADHD + DCD than DCD alone. All EF domains were predicted by ADHD symptoms, and several by DCD symptoms. ADHD and DCD symptoms, and most EF domains, predicted depression symptoms. Overall EF difficulties fully mediated the relationships between ADHD/DCD and depression symptoms. Several specific EF domains relating to behavioural regulation and metacognition also showed full/partial mediating effects. The mediating role of EF difficulties between these neurodevelopmental conditions and depression symptoms has implications for their understanding and treatment, suggesting that targeting EF may be important for preventing co-occurring depression. [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 meta-analysis investigated the concurrent validity between virtual reality (VR)-based assessments and traditional neuropsychological assessments of executive function, with a focus on subcomponents such as cognitive flexibility, attention, and inhibition. A total of 1605 articles were identified through searches of PubMed, Web of Science, and ScienceDirect from 2013 to 2023. After removing duplicates, 1313 articles were screened based on their titles and abstracts, with 77 articles selected for full-text eligibility review. Of these, nine articles fully met the inclusion and exclusion criteria for this study. The effect size for overall executive function was assessed, with subcomponents categorized based on the specific assessment tools used in the studies. The effect size for each subcomponent—cognitive flexibility, attention, and inhibition—was then analyzed to provide a more detailed understanding of their relationships with traditional measures. The results revealed statistically significant correlations between VR-based assessments and traditional measures across all subcomponents. Additionally, sensitivity analyses confirmed the robustness of the findings, even when low-quality studies were excluded. These results support the use of VR-based assessments as a valid alternative to traditional methods for evaluating executive function. Moreover, the study highlights the potential of VR-based assessments as a valid alternative to traditional methods, emphasizing the need to address variability in executive function subcomponents and integrate diverse cognitive and motor metrics for greater ecological validity. [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]

Evidence suggests that child maltreatment is a risk factor for adolescent suicidal behavior. However, the differential influence of distinct forms of child maltreatment on adolescent suicide attempts is understudied and the factors that might exacerbate or ameliorate these associations warrant attention. We examined the associations between two distinct forms of child maltreatment (threat and deprivation) and suicide attempt history, and investigated whether executive function domains moderated these associations. Participants were 119 adolescents (M = 15.24, SD = 1.46, 72.3% female) recruited from an inpatient psychiatric hospital during hospitalization for suicidal thoughts and behaviors. Results indicated that the executive function domains of initiation, shifting, and planning/organization moderated the associations between threat and suicide attempt history. Associations between threat and suicide attempt history were significant only when initiation and shifting T-scores were lower (OR = 1.22, p =.03 and OR = 1.32, p =.01, respectively). The association between threat and suicide attempt history trended toward significance when planning/organization T-scores were lower (OR = 1.15, p =.10). None of the executive function domains moderated the link between deprivation and suicide attempt history. Findings highlight the need for research investigating whether initiation, shifting, and planning/organization might be amendable to intervention in the context of threat-related child maltreatment. [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]

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]

It is unknown how the Addictions Neuroclinical Assessment markers—negative affect, sensation seeking, and executive function—contribute to substance use development. This study examined whether associations of negative affect and sensation seeking with substance use vary by executive function. Participants were 167 adolescents (47% female) who participated annually for four years (Mage = 14.07, SDage = 0.54 at Time 1). There were within-person bidirectional associations between higher negative affect and higher substance use for adolescents with lower executive function. Adolescents with higher sensation seeking at age 14 exhibited increasing substance use trajectories from age 14 to 17, regardless of executive function level. Negative affect and substance use influence each other within individuals, whereas sensation seeking predicts substance use between individuals. [ABSTRACT FROM AUTHOR]

This study involved a psychometric evaluation of the Short Executive Function Scale (SEFS), a new 15-item self-report questionnaire measuring five constructs: Planning, Inhibition, Working Memory, Shifting, and Emotional Control. Participants included 717 U.S. undergraduate students (M = 18.9 years old, SD = 1.9; 78.8% cisgender female, 81.7% White) who completed the SEFS. A subset of 156 participants (M = 18.8 years old, SD = 0.9; 79.5% cisgender female, 83.3% White) completed the SEFS again at 2- to 3-month retest along with the Behavior Rating Inventory of Executive Function-Adult (BRIEF-A) and the Patient Health Questionnaire (PHQ-8). The five-factor model fit well (CFI = 0.941, RMSEA = 0.079) and each scale had acceptable internal consistency (ω range:.68–.81) and test–retest reliability (ICC range:.75–.89). Apart from Shifting, all SEFS scales had significantly larger convergent validity coefficients with their respective BRIEF-A scales (r range: −.25 to −.70) than discriminant validity coefficients with the PHQ-8 (r range: −.06 to −.28). These findings provide preliminary psychometric support for the SEFS. [ABSTRACT FROM AUTHOR]

Background: The present study aims to investigate the potential impact of eight sessions of Multiple Object Tracking (MOT) training on the executive function in basketball players. The purpose of the study was primarily to observe the effects of MOT training with and without feedback on the executive function of basketball players. Methods: A sample of fifty-eight participants was selected from college students enrolled in a university basketball special selection class. The participants were divided into three equal groups. The first group received MOT training with instant feedback and was called feedback group, the second group received MOT training without instant feedback and was called no feedback group, and the third group did not receive any intervention and was called control group. Results: After eight sessions of MOT training, feedback group demonstrated the best performance in the Go/No-go task and the 3-back task. After eight sessions of MOT training, there was no significant difference in test scores on the Stroop task between the feedback and no feedback groups. There was also no significant difference in test scores between the feedback and no feedback groups on the 2-back task after eight sessions of MOT training. The findings of this study suggest that MOT training can effectively enhance the executive function of basketball players. Conclusions: MOT training was found to enhance the executive function of basketball players, irrespective of whether they received instant feedback. However, the feedback group exhibited superior improvements in the Go/No-go task and the 3-back task. [ABSTRACT FROM AUTHOR]

Objective: Executive dysfunction is a core symptom of vascular cognitive impairment (VCI), which seriously affects patients' prognosis. This paper aims to investigate the effectiveness of rTMS on executive function in VCI. Methods: The databases selected for this study included Pubmed, Embase, Cochrane Library, China National Knowledge Infrastructure (CNKI), Wanfang, China Science and Technology Journal Database (VIP), and China Biology Medicine Disc (CBM). The screening times were conducted from the time of library construction until August 23, 2023. The inclusion criteria for this metaanalysis were randomized controlled trials (RCTs) on rTMS for VCI, which include executive function scores. The primary metrics were executive subscale scores of the Cognitive Comprehensive Scale and total scores of the Executive Specificity Scale. The secondary metrics were subscale scores of the Executive Specificity Scale. The quality of each eligible study was assessed using the Cochrane Risk of Bias tool. Meta-analysis and bias analysis were performed using Stata (version 16.0) and RevMan (version 5.3). Results: A total of 20 high-quality clinical RCTs with 1,049 samples were included in this paper. The findings from the primary outcomes revealed that within the rTMS group, there were significantly higher scores observed for the executive sub-item on the cognitive composite scale (SMD = 0.93, 95% CI = 0.77-1.08, p < 0.00001, I2 = 14%) and the total score on the executive specific scale (SMD = 0.69, 95% CI = 0.44-0.94, p < 0.00001, I2 = 0%) compared to the control group. As for the secondary outcome measures, as shown by the Trail Making Test-A (time) (MD = -35.75, 95% CI = -68.37 to -3.12, p = 0.03, I2 = 55%), the Stroop-C card (time) (SMD = -0.46, 95% CI = -0.86 to -0.06, p = 0.02, I2 = 0%) and the Stroop-C card (correct number) (SMD = 0.49, 95% CI = 0.04-0.94, p = 0.03, I2 = 0%), the experimental group shorts time and enhances accuracy of executive task in comparison to the control group. Subgroup analysis of the main outcome demonstrated that intermittent theta burst stimulation (iTBS), higher frequency, lower intensity, longer duration, and combined comprehensive therapy exhibited superior efficacy. Conclusion: rTMS is effective in the treatment of the executive function of VCI. The present study has some limitations, so multi-center, large-sample, objective indicators and parameters are needed to further explore in the future. [ABSTRACT FROM AUTHOR]

The outbreak of COVID-19 had a widely negative effect on adolescents' mental health, especially depression. Previous researches have focused mostly on the impairment of cold executive function in depressed patients, rarely including the underlying mechanism of executive function on depression from a developmental view. Therefore, in the current study, we examined the effect of executive function on Chinese adolescents' depression, particularly the relationship between cold and hot executive functions, as well as the role of rumination. 500 Chinese 12 to 15-year-old adolescents completed questionnaires on depression and rumination. Besides, we used experimental tasks of Wisconsin Card Sorting Test and Word-Face Stroop Test to assess their cold and hot executive functions, respectively. Finally, we used structural equation model to test the relationship between the four. The results showed that both cold and hot executive functions negatively predict depression, with the mediating role of rumination. It is worth noting that the sequential indirect effect of hot executive function on depression via cold executive function and then rumination was also significant. The results suggest that adolescents will be more likely to engage in rumination when their hot and cold executive functions are defective, thus often leading to an increase in their depression levels. More important, strengthening adolescents' executive control over emotional information, and training adolescents' cold execution function such as inhibition control and working memory refresh are effective measures to relief depression in adolescents. [ABSTRACT FROM AUTHOR]

Researchers have found that there may be a correlation between physical activity, executive function, and depression for college students with depression. However, there is limited information available regarding the relationship and interaction between subclinical depression, physical activity, and executive function among college students with subclinical depression. The purpose of this study is to assess the correlation and interaction between subclinical depression, physical activity, and executive function in female college students with subclinical depression. The ActiGraph GT3X was utilized to measure physical activity time, and the colour-word Stroop task was employed to evaluate the executive function of the participants. The findings revealed that female college students with subclinical depression had a significantly lower time for moderate-intensity physical activity compared to healthy female college students. Additionally, the subclinical depression group took significantly longer to complete the colour-word Stroop task compared to the healthy group of female college students. The results of correlation and mediation analyses suggest a negative correlation between BDI-II scores and physical activity time and executive function in female college students with subclinical depression. Moreover, executive function appears to play a partial mediating role in the relationship between physical activity and subclinical depression. [ABSTRACT FROM AUTHOR]

Objectives: This study explains the process by which sleep problems affect problem behaviors in early elementary school children and explores the roles of executive function and emotion regulation, which are concepts related to cognitive or emotional regulation. Methods: This study’s participants consisted of 283 children in first to third grades of elementary school. Questionnaires asked mothers about their children’s sleep problems, executive function, emotion regulation, and problem behaviors. Model 6 of PROCESS macro version 3.4 was used to analyze the collected data. Results: First, children’s sleep problems had a directly positive effect on problem behaviors. Second, children’s sleep problems had a negative effect on executive function, and executive function had a negative effect on problem behaviors. Third, children’s sleep problems had a negative effect on emotion regulation, and emotion regulation had a negative effect on problem behaviors. Finally, children’s sleep problems had a negative effect on executive function; executive function had a positive effect on emotion regulation; and emotion regulation had a negative effect on problem behaviors. Bootstrapping tests revealed that the mediating effect of executive function, the mediating effect of emotion regulation, and the serial mediating effect of executive function and emotion regulation were all significant in the relationship between children’s sleep problems and problem behaviors. Conclusion: This study expands on studies that revealed the mediating effect of executive function or emotion regulation in the relationship between sleep problems and problem behaviors. In other words, by confirming the serial mediating effect of executive function and emotion regulation, this study expands our understanding of the mechanisms by which children’s sleep problems affect problem behaviors. [ABSTRACT FROM AUTHOR]

Background: Executive function is often altered in overweight/obese children and adolescents, which has a negative impact on their learning and daily life. Furthermore, research has shown the benefits of physical exercise in improving cognitive performance. This protocol aims to define in a detailed and structured manner the procedures that will be conducted for the development of a systematic review of the literature aimed at evaluating the effects of physical exercise on the executive functions of children and adolescents (≤18 years) with overweight/obesity in comparison with peers in control groups. Methods: The Web of Science, PubMed, Scopus, and EBSCO databases will be searched for longitudinal studies that have at least one experimental and one control group using pre- and post-intervention measures of executive function, including working memory, inhibition, and cognitive flexibility in the pediatric population who are overweight or obese. The risk of bias and certainty of evidence will be assessed using Cochrane RoB2 and GRADE, respectively. Furthermore, Der Simonian–Laird's random effects model will be employed for meta-analyses. The effect sizes will be calculated with 95% confidence intervals, and p values < 0.05 indicate statistical significance for each dimension of executive function in the different groups before and after the intervention. Discussion: The results of this review may be useful for education and health professionals to design treatment plans for overweight/obese children and adolescents, offering potential benefits related to the learning and cognitive abilities of this population. PROSPERO registration number: CRD42023391420. [ABSTRACT FROM AUTHOR]

This randomized controlled trial (NCT03475316) examined the relative efficacy of 6 months of social ballroom dancing and treadmill walking on a composite executive function score, generated from digit symbol substitution test, flanker interference, and walking while talking tasks. Brain activation during functional magnetic resonance imaging (fMRI) versions of these executive function tasks were secondary outcomes. Twenty-five dementia-at-risk older adults (memory impairment screen score of ≥3 to ≤6 and/or an Alzheimer's disease-8 Dementia Screening Interview of ≥1) were randomized in June 2019 to March 2020—16 completed the intervention before study termination due to the COVID-19 (eight in each group). Composite executive function scores improved post-intervention in both groups, but there was no evidence for between-group differences. Social dancing, however, generated greater improvements on digit symbol substitution test than treadmill walking. No intervention-related differences were observed in brain activation—although less hippocampal atrophy (tertiary) was observed following social dancing than treadmill walking. These preliminary findings are promising but need to be confirmed in future large-scale and sufficiently powered randomized controlled trials. [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]

Background: Children's self‐care ability (SCA) is a very important part of early development and school readiness. Previous studies have shown that parenting style is essential factor that influence young children's SCA. However, much less is known about the association between different types of parenting styles and children's SCA, let alone the moderating role of executive function (EF). Methods: This study used measures such as parenting style, EF and SCA to survey children (N = 482) aged 3–7 years old and their parents. Results: The results indicated that democratic parenting style was positively correlated with children's SCA, while other parenting styles were negatively correlated with children's SCA. Moreover, with the exception of inconsistent parenting style and authoritarian parenting style, the predictive effect of parenting styles on young children's SCA is moderated by young children's EF: Democratic parenting styles and children's SCA were significantly and positively correlated when children's EF was high rather than low; coddling and permissive parenting styles and children's SCA were significantly and negatively correlated when children's EF was high rather than low. Conclusions: These findings suggest that democratic parenting styles are effective in promoting the development of SCA in children with high EF. [ABSTRACT FROM AUTHOR]

Children are increasingly using educational apps, but little research has been conducted to determine their effectiveness. The current study compared the effect of an interactive touchscreen app to the effect of a noninteractive video about the app on young children's Chinese characters learning and executive functions (EFs). In a mixed between‐within design, 50 children aged 5 to 6 years old were randomly assigned to play the app on touchscreen or to watch a noninteractive video about the app. Results showed that children in the app condition made more progress from the pretest to the posttest in Chinese characters learning, and more improvement in working memory scores and inhibitory capacity scores compared to the video condition. Results suggest that interactive literacy apps on touchscreens benefit children's learning and EFs. Future research should continue to focus on the impact of different forms of touchscreen use on children's executive functioning. We investigated the effects of playing an educational app or watching a similar video on children's learning and executive function. Results showed that children's learning performance, working memory, and inhibitory control performance significantly improved in the app condition, and better than in the video condition. These findings provide practical insight regarding how young children's cognition may be briefly affected by specific types of touchscreen use. [ABSTRACT FROM AUTHOR]

Background: Adaptive behaviour refers to the practical skills necessary for independence and is considered a high‐priority intervention target for children with neurogenetic conditions associated with intellectual disability, like Down syndrome (DS). Daily living skills (DLS) are a critical aspect of adaptive behaviour, but they have received little intervention attention, possibly because they involve a wide variety of skills across many settings. The present study aimed to advance DLS intervention science by examining the concurrent and longitudinal association between DLS performances and a cognitive skillset hypothesised to support DLS skill acquisition, executive function (EF). Methods: Participants were 71 children with DS between the ages of 2.5 and 8.7 years (M = 5.23 years; standard deviation = 1.65) who completed a battery of adapted EF tasks and a primary caregiver who completed the Vineland Adaptive Behavior Scales 3rd Edition Parent/Caregiver Comprehensive Report Form. A subset of caregivers also provided 6‐ and 12‐month follow‐up adaptive behaviour information. Results: Results demonstrated a positive association between EF task performance and DLS standard scores and v‐scores both concurrently and longitudinally. Conclusions: The findings have implications for potential future intervention approaches that aim to strengthen DLS performances by advancing EF skills in this population. [ABSTRACT FROM AUTHOR]

The aim of the study is to investigate the association of cardiorespiratory fitness (CRF) and muscular strength indicators with gray matter volume (GMV) and to study whether fitness‐related regions of GMV are associated to executive function (EF) in cognitively normal older adults. Ninety‐one cognitively normal older adults (71.69 ± 3.91 years; 57.14% females) participated in this study from the AGUEDA trial. CRF was measured by a 2‐km walking test and a 6‐min walking test. Muscular strength was measured by handgrip, biceps curl, squats, and isokinetic strength tests. T1‐weigthed images were obtained through a magnetic resonance scan. GMV was determined by voxel‐based morphometric analysis. Standardized EF tests were performed. CRF did not show any positive association with GMV. Handgrip strength was positively associated with GMV (p < 0.001) in nine regions (β from 0.6 to 0.8 and k from 106 to 1927) and knee extension strength in three regions (β from 0.4 to 0.5 and k from 76 to 2776). Squats strength was negatively associated with GMV (p < 0.001) in two regions (β = −0.3, k = 1102 and k = 152) and the 2‐km walking test in one region (β = −0.4, k = 99). Only handgrip strength‐related GMV was associated with cognitive flexibility (p = 0.039, β = 0.215) and spatial working memory (p < 0.03, β 0.247–0.317), but not with EF score (p > 0.05). Muscular strength, but no CRF, may be positively related to GMV in cortical and subcortical regions, with implications for specific cognitive domains rather than the overall EF score. Specifically, handgrip strength was the indicator most associated with higher GMV, while squats strength and CRF were negatively related to GMV. ClinicalTrials.gov identifier: NCT05186090. [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]

Background: A large body of research has identified the positive effects of physical activity on children with autism spectrum disorders (ASD). However, the specific benefits of different types of sports on executive functioning in children with ASD remain unclear. The aim of this study was to further analyze the effects of different sports on executive functioning in children with ASD using reticulated meta-analysis and to establish their effectiveness ranking. Methods: This study conducted a comprehensive online search in Web of Science, PubMed, Cochrane, Embase, and CNKI databases. It included randomized controlled trials and quasi-experimental studies, and synthesized the data using a Bayesian framework. Results: Several relevant studies were included. The results showed that physical activity significantly improved all three dimensions of executive functioning (inhibitory control, cognitive flexibility, and working memory) in children with ASD. The improvement in cognitive flexibility and inhibitory control both reached a medium effect size. However, the improvement in inhibitory control was better than that in cognitive flexibility, while the improvement in working memory did not reach the level of a medium effect. Mini Basketball was effective in improving inhibitory control and cognitive flexibility, but not working memory. Ping Pong was more effective in cognitive flexibility and working memory, but weaker in inhibitory control. Fixed Bicycle was less effective in all three dimensions. Among other interventions, Learning Bicycles, Animal-assisted therapy, and Exergaming performed better in cognitive flexibility. SPARK, Neiyang Gong, and Martial Arts were also effective in improving inhibitory control. However, SPARK and Fixed Bicycle were not significant in improving working memory. Conclusion: Physical activity as an intervention can significantly improve the executive function of children with ASD. The intervention effects of different sports on different dimensions of executive function vary. Mini Basketball was outstanding in improving inhibitory control and cognitive flexibility. Ping Pong was effective in improving cognitive flexibility and working memory. Fixed Bicycle was not effective in any dimension. [ABSTRACT FROM AUTHOR]

Physical exercise is recognized for its beneficial effects on brain health and executive function, particularly through the careful manipulation of key exercise parameters, including type, intensity, and duration. The aim of this systematic review and meta-analysis was to delineate the optimal types, intensities, and durations of exercise that improve cognitive functions in older adults with mild cognitive impairment (MCI) or dementia. A comprehensive search was conducted in Scopus, Web of Science, and PubMed from their inception until December 2023. The methodological quality and publication bias of the included studies were assessed using the PEDro scale and Egger's regression test, respectively. Separate meta-analyses were performed to assess the overall impact of exercise on cognitive assessments and to explore the effects of different exercise types (i.e., aerobic, resistance, dual-task, mind-body, and multi-component exercises) and intensities (i.e., low, moderate, and high) on executive function. Results were presented as standardized mean differences (SMD) and 95% confidence intervals (95% CI). A meta-regression analysis was conducted to examine the correlation between exercise duration and mean effects. In total, 15,087 articles were retrieved from three databases, of which 35 studies were included in our final analyses. The results indicated high overall methodological quality (PEDro score = 8) but a potential for publication bias (t = 2.08, p = 0.045). Meta-analyses revealed that all types of exercise (SMD = 0.691, CI [0.498 to 0.885], p < 0.001) and intensities (SMD = 0.694, CI [0.485 to 0.903], p < 0.001) show significant effects favoring exercise. Notably, dual-task exercises (SMD = 1.136, CI [0.236 to 2.035], p < 0.001) and moderate-intensity exercises (SMD = 0.876, CI [0.533 to 1.219], p < 0.001) exhibited the greatest effect. No significant correlation was observed between exercise duration and SMD (R² = 0.038, p = 0.313). Overall, our meta-analyses support the role of physical exercise in enhancing executive function in older adults with MCI or dementia. It is essential to carefully tailor exercise parameters, particularly type and intensity, to meet the specific needs of older adults with MCI or dementia. Such customization is crucial for optimizing executive function outcomes and improving overall brain health. [ABSTRACT FROM AUTHOR]

Research has consistently shown that excessive screen time (ST) is harmful to children's cognitive development including executive function (EF). Most studies have investigated the long-term consequences of excessive ST and have not explored how content impacts cognitive development. Thus, the current study aimed to examine (1) the associations among the duration and content of ST and EF difficulties and (2) the interaction effect of ST duration and content on EF difficulties. A total of 1,484 third-grade children participated in the study and were followed up one year later. ST duration was measured by the average daily hours on smart devices and computers, and ST content was assessed by the extent to which children engaged in educational or recreational ST. EF difficulties were measured by parental reports of their child's EF-related behaviors. The results showed ST duration did not predict EF difficulties one year later. However, higher levels of educational ST predicted fewer EF difficulties. A significant interaction effect between ST duration and educational ST demonstrated the benefits of educational ST were not present in children with higher levels of duration. These findings provide a foundation to develop more practical, efficient, and specific ST guidelines considering both ST content and duration. It has been documented that excessive screen time (ST) is harmful to children's cognitive development, including executive function (EF). However, few studies have explored if the content of ST (educational or recreational) differentially affects cognitive development. We aimed to explore the relations between ST and EF by including both the duration and content of ST. Importantly, we examined not only the simple effect of each aspect, but also the interaction effect to better understand the role of ST in EF development. The findings provided parents and educators with a foundational and empirical basis to set practical and reasonable ST rules for children, especially when using contemporary devices such as computers, smartphones, and tablets. As children spend less time watching television and more time on such devices, it is important to understand how ST has both benefits and risks based on content. [ABSTRACT FROM AUTHOR]

The article focuses on the critical role of executive function in early literacy development, emphasizing how these cognitive processes support young children in mastering complex reading-related tasks. Topics include defining executive function and its relevance to early reading skills, discussing play-based strategies to enhance executive function, and providing practical activities for educators to implement in classrooms.

Purpose: This study investigated the associations between physical activity (PA), sedentary behavior, and executive function in preadolescents. Methods: One hundred and twenty preadolescents were recruited from 2 Hong Kong primary schools. PA and sedentary behavior were recorded for 7 consecutive days by accelerometer. Executive function performance, including inhibition (Stroop task and Flanker task) and working memory (Sternberg paradigm task), were measured. Body mass index and cardiorespiratory fitness (multistage fitness test) were tested. Latent profile analysis explored the profiles of PA and sedentary behavior in preadolescents. Results: Three distinct profiles were identified: low activity, average activity, and high activity. Participants in low activity performed worse in the accuracy of Stroop task (vs average activity, P =.03; vs high activity, P <.01), Flanker task (vs average activity, P =.02; vs high activity, P <.001), and Sternberg paradigm task (vs average activity, P <.01; vs high activity, P <.01). No significant difference was observed between participants with average and high activities. No significant association was observed for profiles on body mass index and cardiorespiratory fitness. Conclusion: Supplementing the consensus of the literature that moderate to vigorous PA benefits cognition, the authors conclude that light PA may also enhance preadolescents' executive functioning. [ABSTRACT FROM AUTHOR]

With executive function skills, individuals become aware of their own structure and learning characteristics. As a result of studies conducted with university students, it is thought that executive function skills and grade points are related. However, there is no study conducted with pre-service preschool teachers who will work in close relationships with children throughout their professional lives. Therefore, the aim of this study is to examine the relationship between executive function skills and grade points of pre-service preschool teachers. The data obtained from 540 university students face-to-face with consent form were analysed with SPSS software. It was found that there was no significant relationship between executive function skills and grade points regardless of grade level and according to grade level. In addition, while there was no significant difference in students' executive function skills according to grade level, a significant difference was found in students' grade points. [ABSTRACT FROM AUTHOR]

Background: Cadence-controlled walking may be a desirable approach for older adults to self-monitor exercise intensity and achieve physical activity guidelines. We examined the acute effects of cadence-controlled walking on cognition and vascular function in physically inactive older adults. Methods: In a randomized crossover design, 26 participants (65% females, 67.8 ± 11.3 years) underwent 30-min acute exercise (walking at 100 steps/min) and control (sitting) conditions. We measured cognition, central blood pressure (BP), and arterial stiffness before, and immediately, after each condition. Results: We observed significant Time × Condition interactions in the Flanker Inhibitory Control and Attention (Flanker) test and Dimensional Change Card Sort (DCCS) test scores, and in central systolic BP, central pulse pressure, and carotid to femoral pulse wave velocity (p <.05). The Flanker and DCCS scores significantly increased after walking (d = 0.4 and 0.5, respectively), but not after sitting. Central systolic BP, central pulse pressure, and carotid to femoral pulse wave velocity significantly increased after sitting but remained unchanged after acute walking (d = 0.4–0.2), with p-values <.05. After walking, significant correlations were observed between DCCS and diastolic BP and central pulse pressure change scores and change scores in central pulse wave velocity, Flanker, and DCCS (rs = −0.45 to −0.52). Conclusion: These findings suggest that a single bout of cadence-controlled walking elicited an immediate improvement in cognition and might have mitigated increases in arterial stiffness and central BP observed in the seated control condition. Further research is needed to examine the association between cognition and vascular function following acute exercise compared to control conditions. Significance: Our findings may have practical implications for developing daily physical activity recommendations for improving the cognitive health for successful aging. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine differences between directly measured and parent-evaluated executive function in predicting children's academic achievement and social development, and to explore the mediating roles of peer status and social competence in the effects of executive function on social behavior. Patients and Methods: The study followed 106 first-grade children in an elementary school in China for one year. Regression and mediation analyses were conducted using SPSS 26.0 and AMOS 21.0 to test the hypotheses. Results: First, in a comparison of the predictive role of directly measured and parent-evaluated executive function, directly measured executive function played a more important role in predicting academic achievement, while parent-evaluated executive function played a greater role in predicting social development. Second, parent-evaluated executive function influenced social behavior primarily through social competence and peer status, with social competence playing a more significant mediating role than peer status. Conclusion: Compared with previous studies, the results of the present study provide more direct evidence for the relationship and differences between directly measured and parent-evaluated executive function, further suggesting that they have different efficacy and predictive goals, while the present study also describes the pathways through which executive function influences social behavior: the mediating role of peer status and social competence. This suggests that, on the one hand, educators or researchers need to choose appropriate measures of executive function for their own purposes and, on the other hand, in order to promote the development of children's social behavior, they need to focus on the development of children's executive function, social competence and peer relationships. [ABSTRACT FROM AUTHOR]