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Studies conducted with children and adolescents suggest that long-term exposure to adverse events and the lack of emotional and psychosocial support can lead to complex traumatizing conditions (C_PSPT), providing difficulties that affect emotional regulation, cognition, interpersonal relationships and the constitution of identity. The aim of this essay is to reflect on about the cognitive, more specifically executive function abilities, emotional, and attachment dimensions in children, who have been exposed to the experience of violence.

Objective: To investigate risk factors associated with impaired attention-related executive functions (EFs) at age 11 and working memory at age 15. Methods: Data from participants of the population-based 2004 Pelotas Birth Cohort at ages 11 (n=3,582) and 15 (n=1,950) were analyzed. The study measured attentional control, cognitive flexibility, and selective attention using the Test of Everyday Attention for Children (TEA-Ch). Spatial working memory was assessed by the Cambridge Neuropsychological Test Automated Battery (CANTAB). Logistic regression was employed to explore the relationship between perinatal and childhood exposures and EF impairment. Results: Low maternal education had a significant negative impact on EFs. At age 11, it was associated with decreased attentional control (OR = 3.04; 95%CI 2.09-4.43), and at age 15, it was linked to impaired spatial working memory (OR = 2.21; 95%CI 1.58-3.09). Additional risk factors included low household income, black or brown maternal skin color, high parity, prematurity, low birth weight, and multiple siblings. Breastfeeding, regardless of duration, was found to be a protective factor against impaired cognitive flexibility (OR = 0.38; 95%CI 0.22-0.65). Conclusion: This study underscores the lasting impact of perinatal exposures on EF development. Policies that mitigate the negative effects of risk factors and promote EF development, especially among vulnerable populations, are needed.

Copyright of Gerais: Revista Interinstitucional de Psicologia is the property of Gerais: Revista Interinstitucional de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Schizophrenia is a chronic mental illness characterized by positive and negative symptoms. Cognitive impairment continues to be a core and consistent deficit. Previous studies have shown that physical activity (PA) is positively associated with cognitive performance. Thus, it may play a supportive role in mitigating cognitive impairments among individuals with schizophrenia. The aim of this study was to analyze the relationship between moderate-to-vigorous physical activity (MVPA) and executive function among adults with schizophrenia. Methods: The weekly amount of MVPA (assessed using accelerometers) and executive function (as per Brief Neurocognitive Assessment for Schizophrenia) of 78 adults with schizophrenia (mean [SD] age 42.4 [11.4] years; illness duration 17.0 [11.0] years; 58.2% male) were assessed in this cross-sectional study. Pearson correlations were calculated, followed by a linear regression. Participants were first analyzed together and then dichotomized on the basis of illness duration. Results: There was no significant association between MVPA and executive function, independent of the duration of illness. For individuals with < 15 years of illness, there was a significant association between weekly MVPA and working memory performance. Conclusion: PA appears to be associated with executive function in some, but not all, individuals with schizophrenia.

Objective: To analyze the association between physical fitness, cognitive function, and depressive symptoms among older adults in long-term care facilities (LTCFs). Methods: Seventy-six institutionalized male and female elderly individuals (65 years and older) living in LTCFs participated of this study. Physical fitness (aerobic capacity and strength), cognitive functions (global cognition, short-term and working and semantic memories, and executive function), and depressive symptoms were assessed. Linear regression and contingency analyses were performed. Significance was accepted at p-values ≤ 0.05. Results: Aerobic capacity predicted 32% of variance in global cognition (p < 0.01) and 25% of variance in semantic fluency/executive function (p < 0.01). Low levels of upper limb strength, lower limb strength, and aerobic capacity were associated with semantic fluency/executive function (OR = 1.38, p = 0.01, OR = 1.26, p = 0.03, and OR = 1.07, p = 0.01, respectively) and depressive symptoms (OR = 1.06, p < 0.01). Conclusion: Poor physical fitness is associated with cognition and depressive symptoms in institutionalized older adults. Low levels of strength and aerobic fitness increase the odds of presenting with impaired semantic fluency and executive function, possibly denoting an increased risk of developing dementia.

Copyright of Fisioterapia e Pesquisa is the property of Universidade de Sao Paulo, Faculdade de Medicina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: In schizophrenia, scores reflecting deficits in different cognitive processes are strongly correlated, making it difficult to establish a solid relationship between different cognitive mechanisms and other features of this disorder. The objective of this study was to explore whether three frequently postulated executive functions (updating, shifting, and inhibition) could be compared between groups and considered independently in terms of their respective roles in functional outcome. Methods: This study relied on confirmatory factor analysis of schizophrenia patients (n=141) and healthy controls (n=119). The main analyses examined the degree to which three executive functions (updating, set-shifting, and inhibition) could be separated in schizophrenia and compared this model among groups. Structural equation modeling analysis was also performed to examine the extent to which executive function components contribute to functional outcome in schizophrenia. Results: Multiple-group confirmatory factor analysis with unconstrained model parameters indicated that the full three-factor model may fit the data in both groups (χ2 = 61.48, degrees of freedom = 34, p < 0.001, comparative fit index = 0.95; standardized root mean square residual = 0.037; root mean square error of approximation = 0.04; Akaike’s information criteria = 169.49; normed fit index = 0.90), although there was also a good data fit for the patient group with a two-factor model. In the patient group, structural equation modeling suggested that shifting and (principally) updating were associated with the general measure of functional outcome (regression path coefficients: 0.34, p < 0.005; 0.39, p < 0.005, respectively), although when combined the mechanisms fail to contribute. Conclusion: This data suggests that the factor structure may be similar but not identical between groups, and both updating and shifting may play an important role in functional outcome in schizophrenia.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To investigate if verbal fluency impairment in schizophrenia reflects executive function deficits or results from degraded semantic store or inefficient search and retrieval strategies. Method: Two groups were compared: 141 individuals with schizophrenia and 119 healthy age and education-matched controls. Both groups performed semantic and phonetic verbal fluency tasks. Performance was evaluated using three scores, based on 1) number of words generated; 2) number of clustered/related words; and 3) switching score. A fourth performance score based on the number of clusters was also measured. Results: SZ individuals produced fewer words than controls. After controlling for the total number of words produced, a difference was observed between the groups in the number of cluster-related words generated in the semantic task. In both groups, the number of words generated in the semantic task was higher than that generated in the phonemic task, although a significant group vs. fluency type interaction showed that subjects with schizophrenia had disproportionate semantic fluency impairment. Working memory was positively associated with increased production of words within clusters and inversely correlated with switching. Conclusion: Semantic fluency impairment may be attributed to an inability (resulting from reduced cognitive control) to distinguish target signal from competing noise and to maintain cues for production of memory probes.

Este estudo avaliou as associações e dissociações encontradas entre déficits de memória episódica em relação aos de funções executivas e verificou se estes déficits encontrados eram primários ou secundários. Os 81 pacientes pós-Traumatismo Cranioencefálico (TCE) foram avaliados por meio do Teste de Aprendizagem Auditivo-Verbal de Rey e do Teste Hayling. Os resultados sugerem que prejuízo na velocidade de controle inibitório pode contribuir para déficit na memória episódica e que as velocidades de iniciação e inibição parecem ser complementares, mas a primeira precede a segunda. Nossos achados ressaltam que os prejuízos executivos provavelmente sejam primários em nossa amostra de pacientes pós-TCE e que estes prejuízos podem causar déficits na memória episódica.

The Stroop paradigm is widely used in the executive functions assessment. This study investigated the use of tasks based on the Stroop paradigm in national studies published between 2000 and 2022, by doing a scope review. Empirical studies were selected in the following databases: PubMed, SciELO Brazil, LILACS, PePSIC, Index Psi Periódicos, Index Psi Teses, Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) and Portal Capes de Teses e Dissertações. From the initial 1448 studies found, 147 were selected (90 theses/dissertations and 57 articles). Most articles were published in psychology and psychiatry journals, and the construct most targeted by the tasks was inhibitory control. Four versions were identified, and the classic Stroop Colors and Word test was the most used one (124 studies). Different scores were reported. There were few psychometric studies and few studies with task norms. Computerized versions are still little used. The review helps to outline the versions used at the national context. [ABSTRACT FROM AUTHOR]

Children with childhood cancer are at high risk of a wide range of cognitive difficulties. Therefore, interventions directed to these difficulties are necessary. Anticancer treatments such as chemotherapy and/or radiotherapy are at high risk of late effects of neurocognitive deficits. The present study presents the case of an 8-year-old female child, attending elementary school, diagnosed with acute lymphoblastic leukemia -ALL at 8 years of age, undergoing chemotherapy during the COVID-19 pandemic. Pragmatic language, verbal and visual episodic memory, executive functions, concentrated attention, writing ability, and behavior were evaluated. The results of the neuropsychological evaluation suggested deficits in the tasks of executive functions of lexical access (free fluency, phonemic and semantic), with significant impairments also in cognitive flexibility, working memory, and concentrated attention. The deficits presented are well linked to the existing literature on the neuropsychological outcome of children with ALL during childhood. However, these findings may also be linked to the pandemic's consequences on children's cognition.This study sought to contribute to the Brazilian and international knowledge that is still lacking in reports of neuropsychological outcomes of children with ALL undergoing treatment, and after the pandemic, who receive pedagogical assistance at hospitals provided by the public education and health network in a hospital environment by the public school and health network. In order to elucidate the national importance of this clinically delicate Clinical group having access to neuropsychological examination, in order to trace possible deficits and potentialities. [ABSTRACT FROM AUTHOR]

Schizophrenia is associated with cognitive deficits that may compromise functional capacity. Although there are few studies with validated instruments in Brazil, the literature indicates changes in memory, attention, visuoconstruction and executive functions. Thus, this study aims to characterize these functions in this group, besides verifying the association between cognitive performance and sociodemographic, diagnostic and therapeutic characteristics. This is a cross-sectional study with 62 individuals, who were submitted to the Rey Verbal Auditory Learning Test (RAVLT), Rey-Osterrieth Complex Figures (FCRO), WAIS-III Digits and Cubes subtests, and the Colored Trails Test (TTC). The association between the presence of deficit and the variables was verified by chi-square or fisher's exact test. It was found that 50% of the subjects presented below average performance in Cubes and 19.4% in Digits. Therefore, 85.48% had a lower than expected z-score in the RAVLT learning index, 30.7% low recognition rate, 51.6% suffered a strong influence of retroactive interference, 32.3% had a broad impact of proactive interference and a high rate of forgetfulness. In the TTC, most participants were in the lower range in form 1 (54.8%) and 43.6% had below average yields in form 2. In the case of correlations with the variables, a borderline or statistically significant influence was observed between schooling, the Digits test and the 5 factors analyzed by the RAVLT, associations between the time of diagnosis and learning capacity, correlations between the age of diagnosis and the retroactive interference index, as well as the influence of the type of medication on the proactive interference index. The results indicate a notorious occurrence of mnemonic, attentive and visuoconstructive difficulties in this population. Additionally, shorter schooling, longer disease time and earlier age of diagnosis seem to cause worse performances in working memory, attention and processes adjacent to learning. [ABSTRACT FROM AUTHOR]

Neuropsychological alterations are characterized, mainly, by compromising functions such as memory, attention, executive functions, visual-spatial and linguistic abilities, acquired or congenital. The present study examines the internal structure and indicators of sensitivity and specificity of the Neuropsic-R scale. A total of 790 patients participated in this study, of which 432 (55%) were healthy (control group) and 358 (45%) with probable neuropsychological and neurological impairment (clinical group), from different Brazilian regions. In an exploratory analysis, 1 factor was removed, with factory loads between 0.312 and 0.93. The results of the confirmatory analysis revealed that the one-factor model for 19 items had the best fit (RMSEA = 0.044; CFI = 0.957; TLI = 0.953) and the general internal consistency index of the model was 0.93 (Cronbach's alpha). Sensitivity and specificity, calculated based on the ROC curve, revealed a minimum score of 43 points for the identification of neuropsychological alterations (minimum values of 19 and maximum of 76 points), which distinguishes a presumably sick population from a healthy one. For patients with suspected cognitive decline and dementia, the cutoff point is shifted to 47. Thus, the Neuropsic-R scale has good, fast, and reliable applicability in different contexts, especially for clinical and research purposes. [ABSTRACT FROM AUTHOR]

Executive Functions (EF) in preschoolers have been assessed in different settings such as schools and clinics, as evidence has shown the association between EF and outcomes in socialization, school learning readiness, and behavioral problems. This study sought to survey the EF assessment instruments used with preschoolers in the Brazilian context. A scoping review was carried out based on the PRISMA-ScR protocol recommendations. We searched for empirical studies, published in articles or theses and dissertations, conducted in Brazil context with children aged between 3 and 5 years old, with or without neuropsychiatric diagnose, using instruments to evaluate EF and published between 2009 to october 2021. We have selected 35 studies indexed in the IndexPsi, Scielo, Pepsic, BDTD databases, CAPES Thesis, and Dissertations Catalog IndexPsi Theses. Among the most frequently used instruments are tasks based on the Stroop Paradigm and others adapted from or based on other classic paradigms, such as the Trail Test for Preschoolers. Inhibition, working memory, and flexibility were the most frequent target constructs in the investigations. Only 3 studies had psychometric objectives. Of the 25 instruments identified, 7 are available for professional use, and 5 have normative data for preschoolers. The finding converges to the tendency described in previous reviews of an increase in EF evaluation in childhood. Still, it highlights the need for psychometric investigations of EF neuropsychological measures in preschool populations, given the demand and the currentness of this area. [ABSTRACT FROM AUTHOR]

Copyright of DIS - Dislessia, Discalculia & Disturbi di Attenzione is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Objective Executive dysfunction after traumatic brain injury may lead to reduced daily functionality due to direct damage to the frontal lobe or to disruption of its connections to other brain regions. This study aimed to compare the performance of adults with and without traumatic brain injury on executive functions tasks. Method The present study had a descriptive transversal design and included 43 participants divided into a clinical group (N = 23, age M = 34.3 [10.86]) and a control group (N = 20, age M = 38.3 [10.7]). The battery consisted of traditional instruments and the Ecological Hotel Task. Results A significant difference was found in the performance of the groups in the planning measures (number of tasks [t = -3.06; p < 0.01] and planning score [t = -3.06; p < 0.01]), highlighting the advantages of using both the traditional performance paradigms and the ecological tasks in neuropsychological assessment of executive functions. Conclusion Results suggested that the ecological task might discriminate better executive dysfunction, emphasizing the importance of using activities that simulate real-life situations of the participants.

The demographic profile and cognitive and functional abilities of elderly people in institutions or not are characterized and their association with the executive function verified. Sample comprises 25 elderly people in homes (20 females; 69,52±8,99 years) and 26 institutionalized (11 females; 74,69±7,94 years; 47,03±58,31 years in the institution). The institutionalized group had lower scores in cognitive and functional assessments (ρ<0,001; Mann-Withney Test). The executive function evaluated by the Frontal Assessment Battery showed a positive co-relationship (Spearman's Test with Verbal Fluency (ρ=0,818), Mental State Mini-test (ρ=0,649), Barthel's Index (ρ=0,468) and Pfeffer's Index (ρ=-0,70) in the institutionalized group and only with verbal fluency (ρ=0,523) in the home group. Highest impairment of the executive function in the institutionalized group may be related to greater functional dependence and decreasing cognitive rate. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the effectiveness of an intervention through cognitive stimulation associated with Taigeiko practice in memory performance and executive function of elderly women, compared to a group exposed to Taigeiko alone., Method: A quasi-experimental study was performed with 16 elderly women. 10 were allocated to the experimental group (EG) submitted to 16 sessions of cognitive stimulation and Taigeiko, and 6 elderly women in the control group (CG) submitted to Taigeiko alone. Cognition was assessed before and after intervention by the tests: Rey Auditory-Verbal Learning (RAVLT); Rey-Osterrieth Complex Figure Test; Trail-Making Test; Stroop Effect; Digit Span Test and Semantic Verbal Fluency Test., Results: Both groups presented differences in RAVLT domains (EG p=0.004, CG p=0.005) and Stroop Effect (EG p=0.012; CG p=0.024). However, in EG, better scores were shown in the tests, although not statistically significant., Conclusion: Taigeiko has been shown to be a potential activity in obtaining cognitive gains, independently of the associated cognitive stimulation.

Posttraumatic Stress Disorder (PTSD) is characterized by symptoms of uneasiness and fear when faced with direct and/or imagined situations related to experiences that threaten personal integrity. Executive Functions (EF) are processes defined by situational analysis, making decisions and taking actions to solve problems. It is known that PTSD is associated with dysfunctions in different dimensions of EF. Accordingly, the present study investigated the scientific production on the subject considering the last 12 years. A total of 203 records were identified, with 18 of them meeting the inclusion criteria. The evaluation of the studies included in this review showed the impairment of EF and that neuropsychological rehabilitation has proven to be an efficient intervention strategy for adults diagnosed with PTSD. The absence of information about the intensity of symptoms present in PTSD was a common limitation of the studies found in this review. [ABSTRACT FROM AUTHOR]

Active learning methodologies are an excellent educational resource for students. However, effective study techniques outside the classroom are still underutilized. The aim of this study is to carry out a theoretical essay, by means of deductive thinking, that brings the perspective of cognitive neuroscience to optimize selfdirected learning of students. One crucial finding is that memories naturally tend to fade unless there is explicit repetition in contact with the information and exclusive attention to the subject matter. In addition, effective study strategies should engage executive functions to promote active manipulation and association of information. Lastly, learning by teaching is a strategy with the potential to mobilize all these resources. Particularly, the Feynman learning method is a robust strategy supported by an extensive reflective process of information, that should be systematically tested in future work. [ABSTRACT FROM AUTHOR]

Neuropsychological studies suggest that cocaine / crack cocaine dependents tend to present cognitive alterations, mainly in the mnemonic, attentional and executive functions, relating the use of crack to damages in these functions. Such damages can impact in several areas of the user's life, especially in the adherence to the treatment and, consequently, in its rehabilitation. In order to better understand the impact of crack use on executive functions, the present article presents a systematic review of the literature on the neuropsychological evaluation of executive functions in crack users, since the use of this drug has been associated with losses in Functions (FE). A survey of articles indexed in the Lilacs, Medline, PsycInfo, Pubmed, Scielo and Web of Science databases from 2004 to 2017 was performed using the descriptors in Portuguese "crack" AND "executive function" OR "functions Executive "AND" neuropsic * "; And in English, "crack" AND "executive function" OR "executive functions" AND "neuropsyc *". In total, 14 articles were accepted that met the criteria and were presented and discussed. The findings showed that there is a variability among the tests used, with the most commonly selected being the Trail Making Test, the Stroop Test, Digits, the Wisconsin Card Classification Test and the Iowa Gambling Task. The majority of studies reviewed suggest an association between crack use and executive dysfunction. The understanding of the executive functioning of crack users is socially relevant, having an important impact in the elaboration of treatment and rehabilitation programs. The present review study points out the need for new empirical research that has groups of comparison with a larger number of participants, making the findings more representative and reliable of the researched population, thus broadening the understanding of the relationship between executive functioning and dependence. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder with an estimated prevalence of 0.3% in school -aged children in Brazil. Its diagnosis is essentially clinical and based on social deficits, in addition to repetitive and restrictive behaviors. However, the literature points out to alterations in other domains of cognitive functioning, such as the executive functions (working memory-WM, inhibitory control-IC and cognitive flexibility-CF), with the possibility of impairment of global functioning index (IG). The aim of this study is to investigate the neuropsychological profile in children with ASD in terms of IG and nuclear executive functions (MT, CI and FC). The sample consisted of 62 children, from 7 to 14 years old, 44 participants from the control group (CG) and 18 with ASD (ASDG). The inclusion of participants in the ASDG was based on telephone screening using the Phone Screening Interview (PSI), a psychiatric diagnosis based on the DSM 5 and the Childhood Autism Rating Scale-CARS scale. The control group was composed of children with typical development and matched in terms of age and gender. The neuropsychological assessment consisted of: 1)standardized scales and semi - structured clinical interviews; 2) Neuropsychological Battery (Global functioning index-IG, verbal index-VI, execution index-EI; Stroop paradigm; verbal fluency and working memory index-WMI). Descriptive analysis, Student's t test and Hedges¡¦g analysis were performed between groups. The ROC curve analysis verified the discriminative power of cognitive variables, with the criterion being the presence or absence of ASD. Significant differences were found for IG (t= 3,5, p<0,001); and VI (t=3,3, p<0,05), as well as WMI (t=5,7, p<0,01) and CF (F ƒËt=2,1; p<0,05ƒÍ; A ƒËt=2,9, p<0,01ƒÍ; M ƒËt=3,1, p<0,01ƒÍ); the same was not observed for inhibitory control. The effect size too large for WMI. IG and WMI variables showed areas under curve above 0.80, IG shows sensitivity of 0.76 and specificity of 0.80 (CI = 0.69-0.94) and WMI sensitivity of 0.83 and specificity of 0.68 (CI = 0.76-0.97). These results are relevant for discussion regarding different neuropsychological profiles in neurodevelopmental disorders. [ABSTRACT FROM AUTHOR]

This paper analyses the contributions of phenomenological psychopathology for the critical consideration of the phenomena of attention and inattention in the contemporary social and historical context. To achieve that goal, we analyzed the naturalist matrix of conception of attention and its dysfunction and situated phenomenological psychopathology. We present critical guidelines regarding the naturalistic conception of executive functions and their correlation with attentional processes and question descriptions of the inattentive subject's experience. We further analyzed the social normativity of the attentive experience and its intersubjective and contextual criteria. Finally, we propose a hermeneutical approach regarding contemporary attention regime, which highlights the link between the experience of attentive failure and the demands of a world that has become increasingly faster and filled with stimuli. [ABSTRACT FROM AUTHOR]

This study aimed to present the development of the Multidisciplinary Battery for Child Development Screening (TDI) and its content validity evidence. The TDI construction followed international recommendations, consisting of five stages: description of the theoretical foundation; development of the preliminary version of the instrument; analysis of the items by experts; semantic analysis of the items by the target population; and a pilot study. To support the construction of the items, a literature review was conducted regarding child development in the initial education stage, considering the constructs involved in school readiness. Articles, existing instruments, books and manuals were included. The selected areas were language, executive functions and motor skills. In the preliminary version, 110 items were developed. After completing the last three stages, the final version totaled 81 items, directed toward the assessment of children between 6 and 8 years of age. The TDI presented content validity evidence, being relevant in the Brazilian health and education areas. [ABSTRACT FROM AUTHOR]

This study discusses findings obtained from a neuropsychological assessment of a seven-year-old boy with Treacher Collins Syndrome (TCS), an autossomic disorder with an incidence of 1:50.000 live births characterized by craniofacial malformations. This research is a single case study on the description of the neuropsychological profile of a seven-year-old child, diagnosed with TCS. We assessed the child's intellectual development (Gf - fluid intelligence), basic cognitive processes (visual processing and motor coordination), higher cognitive processes (language, attention, memory, and executive functions) and behavior via formal testing, interviews and clinical observation. Aa preserved intellectual capacity was observed, associated with deficits in motor development and visual function, along with decreased processing speed and executive functioning, which impacted secondary executive functions, such as planning and attention control. Given the rarity of this condition, we assume that these findings may promote an early identification of cognitive features of TCS to delineate a proper intervention, optimizing their neurodevelopmental outcome by considering their personal cognitive deficits, connecting the academic content to his life demands. However, the importance of comparing this study to other patients with the syndrome is emphasized to confirm the generality of the observed changes. [ABSTRACT FROM AUTHOR]

Goal Management Training (GMT) is a cognitive training technique that aims to improve executive functions based on the stimulation of metacognitive components in performing tasks. The present study aimed to conduct a systematic review of gains from GMT intervention in daily tasks, in individuals with executive dysfunctions. For this, a search was made in the PsycNET, PubMed and Web of Science databases, using the keywords: "rehabilitation" AND "goal management training" AND "executive function". As inclusion criteria, the following were adopted: (1) Articles written in English and Portuguese; (2) Empirical studies; (3) Studies with patients, clinical or not, of any age group; (4) Evaluation of executive functions using observable methods, i.e., performance in tests and neuropsychological tasks; (5) Evaluation of executive functions occurred in, at least, two moments: pre-intervention and post-intervention; (6) Application of GMT as an intervention strategy; (7) Use of activities of daily living measures, that involve executive functions, after intervention, to assess their effectiveness. 12 articles were published, published between 2007 and 2016, after an analysis according to the PRISMA model. Despite the heterogeneity of the data, the results suggest benefits on functions of planning, inhibitory control and sustained attention, that demonstrates the effectiveness of this training modality. In addition, evidence was found of the benefits of intervention on ecological tasks and self-reactive measures. It is possible to conclude about the importance and effectiveness of GMT in the management of executive dysfunctions. [ABSTRACT FROM AUTHOR]

This study aimed to identify which components of executive functions are most commonly stimulated in children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) and to verify the presence of computerized and non-computerized cognitive training described in the neuropsychological literature. A scoping review was performed using the relevant psychology and computer science databases: ACM, IEEE, ERIC, PsycINFO and Medline. Sixty studies were included. There was a predominance of studies that used computerized cognitive training and also a predominance in stimulating working memory and inhibitory control. Interventions in the computerized modality were largely associated with improved cognitive performance. Furthermore, interventions that enabled human interaction were commonly reported to be effective in improving ADHD symptoms. None of the studies analyzed were carried out in Latin America. The need for Latin American countries to invest in interventions to stimulate executive functions through technological resources adapted for native children in these countries is highlighted. [ABSTRACT FROM AUTHOR]

The present study aimed to assess socioemotional cognition and executive functions in patients with unipolar Major Depressive Disorder. The sample included 22 patients between 36 and 93 years of age (M = 59.32; SD = 12.89) and 23 patients between 30 and 81 years of age (M = 63.00; SD = 13.56) controls. In addition to demographic data, symptoms of anxiety and depression, empathy, theory of mind, recognition of emotions, inhibitory control, cognitive flexibility and phonemic verbal fluency were obtained. There was no statistical difference between the groups regarding age and education. Patients had significantly more anxiety, depression and personal distress than controls. Individuals with more severe depressive symptoms had a lower processing speed than the others. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this work was to conduct a systematic review of literature of the executive functioning in patients with Obsessive-Compulsive Disorder. A research in publications from Web of Science and PubMed databases was carried out, covering the period from January 2010 to April 2020, which resulted in 221 studies, of which 27 were used in this review. Results indicate that changes in components of cognitive flexibility, working memory, inhibitory control and planning can be understood as neurocognitive endophenotypes in OCD. Furthermore, they indicate that subtypes, severity and comorbidities of this disorder may be associated with different degrees of executive impairment. These results can contribute to therapeutic interventions for patients with OCD, as well as for a better understanding about the evolution of the disorder and its expressions in the different stages of life. [ABSTRACT FROM AUTHOR]

Objective: To assess the acute effect of vigorous aerobic exercise on the inhibitory control in adolescents., Methods: Controlled, randomized study with crossover design. Twenty pubertal individuals underwent two 30-minute sessions: 1) aerobic exercise session performed between 65%-75% of heart rate reserve, divided into 5minutes of warm-up, 20minutes at the target intensity and 5minutes of cool down; and 2) control session watching a cartoon. Before and after the sessions, the computerized Stroop test-Testinpacs™ was applied to evaluate the inhibitory control. Reaction time (ms) and errors (n) were recorded., Results: The control session reaction time showed no significant difference. On the other hand, the reaction time of the exercise session decreased after the intervention (p<0.001). The number of errors made at the exercise session were lower than in the control session (p=0.011). Additionally, there was a positive association between reaction time (Δ) of the exercise session and age (r(2)=0.404, p=0.003)., Conclusions: Vigorous aerobic exercise seems to promote acute improvement in the inhibitory control in adolescents. The effect of exercise on the inhibitory control performance was associated with age, showing that it was reduced at older age ranges., (Copyright © 2015 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.)

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista FSA is the property of Revista FSA (Faculdade Santo Agostinho) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT Objective: Considering the importance of the beginning of the academic trajectory for children to reach their full development, this work aims to evaluate the school readiness of preschool-age children and identify which factors influence these results, in order to contribute to the proposition of strategies that allow improving the teaching-learning process and child development. Methods: This is a cross-sectional, descriptive and analytical study with 443 preschool children belonging to the West Region Cohort (ROC Cohort), from the public school system of the city of São Paulo. School readiness was assessed by the International Development and Early Learning Assessment (IDELA) tool. Non-parametric techniques were used for the correlation analysis between IDELA scores and sociodemographic and socioeconomic conditions: Spearman's parametric correlation, Mann-Whitney and Kruskal-Wallis tests. Results: The children's mean age was 69 months (standard deviation — SD=2.8; ranging from 55 to 72 months) and most of them came from families with low socioeconomic level. Most children showed adequate readiness in the overall score (65%) and in most domains, except for emergent literacy, in which most (56.9%) were classified as “emergent”. The highest percentage of insufficiency was identified in executive functions (4.1%), which showed a correlation only with the caregiver's education. Conclusions: Children had adequate school readiness scores, except for emergent literacy, but the insufficiency in executive functions may compromise the future schooling of these children. Thus, pedagogical proposals should consider these aspects for learning and pediatricians need to reinforce the habit of reading and playing games to stimulate child development.

Copyright of Revista Brasileira de Ciência e Movimento: RBCM is the property of Revista Brasileira de Ciencia e Movimento and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)