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This study examined whether the assessment of executive function (EF) added a unique contribution to second language (L2) reading comprehension in children in French immersion. Participants were 8- to 9-year old children who completed a collection of measures assessing French reading (i.e., word reading, decoding, and reading comprehension ) and EF (working memory, inhibition, and shifting). After controlling for word-level reading, measures of shifting explained the most variance in reading comprehension compared to the variance accounted for by working memory and inhibition. The results add to the growing evidence of EF's contribution--especially shifting--to reading comprehension within the context of early literacy learning in the L2.

Executive function (EF) is critical to students' academic behaviors and well-being. Environmental influences, particularly teacher-student interaction (TSI), play a key role in enhancing EF development. Previous studies have linked TSI quality to children's EF, yet the relationships between subdimensions of TSI--such as closeness, conflict, dependency, emotional support, classroom management, and instructional support--and EF outcomes remain unclear. Moreover, it is unclear whether these relations hold true across different cultural contexts. From an initial pool of 14,915 articles, in this meta-analysis, we considered 84 empirical studies across 18 cultural regions, revealing that TSI subdimensions are consistently related to EF with small-to-medium effect sizes. The analysis also identified statistically significant moderating factors, such as individualism, power distance, EF type, EF instrument, and socioeconomic status. Notably, stronger TSI-EF correlations were found among children from cultures with low-individualism and high-power-distance, as well as among children from higher socioeconomic backgrounds. These patterns were particularly pronounced in studies measuring hot EF through adult-reported data. This comprehensive meta-analysis bridges knowledge gaps in TSI-EF dynamics, and supporting theories, such as attachment theory, social learning theory, and socio-cultural theory within educational settings. Crucially, it provides cross-cultural perspectives showing how cultural and contextual factors may intertwine with TSI-EF interactions.

Research Findings: There are sparse data on children's use of executive function (EF) and spatial skills in block play. However, there are important implications for studying EF and spatial skills with blocks across cultures, especially regarding best practices for supporting social-cognitive development in under-resourced populations and consideration of culturally unique customs and practices. Therefore, the current study compared EF-based skills and spatial block building behaviors in Canadian and Tzotzil Maya children. Participants included 82 preschoolers (55% Canadian) ages 48-59 months (M age = 54.37 months, SD = 3.37) observed and coded during a group block play session with peers. Controlling for demographic covariates, a composite EF-based variable including six behaviors (intentional selection of blocks, taking time, response inhibition, replacing/moving blocks, stabilizing, aligning) was significantly and positively associated with spatial configurations in block structures (symmetry, [beta] = 0.34; tiered orientation, [beta] = 0.37). The associations did not vary by culture. Practice or Policy: Results provide new knowledge about use of EF-based skills and spatial skills in an ecologically valid context and implications for cross-cultural measurement and practice.

Depression and social isolation increase risk for executive function declines and are among the top five modifiable risk factors for dementia. However, the interrelationships between depression, social isolation and executive function are not well established. Further evidence is needed to inform strategies to promote executive function and independence in older age. We examined whether social isolation mediated the association between depression and executive function in community-dwelling middle-aged and older adults and whether this association was modified by age and sex. Adults aged 45 to 85 years from the Canadian Longitudinal Study on Aging (CLSA) Comprehensive cohort were followed over three years (complete case analysis, n  = 14,133). Baseline depressive symptoms, a history of clinical depression, and functional social isolation (perceived lack of social support) were self-reported. Executive function at follow-up was a composite measure of five cognitive tests. Conditional process analysis assessed the mediating effects of functional social isolation across age group and sex, adjusted for sociodemographic and health covariates. Functional social isolation significantly mediated the association of depressive symptoms (proportion mediated [ P M  = 17.5%) with executive function only among women aged 75+ years. Functional social isolation explains a proportion of the total effect of depressive symptoms or clinical depression on executive function in women aged 75 and older. Although reverse causation cannot be ruled out, our findings suggest that interventions that reduce functional social isolation or depression in older women may promote executive function.P M  = 17.5%) with executive function only among women aged 75+ years. Functional social isolation explains a proportion of the total effect of depressive symptoms or clinical depression on executive function in women aged 75 and older. Although reverse causation cannot be ruled out, our findings suggest that interventions that reduce functional social isolation or depression in older women may promote executive function.

Aim: To determine the effectiveness of the Cognitive Orientation to daily Occupational Performance (CO-OP) approach in improving the occupational performance goals of children and young people with executive function deficits after acquired brain injury (ABI) (e.g. etiologies such as stroke, encephalitis, brain tumor, and traumatic brain injury)., Method: A replicated single-case experimental study using a randomized multiple baseline design across participants and goals was used. Three clusters of four participants (12 participants, nine males and three females, aged 8-16 years) were included. The intervention consisted of 14 individual CO-OP sessions. Each participant chose four goals; three goals were trained during the intervention sessions and a fourth goal served as the control. The Goal Attainment Scale (GAS) was used as a repeated measure to determine goal achievement while the Canadian Occupational Performance Measure (COPM) was used to identify the perceived goal achievement of children, young people, and their parents., Results: For 26 of the 35 trained goals, the intervention led to statistically significant improvements in the GAS. Perceived occupational performance and satisfaction improved significantly for the trained goals (30 out of 35 goals for the COPM performance and satisfaction of participants; 26 out 31 goals for the COPM performance of parents; 24 out of 31 goals for the COPM satisfaction of parents) and were maintained at the follow-up. Almost all COPM control goal results were significant, but these changes were not supported by the GAS measures or the statistical analysis., Interpretation: The generally positive results of this study provide evidence of the benefits of using the CO-OP approach with this population., (© 2023 The Authors. Developmental Medicine & Child Neurology published by John Wiley & Sons Ltd on behalf of Mac Keith Press.)

Background: Acquired brain injury (ABI) often leads to deficits in executive functioning (EF) which is responsible for severe and longstanding disabilities in activities of daily living. The "Cooking Task" (CT), an ecological test of EF involving multi-tasking, was developed in France and exhibits excellent psychometric properties but has not yet been adapted and validated for the French-Canadian context., Objectives: Conduct a cross-cultural adaptation and validation of the CT for the French-Canadian context., Methods: The CT was translated and adapted by a committee of experts and was validated., Results: Adaptation-changes were made to the language (e.g., cartable vs classeur), the materials (e.g., measuring cup vs scale), and the measuring units (e.g., ml/cups vs grams). Validation-Preliminary analyses were conducted on 24 participants with an ABI and 17 controls. Construct convergent validity: The French-Canadian-CT discriminates between ABI and control total score on the CT and on most error type categories. Construct known-group validity: French-Canadian-CT scores correlated with another measure of EF deficits (Dysexecutive Questionnaire and Six Elements Task). Inter-rater reliability score for the total error was high (ICC= .84) and results were similar to those obtained for the France-CT., Contributions: This study will provide a new ecologically valid tool for clinicians in Canada.

Objective: The aim of the study is to design and evaluate the Strategy Awareness and Use Questionnaire to estimate students' awareness and use of strategies that optimize control of attention and/or compensate for stress on an executive system due to environmental and/or neurobiological influences. Participants: One hundred and forty-eight undergraduate and graduate students from various disciplines at an urban Canadian university campus participated in the Spring 2019 semester. Methods: An item analysis was conducted that included an assessment of dimensionality and item trimming. Results: Findings from an exploratory factor analysis suggest a seven-factor solution is optimal; Comprehension Monitoring, Planning/Organization, Self-Reward, Self-Regulation, Organization with Mobile Phone Technology, Regulating Technology, and Organization of Materials. Conclusion: This measure is likely to benefit students, as well as counselors and coaches interested in improving EF strategy use among students in a university population.

Although students with stronger executive functions (EFs) tend to do better on math computation (MC) assessments than students with weaker EFs, stressful testing situations may lower or affect their mathematical ability. Rumination is one maladaptive coping strategy that can negatively affect EF processes, but little is known about how it impacts the relationship between EFs and MC. This study aimed to examine the relationship between students' performance on a standardized MC task and ratings of EF ability as a function of their level of rumination. In a sample of students from Grades 4 to 6 (n = 72, mean age = 10.74), there was an interaction between EF scores and rumination in predicting MC. Students with weaker EF scores demonstrated worse math performance than students with stronger EF scores. Interestingly, their level of rumination moderated this association. Specifically, EF difficulties were only associated with less proficient MC performance among high ruminators; this association was not observed among those students reporting low rumination levels. For school psychologists, these findings provide insight into the potential causes of poor MC performance among students with average or better EFs.

Objectives: Maintaining cognitive function is an important component of healthy aging. There is increasing recognition that extraneous factors expedite the typical cognitive aging process. Risk factors for cognitive decline cluster around inequalities and disproportionally affect minority and vulnerable groups. Taking a minority stress approach, we examined the relationship between proxy measures of minority stress and cognitive health in a large sample of Canadians aged 45-85 years., Methods: Data were drawn from the baseline of the Canadian Longitudinal Study on Aging, a prospective cohort study. Memory (n = 36,849) and executive function (n = 36,266) were assessed using standardized assessment tools. We ran multiple linear regression models with memory and executive function as the outcomes. Explanatory variables included known correlates of cognitive health (i.e., demographic, health, and cognitive reserve) and proxy measures of minority stress (i.e., sexual orientation, race, and perceived social standing)., Results: Results were consistent with existing evidence showing that demographic and health variables were associated with cognitive performance. Modifiable health variables, walking, and fruit/vegetable consumption were associated with better cognitive performance, as were cognitive reserve and social support measures. Within the models, racial minority status was consistently associated with lower cognitive performance. As one's perceived social standing within their own community increased, so too did cognitive function., Discussion: These findings identify factors that may put people at risk for cognitive decline. There is a need to support the cognitive health of racialized Canadians and members of other disadvantaged groups, while promoting health equity., (© The Author(s) 2021. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

Little is known about the relation between cognitive processes and imagination and whether this relation differs between neurotypically developing children and children with autism. To address this issue, we administered a cognitive task battery and Karmiloff-Smith's drawing task, which requires children to draw imaginative people and houses. For children with autism, executive function significantly predicted imaginative drawing. In neurotypically developing controls, executive function and cognitive-perceptual processing style predicted imaginative drawing, but these associations were moderated by mental age. In younger (neurotypically developing) children, better executive function and a local processing bias were associated with imagination; in older children, only a global bias was associated with imagination. These findings suggest that (a) with development there are changes in the type of cognitive processes involved in imagination and (b) children with autism employ a unique cognitive strategy in imaginative drawing.

Background: Optimal maternal nutrition during pregnancy has been linked to better cognitive and behavioral development in children. However, its influence on the effects of suboptimal postnatal exposures like reduced stimulation and support in the home is not known., Objectives: To examine the effect of maternal pregnancy diet on executive function and/or behavioral development in children raised in suboptimal home environments., Methods: Data were provided by 808 mother-infant dyads from the Canadian Maternal-Infant Research on Environmental Chemicals-Child Development study. Maternal pregnancy diet was self-reported using the Healthy Eating Index 2010 questionnaire. Stimulation and support in the home was assessed using the Home Observation for Measurement of the Environment (HOME) when children were 3-4 y old. Child executive function was reported by mothers at this age using the Behavior Rating Inventory of Executive Functioning-Preschool Edition, and child behavior was assessed using the Behavior Assessment System for Children-2nd Edition. We examined the interaction of maternal pregnancy diet and postnatal HOME scores on child executive function and behavior using linear regression adjusted for maternal education, postpartum depression, prepregnancy BMI, and smoking., Results: Maternal pregnancy diet was associated with an increasingly positive association with child working memory (β: 0.21; 95% CI: 0.82, 3.41; P = 0.001), planning (β: 0.17; 95% CI: 0.38, 2.84; P = 0.007), and adaptability (β: -0.13; 95% CI: -1.72, -0.08; P = 0.032) as levels of postnatal stimulation decreased., Conclusions: The positive association of maternal pregnancy diet quality and executive function and adaptability in 3- to 4-y-olds appeared to increase with decreasing levels of postnatal stimulation and support. These results suggest that overall maternal pregnancy diet could be linked to better child neurodevelopment in families experiencing barriers to providing stimulation and support to children in their home., (© The Author(s) 2021. Published by Oxford University Press on behalf of the American Society for Nutrition.)

Hala, Brown, McKay, and San Juan (2013) found that children as young as 2.5 years of age demonstrated high levels of accuracy when asked to recall whether they or the experimenter had carried out a particular action. In the research reported here, we examined the relation of early-emerging source monitoring to executive function abilities. Participants were children aged 2.5- to 3-years-old. For the source-monitoring procedure, we used the Hala et al. (2013) task in which children and the experimenter took turns placing a total of 20 items on a model farm (encoding phase). For the source memory test, children were asked who had placed each item (retrieval phase). Executive function measures included assessments of working memory, delay-inhibitory control, and conflict-inhibitory control. The main finding was that inhibitory control measures were significantly related to performance on the source-monitoring task. This relation held for the conflict-inhibitory control measures even when controlling for age and vocabulary. The findings of this research suggest that even at the early age of 2.5 years, development of executive control is linked to the emergence of source-monitoring ability.

Background: Substance use disorder (SUD) is associated with executive function (EF) deficits and sensory modulation dysfunction (SMD). Yet, these deficits are not addressed therapeutically. This study aims to examine the effectiveness of the Functional-Cognitive and Sensory Treatment (F-CaST) compared to standard care to improve everyday performance and behavior and length of stay at the therapeutic community (TC) in individuals with SUD. In addition, to assess the improvement in EF, sensory modulation, participation, self-efficacy, life satisfaction, and use of strategies within and between groups. Satisfaction with F-CaST will also be assessed., Methods: Forty-eight participants from a community of men in a TC, aged 18-45 years will be randomly allocated to (i) F-CaST-(experimental group) providing sensory and EF strategies for improving daily function; (ii) standard care (control group) as provided in the TC. Assessments will be conducted by assessors blind to group allocation at 4 time points: T1- pre-intervention; T2- post-intervention; T3- 1-month follow-up; and T4- 3-month follow-up. Primary outcome measures will be everyday performance, assessed by the Canadian Occupational Performance Measure (COPM), behavior and length of stay in the TC; secondary outcome measures will assess EF, SMD. Semi-structured in-depth qualitative interviews will be conducted at T1, T2 and T4., Discussion: We hypothesize that F-CaST will lead to improved everyday performance and longer length of stay in the TC, compared to the control group. If F-CaST will prove to be effective, cognitive and sensory strategies may be incorporated as an adjunctive intervention in SUD rehabilitation., Trial Registration: ClinicalTrials.gov NCT05647863 Registered on 13 December 2022, https://classic., Clinicaltrials: gov/ct2/show/NCT05647863 ., (© 2024. The Author(s).)

We used data from the Comprehensive cohort of the Canadian Longitudinal Study on Aging to compare the cognitive performance of retirees and workers ( n = 1442), 45-85 years of age at baseline. Speed processing and executive functioning were assessed using standardized assessment tools at baseline and at follow-up, measured 3 years later. Retirees and workers were matched for age, sex, and education using the nearest neighbor propensity score method with a caliper of 0.02. Mixed ANOVA and post hoc analyses were conducted separately for the English- and French-speaking samples. Results for the English-speaking sample showed a significant decline on both the Stroop and the Mental Alternation tasks for retirees compared to workers from baseline to follow-up. These results support previous cross-sectional studies that have demonstrated a negative effect of retirement on executive functioning. The absence of significant results in the French-speaking sample are discussed in terms of sample size and professional occupation.

Background: Children and adolescents with mild to moderate chronic kidney disease (CKD) are at high risk for mild but persistent impairment in executive functions, which have been associated with low health‐related quality of life (HRQOL) among children and adolescents with chronic health conditions. However, no similar link has been established among children and adolescents with mild to moderate CKD. Given the essential role executive functions play in the development of adequate cognitive, emotional and social skills, it is essential to gain a clearer understating of the magnitude and attributes of executive functions and its link to HRQOL in order to inform appropriate medical and educational interventions for this patient population. Objective: The aim of this study is to examine the relationship between executive functions, socio‐emotional functioning and HRQOL in children and adolescents with mild to moderate CKD. Methods: A cross‐sectional design was used for this secondary data analysis of 199 children and adolescents (ages 6–17) with mild to moderate CKD from the United States and Canada who receive care at hospitals associated with the Chronic Kidney Disease in Children Study (CKiD). Results: The presence of impairment in executive functions and socio‐emotional functioning (internalizing problems) significantly predicted lower HRQOL after controlling for key covariates (i.e., maternal education, anaemia and hypertension). Further, internalizing problems partially mediated the relationship between executive functions and HRQOL such that impairment in executive functions predicted lower HRQOL directly and indirectly by contributing to higher internalizing problems, which further contributed to low HRQOL. Conclusion: This study underscores the importance of executive functions and socio‐emotional functioning in the manifestation of HRQOL. Given that HRQOL is potentially compromised for many children and adolescents with mild to moderate CKD, it will be important for both clinicians and researchers to examine a range of factors, including executive functions and socio‐emotional functioning, in order to optimize HRQOL. [ABSTRACT FROM AUTHOR]

Objective: Coronary artery disease (CAD) is frequently accompanied by white matter hyperintensities and executive dysfunction. Because acetylcholine is important in executive function, these symptoms may be exacerbated by subcortical hyperintensities (SH) located in cholinergic (CH) tracts. This study investigated the effects of SH on cognitive changes in CAD patients undergoing a 48-week cardiac rehabilitation program., Methods: Fifty patients (age 66.5 ± 7.1 years, 84% male) underwent the National Institute of Neurological Disorders and Stroke - Canadian Stroke Network neurocognitive battery at baseline and 48 weeks. Patients underwent a 48-week cardiac program and completed neuroimaging at baseline. Subcortical hyperintensities in CH tracts were measured using Lesion Explorer. Repeated measures general linear models were used to examine interactions between SH and longitudinal cognitive outcomes, controlling for age, education, and max VO 2 change as a measure of fitness., Results: In patients with SH in CH tracts, there was a significant interaction with the Trail Making Test (TMT) part A and part B over time. Patients without SH improved on average 16.6 and 15.0% on the TMT-A and TMT-B, respectively. Patients with SH on average showed no improvements in either TMT-A or TMT-B over time. There were no significant differences in other cognitive measures., Conclusion: These results suggest that CAD patients with SH in CH tracts improve less than those without SH in CH tracts, over 48 weeks of cardiac rehabilitation. Thus, SH in CH tracts may contribute to longitudinal cognitive decline following a cardiac event and may represent a vascular risk factor of cognitive decline. © 2017 The Authors. International Journal of Geriatric Psychiatry Published by John Wiley & Sons Ltd., (© 2017 The Authors. International Journal of Geriatric Psychiatry Published by John Wiley & Sons Ltd.)

Objective: Different predictors of job tenure for people with a severe mental illness (SMI) have been documented. Conflicting results may be explained by the choice of indicators to measure job tenure. This study aimed to assess the contribution of employment specialist competencies working in supported employment programs, client variables, and work accommodations, in determining job tenure in the regular labor market. Method: A longitudinal study was conducted over 6 months, including people with SMI (n = 209) registered in 24 Canadian supported employment programs. Multivariable modeling analyses were performed. Results: Overall, 67% (n = 140) of the sample were employed at the 6-month follow-up. Multilevel analyses showed that shorter duration of unemployment (i.e., the number of weeks worked), employment specialist knowledge, and working alliance were the strongest predictors of job tenure for people with SMI. With respect to the number of hours worked per week, diagnosis, executive functions, social functioning, work accommodations, and employment specialist skills were the strongest predictors of job tenure for people with SMI, with 57% of variance explained. Conclusions and Implications for Practice: Understanding the various predictors of job tenure can assist employment specialists in providing better interventions for the work integration of people with SMI. Impact and Implications: Job tenure for people with SMI remains a challenge, and this study underlined the importance of clients and employment specialist variables as well as work accommodations to improve longer job tenure. Understanding the direct and indirect relationships among these variables can support the work of employment specialists, providing better interventions for the work integration of people with SMI in the regular labor market. [ABSTRACT FROM AUTHOR]

Objective: To investigate the use of a robotic assessment tool to quantify sensorimotor, visuospatial attention, and executive function impairments in individuals with traumatic brain injury (TBI)., Setting: Foothills Hospital (Calgary, Canada)., Participants: Twenty-three subjects with first-time TBI in the subacute to chronic phase participated in this study. Normative data were collected from 275 to 494 neurologically intact control subjects for each robotic task., Design: A prospective observational case series. Subjects with TBI completed brief clinical cognitive and motor assessments followed by robotic assessments of upper limb reaching, position sense, bimanual motor ability, attention, and visuospatial skills. Scores of subjects with TBI were compared with normative data., Main Measures: Robotic task performance was computed for each subject on each task, as well as performance on specific task parameters. Clinical assessments included the Montreal Cognitive Assessment, Fugl-Meyer upper extremity assessment, and Purdue Peg Board., Results: Subjects with TBI demonstrated a variety of deficits on robotic tasks. The proportion of TBI subjects who were significantly different from controls ranged from 36% (dominant arm reaching) to 60% (bimanual object hitting task)., Conclusion: Robotic measures allowed us to quantify a range of impairments specific to each subject, and offer an objective tool with which to examine these abilities after TBI.

Few large nationwide studies have investigated the relationship between shiftwork and cognitive performance, and little is known about whether and how psychological distress may impact this relationship. This study aimed to examine: (1) the cross-sectional relationship between shiftwork (yes/no) and some aspects of cognitive performance (declarative memory and executive functioning) and (2) the potential moderating effect of psychological distress among 20,610 community-dwelling adults from the comprehensive cohort of the Canadian Longitudinal Study on Aging (CLSA). Differences by sex and retirement status were also explored. Shiftwork was significantly associated with poorer performance for executive functioning (interference condition: ß = 0.47, 95% CI: 0.31 to 0.63; MAT: ß = -0.85, 95% CI: -1.21 to -0.50) but not for declarative memory. Completely and not/partly retired males showed poorer cognitive performance on executive functioning. However, no evidence of a moderating effect by psychological distress was found. Our findings confirm the association between shiftwork and cognitive performance and highlight important health correlates of shiftwork.

Objectives: To explore whether the association between physical activity (PA) and cognition is moderated by neighbourhood disadvantage, and whether this relationship varies with age., Study Design: A longitudinal analysis of the Canadian Longitudinal Study on Aging, wherein we included participants (N = 41,599) from urban areas who did not change their residential postal code from baseline (2010-2015) to first follow-up (2015-2018)., Main Outcome Measures: At baseline, we measured PA using the Physical Activity Scale for the Elderly, and neighbourhood disadvantage using the Material and Social Deprivation Indices., Results: Using latent change score regression models, we determined that higher PA at baseline was independently associated with greater maintenance in memory performance from baseline to first follow-up both for adults aged 45-64 (B = 0.04, SE = 0.01, p = 0.001) and for those aged 65+ years (B = 0.12, SE = 0.02, p < 0.001). For participants aged 45-64 years, greater material deprivation was independently associated with declines in memory performance (B = -0.10, SE = 0.03, p < 0.001). In addition, greater social deprivation was associated with a stronger effect of PA on changes in executive functions (B = 0.17, SE = 0.08, p = 0.025) for adults aged 45-64 years; greater material deprivation was associated with a stronger effect of PA on changes in memory performance (B = 0.07, SE = 0.03, p = 0.022). We failed to detect any interactions between PA and neighbourhood disadvantage among adults aged 65+ years (all p values >0.05)., Conclusion: For middle-aged adults, the benefits of PA on cognitive performance may be strongest among adults living with greater neighbourhood social and material disadvantages. For older adults, PA may be beneficial to cognitive performance irrespective of neighbourhood disadvantages., Competing Interests: Declaration of competing interest The authors declare that they have no competing interest., (Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)

Self-regulated learning (SRL) is a fundamental skill for school and life. Much is known about how to effectively teach and support it in a classroom, though teachers often retreat to more structured, external learning regulation. Experts have identified the important role of pedagogical knowledge and personal self-regulated learning in helping teachers persevere with SRL teaching attempts. Teacher training programs target these specifically with pre-, post-, and concurrent learning experiences, and the act of carrying out regular SRL-oriented conversations with students itself fosters these insights and wisdom. In this article, the authors explore the way a structured, socially shared protocol for learning regulation support (SSLR) can increase teacher adherence to -- and learning from -- SRL-supportive teaching practices. They present qualitative interview data gathered from 12 users of an SSLR intervention to characterize the in-service learning and growth that the use of this approach may enable.

Background: Dairy products provide essential nutrients such as calcium and vitamins B12 and D, and include bioactive peptides and fermented products, which may be beneficial for cognition, especially in older adults. Yet, few studies of large contemporary cohorts have investigated this relationship using sensitive domain-specific cognitive tests., Method: In community-dwelling older adults of the Canadian Longitudinal Study on Aging (2011-2015), we examined cross-sectional associations between total and specific dairy product intake and performance in 3 cognitive domains (executive functions, memory, and psychomotor speed). Cheese, milk, yogurt, regular-fat, low-fat, and fermented dairy product intake frequencies were estimated using a food frequency questionnaire; participants were classified into quartiles. Multivariate analyses of covariance models were applied to estimate differences., Results: In 7 945 participants (65-86 years, 49% women, 97% Caucasian), the mean dairy product intake was 1.9 (1.1) times/d. Total dairy product, cheese, and low-fat dairy product intakes were positively associated with the executive function domain and yogurt intake with the memory domain (all p < .05), independently of important covariates including age, gender, education, and diet quality. Intakes of total dairy product, cheese, and low-fat dairy product were associated with verbal fluency specifically (all p < .05). Participants with a dairy product intake >2.5 times/d had a higher score compared to those consuming less. No associations were found with psychomotor speed., Conclusions: This large cohort study suggests a specific role for dairy components in executive function phonemic verbal fluency and memory. Dairy product intake, a modifiable factor, may be targeted in cognitive health-promoting interventions., (© The Author(s) 2021. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

Objectives: We investigated rates of cognitive decline at 3-year follow-up from initial examination in people reporting mild traumatic brain injury (mTBI) with loss of consciousness (LOC) more than a year prior to initial examination. We examined the role of social support as predictor of preserved cognitive function in this sample., Method: Analyses were conducted on 440 participants who had self-reported LOC of <1 min, 350 with LOC of 1-20 min, and 10,712 healthy controls, taken from the Canadian Longitudinal Study on Aging (CLSA), a nationwide study on health and aging., Results: People who reported at baseline that they had experienced mTBI with LOC of 1-20 min more than a year prior were 60% more likely to have experienced global cognitive decline than controls at three-year follow-up. Cognitive decline was most apparent on measures of executive functioning. Logistic regression identified increased social support as predictors of relatively preserved cognitive function., Discussion: mTBI with longer time spent unconscious (i.e., LOC 1-20 min) is associated with greater cognitive decline years after the head injury. Perceived social support, particularly emotional support, may help buffer against this cognitive decline., (© The Author(s) 2020. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

Background: The need for cognitive testing is increasing with the aging population and the advent of new Alzheimer disease therapies. To respond to the increased demand, the XpressO was developed as a self‐administered digital cognitive prescreening tool that will help distinguish between populations of subjective and objective cognitive impairment according to the Montreal Cognitive Assessment (MoCA). Methods: This is a prospective validation study. XpressO is composed of tasks that assess memory and executive functions. It is validated compared to the digital MoCA as a gold standard. Out of 118 participants screened from the MoCA Clinic and a family practice clinic, 88 met inclusion criteria, two participants had missing data due to incomplete tasks, 86 participants were included in the analysis; the mean age was 70.34 years. A logistic regression model was built, and its accuracy was evaluated by the sensitivity, specificity, and Area Under the Curve (AUC) of the Receiver Operating Characteristic. Results: Analysis showed strong correlation between (1) XpressO memory tasks scores and the MoCA Memory Index Score (p‐values < 0.001), and between (2) XpressO sub‐test scores and MoCA total score (p‐values < 0.005). The AUC for predicting MoCA performance is 0.845. To classify individuals with normal and abnormal MoCA scores, two threshold values were introduced for the total XpressO scores: sensitivity of 91% at a cutoff of 72, specificity of 90% at a cutoff of 42, and an undetermined range in between. Conclusion: XpressO demonstrated high AUC, high sensitivity and specificity to predict cognitive performance compared to the digital MoCA. It may provide efficient cognitive prescreening by identifying individuals who would benefit from further clinical assessments, potentially reducing waiting times and high burden on healthcare clinics. [ABSTRACT FROM AUTHOR]

Children with acquired brain injury (ABI) often have cognitive and behavioral impairments that affect participation in everyday activities. Among them, executive function (EF) deficits are frequent. Cognitive Orientation to Daily Occupational Performance (CO-OP) is an individualized treatment that teaches cognitive strategies necessary to support successful performance. Few studies have examined the effectiveness of CO-OP in children with EF deficits after ABI., Objectives: to assess whether the use of CO-OP could be of interest in children with EF deficits after ABI, to improve their occupational performance, their executive functioning in everyday life and their cognitive processes constituting EF., Methods: This was a single case experimental study with multiple baselines across individuals and behaviors. We included 2 children at least 6 months after severe ABI. The children received 14 individual sessions of the CO-OP intervention. Each child set 3 goals by using the Canadian Occupational Performance Measure; 2 goals were trained and the third was a control goal. The achievement of the goals was measured by using repeated measures of Goal Attainment Scales (GASs). Ecological assessments of EF included the Children's Cooking Task and parent and teacher ratings of the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire., Results: both children improved their performance on both trained goals (and, to a lesser extent, on untrained goals). We found significant improvement on tests of EF and on the BRIEF questionnaire, reflecting executive functioning in everyday life, at home and at school., Conclusions: these results are encouraging and suggest the feasibility and effectiveness of CO-OP for children with EF deficits after ABI. They should be replicated in a larger number of cases., Trial Registration: ClinicalTrials.gov (NCT04718688)., (Copyright © 2021 Elsevier Masson SAS. All rights reserved.)

Objective: Coronary artery disease (CAD) is associated with an increased risk of cognitive decline. Although cerebral white matter (WM) damage predicts cognitive function in CAD, conventional neuroimaging measures only partially explain the effect of CAD on cognition. The purpose of this study was to determine if WM microstructural integrity and CAD using diffusion tensor imaging (DTI) correlates with cognitive function in older adults with CAD., Methods: Forty-nine CAD patients (66 ± 7 years old, 86% male) underwent neurocognitive assessments using the cognitive battery recommended by the National Institute of Neurological Disorders and Stroke-Canadian Stroke Network for the study of vascular cognitive impairment. Composite scores for each cognitive domain were calculated. Microstructural integrity in normal-appearing WM was quantified as fractional anisotropy (FA) using DTI in nine bilateral and two interhemispheric WM tracts from the Johns Hopkins University WM Tractography Atlas. Linear regression models examined associations between FA and cognitive performance, controlling for age, sex, and education, with correction for multiple comparisons using a false discovery rate of 5%., Results: Executive function was most significantly associated with FA in the left parahippocampal cingulum (β = 0.471, t = 3.381, df = 44, p = 0.002) and left inferior fronto-occipital fasciculus (β = 0.430, t = 2.984, df = 44, p = 0.005). FA was not associated with memory in any of the WM tracts examined., Conclusion: These results suggest that WM microstructural integrity may be an important neural correlate of executive function even in cognitively intact CAD patients. This study suggests WM damage may be relevant to subtle cognitive decline in a population that may have early neural risk for dementia., (Copyright © 2015 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.)

Studies show that executive functions and motor development are associated with each other and with learning ability. A more technological lifestyle combined with digital culture should be considered a viable alternative to stimulate children's development. Therefore, this study aimed to present a systematic mapping of the literature involving executive functions, motor development, and the use of digital games in intervention programs for elementary school children from 6 to 11 years old. Four databases were researched: PubMed, Scielo, Science Direct, and SCOPUS, including publications between 2012 and March 2021. The initial results indicated 4881 records. After the selection process, 15 manuscripts that presented the central theme of the study were selected. The main results indicated that intervention strategies are rather heterogeneous. Most of the studies demonstrated efficient results after intervention protocols, many of them were conducted in Europe, and 46% occurred in a school environment. No research was identified involving technological solutions using executive functions, motor development, and digital games in an integrated manner. Hence, this constitutes a field of future scientific research.

Few qualitative studies have focused on the experiences of students with attention-deficit/hyperactivity disorder (ADHD) pursuing postsecondary education, and in particular, how their academic difficulties manifest themselves. This study provides a better understanding of how ADHD affects students in their studies. In-depth interviews were conducted with 29 college and university students with ADHD, their relatives (n = 26), and their counselors (n = 9). Participants reported significant academic impairment (e.g., difficulties related to attention, emotional regulation, motivation, time management, inhibition, working memory, organization, and planning) and a complex relationship with the ADHD label. The difficulties experienced by students seem to be closely related to deficits in executive functions. This interrelation complicates the understanding of functional impairment. Implications for practice provide recommendations based on the literature on how to improve the academic success of students with ADHD in postsecondary education.

Suicidality is an important contributor to disease burden worldwide. We examine the developmental and environmental correlates of reported suicidal ideation at age 15 and develop a new evolutionary model of suicidality based on life history trade-offs and hypothesized accompanying modulations of cognition. Data were derived from the National Longitudinal Survey of Children and Youth (Statistics Canada) which collected information on children's social, emotional, and behavioral development in eight cycles between 1994 and 2009. We take a model selection approach to understand thoughts of suicide at age 15 ( N ≈ 1,700). The most highly ranked models include social support, early life psychosocial stressors, prenatal stress, and mortality cues. Those reporting consistent early life stress had 2.66 greater odds of reporting thoughts of suicide at age 15 than those who reported no childhood stress. Social support of the primary caregiver, neighborhood cohesion, nonkin social support of the adolescent, and the number of social support sources are all associated with suicidal thoughts, where greater neighborhood cohesion and social support sources are associated with a reduction in experiencing suicidal thoughts. Mother's prenatal smoking throughout pregnancy is associated with a 1.5 greater odds of suicidal thoughts for adolescents compared to children whose mother's reported not smoking during pregnancy. We discuss these findings in light of evolutionary models of suicidality. This study identifies both positive and negative associations on suicidal thoughts at age 15 and considers these in light of adaptive response models of human development. Findings are relevant for mental health policy.

Objectives: Perceived stress and adherence to a Mediterranean diet pattern have been identified as independent predictors of cognitive function in older adulthood; however, no studies to date have examined the interaction between perceived stress and diet adherence on cognitive health. This cross-sectional study investigated the synergistic effect of perceived stress and adherence to a Mediterranean diet pattern on cognitive function in 192 nondemented older adults aged 60-95 years., Method: Participants completed a Food Frequency Questionnaire (FFQ) and the Perceived Stress Scale (PSS-10). Executive functioning was assessed using the Trail Making Test-Part B (TMT-B) and episodic memory was assessed using the immediate and delayed free recall subscales from the California Verbal Learning Test (CVLT-II)., Results: Moderation analyses revealed that higher perceived stress was associated with worse executive functioning at low levels of Mediterranean diet adherence (B = 1.75, SE = 0.67, p = .009), but not at moderate and high levels of Mediterranean diet adherence (ps > .05). Perceived stress was not associated with episodic memory, irrespective of Mediterranean diet adherence., Discussion: Findings provide preliminary evidence that the association between higher perceived stress and poorer executive function may be dependent on diet intake. Additional research is needed to confirm these findings., (© The Author(s) 2020. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

Background: Recent estimates suggest an 11% prevalence of current late-life depression (LLD) and a lifetime prevalence of 16-20%. LLD leads to cognitive disturbance as well as a nearly two to three times increased risk of dementia. We conducted a recent randomized controlled trial (RCT) which demonstrated that Sahaj Samadhi meditation (SSM), an easy-to-implement, meditation-based augmentation strategy, led to higher rates of symptom remission when compared to treatment as usual (40.0 vs 16.3%; odds ratio, 3.36; 95% CI 1.06-10.64; p = 0.040). Here we present a protocol describing a two-site, blinded, RCT, comparing an SSM arm to an active-control arm - a Health Enhancement Program (HEP) intervention - in their ability to reduce depressive symptoms and improve executive functioning, among several other exploratory outcomes.Methods/design: One hundred and ninety-two (n = 192) participants with LLD will be recruited at two sites (London, ON, Canada, and Montreal, QC, Canada). Participants will undergo stratified randomization with regards to site and the presence of treatment-resistant-LLD (TR-LLD) or not, to either SSM or HEP. We will assess change in (1) depression severity using the Hamilton Depression Rating Scale (HAM-D), (2) executive functioning, and (3) other exploratory physiological and mood-based measures, at baseline (0 weeks), post intervention (12 weeks), and 26 weeks after baseline. Raters, clinicians, and care providers will be blinded to group allocation while participants will be blinded to the study hypotheses.Discussion: This study should more definitively assess whether SSM can be used as an augmentation strategy in routine clinical care for patients suffering from LLD and TR-LLD. If the effects of SSM are significantly better than HEP, it will offer support for the routine use of this intervention to manage LLD/TR-LLD and comorbid declines in executive dysfunction. The results of this study could also inform whether SSM can improve/prevent cognitive decline in LLD.Trial Registration: ClinicalTrials.gov, ID: NCT03564041 . Registered on 20 June 2018. [ABSTRACT FROM AUTHOR]

This study aims to bridge a gap between Vygotsky's seminal framework on the importance of make-believe play and adult scaffolding in children's cognitive development (e.g. executive function [EFs]) and research in cognitive neuroscience. Kindergarten children (N = 160) and teachers (N = 12) took part in the study. EFs skills and make-believe play (Child and Teacher dimensions; e.g. adult' level of scaffolding) were assessed through observation with the "Executive Functions Observation Tool" and the "Mature Play Observation Tool." Results from stepwise polynomial regressions and mediation analysis showed a significant mediating effect of the context on the curvilinear relationship between teacher scaffolding of play and the child's level of EFs. These results show the importance of observing each child and the context in which they learn and play to understand their EFs. Observation of EFs manifestations could allow for better planning of intentional interventions to support the child's skills in accordance with their developmental needs.

Individuals with a history of offending behavior show high rates of mental disorder as well as fetal alcohol spectrum disorder (FASD). Neurocognitive impairments are common in both mental disorders and FASD and may interface with offending behavior. Understanding these impairments could effectively inform clinical considerations among this population. The purpose of this study was to characterize the life experiences and examine the neurocognitive profile of a group of adult forensic psychiatric outpatients. We also investigated potential differences between offenders with FASD and the rest of the sample. Data were collected on 45 subjects on numerous variables, including demographics, background information, offending histories, and comorbidities. Subjects also completed extensive neurocognitive testing. The sample was primarily male (82.2%) with a mean age of 42 years. There was a high prevalence of lifetime adversity and varied offense histories. Subjects showed the most significant neurocognitive impairment in executive function, visual memory (immediate and delayed recall), and full-scale IQ. The FASD group ( n = 12) did not differ significantly from the No-FASD group ( n = 33) on any background variables. The FASD group showed significantly lower neurocognitive scores in the areas of verbal IQ, full-scale IQ, working memory, processing speed, and expressive vocabulary., (© 2020 American Academy of Psychiatry and the Law.)

Parents and professionals are concerned that second language exposure may delay communication in children with ASD. In this study 174 youth (6-16 years) with and without ASD, exposed to a second language, were compared on executive function (EF) and functional communication (FC) with their peers without exposure. There were no significant differences between groups on age, IQ, and socioeconomic status. Parents reported on language exposure and rated EF and FC skills within everyday social contexts. The findings indicated that second language exposure in children with ASD is not associated with delay in cognitive and functional communication skills rather there was evidence of a reduced clinical impact as indexed by a lower percentage of children whose FC and EF ratings fell within the clinical range. [ABSTRACT FROM AUTHOR]

To successfully navigate their social worlds, children must adapt their behaviors to diverse situations and do so in a fluid fashion. The current study explored preschool-aged children's sensitivity to a gameplay context (cooperative/competitive) and messages from another (fictional) player (team-oriented/self-oriented) while distributing gameplay resources. To understand children's approach to social behavior within these contexts, we focused on whether these factors affected (1) the number of resources children provided to the other player and (2) children's verbal responses to other players. Children (4 to 6 years-old, N = 118) first provided verbal responses to audio messages, then completed a resource distribution task. Children's verbal responses were influenced by both context and the other players' messages; however, there was a greater influence of players' messages in a competitive context. In contrast, children's resource distributions were influenced primarily by the context (greater sharing of resources in the cooperative context). Children with better ToM showed a greater shift in their distributive behavior across conditions, specifically, distributing more items to the other players within a cooperative context relative to a competitive context. Also, within a cooperative context, children with better EF generated more prosocial comments for the other player. Together, the findings highlight the interplay between contextual and interpersonal factors with children's cognitive skills for prosocial behavior.

Background: Classroom engagement is key predictor of child academic success. Aim: The objective of the study was to examine how preschool cognitive control and the experience of family adversity predict developmental trajectories of classroom engagement through elementary school. Setting: Children were followed in the context of the Quebec Longitudinal Study of Child Development from birth to age 10.5 (N = 1589). Methods: Working memory was directly assessed when children were 3 years old and mothers reported child impulsivity, parenting characteristics, stress and social support when children were 4 years old. Elementary school teachers rated classroom engagement from kindergarten through Grade 4. Results: Growth mixture modelling identified three distinct trajectories of classroom engagement. Child working memory and impulsivity, and maternal hostility, social support and stress predicted greater odds of belonging to the low versus high engagement trajectory. Child impulsivity and maternal hostility and stress also distinguished between the low and moderate engagement trajectories. Conclusion: Our results suggest that targeting preschool cognitive control and buffering the effects of family adversity on children may facilitate academic success.

Treatment of maternal substance-related problems is often complicated by complex pictures of risk, including mental and physical illness and social-contextual risk. In motherhood, systemic barriers, such as lack of childcare and stigma, further complicate access and sustained treatment engagement. Integrated programs are designed to address this issue by providing treatment for substance use, as well as services to address other maternal, parenting, and child needs, ideally at a single access point. Despite growth in integrated programs, a common theoretical framework to inform service provision is lacking. This has resulted in considerable heterogeneity among integrated programs and hindered multi-site evaluation. This study sought to develop a theoretical model of integrated treatment, with a focus on the therapeutic relationship and how the relationship serves to support two common areas of need in this population: emotion regulation (ER) and executive functions (EF). As part of a multi-site evaluation of integrated substance use treatment, six client focus groups (N = 50) were conducted to explore client perspectives on integrated treatment and specifically aspects of the therapeutic relationship they found most/least helpful. Thematic analysis revealed approaches and behaviors of counselors that support ER and EF. These themes are presented and contextualized within the literature that addresses ER and EF risk from a mental health and socio-contextual risk perspective. A theoretical model of these processes is presented, along with practice and policy implications. [ABSTRACT FROM PUBLISHER]

Introduction: Cognitive and functional impairment after stroke are common, but the relation between cognitive and functional decline after stroke is not well studied., Methods: We used the comprehensive cohort in the Canadian Longitudinal Study on Aging to identify those with prior stroke, and we calculated reliable cognitive change scores from baseline to follow-up for the memory and executive domains. Functional decline was defined as an increase in the number of dependent daily activities. Using formal mediation analysis, we tested the presence and degree of mediation of the association between stroke and functional decline by cognitive decline., Results: There were 22,648 individuals with memory change scores (325 with stroke) and 17,613 individuals with executive change scores (241 with stroke). History of stroke was significantly associated with memory decline (-0.26 standard deviations, 95% CI -0.33 to -0.19), executive decline (-0.22, 95% CI -0.36 to -0.09), and new functional impairment (adjusted odds ratio 2.31, 95% CI 1.80-2.97) over a median of 3-year follow-up. Cognitive decline was a significant mediator of functional decline. Memory decline mediated only 5% of the relationship, whereas executive and overall cognitive decline mediated 13% and 22%, respectively., Conclusion: Cognitive decline is a mediator of the association between prior stroke and functional decline; consequently, strategies to delay, attenuate, or prevent cognitive decline after stroke may be important to preserving long-term functional status.

The objective of this study was to describe executive skills in clients experiencing social vulnerability in the context of COVID‐19 from the perspective of social service agency staff. COVID‐19 has required transformational changes to livelihood and day‐to‐day living. Socially vulnerable individuals are likely to be disproportionally impacted because many have experienced serious early childhood adversity, which may compromise their executive skills in adulthood. Using a cross‐sectional survey, we collected data between 05 May 2020 and 03 July 2020, for this mixed methods study of 53 staff in two agencies in western Canada serving clients experiencing social vulnerability. The first case of COVID‐19 in this jurisdiction was identified 05 March 2020. Using investigator‐designed survey items, we captured executive skills in five areas: (a) planning tasks of daily living, (b) managing time, (c) keeping track of information and appointments, (d) managing emotions, and (e) managing self‐control. Staff reported their clients struggled with executive skills and these struggles increased during COVID‐19, particularly in the areas of managing daily tasks and emotional regulation. COVID‐19 restrictions overwhelmed clients with the decisions required to maintain health, employment, and childcare. With the loss of structure and routine, clients lost track of time and delayed completion of tasks, which further increased stress. Disrupted goals and uncertainty about the future contributed to hopelessness for clients who were trying to regain control over their lives, which made it difficult to manage emotions. Some clients acted more impulsively because of the added stressors, lack of routine and access to friends and extended family. A better understanding of the impact of COVID‐19 on socially vulnerable clients will inform social service agencies about areas to focus programming to support their socially vulnerable clients. [ABSTRACT FROM AUTHOR]

Several theories have been proposed to explain the presentation of intense interests in autism, including theories based on altered executive functioning, imbalanced reward sensitivity, and mitigating anxiety. These theories have yet to be examined in early childhood, yet knowledge of how intense interests emerge could provide insight into how best to manage intensity and support the many benefits of personal interests. Parents of 33 autistic and 42 non-autistic comparison children aged 3-6 years completed questionnaires to assess attention shifting and inhibitory control, responsiveness to rewards, and anxiety symptoms. Each behavior domain was examined for associations with parent-reported interest intensity. In autistic and comparison children, attention shifting was associated with interest intensity, where children with more difficulties showed more intense interests. In autistic children only, inhibitory control of attention also associated with interest intensity, where children with greater difficulties showed more intense interests. Reward and anxiety symptoms did not associate with interest intensity in either group, or across the sample. These findings suggest that, in early childhood, the presentation of intense interests is related to executive functioning regardless of diagnostic group. Helping children develop executive functioning skills may therefore be useful to assist with managing interest intensity in early childhood.

The ability to deceive is a key milestone in social cognitive development for typically developing individuals. In this scoping review, we systematically searched the literature to summarise research on deceptive behaviour in autism and identify gaps in knowledge. Across the 28 studies identified, three main themes were synthesised, with seven subthemes: (1) "Deception ability and prevalence" (1a) gameplay deception; (1b) naturalistic deception; (2) "Psychological correlates of deception" (2a) verbal, intellectual and social ability; (2b) theory of mind (ToM) behaviours; (2c) executive function; and (3) "Social learning" (3a) training; (3b) social contexts. The findings challenge common stereotypes, showing that autistic individuals can and do engage in deception. However, many do so less frequently and less adeptly than typically developing individuals. Emerging evidence also suggests that autistic individuals (without co-occurring intellectual disability) may use compensatory strategies when engaging in deception, and that more skilled deceptive behaviour may arise later in life. Implications and directions for future research are discussed.

ABSTRACTBackground:With a rise in the aging population and a consequential rise in persons diagnosed with dementia comes an increase in the number of informal caregivers who are caring for a loved one. The objective of the proposed study was to assess the neurocognitive and psychological effects of caring for a person with dementia or a related neurodegenerative disease in a sample of Canadian informal caregivers., Methods: Fifty-seven informal caregivers of a person with dementia or a related neurodegenerative disease (mean age = 66.26, SD = 7.55) and 97 non-caregivers (mean age = 69.16, SD = 4.84) were recruited. Neuropsychological measures of attention, cognitive flexibility, verbal learning, delayed recall, and verbal fluency were examined, and questionnaires related to perceived stress, quality of life, mood, and self-esteem were administered., Results: Caregivers made more errors on a measure of cognitive flexibility (p = 0.02), generated fewer words on measures of phonemic fluency (p < 0.01) and semantic fluency (p < 0.001), and learned significantly fewer words on a list-learning task (p < 0.01). Caregivers also reported experiencing significantly more perceived stress (p < 0.001), lower quality of life (p < 0.001), and were more likely to meet the cut-off for clinically significant depressive symptoms on a self-report scale (p < 0.001)., Conclusion: These data contribute to a growing body of literature that consistently points to the need for immediate action to improve the welfare of caregivers.

Background: To empirically evaluate a cognitive affective model of physical activity. This bidirectional, cyclical model hypotheses that executive control processes directly influence habitual engagement in exercise and also directly subserve the exercise-induced affective response to acute exercise associated with future physical activity. Methods: The present study employed a one-week prospective, multi-site design. Participant recruitment and data collection occurred at two separate University sites (one in the United States and the other in Canada). Participants completed a bout of treadmill exercise, with affect and arousal assessed before, during and after the bout of exercise. Subjective and objective measures of executive function were assessed during this visit. Following this laboratory visit, seven days of accelerometry were employed to measure habitual engagement in physical activity. Results: Within our inactive, young adult sample, we observed some evidence of 1) aspects of executive function were associated with more light-intensity physical activity in the future (1-week later) (r = 0.36, 95% CI = -0.03 to 0.66, P = 0.07), 2) aspects of executive function were associated with post-exercise affect (r = -0.39, 95% CI = -0.67 to -0.03, P = 0.03) and forecasted affect (r = 0.47, 95% CI = 0.11 to 0.72, P = 0.01), and 3) aspects of acute exercise arousal and affect were associated with current mild-intensity physical activity behavior (r = 0.41, 95% CI = 0.04 to 0.68, P = 0.03). Conclusion: We demonstrate partial support of a cognitive-affective model of physical activity. [ABSTRACT FROM AUTHOR]

According to some accounts, the bilingual advantage is most pronounced in the domain of executive attention rather than inhibition and should therefore be more easily detected in conflict adaptation paradigms than in simple interference paradigms. We tested this idea using two conflict adaptation paradigms, one that elicits a list-wide proportion-congruent effect and one that elicits an item-specific proportion-congruent effect. In both cases, the relevant finding is that congruency effects are reduced when the proportion of congruent to incongruent items is smaller. These effects are validated measures of proactive and reactive control, respectively, and are aspects of executive attention known to be associated with individual differences in working memory capacity. We reasoned that if bilingualism affects executive attention in a similar way as does working memory capacity, indices of proactive and reactive control should be comparably associated with continuous variation in language status and working memory capacity. In two experiments, we replicated previous findings that working memory capacity is associated with variation in congruency effects (suggesting greater reliance on proactive control). In contrast, language status had no consistent association with performance, save for a hint that bilingualism may be associated with greater reliance on reactive control. Thus, the bilingual advantage may exist, but not in proactive control or any other aspects of executive attention that have been proposed thus far.

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In contrast to research that examines the effects of socioeconomic status (SES) and bilingualism on development by comparing clearly disparate groups, the present study investigated the role of subtle differences in these experiences for their joint impact on performance on a verbal fluency task and an executive function (EF) task. The study involved 234 6-year-old children who were assessed for nonverbal intelligence and English vocabulary; parents completed a questionnaire providing demographic information and details about children's language experiences. Children were assigned continuous scores for SES based on parents' education and for bilingualism based on experience with non-English languages. Both continuous scores were normally distributed, so median split calculations created binary groups indicating relative levels of SES (high vs. middle) and bilingualism (more monolingual vs. more bilingual). For verbal fluency, there were no group differences in semantic fluency but phonological fluency was performed better by children from higher SES backgrounds, both in between-group and continuous analyses. For EF, the between-group analysis revealed an interaction in which bilingual children in the higher SES group outperformed all other children; nonetheless, a positive relation between degree of bilingualism and EF was significant across the whole sample. Thus, both SES and bilingualism affected language and cognitive development with limiting conditions for each experience. The discussion considers the effect of these subtle differences in SES and bilingual experience on development of essential cognitive abilities, the relation between these results and previous research, and the importance of how groups are defined in research addressing individual differences.

This study explores how music training impacts the development of inhibition control, phonological processing, and gross and fine motor skills in preschoolers. In a randomized controlled trial, 160 kindergarteners in a music programme, a motor programme, or a control group were examined. Children in the two experimental conditions took part in 19 weekly 40-minute sessions. At pretest and post-test, inhibition control and phonological processing were measured with two subtests from the NEPSY-II. Gross and fine motricity were assessed with the BOT-2 Short Form. Post-test results showed that children in the music condition improved significantly on automatic response inhibition. Phonological processing skills did not differ significantly between the two experimental conditions, but the music condition produced significant improvements over control. These findings corroborate previous evidence that music training contributes substantially to develop executive function and phonological awareness in preschoolers.

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

Background: Although stroke is known to result in executive dysfunction, little is known about executive dysfunction as a risk factor for stroke., Methods: Canadian Study of Health and Aging (CSHA), a longitudinal population based study of elderly Canadians, was conducted in three waves in 1990-1991 (CSHA-1), 1995-1996 (CSHA-2), and 2001-2002 (CSHA-3). In a cross-sectional analysis on CSHA-1 subjects, any association between stroke history and cognitive function was studied. In a prospective analysis, CSHA-1 stroke-free subjects were followed to CSHA-2 to see if there was any difference in stroke incidence among subjects with different baseline cognitive status. And, in a validation study CSHA-2 stroke-free subjects were followed to CSHA-3 to see if the prospective analyses findings could be replicated., Findings: In the cross-sectional analysis, subjects who had stroke in their history had significantly lower executive function, not memory function, scores than subjects without any stroke in their history. In the prospective and validation studies, stroke incidence was affected by neither executive nor memory scores. When the analysis was restricted to normal cognition subjects, lower executive function, not memory function, scores predicted stroke incidence, and remained significant after controlling for stroke risk factors., Conclusion: We found executive dysfunction to be a powerful stroke risk factor among cognitively normal subjects. Testing for executive dysfunction may help identify individuals at risk for stroke in time to prevent them., (Copyright © 2015 Elsevier B.V. All rights reserved.)