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BackgroundComorbid attention-deficit/hyperactivity disorder （ADHD） and emotional dysregulation may represent a distinct subtype of ADHD， which is characterized by an increased risk of anxiety or depressive disorder and a poor clinical prognosis， so research is urgently required to explore its unique executive functioning profile and clinical characteristics. However， there is limited research comparing the clinical symptoms and executive function in children with ADHD in terms of the presence or absence of emotional dysregulation.ObjectiveTo explore the executive function and clinical characteristics of ADHD children with emotional dysregulation.MethodsFrom June 2020 to December 2023， 118 children aged 7 to 12 with ADHD attending the Mental Health Center of West China Hospital， Sichuan University and fulfilling the Diagnostic and Statistical Manual of Mental Disorders， fifth edition （DSM-5） diagnostic criteria were enrolled. Children were classified into emotional dysregulation group （n=68） and non-emotional dysregulation group （n=50） based on the standard T-scores of Achenbach's Child Behavior Checklist （CBCL）- anxious/depressed， aggressive behavior and attention problems subscales. All children were then subjected to complete the Chinese version of Swanson Nolan and Pelham，Version IV Scale-parent form （SNAP-IV）， Chinese Wechsler Intelligence Scale for Children （C-WISC）， Weiss Functional Impairment Scale-Parent form （WFIRS-P） and 4 tests of the Cambridge Neuropsychological Test Automated Battery （CANTAB）： ①Stockings of Cambridge （SOC） testing spatial planning. ②Intradimensional-extradimensional Set Shifting（IED） testing cognitive/attentional flexibility， adjusting the total errors across the task. ③Spatial Working Memory （SWM） testing spatial working memory. ④Rapid Visual Information Processing （RVP） testing sustained attention.ResultsThe SNAP-IV Inattention， Hyperactivity/Impulsivity and Oppositional Defiant Disorder domain scores and total score were all higher in emotional dysregulation group compared with non-emotional dysregulation group （t=3.206， 5.088， 6.316， 6.553， P

Abstract 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.

BackgroundExecutive Function and the Approximate Number System are well-established as critical components in developing the Cardinality Principle in young children. However, most existing studies explore the relationship between these variables in isolation without examining whether Approximate Number System mediates the relationship between Executive Function and the Cardinality Principle and the role of age in this. This study aimed to address this gap by investigating the mediating role of the Approximate Number System in the relationship between Executive Function and the Cardinality Principle and the moderating role of age in young children.MethodsThis cross-sectional study was conducted in China from February to June 2024. A total of 203 young children (97 boys and 106 girls, Mean age = 68.93 ± 7.076 months) participated. Participants were assessed using a range of tests: the Day-Night Stroop Task, Digit Recall Task, Dimensional Change Card Sort Task, Panamath Test Software, How Many Task, and Give-N Task to measure Executive Function, Approximate Number System, and Cardinality Principle. Data were analyzed using SPSS 26.0 and PROCESS v4.1 (Model 4) to explore the relationships among Executive Function, the Approximate Number System, and the Cardinality Principle through Pearson correlations, multivariate regression, and mediation analysis with 5000 bootstrap samples.ResultsCorrelation analysis revealed that the Cardinality Principle was significantly and positively correlated with Inhibitory Control, Working Memory, Cognitive Flexibility, Executive Function, and the Approximate Number System. Regression analyses indicated that Executive Function positively predicted young children's Cardinality Principle. Specifically, Working Memory and Cognitive Flexibility were positive predictors of the Cardinality Principle, while Inhibitory Control was not. Mediation analysis results demonstrated that the Approximate Number System mediated the relationships between Inhibitory Control and the Cardinality Principle, Working Memory and the Cardinality Principle, and Cognitive Flexibility and the Cardinality Principle, respectively. In addition, the study found that young children's age negatively moderated the relationship between the Approximate Number System and the Cardinality Principle.ConclusionsThe study emphasizes that in developing young children's Cardinality Principle, emphasis should be placed on improving their Executive Function and Approximate Number System while considering the age differences of young children and developing appropriate educational methods for different age groups.

Executive function (EF) is a set of higher order cognitive processes through which learning and everyday goals are realised. They comprise the fundamental building blocks of how we plan, execute, monitor and regulate tasks, and impact our cognitive, socioemotional and behavioural responses. An important question to consider is how we can support children to develop effective EF skills through motivating and age-appropriate training. Virtual reality (VR) offers an interesting avenue to enhance motivation due to the experience of presence and immersion, however, whether children experience presence and immersion similarly to adults is unknown and could impact the educational utility of VR over other media. In order to understand whether VR is suitable for an educational setting we must understand the experience of key stakeholders, such as school-aged children and adults that will be facilitating use in the educational context. Therefore, the current study aims to understand the experience of key stakeholders using EF training delivered in a VR environment, to enable reflection on the feasibility and usability of the technology. This study aimed to explore the qualitative experiences of 8 primary school-aged children, 5 teachers and 13 training teaching assistants, after playing an EF training game, Koji's Quest, on a VR head mounted display. Firstly we found that most teachers and trainee teachers gave good ratings of usability, but in their subjective descriptions of use focused on hedonic experiences, whereas, children focused on pragmatic experiences. Results also indicate that adults may favour ‘being’ definitions of presence, whereas child participants appear to incorporate both ‘being’ and ‘doing’ definitions into their accounts. This research has implications for how VR based EF training can be maximised within an educational setting.

ObjectiveOverweight 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.MethodsWe 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.ResultsEighteen studies involving 1,260 participants were included. Aerobic exercise significantly improved overall EF (SMD = −0.50, 95% CI [−0.68, −0.32], p 25 kg/m2) do not benefit from the intervention, highlighting the need for a specific focus on intervention outcomes in future studies.

BackgroundType 2 diabetes mellitus is one of the most prevalent diseases， which imposes a heavy burden on patients' families and the society. Sleep disorders are recognized as risk factors for the development of diabetes， which may affect the onset and development of diabetes through neuro-endocrino-metabolic pathways， so identifying the factors responsible for the sleep quality of diabetic patients is of great importance in improving their sleep quality.ObjectiveTo investigate the relationship among fear of disease progression， executive function and sleep quality in patients with type 2 diabetes mellitus， so as to provide references for improvement of sleep quality in patients with type 2 diabetes mellitus.MethodsA sample of 197 patients with type 2 diabetes mellitus who were admitted to the Endocrinology Department of the Second Affiliated Hospital of the Air Force Military Medical University from January to May 2023 and met the criteria defined in the Guideline for the Prevention and Treatment of Type 2 Diabetes Mellitus in China （2020 edition） were consecutively selected. All subjects were assessed using Fear of Progression Questionnaire-Short Form （FoP-Q-SF）， Behavior Rating Inventory of Executive Function-Adult version （BRIEF-A） and Pittsburgh Sleep Quality Index （PSQI）. Then the Process macro for SPSS （Model 4） and Bootstrap technique were applied to examine the mediating effect of executive function on the relationship between fear of disease progression and sleep quality in patients with type 2 diabetes mellitus.Results①75 patients （38.07%） with type 2 diabetes mellitus were found to have sleep problems. ②PSQI score in patients with type 2 diabetes mellitus was positively correlated with FoP-Q-SF score and BRIEF-A score （r=0.159， 0.287， P

Children with Attention Deficit Hyperactivity Disorder (ADHD) have non-adaptive behavioral problems related to social maturity, which impact their future lives as adults, thus necessitating access to appropriate treatment. This experimental study aims to examine the effect of executive function therapy on improving social maturity in children with ADHD. It adopts a comprehensive approach, employing a one-group pretest-posttest design on 20 children with ADHD. The social maturity scores of the children in the initial examination ranged from 32 to 86, measured using the Vineland Social Maturity Scale (VSMS), and then analyzed by one-way repeated measures ANOVA using SPSS. The results show an improvement after executive function therapy (Phase III/Post-test, M = 75.90; Phase II, M = 64.00; Phase I, M = 64.30; Pre-test, M = 61.35), thus indicating a significant influence of the therapy on the improvement of the social maturity of children with ADHD, F(3; 16) = 73.9; p .001, η_p2 = .795 showed moderate level of therapy effectiveness. This study suggested that executive function therapy is effective in improving social maturity in children with ADHD.

Abstract Background Less is known about complex posttraumatic stress disorder (CPTSD) than postrraumatic stress disorder (PTSD) in military veterans, yet this population may be at greater risk of the former diagnosis. Executive function impairment has been linked to PTSD treatment outcomes. The current study therefore aimed to explore possible associations between each CPTSD symptom cluster and executive function to understand if similar treatment trajectories might be observed with the disorder. Methods A total of 428 veterans from a national charity responded to a self-report questionnaire which measured CPTSD symptom clusters using the International Trauma Questionnaire, and executive function using the Adult Executive Function Inventory. Single and multiple linear regression models were used to analyse the relationship between CPTSD symptom clusters and executive function, including working memory and inhibition. Results Each CPTSD symptom cluster was significantly associated with higher executive function impairment, even after controlling for possible mental health confounding variables. Emotion dysregulation was the CPTSD symptom cluster most strongly associated with executive function impairment. Conclusions This is the first study to explore the relationship between executive function and CPTSD symptom clusters. The study builds on previous findings and suggests that executive function could be relevant to CPTSD treatment trajectories, as is the case with PTSD alone. Future research should further explore such clinical implications.

Difficulties in executive function (EF) may be causative factors in clinical conditions, including learning disabilities, depression, and anxiety. However, defining the structure of EF is an ongoing issue, although Miyake’s three-factor structure is widely accepted. This study aims to discover the underlying factor structure of EF domains, as measured by five tests and the scores of 840 participants, to establish the domains’ validity and reliability. Five neuropsychological tests were included in the exploratory and confirmatory factor analyses (EFA and CFA): the Digit Span (DS); the Stroop Color Word Test (Stroop Test); the phonemic Verbal Fluency Test (pVFT); the Five Point Test (5PT); and the Trail Making Test (TMT). EFA could be meaningfully performed (KMO = .862, Bartlett’s test: 𝜒2 =1393.169, df 45, p .001) and yielded three factors closely mirroring the three core domains of EF. CFA of the model in which the 5PT loaded on factor 2 showed the best goodness of fit indicators, although the difference with the other three-factor models was small. Currently, these EF tests are available in Indonesia and suitable for use, although obtaining normative scores adjusted for demographic factors is necessary.

Objective: The main aim of this research was to determine the relationships among executive function, fitness mobile applications (APPs), physical exercise activity and physical education consumption in community-dwelling older empty nesters. Methods: A cross-sectional design was applied to evaluate the relationships. A sample of 1104 community-dwelling older empty nesters completed the experiments. Physical education consumption scale, fitness APPs by smartphone application scale, physical exercise activity scale, and executive function scale were applied for the evaluation of the elderly alone in urban communities in southeast China. To explore mediating effects, structural equation modeling of AMOS 23.0, SPSS 25.0 and Process V3.5 software packages were applied for statistical processing. Result: Physical education consumption positively predicted executive function. Meanwhile, it was also found that physical education consumption and executive function were continuously mediated by fitness APP application and physical exercise activity, with indirect effect value of 0.267, accounting for 76 %. Conclusion: This research revealed how physical education consumption affected executive function of older empty nesters. The obtained results had certain implications for older empty nesters to better balance their executive function and life quality. Community managers should provide older empty nesters with favorable physical education environments in terms of positive physical and psychological environments, to improve their use ratio of fitness APPs usage and physical exercise activity, ultimately enhancing their executive function and life satisfaction.

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 the multiple 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 different temperament traits, offering effective support for the cognitive and language development of young children.

BackgroundPrevious studies have found that patients with generalized anxiety disorder （GAD） have impaired performance in executive function， and group cognitive behavioral therapy （CBT） has been shown to be effective in alleviating negative affect in patients with GAD， while its efficacy on executive function remains unclear.ObjectiveTo explore the efficacy of group CBT on anxiety symptom and executive function in GAD patients， so as to provide references for the rehabilitation program for GAD.MethodsA total of 80 consecutive patients with GAD who were hospitalized in Sleep and Psychosomatic Medical Center of Shiyan Taihe Hospital from March 2021 to August 2022 and met the Diagnostic and Statistical Manual of Mental Disorders， fifth edition （DSM-5） diagnostic criteria for GAD were enrolled， and they were assigned into study group （n=40） and control group （n=40） using random number table methods. All patients were subjected to routine medication treatment and regular health education， based on this， study group received group CBT once a week （6 weeks， 60 to 90 minutes per session）. At the enrollment and after 6 weeks of treatment， patients were assessed using Hamilton Anxiety Scale （HAMA） and Frontal Assessment Battery （FAB）.ResultsANOVA with repeated measures on HAMA score revealed a significant time effect （F=1 870.320， P0.05）. Significant time effect， group effect and time×group interaction effect were reported on FAB scores （F=311.190， 4.399， 7.021， P

BackgroundThe development of executive function in adolescents is influenced by many environmental factors. Previous studies have found that perceived stress is closely related to executive function， whereas its role in the mediation of executive function remains poorly studied.ObjectiveTo explore the role of negative affect and self-hate in mediating the relationship between perceived stress and executive function in adolescents， so as to assist the improvement of executive function in adolescents.MethodsQuestionnaires were administered to 7 734 adolescents from five junior and five senior high schools in Rizhao city， Shandong province from 1 to 30 May 2022. Data were collected using a self-made questionnaire， and adolescents were assessed using Perceived Stress Scale （PSS）， Behavior Rating Inventory of Executive Function-Self Report Version （BRIEF-SR）， Patient Health Questionnaire （PHQ-4） and Self-Hate Scale （SHS）. Spearman correlation analysis was conducted to examine the correlation between variables. A Bootstrap method was chosen to examine the mediation effect of self-hate and negative affect on the relationship between perceived stress and executive function in adolescents.ResultsA total of 7 012 （90.66%） valid questionnaires were retrieved. BRIEF-SR score was positively correlated with PSS， PHQ-4 and SHS scores （r=0.564， 0.653， 0.597， P

The purpose of this research was to investigate the effectiveness of executive functions training program on sleep quality and moral judgment of children with attention deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of the research included all 9-12-year-old boys with attention deficit/hyperactivity disorder in Urmia city in 2022. The sample size includes 30 subjects from the statistical population were selected by available sampling method and they were placed in two control and experimental groups. The research tools included the Child Sleep Habits Questionnaire and the moral judgment Test. The results showed that the training program of executive functions had a significant effect on improving sleep quality and moral judgment in the post-test and follow-up stages. The findings of this research provide useful information related to the executive functions program, and counselors and psychologists can use this intervention to improve sleep quality and moral judgment in children with attention deficit/hyperactivity disorder.

IntroductionResearch has indicated that language and executive function relate closely to first-order false belief reasoning, yet their roles in second-order false belief reasoning are under-explored, and their interplay in theory of mind development remains obscure.MethodsThis study assessed 160 Mandarin-speaking preschoolers’ and early primary schoolers’ language, executive function, and theory of mind abilities to examine the unique roles and interplay of language and executive function in first-order and second-order false belief reasoning.ResultsResults showed that language significantly uniquely predicted the children’s first-order as well as second-order false belief reasoning when controlling for the effects of age and executive function. Although executive function significantly predicted first-order FB reasoning when controlling for age, it was no longer a significant predictor of first-order FB reasoning when language was included in the model. However, executive function played a significant unique role in second-order FB reasoning when controlling for the effects of age and language.DiscussionThe current findings suggest that language plays a greater role than executive function in Mandarin-speaking children’s theory of mind development and the contributors to theory of mind development vary in different levels of false belief reasoning.

Abstract The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems. Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems. Extended Abstract Introduction Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems. Research Question Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems? Literature Review Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data. Methodology The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2. Results The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data. Table 1. All fit indices of BRIEF-2 confirmatory factor analysis. Fitness indices Values RMSEA 0.098 NFI 0.96 NNFI 0.95 CFI 0.97 GFI 0.94 AGFI 0.89 Fig. 1. Estimation of standardized coefficients Discussion The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019). One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems. Conclusion The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems. Acknowledgments The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.

Abstract Background The effects of open and closed skill exercise interventions for executive function in children and adolescents have received widespread attention. Open skill refers to the skill of performing motor tasks in an unpredictable environment; closed skill refers to the skill of performing motor tasks in a stable environment. However, the results of related studies are currently controversial and Meta-analysis is urgently needed. Methods After computer searches of CNKI, Wan-Fang, VIP, WOS, PubMed, and EBSCO databases, two researchers independently screened articles, extracted information, and evaluated the quality of the articles. This study was statistical analyzed using Stata 16.0 software. Results A total of 31 articles were included, including 2988 typical children. Open, closed, continuous and sequential skills all improved executive function in typical children to varying degrees, but open and sequential skills were more effective in improving executive function, particularly in the former in the working memory (SMD=-0.833, P

ObjectiveThis scoping review examined the impact of physical exercise on executive function (EF) in older adults and investigated the moderating effects of exercise types.MethodsWe 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.ResultsIn 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.ConclusionOverall, all four types of physical exercise enhance EF in older adults, with mixed exercises being the most effective.

There are conflicting proposals about the underlying structure of the theory of mind (ToM) construct. The lack of clarity impedes attempts to understand relationships between ToM and other cognitive abilities. This study investigated the nature of the ToM construct and its relation to cognitive variables by administering a battery of ToM measurements along with measurements of executive function and general vocabulary to 207 (Mage = 19.26) adult participants. Associations between ToM tasks were statistically significant after controlling for covariates, but, for the most part, very weak in magnitude. The strongest relationship was between the Strange Stories and Higher-Order False Belief measurements. Previous theoretical analysis proposes those instruments are conceptually linked by a perspective taking requirement that entails representing another’s mental state. Results from a factor analysis suggested an underlying ToM structure—a protagonist perspective factor. The Strange Stories, Higher-Order False Belief, and Frith-Happé Animation tasks loaded onto the factor. Its defining feature is the ascription of mental states to predict and explain protagonists’ actions that take place within a narrative structure. It is related more strongly to vocabulary than executive function and it provides grounds for future research on the role of narrative processing in ToM reasoning.

IntroductionPrevious reviews have often concluded that open-skill sports are more effective at enhancing executive function (EF) than closed-skill sports. However, this conclusion may not hold for closed-skill sports with high cognitive demands, such as golf. This study aimed to compare the effects of football (open-skill) and golf (closed-skill) training on enhancing EF in university students.MethodUsing a quasi-experimental, pre-post test design, 63 male participants were assigned to three groups: football (n = 21), golf (n = 21), and a sedentary control group (n = 21). Over 16 weeks of training, the intervention groups engaged in four 90-min training sessions per week, while the control group attended one 80-min physical education class per week. Assessments were conducted before and after the intervention. EFs, including inhibition control and working memory, were assessed using the Flanker task and Corsi-block tapping task, respectively. Cardiovascular fitness (CRF) was measured by the multi-stage fitness test.ResultsThe golf group showed significant improvements in inhibition control from pre- to post-intervention (p = 0.02, d = 0.26), while the football and control groups did not exhibit significant changes. Post-intervention comparisons indicated no significant differences in EF performance between the golf and football groups; however, both outperformed the control group (golf, p = 0.002, d = 0.99; football, p = 0.01, d = 0.67). No significant improvement was observed in working memory for any group. Additionally, changes in CRF were not significantly correlated with EF performance.ConclusionThis study provides preliminary evidence that golf, a closed-skill sport with high cognitive demands, can effectively improve inhibitory control after 16 weeks of training. This improvement is comparable to that observed in football, an open-skill sport. The findings also suggest that the cognitive demands of the sports, rather than improvements in physical fitness, may be primarily responsible for the enhancements in EF.

This study examined the association between media multitasking and executive function in Chinese adolescents by comparing heavy/high and light/low media multitaskers, i.e., HMMs and LMMs, with self-reports, behavioral measures and functional near-infrared spectroscopy (fNIRS). The participants were 12 HMMs (media multitasking scores above the 75th percentile) and 10 LMMs (media multitasking scores below the 25th percentile) chosen from a sample of 61 adolescents. Each participant completed a self-reported questionnaire on executive function and three executive function cognitive tasks: 2-back, Color Stroop, and Number-letter Determination) while wearing the fNIRS. The results indicated that: (1) the HMMs showed more impairment in executive function than the LMMs based on questionnaire data analysis; (2) there were no significant differences between the HMMs and LMMs in their performance on the cognitive tasks; and (3) the HMMs showed greater prefrontal activation than the LMMs during the 2-back and Color Stroop tasks. These findings implied that media multitasking might be associated with the reduced effectiveness in the brain areas responsible for executive function. These findings provide evidence of the negative relationship between media multitasking and executive function; and indicated the benefits of using multiple assessment methods in studying this topic.

Ke Yin,1 Qiong Wu,2 Xiaosong Gai1 1School of Psychology, Northeast Normal University, Changchun, People’s Republic of China; 2Faculty of Education, Northeast Normal University, Changchun, People’s Republic of ChinaCorrespondence: Qiong Wu, Tel +86 13504314652, Fax +86 85683180, Email wuq936@nenu.edu.cnPurpose: 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.Keywords: peer status, social behavior, social competence, cognitive control, measurement

Hot Executive Function (hot EF) refers to cognitive process involved in high emotion or motivation, and the operation of this function is related to the activities of the ventromedial prefrontal lobe and orbitofrontal lobe. Meanwhile, rhythmic-movement activity is a musical activity in which one expresses and feels music with one’s own body movements which involves cognitive abilities such as adjusting and understanding emotions among children. To explore how rhythmic-movement activity with rewards influences the development of hot EF in children of 5–6 years old, the organization principles of rhythmic-movement activity with rewards intervention on hot EF were designed, and 62 children of 5–6 years old in a kindergarten in Yantai of China were selected as research participants (M = 5.80 years old, SD = 0.37 years old) for pre-test and post-test experimental design. The experimental group received rhythmic-movement activity with rewards three times a week for 6 weeks, while the control group did not. The gift delay task and the children’s gambling task were used to measure two sub-components of hot EF before and after the intervention, and the results show that rhythmic-movement activity with rewards has a significant effect on gratification delay and affective decision-making ability of children. Finally, the effects and enlightenment of rhythmic-movement activity with rewards on hot EF are discussed.

IntroductionEarly childhood educators (ECEs) play a critical role in supporting the development of young children’s executive functions (EF). EF, in turn, underpins lifelong resilience and well-being. Unfortunately, many ECEs report adverse childhood experiences (ACEs) that may compound high stress levels associated with an emotionally and physically demanding profession. ACEs have well-established negative implications for adult well-being and may dampen ECEs’ capacities to engage in emotionally responsive interactions with children. However, many individuals who experience ACEs also report post-traumatic growth experiences that foster empathy, self-determination, and resilience. Such post-traumatic growth may equip teachers with skills to engage in responsive interactions with children that support children’s EF. The aim of this study was to explore the relations of ECE ACEs and post-traumatic growth to the EF of children in their classrooms.MethodsFifty-three female ECEs self-reported on their ACEs and post-traumatic growth. Parents of 157 children (53% male, 47% female, M age = 4.38 years) rated children’s EF.ResultsIn a set of linear mixed models that accounted for multiple demographic factors and ECE perceived workplace stressors, ECE ACEs were not significantly related to children’s EF scores. However, controlling for ACEs, higher levels of ECE post-traumatic growth were associated with fewer parent-reported EF difficulties in children.DiscussionECEs may draw on the coping skills they have developed in times of adversity to model and promote healthy EF for children. Mental health supports to facilitate ECEs’ processing of their own trauma may be a fruitful means to foster positive early childhood environments that nurture the well-being and resilience of future generations.

BackgroundThere are differences in executive function between major depressive episode patients with or without psychotic symptoms， and childhood trauma may affect the executive function of patients with major depressive episode. Previous research studies predominantly focused on adult patients with major depressive episode， with a lack of studies specifically focusing on adolescent patients with major depressive episode.ObjectiveTo investigate the differences in executive function among adolescent patients with major depressive episode， with or without psychotic symptoms and childhood trauma.MethodsA total of 112 hospitalized adolescent patients with major depressive episode who met the criteria of the International Classification of Diseases， tenth edition （ICD-10） were included in the study. The participants were recruited from the Department of Child and Adolescent Psychiatry， Shenzhen Kangning Hospital during the period from August 2020 to November 2021. Additionally， 27 healthy controls were recruited through public advertisements. The Cambridge Neuropsychological Test Automated Battery （CANTAB） was used to assess executive function through the administration of the Motor Screening Task （MOT）， Spatial Working Memory（SWM） and Rapid Visual Information Processing （RVP） modules. Childhood Trauma Questionnaire-Short Form （CTQ-SF） was used to assess the trauma type.ResultsCompared with healthy controls， adolescent patients with major depressive episode had a longer mean delay （Z=-3.407， P=0.001） in the MOT task. In the SWM task， the patients had a higher total number of intergroup error responses （Z=-3.291， P=0.001）， a higher total number of intragroup error responses （Z=-3.461， P=0.001）， more total number of double error responses （Z=-3.218， P=0.001）， a higher total error responses （Z=-3.312， P=0.001）， higher strategy scores （Z=-2.437， P=0.015） and longer average delay time （Z=-2.055， P=0.040）. In the RVP task， the patients had fewer hits （Z=-3.196， P=0.001）， more misses （Z=-3.179， P=0.001）， fewer rejections （Z=-2.772， P=0.006）， lower hit probability （Z=-3.187， P=0.001） and lower A´ scores （Z=-3.070， P=0.002）.Compared with adolescent patients with major depressive episode without psychotic symptoms， those with psychotic symptoms had a lower total number of double error responses （Z=-2.566， P=0.010） in SWM task. Compared with adolescent patients with major depressive episode who did not experience emotional neglect， those who experienced emotional neglect had longer average delay time （Z=-3.183， P=0.001） in MOT task， fewer total hits （Z=-2.445， P=0.014）， more total missed reports （Z=-2.467， P=0.014）， lower hit probability （Z=-2.445， P=0.014） and lower A´scores （Z=-2.089， P=0.037） in RVP task. Adolescent patients with major depressive episode who had experienced emotional abuse had longer average delay time in MOT task than those who had not experienced emotional abuse （Z=-2.552， P=0.011）.ConclusionAdolescent patients with major depressive episode exhibit abnormalities in a majority of executive function domains. Specifically， those without psychotic symptoms and with childhood trauma demonstrate significantly impaired executive function. ［Funded by Shenzhen Fund for Guangdong Provincial High-level Clinical Key Specialties （number， SZGS013）， Basic and Applied Basic Research Fund of Guangdong Province （number， 2019A1515110047）， Shenzhen Science and Technology Planning Project （number， JCYJ20190809155019338）］

Intelligence plays a significant role in determining the severity of Autism Spectrum Disorder (ASD), thus understanding intelligence among children with ASD is important to guide planning of appropriate interventions. Scores on IQ tests as well as intelligence sub-components between ASD and typically developed (TD) children, reflect distinct underlying cognitive processes. Therefore, a comprehensive investigation of the neuropsychological aspects of children ASD may better refine our understanding of the cognitive abilities among children with ASD. The current cross-sectional study investigated differences in intelligence profiles and executive function among children with TD children and children with High-Functioning Autism Spectrum Disorder (HFASD). A total of 34 participants met criteria for inclusion with 24 participants in the TD group, and 10 in the HFASD. Some of the measures which were used included the SB-LM, Executive Function Indonesia (EFI), and Autism Spectrum Quotient: Children's Version (AQ-Child). Data were analysed using Spearman correlation and Mann-Whitney test. Results showed no differences in the intelligence profile in both groups, yet significant differences were found in the composite EF, Inhibitory Control, and Cognitive Flexibility. Additionally, there was a difference in the correlation of intelligence and EF variables between the two groups. Thus, it can be concluded that both groups show qualitatively different cognitive processes. A recommendation derived from these results is that comprehensive EF assessment and treatment should be conducted as part of the global evaluation of ASD patients, primarily to design an intervention to enhance their academic domain.

Abstract Background Regular physical activity has consistently shown promise in improving cognitive functioning among children. However, there is a shortage of comprehensive studies that delve into these benefits across various cognitive domains. This preliminary investigation aimed to discern potential disparities in cognitive performance between active and sedentary children, with a specific focus on inhibitory control, cognitive flexibility, and visuo-spatial working memory abilities. Methods The study employed a cross-sectional design encompassing 26 children (mean age 9.53 ± 2.20 years), categorized into two groups: Active and Sedentary. Executive functions were assessed using the NEPSY-II, while visuo-spatial working memory abilities were evaluated through the table version of the Radial Arm Maze (table-RAM) task. All outputs were analyzed with One-way ANOVAS or Kruskal–Wallis Tests to assess differences between Active and Sedentary children in both executive functioning and visuo-spatial working memory processes. Results The findings revealed that the Active group outperformed the sedentary group in inhibitory control (F1,23 = 4.99, p = 0.03*), cognitive flexibility (F1,23 = 5.77, p = 0.02*), spatial span (F1,23 = 4.40, p = 0.04*), and working memory errors (F1,23 = 8.59, p = 0.01**). Both spatial span and working memory errors are parameters closely associated with visuo-spatial working memory abilities. Conclusions Although preliminary, these results offer evidence of a positive link between physical activity and cognitive functioning in children. This indicates the importance of promoting active behaviors, especially within educational environments.

This study investigated the relative efficacy of interleaved versus blocked instruction and the role of executive function in governing learning from these instructional sequences. Eighth grade students learned about three rock concepts (igneous, sedimentary, metamorphic) and their attributes (origin, texture, composition). Consistent with prior studies and as predicted by current theoretical accounts, students who received interleaved instruction showed better memory (i.e., accuracy on true–false questions) when tested 2 weeks later, whereas those who received blocked instruction showed better memory when tested on the same day as instruction. Also consistent with prior studies and theoretical accounts, the blocked group showed greater transfer when tested after a retention interval, although this advantage was not significant. Critically, and as predicted, the shifting and inhibition executive function abilities were more predictive of learning from interleaved vs. blocked instruction. These findings lay the groundwork for future studies investigating the role of executive function in learning from different forms of instruction.

IntroductionThis study investigates the efficacy of sensory integration training (SIT) in enhancing balance and executive functions in children with autism spectrum disorder (ASD), with the aim of highlighting its potential for organizing and processing sensory information in the brain.MethodsUtilizing Footscan for biomechanical evidence and functional near-infrared spectroscopy (fNIRS) for neural activation, we engaged two participant groups: a control group (n = 9) and an experimental group (n = 9). Assessments involved the Sharpened Romberg Test (SRT) for balance under varied visual conditions and the Go/No-Go task for executive function.ResultsThe SIT intervention significantly improved balance function, particularly in Visual Deprivation (VD) scenarios. Neurophysiological data revealed heightened activation in the right Inferior Frontal Gyrus (R-IFG) and right Middle Frontal Gyrus (R-MFG), suggesting enhanced executive function. The potential of R-IFG/MFG activation as a reliable biomarker for assessing executive function in ASD was identified.DiscussionThe study provides empirical evidence supporting SIT’s effectiveness in enhancing balance and executive functions in children with ASD. The therapy not only improves sensory processing and motor skills but also appears to compensate for sensory deficits, particularly in vision, vestibular perception, and proprioception. Enhanced neural activation in specific PFC regions underscores SIT’s role in improving cognitive aspects, including inhibitory control and cognitive flexibility. The multidisciplinary approach adopted for this research highlights the intricate interplay between sensory-motor functions and cognitive control in ASD, paving the way for integrated therapeutic strategies. Despite these advancements, the mechanisms through which SIT exerts these multifaceted effects require further exploration.

ObjectiveThis 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.MethodsThe 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.ResultsThe 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

BackgroundThis systematic review and meta-analysis aim to evaluate the effects of cognitively engaging Physical Activity (PA) interventions on Executive Function (EF) in children and adolescents. It examines how different intervention modalities, durations, frequencies, and session lengths influence these effects.MethodsWe followed the PRISMA guidelines and searched PubMed, SPORTDiscus, Embase, and Web of Science for relevant studies. Studies were included if they were Randomized Controlled Trials (RCTs) focusing on PA with cognitive elements targeting EF in healthy children and adolescents. Data were extracted and effect sizes computed using Standardized Mean Differences (SMDs).ResultsFrom an initial 1,635 articles, 23 studies with 2,857 participants were included. The overall effect of cognitively engaging PA on EF was significant (SMD = 0.32, 95% CI 0.14–0.51), with notable improvements in inhibitory control (SMD = 0.35) and working memory (SMD = 0.34). High heterogeneity was observed (I2 = 91.1%). Moderator analyses revealed that interventions lasting more than 6 weeks, with sessions over 20 min and conducted more than twice a week, were particularly effective.ConclusionCognitively engaging PA interventions positively impact EF in children and adolescents, particularly in inhibitory control. Effective interventions are characterized by longer duration, higher frequency, and extended session lengths. These findings underscore the importance of integrating cognitive challenges within PA programs to enhance EF, warranting future research and practical applications in educational and developmental settings.

IntroductionAmerican Indian and Alaska Native (AI/AN) children possess numerous cultural assets, yet higher exposures to neighborhood risks (e.g., lack of housing, crime) may present barriers to healthy cognitive development, including executive function (EF). Cultural socialization may promote resilience and support children’s early cognition, but this has not been adequately studied. The present study examined the effects of neighborhood risk and cultural socialization on EF for AI/AN preschool children.MethodParents/caregivers of 768 AI/AN preschoolers from the 2015 AI/AN Head Start Family and Community Experiences (FACES) Study rated neighborhood risk via two scales: “Neighborhood Problems” and “Environmental Conditions,” and cultural socialization practices via two scales: cultural activities and tribal language activities. Children’s EF was measured directly using the Pencil Tap Task and the Leiter-R attention subscale.ResultsFamilies perceived neighborhood risks as relatively low, and overall risk did not predict children’s EF. However, higher average language socialization was significantly related to higher EF, as were two specific language activities (encouraging children to learn their tribal language, making sure children heard their tribal language) and two cultural activities (playing AI/AN games, participating in tribal ceremonies), controlling for neighborhood risk.DiscussionFindings suggest some aspects of cultural socialization may promote resilience among AI/AN preschoolers by supporting early EF. Mechanisms may include increased spiritual, social, and cultural connections, and practice with EF skills during cultural games. Future research should partner with AI/AN communities to investigate culturally grounded EF interventions and reevaluate measures of neighborhood risk to promote resilience and connectedness for AI/AN children.

Cognitive flexibility as measured by the Wisconsin Card Sort Task (WCST) has long been associated with frontal lobe function. More recently, this construct has been associated with executive function (EF), which shares overlapping neural correlates. Here, we investigate the relationship between EF, cognitive flexibility, and science achievement in adolescents. This is important because there are fewer educational neuroscience studies of scientific reasoning than of other academically relevant forms of cognition (i.e., mathematical thinking and language understanding). Eighth grade students at a diverse middle school in the Midwestern US completed classroom-adapted measures of three EFs (shifting, inhibition, and updating) and the WCST. Science achievement was indexed by students’ standardized test scores and their end-of-the-year science class grades. Among the EF measures, updating was strongly predictive of science achievement. The association between cognitive flexibility and science achievement was comparatively weaker. These findings illuminate the relationship between EF, cognitive flexibility, and science achievement. A methodological contribution was the development of paper-and-pencil based versions of standard EF and cognitive flexibility measures suitable for classroom administration. We expect these materials to help support future classroom-based studies of EF and cognitive flexibility, and whether training these abilities in adolescent learners improves their science achievement.

Executive functions play an essential role in the cognitive and social development of individuals. In recent years, executive functions have been studied as one of the most important neuropsychological variables affecting the reform and development of teachers' professions and as a result, better academic and social performance of students. This study aimed at designing and validating an executive function training program for elementary school teachers. The qualitative research method was used for the design and development part. To validate the program, the face validity method and the content validity method with a panel of 10 experts were used. To calculate the content validity, two relative content validity coefficients (CVR) and content validity index (CVI) were used. The minimum and maximum CVR for each item or component of the program were calculated. They were 0.80 and 1, respectively. Also, the minimum and maximum CVI rates for each item or component of the program were 0.80 and 0.93, respectively. Finally, the average content validity index for the whole program was 0.85. The results showed that the executive functions training program for primary school teachers has face and content validity and has the necessary validity for use in educational centers, in-service courses, and for research, and extracurricular classes in schools.

ObjectiveTo study the current status and development trend of research on the executive function in overweight or obesity， and to grasp the research hotspots in this field.MethodsA total of 1 321 literatures relevant to the executive function in overweight or obesity collected in Web of Science Core Collection database from 2010 to 2021 were selected. CiteSpace and VOSviewer were used to generate knowledge graphs for visualization analysis， then the number of articles issued， countries/regions， institutions and the co-occurrence， clustering and burst of keywords were analyzed.Results①In terms of the trend of the number of articles issued from 2010 to 2021， the annual quantity of published articles about the executive function in overweight or obesity presented a rapid growth over 2010-2014， then entered into a slow growth stage over 2014-2017， and emerged a rapid growth over 2017-2021. ②From the perspective of countries / regions， a total of 64 countries and regions participated in the research. The largest number of articles issued in this field was the USA， which had the most frequent cooperation and exchanges with other countries and regions， and exerted the greatest academic influence， occupying the core position of this research field. ③From the perspective of research institutions， a total of 1 627 institutions participated in this research field， among which the Illinois University published the most papers and closely cooperated with many productive institutions， forming a research group with a certain scale. ④From the perspective of keywords， the research content mainly involved dietary behavior research， prevention and intervention research， risk factor assessment， and analysis of the characteristics of different groups.ConclusionResearches on executive function in overweight or obesity have been developing rapidly， attracting international attention and covering a wide range of areas.

Abstract Physical exercises can improve individuals’ physical health and cognition, but the internal influence path is unclear. This study aims to examine the influence of pom cheerleading training on physical fitness and executive function of preschool children and explore the relationship between sports training, physical fitness, and executive function. We selected seventy-one preschool children and divided them into the experimental group (n = 36) and the control group (n = 35). The experimental group kept a 12-week pom cheerleading training, and the exercises of the control group remained normal. Children’s physical fitness and executive function were tested, in one week before and after the experiment, respectively. Results of repeated measurements analysis of variance and structural equation model test showed: (1) after 12-week pom cheerleading training, in terms of physical fitness, the experimental group has a significant improvement over the control group on agility and speed; in terms of executive function, the inhibitory control and working memory of the experimental group were significantly enhanced over the control group. (2) Speed quality plays a partial mediating role between pom cheerleading training and inhibitory control; agility plays a major mediating role between pom cheerleading training and working memory. It is concluded that physical exercise can directly improve preschool children’s executive function, and indirectly enhance executive function mediated by physical fitness. Furthermore, structured and systematic physical education should be adopted for preschool children to cultivate their interest in sports and enhance their cognition.

Executive Function consists of self-regulation processes which underlie our ability to plan, coordinate, and complete goal-directed actions in our daily lives. While attention is widely considered to be central to the emergence and development of executive function during early childhood, it is not clear if it is integral or separable from other executive function processes. Previous studies have not addressed this question satisfactorily because executive function and attention are multidimensional constructs, but they are often studied without differentiating the specific processes that are tested. Moreover, some studies consist of only one task per process, making it difficult to ascertain if the pattern of results is attributable to different processes or more simply to task variance. The main aim of this study was to more fully investigate how attention factored into the underlying structure of executive function in preschool children. Preschool children (n = 137) completed a battery of tasks which included executive function (i.e., response inhibition, working memory) and attentional control (i.e., sustained attention, selective attention) processes; there were two tasks per process. Confirmatory factor analyses (CFA) were conducted to test which of three models fit the data best: (1) a unitary one-factor model with attention loading onto the same factor as other executive function processes, (2) a two-factor model with attention loading onto a separate factor than other executive function processes, or (3) a three-factor model with attention, response inhibition, and working memory as separate factors. Fit indices and model comparisons indicated that the two-factor model fit the data best, suggesting that attentional control and executive function were related, but separable. Although this study is not the first to advocate for a two-factor model during the preschool years, it is the first to suggest that the two factors are attentional control and executive function, not working memory and response inhibition. One important implication of these findings is that a complete assessment of executive function during the preschool years necessitates measuring not only response inhibition and working memory, but attentional control as well.

This study investigates the relationships between distinct bioecological profiles of individual, familial, and educational characteristics of preschool children and their school adjustment, academic performance, and executive function in first grade. Data on 11 indicators of personal and environmental characteristics were collected from 1,016 five-year-old Korean preschoolers using a national-level open dataset. Latent profile analysis identified five profiles that were associated with different levels of school adjustment, academic performance, and executive function one year later when the preschoolers became first graders. The “Good Social Competence by Good Familial Environment” profile was the most associated with levels of school adjustment, academic performance, and executive function. The “Good Social Competence by Good Educational Environment” profile was more associated with levels of school adjustment and executive function than the “Moderate” profile but less associated with these levels than the “Good Social Competence by Good Familial Environment” profile. Findings indicate that the environment, rather than individual characteristics of preschoolers, plays a more significant role in their elementary school adjustment, academic performance, and executive function, and that their familial environment plays a more significant role than their educational environment. The study highlights the importance of creating supportive familial environments for preschool children to improve their school adjustment, academic performance, and executive function in elementary school, and provides a useful guide for practitioners and policymakers seeking to improve children’s academic and socioemotional outcomes.

ObjectiveAerobic exercise (AE) interventions are beginning to be used as an emerging adjunctive treatment modality in the treatment of children with Attention Deficit Hyperactivity Disorder (ADHD). However, to date, there is no substantial evidence to support the improved effects of aerobic exercise intervention in children with ADHD aged 6–12 years. This study aims to investigate the effect of aerobic exercise therapy on executive function in children with attention deficit hyperactivity disorder aged 6–12 years.MethodWe conducted a systematic review and meta-analysis using PubMed and Web of Science. The cut-off date was June 1, 2023. The aim was to assess the impact of aerobic exercise interventions on children with ADHD and all randomized controlled trials eligible for aerobic exercise interventions for children with ADHD were included. Nine randomized controlled trials were screened for eligibility for systematic evaluation, and the nine studies were assessed for risk of bias using the PEDro score and the GRADE Quality of Evidence Evaluation System for quality grading of outcome indicators. After testing for heterogeneity, a random-effects model was selected for analysis. Finally, meta-analyses and regression analyses were performed on the core functions (inhibitory control, cognitive flexibility, and working memory) and subgroups of the nine studies on executive function using Revman 5.4 and Stata 16.0.ResultsThe risk of bias evaluation showed a mean PEDro score of 7.78, and of the nine studies, two were rated as having excellent methodological quality, while the remaining seven had a good level of evidence, and the GRADE evidence evaluation showed that the outcome indicators were all of moderate quality. Inhibitory control [SMD = 0.83,95% CI (0.37–1.29), Z = 3.51, p = 0.0005], cognitive flexibility [SMD = 0.65,95% CI (0.37–0.93), Z = 4.58, p

BackgroundCarbohydrates are often used as boosters for endurance and high-intensity exercise. However, it is unclear whether carbohydrate drinks intake before or during exercise can affect specific domains of cognitive function, such as Executive Function (EF).MethodsFollowing the guidance of PRISMA 2020, we searched six major databases including PubMed, WOS, SPORTDiscus, Cochrane, Embase, and Scopus. Outcomes were presented in the form of Reaction Time (RT), Accuracy (ACC), and Scores (Score) for performing EF tests. Effect sizes were calculated from the test results of EF and expressed as standardized mean differences (SMDs). After analyzing the overall results, we performed subgroup analyses based on the athletes’ program characteristics.ResultsAfter retrieving a total of 5,355 articles, ten randomized controlled trials (RCTs) were identified and included in this review. The overall results showed that the intake of carbohydrate drinks before or during exercise did not have a significant effect on the reduction of EF after exercise (ACC (−0.05 [−0.27, 0.18]); RT (−0.18 [−0.45, 0.09]); Score (0.24 [−0.20, 0.68])). The subgroup analyses based on open skill sports and close skill sports also showed invalid results, but the results of RT ended up with different preference (ACC of open skill sports athletes (−0.10 [−0.34, 0.14]); RT of open skill athletes (−0.27 [−0.60, 0.07]); RT of close skill athletes (0.29 [−0.24, 0.82])).ConclusionThe intake of 6–12% of single or mixed carbohydrates before or during exercise was not significantly effective in reducing the decline in EF after exercise. Our findings may have been influenced by the type of intervention, dose, mode of administration, or individual variability of the included subjects.

Executive function (EF) and receptive language ability play an important role in the relationship between household chaos and social withdrawal. Young children are neglected in household chaos research and suffer from the negative outcomes of households in China. However, few studies have focused on the relationship between household chaos and social withdrawal in young Chinese children and the chain mediating effect of EF and receptive language ability. This study included 922 preschool-age children (62.58 ± 8.03 months) and their primary caregivers and their teachers were recruited from 21 rural preschools in Guangdong Province in China. Our results show a positive direct effect of household chaos and social withdrawal. Furthermore, an indirect sequential effect of household chaos and social withdrawal on EF and receptive language ability was found. Our findings (a) highlight the significance of paying more attention to household chaos and revealing a better understanding of the effect of EF and receptive language ability on households at an early age and (b) indicate that interventions should be provided to improve the home environment when children are young.

Early executive functioning is a crucial precursor to the future cognitive and behavioral development of children. Given that the mother is typically the child’s primary caregiver, her maternal behavior may be an important factor that either facilitates or hinders the child’s cognitive development, especially if the mother suffers from depression. It is important to analyze these effects, taking into consideration the mother’s birth experience. This study focuses on assessing the child’s executive functions, the mother’s concomitant depression and her birth experience, including the mode of delivery. The results obtained have shown no significant relationship between the executive function performance and the mother’s concomitant depression. However, significant relationships have been found between the child’s executive function performance and complications during the mother’s pregnancy, birth and mode of delivery. The regression analysis shows that cesarean birth reduces the child’s overall executive function performance by 1 point, while the data of the moderation analysis including the mode of delivery and mother’s depression are not statistically significant. The total executive performance score is largely related to the mother’s educational level. The mother’s perinatal depression may have a stronger adverse effect on the child’s development than her concomitant depression. A higher level of the mother’s education may be a protective factor that could potentially offset the cesarean birth effect.

Introduction: All the basic theories of committed relationships refer to the availability of attractive alternatives as a negative factor that undermines the commitment and survival of the relationshipObjective: The present study aimed to compare adaptive motivation and cognitive activism within individuals with and without the temptation to engage in a relationship with an attractive alternative. Methods: The study population consisted of the married men and women in Mashhad among which 200 individuals were selected as the study participants via convenient sampling procedure who responded to the temptation and likelihood of infidelity questionnaires. Out of 200 participants, 40 individuals were selected via purposive sampling (10 males and 10 females with high rate of temptation as well as 10 females and 10 males with low rate of temptation) who were required to respond to other research questionnaires of the study. Findings: A significant difference was detected between the two study groups (high temptation to infidelity vs. low temptation to infidelity).There was a significant difference in the average scores of adaptive motivation (p

Youth depression is often associated with impairments in cognitive function, especially in executive function. This study examines the effect of an 8-session-long mindfulness training that can improve executive function in youth with depression. Sixty youths (age range 15–27 years) with depression were selected as participants and were randomized into a mindfulness training group (MTG) and a waitlist-control group (WCG). The MTG received an 8-week mindfulness training while the WCG received no intervention. Both groups performed the Stroop, N-back, and More-odd shifting tasks at baseline and after eight weeks to examine inhibitory control, working memory, and cognitive flexibility of executive function, respectively. The results showed that mindfulness training significantly reduced the Stroop effect size for MTG (p

The global proliferation of video games, particularly among children, has led to growing concerns about the potential impact on children’s social development. Executive function is a cognitive ability that plays a crucial role in children’s social development, but a child’s age constrains its development. To examine the association between video game engagement and children’s social development while considering the mediating role of executive function and the moderating role of age, a questionnaire was distributed to a sample of 431 parents. The results revealed a negative relation between video game engagement and social development in children, with executive function found to mediate this relation fully. Additionally, the negative association between video game engagement and executive function became more pronounced as children grew older. In light of these findings, it is advisable to adopt proactive strategies to limit excessive video game use, consider the developmental characteristics of children at different ages, and prioritize the promotion of executive function to facilitate social development among children.

IntroductionThe first year of the COVID-19 pandemic presented a series of stressors that could relate to psychological difficulties in children and adolescents. Executive functioning (EF) supports goal achievement and is associated with life success, and better outcomes following early life adversity. EF is also strongly related to processing speed, another predictor of life outcomes.MethodsThis longitudinal study examined 149 youths’ pre-pandemic EF and processing speed abilities as predictors of self-reported emotional, cognitive, and social experiences during the first year of the COVID-19 pandemic. EF and processing speed were measured with a total of 11 behavioral tasks. The COVID-era data was collected during two timepoints, during early (May-July 2020) and mid- (January-March of 2021) pandemic.ResultsBetter pre-pandemic EF skills and processing speed abilities predicted more mid-COVID-19 pandemic emotional and cognitive difficulties. On the other hand, better switching (a subcomponent of EF) and processing speed abilities predicted more mid-pandemic social interactions. EF and processing speed abilities did not relate to the well-being reports from the initial months of the pandemic. Our EF - but not processing speed - results were largely maintained when controlling for pre-pandemic mental health burden, socioeconomic status (SES), and gender.DiscussionBetter cognitive abilities may have contributed to worse mid-pandemic functioning by supporting the meta-cognition needed for attending to the chaotic and ever-changing pandemic news and advice, leading to higher stress-induced worry and rumination. Our study highlights a potential downside of higher EF – often largely viewed as a protective factor - in youth.

Abstract Background This study aims to present and discuss the psychometric properties of executive functions, which were measured using the TDI-FE instrument. The analysis encompasses its internal structure, potential sensitivity to fatigue factors, relationships with external criteria, and diagnostic accuracy. Methods The study sample comprised 382 students from Brazil, aged 6–8 years. Child development variables were screened using the TDI-FE and gold standard tests (Cancellation Attention and Trail Making Tests). The proposed scale comprised four activities: a test with fruit images with three tasks, and one memory game. Results The one-factor model of EF of the TDI-FE failed to fit to the data. However, fit substantially improved once a latent fatigue factor was controlled in the model. The latent factor of EF assessed by the TDI-FE tasks was coherently associated with a series of external variables, including two popular collateral measures of EF. The diagnostic accuracy was reasonable, and a cut-off of 37 points produced 70% of sensitivity and 60% of specificity. Conclusion Results indicated that the TDI-FE demonstrated sound psychometric properties and diagnostic accuracy, then consisting of an efficient alternative for the assessment of EFs in early childhood education. The study also proved the need to control for response biases such as fatigue in the latent variable models of EF. The TDI-FE is notable because of its low cost and easy application, and it might fulfill a need for instruments for individuals from different contexts at this stage of development in Brazil.

The influence of bilingual education and experience on an individual’s information-processing ability has recently been a hot issue in international studies. Previous studies have found that bilingual experience affects executive function, but the results remain controversial. Executive function refers to the conscious control of purposeful behavior. It is responsible for processing high-level action controls, including such sub-functions as inhibitory control, cognitive switching, and working memory updating. Emotion, as an essential factor in daily life, also has a complex interaction with executive function. This paper explores whether the bilingual cognitive advantage effect can continue in the more complex conditions of emotional interference. To investigate the specific electrophysiological characteristics of the participants at different stages of cognitive processing, we used a combination of the behavioral and ERP experiments in which the positive, neutral, and negative emotional stimuli were selected as emotional interference conditions and the emotional Simon paradigm, the cognitive switching of emotion paradigm, and the emotional N-back paradigm was adopted. The results show that the main effect of the N1 component amplitude is significant. Specifically, the amplitude of the N1 component in the proficient bilinguals is significantly smaller than that of the non-proficient bilinguals, while the main effects of other component groups are not significant, indicating that under the condition of emotional interference, the influence of bilingual experience on executive function only exists in the early attention stage and that the bilingual experience can improve the individual’s attentional control and speed up attention processing in the early attention stage.