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A recent study conducted by researchers at Hong Kong Polytechnic University examined the roles of language and executive function in the theory of mind development of Mandarin-speaking children. The study assessed 160 preschoolers and early primary schoolers and found that language significantly predicted both first-order and second-order false belief reasoning, while executive function played a unique role in second-order false belief reasoning. The findings suggest that language plays a greater role than executive function in the theory of mind development of Mandarin-speaking children. Further information on the study can be found in the journal article published in Frontiers in Psychology. [Extracted from the article]

A study conducted by the Yancheng Institute of Technology in China investigated the impact of Multiple Object Tracking (MOT) training on the executive function of basketball players. The study divided participants into three groups: a feedback group, a no feedback group, and a control group. After eight sessions of MOT training, the feedback group showed the best performance in certain tasks, indicating that MOT training can effectively enhance the executive function of basketball players. However, there was no significant difference in test scores between the feedback and no feedback groups on other tasks. [Extracted from the article]

A study conducted by the North University of China examined the correlation between physical fitness and executive function in Chinese adolescents. The researchers selected 5336 adolescents aged 13 to 18 years from six regions in China and conducted physical fitness and executive function tests. The study found that there was a significant positive correlation between physical fitness and working memory and cognitive flexibility, but not with inhibitory control. The higher the physical fitness index, the better the working memory and cognitive flexibility. This research has been peer-reviewed and provides valuable insights into the development of executive function in Chinese adolescents. [Extracted from the article]

A recent systematic review and meta-analysis conducted by Louisiana State University Health Shreveport examined the effects of cognitively engaging physical activity interventions on executive function in children and adolescents. The study found that these interventions had a significant positive impact on executive function, particularly in inhibitory control and working memory. The researchers also identified that interventions lasting more than 6 weeks, with sessions over 20 minutes and conducted more than twice a week, were particularly effective. These findings highlight the importance of integrating cognitive challenges into physical activity programs to enhance executive function in educational and developmental settings. [Extracted from the article]

A recent study conducted at Chiba University in Japan explored the relationship between executive function (EF), theory of mind (ToM), and Japanese language skills achievement in elementary school students. The study followed 85 Japanese elementary schoolers from first through fifth grade and found that EF abilities in grades 1 and 3 predicted Japanese language achievement through ToM ability. Additionally, Japanese language skills achievement in grade 1 predicted EF ability in grade 3 and EF predicted achievement in grade 5. These findings highlight the important role of EF in academic achievement among elementary school students in Japan. [Extracted from the article]

A scoping review conducted by researchers at Suzhou University of Science and Technology in China examined the impact of different types of physical exercise on executive function (EF) in older adults. The review analyzed 91 randomized controlled trials and found that all four types of physical exercise (aerobic, strength, coordination, and mixed) enhanced EF in older adults, with mixed exercises being the most effective. The study suggests that engaging in physical exercise can have positive effects on cognitive function in older adults. [Extracted from the article]

A recent study conducted by researchers at Macquarie University in Sydney, Australia explored the association between media multitasking and executive function in Chinese adolescents. The study compared heavy/high media multitaskers (HMMs) and light/low media multitaskers (LMMs) using self-reports, behavioral measures, and functional near-infrared spectroscopy (fNIRS) data. The results indicated that HMMs showed more impairment in executive function based on questionnaire analysis and exhibited greater prefrontal activation during certain cognitive tasks. These findings suggest a negative relationship between media multitasking and executive function and highlight the importance of using multiple assessment methods in studying this topic. [Extracted from the article]

A recent study examined executive function deficits in individuals with 3q29 deletion syndrome, a rare genomic disorder associated with neurodevelopmental and psychiatric phenotypes. The study used the Behavior Rating Inventory of Executive Function (BRIEF) to assess executive functioning in a cohort of 32 individuals with 3q29 deletion syndrome. The results showed that individuals with 3q29 deletion syndrome had global deficits in executive function, with 81.25% scoring in the clinical range on at least one BRIEF subscale. The study also found that executive function deficits were associated with ADHD diagnosis and schizophrenia spectrum symptoms, as well as with certain neuroanatomical features. However, it is important to note that this study has not yet undergone peer review. [Extracted from the article]

A recent report from Huzhou College in the People's Republic of China discusses the effects of open and closed skill exercise interventions on executive function in typical children. The study conducted a meta-analysis of 31 articles and found that both open and closed skill exercises improved executive function to varying degrees. However, open and sequential skills were found to be more effective in improving executive function, particularly in working memory, inhibitory control, and cognitive flexibility. The study also found that long-term, moderate-intensity interventions were better than acute, vigorous-intensity interventions for executive function. The research concludes that the facilitation effects of open and closed skills were influenced by the qualitative characteristics and action structure of the intervention. [Extracted from the article]

A study conducted by the University of Minnesota explored the effectiveness of interleaved versus blocked instruction in learning science concepts. Eighth-grade students were taught about three rock concepts using either interleaved or blocked instruction. The study found that students who received interleaved instruction had better memory when tested two weeks later, while those who received blocked instruction had better memory when tested on the same day. The study also found that executive function abilities, such as shifting and inhibition, were more predictive of learning from interleaved instruction. These findings provide a foundation for future research on the role of executive function in different instructional methods. [Extracted from the article]

A recent study conducted by researchers at Ludong University in Yantai, China explored the influence of rhythmic-movement activity on the hot executive function (hot EF) of 5- to 6-year-old children. Hot EF refers to cognitive processes involved in high emotion or motivation. The study involved 62 children who received rhythmic-movement activity with rewards three times a week for 6 weeks, while a control group did not. The results showed that rhythmic-movement activity with rewards had a significant effect on gratification delay and affective decision-making ability in children. The study discusses the effects and implications of this intervention on hot EF. [Extracted from the article]

Researchers at Alzahra University in Tehran, Iran have designed and validated an executive function training program for elementary school teachers. Executive functions, which play a crucial role in cognitive and social development, have been found to impact the professional development of teachers and the academic and social performance of students. The program was validated using the face validity method and the content validity method, with a panel of 10 experts. The results showed that the program has face and content validity and can be used in educational centers, in-service courses, and for research and extracurricular classes in schools. [Extracted from the article]

A recent study conducted at the University of Victoria in Canada explored the relationship between executive function (EF) and reading comprehension in children in French immersion programs. The study found that measures of shifting, a component of EF, explained the most variance in reading comprehension compared to working memory and inhibition. These findings contribute to the growing evidence of EF's role in reading comprehension, particularly in the context of early literacy learning in a second language. The research has been peer-reviewed and published in the Canadian Journal of School Psychology. For more information, readers can contact Gina L. Harrison at the University of Victoria. [Extracted from the article]

New research conducted at the University of Limerick in Ireland explores the effects of transcranial direct current stimulation (tDCS) on cognitive functioning. The study specifically investigates the impact of anodal and cathodal bipolar bihemispheric tDCS on executive function and working memory abilities. The results suggest that tDCS may not be as effective in enhancing cognitive functioning as it is in improving motor learning. Additionally, the study proposes that the efficacy of neurostimulation on cognitive functioning may be influenced by gender. Further research is needed to explore this potential moderating effect. [Extracted from the article]

A study conducted in Cuba aimed to evaluate the validity and reliability of the Executive Functions Scale for University Students (UEF-1) in the Cuban population. The study involved 1092 Cuban university students from 14 provinces, and the results showed significant correlations between the scale factors, confirming the original seven-factor structure. The scale demonstrated good internal consistency and overall reliability. The study concluded that the UEF-1 is a reliable and valid tool for assessing executive functions in Cuban university students, providing a comprehensive understanding of their cognitive abilities and functioning. [Extracted from the article]

2019 JAN 26 (NewsRx) -- By a News Reporter-Staff News Editor at Obesity, Fitness & Wellness Week -- A new study on Nutritional and Metabolic Diseases and Conditions - Obesity [...]

A recent study conducted by researchers at the University of Nebraska-Lincoln explored the relationship between early childhood educator (ECE) post-traumatic growth and young children's executive function (EF). The study found that while adverse childhood experiences (ACEs) among ECEs were not significantly related to children's EF scores, higher levels of post-traumatic growth were associated with fewer parent-reported EF difficulties in children. The researchers suggest that ECEs may draw on their coping skills developed through adversity to model and promote healthy EF in children, and that mental health supports for ECEs could contribute to positive early childhood environments that nurture well-being and resilience. [Extracted from the article]

A preprint abstract from the Psychology & Psychiatry Journal discusses the potential role of executive functioning (EF) as a common causal mechanism for externalizing behaviors such as attention-deficit/hyperactivity disorder (ADHD), aggression, and alcohol use. The study used a Mendelian randomization approach to examine the reciprocal causal associations between EF and these behaviors. The results suggest that EF may be a causal mechanism underlying ADHD and alcohol use, and that ADHD may also lead to lower performance on EF tasks. However, caution is advised when interpreting these findings due to potential confounding factors. The study did not find significant findings for aggression. [Extracted from the article]

A study conducted at Jinan University in Guangzhou, China, compared the effects of football (an open-skill sport) and golf (a closed-skill sport) on executive function in university students. The research found that both sports were effective in enhancing inhibitory control after 16 weeks of training, with golf showing significant improvements in this aspect. The study suggests that the cognitive demands of the sports, rather than improvements in physical fitness, may be primarily responsible for the enhancements in executive function. [Extracted from the article]

A study conducted by researchers at Universitas Udayana focused on the psychometric properties of five executive function tests in Indonesian samples. The study aimed to establish the validity and reliability of these tests, which are crucial in understanding conditions such as learning disabilities, depression, and anxiety. The research concluded that these executive function tests are suitable for use in Indonesia, but obtaining normative scores adjusted for demographic factors is necessary. For more information, readers can refer to the journal article published in Psikohumaniora: Jurnal Penelitian Psikologi. [Extracted from the article]

A report from Stanford University explores the impact of neighborhood risk and cultural socialization on the executive function (EF) of American Indian and Alaska Native (AI/AN) preschool children. The study found that while overall neighborhood risk did not predict EF, higher levels of cultural socialization, particularly in language and cultural activities, were associated with higher EF. The researchers suggest that cultural socialization may promote resilience in AI/AN preschoolers by fostering spiritual, social, and cultural connections, as well as providing opportunities to practice EF skills. They recommend further research in partnership with AI/AN communities to develop culturally grounded interventions and reassess measures of neighborhood risk. [Extracted from the article]

A recent study conducted by researchers at the University of Minnesota Twin Cities explored the relationship between executive function (EF), cognitive flexibility, and science achievement in middle-school students. The study found that among the measures of EF, updating was strongly predictive of science achievement, while the association between cognitive flexibility and science achievement was comparatively weaker. The researchers also developed paper-and-pencil versions of EF and cognitive flexibility measures suitable for classroom administration, which may support future studies on these abilities and their impact on science achievement. This study contributes to the field of educational neuroscience and provides insights into the factors influencing science achievement in adolescents. [Extracted from the article]

A recent study from Sirius University of Science and Technology examines the relationship between bilingual language experience and executive functions. While previous research has suggested that bilingualism enhances executive functions, recent systematic reviews and meta-analyses have found contradictory findings. The variability in results is attributed to the diverse methodological paradigms used across studies. The study calls for future research to consider individual bilingualism-related factors and the specifics of executive function tasks, as well as the development of new falsifiable theories to advance understanding in this field. [Extracted from the article]

Keywords: Lubbock; State:Texas; United States; North and Central America; Child Applied Neuropsychology; Psychology EN Lubbock State:Texas United States North and Central America Child Applied Neuropsychology Psychology 192 192 1 04/17/23 20230421 NES 230421 2023 APR 22 (NewsRx) -- By a News Reporter-Staff News Editor at Pediatrics Week -- Investigators discuss new findings in Psychology - Child Applied Neuropsychology. Keywords for this news article include: Lubbock, Texas, United States, North and Central America, Child Applied Neuropsychology, Psychology, Texas Technical University. [Extracted from the article]

A systematic review with meta-analysis of randomised controlled trials examined the effects of acute physical exercise on cognitive function in adults with cognitive impairment. The study included 15 trials with 500 participants, showing that acute exercise significantly improved executive function in this population. However, the review noted limitations in the included studies, such as high risk of bias and low strength of evidence. This preprint has not yet undergone peer review. [Extracted from the article]

A report from the University of Padova in Italy discusses a study on the brain's executive functions and their relationship to the default mode network (DMN) and frontoparietal network (FPN). The study used resting state functional magnetic resonance imaging data from 500 healthy individuals aged 10 to 100 years. The researchers found that the topological properties of both the DMN and FPN were associated with executive function performance, but the DMN appeared to be more sensitive to age-related changes. The study suggests that further research on the functional architecture of the DMN in relation to higher order cognition across the lifespan may be of interest. [Extracted from the article]

A recent study conducted by researchers at "Sapienza" University of Rome explored the role of cognitive flexibility in mild cognitive impairment (MCI) and healthy older adults. MCI is a preclinical condition characterized by impairments in executive functions, including cognitive flexibility. The study found that individuals with MCI showed greater impairment in global cognitive functioning and executive function performance. Additionally, cognitive flexibility was found to predict higher-level executive function performance in individuals with MCI and partially in healthy older adults. This research provides valuable insights into the functionality of cognitive flexibility in cognitive decline. [Extracted from the article]

A recent study conducted by researchers at the University of Almeria in Spain explores the impact of deafness on visual attention. The study focuses on three networks of visual attention: orienting, alerting, and executive control. The researchers found that the orienting network is enhanced in deaf adults and children, particularly in native signers without cochlear implants. However, the results regarding alerting and executive function varied depending on clinical characteristics and paradigms used. The study concludes by discussing implications for future research on visual attention in the deaf population. [Extracted from the article]

A study conducted by researchers at the Karolinska Institute in Stockholm, Sweden, has found that cognitive flexibility is associated with sickness resilience. The study included 111 participants from various occupations and measured their executive functions using the Delis-Kaplan Executive Function System test battery. The results showed a significant negative correlation between cognitive flexibility and sick leave, even after adjusting for various factors. The findings were also replicated in a group of bipolar disorder patients. This study suggests that cognitive flexibility plays a role in key health outcomes such as sick leave. [Extracted from the article]

A study conducted at IRCCS Centro Neurolesi Bonino-Pulejo in Messina, Italy, focused on the use of virtual reality (VR) tools for cognitive rehabilitation in patients with mild cognitive impairment (MCI). The study involved 50 MCI patients who underwent cognitive treatment using the Virtual Environment for a Superior Neuro-Psychiatry, Second Generation (VESPA 2.0) System. Results showed significant improvements in cognitive functions, visuospatial skills, and executive functions after treatment with the VESPA 2.0 System, highlighting the potential of VR tools for cognitive rehabilitation in real-life situations. The study contributes new evidence on the impact of using simulations of the Activities of Daily Living (ADL) scale in cognitive rehabilitation. [Extracted from the article]

Research from P.G. Demidov Yaroslavl State University in Experimental Psychology explores the role of executive functions in the formation of mental sets, specifically focusing on shifting, updating, and inhibition. The study suggests that additional loading of executive functions can impact the formation of mental sets, with different effects on arithmetic and verbal materials. The research concludes that the level of loading on executive functions plays a crucial role in mental set formation, with an interaction that can be described as a U-shaped curve. For more information, the full article can be accessed for free online. [Extracted from the article]

A study conducted in Osijek, Croatia, explored the relationship between a child's executive functions, externalizing and internalizing problems, and caregiver strain in early school-age children. The research found that the child's executive functions fully mediated the impact of externalizing problems on caregiver strain, but not for internalizing problems. The results suggest that interventions focusing on improving a child's executive functions and providing caregiver support may help alleviate caregiver burden. The study was conducted by the Faculty of Humanities and Social Sciences and funded by various organizations, including the Josip Juraj Strossmayer University of Osijek and the Adris Foundation. [Extracted from the article]

A study conducted at Allameh Tabataba'i University compared the effectiveness of a cognitive exergame called Neurolight to computerized cognitive games in enhancing cognitive and motor functions in elderly individuals aged 60 to 69. The research found that cognitive-motor exercises using Neurolight significantly improved working memory, inhibitory control, and balance in this age group. The study suggests that combined cognitive and physical exercises may have a better effect on enhancing cognitive and motor functions in the elderly, and the use of this exercise system is recommended for coaches and therapists working with this population. [Extracted from the article]

A systematic review conducted by researchers at "Magna Graecia" University of Catanzaro focused on prospective memory (PM) in children and adolescents, highlighting its importance for daily functioning and independence. The review included 49 studies examining PM in typically developing children and adolescents, revealing a developmental trajectory of PM performance from age 2 to adolescence. Factors influencing PM development included retrospective memory, executive functions, attention, metamemory, and motivation. The study emphasized the need for standardized measures for potential clinical applications and provided insights for researchers selecting optimal tasks for measuring PM across different age groups. [Extracted from the article]

A study conducted by Anhui Medical University in China examined the neuropsychological impact of Sanda training on athlete attention performance. The research found that Sanda athletes exhibited higher efficiency in the executive control network but experienced a decrease in attentional capacities and a prolongation of reaction time. The study suggests that athletes should undergo attention training and use head protection to prevent frequent head impacts during training. The findings were published in Frontiers in Psychology. [Extracted from the article]

A new neuropsychological tool called the 'Assessment of Reading and Executive Functions' (AREF) has been developed by researchers at the Federal University of Minas Gerais in Brazil. The tool aims to assess inhibitory control, cognitive flexibility, working memory, and reading comprehension simultaneously. Initial findings suggest that the AREF subtests show promise in assessing reading skills and executive functions, with potential applications in clinical and educational settings for individuals with and without neurodevelopmental disorders. The study involved 93 students from 4th to 9th grade in public and private schools, showing correlations between AREF scores and reading measures as well as differences in performance based on school type and grade level. [Extracted from the article]