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Background: Les personnes âgées souffrant de dysfonctions exécutives pourraient avoir un risqué de chute accru, mais les études prospectives avec un suivi prolongé sont rares. Cette étude visait à investiguer l’association entre a) la présence d’une dysfonction exécutive au baseline; b) un déclin des performances exécutives durant un suivi de 6 ans; et la survenue de chutes au suivi 6 ans plus tard. Méthode: Les participants inclus étaient 906 personnes vivant dans la communauté, âgées de 65 à 69 ans lors de leur enrôlement dans la cohorte Lausanne 65+ (Lc65+). Les fonctions exécutives ont été évaluées au baseline et 6 ans plus tardpar les tests de l’horloge (CDT), de fluence verbale (VF), Trail Making Test (TMT) A et B, et TMT ratio (TMT-B – TMT-A/TMT-A). Un déclin des performances exécutives à 6 ans a été défini comme un changement atteignant le seuil de signification clinique défini pour chaque test. Les données de chute ont été récoltées prospectivement à 6 ans à l’aide de calendrier mensuels durant un suivi de 12 mois. Résultats: Au cours de ce suivi des chutes durant 12 mois, 13.0% des participants ont rapporté une chute unique bénigne, et 20.2% une chute sérieuse (définie comme des chutes multiples ou avec blessures). En analyse multivariée, les participants ayant de moins bonne performance au TMT-B (adjusted Relative Risk Ratio, adjRRRTMT-B worst quintile=0.38, 95%CI:0.19- 0.75, p=.006) et un moins bon TMT ratio (adjRRRTMT ratio worst quintile =0.31, 95%CI:0.15-0.64, p=.001) ont moins souvent rapporté une chute bénigne, alors qu’aucune association n’a été observée avec les chutes sérieuses. Une analyse de sous-groupe parmi les chuteurs a observé que les participants avec de moins bonne performance au TMT-B (OR:1.86, 95%CI=0.98-3.53, p=.059) et moins bon TMT ratio (OR:1.84, 95%CI=0.98-3.43, p=.057) avaient tendance à rapporter plus fréquemment des chutes sérieuses. Aucune association n’a été observée entre déclin des performances exécutives au cours des 6 ans

Parenting sets up the characteristics of the environment in which development takes place, making it a major predictor of most developmental outcomes, including academic skills. Much research has demonstrated that parenting behaviors influence math performance, however, the mechanisms and conditions under which this association takes place remain unclear. My thesis project assessed how child executive functions (EFs) influence the effects of middle childhood parenting on adolescents’ math skills. 77 mother-child dyads from Blacksburg contributed data in two different occasions: during the first visit (child age=9), maternal parenting behaviors (supportive and non-supportive), and child EF were assessed via questionnaires, behavioral coding, and a battery of EF tasks; during the second visit (child age=14), children’s math skills were assessed using a standardized test of achievement. Regression analyses revealed a direct effect of a composite measure of non-supportive parenting during middle childhood on adolescents’ math performance. Furthermore, EF did not mediate or moderate the effect of parenting on math skills, when using composite measures of parenting. However, when the parenting behaviors were assessed individually, maternal facilitation of attention, maternal expressive encouragement, and maternal minimizing reactions had indirect effects on adolescents’ math skills via EFs; specifically, working memory and inhibitory control were significant mediators. Furthermore, child cognitive flexibility moderated the effect of maternal distress reactions on adolescents’ math skills, but only when the levels of cognitive flexibility are considerably low.

Developmental dyslexia (DD) and attention-deficit/hyperactivity disorder (ADHD) are two of the most common neurodevelopmental disorders among school-age children. These disorders frequently co-occur, with up to 40-50% of children with one diagnosis meeting criteria for the other, and similar percentages of children with either DD or ADHD exhibiting impaired executive functions (EF). Although both ADHD and EF deficits are common in dyslexia, there is little evidence about how ADHD and EF deficits specifically influence the brain basis of reading difficulty in dyslexia, and whether the influences of ADHD and EF on dyslexia can be disentangled. The goal of the current study was to investigate, at both behavioral and brain levels, whether reading performance in individuals with dyslexia is more strongly associated with EF or with diagnostic status of comorbid ADHD. We examined reading abilities and EF in children (8-13 years old) with typical reading ability, DD only, or both DD + ADHD. Across both groups with dyslexia, impaired EF was associated with greater impairment on measures loading onto a reading fluency, but not a reading accuracy, factor. There were no significant differences between the DD and DD + ADHD groups on measures of reading fluency or reading accuracy. During functional magnetic resonance imaging (fMRI) while performing a rhyme-matching reading task requiring phonological awareness, typically developing readers showed greater left-hemisphere reading network activation than children with DD or DD + ADHD. Children with DD and DD + ADHD did not show differential activation, but DD children with unimpaired EF showed greater activation than those with impaired EF in reading-related areas. Thus, ADHD status alone had no measurable influence on reading performance or brain activation. Impaired EF in dyslexia, independent of ADHD status, was associated with greater deficits in reading fluency and greater reductions of activation in response to print in the t

The present study therefore aims to examine trait and state anxiety, sleep habits and executive functioning during 1 year and a half of the COVID-19 pandemic in children and adolescents through the lens of parents. Assessments were conducted at three different times: April 2020 (T1), October 2020 (T2) and October 2021 (T3). The main sample included 953 children and adolescents aged 6 to 18 years, and scales were used to assess anxiety (STAIC), sleep habits (BEARS) and executive functioning (BRIEF-2). The results showed that 6 months after the outbreak of the pandemic, state and trait anxiety, sleep disturbances and executive dysfunctions increased significantly. One and a half year later, trait anxiety and sleep disturbances have been maintained, while state anxiety and executive dysfunction have decreased their scores obtaining scores similar to those of April 2020. In conclusion, there has been a further decrease in children and adolescents’ mental health since the beginning of the pandemic, and it seems to remain at the present time, such as trait anxiety as a part of the personality.

Highlights • Hyperglycaemia, in rodents, is consistently associated with cognitive impairments. • The strength of this association is supported by the heterogeneity of the studies. • The study of the role of insulin on cognition is mainly limited to spatial memory. • Preclinical studies on the role of insulin signalling on cognition are male biased. Abstract Beside its involvement in somatic dysfunctions, altered insulin signalling constitutes a risk factor for the development of mental disorders like Alzheimer’s disease and obsessive-compulsive disorder. While insulin-related somatic and mental disorders are often comorbid, the fundamental mechanisms underlying this association are still elusive. Studies conducted in rodent models appear well suited to help decipher these mechanisms. Specifically, these models are apt to prospective studies in which causative mechanisms can be manipulated via multiple tools (e.g., genetically engineered models and environmental interventions), and experimentally dissociated to control for potential confounding factors. Here, we provide a narrative synthesis of preclinical studies investigating the association between hyperglycaemia – as a proxy of insulin-related metabolic dysfunctions – and impairments in working and spatial memory, and attention. Ultimately, this review will advance our knowledge on the role of glucose metabolism in the comorbidity between somatic and mental illnesses.

Beside its involvement in somatic dysfunctions, altered insulin signalling constitutes a risk factor for the development of mental disorders like Alzheimer’s disease and obsessive-compulsive disorder. While insulin-related somatic and mental disorders are often comorbid, the fundamental mechanisms underlying this association are still elusive. Studies conducted in rodent models appear well suited to help decipher these mechanisms. Specifically, these models are apt to prospective studies in which causative mechanisms can be manipulated via multiple tools (e.g., genetically engineered models and environmental interventions), and experimentally dissociated to control for potential confounding factors. Here, we provide a narrative synthesis of preclinical studies investigating the association between hyperglycaemia – as a proxy of insulin-related metabolic dysfunctions – and impairments in working and spatial memory, and attention. Ultimately, this review will advance our knowledge on the role of glucose metabolism in the comorbidity between somatic and mental illnesses.

Anak dengan hambatan autis secara umum ditandai dengan adanya gangguan pada tiga aspek yaitu komunikasi interaksi dan perilaku. Selain itu anak autis juga mengalami gagguan pada bagian executive function terutama pada aspek fleksibilitasnya. Kemampuan executive function ini dapat mempengaruhi cara individu dalam mengambil keputusan memecahkan masalah membuat suatu perencanaan dan dalam melakukan suatu aktivitas. Oleh karena itu diperlukan intervensi yang cepat dan tepat karena hal tersebut dapat mempengaruhi kehidupan anak autis dalam melakukan kegiatan sehari-hari. Penelitian ini bertujuan untuk mendeskripsikan kemampuan executive function (fleksibilitas) anak autis sebelum diberikannya intervensi berupa implementasi metode TEACCH mendeskripsikan kemampuan executive function (fleksibilitas) anak autis saat diberikan intervensi berupa implementasi metode TEACCH dan setelah dilakukan implementasi metode TEACCH. Penelitian ini menggunakan metode eksperimen dengan jenis Single Subjek Research (SSR) dan menggunakan desain A-B-A yang bertujuan untuk mengetahui besarnya pengaruh dari perlakuan yang diberikan secara berulang terhadap perilaku yang ingin dirubah dalam waktu tertentu. Penelitian ini memperoleh hasil bahwa sebelum diberikan intervensi kemampuan executive function (fleksibilitas) anak autis sangat rendah seperti mengamuk menangis melempar benda yang ada disekitarnya dan agresif pada orang disekitarnya dengan durasi lebih dari lima menit. Saat diberikan intervensi kemampuan executive function (fleksibilitas) anak autis meningkat perilaku tantrum dan agresif muncul dengan durasi kurang dari lima menit dan setelah diberikan intervensi kemampuan executive function (fleksibilitas) anak autis sedikit menurun namun tidak signifikan. Kesimpulan dalam penelitian ini adalah penggunaan intervensi berupa metode TEACCH berpengaruh pada kemampuan executive function (fleksibilitas) anak autis apabila dalam penerapannya dikombinasikan dengan strategi atau teknik modifikasi pe

Previous studies have reported perceptual advantages, such as when discriminating non-native linguistic or musical pitch differences, among first year infants growing up in bilingual over monolingual environments. It is unclear whether such effects should be attributed to bilinguals’ enhanced perceptual sensitivity and/or cognitive abilities, and whether such effects would extend to adulthood. Twenty-four Dutch, 24 Dutch simultaneous bilingual (DSB), and 24 Chinese Mandarin speakers were examined by three sets of tasks assessing their linguistic pitch and music perception, executive function, as well as interactions across these modalities. Results showed degrees of advantages for DSB and Chinese participants’ over their Dutch peers in lexical tone discrimination and pitch-related music tasks. In tasks related to executive function, no difference was observed between DSB and Dutch participants, while Chinese participants’ performances were modulated by cognitive interference of language processing. Findings suggest that listeners’ enhanced sensitivity to linguistic and musical pitch may stem from acoustic (DSB) and experience (Chinese) rather than cognitive factors. Moreover, Dutch participants showed robust correlations between their linguistic and musical pitch perception, followed by limited correlations in DSB, and virtually no correlation among Chinese participants, illustrating how distinct language experiences can lead to specific pitch perception patterns between language and music.

Producción Científica, Objective Many university students have difficulties in adapting to autonomous learning due to execu- tive functioning deficits. In the Spanish university context, there is a lack of reliable validated instruments for the evaluation of executive functioning. In this sense, the aim of this research is to present the process of adaptation and validation of the Amsterdam Executive Function Inventory (AEFI) for the evaluation of executive functioning in the Spanish context. Methods This study integrates two sequential processes: questionnaire translation and back-transla- tion, and evaluation of the psychometric properties (exploratory and confirmatory factor analysis were conducted), reliability, validity and multigroup analysis to identify factorial invariance. An online questionnaire was used for data collection and R package lavaan soft- ware was administered to a sample of 519 first-year university students (270 females and 249 males). Results The exploratory factor analysis evidenced an interna structure of three factors with adequate internal consistency (Cronbach’s alpha higher than 0.70), endorsed in the confirmatory fac- tor analysis that indicated an adequate goodness-of-fit-indexes for the model. The composite reliability showed values between 0.74 and 0.82, and the convergent (average variance extracted values ranged from 0.50 to 0.61) and discriminant validity were adequate. A multi- group-analysis showed the invariance factorial through the difference in the RMSEA, CFI and TLI index, performed both in the model comparison according to gender and academic disciplines.

Purpose: Executive dysfunction is common in persons with severe aphasia. Assessing these functions in this population is challenging. Informant ratings, such as the BRIEF-A, might be a useful alternative to neuropsychological tests. However, research has shown weak relationships between tests and ratings. The aim of this study was to understand how significant others of people with severe aphasia interpret and respond to questions about executive function in the informant report version of BRIEF-A. Methods: Eleven significant others were interviewed about a subset of the BRIEF-A items, using cognitive interviewing. Interviews were subjected to thematic analysis. Results: There was variation in the interpretation of the items of BRIEF-A which frequently corrupted theitems’ relation to what it was intended to measure. Further, informants wavered between considering the person with aphasias’ ability or actual performance and many had lowered their expectations. The language problems caused by the aphasia affected the validity of some items. Conclusions: The quantitative results of BRIEF-A informant ratings should be interpreted with caution, since it is unclear to what extent the responses represent executive function. The use of informant ratings does not solve the problem with aphasia being a confounding factor in assessment of executive function. IMPLICATIONS FOR REHABILITATION Assessing executive function in people with severe aphasia is important but challenging. Quantitative results of informant ratings of executive function, such as BRIEF-A, in this population should be interpreted with caution, since it is unclear to what extent the ratings represent executive function. Using informant ratings does not solve the problem of the aphasia being a confounding factor, since the aphasia impacts on the validity of some of the items.

Purpose: Executive dysfunction is common in persons with severe aphasia. Assessing these functions in this population is challenging. Informant ratings, such as the BRIEF-A, might be a useful alternative to neuropsychological tests. However, research has shown weak relationships between tests and ratings. The aim of this study was to understand how significant others of people with severe aphasia interpret and respond to questions about executive function in the informant report version of BRIEF-A. Methods: Eleven significant others were interviewed about a subset of the BRIEF-A items, using cognitive interviewing. Interviews were subjected to thematic analysis. Results: There was variation in the interpretation of the items of BRIEF-A which frequently corrupted theitems’ relation to what it was intended to measure. Further, informants wavered between considering the person with aphasias’ ability or actual performance and many had lowered their expectations. The language problems caused by the aphasia affected the validity of some items. Conclusions: The quantitative results of BRIEF-A informant ratings should be interpreted with caution, since it is unclear to what extent the responses represent executive function. The use of informant ratings does not solve the problem with aphasia being a confounding factor in assessment of executive function. IMPLICATIONS FOR REHABILITATION Assessing executive function in people with severe aphasia is important but challenging. Quantitative results of informant ratings of executive function, such as BRIEF-A, in this population should be interpreted with caution, since it is unclear to what extent the ratings represent executive function. Using informant ratings does not solve the problem of the aphasia being a confounding factor, since the aphasia impacts on the validity of some of the items.

Purpose: Executive dysfunction is common in persons with severe aphasia. Assessing these functions in this population is challenging. Informant ratings, such as the BRIEF-A, might be a useful alternative to neuropsychological tests. However, research has shown weak relationships between tests and ratings. The aim of this study was to understand how significant others of people with severe aphasia interpret and respond to questions about executive function in the informant report version of BRIEF-A. Methods: Eleven significant others were interviewed about a subset of the BRIEF-A items, using cognitive interviewing. Interviews were subjected to thematic analysis. Results: There was variation in the interpretation of the items of BRIEF-A which frequently corrupted theitems’ relation to what it was intended to measure. Further, informants wavered between considering the person with aphasias’ ability or actual performance and many had lowered their expectations. The language problems caused by the aphasia affected the validity of some items. Conclusions: The quantitative results of BRIEF-A informant ratings should be interpreted with caution, since it is unclear to what extent the responses represent executive function. The use of informant ratings does not solve the problem with aphasia being a confounding factor in assessment of executive function. IMPLICATIONS FOR REHABILITATION Assessing executive function in people with severe aphasia is important but challenging. Quantitative results of informant ratings of executive function, such as BRIEF-A, in this population should be interpreted with caution, since it is unclear to what extent the ratings represent executive function. Using informant ratings does not solve the problem of the aphasia being a confounding factor, since the aphasia impacts on the validity of some of the items.

Prolonged uninterrupted sitting and a typical Western meal, high in fat and refined sugar, can additively impair cognitive and cerebrovascular functions. However, it is unknown whether interrupting these behaviours, with a simple desk-based activity, can attenuate the impairment. The aim of this study was to determine whether regular leg fidgeting can off-set the detrimental effects of prolonged sitting following the consumption of a typical Western meal, on executive and cerebrovascular function. Using a randomized cross-over design, 13 healthy males consumed a Western meal and completed 180-min of prolonged sitting with leg fidgeting of 1 min on/4 min off (intervention [INT]) and without (control [CON]). Cognitive function was assessed pre and post sitting using the Trail Maker Test (TMT) parts A and B. Common carotid artery (CCA) blood flow, as an index of brain flow, was measured pre and post, and cerebral (FP1) perfusion was measured continuously. For TMT B the CON trial significantly increased (worsened) completion time (mean difference [MD] = 5.2 s, d = 0.38), the number of errors (MD = 3.33, d = 0.68) and cognitive fatigue (MD = 0.73, d = 0.92). Compared to CON, the INT trial significantly improved completion time (MD = 2.3 s, d = 0.97), and prevented declines in cognitive fatigue and a reduction in the number of errors. No significant changes in cerebral perfusion or CCA blood flow were found. Leg fidgeting for 1-min on/4-min off following a meal high in fats and refined sugars attenuated the impairment in executive function. This attenuation in executive function may not be caused by alterations in CCA blood flow or cerebral perfusion.

Background Executive function is a concept for higher-order cognitive functions, which have the role of controller and modulator of cognitive abilities. The consensus in the literature is that people with an intellectual disability perform significantly lower on executive function tasks than groups matched on chronological age. The comparison with groups matched on mental age is less clear. Therefore, the objective of this meta-analysis was to investigate to what extent executive function is impaired in people with intellectual disability compared with a typically developing control group matched on mental age. It was also investigated if the executive function component and intellectual disability aetiology moderated the effect. Methods Eligibility criteria were participants with intellectual disability (IQ <= 75) without a dual diagnosis; a comparison group matched on mental age; executive function outcome reported in a group comparison study design with n >= 10. Working memory tasks and ratings of executive function were not included. The literature search yielded 6637 potentially interesting articles. Twenty-six studies (with 99 effect sizes) including 1395 participants were included in the quantitative synthesis. Results A multilevel random-effects meta-analysis found that people with intellectual disability performed statistically significantly lower than the mental age-matched group on the executive function tasks, g = -0.34, 95% confidence interval = [-0.53, -0.16]. However, the heterogeneity between effect sizes was large. The intellectual disability aetiology moderator was significant, but it only reduced the heterogeneity marginally. Conclusion The overall conclusion is that individuals with an intellectual disability have more problems with executive function tasks than mental age-matched controls. Limitations are the large unexplained variance and the remarkably high number (69) of different tests that were used, which make more detailed conclusions pro

Fine motor skills and executive function are two examples of domain-general skills. Both are correlates of arithmetic and reading ability, and have been identified as predictors of school readiness. Little research has simultaneously assessed the influence of both these skills as predictors of academic abilities. Current evidence suggests their role as predictors lessens once children enter school. Importantly this limited research often disregards the role of well-established domain-specific predictors. In this large-scale longitudinal study (N = 569) we evaluate the role of fine motor skills, executive function, and domain-specific skills at 5-years as predictors of arithmetic and reading skills at 6-years. Fine motor skills and executive function at school entry correlate strongly with each other, with the longitudinal association between fine motor skills and performance in reading and arithmetic completely accounted for by variance shared with executive function skills. However, neither executive function nor fine motor skills account for variance in reading or arithmetic after controlling for more proximal predictors of these skills. If either fine motor or executive function skills promote learning in school, it seems their effects on reading and arithmetic development may be mediated by more proximal skills. From an applied perspective, this study casts doubt on the usefulness of motor skills as a target for intervention to support academic performance, at least after school entry. It also highlights the need to examine more closely the relations between domain-general and domain-specific skills in early development.

Prolonged uninterrupted sitting and a typical Western meal, high in fat and refined sugar, can additively impair cognitive and cerebrovascular functions. However, it is unknown whether interrupting these behaviours, with a simple desk-based activity, can attenuate the impairment. The aim of this study was to determine whether regular leg fidgeting can off-set the detrimental effects of prolonged sitting following the consumption of a typical Western meal, on executive and cerebrovascular function. Using a randomized cross-over design, 13 healthy males consumed a Western meal and completed 180-min of prolonged sitting with leg fidgeting of 1 min on/4 min off (intervention [INT]) and without (control [CON]). Cognitive function was assessed pre and post sitting using the Trail Maker Test (TMT) parts A and B. Common carotid artery (CCA) blood flow, as an index of brain flow, was measured pre and post, and cerebral (FP1) perfusion was measured continuously. For TMT B the CON trial significantly increased (worsened) completion time (mean difference [MD] = 5.2 s, d = 0.38), the number of errors (MD = 3.33, d = 0.68) and cognitive fatigue (MD = 0.73, d = 0.92). Compared to CON, the INT trial significantly improved completion time (MD = 2.3 s, d = 0.97), and prevented declines in cognitive fatigue and a reduction in the number of errors. No significant changes in cerebral perfusion or CCA blood flow were found. Leg fidgeting for 1-min on/4-min off following a meal high in fats and refined sugars attenuated the impairment in executive function. This attenuation in executive function may not be caused by alterations in CCA blood flow or cerebral perfusion.

Executive function (EF) underlies self-control deficits in alcohol use disorder (AUD) and traumatic brain injury (TBI). Cognitive training is a promising adjunctive treatment targeting TBI- and AUD- related cognitive dysfunction. However, major limitations related to compliance and generalizability in the field of cognitive training exist. Physical activity is associated with enhanced cognitive performance across several executive functions and may enhance the benefits of cognitive training. Virtual reality provides multisensory embodied experiences which are likely to engage brain networks more efficiently than standard cognitive training systems, ultimately resulting in greater near- and far-transfer effects. This pilot study aimed to obtain feasibility data and a preliminary assessment of an enriched virtual reality (VR) EF training (EFT) intervention combined with exercise (NCT03786276). Using an 8-week randomized adaptive design study, 30 AUD treatment seeking U.S. Veterans completed nine sessions of exercise-only (n = 15) or gameplay control (n = 15) over 3 weeks, followed by a week-4 repeat assessment in Phase 1. Twenty-three participants completed and moved onto Phase II, where they completed up to nine sessions of VR-EFT plus exercise and completed a week-8 end-of-study assessment. Primary outcomes included feasibility to retain participants, usability, and satisfaction of using VR-EFT. Secondary and exploratory outcomes included within group assessment of change in cognitive function, alcohol use, alcohol craving, and post-concussive symptoms among the three treatment conditions.VR-EFT was feasible with moderate usability and high acceptability ratings.The most common VR-related adverse effect was motion sickness (n = 2/16, 12.5%). The VR-EFT condition was associated with significant improvement in inhibition-switching and visual scanning (both p < 0.05) during Phase II. Exercise-only was associated with significant improvements in cognitive inhibition

IntroductionIn adolescents, the relationship between alcohol-related blackouts (ARBs) and distinct cognitive changes lasting beyond intoxication is unclear. We examined ARBs as a predictor of persistent changes in the development of learning, memory, and executive function in participants from the National Consortium on Alcohol and Neurodevelopment in Adolescence (NCANDA) study.MethodsDescriptive analyses of the NCANDA sample (N = 831, 50.9% female, 12-21 years at baseline) identified ARB patterns within participants with an ARB history (n = 106). Latent growth curve modeling evaluated ARB-related performance changes on four neuropsychological measures across five years, excluding baseline data to reduce the magnitude of practice effects over time (n = 790). Measures included the Penn Conditional Exclusion Test (PCET), Penn Letter N-back Test (PLBT), Penn Facial Memory Test immediate (PFMTi), and delayed (PFMTd) recognition trials, and the Rey Complex Figure Test copy (RCFTc), immediate recall (RCFTi), and delayed recall (RCFTd) trials. Multivariate models were fit for raw accuracy scores from each measure, with ARB history (i.e., presence of past-year ARBs) as the main independent variable. Age, sex, race, socioeconomic status, assessment site, and alcohol use (i.e., past-year frequency) were included as covariates. Interaction effects between ARB history and alcohol use frequency were tested.ResultsBy year five, 16% of participants had experienced at least one ARB (59% of whom reported > 1 ARB and 57% of whom had an ARB lasting > 1 h). After controlling for demographics and alcohol use, ARB history predicted attenuated PFMTd performance growth at year one. Interaction effects between ARB history and alcohol use frequency predicted attenuated PFMTd performance growth at years one and two. ARB history predicted attenuated RCFTi and RCFTd performance growth by year four, but not PCET or PLBT performance over time. By contrast, greater past-year alcohol use pred

Prolonged uninterrupted sitting and a typical Western meal, high in fat and refined sugar, can additively impair cognitive and cerebrovascular functions. However, it is unknown whether interrupting these behaviours, with a simple desk-based activity, can attenuate the impairment. The aim of this study was to determine whether regular leg fidgeting can off-set the detrimental effects of prolonged sitting following the consumption of a typical Western meal, on executive and cerebrovascular function. Using a randomized cross-over design, 13 healthy males consumed a Western meal and completed 180-min of prolonged sitting with leg fidgeting of 1 min on/4 min off (intervention [INT]) and without (control [CON]). Cognitive function was assessed pre and post sitting using the Trail Maker Test (TMT) parts A and B. Common carotid artery (CCA) blood flow, as an index of brain flow, was measured pre and post, and cerebral (FP1) perfusion was measured continuously. For TMT B the CON trial significantly increased (worsened) completion time (mean difference [MD] = 5.2 s, d = 0.38), the number of errors (MD = 3.33, d = 0.68) and cognitive fatigue (MD = 0.73, d = 0.92). Compared to CON, the INT trial significantly improved completion time (MD = 2.3 s, d = 0.97), and prevented declines in cognitive fatigue and a reduction in the number of errors. No significant changes in cerebral perfusion or CCA blood flow were found. Leg fidgeting for 1-min on/4-min off following a meal high in fats and refined sugars attenuated the impairment in executive function. This attenuation in executive function may not be caused by alterations in CCA blood flow or cerebral perfusion.

Executive function (EF) underlies self-control deficits in alcohol use disorder (AUD) and traumatic brain injury (TBI). Cognitive training is a promising adjunctive treatment targeting TBI- and AUD- related cognitive dysfunction. However, major limitations related to compliance and generalizability in the field of cognitive training exist. Physical activity is associated with enhanced cognitive performance across several executive functions and may enhance the benefits of cognitive training. Virtual reality provides multisensory embodied experiences which are likely to engage brain networks more efficiently than standard cognitive training systems, ultimately resulting in greater near- and far-transfer effects. This pilot study aimed to obtain feasibility data and a preliminary assessment of an enriched virtual reality (VR) EF training (EFT) intervention combined with exercise (NCT03786276). Using an 8-week randomized adaptive design study, 30 AUD treatment seeking U.S. Veterans completed nine sessions of exercise-only (n = 15) or gameplay control (n = 15) over 3 weeks, followed by a week-4 repeat assessment in Phase 1. Twenty-three participants completed and moved onto Phase II, where they completed up to nine sessions of VR-EFT plus exercise and completed a week-8 end-of-study assessment. Primary outcomes included feasibility to retain participants, usability, and satisfaction of using VR-EFT. Secondary and exploratory outcomes included within group assessment of change in cognitive function, alcohol use, alcohol craving, and post-concussive symptoms among the three treatment conditions.VR-EFT was feasible with moderate usability and high acceptability ratings.The most common VR-related adverse effect was motion sickness (n = 2/16, 12.5%). The VR-EFT condition was associated with significant improvement in inhibition-switching and visual scanning (both p < 0.05) during Phase II. Exercise-only was associated with significant improvements in cognitive inhibition

IntroductionIn adolescents, the relationship between alcohol-related blackouts (ARBs) and distinct cognitive changes lasting beyond intoxication is unclear. We examined ARBs as a predictor of persistent changes in the development of learning, memory, and executive function in participants from the National Consortium on Alcohol and Neurodevelopment in Adolescence (NCANDA) study.MethodsDescriptive analyses of the NCANDA sample (N = 831, 50.9% female, 12-21 years at baseline) identified ARB patterns within participants with an ARB history (n = 106). Latent growth curve modeling evaluated ARB-related performance changes on four neuropsychological measures across five years, excluding baseline data to reduce the magnitude of practice effects over time (n = 790). Measures included the Penn Conditional Exclusion Test (PCET), Penn Letter N-back Test (PLBT), Penn Facial Memory Test immediate (PFMTi), and delayed (PFMTd) recognition trials, and the Rey Complex Figure Test copy (RCFTc), immediate recall (RCFTi), and delayed recall (RCFTd) trials. Multivariate models were fit for raw accuracy scores from each measure, with ARB history (i.e., presence of past-year ARBs) as the main independent variable. Age, sex, race, socioeconomic status, assessment site, and alcohol use (i.e., past-year frequency) were included as covariates. Interaction effects between ARB history and alcohol use frequency were tested.ResultsBy year five, 16% of participants had experienced at least one ARB (59% of whom reported > 1 ARB and 57% of whom had an ARB lasting > 1 h). After controlling for demographics and alcohol use, ARB history predicted attenuated PFMTd performance growth at year one. Interaction effects between ARB history and alcohol use frequency predicted attenuated PFMTd performance growth at years one and two. ARB history predicted attenuated RCFTi and RCFTd performance growth by year four, but not PCET or PLBT performance over time. By contrast, greater past-year alcohol use pred

Prolonged uninterrupted sitting and a typical Western meal, high in fat and refined sugar, can additively impair cognitive and cerebrovascular functions. However, it is unknown whether interrupting these behaviours, with a simple desk-based activity, can attenuate the impairment. The aim of this study was to determine whether regular leg fidgeting can off-set the detrimental effects of prolonged sitting following the consumption of a typical Western meal, on executive and cerebrovascular function. Using a randomized cross-over design, 13 healthy males consumed a Western meal and completed 180-min of prolonged sitting with leg fidgeting of 1 min on/4 min off (intervention [INT]) and without (control [CON]). Cognitive function was assessed pre and post sitting using the Trail Maker Test (TMT) parts A and B. Common carotid artery (CCA) blood flow, as an index of brain flow, was measured pre and post, and cerebral (FP1) perfusion was measured continuously. For TMT B the CON trial significantly increased (worsened) completion time (mean difference [MD] = 5.2 s, d = 0.38), the number of errors (MD = 3.33, d = 0.68) and cognitive fatigue (MD = 0.73, d = 0.92). Compared to CON, the INT trial significantly improved completion time (MD = 2.3 s, d = 0.97), and prevented declines in cognitive fatigue and a reduction in the number of errors. No significant changes in cerebral perfusion or CCA blood flow were found. Leg fidgeting for 1-min on/4-min off following a meal high in fats and refined sugars attenuated the impairment in executive function. This attenuation in executive function may not be caused by alterations in CCA blood flow or cerebral perfusion.

The popular, award-winning game Zoombinis has been around since the 90s, with an updated version launched in 2015 for new devices. Since that relaunch, research has been conducted on the effectiveness of the game and related bridging activities for the teaching and learning of computational thinking (Asbell-Clarke et al, 2021; Rowe et al, 2021b; Almeda et al, 2019). Recently, efforts have been made to design and test executive function (EF) scaffolds that surround puzzles from the game, permitting learners who may have EF challenges, such as issues with working memory, attention, and metacognition, to demonstrate their skills with computational thinking (CT), a logical approach to problem solving which can be applied to any problem, task, or system. On this poster, we present the Zoombinis scaffolds, the intent of their design, and the results of their use with teachers and students, grades 3-8, as part of a larger CT-education project.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that negatively affects the inattention, disorganization, and/or hyperactivity–impulsivity in children and adolescents who suffer from it, included cases being reported that continue into adulthood. This disorder impairs social, academic, emotional, psychological, and health system functioning due to its high cost of treatment. The present systematic review aims to analyze the effects of physical activity, exercise, and sports on the executive function in children and adolescents diagnosed with ADHD through the scientific literature. The results show that the practice of physical activity, exercise, or sport produces improvements in executive function in children and adolescents diagnosed with ADHD, mainly through aerobic exercise. A 20 min session of physical activity, sport, or exercise leads to improvements in executive functions in children and adolescents with ADHD. It can be concluded that the practice of physical activity, exercise, and sport generate improvements on executive functions in children and adolescents with ADHD, mainly through aerobic exercise.

Purpose: Executive dysfunction is common in persons with severe aphasia. Assessing these functions in this population is challenging. Informant ratings, such as the BRIEF-A, might be a useful alternative to neuropsychological tests. However, research has shown weak relationships between tests and ratings. The aim of this study was to understand how significant others of people with severe aphasia interpret and respond to questions about executive function in the informant report version of BRIEF-A. Methods: Eleven significant others were interviewed about a subset of the BRIEF-A items, using cognitive interviewing. Interviews were subjected to thematic analysis. Results: There was variation in the interpretation of the items of BRIEF-A which frequently corrupted theitems’ relation to what it was intended to measure. Further, informants wavered between considering the person with aphasias’ ability or actual performance and many had lowered their expectations. The language problems caused by the aphasia affected the validity of some items. Conclusions: The quantitative results of BRIEF-A informant ratings should be interpreted with caution, since it is unclear to what extent the responses represent executive function. The use of informant ratings does not solve the problem with aphasia being a confounding factor in assessment of executive function. IMPLICATIONS FOR REHABILITATION Assessing executive function in people with severe aphasia is important but challenging. Quantitative results of informant ratings of executive function, such as BRIEF-A, in this population should be interpreted with caution, since it is unclear to what extent the ratings represent executive function. Using informant ratings does not solve the problem of the aphasia being a confounding factor, since the aphasia impacts on the validity of some of the items.

Anak dengan hambatan autis secara umum ditandai dengan adanya gangguan pada tiga aspek yaitu komunikasi interaksi dan perilaku. Selain itu anak autis juga mengalami gagguan pada bagian executive function terutama pada aspek fleksibilitasnya. Kemampuan executive function ini dapat mempengaruhi cara individu dalam mengambil keputusan memecahkan masalah membuat suatu perencanaan dan dalam melakukan suatu aktivitas. Oleh karena itu diperlukan intervensi yang cepat dan tepat karena hal tersebut dapat mempengaruhi kehidupan anak autis dalam melakukan kegiatan sehari-hari. Penelitian ini bertujuan untuk mendeskripsikan kemampuan executive function (fleksibilitas) anak autis sebelum diberikannya intervensi berupa implementasi metode TEACCH mendeskripsikan kemampuan executive function (fleksibilitas) anak autis saat diberikan intervensi berupa implementasi metode TEACCH dan setelah dilakukan implementasi metode TEACCH. Penelitian ini menggunakan metode eksperimen dengan jenis Single Subjek Research (SSR) dan menggunakan desain A-B-A yang bertujuan untuk mengetahui besarnya pengaruh dari perlakuan yang diberikan secara berulang terhadap perilaku yang ingin dirubah dalam waktu tertentu. Penelitian ini memperoleh hasil bahwa sebelum diberikan intervensi kemampuan executive function (fleksibilitas) anak autis sangat rendah seperti mengamuk menangis melempar benda yang ada disekitarnya dan agresif pada orang disekitarnya dengan durasi lebih dari lima menit. Saat diberikan intervensi kemampuan executive function (fleksibilitas) anak autis meningkat perilaku tantrum dan agresif muncul dengan durasi kurang dari lima menit dan setelah diberikan intervensi kemampuan executive function (fleksibilitas) anak autis sedikit menurun namun tidak signifikan. Kesimpulan dalam penelitian ini adalah penggunaan intervensi berupa metode TEACCH berpengaruh pada kemampuan executive function (fleksibilitas) anak autis apabila dalam penerapannya dikombinasikan dengan strategi atau teknik modifikasi pe

Socio-emotional competence and executive function both work together to meet the demands of the everyday environment. While many studies have focused on how various domains of socio-emotional competence are predicted by, or associated with executive function, the predictive influence of socio-emotional competence on executive function has largely been ignored despite strong theoretical links. In addition, contradictory information exists with regard to the divergent validity of two subtypes of executive function: cool and hot. Using data from 4839 children participating in three data collection waves (9 months, 2 years and 4.5 year) in the Growing Up in New Zealand longitudinal study, we examined how different patterns of socio-emotional competence development during the early preschool years (persistent lows, recent low, improved and no lows) related to cool and hot executive function measured at aged 4.5 using a hand clap task and a gift wrap task, respectively. Findings showed that children with persistent lows (with no improvement) in the levels of early socio-emotional competence had increased odds of having below average cool and hot executive function at 4.5 years. However, no difference was found in the influence of socio-emotional competence on cool and hot executive function. Possible explanations for these associations between socio-emotional competence and executive function are discussed.

There is a well-documented association between developmental language disorder (DLD) and executive function (EF) deficits. These co-occurring deficits pose risks to students’ short- and long-term academic and social outcomes. In the United States, school-based speech-language pathologists (SLPs) are tasked to ensure that students with DLD are able to achieve academic success, and though EF generally lies within their scope of practice, it remains unclear the extent to which SLPs are equipped to address these deficits. This dissertation consists of three related studies, the sum of which shall provide insight into the SLPs’ services. The first of these studies, Chapter 2, offers a systematic literature review of the evidence supporting intervention for children with co-occurring deficits, as well as a synthesis of the guidance for SLPs addressing EF deficits in their services. I found a dearth of empirical studies for interventions targeting this population, though a relative abundance of practitioner papers provides a foundation of best practices for direct and indirect services. Chapter 3 presents the second study, an exploratory latent profile analysis of 167 Kindergarteners’ receptive language, expressive language, and working memory (WM), as well as follow-up analyses of variance which examine children’s average behavior ratings by profile. I identified a suitably-fitted three-profile model of language and WM, and I found that low-performing children, on average, were rated lower in social competence. Finally, Chapter 4 contains a mixed-methods analysis of school-based SLPs’ interventions for children with EF deficits. Following an explanatory sequential design, I first surveyed 350 SLPs, then followed up with eight interviews designed to explain and contextualize the survey results. I found that most SLPs support EF deficits through indirect services or embedded strategies, though fewer provide direct intervention. However, direct intervention is feasible, and

Prolonged uninterrupted sitting and a typical Western meal, high in fat and refined sugar, can additively impair cognitive and cerebrovascular functions. However, it is unknown whether interrupting these behaviours, with a simple desk-based activity, can attenuate the impairment. The aim of this study was to determine whether regular leg fidgeting can off-set the detrimental effects of prolonged sitting following the consumption of a typical Western meal, on executive and cerebrovascular function. Using a randomized cross-over design, 13 healthy males consumed a Western meal and completed 180-min of prolonged sitting with leg fidgeting of 1 min on/4 min off (intervention [INT]) and without (control [CON]). Cognitive function was assessed pre and post sitting using the Trail Maker Test (TMT) parts A and B. Common carotid artery (CCA) blood flow, as an index of brain flow, was measured pre and post, and cerebral (FP1) perfusion was measured continuously. For TMT B the CON trial significantly increased (worsened) completion time (mean difference [MD] = 5.2 s, d = 0.38), the number of errors (MD = 3.33, d = 0.68) and cognitive fatigue (MD = 0.73, d = 0.92). Compared to CON, the INT trial significantly improved completion time (MD = 2.3 s, d = 0.97), and prevented declines in cognitive fatigue and a reduction in the number of errors. No significant changes in cerebral perfusion or CCA blood flow were found. Leg fidgeting for 1-min on/4-min off following a meal high in fats and refined sugars attenuated the impairment in executive function. This attenuation in executive function may not be caused by alterations in CCA blood flow or cerebral perfusion.

Background Executive function is a concept for higher-order cognitive functions, which have the role of controller and modulator of cognitive abilities. The consensus in the literature is that people with an intellectual disability perform significantly lower on executive function tasks than groups matched on chronological age. The comparison with groups matched on mental age is less clear. Therefore, the objective of this meta-analysis was to investigate to what extent executive function is impaired in people with intellectual disability compared with a typically developing control group matched on mental age. It was also investigated if the executive function component and intellectual disability aetiology moderated the effect. Methods Eligibility criteria were participants with intellectual disability (IQ <= 75) without a dual diagnosis; a comparison group matched on mental age; executive function outcome reported in a group comparison study design with n >= 10. Working memory tasks and ratings of executive function were not included. The literature search yielded 6637 potentially interesting articles. Twenty-six studies (with 99 effect sizes) including 1395 participants were included in the quantitative synthesis. Results A multilevel random-effects meta-analysis found that people with intellectual disability performed statistically significantly lower than the mental age-matched group on the executive function tasks, g = -0.34, 95% confidence interval = [-0.53, -0.16]. However, the heterogeneity between effect sizes was large. The intellectual disability aetiology moderator was significant, but it only reduced the heterogeneity marginally. Conclusion The overall conclusion is that individuals with an intellectual disability have more problems with executive function tasks than mental age-matched controls. Limitations are the large unexplained variance and the remarkably high number (69) of different tests that were used, which make more detailed conclusions pro

This study aims to explore the role of a child’s executive function deficits in the association of positive and negative parenting styles and practices with school success at early school age. A sample consisted of 174 parents who completed the Parenting Style Questionnaire, the Parental Acceptance-Rejection Questionnaire, and the Childhood Executive Functioning Inventory. Structural equation modelling analyses revealed complete mediation of authoritarian parenting style, parental hostility/aggression and indifference/neglect on child’s low literacy and mathematics achievement by child’s executive function deficits. In contrast, the mediating role of child’s executive function deficits in the relationship between authoritative parenting style and parental warmth/affection and school success was not confirmed. The results of the study indicate that executive function deficits act as a risk factor in literacy and mathematics achievement of early school-age children whose parents express high levels of negative parenting style and practices. The study suggests that appropriate interventions would have to be focused on parent training and programmes for improving child’s executive functions., Cilj je ovoga istraživanja ispitati ulogu izvršnih funkcija djece u objašnjenju odnosa između poželjnih i nepoželjnih roditeljskih odgojnih stilova i postupaka te školskoga uspjeha djece rane osnovnoškolske dobi. Sudjelovala su 174 roditelja koja su ispunila Upitnik roditeljskoga stila, Upitnik roditeljskoga prihvaćanja/odbijanja i Inventar izvršnih funkcija djece. Rezultati strukturalnoga modeliranja pokazali su da postoji potpuna medijacija poteškoća u izvršnim funkcijama djece u objašnjenju odnosa autoritarnoga stila roditeljstva, roditeljske hostilnosti/ agresije i ravnodušnosti/zanemarivanja te školskoga uspjeha iz hrvatskoga jezika i matematike. Suprotno tomu, nije potvrđena medijacijska uloga poteškoća u izvršnim funkcijama djece u odnosu između autoritativnoga odgojnog stila i roditeljske topline/privrženosti te školskoga uspjeha djece. Rezultati ovoga istraživanja ukazuju na to da su poteškoće u izvršnim funkcijama čimbenik rizika slabijega školskog uspjeha iz hrvatskoga jezika i matematike za djecu rane osnovnoškolske dobi čiji roditelji iskazuju nepoželjne odgojne stilove i postupke. Ovo istraživanje upućuje na to da se intervencije trebaju usmjeriti na trening roditeljskih vještina i programe za uvježbavanje izvršnih funkcija djece.

We develop the few-shot continual learning task from first principles and hypothesize an evolutionary motivation and mechanism of action for executive function as a contrastive value policy which resamples and relabels perception data via hindsight summarization to minimize attended prediction error, similar to an online prompt engineering problem. This is made feasible by the use of a memory policy and a pretrained network with inductive biases for a grammar of learning and is trained to maximize evolutionary survival. We show how this model of executive function can be used to implement hypothesis testing as a stream of consciousness and may explain observations of human few-shot learning and neuroanatomy., Comment: The authors also thank MeiMei the golden retriever for insightful collaboration, in particular, sampling contrastive data on human vs. dog hindsight summarization

Penelitian ini bertujuan untuk membuktikan adanya hubungan executive function dengan academic performance pada siswa sekolah dasar. Metode penelitian yang digunakan ialah metode kuantitatif dengan teknik analisis korelasi Person Product Moment. Partisipan dalam penelitian ini terdiri dari 153 siswa Sekolah dasar. Partisipan didapatkan melalui teknik proportionate stratified random sampling. Alat ukur yang digunakan dalam penelitian ini merupakan adaptasi Executive Skill Questionnaire (ESQ) oleh Peg Dawson dan Richard Guare (2012) untuk mengukur variabel executive function, lalu menggunakan nilai rapor terakhir siswa untuk mengukur academic performance. Hasil penelitian membuktikan bahwa secara signifikan terdapat hubungan antara executive function dengan academic performance pada siswa sekolah dasar. Hasil tersebut dapat dilihat dari koefisien signifikansi yang bernilai 0.00 (p<0.05) dan nilai person correlation sebesar 0.753 yang menunjukkan tingkat korelasi variabel tergolong kuat. Jadi dapat disimpulkan bahwa executive function berkaitan dengan academic performance pada siswa sekolah dasar. Kata Kunci: Academic Performance, Executive Function, Siswa Sekolah Dasar

Penelitian ini bertujuan untuk membuktikan adanya hubungan executive function dengan academic performance pada siswa sekolah dasar. Metode penelitian yang digunakan ialah metode kuantitatif dengan teknik analisis korelasi Person Product Moment. Partisipan dalam penelitian ini terdiri dari 153 siswa Sekolah dasar. Partisipan didapatkan melalui teknik proportionate stratified random sampling. Alat ukur yang digunakan dalam penelitian ini merupakan adaptasi Executive Skill Questionnaire (ESQ) oleh Peg Dawson dan Richard Guare (2012) untuk mengukur variabel executive function, lalu menggunakan nilai rapor terakhir siswa untuk mengukur academic performance. Hasil penelitian membuktikan bahwa secara signifikan terdapat hubungan antara executive function dengan academic performance pada siswa sekolah dasar. Hasil tersebut dapat dilihat dari koefisien signifikansi yang bernilai 0.00 (p<0.05) dan nilai person correlation sebesar 0.753 yang menunjukkan tingkat korelasi variabel tergolong kuat. Jadi dapat disimpulkan bahwa executive function berkaitan dengan academic performance pada siswa sekolah dasar. Kata Kunci: Academic Performance, Executive Function, Siswa Sekolah Dasar

This study utilized a concurrent triangulation mixed method design to investigate the relationship between career adaptability and executive function impairment in a non-clinical sample of emerging adults. The study sought to determine whether impairment in executive functioning predicted career adaptability. The second aim was to explore the relationship between these constructs through phenomenological qualitative inquiry using a constructivist lens. The total sample consisted of 111 individuals between the ages of 21 and 29. Results demonstrated that low career adaptability was associated with greater executive function impairment. Regression analyses also demonstrated that executive function skills significantly predicted overall levels of career adaptability, with shifting emerging as the only statistically significant predictor. Phenomenological analysis from interviews with nine women revealed six major themes. Overall, each method yielded similar results with few contrasting findings. Implications for research and clinical practice are discussed along with recommendations for future research.

Purpose: Executive dysfunction is common in persons with severe aphasia. Assessing these functions in this population is challenging. Informant ratings, such as the BRIEF-A, might be a useful alternative to neuropsychological tests. However, research has shown weak relationships between tests and ratings. The aim of this study was to understand how significant others of people with severe aphasia interpret and respond to questions about executive function in the informant report version of BRIEF-A. Methods: Eleven significant others were interviewed about a subset of the BRIEF-A items, using cognitive interviewing. Interviews were subjected to thematic analysis. Results: There was variation in the interpretation of the items of BRIEF-A which frequently corrupted theitems’ relation to what it was intended to measure. Further, informants wavered between considering the person with aphasias’ ability or actual performance and many had lowered their expectations. The language problems caused by the aphasia affected the validity of some items. Conclusions: The quantitative results of BRIEF-A informant ratings should be interpreted with caution, since it is unclear to what extent the responses represent executive function. The use of informant ratings does not solve the problem with aphasia being a confounding factor in assessment of executive function. IMPLICATIONS FOR REHABILITATION Assessing executive function in people with severe aphasia is important but challenging. Quantitative results of informant ratings of executive function, such as BRIEF-A, in this population should be interpreted with caution, since it is unclear to what extent the ratings represent executive function. Using informant ratings does not solve the problem of the aphasia being a confounding factor, since the aphasia impacts on the validity of some of the items.

Early life exposure to per- and polyfluoroalkyl substances (PFAS) may adversely impact neurodevelopment, but epidemiological findings are inconsistent. In the Project Viva pre-birth cohort, we examined associations of prenatal and childhood PFAS plasma concentrations with parent and teacher assessments of childrens behavior problems [Strengths and Difficulties Questionnaire (SDQ)] and executive function abilities [Behavior Rating Inventory of Executive Function (BRIEF)] at age 6-10 years (sample sizes 485-933). PFAS concentrations in pregnant Project Viva mothers (in 1999-2002) and children at ages 6-10 (in 2007-10) were similar to concentrations at similar time points in women and children in the nationally representative U.S. National Health and Nutrition Examination Survey. We observed no consistent associations of prenatal PFAS concentrations with behavior or executive function. Childhood concentrations of perfluorooctanoate (PFOA), perfluorooctane sulfonate (PFOS), perfluorohexane sulfonate (PFHxS), perfluorononanoate (PFNA) and perfluorodecanoate (PFDA) were associated with higher parent-rated SDQ Total Difficulties scores (mean = 6.7, standard deviation (SD) = 4.9), suggesting greater behavioral problems (top (Q4) versus bottom (Q1) quartile PFOA: 1.5, 95% confidence interval (CI): 0.3, 2.7; PFOS: 1.4, 95% CI: 0.3, 2.5; PFHxS: 1.2, 95% CI: 0.1, 2.3; PFNA: 1.2, 95% CI: 0.1, 2.2; PFDA: 1.1, 95% CI: 0.0, 1.1); teacher-rated SDQ scores did not show associations. Higher childhood PFOS was associated with higher (indicating more problems) parent-rated BRIEF General Executive Composite (GEC) scores (standardized to mean = 50, SD = 10) (Q4 vs. Q1: 2.4, 95% CI: 0.2, 4.6), while teacher BRIEF GEC scores indicated more problems among children with higher PFHxS (Q4 vs. Q1: 3.5, 95% CI: -0.8, 6.3). There were no consistent patterns of sexual dimorphism in associations. In a cohort of U.S. children, we observed cross-sectional associ

Short, reliable, easily administered executive function (EF) assessment tools are needed to measure EF in low- and middle-income countries, particularly in sub-Saharan Africa given the prevalence of human immunodeficiency virus (HIV)-associated neurocognitive disorder. We administered Oxford Cognitive Screen—Executive Function (OCS-EF) to 932 rural South African females (mean age 19.7 years). OCS-EF includes seven tasks: two hot inhibition tasks (a modified Iowa Gambling Task, emotional go/no-go) and five cool EF tasks, two switching tasks (visuospatial rule-finding, geometric trails) and three working memory tasks (digit recall, selection and figure drawing). We performed confirmatory factor analysis testing whether a three-factor, two-factor hot-cool, two-factor working memory and inhibition/switching, or one-factor EF model fitted the data better. The three-factor (switching, inhibition and working memory) model had the best local and global fit (χ2 (11) 24.21, p = 0.012; RMSEA 0.036; CFI 0.920; CD 0.617). We demonstrated the feasibility of OCS-EF administration by trained laypeople, the tripartite structure of EF amongst adolescent females and the factorial validity of OCS-EF in this population and context. OCS-EF tablet-based cognitive assessment tool can be administered by trained laypeople and is a valid tool for assessing cognition at scale amongst adolescents in rural South Africa and similar environments.

Short, reliable, easily administered executive function (EF) assessment tools are needed to measure EF in low- and middle-income countries, particularly in sub-Saharan Africa given the prevalence of human immunodeficiency virus (HIV)-associated neurocognitive disorder. We administered Oxford Cognitive Screen—Executive Function (OCS-EF) to 932 rural South African females (mean age 19.7 years). OCS-EF includes seven tasks: two hot inhibition tasks (a modified Iowa Gambling Task, emotional go/no-go) and five cool EF tasks, two switching tasks (visuospatial rule-finding, geometric trails) and three working memory tasks (digit recall, selection and figure drawing). We performed confirmatory factor analysis testing whether a three-factor, two-factor hot-cool, two-factor working memory and inhibition/switching, or one-factor EF model fitted the data better. The three-factor (switching, inhibition and working memory) model had the best local and global fit (χ2 (11) 24.21, p = 0.012; RMSEA 0.036; CFI 0.920; CD 0.617). We demonstrated the feasibility of OCS-EF administration by trained laypeople, the tripartite structure of EF amongst adolescent females and the factorial validity of OCS-EF in this population and context. OCS-EF tablet-based cognitive assessment tool can be administered by trained laypeople and is a valid tool for assessing cognition at scale amongst adolescents in rural South Africa and similar environments.

Short, reliable, easily administered executive function (EF) assessment tools are needed to measure EF in low- and middle-income countries, particularly in sub-Saharan Africa given the prevalence of human immunodeficiency virus (HIV)-associated neurocognitive disorder. We administered Oxford Cognitive Screen—Executive Function (OCS-EF) to 932 rural South African females (mean age 19.7 years). OCS-EF includes seven tasks: two hot inhibition tasks (a modified Iowa Gambling Task, emotional go/no-go) and five cool EF tasks, two switching tasks (visuospatial rule-finding, geometric trails) and three working memory tasks (digit recall, selection and figure drawing). We performed confirmatory factor analysis testing whether a three-factor, two-factor hot-cool, two-factor working memory and inhibition/switching, or one-factor EF model fitted the data better. The three-factor (switching, inhibition and working memory) model had the best local and global fit (χ2 (11) 24.21, p = 0.012; RMSEA 0.036; CFI 0.920; CD 0.617). We demonstrated the feasibility of OCS-EF administration by trained laypeople, the tripartite structure of EF amongst adolescent females and the factorial validity of OCS-EF in this population and context. OCS-EF tablet-based cognitive assessment tool can be administered by trained laypeople and is a valid tool for assessing cognition at scale amongst adolescents in rural South Africa and similar environments.

Short, reliable, easily administered executive function (EF) assessment tools are needed to measure EF in low- and middle-income countries, particularly in sub-Saharan Africa given the prevalence of human immunodeficiency virus (HIV)-associated neurocognitive disorder. We administered Oxford Cognitive Screen—Executive Function (OCS-EF) to 932 rural South African females (mean age 19.7 years). OCS-EF includes seven tasks: two hot inhibition tasks (a modified Iowa Gambling Task, emotional go/no-go) and five cool EF tasks, two switching tasks (visuospatial rule-finding, geometric trails) and three working memory tasks (digit recall, selection and figure drawing). We performed confirmatory factor analysis testing whether a three-factor, two-factor hot-cool, two-factor working memory and inhibition/switching, or one-factor EF model fitted the data better. The three-factor (switching, inhibition and working memory) model had the best local and global fit (χ2 (11) 24.21, p = 0.012; RMSEA 0.036; CFI 0.920; CD 0.617). We demonstrated the feasibility of OCS-EF administration by trained laypeople, the tripartite structure of EF amongst adolescent females and the factorial validity of OCS-EF in this population and context. OCS-EF tablet-based cognitive assessment tool can be administered by trained laypeople and is a valid tool for assessing cognition at scale amongst adolescents in rural South Africa and similar environments.

Obesity is associated with a multitude of negative health sequalae. Behavioral weight loss (BWL) is currently the recommended behavioral treatment for obesity; however, it is not effective for approximately half of the individuals who participate. BWL requires individuals to carry out many tasks requiring executive function (EF; i.e., higher order cognitive functions such as planning and problem solving) in order to be successful. Growing research supports that lower EF may be associated with attenuated weight loss following BWL, and targeting EF in treatment could improve outcomes. This paper aims to describe the rationale for the development of Novel Executive Function Training for Obesity (NEXT), which adapts Compensatory Cognitive Training to be delivered in conjunction with BWL. We summarize evidence relating EF to obesity and reduced weight loss following BWL, as well as the past success of cognitive training on EF. Then we describe the treatment model for NEXT followed by initial data suggesting that NEXT is feasible and acceptable and may impact EF and weight. Obesity treatments incorporating cognitive training, especially those that train compensatory strategies, may improve weight-loss outcomes and provide a more durable treatment than traditional interventions, but larger randomized control trials are necessary.

Midlife blood pressure is associated with structural brain changes, cognitive decline, and dementia in late life. However, the relationship between early adulthood blood pressure exposure, brain structure and function, and cognitive performance in midlife is not known. A better understanding of these relationships in the preclinical stage may advance our mechanistic understanding of vascular contributions to late-life cognitive decline and dementia and may provide early therapeutic targets. To identify resting-state functional connectivity of executive control networks (ECNs), a group independent components analysis was performed of functional MRI scans of 600 individuals from the Coronary Artery Risk Development in Young Adults longitudinal cohort study, with cumulative systolic blood pressure (cSBP) measured at nine visits over the preceding 30 y. Dual regression analysis investigated performance-related connectivity of ECNs in 578 individuals (mean age 55.5 ± 3.6 y, 323 female, 243 Black) with data from the Stroop color-word task of executive function. Greater connectivity of a left ECN to the bilateral anterior gyrus rectus, right posterior orbitofrontal cortex, and nucleus accumbens was associated with better executive control performance on the Stroop. Mediation analyses showed that while the relationship between cSBP and Stroop performance was mediated by white matter hyperintensities (WMH), resting-state connectivity of the ECN mediated the relationship between WMH and executive function. Increased connectivity of the left ECN to regions involved in reward processing appears to compensate for the deleterious effects of WMH on executive function in individuals across the burden of cumulative systolic blood pressure exposure in midlife.

ObjectivesGeriatric depression often presents with memory and cognitive complaints that are associated with increased risk for Alzheimer's disease (AD). In a parent clinical trial of escitalopram combined with memantine or placebo for geriatric depression and subjective memory complaints, we found that memantine improved executive function and delayed recall performance at 12 months (NCT01902004). In this report, we used positron emission tomography (PET) to assess the relationship between in-vivo amyloid and tau brain biomarkers and clinical and cognitive treatment response.DesignIn a randomized double-blind placebo-controlled trial, we measured 2-(1-{6-[(2-[F18]fluoroethyl)(methyl)amino]-2-naphthyl}ethylidene) malononitrile ([18F]FDDNP) binding at baseline and assessed mood and cognitive performance at baseline, posttreatment (6 months), and naturalistic follow-up (12 months).ParticipantsTwenty-two older adults with major depressive disorder and subjective memory complaints completed PET scans and were included in this report.ResultsAcross both treatment groups, higher frontal lobe [18F]FDDNP binding at baseline was associated with improvement in executive function at 6 months (corrected p = .045). This effect was no longer significant at 12 months (corrected p = .12). There was no association of regional [18F]FDDNP binding with change in mood symptoms (corrected p = .2).Conclusions[18F]FDDNP binding may predict cognitive response to antidepressant treatment. Larger trials are required to further test the value of [18F]FDDNP binding as a biomarker for cognitive improvement with antidepressant treatment in geriatric depression.

This study aimed to explore cross-sectional associations between executive function (EF), and community and household factors (household SES, caregiver education, home learning environment, caregiver/child interaction, caregiver wellbeing, and exposure to community violence) in a sample of children from very low-SES settings in Cape Town, South Africa. Results revealed that children exposed to higher levels of violence perform worse on inhibition tasks. No other associations were significant, highlighting the need to reassess how researchers can better understand these settings and the effects on EF development.

Attention is widely considered a core process of Executive Function (EF), but it is not clear if it is a separable or integral component of EF in preschool children. Preschool children (n=137) completed a battery of tasks which included EF (i.e., response inhibition, working memory) and attentional control (AC) processes (i.e., sustained attention, selective attention). Confirmatory Factor Analyses (CFA) indicated that a two-factor model with EF and AC as separate factors fit the data better than a unitary one-factor model. These findings are consistent with the view that EF and AC are developing at different rates during the preschool years, and thus are not yet fully integrated in the processing of information. The implications of how EF and AC should be conceptualized in early childhood are discussed.

A considerable number of studies have investigated whether speaking two languages improves executive function. Results, while controversial, have highlighted the influence of second language proficiency on the emergence of these cognitive advantages. To date, few studies have investigated whether other related linguistic experiences, such as dialect use, confer similar advantages. The diverse range of dialects found across the People’s Republic of China provide ideal conditions under which to explore this question. Using a heterogeneous sample of Mandarin-English bilingual, bidialectal young adults (n = 73), the present study investigated whether differences in self-reported dialect proficiency impacted on Simon Task performance. While results showed reduced Simon effects associated with higher reported dialect proficiency, it was a consequence of slower performance on congruent trials, not improved performance on incongruent trials. The observed reduction in facilitation from congruent trials associated with higher reported dialect proficiency suggests a cognitive disadvantage, but merits further investigation.