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Objectives: The Penn Computerized Neurocognitive Battery - Child Version (PennCNB-cv) is presented as a brief tool that allows comprehensive and automated assessment of 5 factors (via 14 performance tasks): Executive Control, Episodic Memory, Complex Cognition, Social Cognition, and Sensorimotor Speed. The literature links (dys)functions in these areas with psycho(patho)logical constructs, but evidence is scarce among Spanish-speaking youth. Therefore, this study aims to validate the PennCNB-cv in a community sample of Spanish adolescents., Methods: After a process of (back)translation and adaptation by bilingual researchers, the PennCNB-cv was administered in 34 schools. The sample included 1506 students, ages 14-19, 44.28% were male. Preliminary treatment of the data included descriptive and correlational statistics. To provide evidence of structural validity, exploratory and confirmatory factor analyses were performed., Results: Results from the exploratory and confirmatory factor analysis showed a four-factor model (Complex Cognition, Executive Control, Episodic Memory, and Social Cognition) as the most appropriate. These findings provide compelling evidence in favor of the a priori theory that underpinned the development​ of the CNB., Conclusions: The study of the psychometric properties showed that the Spanish version of the PennCNB-cv, seems to be an adequate tool for assessing neurocognitive functioning during adolescence., (© 2024 The Author(s). International Journal of Methods in Psychiatric Research published by John Wiley & Sons Ltd.)

Background: The Frontal Assessment Battery is a short bedside test used to assess executive functions (EF). The aims of the present study were, first, to evaluate the psychometric proprieties of the Spanish version of the FAB (FAB-E) in a representative sample, and second, to establish cut-off points for impairment in executive function according to age and education level., Methods: A sample of 798 healthy Spanish adult subjects aged 19 to 91 participated in this study. Neuropsychological assessment of participants was conducted using the FAB-E, Mini-Mental State Examination (MMSE) and Trail Making Test (TMT). We examined internal consistency, intraclass correlation, test-retest reliability, and concurrent and divergent validity. In addition, we established a cut-off point for detecting executive function impairment based on the 5th percentile by age group and education level., Results: The analysis of the psychometric properties of the FAB-E showed good internal consistency (Cronbach's α = 0.60), intraclass correlation (0.72), test-retest reliability (0.70) and concurrent and divergent validity between the TMT (r = -0.523), MMSE (r = 0.426) and the FAB-E. The cut-off points for each age group were 16 points for the ≤ 29 group, 15 points for the 30-39 group, 14 points for the 40-49 and 50-59 groups, 12 points for the 60-69 group, and 10 points for the ≥ 70 age group., Conclusions: The psychometric analysis showed that the FAB-E has good validity and reliability. Thus, FAB-E may be a helpful tool to evaluate EF in a healthy Spanish population. In addition, this study provides information on reference data that will be very valuable for clinicians and researchers., (Copyright © 2022. Published by Elsevier España, S.L.U.)

This study assessed the effectiveness of an executive function training programme aiming at reducing the behavioural and emotional problems of 87 minors, aged between 8 and 17, in residential care within the Spanish foster care system. Participants' executive functions were assessed with the Spanish adaptation of the Behaviour Rating Inventory of Executive Function (BRIEF®2). For the assessment of their emotional and behavioural problems, the Spanish adaptation of the Assessment System for Children and Adolescents (SENA) was used. The results revealed an improvement in initiative and task supervision. After the intervention, the minors reported having fewer problems with their classmates and fewer symptoms related to traumatic events. According to the educators, those minors also presented better integration and social skills, a greater willingness to study, less isolation, less symptoms of depression, fewer emotional problems and a higher level and variety of personal resources., (Copyright © 2022 The Author(s). Published by Elsevier GmbH.. All rights reserved.)

Binge drinking (BD) is a common practice among college students. Alcohol consumption may affect brain structures that continue to develop in early adulthood. The aim of this study was to analyze the relationship of BD with impairments affecting memory and executive function among university students. A cross-sectional study was conducted among students (aged 18-30 years) enrolled for the academic year 2018-2019 at the Faculty of Nursing of the University of Cantabria (Spain). Data collection included sociodemographic and academic information, together with alcohol and drug use information, collected by means of a semi-structured questionnaire. A battery of validated tests was used to gather neuropsychological variables. A total of 142 participants were included, of which 88.03% were women. Up to 38.03% were classified as BD. No differences were found in memory tests. Regarding executive function, better performance in the Stroop Color and Word Test was observed in non-BD but the results were not statistically significant. In conclusion, no relationship was found between memory and executive function and BD, although better performance in executive function, specifically inhibitory control, was observed in non-BD.

The dual theory establishes that the decision-making process relies on two different systems, the affective system and the executive function (EF), developed during adolescence. This study analyzes the relationship between the decision-making and EF processes in a group of early adolescents (mean age = 12.51 years, SD = 0.61), where more affective impulse processes are developed, and in young adults (mean age = 19.38 years, SD = 1.97), where cognitive control processes have already matured. For this purpose, 140 participants in Spain completed the Iowa Gambling Task (IGT) to measure their risky decisions and the Wisconsin Card Sorting Task (WCST) to measure their EF. Performance on the IGT improves over blocks; however, adolescents received lower mean scores than young adults. However, controlling for age, perseverative errors were negatively associated with the mean net score on the risky blocks of IGT; thus, those who committed more perseverative errors in the WCST were more likely to take cards from the disadvantageous decks on the last blocks of the IGT. The current study shows that adolescents and adults solve ambiguous decisions by trial and error; however, adolescents are more likely to make risky decisions without attending to the long-term consequences. Following the dual theory hypothesis, the maturation of EF with age partly accounts for this difference in risky decision-making between adolescents and adults. [ABSTRACT FROM AUTHOR]

The aim of this study was to quantify the multivariate relationships between clinical, cognitive performance, executive functioning, and psychological outcomes in women with fibromyalgia (FMS) using network analyses. Demographic (age, height, weight), clinical (pain history, pain intensity, and related disability), neurocognitive (D2 Attention test, Rey-Osterrieth Complex Figure for visual perception, "Digits D/R/I" tests of the WAIS-IV battery for working memory, the 5-Digit Test for mental inhibition, the Symbol Search for processing speed and the Zoo Test for planning/decision making) and psychological (depressive symptoms, anxiety levels, sleep quality, pain hypervigilance) variables were collected in 129 women with FMS and 111 healthy women. Network analyses were conducted separately for each group to quantify the adjusted correlations between the modeled variables and to assess their centrality indices (i.e., connectivity with other symptoms in the network and their importance in the network). The network identified 74 associations in FMS women and 46 associations in controls with small differences. The strongest correlations in both groups were found between different attention variables: d2_CON with d2_C, d2_O with d_2TR, and d2_CON with d2_TA. The most central variables were d2_TA, d2_C, and d2_CON (highest strength centrality in both groups) and anxiety levels and pain hypervigilance (highest harmonic centrality in FMS women). The strength centrality of the network was stable for women with FMS (CScor0.7: 0.68) but not for healthy women (CScor0.7: 0.28). This study found that attention variables are most relevant within a neurocognitive network and that psychological variables are most important for the treatment of women with FMS. The clinical implications of the current findings, such as the development of treatments targeting these variables, are discussed. [ABSTRACT FROM AUTHOR]

Background: This study examined the association between key components of physical fitness with inhibition and cognitive flexibility in preschoolers., Methods: This was a cross-sectional study of 362 Spanish preschoolers. The key components of physical fitness and executive functioning were measured., Results: The partial correlation controlling for body mass index and family socioeconomic status showed that inhibition was positively related to cardiorespiratory fitness. No association was found between muscular strength (i.e., standing long jump and dynamometry) and speed/agility with inhibition or between physical fitness components and cognitive flexibility. The inhibition mean scores were significantly higher in preschoolers with higher cardiorespiratory than in their peers who were in lower categories, after adjustments were made for confounders. Additionally, the results showed that cardiorespiratory fitness was a significant predictor of inhibition, but for cognitive flexibility, age was the only significant predictor., Conclusions: Our data suggest that cardiorespiratory fitness is associated with inhibition in preschoolers. Likewise, our results also suggest that cognitive flexibility is an executive function that is more dependent on changes associated with age at this development stage. These findings are important for supporting initiatives that aimed at stimulating healthy brain development, and promote the improvement of cardiorespiratory fitness at early ages.

Importance: Assessing people's executive function (EF) during addiction treatment makes it possible to design individualized occupational goals., Objective: To determine the reliability and validity of the Spanish version of the Executive Function Performance Test (EFPT) in the occupational assessment of people being treated for substance addiction., Design: Cross-sectional, observational study to determine the EFPT's internal consistency as well as its convergent and discriminant validity with complementary tests., Setting: A public, free addiction treatment center operated by Madrid Salud (Madrid City Council, Spain)., Participants: Fifty-two people referred to an occupational therapy department for evaluation and intervention. Inclusion was based on Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision) criteria for substance abuse or dependence; the exclusion criterion consisted of any circumstances that made it difficult for a person to understand or perform the test., Outcomes and Measures: The EFPT, other occupational tests (Allen Cognitive Level Screen-5, Lowenstein Occupational Therapy Cognitive Assessment), and a battery of neuropsychological EF tests., Results: The EFPT had an unequivocal unifactorial structure and showed strong correlations between its components and adequate consistency with the scales and the complete test. As expected, the EFPT correlated with the neuropsychological tests with a considerable effect size (-.40 < r < -.60)., Conclusions and Relevance: The EFPT's psychometric properties are adequate to assess the EF of people being treated for substance addiction from an occupational perspective using real activities of daily living (ADLs)., What This Article Adds: The results show that the EFPT can be used to assess performance of ADLs without needing to use tests from disciplines other than occupational therapy. Further studies in different sociocultural settings are needed to generalize the results., (Copyright © 2021 by the American Occupational Therapy Association, Inc.)

Previous literature showed a complex interpretation of recall tasks due to the complex relationship between Executive Functions (EF) and Long Term Memory (M). The Test of Memory Strategies (TMS) could be useful for assessing this issue, because it evaluates EF and M simultaneously. This study aims to explore the validity of the TMS structure, comparing the models proposed by Vaccaro et al. (2022) and evaluating the measurement invariance according to three countries (Italy, Spain, and Portugal) through Confirmatory Factor Analysis (CFA). Four hundred thirty-one healthy subjects (Age mean = 54.84, sd = 20.43; Education mean = 8.85, sd =4.05; M = 177, F = 259) were recruited in three countries (Italy, Spain, and Portugal). Measurement invariance across three country groups was evaluated through Structural Equation modeling. Also, convergent and divergent validity were examined through the correlation between TMS and classical neuropsychological tests. CFA outcomes suggested that the best model was the three-dimensional model, in which list 1 and list2 reflect EF, list 3 reflects a mixed factor of EF and M (EFM) and list4 and list5 reflect M. This result is in line with the theory that TMS decreases EF components progressively. TMS was metric invariant to the country, but scalar invariance was not tenable. Finally, the factor scores of TMS showed convergent validity with the classical neuropsychological tests. The overall results support cross-validation of TMS in the three countries considered., Competing Interests: Declaration of competing interest None of the co-authors have financial or other conflicts of interest., (Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)

Background: The emergence of multi-function devices has created a perceived need to always be connected to multiple media devices, which is called media multitasking. This phenomenon is linked to deficits in cognitive control affecting executive function and learning and academic achievement in adolescents. The present study aimed to explore the relationship of MM, executive functions and academic performance., Method: The sample comprised 977 students aged between 11 and 18 from 6 schools. Media multitasking while doing homework was assessed by the media multitasking index (MMI); executive function was assessed using the DEX-SP and three WISC-IV Subscales; participants' current school marks for mathematics and Spanish language were used to assess academic performance., Results: Media multitasking in adolescents is negatively related to executive function and academic achievement. Adolescents who media multitask more while doing homework report more dysexecutive problems. The results of a subsample (n=114) show worse cognitive functioning of the components related to working memory and process speed and lower academic achievement in language and mathematics., Conclusions: In the current environment of technology overload, where MM is increasingly frequent, it is necessary to develop adaptive strategies that allow adolescents to focus their attention on tasks and avoid distractions.

Physical activity is related with academic achievement in children. This cross-sectional study aimed to assess whether cardiorespiratory fitness (CRF) and executive function act as mediators of the association between moderate to vigorous physical activity (MVPA) and academic achievement. This study included 186 schoolchildren (9-11 years) from Cuenca, Spain. Sociodemographic variables, anthropometric variables, academic achievement, executive function (inhibition, cognitive flexibility and working memory), CRF (20-m shuttle run) and physical activity (by accelerometry) were measured. Serial mediation models were estimated using the Hayes´ PROCESS macro. The significant paths in the model mediating this relationship between MVPA and academic achievement were as follows: MVPA → CRF → academic achievement (IE = 0.068, 95% CI: [0.018; 0.127]; IE = 0.079, 95% CI: [0.029; 0.144]; and IE = 0.090, 95% CI: [0.032; 0.165], controlling for inhibition, cognitive flexibility and working memory, respectively), MVPA → CRF → inhibition → academic achievement (0.018, 95% CI: [0.001; 0.047]) and MVPA → cognitive flexibility → academic achievement (0.087, 95% CI: [0.012; 0.169]). The relationship between MVPA and academic achievement may not be direct but mediated by CRF, cognitive flexibility, and inhibition via CRF. Physical activity interventions to improve AA should be focused on improvements in CRF and executive function. [ABSTRACT FROM AUTHOR]

Background: The underlying mechanisms of comorbidity between autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are still unknown. Executive function (EF) deficits and theory of mind (ToM) have been the most investigated cognitive processes., Aims: This study proposed to analyze EF, ToM and behavioral problems in children with ASD + ADHD, ADHD, ASD and typical development (TD). The relationship between ADHD and ASD symptoms with EF, ToM and behavioral problems in children with ASD + ADHD was also explored., Methods and Procedures: Participants were 124 children between 7 and 11 years old (22 ASD + ADHD, 35 ADHD, 30 ASD, and 37 TD), matched on age and IQ. Teachers evaluated EF, and parents assessed ToM skills and behavioral problems through Strengths and Difficulties Questionnaire (SDQ)., Outcomes and Results: Children with ASD + ADHD and ADHD showed impairments in EF whereas the difficulties in ToM skills of ASD + ADHD group were similar to ASD group. Inattention symptoms were significantly associated with EF metacognitive deficits and ToM difficulties in ASD + ADHD, while ASD symptoms were associated with total score in behavioral problems., Conclusions and Implications: These findings show the complex difficulties of children with both ASD and ADHD and support the need to take these difficulties into account when designing the treatments., (Copyright © 2018 Elsevier Ltd. All rights reserved.)

Background: Physical activity health benefits are widely known. However, the association between physical activity, physical fitness, executive function, and academic performance need further investigation. Additionally, one of the literature gaps reveals scarce and mixed findings on what mediators of physical activity may affect academic achievement. Purpose: This investigation aims to provide knowledge about the mediation role of physical fitness and executive function in the association of physical activity with academic achievement in a cohort of Spanish schoolchildren using a structural equation modelling approach. Methods: The data for this cross-sectional study were collected from a convenience sample of children from Spain (Balearic Islands) aged between 9 and 13 years. Physical activity levels were self-reported with the Physical Activity Questionnaire for Children; physical fitness was assessed using the International Fitness Scale; executive function was assessed with the Trail Making Test, and children's achievements were collected from the school records. Structural equation modelling was used to explore the relationship between physical activity, physical fitness, executive function, and academic achievement. Findings: Statistically significant positive direct associations were observed between physical activity and physical fitness (β = 0.46, 95% CI [0.29, 0.64]), physical fitness and executive function (β = 0.28, 95% CI [0.04, 0.52]), and executive function and academic achievement (β = 0.46, 95% CI [0.28, 0.65]), while adjusting for the confounding effects of sex and body mass index. Furthermore, indirect associations were observed between physical activity and executive function mediated by physical fitness (β = 0.13, bias-corrected 95% CI [0.02, 0.31]) and between physical fitness and academic achievement through executive function (β = 0.13, bias-corrected 95% CI [0.03, 0.32]). Conclusions: This investigation adds to the literature with evidence supporting the idea that regular PA leads to improvements in physical fitness and may support cognitive skills and academic performance in children. [ABSTRACT FROM AUTHOR]

Institutionalized individuals with intellectual disabilities have few opportunities to participate in instrumental activities of daily living (IADLs), which probably affects higher cognitive functions, or vice versa. The objectives of this study were to evaluate the possible difference in the ability to perform IADLs and executive functioning between individuals with and without intellectual disabilities and to determine if executive functions are associated with the performance of IADLs in people with intellectual disabilities. This was a multi-center cross-sectional study, conducted between July 2019 and May 2020. Participants with intellectual disabilities were recruited from four centers for people with intellectual disabilities. Adults without these disabilities were gathered from several community centers. The sample consisted of 90 individuals with moderate intellectual disabilities and 79 individuals with no intellectual disability. Executive functions were evaluated using the Wechsler Adult Intelligence Scale—WAIS-IV, the INECO Frontal Screening test, the Semantic Verbal Fluency Test, and the Behavioural Assessment of the Dysexecutive Syndrome—BADS—Scale. The performance of the IADLs was assessed by the Lawton and Brody Scale. The results showed that the higher the function in instrumental activities, the lower the impairment of executive functions. Executive functions accounted for 81% of the total variance in the ability to perform the IADLs. In conclusion, individuals with moderate intellectual disabilities demonstrated limitations in executing the IADLs, which were partially associated with low performance in executive functions. This information could help in the development of evidence-based intervention programs and facilitate the formulation of appropriate support strategies to enhance participation in these activities. [ABSTRACT FROM AUTHOR]

Introduction: Studies on the aging brain often occur in active settings, but comparatively few investigate brain activity in resting states. However, exploring brain activity in a resting state offers valuable insights into spontaneous neural processes unaffected by task-specific influences. Objective: To investigate the relationship between self-care practices, cognitive function, and patterns of brain activity in healthy older adults, taking into account predictions from aging brain models. Methodology: 77 older adults aged 61 to 87 completing a self-care practices questionnaire, neuropsychological tests, and resting-state electroencephalogram (EEG) recordings. Participants were classified into two groups according to their self-care practices: traditional self-care (T-SC) and developmental self-care (D-SC). Results: Although neuropsychological tests did not yield significant differences between the D-SC and T-SC groups, patterns of brain activity revealed distinct behaviors. The T-SC group demonstrated patterns more consistent with established aging brain models, contrasting with the D-SC group, which exhibited brain activity akin to that observed in younger adults. Specifically, the T-SC group displayed hyperactivation related to memory and executive function performance, alongside heightened alpha power in posterior regions. Furthermore, bilateral frontal activation in the beta band was evident. Conclusions: The findings suggest a nuanced relationship between self-care practices and brain activity in older adults. While the T-SC group demonstrated brain activity patterns consistent with conservative aging, indicating the preservation of typical aging characteristics, the D-SC group displayed activity suggestive of a potential protective effect. This effect may be linked to self-care strategies that foster development and resilience in cognitive aging. [ABSTRACT FROM AUTHOR]

Mental capacity assessment plays a crucial role in decision-making, especially in psychiatric contexts, where legal frameworks for determining capacity vary widely. This study explores the relationship between cognitive functioning and decision-making capacity modification (CM) in severe mental disorders (SMD), shedding light on the importance of neuropsychological evaluation in CM processes. Cross-sectional descriptive study, with 77 adult patients with SMD and CM, and 33 without CM from the mental health sector of Parc Sanitari Sant Joan de Déu (Spain). CM, sociodemographic and neuropsychological data were collected. An independent brief assessment of patients' mental capacity was also evaluated. There is an overrepresentation of males in CM processes. All three groups exhibit mild multidomain dysfunction, with impairments in executive functions, memory, and processing speed. Individuals with CM show poorer verbal learning capacity, with an impact on their occupational and family functioning. Mnemonic encoding positively correlates with mental capacity to decide, suggesting it could preliminarily be considered a potential predictive marker in CM processes. This study contributes insights into the cognitive aspects of CM in SMD, underscoring the need for a comprehensive approach integrating clinical, cognitive, and social factors in assessing decision-making capacity in this population., Competing Interests: Declaration of competing interest None., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: Cognitive decline, a common process of brain ageing, has been associated with telomere length (TL). Delving into the identification of reliable biomarkers of brain ageing is essential to prevent accelerated cognitive impairment., Methods: We selected 317 non-smoking 'Prevención con Dieta Mediterránea-Plus' (PREDIMED-Plus) participants (mean age, 65.8 ± 5.0 years) with metabolic syndrome from two trial centres who were following a lifestyle intervention. We measured TL and cognitive function at baseline and after 3 and 4 years of follow-up, respectively. Associations between baseline or 3-year changes in TL and baseline or 4-year changes in cognitive function were analysed using multivariable regression models., Results: Baseline TL was not associated with baseline cognitive performance. Nevertheless, longer baseline TL was associated with improved 4-year changes in the Executive Function domain (β: 0.29; 95%CI: 0.12 to 0.44; P < 0.001) and the Global Cognitive Function domain (β: 0.19; 95%CI: 0.05 to 0.34; P = 0.010). Besides, a positive association was found between longer baseline TL and improved 4-year changes in the animal version of the Verbal Fluency Test (β: 0.33; 95%CI: 0.12 to 0.52; P = 0.002). By contrast, 3-year changes in TL were not associated with changes in cognitive function after 4 years., Conclusions: Longer baseline TL could protect from cognitive decline and be used as a useful biomarker of brain ageing function in an older Mediterranean population at risk of cardiovascular disease and cognitive impairment., (© The Author(s) 2024. Published by Oxford University Press on behalf of the British Geriatrics Society. All rights reserved. For permissions, please email: journals.permissions@oup.com.)

COVID-19 pandemic has disrupted daily routines, causing isolation and quarantine. Technology has emerged as a crucial tool for sustaining essential activities, but children with autism spectrum disorders have faced distinct challenges due to their intricate interaction with it. We employed an online survey to analyse the impact of technology use in online learning, remote assistance and daily life of children with autism along COVID-19, and we have identified benefits and challenges with assistive technology exposed by the pandemic. Findings are divided in (1) seven themes where COVID-19 impacted this population the most and their relationship with technology (remote communication, learning, emotional management, entertainment management, executive functions, activities of daily living, and physical activity and motor skills), and (2) a mapping of technological categories that define the working areas specifically aimed to cover the special needs of children with autism whenever face-to-face interactions are not possible (attention, authoring tools, calculation, e-learning, emotions, entertainment, experience of self, language and communication, memory, planning and time management, social networking, and social skills). These results help provide a more well-rounded knowledge of how to improve technology to make it accessible to autistic children, to handle and avoid services interruption in similar scenarios. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the association between baseline executive functioning and outcome measure of treatment in 226 cocaine dependent individuals who initiated treatment in therapeutic communities TCs. The study was conducted across six TCs located in the region of Andalusia (southern Spain). Neuropsychological testing included tests of working memory, reasoning, inhibition, switching, attention interference and decision making. The outcome measures were type of discharge (treatment dropout vs. therapeutic discharge) and clinical impression of the TC outcome (clinically significant vs. non-significant changes). In the present study a prospective comparative design was used. We found significant performance differences on selective executive components which account for the type of discharge: treatment quitters had poorer attention response inhibition and attention switching than non-quitters, and the individuals who failed to achieve therapeutic objectives had poorer attention interference and inhibitory control than compliers. No significant differences were found between the outcome measure and the neuropsychological performance score on the other tasks. The results provide important information about the impact of executive components on in-treatment follow-up outcomes among dependence disorders in TC., (Copyright © 2017 Elsevier Inc. All rights reserved.)

Regular physical activity is protective against, and beneficial for, mild cognitive impairment (MCI), dementia, and Alzheimer’s disease. The mechanisms underlying these benefits remain unknown although it has been suggested that exercise-induced changes in the circadian pattern of cortisol secretion may be implicated. Fitness, salivary cortisol levels (0 and 30 min postawakening, midday, 5 p.m., and 9 p.m.), and cognitive function were determined in a group of amnestic MCI patients (n = 39) before and after a three-month exercise program (n = 19) or usual care (n = 20). At baseline, fitness measures were positively correlated with peak levels of cortisol and a greater fall in cortisol concentration from peak levels to midday. The exercise intervention successfully increased fitness and resulted in a greater fall in cortisol concentration from peak to midday, compared with the control group. The exercise intervention enhanced indices of executive function, although memory, mood, and functionality were not affected. [ABSTRACT FROM AUTHOR]

Background: Cross-Cultural Dementia Screening (CCD), Rowland Universal Dementia Assessment Scale (RUDAS), and European Cross-cultural Neuropsychological Test Battery (CNTB) are three novel neuropsychological instruments developed from a cross-cultural perspective to reduce the impact of culture in cognitive assessment and improve the assessment in diverse populations. Objective: We aimed to collect and present normative data on these tests in a majority population sample (Spaniards living in Spain) and in a minority population sample (Colombians living in Spain). Methods: CCD, RUDAS, and CNTB were administered to a group of 300 cognitively healthy participants (150 Spaniards and 150 Colombians). Linear regression modeling strategy was used to provide adjusted norms for demographic factors and to explore the influence of these factors on test performance. Results: Most of the CCD and CNTB scores were predicted by age and years of education, with some tests only predicted by age or showing a ceiling effect. The comparison of normative data between the two samples confirmed the favorable cross-cultural properties of these instruments, with only some differences in processing speed and executive functioning scores. Conclusions: Our study finds a comparable influence of demographic factors in both populations on the performance of CCD, RUDAS, and CNTB, confirming their adequate cross-cultural properties. We provide normative data for these tests in Spaniards and Colombians living in Spain. [ABSTRACT FROM AUTHOR]

This study investigates the acute effect of physical exercise simulating a standard pre-competitive warm-up on the response suppression and decision-making of football referees. Thirty-four referees (n = 17 – regional level; n = 17 – national level) participated in the study. A Stop-Signal Task (SST) and a decision-making video test were used to evaluate the referees' perceptual-cognitive functions. The findings revealed that the vigorous aerobic exercise acutely impacted basic cognitive functions, as indicated by decreased reaction time and decreased choice accuracy. However, higher-order cognitive functions such as response suppression and decision-making did not exhibit significant changes post-exercise. Based on these results, there is no evidence to suggest that a vigorous-intensity warm-up is likely to favour response suppression and decision-making factors in the initial phases of the game. National referees showed superior response suppression abilities (shorter stop-signal reaction times and lower probability of responding to the stop-signal) than regional referees, indicating that higher-level referees possess enhanced perceptual-cognitive skills, likely influenced by their experience. Further studies are required to determine whether these variables can be acutely improved through physical exercise. In this regard, our results suggest the need for alternative strategies in pre-competitive referee warm-ups if aiming to improve perceptual-cognitive skills in the initial phases of the game. [ABSTRACT FROM AUTHOR]

Prenatal iron supplementation improves children's health and cognitive performance, but few studies explore behavioural development. This study assessed the effects of adjusting prenatal iron supplementation to maternal iron stores during early pregnancy on children's behavioural problems. Randomized controlled trial conducted in Tarragona (Spain) involving 230 nonanaemic pregnant women and their children after a 4‐year follow‐up. Based on haemoglobin (Hb) levels before gestational week (GW) 12, women receive different iron doses: those with Hb = 110–130 g/L were randomized to receive 80 or 40 mg/day and those with Hb > 130 g/L were randomized to receive 20 or 40 mg/day. Maternal iron stores at GW12 were classified using serum ferritin (SF) as low (SF < 15 µg/L), normal (SF = 15–65 µg/L), and normal‐high (SF > 65 µg/L). Children's behaviour was assessed by parents using the Child Behaviour Checklist for ages 1.5–5 years and the Behaviour Rating Inventory of Executive Function‐Preschool Version, and by teachers using the Teacher's Report Form for ages 1.5–5 years. Multivariable regression models were performed. Taking 80 mg/day of iron improved child behaviour when women had low iron stores but worsened it when mothers had normal–high iron stores, except for depressive and attention/hyperactivity problems. Taking 20 mg/day of iron improved behaviour only in those children whose mothers had SF > 65 µg/L in early pregnancy. Additionally, executive functioning improved at high doses of prenatal iron when maternal baseline SF < 15 µg/L. Adjusting prenatal iron supplementation to both maternal baseline Hb levels and iron stores reduces behavioural problems in 4‐year‐old children. Key messages: Prenatal iron supplementation succeeds in improving maternal haematological outcomes and cognitive performance of children, but few studies have focused on behavioural development.Prenatal iron supplementation adjusted to maternal iron stores reduces behavioural problems in 4‐year‐old children.Maternal iron stores early in pregnancy should be measured in addition to haemoglobin concentration.These findings contribute greatly to the advancement of public health by giving physicians the tools to prescribe the most appropriate dose of iron supplementation to contribute to better child development. [ABSTRACT FROM AUTHOR]

Background: Short‐term cognitive impairment is associated with SARS‐CoV‐2 infection but the long‐term impact is yet to be examined in detail. We aim to study the evolution of these symptoms in severe COVID‐19 patients admitted to the intensive care unit (ICU) between April and December 2020 1 year after hospital discharge and to analyze its clinical correlates. Method: A total of 58 patients agreed to participate in the 6 months follow‐up and 30 at 1 year after hospital discharge. Demographic, clinical and laboratory data were collected and a comprehensive neuropsychological battery including validated tests for the main cognitive domains was administered. To test the magnitude of neurocognitive sequelae, two standard deviations below normative group were considered. To compare the neuropsychological performance at 6 and 12 months follow‐up we used repeated measures tests. Finally, regression analyses were performed to test the main effects of medical and psychological factors on multiple cognition. Results: Almost half of the sample continued to have impaired performance on neuropsychological tests at 12 months follow‐up. In comparison with the results obtained at 6 months, significant improvements were found in immediate recall (d = 0.49), delayed recall (d = 0.45), and inhibitory control (d = 0.53). Medical variables predicted cognitive performance at 6 months but not at 12 months follow‐up, while anxiety and depression predicted cognitive deficits in the long‐term. Conclusions: A generalised improvement was observed in severe COVID‐19 patients at follow‐up. This improvement was particularly notable in verbal memory and executive functioning. However, a considerable proportion of the sample continued to present deficits at 1 year follow‐up. [ABSTRACT FROM AUTHOR]

The design of a narrative video game for cognitive training of memory and executive functions in older adults with subjective and objective cognitive impairment is reported along with preliminary results on preferences (Study 1), user interaction experience (Study 2), and efficacy of the game (Study 3). A study of aesthetic preferences in backgrounds and avatars was implemented in 13 older adults, who were asked for their opinion on the acceptability of the plot. After completion of the design, a user interaction study was conducted in a sample of 19 older adults. In addition, a Matched Paired Experimental Design (MPED) was implemented as a preliminary test of the efficacy of the narrative video game in a sample of 22 participants with Subjective Cognitive Decline (SCD) and Mild Cognitive Impairment (MCI). Preferences for free violence content in videogames was supported in our sample of low-frequency adult gamers and acceptability of the plot was high. The video game was rated favourably by the older adults in terms of user preferences and acceptability. The results of the preliminary MPED study suggest that the video game could be a useful tool for cognitive training in SCD and MCI older adults. [ABSTRACT FROM AUTHOR]

Recent studies and reviews have shown the positive effects of exergames (EXs) on physical activity (PA) and fitness in children and adolescents. Nevertheless, their effects on cognition have been scarcely explored, and no previous review has focussed on this relationship. The purpose of the research reported on here was to analyse the acute and chronic effects of the use of different EXs on the cognition of young people aged 6 to 18 years, to review potential confounders, and to elaborate a practical guide to using EXs in schools or extracurricular contexts. Studies were identified from 4 databases (Pubmed, SportDiscus, ProQuest and Web of Science) from January 2008 through January 2018. Thirteen studies met the inclusion criteria. All the studies showed a positive effect of EXs on cognition. The review showed an acute improvement effect on executive functions (EFs) (visual attention, mental processing, working memory, response inhibition, and motor planning) and chronic benefits on mathematical calculation, self-concept, classroom behaviour, and on parental and interpersonal relationships. Only 5 studies used confounders. EXs are an effective and motivating tool to improve cognition in young people aged 6 to 18 years. Didactic recommendations to use EXs in school or extracurricular contexts are provided in this article.

An association between gross motor competence (GMC) and academic achievement (AA) has been described, but the potential mechanisms behind this association are still unknown. It is not known either whether these mechanisms are similar for boys and girls. The aim of this study was to analyse whether the association between GMC and AA is mediated by executive functions (EFs), and to investigate whether this mediation differs by sex. This cross‐sectional study involved 451 children aged 8 to 10 (234 girls; mean age 9.95 ± 0.59). The Movement Assessment Battery for Children‐Second Edition (MABC‐2), NIH Toolbox, and grades in language and mathematics were used to test GMC, EFs, and AA, respectively. Multifactorial structural equation model (SEM) was used to evaluate a possible relation between variables, controlling for confounders. The differences by sex were examined using a multi‐group SEM approach. The results showed that EFs acted as a full mediator of the relationship between GMC and AA in boys (β = 0.14, p = 0.012) but not in girls (β = 0.10, p = 0.326). These results show that the benefit of GMC on AA is mediated by EFs in boys but not in girls. Nevertheless, these conclusions should be carefully considered due to the cross‐sectional nature of the study. [ABSTRACT FROM AUTHOR]

Background: There is certain empirical evidence of, on the one hand, a positive correlation between executive functions (EFs) and intelligence in people with intellectual disability (ID) and, on the other hand, a slower rate of development of EFs in these people relative to people without ID. This evidence is not, however, unequivocal, and further studies are required. Methods: We analysed the relationship between development of EFs and both age and intellectual capacity, in a sample of 106 students with either ID or borderline intellectual functioning (BIF) at a special education centre [63 boys and 43 girls, 11–18 years old, mean total intelligence quotient (TIQ) of 59.6]. We applied nine instruments to evaluate both neuropsychological development (working memory, inhibitory control, cognitive flexibility, planning, processing speed and verbal fluency) and behavioural development [teachers' perceptions of the EFs of their students by Behavior Rating Inventory of Executive Function – Second Edition (BRIEF‐2) School]. ID and BIF groups were statistically compared in terms of mean performance measures in EF tests. We looked at the correlation between EFs and age, and correlations between EFs and intelligence: TIQ, fluid intelligence [measured by the perceptual reasoning (PR) sub‐index of Wechsler Intelligence Scale for Children‐IV (WISC‐IV)] and crystallised intelligence (measured by the verbal comprehension (VC) sub‐index of WISC‐IV). Regression models were built for variables with strong correlation. Results: In most of the tests used to evaluate EFs, the ID subgroup performed significantly worse than the subgroup with BIF. In general, teachers' thought that participants had 'medium–low' levels of EFs. TIQ, by WISC‐IV scale, correlated significantly with scores in all tests for all EFs. The PR sub‐index correlated significantly with 14 of the tests for EFs; 35% of the variation in PR can be explained by variation in performance in Picture Span (working memory) and Mazes (planning). The VC sub‐index correlated weakly with seven of the EF tests. We found significant correlations in the ID group between age and scores in all tests of working memory and inhibitory control. Age – considering all participants – did not correlate with any of the variables of teachers' perception except for working memory, and this correlation was not strong. Conclusions: The results of our study are consistent with descriptions of the typical population: (1) fluid intelligence is more related to EFs than crystallised intelligence is; and (2) working memory capacity is the EF most strongly related with general, fluid and crystallised forms of intelligence. The results suggest that as children and adolescents with ID/BIF get older, their capacities for working memory and inhibitory control increase; development of the other EFs studied was less evident. Teachers' perceptions of the EFs of children with ID or BIF were independent of intellectual capacity and age. More research is needed to delve further into the development of EFs in people with ID/BIF. [ABSTRACT FROM AUTHOR]

Background: There is a clear predominance of programmes aimed at improving aspects related to language production in pupils with developmental language disorder (DLD). However, programmes aimed at improving their receptive skills are limited. Aims: The main aim was to assess the effectiveness of an intervention programme for oral language comprehension skills in preschoolers with typical development (TD) and pupils with DLD. Methods & Procedures: Participants were 99 five‐year‐old pupils, with and without DLD, divided into four groups: two control groups (TD‐C = 25; DLD‐C = 25) and two experimental groups (TD‐T = 24; DLD‐T = 25), from schools on the Spanish island of Tenerife. The study used, as pre‐ and post‐measures, the receptive language subtests of the CELF‐4‐Spanish: Concepts and Following Directions, Word Classes—Receptive and Sentence Structure, as well as two tasks assessing comprehension of paragraphs and narratives. Due to the strong link between oral comprehension skills and executive functions, working memory and semantic fluency are included in this research. The Backward Digit Span subtest of the Wechsler Intelligence Scale for Children (WISC‐IV) and Semantic Fluency subtest of the Controlled Oral Word Association Test (COWAT) were used to assess working memory and semantic fluency, respectively. The intervention programme followed a multitiered system of support (MTSS) model, with 95 sessions lasting 60 min each delivered jointly by teachers and speech and language therapists, and focused on lexical–semantic, morphological, syntactic and narrative skills; inferences; verbal working memory; and semantic fluency. Outcomes & Results: The results showed, as expected, that pupils diagnosed with DLD initially performed worse on oral language comprehension and executive functions than pupils with TD. Further, the DLD‐T and TD‐T groups showed greater gains following the programme, especially in word classes—receptive, sentence structure, verbal working memory and semantic fluency. Finally, a significant positive correlation was found between the gains obtained by the participants in verbal working memory and semantic fluency, with the gains obtained in the three CELF‐4‐Spanish subtests. Conclusions & Implications: An intervention programme applied at an early age fosters oral language comprehension skills and executive functions in pupils with DLD and TD. The intervention organized at different levels of support, following an MTSS model, showed clear progress of the DLD and TD groups in oral language comprehension and executive functions. What this paper adds: Pupils with DLD present deficits in linguistic comprehension and executive functions. There are many intervention programs focused on improving language production skills. It is also necessary to consider the skills underlying language problems in pupils with DLD. Oral language, inference, working memory and semantic fluency activities improve comprehension. A collaborative and inclusive intervention of teachers and speech language therapists. Psycholinguistic and neuropsychological skills training should become part of the academic curriculum as early as preschool age. What is already known on the subject: Pupils with DLD show problems related to both comprehension and production language. However, there is a clear predominance of programs just aimed at improving aspects related to language production. Clinical implications of this study: An intervention program applied at an early age fosters oral language comprehension skills and executive function in pupils with DLD. The intervention organized at different levels of support, following an adaptation of the Response Tier Intervention models, showed clear progress of the DLD in comprehension oral language and executive functions. [ABSTRACT FROM AUTHOR]

Interpersonal Skills (ISs) and Executive Functions (EFs) are two groups of skills which are extremely relevant for children's cognitive, social and psychological development. As well as being interrelated, both can be modulated by other variables such as intelligence or sex. Many studies have tried to establish the relationship between them, but no definitive conclusions have been made to date. Therefore, the objective of this study is to explore the relationship between intelligence and sex in children with measures of ISs and EFs. The participants were 121 children between the ages of 7 and 13, divided into two groups: 76 children (52 boys and 24 girls) with average intelligence quotient (IQ) and 45 children (28 boys and 17 girls) with high IQ. All the participants were assessed using ISs, EFs and intelligence measures. The results showed children with high IQ were better at ISs and EFs. Regarding sex, boys of the High IQ group showed better skills than girls in working memory, inhibition and cause attribution in interpersonal conflicts. Finally, the implications for assessing and supporting the gifted population are discussed.

Introduction: The short Prefrontal Symptoms Inventory (PSI-20) is a questionnaire that investigates symptoms of prefrontal malfunctioning in daily life. It has been shown to have good psychometric properties and has been applied in the general population and clinical samples from Spain and other Spanish-speaking countries., Aims: To normalise and standardise the PSI-20 in a broad sample of subjects of all ages in a Spanish population., Subjects and Methods: The PSI-20 was administered to 4704 subjects: in one sample made up of 2474 subjects from the Spanish general population, over 18 years of age, and in another consisting of 2230 school-age subjects (15-17 years old), representative of the population of Madrid., Results: The effect of the interaction of sex, age and level of education on the scores was observed, although the effect of level of education was low. As expected, the adolescents, still undergoing their process of maturation, obtained higher scores on all the subscales and the questionnaire as a whole. Females scored significantly higher on symptoms of poor emotional control, and males achieved higher scores on symptoms of poor control over social behaviour. Tables were developed differentiated by sex and for those above and below 18 years of age., Conclusion: The data presented allow us to interpret the scores obtained in the PSI-20 in the Spanish population, including subjects under 18 and adults.

Purpose: To compare the strength of associations between different indices of cardiorespiratory fitness (CRF) and brain health outcomes in children with overweight/obesity. Methods: Participants were 100 children aged 8–11 years. CRF was assessed using treadmill exercise test (peak oxygen uptake [V̇O2peak], treadmill time, and V̇O2 at ventilatory threshold) and 20‐metre shuttle run test (20mSRT, laps, running speed, estimated V̇O2peak using the equations by Léger et al., Mahar et al., and Matsuzaka et al.). Intelligence, executive functions, and academic performance were assessed using validated methods. Total gray matter and hippocampal volumes were assessed using structural MRI. Results: V̇O2peak/body mass (β = 0.18, 95% CI = 0.01–0.35) and treadmill time (β = 0.18–0.21, 95% CI = 0.01–0.39) were positively associated with gray matter volume. 20mSRT laps were positively associated with executive functions (β = 0.255, 95% CI = 0.089–0.421) and academic performance (β = 0.199–0.255, 95% CI = 0.006–0.421), and the running speed was positively associated with executive functions (β = 0.203, 95% CI = 0.039–0.367). Estimated V̇O2peak/Léger et al. was positively associated with intelligence, executive functions, academic performance, and gray matter volume (β = 0.205–0.282, 95% CI = 0.013–0.500). Estimated V̇O2peak/Mahar et al. and V̇O2peak/Matsuzaka et al. (speed) were positively associated with executive functions (β = 0.204–0.256, 95% CI = 0.031–0.436). Conclusion: Although V̇O2peak is considered the gold standard indicator of CRF in children, peak performance (laps or running speed) and estimated V̇O2peak/Léger et al. derived from 20mSRT had stronger and more consistent associations with brain health outcomes than other indices of CRF in children with overweight/obesity. [ABSTRACT FROM AUTHOR]

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Background: This study aimed to explore the association between a verbal learning task that evaluates the potential mutual dependency between memory and executive functions (i.e., the Test of Memory Strategies, TMS) and cerebrospinal fluid (CSF) Alzheimer's Disease (AD) biomarkers. Methods: A sample of 47 mild cognitive impairment (MCI) participants from Poland and Spain were classified according to the Erlangen Score Diagnostic Algorithm (ESA) into CSF- (n = 16) and CSF+ (n = 31) groups. Correlation analyses between TMS word-list conditions and CSF biomarkers were conducted. Additionally, an analysis of covariance was performed to define the effect on ESA classification in the sample, using as a covariable the country of origin of the participants. Results: Significant associations between the TMS-3 condition and Aβ42, t-tau, and p-tau were observed for the whole sample. In addition, the CSF- participants obtained higher cognitive performance in TMS-3 compared to the CSF+ group. This outcome persisted if the groups were based on Aβ42 scores, but not t-tau or p-tau values. Conclusions: These findings could indicate that poor performance on verbal learning tests may be affected by executive dysfunctions. Therefore, future intervention plans focused on training executive functions would be of interest to improve the ability of MCI patients to encode and organize information. [ABSTRACT FROM AUTHOR]

This study focuses on the obtention of normative data for participants between 8 and 16 years old who were administered the Ice Cream test, a virtual reality tool designed to evaluate executive functions. The normative sample comprised n = 821 participants (49% female), with an age range of 8 to 16 years old, recruited across nine different testing sites in Spain. Experienced evaluators in psychological assessment, recruited and trained by the developer of the test, administered the test to the recruited sample. An empirical analysis of Ice Cream identified three factors, namely planning, learning and flexibility. Descriptive normative groups by age and gender were initially provided. A homoscedasticity analysis by gender showed no statistically significant differences between male and female participants. Cluster analysis by age suggested the creation of different age groups, respectively, 8 to 11 and 12 to 16 in Planning and Flexibility, and 8 to 9 and 10 to 16 in Learning, and subsequently, descriptive data for the established age groups per factor are shown. A confirmatory factor analysis showed the suitability of the 3 factors established as measured of three differentiated executive functions. Complementary data on the validity and reliability, and internal consistency of the scales are provided. Obtained normative data are relevant for evaluating executive functions in children and adolescents in a more ecological way. Further studies are needed to determine sensitivity and specificity of Ice Cream VR test to measure executive functions in different clinical populations. [ABSTRACT FROM AUTHOR]

Sleep is a support for cognitive development in childhood. Most of the studies in the field have focused on school‐age children and sleep problems, but less research focuses on the relation between the normative course of sleep and executive functions in preschoolers. Thus, the aim of the present study was to analyze the association between nighttime sleep duration and executive functioning in a 158 non‐clinical sample of Spanish participants (Mage = 56.35 months, SD = 11.24; ages 38–78 months; 48.1% girls). Sleep habits were measured by parents' self‐reports; Shape School task was applied to assess inhibition and cognitive flexibility; Word Span task was used to assess working memory; and Vocabulary subtest from the Wechsler Preschool and Primary Scale of Intelligence‐III was used to assess verbal ability. The findings revealed that the relation between sleep and executive functioning was only significant in the cases of inhibition and working memory. Further, age and verbal ability were related and were predictors of inhibition, working memory, and cognitive flexibility. We consider it necessary to continue researching in this area given the importance of forming a correct sleep habit during the preschool age and its impact on health, cognition, and well‐being in childhood. In short, our results represent the first approach to the subject under study, which should be completed with objective sleep measures. [ABSTRACT FROM AUTHOR]

Executive functions (EFs) refer to a set of cognitive skills used to achieve goals and adapt to novelty and social situations. These cognitive skills strongly impact people's daily lives. Hence, assessing these skills is important for an early intervention to address their lack if need be. Nevertheless, relevant scientific literature reports difficulties in assessing EFs, as they are a set of processes that involve many dimensions. Further, there are differences between everyday situations wherein EFs are employed and the context of a typical performance-based task, involving the use of EFs. Questionnaires are an excellent way to address these difficulties. The objective of this study is to test SENA's convergent validity in terms of EFs' assessment. The SENA is the first Spanish standardized questionnaire based on DSM-5 (2013), it assesses emotional and behavioral problems in children aged 3-18 years. This experiment involved students from regular schools (N = 140; M age = 6.97 SD = 1.02). Statistical analysis was conducted that compared a validated EFs test (BRIEF-2) and the SENA test. The results of this study suggested the presence of convergent validity between SENA and BRIEF-2 vis-a-vis EFs. Thus, SENA is a valid assessment for EFs that are called for in school and family environments for those who speak Spanish. That said SENA is more comprehensive than BRIEF-2, as it not only assesses EFs but also identifies the problems currently associated with the failure in employing EFs, psychological vulnerabilities, and personal resources that are lacking. SENA provides a complete picture of children's and adolescents' behaviors and emotions.

Background: Deficits in executive functions (EFs) are frequently detected in patients with Parkinson's disease (PD). The Frontal Assessment Battery (FAB) is a screening test for assessing EFs although it has not been so far adapted and validated in Spain. We evaluated the reliability and validity of the Spanish version of the FAB (FAB-E) in PD patients., Materials and Methods: Our study included 54 healthy subjects and 67 PD patients. Cognitive assessment of participants was conducted using the FAB-E, Mini-Mental State Examination (MMSE), Trail Making Test (TMT), Revised-Barcelona Test (RBT) and Executive Interview (EXIT-25). Internal consistency, intra- and test-retest reliabilities, concurrent and discriminant validity of the FAB-E were examined. To evaluate the influence of cognitive dysfunction in PD on the performance of the FAB-E, we also classified the PD patients into groups according to their cognitive status as measured by the MMSE using published criteria to identify cognitive deficits in PD., Results: The FAB-E showed good internal consistency (α = 0.751). The intraclass correlation coefficients (ranging from 0.559 to 0.891) and Spearman correlations (from 0.494 to 0.864) of the FAB-E subtests indicated a good-strong reliability. The total and subtest scores generally showed a good concurrent validity, except for the prehension behaviour item of the FAB-E and the Interference and Go/no-go tasks of the EXIT-25 that presented low estimates. Excluding the prehension behaviour subtest, the performance of the FAB-E was higher in the control group than in PD patients. Cognitive dysfunction in PD patients also indicated significant poorer FAB-E scores excepting the motor and prehension behaviour subtests. Discriminant analysis determined a cut-off of 14.5 was optimal to differentiate healthy subjects from PD patients. Moreover, a cut-off <12.5 allocated satisfactorily those PD patients with cognitive impairment (MMSE<26) and scores <11.5 classified suitably those PD patients with dementia (MMSE<24)., Conclusion: The FAB-E is an accurate tool for evaluating EFs in patients with PD and can provide useful information for distinguishing PD patients with and without cognitive dysfunction at a bedside assessment., Competing Interests: The authors have declared that no competing interests exist.

This research analyzes the executive functions in minors between 7 and 16 years of age who have suffered physical abuse and neglect, as well as minors in residential care centers with other measures of protection. Most studies focus on the neurobiological consequences of the abuse, and mainly at an early age. However, there are very few studies that analyze the executive functions of victims of child abuse, while also taking into account the type of abuse suffered. This study aims to identify whether the consequences of child abuse for the executive functions are different for those minors who have been victims of physical abuse and neglect, in comparison with minors with other protective measures. The participants were 44 minors who had suffered child abuse and 24 minors with other protective measures, distinct from abuse. Three neuropsychological tests were used: (a) the Five Digits Test (FDT), (b) the Behavioral Assessment of the Dysexecutive Syndrome in Children (BADS-C), and (c) the Wechsler Intelligence Scale for Children–V (WISC-V). The results showed difficulties in those minors who had been victim of physical abuse and neglect, in their cognitive flexibility capabilities, inhibitory control, the ability to take decisions, the ability to organize and plan their behavior, control of emotions, and attention control. It was the minors who were victims of physical neglect that showed the greatest difficulties in their executive functions. The results of the study will permit us to design an educational intervention in the residential care centers that can encourage advances in the affected areas through the setting up of different strategies to favor the stimulation, reinforcement, and rehabilitation of the executive functions. [ABSTRACT FROM AUTHOR]

Modern board and card games are usually used for leisure. Few studies have focused on the type of game played in vulnerable populations. Therefore, the main aim of this study was to test the effectiveness of playing modern board and card games to enhance updating, inhibition, and flexibility in children at risk of social exclusion using games that activated specific basic executive functions. We developed a quadruple-blind randomized clinical trial during the COVID-19 pandemic. Sixty-eight participants (7–12 years old) were divided into two experimental groups: 35 children played games that directly activated basic executive functions, and 33 played games that directly triggered other cognitive domains. The primary statistical analysis consisted of mixed models. We found significant time effects in cognitive flexibility and inhibition and, to a lesser extent, in working memory in both gaming groups. We analyzed the cognitive profile of the games and found that all the games activated basic executive functions significantly, irrespective of the experimental group. Therefore, it is possible that playing any type of modern board and card game (excluding games with a high incidence of luck) could be beneficial for children at risk of social exclusion. [ABSTRACT FROM AUTHOR]

Background: Previous research studies have suggested the importance of studying the relationship between emotional regulation and sleep habits. Some investigations have especially focused on how emotional regulation could impact sleep habits in children and adolescents. Therefore, these researchers have stated there exists a two-way direction in this relationship. Objective: This study aimed to analyze the influence of emotional regulation on sleep habits in Spanish children and adolescents and the mediating role of anxiety in this relationship. Method: Participants were 953 Spanish parents who completed the assessment protocol according to their children and adolescents' information. Results: The results revealed moderate–strong correlations between emotional regulation problems and sleep habit disturbances (r = 0.375, p < 0.001), trait (r = 0.488, p < 0.001) anxiety, and state (r = 0.589, p < 0.001) anxiety. Additionally, emotional regulation showed a direct impact on sleep habits (β = 0.011, p = 0.005). Trait and state anxiety demonstrated a significant mediating role in the relationship between emotional regulation and sleep habits. Conclusions: Emotional regulation may have an impact on sleep habits during childhood and adolescence, suggesting the importance of early intervention focused on the emotions management and the prevention of sleep habit disturbances. [ABSTRACT FROM AUTHOR]

One of the most prevalent symptoms of post-COVID condition is cognitive impairment, which results in a significant degree of disability and low quality of life. In studies with large sample sizes, attention, memory, and executive function were reported as long-term cognitive symptoms. This study aims to describe cognitive dysfunction in large post-COVID condition individuals, compare objective neuropsychological performance in those post-COVID condition individuals with and without cognitive complaints, and identify short cognitive exams that can differentiate individuals with post-COVID symptoms from controls. To address these aims, the Nautilus project was started in June 2021. During the first year, we collected 428 participants' data, including 319 post-COVID and 109 healthy controls (18-65 years old) from those who underwent a comprehensive neuropsychological battery for cognitive assessment. Scores on tests assessing global cognition, learning and long-term memory, processing speed, language and executive functions were significantly worse in the post-COVID condition group than in healthy controls. Montreal Cognitive Assessment, digit symbol test, and phonetic verbal fluency were significant in the binomial logistic regression model and could effectively distinguish patients from controls with good overall sensitivity and accuracy. Neuropsychological test results did not differ between those with and without cognitive complaints. Our research suggests that patients with post-COVID conditions experience significant cognitive impairment and that routine tests like the Montreal Cognitive Assessment, digit symbol, and phonetic verbal fluency test might identify cognitive impairment. Thus, the administration of these tests would be helpful for all patients with post-COVID-19 symptoms, regardless of whether cognitive complaints are present or absent. [ABSTRACT FROM AUTHOR]

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

The acquisition of effective reading comprehension for adolescents with a cochlear implant (CI) in inclusive settings is crucial for ensuring the benefit of current traditional reading curricula and instructional practices. Executive functions (EF) are recognized as important cognitive processes during reading by students with typical hearing (TH). This study compared the relationship between EF and reading comprehension in adolescents with TH and a CI. Three tests sessions were performed on two groups of adolescents between 12 and 16 years old (36 with CI and 54 with TH). Reading comprehension was assessed by a standardized reading battery and EF by computerized tests. The results indicated that adolescents with CI perform EF tasks with a similar efficiency as the TH group, but the performance of CI group on expository texts was lower than in TH students. Reading comprehension of expository texts was related to inhibition and shifting in adolescents with CI.

Objective: to determine the relationship between stress, resilience, and cognitive performance in older people without dementia. Method: multiple linear regressions were performed using measures of cognitive performance as dependent variables, and measures of stress and resilience as predictors in a sample of 63 Spanish elderly people. Results: participants reported low levels of stress during their lifetime. In addition to socio-demographic variables, greater stress was related to better delayed recall and worse letter–number sequencing and block design. Higher capillary cortisol was associated with lower flexibility on the Stroop task. Regarding protective factors, we found that greater psychological resilience was related to higher scores on the Addenbrooke's Cognitive Examination-III, letter–number sequencing, and verbal fluency. Conclusion: in older people with low stress, apart from age, gender, and education, psychological resilience is a significant predictor of global cognitive status, working memory, and fluency. Likewise, stress is related to verbal memory functioning, working memory, and visuoconstructive abilities. Capillary cortisol level predicts cognitive flexibility. These findings may help to identify risk and protective factors for cognitive decline in older people. Training-based programs to reduce stress and increase psychological resilience may play an important role in preventing cognitive decline. [ABSTRACT FROM AUTHOR]

Research exploring behavioral ratings of executive functioning (EF) for children and adolescents with dyslexia is scarce, which limits researchers, clinicians, educators, and parents from understanding and best supporting these students at home and/or school. Using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) rating scale to measure participants' EF behaviors in home and school settings, a primary objective of this study was to examine the EF of Spanish children and adolescents with dyslexia (n = 78) and to compare their EF with typically developing (TD) peers (n = 82). The study also sought to examine agreements and disagreements among teacher and parent raters. One key finding was that children and adolescents with dyslexia were rated by both parents and teachers as having more frequent cognitive, behavioral, and emotional EF difficulties in home and school compared with TD peers. However, teachers often reported greater severity of impairments than parents did across several EF domains, potentially suggesting a differential pattern of EF difficulties between home and school. Results are discussed in relation to multi-informant assessment practices for EF behaviors (e.g., there may be differential patterns of EF difficulties between home and school) and how the findings have implications for supporting children and adolescents with dyslexia.

Spanish native speakers are known to pronounce onset /sC/ clusters in English with a prothetic vowel, as in "esport" for sport, due to their native language phonotactic constraints. We assessed whether accurate production of e.g. "spi" instead of "espi" was related to accurate perceptual discrimination of this contrast in second language (L2) speech of Spanish-English sequential bilinguals. A same-different discrimination task in stimulus pairs such as "spi"-"espi" assessed speech perception and a phonemic verbal fluency task elicited speech production. Logistic mixed model regressions revealed significant differences in accuracy between the bilinguals and the English monolinguals, although some bilinguals performed within the monolingual range. For the production task, but not for the perception task, bilinguals with more exposure to English and greater grammatical knowledge of English performed significantly more accurately than those with less exposure and lower grammatical knowledge. There was no significant correlation between production accuracy and perception accuracy. Through examining phonotactic constraints, these results expand a growing body of research into single sounds which suggests dissociations between L2 perception and production. In contrast to predictions made by L2 speech models, the findings indicate that accurate L2 perception is neither necessary nor sufficient for accurate L2 production, and instead are interpreted to indicate that the two capacities recruit different executive control mechanisms and are acquired--at least to a certain extent--independently in L2 acquisition.

Peer victimization can lead to dysfunctional cognitions and numerous internalizing psychological problems. Thus, it is essential to identify factors that can moderate the impact of victimization. This study aimed to analyze the potential moderating role of perceived executive functions (PEF) in the impact of peer victimization (traditional and online) on internalizing symptoms (depression and social anxiety), early maladaptive schemas (disconnection/rejection domain), and PEF in adolescents. A two-wave longitudinal study was carried out with 680 Spanish adolescents between 12 and 17 years of age (M = 14.58, SD = 1.36; 41.18% girls). Participants completed measures of self-reported executive functions, traditional and online victimization, early maladaptive schemas of the disconnection/rejection domain, depressive symptoms, and social anxiety symptoms in waves 1 and 2. Traditional and online perpetration was completed only in wave 1. The results indicated that when PEF were high (i.e., adolescents perceive that they have good executive functions), traditional and online victimization predicted more schemas of the disconnection/rejection domain and internalizing symptoms of depression and social anxiety. In non-victims, high PEF showed a protective role in the development of depressive symptoms and schemas of the disconnection/rejection domain. The findings highlight that PEF have a protective role that disappears when victimization (traditional and online) occurs. [ABSTRACT FROM AUTHOR]

Background: Previous literature has shown that executive functions (EF) are related to performance in memory (M) tasks. Nevertheless, there is a shortage of psychometric tests that examine these two constructs simultaneously. The Test of Memory Strategies (TMS; previously validated in Spain and Portugal) could be a useful verbal learning task that evaluates these two constructs at once. In this study, we aimed to evaluate the psychometric properties of the TMS in an Italian adult sample. Method: One hundred twenty-one healthy volunteers (74 F, Mean age = 45.9 years old, SD = 20.4) who underwent a neuropsychological examination participated in this study. We conducted a Confirmatory factor analysis (CFA) to evaluate the structural validity of the TMS. We conducted a latent variable analysis to examine convergent and discriminant validity of the TMS sub-scale scores reflecting executive functions and memory. We also examined the TMS reliability in terms of internal consistency through the McDonald's omega. Results: The CFA confirmed the expectation that the TMS-1 and TMS-2 subtests reflect a factor and that the TMS-3, TMS-4, and TMS-5 subtests reflect a different factor. This result is in line with the prediction that TMS-1 and TMS-2 require the use of executive functions and memory simultaneously, and therefore we called this factor executive functions (EF); whereas the TMS-3, TMS-4, and TMS-5 subtests require less involvement of executive functions, thus reflecting a construct that we named memory (M). The TMS subtests for EF and M showed convergent validity with the test scores using a traditional neuropsychological battery, assessing memory and executive functions separately. Finally, the reliability of the subtests was good. Conclusions: These preliminary findings suggest that TMS is a valid and reliable scale to simultaneously assess M and EF while among Italian healthy adults. [ABSTRACT FROM AUTHOR]

Introduction: The Prefrontal Symptoms Inventory (PSI) is a self-reported questionnaire, created in Spain, which asks about cognitive, emotional and behavioural alterations in activities of daily living and which can be applied in both the general population and in multiple clinical populations. There is a shorter 20-item version (PSI-20) with excellent psychomotor properties for screening., Aim: To study the convergent and divergent validity of the PSI and PSI-20, by analysing how their scales reflect the day-to-day consequences of real deficits found in neurological assessment performed by means of performance tests., Patients and Methods: A sample of 52 persons undergoing treatment for substance addiction (31 males and 21 females) were administered the PSI together with an abbreviated neuropsychological examination battery focused on describing attentional, mnemonic and executive processes., Results: Both versions of the PSI present optimal psychometric properties (0.78 > alpha > 0.94 for the complete 46-item version and 0.7 > alpha > 0.89 for the abbreviated 20-item version). The results confirm the hypotheses regarding their validity: the performance problems scale is related with the capacity to resolve tests that supposedly rate the executive functions of a prefrontal origin (convergent validity), whereas the scales of problems in emotional control and problems with social behaviour are not related with those cognitive capabilities (discriminant validity)., Conclusions: The PSI is a test that is clinically useful, psychometrically valid and applicable in multiple clinical populations.