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Several studies have analysed the impact of attending early childhood education centres on communication, regulatory skills and social-emotional development. These educational institutions have increased in presence annually, partially due to the access of women to the labour market. It has been found that infant education may modulate development in vulnerable contexts (typically associated with negative cognitive outcomes), although the results are contradictory. We presented a study that evaluated Latin American dyads of mothers-infants aged 18 to 24 months regarding the influence of infant education and social vulnerability on Executive Functions (EF) and Communication Skills (CS). To address these goals, toddlers completed several EF tasks and the Early Social Communication Scales. Parents completed the Socioeconomic Level Scale from INDEC. Results revealed that social vulnerability was associated with both EF and CS, daycare attendance was positively related to CS and finally, the contribution of daycare varied by SES on EF. These findings highlight the importance of considering infant education and socioeconomic status to generate equal opportunities from the first months of life. [Translation from Spanish by Mary Black.]

The present study sought to explore the relationships between hearing sensitivity, speech discrimination, language and executive function in older adults, through a quantitative study, descriptive with multivariate and correlative analysis in a population of 140 older adults. Tonal audiometry, logoaudiometry, the Battery for the Evaluation of Aphasic Disorders (BETA) and the Wisconsin Card Classification Test, were used as instruments. Results indicated decline in high frequencies, preserved speech discrimination, persistent tendency, difficulty in abstraction and formation of concepts, as well as the change of strategies of an older adult in tasks involving executive functioning. A significant statistical relationship between the variables studied was concluded. [ABSTRACT FROM AUTHOR]

Copyright of Acta Neurológica Colombiana is the property of Colombian Association of Neurology / Asociacion Colombiana de Neurologia 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.)

This study examined the comprehension of expository and narrative texts read on screens, and its association with executive functions, reading habits, and reading media of choice (paper or screen) for study or recreational purposes, in university students. Participants were ninety-eight university students (76.8% women, mean age: M = 20.6, DS = 5.24 years), who completed a screen-based expository and narrative text comprehension task, a computerized executive functions assessment (working memory, cognitive flexibility and inhibition), a survey on reading habits and an author recognition test. Working memory was a general predictor of comprehension, while flexibility was specifically linked to expository text comprehension. Fiction exposure specifically contributed to narrative text comprehension. Students who preferred to study on screens showed better performance on expository text comprehension than those who chose to study on paper. The contribution of executive functions to reading comprehension on screens was similar to that observed in paper-reading studies. The effect of study reading media of choice suggests that practice might compensate the more superficial reading mode that is typically observed in digital media reading studies. [ABSTRACT FROM AUTHOR]

Copyright of Diversitas (17949998) is the property of Universidad Santo Tomas, Facultad 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.)

Binge Eating Disorder (BED) is characterized by excessive uncontrolled consumption of food, generating physical and emotional discomfort. The research focuses on investigating executive functions (EFs) in individuals with BED, focusing on Inhibitory Control (IC), with the ultimate objective of understanding the role of IC in irregular eating behavior. The research methodology was a systematic bibliographic review in the main databases and repositories using the keywords "binge eating", "eating disorder neuropsychology", "psychology", "executive functions" and "inhibitory control". The inclusion criteria were: a) empirical and review articles; b) approach to EFs and BED; c) researches in Portuguese and English. The results found indicated a scarcity of Brazilian studies on the topic, with only two of the 21 studies selected. The analysis of the main findings highlights the interconnection between BED and executive dysfunctions, especially IC, with possible structural changes in the brain reward system. In conclusion, the study evidenced the relevance of therapeutic interventions focused on IC training, in addition to exposing the lack of research in a country where eating disorders affect a large portion of the population. Furthermore, in future studies it is suggested to use approaches with greater standardization, objective assessment methods and consideration of environmental factors to advance the understanding of the role of IC in BED. [ABSTRACT FROM AUTHOR]

Teaching computational thinking in K-12 education has gained notable prominence in recent years. The main objective of these initiatives is not to teach programming from childhood but to strengthen the ability to reason, solve problems, and develop cognitive processes. For this reason, studying the cognitive effects and impacts that teaching computational thinking has on students has become a field of action with multiple challenges. Seeking to contribute to this new field of study, this pilot test evaluated the effect of a computational thinking training program on the executive functions of school-age children. The results showed that the intervention in computational thinking improved some tasks associated with the executive functions of inhibition, visuospatial working memory, and planning. [ABSTRACT FROM AUTHOR]

Executive functions (EF) are important cognitive skills for regulating behavior and achieving goals efficiently, especially in the educational context, where they act as mediating variables in various issues. This study explored the relationship between academic procrastination (AP), social media addiction (SMA), academic achievement (AA), and executive functions (EF) in 132 Mexican adolescents, employing a quantitative, non-experimental, cross-sectional design with descriptive and correlational scope. Significant correlations were identified, revealing that lack of emotional control and inhibition could foster SMA by driving unreflective usage, seeking instant gratification, and hindering reflection on consequences, thus increasing dependence and inability to resist impulses. Furthermore, it was observed that higher SMA was associated with increased academic procrastination, as these platforms offer distractions that contribute to postponing academic responsibilities. It was also identified that AP was linked to difficulties in EF related to planning and organization, which are essential for efficiently structuring time and activities. Lastly, better performance in the assessed EF correlated with improved AA, confirming that these cognitive skills enable students to adapt to various academic demands. In conclusion, the findings underscore the importance of implementing strategies to strengthen EF and prevent negative consequences associated with AP, SMA, and low AA. [ABSTRACT FROM AUTHOR]

A phenomenon often associated with autism is an atypical mode of executive function, manifestations of which include difficulty in initiating tasks. In some cases, this is accompanied by feelings of inertia and sensations that can be described as simultaneous restlessness and paralysis. Consequently, difficulty in getting started on tasks can result in procrastination, either by simply postponing working on the target task or by performing other unrelated tasks before engaging in the target task. Interestingly, however, it is also documented that once a task has been started, autistic persons may focus on it intensely and for prolonged periods of time, especially when it is interesting to them. This paper uses predictive processing and active inference to model the relationship between executive function, procrastination, and hyperfocus in autism. This model integrates the known and proposed causes of deficits in executive function and the role played by interest in attention regulation and motivation. The model proposes that procrastination is the outcome of differential prediction-error minimizing processes, such as weighting of sensory stimuli. Links to previously proposed models such as weak central coherence (WCC), and the theory of high, inflexible priors of prediction errors in autism (HIPPEA) are discussed. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors. The level varies depending on the impact and persistence of the symptoms in the person's daily life. Some level 3 cases have a full dependence on their caregivers, while level 1, the other side of the spectrum, includes what used to be known as Asperger's Syndrome (AS), who usually have a normal IQ and high language skills. The prevalence varies depending on the country and type of methodology for the estimation; at present it has been estimated that approximately 1 in 59 children presented this condition according to the study of the Centers for Disease Control and Prevention (CDC). In Colombia, a high prevalence of the disorder has been found: from 1/87 to 1/91 according to the screening instrument. The objective of this work is to determine the relationship between social cognition (SC), that focuses on how people process, store, and apply information about other people and social situations, and executive functioning (EF), that are skills we use every day to learn, work and manage daily life, in a sample of children with level 1 Autism Spectrum Disorder. An observational, cross-sectional, correlational analytical methodology was designed with two independent groups, ASD (n = 39) and control (n = 39) between 8 and 16 years of age, all of them enrolled in school. Both groups were assessed by neurodevelopmental experts to determine the presence or absence of ASD symptoms. For the components of the EF, the card classification subtests, regression digit span and phonological fluency of the Infant Neuropsychological Assessment (ENI) were used to evaluate the capacity for abstraction, the formation of concepts and the change of cognitive strategies in response to the changes that occur in environmental contingencies, as well as the initiation, efficient organization of verbal recovery, inhibition and self-monitoring. For the SC, the first and second order false beliefs were used to evaluate the ability of subjects to infer that someone has a belief that is different from their own and a third party; the Facial Expressions Test, to assess facial emotional recognition; and advanced tests such as Happé's Strange Stories, the Faux Pas test and Reading the mind in the eyes test to assess understanding of covert language, detection of lies or deception, and attribution of cognitive emotions through inference from beliefs or intentions of others. This study found that the SC test, Happé's strange stories and Reading the mind in the eyes test were able to discriminate both groups and confirm that ASD subjects have an alteration in emotional Theory of Mind. Although no differences were found in EF between the two groups, the hypothesis that there are alterations in EF in ASD is not rejected; on the contrary, the importance of carrying out a complete evaluation with sensitive instruments is emphasized, it suggests reviewing the evaluation of executive functioning to better delineate the interaction between EF and SC in ASD, expanding the measurement of EF of more emotional domain including some "hot" EF measures; outlining new strategies to understand the interaction between the cognitive and social domains, advancing neurocognitive intervention and prognosis in this syndrome. In future phases of this line of research, a better choice of instruments should be considered, including the Theory of Mind Inventory-2 (ToMi-2), a ques tionnaire filled out by caregivers that allows obtaining information on factors and domains evaluated by the applied tests that also has a pragmatic subscale. [ABSTRACT FROM AUTHOR]

Active breaks are a feasible and effective way of bringing the body into the learning process while addressing the physical, psycho-emotional, and social needs of students. The impact of active breaks on students' executive functions and motivation, however, remains unclear. The aim of this study was to evaluate the impact of a co-designed program of cooperative active breaks on the executive function and motivational climate in pre-school and elementary school. The sample consisted of 24 teachers from a school in Zaragoza, Spain (age: 44.25 ± 10.52 years; teaching experience: 16 ± 9.87 years). Over a period of four-months, we assisted them in co-designing the active breaks program through training sessions and by encouraging reflective forums among all the participants. Data were collected through discussion groups once the program was implemented. The transcripts were then subjected to content analysis and the QSR-NVIVO 11 software was used to process the data. The results revealed that teachers identify cooperative active breaks as a useful tool for enhancing the motivational climate in their classroom and for developing pupils' executive functions. Since participation in active breaks is safe, low cost, easy to learn and apply, and effective in meeting the students' needs, these should be integrated in educational centres. It is of special interest to include active breaks involving cognitive engagement, a social component of cooperation and those addressing enjoyment and motivation. [ABSTRACT FROM AUTHOR]

Objective: Determine the effect of chess training on executive functions: planning, cognitive flexibility, working memory and inhibition by reviewing the scientific research literature in the last decade. Method: A search was carried out in the Web of Science, Scielo, Pubmed, Scopus and Google Scholar databases for the period 2012-2022, using the systematic review methodology. Results: Sixty-six articles were found and only thirteen that met the inclusion criteria were analyzed. It was possible to identify relationships between chess and the four executive functions: inhibition, flexibility, working memory and planning, in addition to executive functioning in general. Discussion: The results have suggested that the systematic practice of chess contributes to the development of executive functioning. Because it is an easily accessible practice, its benefits could be taken advantage of by incorporating it into various educational scenarios. Conclusion: The majority of research from the last ten years provides evidence that allows us to demonstrate the hypothesis that chess practice is associated with better executive performance; there is also a single article that, on the contrary, rejects this relationship. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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 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.)

Specific learning disorder (SLD) is classified within the nosological entities of neurodevelopment; it causes heterogeneous alterations in the acquisition of reading, writing and arithmetic skills; it persists throughout life; it is associated with neurocognitive and psychological deficits; language impairment and family history have been considered predisposing antecedents to this disorder; it is considered the main cause of school failure. The diagnostic specificities of SLD have been defined as dysgraphia, dyslexia and dyscalculia. Dyslexia is characterized by problems in the reading process; poor accuracy, hesitations, poor fluency and poor comprehension are evidenced. Dysgraphia is manifested by deficits in written coding; errors in grammatical production, punctuation failures, poor clarity in the structure of ideas omission/substitution of letters and inability to adequately constitute sentences and paragraphs. Dyscalculia generates difficulty in naming and understanding number sense; change of procedures, failure in arithmetic calculation and counting activities. This research presents a systematic review of scientific publications aimed at analyzing neurocognitive characteristics of SLD. The search for articles was done in Scopus and Web of Science (WoS) from 2014 to 2021. From a total of 322 articles, 30 were selected that met the defined inclusion criteria; structured and empirical studies, focused on identifying the characteristics of language (LG) and executive functions (EF) in SLD that specified the sample, demographic information, effect size and validity of the psychometric tests provided. The systematic review was developed following the PRISMA 2020 checklist. General metrics were calculated for the selected publications; quantity by year, authors and countries, Top 10 article-reviews and word cloud. A meta-analysis was performed indicating sample size and type of study, age range of research units, effect size and instruments employed. Qualitative analysis of the selected articles was done by neurocognitive process, EF and LG; the criterion variable SLD was discriminated in the following order; dyslexia, dysgraphia and dyscalculia. The results show that the systematic literature review allowed us to identify a vast scientific production dedicated to the analysis of diagnostic predictors, risk factors and neurocognitive characteristics of SLD. Publications report that SLD is associated with brain maturation deficits in the frontal and temporal cortex, generating delays in the development of EF, mainly in working memory and in the neurocognitive process of the LG. Subjects diagnosed with SLD show lower performance than the population mean in cognitive tests assessing working memory, negatively impacting processing speed and phonological awareness. SLD generates limitations in academic learning, affects several cognitive domains. The analyzed publications identified that it is associated with deficits in LG and EF. The results of the psychometric instruments used indicate a performance below the population mean in activities measuring processing speed, planning, inhibitory control, working memory and phonological awareness. Deficits in phonological awareness are associated with dysgraphia and dyslexia (semantic confusion, phoneme inversion and replacement, letter omission, spelling deficits and reading decoding deficits. The reported research establishes a link between academic underachievement and deficits in prefrontal cortex brain maturation in SLD. The systematic review was limited to neurocognitive analysis of EF and LG. To establish a comprehensive neurocognitive profile of this disorder, findings from studies focused on other processes should be analyzed. The clinical manifestations of SLD are maintained throughout life. The main limitations of this research refer to the fact that only two neurocognitive processes were addressed; it is recommended for future work to review other processes in order to establish a complete profile of this clinical condition. On the other hand, dyslexia has comorbidity with other neurodevelopmental and behavioral disorders, which could generate variations in the neurocognitive characterizations, which implies a thorough review of the state of the art. In addition, neurocognitive disorders also vary according to language. [ABSTRACT FROM AUTHOR]

Introduction: The CBCL is a standardized form that parents fill out to describe their children's behavioral and emotional problems. Previous studies have suggested that two subscales, "withdrawal-depressed" and mainly "thought problems" may have utility as a psychosis risk screening measure in youth. Executive function and higher-order language dysfunctions have been postulated as potential endophenotypes for schizophrenia. Objectives: To identify by means of the two CBCL subscales mentioned above, a group of children and adolescents with higher ratings amongst those patients attending an outpatient psychiatric clinic, who present a neurodevelopmental disorder and a family history of schizophrenia Material and methods: Parents filled out CBCL, CCC-Childrens Communication Checklist- (evaluates pragmatic language) and BRIEF-2 (Behavior Rating Inventory of Executive Function). Results: Twenty-one children were included (16 males; 5 females). Mean age 11,4 y/o. Main diagnoses were ADHD (66,7%), Learning Disorder (9,5%) and ASD (9,5%). CBCL subscales "withdrawndepressed" and "thought problems" discriminated two groups. One with higher ratings (above Pc70) showing the presence of symptoms (n=11) and the other with lower ratings (below Pc70) indicating symptom absence (n=10). The first group showed more pragmatic language difficulties as well as poorer executive function. Conclusions: A more comprehensive dimensional evaluation of the psychopathology of children with neurodevelopmental disorders and family history of schizophrenia, by means of CBCL, may provide a better description of premorbid difficulties, helping to identify more vulnerable cases for long term follow up and early intervention. [ABSTRACT FROM AUTHOR]

Objective: To analyze the relationship between the levels of Processing Speed and Executive Functions in sixth grade students of the Ciudad de Pasto Educational Institution (IEMCP), Colombia. Method: Correlational descriptive research. The ENI-2 test was used, specifically the Executive Functions factor and the Processing Speed subtests of the WISC-IV. To analyze this relationship, the statistical program SPSS 0.25 was used, applying the Pearson and Spearman correlation indices. Results and conclusion: Based on the correlation indices, a positively favorable association is identified between the Processing Speed subtests with the Executive Functions in Verbal Fluency, Graphic Fluency, Cognitive Flexibility, and Planning and Organization. At the end, comparative ranges are presented based on the gender of the participants, demonstrating a low influence of this factor on the variables, in addition to recognizing the importance of this relationship in the child's learning development. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate executive functions (EF) and neuropsychiatric disorders (ND) in patients with Alzheimer's disease (AD) according to the degree of severity, compared to subjects without cognitive impairment (SWCI). Fifty patients with AD and 60 SWCI were studied in a non-experimental-crosssectional study with non-probabilistic sampling based on a series of inclusion criteria. The frontal evaluation battery and the neuropsychiatric inventory were applied and the results showed that there is a negative relationship of moderate intensity between EF and ND, regardless of the degree of severity of AD. It can be concluded that, in the mild phase, euphoria is related both to sensitivity towards interference and to inhibitory control; in moderate phase irritability is positively related to sensitivity towards interference; and in the moderately severe phase, motor programming is negatively related to agitation. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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.)

Interpreting situations with a biased view as potentially hostile can facilitate aggression. Research suggests that biased interpretations occur automatically and implicitly. This study aims to determine whether executive function training reduces implicit hostile attributions. Executive functions describe processes associated with control, planning, and allocation of attentional resources to perform goaldirected actions. A sample of ninety-eight college students was randomly assigned to two groups exposed to modified versions of the Implicit Association Test (IAT) to assess levels of automatic hostile attributions. The experimental group underwent Stroop Task training, while the control group was exposed to a neutral task. Although the results did not confirm the working hypothesis, they demonstrate that the IAT can be effectively adapted to measure implicit aggressive attitudes. Overall, this methodology can contribute to elucidating the influence of social factors versus cognitive factors in the generation of violence. [ABSTRACT FROM AUTHOR]

Introduction: The present research study the auditory system and executive skills, specifically cognitive flexibility, in long-lived population to contribute to the existing scientific evidence, the impact that both can have on the quality of life of the elderly population. Objective: the relationship between the hearing function and cognitive flexibility an older adult population was determined in Sincelejo, Colombia. Method: A quantitative, non-experimental, correlational, cross-sectional study was conducted in a population (140) older adults, intentional sampling by inclusion criteria was applied for the selection of the sample (belonging to the institution, who will sign the informed consent) and exclusion (cognitive deficit, diabetes, diagnosed neurological diseases, visual or auditory alterations, exceeding the age of the test), the sample was made up of 49 older adults. It was used as instruments for collecting information for hearing, audiological tests of tone audiometry and logoaudiometry, for the measurement of executive function, Wisconsin Card Classification Test. Results: The results showed mean differences in the conceptual level response variable between age groups (p: 0.037), high-frequency hearing losses between mild and moderate (25-40Dbhl; 40-60Dbhl), good level of speech discrimination and a statistical association between hearing sensitivity and total number of mistakes (0.336, 0.357 p=0.05), and perseverance(0.343, 0.301 p=0.05), speech discrimination, response at the conceptual level(-0.375; -0.397p=0.0), lack of attitude(0.441; 0.456 p=0.01). Conclusion: The greater the deterioration in the peripheral and central auditory processing, the greater the perseverative tendency, the difficulty in abstraction and concept formation, as well as the change of strategies of an older adult in tasks that involve executive functioning. [ABSTRACT FROM AUTHOR]

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.)

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.)

Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion 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 Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra 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 Katharsis is the property of Institucion Universitaria de Envigado 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 objective is to evaluate the processes of social cognition related to mind theory and executive functions in religious leaders of three doctrines. The study is cross-sectional and comparative. The instruments used were the Test of the Gaze, the Test of Paw Meets or Intentional Social Errors of the original "Faux Pass" and the Empathy Quotient to evaluate social cognition and Mind Theory. The results show differences in cognitive processes and executive functions between doctrinal groups. It concludes about the importance of research for the understanding of cognitive processes in religious leaders. [ABSTRACT FROM AUTHOR]

Introduction: Intellectual capacity (IQ) and executive functions (EF) influence students' academic performance, which in turn is associated with university dropout, a phenomenon that affects Colombian society in general. The objective of this work was to analyze the factors of IQ and EF that have to do with low performance and high academic performance in a sample of university students. Methodology: Observational, analytical, prospective cross-sectional study carried out in 2 groups (low and high academic performance). Results: All IQ and FE variables showed significant differences between the study groups (p=0.05), with better performance by students with high academic performance. Conclusions: Executive and IQ deficits were found, as well as in most of the EF dimensions in students with low performance, such as lower performance in verbal organization and categorization, verbal working memory, visual categorization and inhibitory control, without alterations in cognitive flexibility. In the group with the lowest performance, a higher speed of visual working memory was also observed, which could be understood as compensatory. [ABSTRACT FROM AUTHOR]

Objective: to determine the influence of anxiety and depression on the executive function components in patients with Multiple Sclerosis (MS). Methods: thirty patients with MS and 30 healthy controls were assessed through a battery of cognitive tests, the State-Trait Anxiety Inventory (STAI) and the Beck Depression Inventory (BDI). Results: the group of MS presented statistically significant differences (p <0.05) in tests that assess inhibitory control, working memory, cognitive flexibility, abstract reasoning, practical-constructive problem solving, phonetic and verbal fluency, trait and state anxiety, and depression. The simple linear regression analysis found that high levels of anxiety and depression may be a predictor of variability in the functioning of inhibitory control, cognitive flexibility, practical and constructive problem solving, and semantic and verbal fluencies. Conclusions: the rates of anxiety and depression significantly influence some components of the executive functions. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades 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.)

Addiction to cocaine paste is a serious health problem in Chile. Drug addiction is associated with deficits affecting executive functions, which are located in prefrontal regions of the brain. The aim of this study was to compare the neuropsychological performance of a group of cocaine paste dependent individuals receiving treatment in 4 public centers (n = 27) to that of a control group (n = 16). A comparative cross-sectional design was used, with a set of neuropsychological instruments being administered: the Stroop Color and Word Test, the Wisconsin Card Sorting Test, the Iowa Gambling Task, the Trail Making Test, the Rey Auditory Verbal Learning Test, the Verbal Fluency Test, and the Frontal Systems Behavior Scale. A multivariate analysis of variance was used, controlling for depression level. This procedure revealed that the dependent group performed more poorly on the learning curve and scored higher on the disinhibition and executive dysfunction subscales of the Frontal Systems Behavior Scale. Overall, results fall in line with the literature reviewed. [ABSTRACT FROM AUTHOR]

Poor executive functioning is linked to antisocial behaviors; Violent offenders present poor performance in cognitive and behavioral control, deficits in inhibition, planning and execution of movements. This research aimed to determine the association between the joint evaluation of the performance of executive functions and the types of crimes in women in the stage of emerging adulthood, who are serving a sentence in the Azuay-No.1 Deprivation of Liberty Center, 2023. It had a quantitative approach, with correlational scope, non-experimental and cross-sectional design. The population was 23 women deprived of liberty. The instruments used were a sociodemographic record and the Neuropsychological Battery of Executive Functions and Frontal Lobes -BANFE-2-. The results showed a considerable deterioration of executive functions in the majority of the population and it is independent of the type of crime, which were violent and non-violent. [ABSTRACT FROM AUTHOR]

Introduction. Cognitive rehabilitation therapy [CRT] promises to be an effective alternative in substance use disorder (SUD) treatments. There is evidence of its use in the improvement of cognitive conditions deteriorated by consumption, greater adherence to treatment, increased abstinence rates and contributes to the restoration of lost executive functions. However, there is no knowledge about its impact on the individual's social and family reintegration. Objective: The present study seeks to identify the contributions of CRT in the treatment of addictions on the processes of social and family reintegration. Method: The EBSCOHOST, SCOPUS, SCIENCEDIRECT, APA &TAYLOR AND FRANCIS databases were used, and the systematized documentary review strategy was implemented; 44 articles met the inclusion criteria. Results: There is significant evidence on the effectiveness of CRT training as an improvement in self-control and social, emotional and cognitive skills that contribute positively to the person's functionality. Conclusions: CRT increases employability and helps in family understanding of SCT. It is considered then that CRT could generate a viable alternative in the treatment of SCT. Key words: Cognitive Rehabilitation, Social and Family Reinsertion, Addictions. [ABSTRACT FROM AUTHOR]

Introduction. One of the main health problems faced by adolescents is Risky Sexual Behavior. The aims of the study were: To compare the CSR among a group of adolescents with different levels of executive functioning and to analyze the factors related to these behaviors using a linear regression model. Method. The sample consisted of 50 adolescents, 25 men and 25 women. To measure the CSR was used, the Scale of Sexual Behaviors and the questionnaire of the National Survey of Health and Sexual Habits, for the evaluation of the executive functions, the subtests of the Orbito Medial index of the Battery of Executive Functions and Lobes Frontals. Results: An ANOVA was performed taking the CSR score as the dependent variable and the level obtained in the Medial Orbit index as the independent variable. Likewise, an ordinary least squares model was made. According to the results, no significant differences were found between the groups p = .525. However, those with lower scores on tasks that evaluated inhibitory control and benefit-risk processing obtained higher CSR scores. On the other hand, the CSR that is mainly related to a high-risk level is: the early age of beginning sexual relations (-.930). Conclusions. Emphasis is placed on the importance of studying the phenomenon and its relationship with cognitive processes. [ABSTRACT FROM AUTHOR]

Introduction: Cognitive impairment is associated with type 2 diabetes mellitus (T2DM), however there's no agreement regarding the interaction between the therapeutic adherence's factors (TAF) with executive function (EF). Objective: to estimate the influence of TAF on EF's performance in diabetic patients. Method: A case-control study on outpatients with T2DM; matched by sex, age and scholarship with healthy controls. Data were obtained from physiological, psychological and neuropsychological evaluation. Results: A total of 95 diabetic patients and 95 healthy controls with a mean age of 55.51 (diabetics) and 55.45 (controls) and scholarship of 11.73 (diabetics) and 11.64 (controls) were enrolled. The FE's performance in both groups was in the average range; however, in the group of diabetics the performance was lower in memory tasks (short-term visual memory -P .039- and verbal working memory -P .001-) and mental planning (P .033). The TAF was associated with demographic and clinical indicators. Discussion and conclusions: There're specific difficulties in some of EF's domains in patients with T2DM that are influenced by demographic and clinic factors. It is recommended to make periodic evaluations in high-level cognitive skills in the diabetic patient to propose psychoeducational alternatives to increase self-care in these patients. [ABSTRACT FROM AUTHOR]

Introduction: Colombia has been one of the countries with the highest rates of violence in the world, being the second leading cause of death in the country, however scientific research on the dynamics of this social phenomenon is insufficient, one of the central aspects In the investigation of homicidal violence is the development of perpetrator profiles, the results of these studies agree that there is no unitary profile of aggressors in terms of personality, psychopathology or demographic characteristics. Objective: to compare the performance in executive function by areas in inmates convicted of involuntary and intentional homicide. Material and methodology: a descriptive comparative study was conducted, with a non-experimental design, two groups of involuntary and malicious homicides were evaluated, through the neuropsychological battery of executive functions (Banfe2) and a sociodemographic record. Results: the demographic data showed predominant socioeconomic status 1, secondary schooling, marital status free union, type of nuclear family, a high percentage of the sample reported not using psychoactive substances, in the Analysis of variance with the Student's T test and The comparison of yields by area and group with the Chi X2 test is evidenced in the bilateral significance that there were no statistically significant scores between the two homicide groups. Conclusions: the neuropsychological performance in the three areas and in the global executive functioning, they found mild to severe alterations, indicating and confirming the low cognitive profile in homicides, the sociodemographic characteristics coincide with those of several studies in this population. [ABSTRACT FROM AUTHOR]

Objetivo: identificar las asociaciones entre el desempeño en pruebas de funciones ejecutivas (FEs) y la severidad de alteraciones conductuales disejecutivas, y los cambios neurales estructurales en imágenes de resonancia magnética volumétrica y de difusión en sujetos con deterioro cognitivo leve amnésico (DCLa) y enfermedad de Alzheimer (EA). Antecedentes: a pesar de que las alteraciones de las FEs son frecuentes en etapas tempranas de la EA, se asocian a un peor cuadro clínico, y predicen la conversión de DCLa a demencia, se desconocen a detalle sus correlatos neuroanatómicos en estos grupos clínicos. Métodos: se evaluó a un total de 66 sujetos en tres grupos: control (n = 32), DCLa (n = 18), y EA leve (n = 16). Para la evaluación cognitiva se analizaron los datos de las pruebas Trail-making test, Stroop, fluencia verbal semántica y fonética. Para la evaluación conductual se utilizó una versión transculturalmente adaptada del Inventario del Síndrome Disejecutivo Conductual. Se utilizaron modelos de regresión lineal para analizar la asociación de las mediciones de neuroimagen en regiones de interés y las variables clínicas. Núm. de registro del protocolo: 116/16 Resultados: la fluencia verbal semántica predijo una menor integridad de sustancia blanca en el cíngulo, la anosognosia predijo un menor volumen hipocampal. Conclusiones: de replicarse estos hallazgos, la anosognosia y la fluencia verbal semántica podrían considerarse marcadores clínicos que orientan hacia el diagnóstico de padecimientos en el espectro clínico de la EA aun en sujetos en etapas previas a la demencia. [ABSTRACT FROM AUTHOR]

Acquired brain injury (ABI) could cause physical, motor, neuropsychological, and generate a disability on affected people. The holistic neuropsychological rehabilitation attemps to reduce cognitive, behavioural, emotional and social sequels. Holistic approach propose a combined work of individual and grupal interventions, training in environments the most real as possible, as well as the family and vocational interventions. The goal of this rehabilitation is to generalise the achieved results to the patient's daily life to increase their functional, autonomy and their quality of life. The aim of this study was to analyse and compare the cognitive performance, and quality of life, before and after to follow a holistic neuropsychological rehabilitation program that included activities on real environment. A sample of 20 persons with ABI was studied. Neuropsychological assessment tests of attention, memory, executive funcions and quality of life were apply. Results showed statistically significant differences on attention, memory and executive functions performance and in quality of life. These findings suggest that holistic neuropsychological rehabilitation, that included the work on real environments, could contribute to generalizing the cognitive outcome to daily life and help to increase quality of life of ABI persons. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Colombiana de Psiquiatria is the property of Asociacion Colombiana de Psiquiatria 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.)

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Background: Different authors indicate that attitudes towards mathematics, executive functions, and prior mathematical knowledge represent central variables in mathematics learning; however, there is no evidence about their joint and relative contribution to the prediction of mathematics performance in high school students. Main goal: To analyze the contribution of perceived competence, mathematics enjoyment, executive functions, and prior knowledge in the prediction of mathematics performance in first and second-year high school students. Method: Participants were 178 students who were enrolled in the first two years of high school (Mage = 13.4 years, SD = .32; 45.5% boys). Results: The set of variables explained 49% of the variance in mathematics performance, with perceived competence, mathematics enjoyment, and working memory being significant predictors. No differences were found in the strength of the relationship between working memory and mathematics performance between the school years analyzed. Conclusions: The evaluated attitudinal aspects and working memory represent important variables to predict performance in mathematics performance at the secondary level. [ABSTRACT FROM AUTHOR]

Neuropsychological assessment instruments must comply with several characteristics including ecological validity; thus, virtual reality seeks to satisfy the need to create instruments that are correlated with functioning in daily life. The objective of this work is to specify the type of virtual reality implemented in the generation of neuropsychological assessment platforms published during the period 2017-2021 on the Pubmed platform. A total of 14 papers are included: 71.4% of the published platforms used Immersive Virtual Reality and 28.6% use Non-Immersive Virtual Reality; 35.7% of the designed platforms seek to assess memory, followed by executive functions (21.4%), attention (21.4%) and the design of assessment batteries (21.4%). The feeling of immersion allows the assessment through these platforms to present more ecological validity due to its high cognitive demand and to its ability to generate different responses. [ABSTRACT FROM AUTHOR]