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IntroductionAs adolescent smoking rates rise, its impact on cognitive function has drawn greater attention. This study explores whether exercise can mitigate the negative effects of smoking on executive function in male college students.MethodsSixty male college students were divided into four groups (n = 15 each): sedentary smokers, sedentary nonsmokers, athletic smokers, and athletic nonsmokers. All participants completed the Eriksen flanker task, with prefrontal cortex activation measured using functional near-infrared spectroscopy. After the baseline test, all sedentary students engaged in 33 min of high-intensity interval training, followed by the same procedures as in the pre-test.ResultsIn the flanker task, college athletes exhibited superior executive function compared to sedentary students, with higher accuracy (p = 0.042), faster reaction times (p = 0.002), and more pronounced brain activation (p = 0.048). Post-exercise, reaction times improved significantly in sedentary groups (p < 0.05). Smoking impaired executive function both before and after exercise, with smokers showing lower accuracy (p < 0.001), slower reaction times (p < 0.001), and diminished brain activation (p < 0.001) compared to nonsmokers.DiscussionEngaging in acute aerobic exercise may improve executive function in sedentary smokers. Exercise may help mitigate smoking-related declines in executive function among college students.

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

BackgroundAutism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are both associated with impairment in executive function, particularly in complex attention. Although previous studies using clinical assessments have attempted to delineate differences between these disorders, the findings have been inconclusive. Our study aims to elucidate the differences of endophenotype between ASD, ADHD, and their co-occurring condition utilizing a uniform computerized test.MethodsThe study included children diagnosed with ASD, ASD co-occurring with ADHD (ASD+ADHD), or ADHD who completed the comprehensive attention test (CAT) at Severance Hospital between October 2013 to May 2023. We excluded children with intellectual disability and comorbid major psychiatric or neurologic disorders possibly affecting attention measurement. The participants were categorized into three groups for the comparative analysis of CAT measures: (a) ASD (n=112), (b) ASD+ADHD (n=155), and (c) ADHD (n=104). The study also conducted an exploratory analysis utilizing multivariate linear regression analysis to examine the association between the CAT measures and parent-reported scales.ResultsNotably, the ASD+ADHD and ADHD groups exhibited higher frequency of commission errors (CE) and perseveration errors (PE) compared to the ASD group. In the exploratory analysis, a significant negative association was observed between reaction time (RT) and both the social communication questionnaire (SCQ) and the child behavior checklist (CBCL) externalization scores in the ASD+ADHD and ADHD groups. The ASD+ADHD group tended to show higher standard deviation of reaction time (RTSD) compared to the ASD group.ConclusionsOur findings suggest that impaired response inhibition is more pronounced in ADHD compared to ASD. We propose altered visual attention, reflecting response inhibition, may serve as potential endophenotypic markers differentiating ADHD from ASD in attentional assessment. Elevated RTSD in the ASD+ADHD group demonstrates additive pathology, suggesting that the neurological mechanisms underpinning impaired sustained attention may differ between the two conditions.

ObjectiveOverweight and obesity are serious public health issues worldwide and significantly impair children’s executive function (EF). However, there is no consensus regarding the benefits of aerobic exercise, on the EF of overweight and obese children. This study systematically evaluated the intervention effects of aerobic exercise on EF and its subcomponents (inhibitory control, working memory, and cognitive flexibility) in overweight and obese children.MethodsWe searched six databases—PubMed, Web of Science, Cochrane Library, Embase, EBSCOhost, and China National Knowledge Infrastructure—until March 17, 2024 for randomized controlled trials examining the effects of aerobic exercise on the EF of overweight and obese children the Cochrane Risk of Bias Assessment Tool. Following heterogeneity testing, RevMan 5.4 and Stata 17.0 were used for meta-analysis and subgroup analysis of the three indicators. The standardized mean difference (SMD) and 95% confidence intervals (CI) were used as statistical measures for effect analysis with the SMD value as the effect size and a p-value of ≤0.05 indicating statistical significance.ResultsEighteen studies involving 1,260 participants were included. Aerobic exercise significantly improved overall EF (SMD = −0.50, 95% CI [−0.68, −0.32], p 25 kg/m2) do not benefit from the intervention, highlighting the need for a specific focus on intervention outcomes in future studies.

Asthma is a highly prevalent inflammatory condition, significantly affecting nearly six million U.S. children and impacting various facets of their developmental trajectories including neurodevelopment. Evidence supports a link between pediatric environmental exposures in two key areas: asthma and executive function (E.F.). E.F.s are a collective of higher-order cognitive processes facilitating goal-oriented behaviors. Studies also identify asthma-associated E.F. impairments in children. However, limited research has evaluated the inter-relationships among environmental exposures, asthma, and E.F. in children. This review explored relevant research to identify and connect the potential mechanisms and pathways underlying these dynamic associations. The review suggests that the role of the pediatric exposome may function through (1) several underlying biological pathways (i.e., the lung-brain axis, neuroendocrine system, and hypoxia), which could drive asthma and maladaptive E.F. in children and (2) the relationships between the exposome, asthma, and E.F. is a bidirectional linkage. The review reveals essential synergistic links between asthma and E.F. deficits, highlighting the potential role of the pediatric exposome.

Introduction: There is significant unexplained variability in behavioral and executive functioning after pediatric traumatic brain injury (TBI). Prior research indicates that there are likely genetic contributions; however, current research is limited. The purpose of this study is to use a systems biology informed approach to characterize the genomic signature related to behavioral and executive functioning ~12 months after moderate through severe TBI in children. Methods: Participants were from two prospective cohorts of children with severe TBI (Cohort #1) and moderate-severe TBI and an orthopedic injury (OI) group (Cohort #2). Participants included 196 children (n = 72 and n = 124 total from each respective cohort), ranging in age between 0--17 years at the time of injury. In total, 86 children had severe TBI, 49 had moderate TBI, and 61 had an OI. Global behavioral functioning assessed via the Child Behavior Checklist and executive function assessed via the Behavioral Rating Inventory of Executive Function at ~ 12 months post injury served as outcomes. To test for a genomic signature, we compared the number of nominally significant (p < 0.05) polymorphisms associated with the outcomes in our systems biology identified genes to a set 10,000 permutations using control genes (e.g., not implicated by systems biology). We used the ToppFun application from Toppgene Suite to identify enriched biologic processes likely to be associated with behavioral and executive function outcomes. Results: At 12 months post injury, injury type (TBI vs OI) by polymorphism interaction was significantly enriched in systems biology selected genes for behavioral and executive function outcomes, suggesting these genes form a genomic signature. Effect sizes of the associations from our genes of interest ranged from .2--.5 for the top 5% of variants. Systems biology analysis of the variants associated with the top 5% effect sizes indicated enrichment in several specific biologic processes and systems. Discussion: Findings indicate that a genomic signature may explain heterogeneity of behavioral and executive outcomes after moderate and severe TBI. This work provides the foundation for constructing genomic signatures and integrating systems biology and genetic information into future recovery, prognostic, and treatment algorithms. [ABSTRACT FROM AUTHOR]

Prior research highlighted the effect of home environment on the language development of young children. Recent research has mainly discussed the moderating effect of personality traits like temperament. Nevertheless, the precise mechanism about the relationship between home environments to children's language development remains incompletely understood. This study explored how home environment impacts the language development of 2-year-old toddlers and the role of temperament and executive function in this relationship. We used the Chinese Child Adaptive Behavior Scale, the Temperament Scale for 1–3 years old of toddlers and the Home Environment Scale for Infants' and Toddlers' families to assess children's language development, temperament, and home environment. Simultaneously, the research used the Stroop-like day-night task and the multiple location search task to evaluate children's executive function. A total of 117 2-year-old children as well as their parents were involved in the study. The results revealed that home environment significantly predicts children's language ability with executive function as a mediating role. Temperament dimensions including extraversion, independence, reactivity, and social inhibition play a moderating role between home environment and executive function. The findings contributed to the improved implementation of home education tailored to children with different temperament traits, offering effective support for the cognitive and language development of young children.

ObjectiveExecutive dysfunction is a core symptom of vascular cognitive impairment (VCI), which seriously affects patients’ prognosis. This paper aims to investigate the effectiveness of rTMS on executive function in VCI.MethodsThe databases selected for this study included Pubmed, Embase, Cochrane Library, China National Knowledge Infrastructure (CNKI), Wanfang, China Science and Technology Journal Database (VIP), and China Biology Medicine Disc (CBM). The screening times were conducted from the time of library construction until August 23, 2023. The inclusion criteria for this meta-analysis were randomized controlled trials (RCTs) on rTMS for VCI, which include executive function scores. The primary metrics were executive subscale scores of the Cognitive Comprehensive Scale and total scores of the Executive Specificity Scale. The secondary metrics were subscale scores of the Executive Specificity Scale. The quality of each eligible study was assessed using the Cochrane Risk of Bias tool. Meta-analysis and bias analysis were performed using Stata (version 16.0) and RevMan (version 5.3).ResultsA total of 20 high-quality clinical RCTs with 1,049 samples were included in this paper. The findings from the primary outcomes revealed that within the rTMS group, there were significantly higher scores observed for the executive sub-item on the cognitive composite scale (SMD = 0.93, 95% CI = 0.77–1.08, p

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

Researchers have found that there may be a correlation between physical activity, executive function, and depression for college students with depression. However, there is limited information available regarding the relationship and interaction between subclinical depression, physical activity, and executive function among college students with subclinical depression. The purpose of this study is to assess the correlation and interaction between subclinical depression, physical activity, and executive function in female college students with subclinical depression. The ActiGraph GT3X was utilized to measure physical activity time, and the colour-word Stroop task was employed to evaluate the executive function of the participants. The findings revealed that female college students with subclinical depression had a significantly lower time for moderate-intensity physical activity compared to healthy female college students. Additionally, the subclinical depression group took significantly longer to complete the colour-word Stroop task compared to the healthy group of female college students. The results of correlation and mediation analyses suggest a negative correlation between BDI-II scores and physical activity time and executive function in female college students with subclinical depression. Moreover, executive function appears to play a partial mediating role in the relationship between physical activity and subclinical depression.

The documented challenges of the early care and education (ECE) workforce include poor well-being, inadequate compensation, and high turnover rates. The COVID-19 pandemic not only exacerbated these issues, but also imposed additional demands such as virtual instruction, highlighting the need to understand how teachers’ well-being relates to their adaptability in teaching. The present study examined whether early childhood teachers’ well-being is directly and indirectly related to adaptability to virtual instruction via teachers’ executive function during the COVID-19 pandemic. With a research-practice partnership project in a Head Start program in a metropolitan area in the central United States, data were collected from the Early Head Start/Head Start annual teacher survey (n = 148). Mediation analysis showed that teachers who demonstrated higher well-being displayed higher levels of executive function, which in turn was associated with greater adaptability in virtual instruction. Beyond the pandemic, findings highlight the importance of supporting teachers’ well-being and executive functions to promote adaptability, which is critical not only in virtual instruction, but also in successfully navigating other challenges of the teaching profession.

IntroductionThe aim of this cross-sectional study was to investigate the association between breakfast patterns and executive function among adolescents in Shanghai, China.MethodsIn 2022, we randomly recruited 3,012 adolescents aged 12–13 years from all administrative districts in Shanghai. Breakfast information was collected by parents using a one-day recall method. Executive function was measured using the Behavior Rating Inventory of Executive Function-Parent Version. Latent Class Analysis was performed to identify breakfast patterns based on the food groups in the Diet Quality Questionnaire for China.ResultsBreakfast patterns were classified into three categories: “Egg and milk foods”, “Grain foods”, and “Abundant foods”, except for adolescents who skipped breakfast. Logistic regression was used to estimate the multivariate odds ratio (ORs) and 95% confidence intervals (95% CI) for the association between breakfast patterns and potential executive dysfunction. Adolescents in the “Abundant foods” class had a lower risk of executive dysfunction in terms of initiate (OR: 0.36; 95% CI: 0.17–0.76), and organization of materials (OR: 0.18; 95% CI: 0.04–0.94), compared to those who skipped breakfast. Similarly, the breakfast patterns of “Grain foods” and “Egg and milk foods” were associated with a lower risk of executive dysfunction, including initiate and working memory.DiscussionOur findings suggest that breakfast patterns were associated with executive function. The improvement of breakfast patterns among adolescents should be a significant public health intervention.

IntroductionSleep and stress processes shape executive function. Evidence suggests that poor sleep regulation can lead to significant impairments in executive functions. Psychological stress can also directly impact a variety of executive functions, often leading to declines, but may additionally reduce executive function via its negative impact on sleep. Rates of perceived stress and poor sleep have skyrocketed in recent years. As such, it has become increasingly important to understand how daily stress exposures and sleep processes modulate executive functions.MethodsIn a remote 21-day app-based study, 227 participants completed sleep and stress assessments three times a day. They also completed three executive functioning tasks at various timepoints across the 21-day study interval that assessed cognitive inhibition (Emotional Stroop task), cognitive flexibility (Trail Making Test A and B), and working memory (Backwards Digit Span).ResultsParticipants with consistent sleep/wake schedules reported fewer acute stress events when compared to those with inconsistent sleep schedules. Those with greater sleep/wake regularity also had faster responses to self-relevant negative probes (vs. general negative and neutral) in the Stroop task. Further, variability in sleep/wake timing and reported acute stress exposures across the 21-day study interval interacted to predict performance on the Emotional Stroop task. Specifically, as the number of acute stress events experienced across the 21-day interval increased, participants with more regular sleep schedules had slower overall response times on the Stroop. Higher acute stress exposures led to specific response time delays to neutral and self-relevant negative probes for those with high sleep/wake regularity. We found no impact of the number of acute stress events or stress intensities on working memory span, Stroop accuracy, or Trails response time.DiscussionThese data may indicate that sleep/wake regularity preserves adaptive inhibitory control responses to cumulative acute stress.

ObjectiveThis scoping review examined the impact of physical exercise on executive function (EF) in older adults and investigated the moderating effects of exercise types.MethodsWe systematically searched four electronic databases for randomized controlled trials (RCTs) investigating the effects of exercise on EF, published until November 26, 2023. The proportions of positive and null/negative effects across all studies were calculated.ResultsIn total, 91 studies were included in the analysis. Among these, 27 (29.7%) studies employed aerobic exercise interventions for older adults’ EF, with 19 (70.4%) studies reporting positive effects. Additionally, 18 (19.8%) studies utilized strength exercise interventions for older adults’ EF, with 15 (83.3%) studies demonstrating positive benefits. Furthermore, 32 (35.2%) studies employed coordination exercise interventions for older adults’ EF, with 25 (78.1%) studies showing positive benefits. Similarly, 30 (33%) studies applied mixed exercise interventions for older adults’ EF, with 25 (83.3%) studies indicating positive benefits.ConclusionOverall, all four types of physical exercise enhance EF in older adults, with mixed exercises being the most effective.

The profile of executive function (EF) in adults with Schizophrenia (SCZ) and autism spectrum disorder (ASD) remains unclear. This study aims to ascertain if distinct EF patterns can be identified between each clinical condition by comparing the neuropsychological profile of adults with SCZ and ASD, for whom the differential diagnosis is still highly challenging. Forty-five individuals (15 SCZ, 15 ASD, 15 controls) matched for age, sex, education level, and handedness underwent intelligence evaluation and neuropsychological testing for working memory, inhibition, planning and set-shifting, and verbal fluency subdomains. Principal component analysis (2D-PCA) using variables representing 4 domains was employed to identify patterns in neuropsychological profiles. The ASD group had lower scores on the Digits Forward subtest compared to the SCZ group (7.2 ± 2.1 vs. 9.3 ± 1.9, p = 0.003; Cohen’s d: 1.05). ASD also performed significantly worse on the Stroop Word Test compared to the control group (77.7± 17.9 vs. 98.0 ± 12.7, p = 0.009; Cohen’s d: 1.31). No significant differences were observed between ASD and SCZ on other EF measures. The larger contributors for the dimensions in 2D-PCA were the Digits Forward subtest and Stroop Word Test. Still, there was substantial overlap between the clinical groups. This study suggests a high degree of similarity of EF between SCZ and ASD. Through four EF measures, the discrimination of low and high-functioning EF groups spanning both diagnostic categories may help to identify the individuals who could better benefit from cognitive rehabilitation strategies.

Introduction: Passive exercise involves limb movement via an external force and is an intervention providing an immediate postexercise executive function (EF) benefit. It is, however, unknown whether EF is improved simultaneous with passive exercise--a salient question given the advent of passive (and active) exercise workstations designed to enhance productivity and wellbeing for individuals engaged in sedentary occupations. Methods: Here, participants (N = 23) completed separate 20-min conditions involving active (i.e., via volitional muscle activation) and passive (i.e., via mechanically driven cycle ergometer) cycle ergometry and a non-exercise control condition. EF was assessed prior to (i.e., preintervention), simultaneous with, and immediately after (post-intervention) each condition via the antipointing task. Antipointing involves a goal-directed limb movement mirror-symmetrical to a target and is an ideal tool for the current investigation given that the task is mediated via EF inhibitory control networks that show response-dependent changes following a single bout of exercise. Results and discussion: Results showed that passive exercise produced a simultaneous and post-intervention reduction in antipointing reaction time (RT), whereas active exercise selectively produced a post-intervention--but not simultaneous--RT reduction. Thus, passive and active exercise elicited a postexercise EF benefit; however, only passive exercise produced a simultaneous benefit. That passive--but not active--exercise produced a simultaneous benefit may reflect that the intervention provides the necessary physiological or psychological changes to elicit improved EF efficiency without the associated dual-task cost(s) of volitional muscle activity. [ABSTRACT FROM AUTHOR]

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

BackgroundMotor coordination difficulties could contribute to social communication deficits in autistic children. However, the exploration of the mechanism implicated in these claims has been limited by the lack of potential confounders such as executive function (EF).MethodsWe investigated the role that EF plays in the relationship between motor coordination and social communication in a school-aged autistic population via a structural model in a statistically robust manner. The results of questionnaires, including the Developmental Coordination Disorder questionnaire, the Behavior Rating Inventory of Executive Function, and the Social Responsiveness Scale, were collected to measure motor coordination, social communication deficits, and EF.ResultsA total of 182 autistic children (7.61±1.31 years, 87.9% boys) were included in the final analysis. In the model with EF as a mediator, the total effect (β=-0.599, P

Executive function development is especially important in the last year of the preschool period because this period precedes the transition to school. Therefore, it is relevant to study extracurricular activities that can positively impact the development of executive function in 6–7-year-old children. According to earlier research, executive function development might be positively influenced by music training. The current cross-sectional study aimed to explore differences in executive function among 6–7-year-old preschoolers depending on participation in music training. In the current research, children were divided into two groups of 37 participants each: children who received music training for at least half a year and children who did not receive music training. Children in both groups did not participate in dance training because music is also actively used during dance training. Background variables such as participation in extracurricular activities, screen time, family singing activities, maternal education, and family income level did not differ between the groups. The study revealed that the children who received music training had a higher level of motor inhibitory control compared to the children who did not receive music or dance training. This study offers further support for the association between executive function and music training in preschoolers.

This study aimed to explore the relationship between motor skill learning and executive function (EF), with an emphasis on the potential effects of football juggling learning. A randomized controlled trial involving 111 participants aged 17–19 years was conducted. Participants were randomly assigned to either the football juggling learning (FJL) group or a control group. The FJL group underwent 70 sessions of football juggling learning, while the control group engaged in their normal daily activities without any exercise intervention during the same time frame. Both groups were assessed for EF performance and underwent functional magnetic resonance imaging (fMRI) scans before and after the experiment. The executive function test included three tasks, namely, inhibition, working memory, and shifting. The results showed significant improvement in inhibition and shifting in both groups, and the FJL group showed greater improvement in these aspects of EF compared to the control group. Additionally, in comparison to the control group, the FJL group exhibited increased functional connectivity within the frontal, temporal, and cerebellar regions from the pre-test to the post-test. Notably, enhanced functional connectivity between the right superior temporal gyrus (posterior division) and left cerebellum 6 was identified in the FJL group and was associated with improved EF performance induced by football juggling learning. These findings shed light on the potential causal relationship between motor skill learning, EF, and brain plasticity. Importantly, our study provides preliminary evidence supporting the use of motor skill learning, such as football juggling, as a potential avenue for cognitive enhancement.

ObjectiveThis sought to explore the association between soybean product consumption and executive function (EF) in Chinese Tibetan adolescents in high-altitude areas.MethodsA total of 1,184 Tibetan children and adolescents were tested on demographic variables, soybean product consumption, and executive function in Lhasa and Nagchu regions of Tibet, China, using stratified whole population sampling. One-way ANOVA, linear regression analysis, and logistic regression analysis were used to analyze the associations existing between soybean product consumption and executive function.ResultsThe proportions of Hardly ever, Occasionally, and Often in Soy Consumption among Tibetan children and adolescents in high altitude areas of Tibet, China were 21.7, 50.3, and 28.0%, respectively. The difference in 2 back reaction time among Tibetan children and adolescents with different soybean product consumption was statistically significant (F = 6.374, p = 0.002). The difference in conversion function reaction time was also statistically significant (F = 8.129, p

Homelessness is associated with multiple risk factors for neurocognitive impairment. Past research with people experiencing homelessness has described “frontal lobe” dysfunction including behavioral disorders and executive cognitive impairments. In the current study, 72 adults experiencing homelessness were assessed with a standardized assessment of executive function, and interviewed regarding neurological and psychiatric history. When compared to a control sample of 25 never-homeless participants, and controlling for level of education, there was little evidence for executive dysfunction in the sample of people experiencing homelessness. Levels of substance abuse, past head injury, and post-traumatic stress disorder were notably high. However, there were no statistically significant associations between cognitive task performance and clinical or substance abuse variables. Gambling was surprisingly infrequent, but risk-taking behavior among intravenous drug users was common. Though in neither case was it linked to executive function. Overall, there was little evidence for executive impairment in this sample of people experiencing homelessness. I suggest that past research has often used inappropriate criteria for “normal” performance, particularly comparing people experiencing homelessness to control data of relatively high education level. This has led to elements of “frontal lobology,” that is, clinical neuroscience research that tends to overly link non-typical or pathological behavior to frontal lobe impairment. When appropriate comparisons are made, controlling for education level, as in this study, associations between executive function impairments and adult homelessness may be weaker than previously reported.

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

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

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

BackgroundPediatric acquired brain injury (pABI) profoundly affects cognitive functions, encompassing IQ and executive functions (EFs). Particularly, young age at insult may lead to persistent and debilitating deficits, affecting daily-life functioning negatively. This study delves into the intricate interplay of age at insult, time post-insult, and their associations with IQ and EFs during chronic (>1 year) pABI. Additionally, we investigate cognitive performance across different levels of global function, recognizing the multifaceted nature of developmental factors influencing outcomes.MethodsDrawing upon insult data and baseline information analyzing secondary outcomes from a multicenter RCT, including comprehensive medical and neuropsychological assessments of participants aged 10 to 17 years with pABI and parent-reported executive dysfunctions. The study examined associations between age at insult (early, EI; ≤7y vs. late, LI; > 7y) and time post-insult with IQ and EFs (updating, shifting, inhibition, and executive attention). Additionally, utilizing the Pediatric Glasgow Outcome Scale-Extended, we explored cognitive performance across levels of global functioning.ResultsSeventy-six participants, median 8 years at insult and 5 years post-insult, predominantly exhibiting moderate disability (n = 38), were included. Notably, participants with LI demonstrated superior IQ, executive attention, and shifting compared to EI, [adjusted mean differences with 95% Confidence Intervals (CIs); 7.9 (1.4, 14.4), 2.48 (0.71, 4.24) and 1.73 (0.03, 3.43), respectively]. Conversely, extended post-insult duration was associated with diminished performances, evident in mean differences with 95% CIs for IQ, updating, shifting, and executive attention compared to 1–2 years post-insult [−11.1 (−20.4, −1.7), −8.4 (−16.7, −0.1), −2.6 (−4.4, −0.7), −2.9 (−4.5, −1.2), −3.8 (−6.4, −1.3), −2.6 (−5.0, −0.3), and −3.2 (−5.7, −0.8)]. Global function exhibited a robust relationship with IQ and EFs.ConclusionEarly insults and prolonged post-insult durations impose lasting tribulations in chronic pABI. While confirmation through larger studies is needed, these findings carry clinical implications, underscoring the importance of vigilance regarding early insults. Moreover, they dispel the notion that children fully recover from pABI; instead, they advocate equitable rehabilitation offerings for pABI, tailored to address cognitive functions, recognizing their pivotal role in achieving independence and participation in society. Incorporating disability screening in long-term follow-up assessments may prove beneficial.

BackgroundA large body of research has identified the positive effects of physical activity on children with autism spectrum disorders (ASD). However, the specific benefits of different types of sports on executive functioning in children with ASD remain unclear. The aim of this study was to further analyze the effects of different sports on executive functioning in children with ASD using reticulated meta-analysis and to establish their effectiveness ranking.MethodsThis study conducted a comprehensive online search in Web of Science, PubMed, Cochrane, Embase, and CNKI databases. It included randomized controlled trials and quasi-experimental studies, and synthesized the data using a Bayesian framework.ResultsSeveral relevant studies were included. The results showed that physical activity significantly improved all three dimensions of executive functioning (inhibitory control, cognitive flexibility, and working memory) in children with ASD. The improvement in cognitive flexibility and inhibitory control both reached a medium effect size. However, the improvement in inhibitory control was better than that in cognitive flexibility, while the improvement in working memory did not reach the level of a medium effect. Mini Basketball was effective in improving inhibitory control and cognitive flexibility, but not working memory. Ping Pong was more effective in cognitive flexibility and working memory, but weaker in inhibitory control. Fixed Bicycle was less effective in all three dimensions. Among other interventions, Learning Bicycles, Animal-assisted therapy, and Exergaming performed better in cognitive flexibility. SPARK, Neiyang Gong, and Martial Arts were also effective in improving inhibitory control. However, SPARK and Fixed Bicycle were not significant in improving working memory.ConclusionPhysical activity as an intervention can significantly improve the executive function of children with ASD. The intervention effects of different sports on different dimensions of executive function vary. Mini Basketball was outstanding in improving inhibitory control and cognitive flexibility. Ping Pong was effective in improving cognitive flexibility and working memory. Fixed Bicycle was not effective in any dimension.

BackgroundPhysical activity (PA), sedentary behavior (SB), and sleep are collectively referred to as 24-h movement behaviors, which may be linked to cognitive development in children. However, most of the evidence was based on cross-sectional studies and/or solely relied on parent-reported information on children’s behaviors, and it remains uncertain whether all domains/contexts of PA and SB are similarly associated with executive function and academic achievement.ObjectiveWe investigated the prospective associations of accelerometer-measured 24 h-movement behaviors and domain-specific PA and SB with executive function and academic achievement among school-aged children in Singapore.MethodsThe Growing Up in Singapore Toward healthy Outcomes (GUSTO) cohort used a wrist-worn accelerometer (Actigraph-GT3x+) to measure 24 h-movement behaviors data at ages 5.5 and 8 years. Executive function and academic achievement were assessed using NEuroPSYchology (NEPSY) and Wechsler Individual Achievement Tests at ages 8.5 and 9-years, respectively. Compositional data analyses were conducted to explore the associations of 24 h-movement behavior with outcomes, and multiple linear regression models to examine the associations of domain-specific PA and SB with outcomes (n = 432).ResultsAmong 432 children whose parents agreed to cognitive assessments (47% girls and 58% Chinese), the composition of 24 h-movement behaviors at ages 5.5 and 8 years was not associated with executive function and academic achievement. However, higher moderate-to-vigorous PA (MVPA) relative to remaining movement behaviors at age 5.5 years was associated with lower academic achievement [Mean difference (95% confidence interval): −0.367 (−0.726, −0.009) z-score], and reallocating MVPA time to sleep showed higher academic achievement scores [30 min from MVPA to sleep: 0.214 (0.023, 0.404) z-score]. Certain domains of PA and SB, notably organized PA/sports, outdoor play, and reading books were favorably associated with outcomes of interest, while indoor play and screen-viewing were unfavorably associated.ConclusionThe associations between movement behaviors and cognitive outcomes are multifaceted, influenced by specific domains of PA and SB. This study underscores the importance of participation in organized PA/sports, outdoor active play, and reading books, while ensuring adequate sleep and limiting screen viewing, to enhance cognitive outcomes. These findings underscore the need for further research into time-use trade-offs. Such studies could have major implications for revising current guidelines or strategies aimed at promoting healthier 24 h-movement behaviors in children.Study registrationhttps://clinicaltrials.gov/, NCT01174875.

ObjectiveEvidence from previous studies indicates that impulsive behaviors are closely linked to alcohol use and misuse and that female drinkers are more impulsive than male drinkers. However, studies investigating the psychological mechanisms of alcohol use and impulsivity based on sex differences are relatively limited.MethodsThis cross-sectional study comprised 713 residents from 16 cities in Anhui Province, China. Each subject was evaluated for self-reporting measures using several questionnaires, including the general information questionnaire, the Alcohol Use Disorders Identification Test (AUDIT), the Prospective and Retrospective Memory Questionnaire (PRM), the Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A), and the Barratt Impulsiveness Scale-11 (BIS-11).ResultsExecutive function and prospective memory may serve as intermediary links between alcohol use and impulsivity. Although the female alcohol usage level was significantly lower than that of males, the female drinkers had more severe executive dysfunction, prospective memory impairment, and impulsivity than male drinkers. Sex moderated the relationship between alcohol use and impulsivity. Furthermore, the indirect effect of executive function, and prospective memory between AUDIT and BIS was more significant in males than in females.ConclusionAlcohol consumption may be associated with impulsivity formation through executive dysfunction and PM impairment, implying that impulsivity in those with AUD or at risk for AUD might be treated by improving EF and PM. Alcohol use may cause more severe executive dysfunction, PM impairment, and impulsive behavior in females than in males, and impulsive behavior in women with AUD was more likely to be due to the direct effects of alcohol consumption, while impulsive behavior in men with AUD was more likely to be due to the indirect effects of executive dysfunction and PM impairment. These findings provide both clinical and theoretical foundations for addressing issues related to alcohol use.

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

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

ObjectiveThis study was to investigate the developmental characteristics of executive function (EF) in obese adolescents and the time-course effects of a 14-week exercise intervention combining aerobic exercise and resistance training on EF in this population.MethodsThe experimental group of 28 obese junior high school students participated in the exercise intervention combining aerobic exercise and resistance training, while the control group of 24 healthy weight junior high school students engaged in the regular recess exercise. EF, including inhibition, working memory, and cognitive flexibility, was assessed 1 week prior to the exercise intervention and at 12 and 14 weeks post-intervention. Changes in EF sub-functions in both groups at different time points during the exercise intervention were analyzed.ResultsThe findings revealed that obese junior high school students exhibited lower levels of inhibition (p = 0.003, Cohen’s d = 0.848) and cognitive flexibility (p = 0.013, Cohen’s d = 0.706) compared to their healthy weight peers. The exercise intervention combining aerobic exercise and resistance training led to significant improvements in EF among obese junior high school students, with inhibition (p

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

PurposeTo examine whether body fat rate (BF%) is associated with cardiorespiratory fitness (CRF) and whether cardiorespiratory fitness (CRF) mediates the association between BF% and Executive function (EF) in young adults.MethodsIn this cross-sectional study, 226 college students were recruited from an university. Flanker, 2-back, and odder and shifting tasks were used to assess EF. The incremental cardiopulmonary exercise tests were performed, and maximal oxygen consumption was recorded during test. The body composition measuring instrument was used to evaluate the participants’ BF%.ResultsThe BF% of college students was negatively correlated with each EF, BF% was negatively correlated with CRF, and CRF was negatively correlated with EF (P< 0.001). Structural equation modeling (SEM) and simultaneous analysis of several groups were used to construct mediator model. The CRF of college students plays a partial mediating role between BF% and EF, and the mediating effect accounts for 48.8% of the total effect value. Sex has no moderate effect on the relationship between BF%, CRF, and EF.ConclusionsCollege students with high BF% can improve their CRF by strengthening physical exercise, thereby indirectly improving their EF. Therefore, college students who have a higher body fat percentage should be compensated for engaging in physical exercise in order to enhance their CRF and mitigate the detrimental effects of obesity and overweight on EF.

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

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

Objective: Overweight and obesity are serious public health issues worldwide and significantly impair children's executive function (EF). However, there is no consensus regarding the benefits of aerobic exercise, on the EF of overweight and obese children. This study systematically evaluated the intervention effects of aerobic exercise on EF and its subcomponents (inhibitory control, working memory, and cognitive flexibility) in overweight and obese children. Methods: We searched six databases—PubMed, Web of Science, Cochrane Library, Embase, EBSCOhost, and China National Knowledge Infrastructure—until March 17, 2024 for randomized controlled trials examining the effects of aerobic exercise on the EF of overweight and obese children the Cochrane Risk of Bias Assessment Tool. Following heterogeneity testing, RevMan 5.4 and Stata 17.0 were used for meta-analysis and subgroup analysis of the three indicators. The standardized mean difference (SMD) and 95% confidence intervals (CI) were used as statistical measures for effect analysis with the SMD value as the effect size and a p -value of ≤0.05 indicating statistical significance. Results: Eighteen studies involving 1,260 participants were included. Aerobic exercise significantly improved overall EF (SMD = −0.50, 95% CI [−0.68, −0.32], p < 0.01) with a moderate to high positive effect on inhibitory control (SMD = −0.52, 95% CI [−0.72, −0.31], p < 0.01) and working memory (SMD = −0.63, 95% CI [−1.06, −0.20], p < 0.01) but not on cognitive flexibility (SMD = −0.32, 95% CI [−0.71, 0.07], p = 0.11). These results suggest that EF in overweight and obese children is influenced by factors such as exercise characteristics and body mass index (BMI). Subgroup analysis revealed a significant moderating effect of exercise type, exercise intensity, session time, and individual BMI on EF. Conclusion: Aerobic exercise selectively improved EF in overweight and obese children. Subgroup analysis indicated that cognitive engagement in ball game interventions of at least moderate intensity and a single session of 25–40 min are more beneficial for improving EF in overweight and obese children. Extremely obese children (BMI > 25 kg/m2) do not benefit from the intervention, highlighting the need for a specific focus on intervention outcomes in future studies. [ABSTRACT FROM AUTHOR]

Objective: This study was to investigate the developmental characteristics of executive function (EF) in obese adolescents and the time-course effects of a 14-week exercise intervention combining aerobic exercise and resistance training on EF in this population. Methods: The experimental group of 28 obese junior high school students participated in the exercise intervention combining aerobic exercise and resistance training, while the control group of 24 healthy weight junior high school students engaged in the regular recess exercise. EF, including inhibition, working memory, and cognitive flexibility, was assessed 1 week prior to the exercise intervention and at 12 and 14 weeks post-intervention. Changes in EF sub-functions in both groups at different time points during the exercise intervention were analyzed. Results: The findings revealed that obese junior high school students exhibited lower levels of inhibition (p = 0.003, Cohen's d = 0.848) and cognitive flexibility (p = 0.013, Cohen's d = 0.706) compared to their healthy weight peers. The exercise intervention combining aerobic exercise and resistance training led to significant improvements in EF among obese junior high school students, with inhibition (p < 0.01, Cohen's d = 0.713; p = 0.003, Cohen's d = 0.683) and cognitive flexibility (p = 0.001, Cohen's d = 0.797; p < 0.01, Cohen's d = 0.890) showing significant improvement at 12 and 14 weeks post-intervention, and working memory demonstrating significant improvement at 14 weeks (p = 0.004, Cohen's d = 0.710). No significant differences were observed in EF over time in healthy weight junior high school students. Conclusion: Obese adolescents had impaired EF, as evidenced by low levels of the inhibition and cognitive flexibility compared to healthy weight adolescents. The exercise intervention combining aerobic exercise and resistance training had a positive effect on EF of obese adolescents. The time-course effects of the intervention on improvements in inhibition, working memory, and cognitive flexibility varied with intervention duration in obese adolescents, with significant changes in inhibition and cognitive flexibility observed at 12 weeks and significant changes in working memory at 14 weeks. [ABSTRACT FROM AUTHOR]

IntroductionAs burnout has become a global pandemic, there is a call for improved understanding and detection of alterations in brain functions related to it. We have previously reported challenges in executive functions (EFs) in daily life, especially in metacognition, in subjects with occupational burnout, along with alterations in cardiac physiology. In the current study, we focused on the impact of burnout on brain physiology during a task requiring EF.MethodsFifty-four volunteers filled in inventories of burnout, depression, and EF in daily life (BBI-15, BDI, and BRIEF-A). Based on the BBI-15 score, subjects were divided into burnout and non-burnout groups. Subjects performed a Go/NoGo test (Executive RT test) engaging several EFs, while their EEG was recorded. The inventory scores, cognitive performance scores, and event-related potential (N2, P3) amplitudes, latencies, and interpeak latencies (IPLs) were compared between the groups.ResultsThere were significant differences in the BDI and BRIEF-A scores between the groups, with more symptoms of depression and challenges in daily life in the burnout group. There were no differences in objective performance measures in the EF task between the groups. However, centroparietal P3 amplitude was larger, and while there were no differences in N2 or P3 latencies, N2-P3 IPL was longer in the Go condition in the burnout than in non-burnout group. Both ERP measures correlated significantly with burnout symptoms. A regression model from centroparietal P3 amplitude and N2-P3 IPL predicted significantly both the BBI-15 score and the BRIEF-A metacognition index.DiscussionWe conclude that burnout is linked with challenges in EF in daily life and alterations in the underlying neural processes. While cognitive performance in the task was equal, electrophysiological measures differed between the groups. Prolonged N2-P3 IPL points toward slowed transition from one cognitive process to another. Increased P3 amplitude, on the other hand, reflects increased allocation of neural processing resources. This may be a compensatory mechanism, allowing for equal performance with controls. These electrophysiological measures, obtained during the EF task, show promise as brain physiology-based biomarkers of burnout, contributing to its improved and objective detection. In addition, these results indicate occupational burnout is linked with objective alterations in brain physiology.

The aim of this study was to determine the role of duration of preschool attendance and the quality of teacher-child interactions in the executive functions development of preschoolers. The study involved 947 children (51% girls) age 4–7 years (M = 70.3 months; SD = 4.3). The number of children attending kindergarten for less than 1 year was 144; 268 children (28.3%) had attended for 1 to 2 years; and 535 children (56.5%) had attended for more than 2 years. The results showed that the children who attended a group with a high quality of teacher-child interaction for one or more years had better results on verbal work memory, and cognitive and physical inhibitory control than those who attended the same group over a shorter period.

IntroductionDeep rTMS is an increasingly popular noninvasive brain stimulation technique which has shown promise for treating cognitive impairments. However, few studies have investigated the cognitive effects it could exert in patients with chronic peripheral neuropathic pain. Therefore, we aimed to assess the effects of deep rTMS on executive functioning in patients with peripheral neuropathic pain, in a randomized, double-blind crossover trial.MethodsIn total, 17 patients were randomly assigned to receive both active and sham deep H-coil rTMS targeting the primary motor cortex. Each treatment period consisted of five daily rTMS sessions. Selected tests of executive functioning from the CANTAB test battery (paired associates learning, stop signal task, spatial working memory and multitasking test) were performed at baseline, and at 1 week and 3 weeks follow-ups.ResultsWe did not find any significant interactions between time and treatment for the measures of executive functioning for the patient group, or for patients with reduced cognition compared to normative means.ConclusionHigh-frequency deep H-coil rTMS targeting the hand area of the primary motor cortex and delivered over 5 consecutive days did not improve executive functioning in patients with chronic peripheral neuropathic pain.Clinical trial registrationhttps://clinicaltrials.gov/, identifier NCT05488808.

ObjectivesAlzheimer’s disease (AD) and late-life depression (LLD) frequently exhibit executive function deficits (EFD) and medial temporal lobe atrophy (MTA) as shared characteristics. The objective of this research was to examine the utility of the Trail Making Test (TMT) and the MTA scale in distinguishing between LLD and AD.MethodsA study of 100 patients, 50 with AD and 50 with LLD, was conducted using a cross-sectional design. The individuals were subjected to clinical evaluations to assess their level of depression and overall cognitive abilities, which included the Geriatric Depression Scale (GDS), Mini-Mental State Examination (MMSE), and Montreal Cognitive Assessment (MoCA). We evaluated executive function deficits (EFD) through the use of the TMT, which includes both TMT-A and TMT-B. MTA was measured using magnetic resonance imaging. To evaluate the ability of TMT and MTA scale to distinguish between the two groups, a receiver operating characteristic (ROC) curve was utilized. To investigate the connections between MTA and neuropsychological measures, a correlation analysis was performed.ResultsAD patients exhibited notably reduced MMSE, MoCA, and GDS scores, as well as an increased MTA total scores, time spent on TMT-A, and TMT-B compared to LLD patients (p

Objective: This study investigated the relationship between executive function and prefrontal cortex oxygenation during exercise in young adults with different Cardiorespiratory fitness (CRF) levels.Methods: A total of 28 amateur runners (n = 14) and sedentary college students (n = 14) were recruited. The maximum oxygen uptake estimated for the sub-maximal intensity run (4.97 miles/h) was used to indicate the different CRF levels. After 1 week, participants must complete the Stroop and 2-Back tasks in silence while performing moderate-intensity exercise. Using 19-channel functional near-infrared spectroscopic (fNIRS) to examine changes in prefrontal cortex oxyhemoglobin.Results: There was no significant difference in the correctness of the Stroop and 2-Back tasks between the two groups during exercise, but the amateur runner group showed an acceleration in reaction time. fNIRS results showed that during the exercise 2-Back task, the left dorsolateral prefrontal cortex oxyhemoglobin was higher in the amateur runner group than in the sedentary group.Conclusion: Executive function during exercise was similarly improved in participants with better fitness, suggesting that CRF provides an excellent metabolic reserve and directed allocation for cognitive tasks during exercise.

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

BackgroundHypertension is associated with working memory (WM) impairment. However, the benefits of Cogmed WM training for the hypertensive population are unknown. Therefore, we aimed to evaluate Cogmed’s effects on the WM performance of hypertensive individuals with executive function (EF) impairment.MethodsWe included 40 hypertensive patients (aged 40–70 years, 68% female) with EF impairment. They were randomized in a 1:1 ratio to receive 10 weeks of adaptive Cogmed training or a non-adaptive control training based on online games. The primary outcome was the WM performance. The secondary outcomes were verbal memory, visuospatial ability, executive function, global cognition, and the neuronal activity measured using functional magnetic resonance imaging (fMRI) under two WM task conditions: low (memorization of 4 spatial locations) and high (memorization of 6 spatial locations). An intention-to-treat (ITT) and per-protocol (PP) analysis were performed.ResultsCogmed did not show a significant effect on WM or any other cognitive outcome post-training. However, under the WM-low load and WM-high load conditions of the fMRI, respectively, the Cogmed group had an activation decrease in the right superior parietal lobe (ITT and PP analyses) and left inferior frontal lobe (PP analysis) in comparison to the control group.ConclusionThe Cogmed showed no effects on the WM performance of hypertensive individuals with EF impairment. However, activation decreases were observed in frontoparietal areas related to the WM network, suggesting a more efficient neuronal activity after training.

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

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