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Purpose: This study aimed to determine the relationship between eating competence (EC) and executive function (EF) skills in college students., Methods: This cross-sectional study was part of a larger study in which an online survey was administered during autumn quarter 2020 to undergraduate students at a northwestern U.S. public university. Sociodemographic data were collected, along with measures of EC (16-item Satter Eating Competence Inventory, ecSI-2.0™) and EF skills (27-item Executive Function Index, EFI). Multiple linear regression was used to examine the ecSI-2.0™ total score and its four domain scores with each of the five EF skills., Results: Of the 1996 respondents included in the final analyses, 40.2 % were eating competent (total ecSI-2.0™ ≥32). The mean ecSI-2.0™ score among participants was 28.7. Gender distribution was 72.0 % women, 23.3 % men, and 4.7 % trans-and-gender non-conforming (TGNC) or preferred not to answer. EFI scores were higher among women (70.9) than among men (68.2) and TGNC (64.9). Both total ecSI-2.0™ score and the contextual skills domain were significantly associated with four of the EFI subscales. Internal regulation was related to impulse control and motivational drive. Further significant associations were found with other domains of ecSI-2.0™ and specific EFI subscales., Conclusion: EF skills are associated with EC in college students, particularly skills related to food management and internal regulation. Since both EF and EC can be developed, this study offers promise for future research in an increasingly gender-diverse and neurodiverse college population during a time of increasing independence and autonomy., Competing Interests: Declaration of competing interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Cristen Harris reports a relationship with Ellyn Satter Institute that includes: consulting or advisory and speaking and lecture fees. The use of REDCap was made possible through the Institute of Translational Health Science (ITHS) grant support to the University of Washington (CH): UL1 TR002319 from NCATS/NIH. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Magnitude processing and executive functions (EFs) have emerged as robust predictors of mathematics achievement. However, the nature of these associations is still unclear. For example, it is uncertain if EFs applied in the context of domain-specific mathematical cognition (i.e., EFs applied while processing numbers) are more closely related to mathematics achievement than EFs applied in nonnumerical, domain-general contexts. Also, how distinct EF domains-that is, working memory, inhibitory control, and cognitive flexibility-and contents-that is, numerical versus nonnumerical-moderate the association between magnitude processing and mathematics achievement has not been fully understood. To address these issues, we investigated how magnitude processing, EFs applied to nonnumerical and numerical task stimuli, and their interactions were associated with mathematics achievement. Three hundred fifty-nine Brazilian third- to fifth-grade (8-10 years old) students completed measures of working memory, inhibitory control, and cognitive flexibility with numerical and nonnumerical task versions, nonsymbolic and symbolic magnitude comparison, and mathematics achievement. A series of regression models indicated that nonsymbolic and symbolic magnitude processing are consistently associated with mathematics achievement, even when controlling for working memory, inhibitory control, and cognitive flexibility measured with both numerical and nonnumerical contents. All EF measures were associated with mathematics achievement. However, cognitive flexibility measured with numerical content showed the strongest association. Results support the hypothesis that magnitude processing and EFs are uniquely associated with mathematics achievement. Furthermore, EFs measured with nonnumerical and numerical contents related differently to mathematics achievement, even when controlling for symbolic and nonsymbolic magnitude processing, suggesting they encompass somewhat distinct cognitive processes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Executive function influences children's learning abilities and organizes their cognitive processes, behaviors, and emotions. This cross-sectional study examined whether an Indonesian Computer-Based Game (ICbG) prototype could be used as a Computer-Based Game Inventory for Executive Function (CGIEF) in children and adolescents. The study was conducted with 200 children, adolescents, and their parents. The parents completed the Behavior Rating Inventory of Executive Functioning (BRIEF) questionnaire, and the children and adolescents completed the CGIEF. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were performed using LISREL Version 8.80. The construct of CGIEF was valid/fit with normal theory-weighted least squares = 15.75 ( p > .05). SEM analysis showed that the theoretical construct of the CGIEF was a valid predictor of executive function. The critical t value of the pathway was 2.45, and normal theory-weighted least squares was 5.74 ( p > .05). The construct reliability (CR) for CGIEF was 0.91. Concurrent validity was assessed using the Bland-Altman plot, and the coefficient of repeatability (bias/mean) was nearly zero between the t scores of total executive functions of the CGIEF and BRIEF. This preliminary study showed that the CGIEF can be useful as a screening tool for executive dysfunction, metacognitive deficits, and behavioral regulation problems among children and adolescents in clinical samples., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

The current study aimed to investigate the impact of recreational gymnastics on executive function in Chinese preschoolers, with a focus on gymnastics potential to enhance core components of executive function. A total of 63 preschool children who received full-time education were randomly assigned to either an intervention group (N = 31, mean age = 66.27 months, SD = 3.12 months) or a control group (N = 32, mean age = 66.79 months, SD = 3.34 months). The intervention group engaged in recreational gymnastics for 60 min, three times a week for 12 weeks. Meanwhile, the control group continued with their typical outdoor activities at kindergarten and did not participate in any organized sports. The intervention program was primarily conducted through group play and was facilitated by teachers who underwent standardized training. Various simple and complex tasks were utilized to evaluate delay gratification (Snack delay and Wrapped gift), inhibitory control (Stop signal task and Circle drawing task), working memory (Letter memory task and Keep track task), and cognitive flexibility (Go/No-Go task and Dots task). The analysis of covariance revealed that the children who participated in the intervention outperformed the control group on most simple and complex executive function tasks. Specifically, these children demonstrated an enhanced ability to regulate persistent responses, process and update information, and manage high cognitive conflict. The findings of this investigation lend support to the hypothesis that moderate-intensity recreational gymnastics is an efficacious means of enhancing executive function in early childhood. Future research should employ a larger sample size, incorporate a long-term follow-up design, and utilize a multi-method approach to further substantiate the impact of moderate-intensity gymnastics on the executive function of young children, as well as to investigate its underlying mechanism and generalizability., (© 2024 The Author(s). PsyCh Journal published by Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.)

Background: Sedentary lifestyles may affect cognitive capacities which are essential for daily tasks. There is a lack of research on the effects of replacing sedentary behaviour with physical activity on executive function, as well as the dose-response relationship between physical activity and executive function among young adults, underscoring the critical need for prompt investigation., Methods: Employing a longitudinal experimental design, the study conducted two assessments (baseline and at three months) on a cohort of participants. A total of 78 young adults with a mean age of 25 years old were recruited for the study. Physical activity and sedentary behaviour were measured using accelerometer, which provided objective data on the intensity and duration of the participants' daily activity. Executive function was measured using the Trail Making Test (TMT). An isotemporal substitution model was employed to analyze the effects of replacing sedentary time with physical activity of different intensities. Additionally, mixed-effect models were used to explore the dose-response relationships between physical activity, sedentary behaviour, and executive function., Results: The reallocation of 30 min of daily time from sedentary behaviour (SED) to light physical activity (LPA) significantly reduced Trail Making Test (TMT) completion times, suggesting improvements in cognitive processing speed. Conversely, shifting the same duration from SED to moderate-to-vigorous physical activity (MVPA) enhanced the accuracy rate on the TMT. Sedentary time was associated with longer TMT completion times but did not significantly affect the accuracy rate. Additionally, a dose-response relationship was observed, with increases in MVPA, caloric expenditure, and step count correlating with shorter TMT completion times. In contrast, increases in LPA and caloric expenditure were associated with higher TMT correct response rates., Conclusion: The substitution of sedentary behaviour with physical activity may be a beneficial strategy to enhance executive function among young adults. These results underscore the importance of reducing sedentary time and promoting physical activity in the daily routine of young individuals to support cognitive development. Future research should explore the underlying mechanisms., Competing Interests: Declarations. Ethics approval and consent to participate: All participants provided written informed consent following a comprehensive explanation of the study’s procedures. This study received approval from the Ethics Committee of the School of Medicine at Tsinghua University (IRB 20190091). Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

A positive association between pubertal maturity as assessed by skeletal development, and specific cognitive abilities has recently been demonstrated in a cohort of adolescent girls. The current study explores the impact of chronological age and relative pubertal maturity on executive function within the same cohort. Relative maturity, determined by the difference between chronological age and skeletal age, establishes the criteria for enrolling participants into average, advanced, or delayed relative maturity subgroups. Performance is assessed using the Numerical Stroop test and analyzed across four conditions, each with varying task requirements related to inhibition and task switching. The effects of chronological age and relative maturity on executive functions are tested by a linear mixed model. Within the examined age-range (12-15 y), a more protracted development was found for inhibition as compared to switching. In line with the previous findings, the results reveal significant development in executive performance as a function of chronological age, and relative maturity also demonstrated significant effect on the development of executing functioning. The significant interaction effect between Chronological Age and Relative Maturity suggests that the degree of interplay between these factors varies across the examined age range. Specifically, relative maturity may have a more noticeable impact on EF functioning in middle adolescence compared to early adolescence., Competing Interests: Competing interests The authors declare no competing interests., (© 2024. The Author(s).)

Background: The interconnected effects of maternal perinatal depression and the early mother-infant relational quality on children's executive function development are crucial yet understudied. This study addresses this gap, focusing on how perinatal depressive symptoms and emotional availability at 6 months predict child executive function performance at age four, with an emphasis on the moderating role of emotional availability., Method: This study included 282 mother-infant pairs recruited from the Mercy Pregnancy and Emotional Wellbeing Study, utilising repeated Edinburgh Postnatal Depression Scale measurement over the perinatal period, Emotional Availability Scales, and child executive function assessments (Shape School, NEPSY-II, Preschool Age Psychiatric Assessment, Attention Deficit Hyperactivity scale, inattentive subscale). Latent growth curve analysis incorporated controls for socioeconomic status and maternal cognitive abilities, and moderation effects were examined through multiplicative interaction terms., Results: We found that emotional availability influences children's executive function, specifically switching, motor inhibition, and inattentive symptoms, irrespective of maternal depressive symptom changes. This effect is further nuanced by emotional availability's moderating role in the association between depressive symptom change and switching., Limitations: The study's limitations include a relatively small sample size for moderation analysis and the exclusion of paternal influences., Conclusion: This study is a significant step in understanding the profound influence of maternal emotional availability in infancy on child executive function development, offering new avenues for research and, if replicated, a foundation for innovative intervention approaches., Competing Interests: Declaration of competing interest The authors declare that they have no conflicts of interest., (Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)

Research over the past several decades has revealed that non-linguistic cognitive impairments can appear alongside language deficits in individuals with aphasia. One vulnerable cognitive domain is executive function, an umbrella term for the higher-level cognitive processes that allow us to direct our behavior towards a goal. Studies in healthy adults reveal that executive function abilities are supported by inner speech, the ability to use language silently in one's head. Therefore, inner speech may mediate the connection between language and executive function deficits in individuals with aphasia. Here, we investigated whether inner speech ability may link language and cognitive impairments in 59 adults with chronic, post-stroke aphasia. We used two approaches to measure inner speech: one based on internal retrieval of words and one based on internal retrieval plus silent manipulation of the retrieved phonological forms. Then, we examined relationships between these two approaches to measuring inner speech and five aspects of executive function ability: response inhibition, conflict monitoring/resolution, general task-switching ability, phonological control, and semantic control. We also looked for dissociations between inner speech ability and executive function ability. Our results show tentative relationships between inner speech (across multiple measurement approaches) and all aspects of executive function except for response inhibition. We also found evidence for a double dissociation: many participants show intact executive function despite poor inner speech, and vice versa, so neither process is strictly reliant on the other. We suggest that this work provides preliminary evidence of a bidirectional relationship between inner speech and executive function: inner speech supports some aspects of executive function via internal self-cueing and certain aspects of executive function support performance on complex inner speech tasks., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

This study delves into the criticality of Emotion recognition (ER) as a pivotal component of social functionality and psychological well-being, focusing on its susceptibility to aging and sex-related differences. Underpinned by the 'frontal aging hypothesis,' which posits a particular vulnerability of executive functions to the aging process, this study aims to unravel the intricate dynamics of how aging influences ER in both sexes, emphasizing the mediating role of executive functions. A cohort of 127 healthy adults underwent the Multi-Modality Emotion Recognition Test mobile application to assess facial ER and cross-modal matching abilities. Comprehensive neuropsychological assessments supplemented this to evaluate various facets of executive function. The analysis indicated a pronounced decline in ER performance among older adults, with no significant sex differences across age groups. However, gender-specific patterns emerged in the aging-ER relationship. For males, cognitive flexibility (β = 0.399, p < 0.001) and inhibition (β = 0.329, p = 0.020) were partial mediators. In females, working memory (β = -0.297, p = 0.023) and selective attention (β = 0.290, p = 0.042) moderated the aging-facial ER link, with inhibition (β = 0.284, p = 0.015) also playing a partial mediating role. Additionally, inhibition (β = 0.194, p = 0.043) moderated the relationship between aging and the female's cross-modal matching. The findings highlight a gender-differentiated impact of executive functions on age-related ER decline. This underscores the need for gender-tailored approaches in enhancing ER, particularly in an aging population., Competing Interests: Declaration of interest statement The authors have no conflict of interest to report., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Lay Abstract: Many autistic people struggle with mental health problems like anxiety, depression, inattention, and aggression, which can be challenging to treat. Executive function challenges, which impact many autistic individuals, may serve as a risk factor for mental health problems or make treating mental health conditions more difficult. While some people respond well to medication or therapy, others do not. This study tried to understand if there are different subgroups of autistic young people who may have similar patterns of executive function strengths and challenges-like flexibility, planning, self-monitoring, and emotion regulation. Then, we investigated whether executive function subgroups were related to mental health problems in autistic youth. We found three different types of executive function subgroups in autistic youth, each with different patterns of mental health problems. This helps us identify specific profiles of executive function strengths and challenges that may be helpful with identifying personalized supports, services, and treatment strategies for mental health conditions., Competing Interests: Declaration of conflicting interestsThe author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: Lauren Kenworthy receives royalties from the publication of the Behavior Rating Inventory of Executive Function.

Background: Previous studies have reported that patients with depression have significant cognitive impairment. The aim of this study is to comprehensively evaluate the impairment of executive functions in patients with depression and whether the cognitive behavior performance of executive function is association with remission of depressive state after clinical treatment., Methods: We used cognitive-behavioral test to evaluate the performance of executive functions of 95 inpatients with depression before hospitalization and conducted two follow-up evaluations of their depression status on the 15th day of hospitalization and approximately 9 months after discharge., Results: The performance of executive function except the accuracy of inhibition control in patients with depression were significantly worse than that of healthy controls. Multivariate linear regression analysis found that the reaction time of working memory not only had a significant linear relationship with the baseline depression scores of patients with depression, but also had a significant linear relationship with the reduced depression scores after two follow-up visits., Limitations: We only used cognitive-behavioral data as indicators to evaluate the cognitive performances of participants and only measured three components of executive function., Conclusions: The reaction time of working memory was a stable and effective predictor of symptom relief in patients with depression after clinical treatment. These results provide initial evidence for working memory to predict the clinical prognosis of inpatients with depression prospectively, which could be further leveraged to improve intervention approaches and analyze the heterogeneity of depression., Competing Interests: Declaration of competing interest No authors of this paper have any conflicts of interest., (Copyright © 2024 Elsevier B.V. All rights reserved.)

There is no relationship more vital than the one a child shares with their primary caregivers early in development. Yet many children worldwide are raised in settings that lack the warmth, connection, and stimulation provided by a responsive primary caregiver. In this study, we used data from the Bucharest Early Intervention Project (BEIP), a longitudinal study of institutionally-reared and family-reared children, to test how caregiving quality during infancy is associated with average EEG power over the first 3.5 years of life in alpha, beta, and theta frequency bands, and associations with later executive function (EF) at age 8 years. The sample comprised 189 children (129 institutionally-reared; 60 family-reared) who contributed data on observed caregiving quality during infancy (baseline; average age of 22 months), resting EEG power at baseline, 30, and 42 months, and performance-based data on a series of EF tasks at 8 years. Using Bayesian estimation, observed caregiving quality at baseline was marginally linked with higher average alpha and beta power, and lower theta power, from baseline to 42 months. In turn, higher average beta power and lower average theta power were marginally associated with higher EF at 8 years. In indirect effects models, higher caregiving quality at baseline was associated with higher EF at 8 years, with a marginal indirect effect through average theta power from baseline to 42 months. Variation in the quality of the early caregiving environment may be associated with later executive function, which is partially underpinned by individual differences in brain activity during early childhood. RESEARCH HIGHLIGHTS: Examined associations between caregiving quality during infancy, brain activity during early childhood, and executive function during mid-childhood in sample of never-institutionalized and institutionally-reared children. Significant associations between higher quality caregiving during infancy and higher executive function during middle childhood. Marginal associations between caregiving quality during infancy and brain activity during early childhood. Marginal associations between brain activity during early childhood and executive function during mid-childhood., (© 2024 The Authors. Developmental Science published by John Wiley & Sons Ltd.)

Evidence suggests that child maltreatment is a risk factor for adolescent suicidal behavior. However, the differential influence of distinct forms of child maltreatment on adolescent suicide attempts is understudied and the factors that might exacerbate or ameliorate these associations warrant attention. We examined the associations between two distinct forms of child maltreatment (threat and deprivation) and suicide attempt history, and investigated whether executive function domains moderated these associations. Participants were 119 adolescents ( M = 15.24, SD = 1.46, 72.3% female) recruited from an inpatient psychiatric hospital during hospitalization for suicidal thoughts and behaviors. Results indicated that the executive function domains of initiation, shifting, and planning/organization moderated the associations between threat and suicide attempt history. Associations between threat and suicide attempt history were significant only when initiation and shifting T-scores were lower ( OR = 1.22, p = .03 and OR = 1.32, p = .01, respectively). The association between threat and suicide attempt history trended toward significance when planning/organization T-scores were lower ( OR = 1.15, p = .10). None of the executive function domains moderated the link between deprivation and suicide attempt history. Findings highlight the need for research investigating whether initiation, shifting, and planning/organization might be amendable to intervention in the context of threat-related child maltreatment., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Background: A growing body of literature links prenatal mood and substance use to children's cognitive and behavioral development. The relative contribution of these risk factors on children's executive function (EF) in the context of socioeconomic adversities needs further evaluation. To address this gap, we investigated the role of prenatal maternal anxiety and depression on childhood EF, specifically inhibitory control and working memory, within the context of socioeconomic adversities and prenatal substance use. We hypothesized that higher maternal mood symptoms, higher persistent prenatal drinking and smoking, and lower socioeconomic status would be associated with lower EF skills during early childhood., Methods: We used data from 334 mother-child dyads followed prospectively through pregnancy and the offspring's childhood. Prenatal maternal depression and anxiety were assessed via standardized questionnaires. Prenatal alcohol and tobacco consumption were assessed via a timeline follow-back interview. The EF touch battery assessed child inhibitory control and working memory at 3-5 years of age (4.76 ± 0.58 years, 171 females). Separate linear regression models were used to estimate the association of prenatal tobacco, alcohol, anxiety, and depression exposure with our two components of child EF, inhibitory control and working memory, while adjusting for gestational age, sex, and age at assessment. The following variables were also included as covariates: maternal educational achievement, employment status, parity, and household crowding index., Results: Children of mothers with high trait anxiety scores had reduced inhibitory control compared to children of mothers without trait anxiety or depression (β = -0.12, 95% CI:-0.22,-0.01). Children of mothers in the moderate to high continuous smoking group showed lower inhibitory control (β = - 0.19, 95% CI:-0.38,-0.01) compared to children of mothers in the none smoking group. Additionally, lower maternal education and higher household crowding were each associated with reduced inhibitory control. We found no significant association between prenatal maternal depression, anxiety, or socioeconomic factors with working memory., Conclusions: These results underscore the need for comprehensive context-specific intervention packages, including mental health support for women to promote healthy inhibitory control development in children., (© 2024. The Author(s).)

Asthma is a highly prevalent inflammatory condition, significantly affecting nearly six million U.S. children and impacting various facets of their developmental trajectories including neurodevelopment. Evidence supports a link between pediatric environmental exposures in two key areas: asthma and executive function (E.F.). E.F.s are a collective of higher-order cognitive processes facilitating goal-oriented behaviors. Studies also identify asthma-associated E.F. impairments in children. However, limited research has evaluated the inter-relationships among environmental exposures, asthma, and E.F. in children. This review explored relevant research to identify and connect the potential mechanisms and pathways underlying these dynamic associations. The review suggests that the role of the pediatric exposome may function through (1) several underlying biological pathways (i.e., the lung-brain axis, neuroendocrine system, and hypoxia), which could drive asthma and maladaptive E.F. in children and (2) the relationships between the exposome, asthma, and E.F. is a bidirectional linkage. The review reveals essential synergistic links between asthma and E.F. deficits, highlighting the potential role of the pediatric exposome., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Alcala, Lane, Midya, Eggers, Wright and Rosa.)

The aim of the study is to investigate the association of cardiorespiratory fitness (CRF) and muscular strength indicators with gray matter volume (GMV) and to study whether fitness-related regions of GMV are associated to executive function (EF) in cognitively normal older adults. Ninety-one cognitively normal older adults (71.69 ± 3.91 years; 57.14% females) participated in this study from the AGUEDA trial. CRF was measured by a 2-km walking test and a 6-min walking test. Muscular strength was measured by handgrip, biceps curl, squats, and isokinetic strength tests. T1-weigthed images were obtained through a magnetic resonance scan. GMV was determined by voxel-based morphometric analysis. Standardized EF tests were performed. CRF did not show any positive association with GMV. Handgrip strength was positively associated with GMV (p < 0.001) in nine regions (β from 0.6 to 0.8 and k from 106 to 1927) and knee extension strength in three regions (β from 0.4 to 0.5 and k from 76 to 2776). Squats strength was negatively associated with GMV (p < 0.001) in two regions (β = -0.3, k = 1102 and k = 152) and the 2-km walking test in one region (β = -0.4, k = 99). Only handgrip strength-related GMV was associated with cognitive flexibility (p = 0.039, β = 0.215) and spatial working memory (p < 0.03, β 0.247-0.317), but not with EF score (p > 0.05). Muscular strength, but no CRF, may be positively related to GMV in cortical and subcortical regions, with implications for specific cognitive domains rather than the overall EF score. Specifically, handgrip strength was the indicator most associated with higher GMV, while squats strength and CRF were negatively related to GMV. ClinicalTrials.gov identifier: NCT05186090., (© 2024 The Author(s). Scandinavian Journal of Medicine & Science In Sports published by John Wiley & Sons Ltd.)

Cognitive impairments affect functional capacity in individuals with schizophrenia (SZH), but their neural basis remains unclear. The Wisconsin Card Sorting Test (WCST), and the Stroop Task (SCWT), are paradigmatic tests which have been used extensively for examining executive function in SZH. However, few studies have explored how deficits on these tasks link to brain volume differences commonly seen in SZH. Here, for the first time, we tested associations between FreeSurfer-derived frontal brain volumes and performance on both WCST and SCWT, in a well-matched sample of 57 SZH and 32 control subjects. We also explored whether these associations were dissociable from links to symptom severity in SZH. Results revealed correlations between volumes and task performance which were unique to SZH. In SZH only, volumes of right middle frontal regions correlated with both WCST and Stroop performance: correlation coefficients were significantly different to those present in the control group, highlighting their specificity to the patient group. In the Stroop task, superior frontal regions also showed associations with Stroop interference scores which were unique to SZH. These findings provide important detail around how deficits on these two paradigmatic executive function tasks link to brain structural differences in SZH. Results align with converging evidence suggesting that neuropathology within right middle frontal regions (BA9 and BA46) might be of particular import in SZH. No volumetric associations with symptom severity were found, supporting the notion that the structural abnormalities underpinning cognitive deficits in SZH differ from those associated with symptomatology., Competing Interests: Declaration of competing interest The authors declare no competing interests., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: The hemodynamics of prefrontal cortex (PFC) oxygenation are regulated by numerous processes operating over multiple temporal scales, producing complex patterns in its output fluctuations. Age may alter this multiscale regulation of PFC oxygenation, leading to diminished physiologic complexity of this important regulatory process. We aimed to characterize the effects of age on such complexity and its relationship to performance of an executive n-back task., Methods: Twenty-four younger (aged 28 ± 3 years) and 27 older (aged 78 ± 6 years) adults completed this study. Continuous oxygenation (HbO2) and deoxygenation (HHb) signals of PFC were recorded using functional near-infrared spectroscopy (fNIRS) while participants stood and watched a blank screen (blank), clicked a mouse when an X appeared (IdX), or when a letter was repeated from "2-back" in a sequence shown on a screen (2-back). We used multiscale entropy to quantify the HbO2 and HHb complexity of fNIRS signals., Results: Older adults exhibited lower HbO2 and HHb complexity compared to younger adults, regardless of task (p = .0005-.002). Both groups exhibited greater complexity during the IdX and 2-back than blank task (p = .02-.04). Across all participants, those with greater HbO2 and/or HHb complexity during the blank task exhibited faster IdX and 2-back reaction time (β = -0.56 to -0.6, p = .009-.02). Those demonstrating greater increase in HbO2 and/or HHb complexity from IdX to 2-back task had lower percent increase in reaction time from IdX to 2-back task (β = -0.41 to -0.37, p = .005-.01)., Conclusions: The complexity of fNIRS-measured PFC oxygenation fluctuations may capture the influence of aging on the regulation of prefrontal hemodynamics involved in executive-function-based task performance., (© The Author(s) 2024. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For commercial re-use, please contact reprints@oup.com for reprints and translation rights for reprints. All other permissions can be obtained through our RightsLink service via the Permissions link on the article page on our site—for further information please contact journals.permissions@oup.com.)

Background: Late-life depression (LLD) is characterized by a poor response to antidepressant medications and diminished cognitive performance, particularly in executive functioning. There is currently no accepted pharmacotherapy for LLD that effectively treats both mood and cognitive symptoms. This study investigated whether transdermal nicotine augmentation of standard antidepressant medications benefitted mood and cognitive symptoms in LLD., Methods: Nonsmoking participants aged 60 years or older with unremitted LLD on stable SSRI or SNRI medications (N = 29) received transdermal nicotine patches up to a 21 mg daily dose over 12 weeks. Clinical measures assessed depression severity, secondary affective symptoms, and cognitive performance. Nicotine metabolite concentrations were obtained from blood samples., Results: Depression severity significantly decreased over the trial, with a 76 % response rate and 59 % remission rate. Change in depression severity was positively associated with nicotine exposure. Participants also exhibited improvement in self-reported affective symptoms (apathy, insomnia, rumination, and generalized anxiety symptoms), negativity bias, and disability. Executive function test performance significantly improved, specifically in measures of cognitive control, as did subjective cognitive performance. Adverse events were generally mild, with 75 % of the sample tolerating the maximum dose., Conclusion: The current study extends our previous pilot open-label trial in LLD, supporting feasibility and tolerability of transdermal nicotine patches as antidepressant augmentation. Although preliminary, this open-label study supports the potential benefit of transdermal nicotine patches for both mood and cognitive symptoms of LLD. Further research, including definitive randomized, blinded trials, is warranted to confirm these findings and explore long-term risk and benefit., Trial Registration: The study was registered with clinicaltrials.gov (NCT04433767)., Competing Interests: Declaration of competing interest The authors report no conflicts of interests, including no conflicts with any product mentioned or concept discussed in this article., (Published by Elsevier B.V.)

Background: Exposure to particulate matter (PM) has been found to be associated with impaired cognitive function. However, limited evidence is available on the relationship between PM exposure in the prenatal period and toddler executive function (EF), and the potential influence of breastfeeding., Methods: The study included 1106 mother-toddler pairs recruited between 2015 and 2019. We assessed mothers' PM 1 , PM 2.5 , and PM 10 prenatal exposure with a satellite-based dataset at a 1 × 1 km spatial resolution and assigned to participants based on residential addresses. Toddler EF was measured using the Behavior Rating Inventory of Executive Function for Preschoolers (BRIEF-P) questionnaire, higher BRIEF-P scores indicated poorer EF in toddlers. We determined the associations of PM exposure during pregnancy with BRIEF-P scores using multiple linear regression models., Results: In the first trimester, a 10 μg/m 3 increase of PM was associated with 1.49 (95% confidence interval [CI]: 0.14-2.83; PM 1 ), 0.68 (95% CI: 0.10-1.26; PM 2.5 ), and 0.63 (95% CI: 0.07-1.20; PM 10 ) elevated toddler global executive composite index scores, respectively. In the stratified analysis, a 10 μg/m 3 increase in first trimester PM 1 exposure was related to 0.54 (95% CI: 0.19-0.89) higher inhibition scores in toddlers who received complementary breastfeeding for less than six months and -0.15 (95% CI: 0.81-0.51) higher inhibition scores in toddlers who received complementary breastfeeding for six months or more (P for interaction: 0.046). Additionally, a 10 μg/m 3 increment in first trimester PM 1 exposure was related to 0.36 (95% CI: 0.13-0.59) higher emotional control scores in toddlers who received breastfeeding for less than 12 months and -0.54 (95% CI: 1.25-0.18) higher inhibition scores in toddlers who received breastfeeding for no less than 12 months (P for interaction: 0.043)., Conclusions: PM exposure during the first trimester, especially PM 1 , has been linked to lower toddler EF performance in toddlers; feeding with breast milk may be a potential protective measure., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Inc. All rights reserved.)

This study involved a psychometric evaluation of the Short Executive Function Scale (SEFS), a new 15-item self-report questionnaire measuring five constructs: Planning, Inhibition, Working Memory, Shifting, and Emotional Control. Participants included 717 U.S. undergraduate students ( M = 18.9 years old, SD = 1.9; 78.8% cisgender female, 81.7% White) who completed the SEFS. A subset of 156 participants ( M = 18.8 years old, SD = 0.9; 79.5% cisgender female, 83.3% White) completed the SEFS again at 2- to 3-month retest along with the Behavior Rating Inventory of Executive Function-Adult (BRIEF-A) and the Patient Health Questionnaire (PHQ-8). The five-factor model fit well (CFI = 0.941, RMSEA = 0.079) and each scale had acceptable internal consistency ( ω range: .68-.81) and test-retest reliability (ICC range: .75-.89). Apart from Shifting, all SEFS scales had significantly larger convergent validity coefficients with their respective BRIEF-A scales ( r range: -.25 to -.70) than discriminant validity coefficients with the PHQ-8 ( r range: -.06 to -.28). These findings provide preliminary psychometric support for the SEFS., Competing Interests: Declaration of Conflicting InterestsThe author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Purpose: The aim of this study was to investigate the effects of brain-based instruction on executive function and habits of mind among young children at-risk for learning disabilities., Method: This study employed a quantitative approach using a quasi-experimental, pretest, post-test, and follow-up design. Analysis of covariance (ANCOVA), repeated-measures, pre-, post-, and follow-up testing design was used. Total number of participants were 40 children: treatment group ( n  = 20, 8 males, 12 females) and control group ( n  = 20, 9 males, 11 females). Accordingly, 40 students were chosen from four kindergartens in Qassim, Saudi Arabia. The sampling methodology employed used convenience sampling., Results: The results found that using brain-based instruction to improve functions and habits of mind indicate the effectiveness of this method for children at-risk with learning disabilities., Conclusions: Using multisensory instructional techniques to actively engage students presents a channel for magnifying student learning experiences. Brain-based learning is a constructivism teaching method where in the brain constructing learning process finds and structures knowledge by means of association with previous experiences and knowledge.

Objective: To examine the theoretical and empirical contribution of Joe Biederman and his colleagues to the understanding of executive function (EF) and ADHD. Method: We searched PubMed for references to EF in Biederman's publications and conducted a narrative review of this literature. Results: In 50 or more papers using neuropsychological tests, rating scales and measures of mind wandering, Biederman demonstrated that EF are evident in ADHD and closely linked to its underlying neurobiological and genetic risk. He argued that EF need to be monitoring to ensure comprehensive assessment and treatment, but could not be used as a diagnostic proxy. Conclusion: Biederman built an innovative and impressive collaboration to address the issue of EF in ADHD. His work shows a commitment to understanding of EF in order to improve patient care. Biederman laid down a roadmap for research in ADHD and EF for the rest of the field to follow.

Introduction: Executive function (EF) deficits are common in youth with ADHD and pose significant functional impairments. The extent and effect of interventions addressing EF in youth with ADHD remain unclear. Methods: We conducted a systematic literature review using PRISMA guidelines. Included studies were randomized controlled trials of interventions to treat EF in youth with ADHD. Results: Our search returned 136 studies representing 11,443 study participants. We identified six intervention categories: nonstimulant pharmacological (N = 3,576 participants), neurological (N = 1,935), psychological (N = 2,387), digital (N = 2,416), physiological (N = 680), and combination (N = 366). The bulk of the evidence supported pharmacological interventions as most effective in mitigating EF, followed by psychological and digital interventions. Conclusion: A breadth of treatments exists for EF in youth with ADHD. Pharmacological, psychotherapeutic, and digital interventions had the most favorable, replicable outcomes. A lack of outcome standardization across studies limited treatment comparison. More data on the persistence of intervention effects are necessary.

Executive function (EF) is essential for developing social competence (SC) in early childhood. However, previous research has primarily taken a general perspective of SC and overlooked its components. Furthermore, although EF and SC are known to influence each other across childhood, the mechanisms of this interaction remain unclear. Therefore, the current study aims to explore the intricate relationship between EF and overall SC and its distinct components, aiming to clarify the underlying dynamics of their interplay. A total of 448 children, aged 36-72 months, from 12 Chinese kindergartens participated in this study. Results indicated significant associations between EF and overall SC and its components. Moreover, ER mediated the association between EF and SC, while gender moderated this association, with a stronger effect among boys compared to girls. Implications for informing and refining educational practices and policies to foster children's cognition and emotional development are discussed.

Bimodal bilingualism involves the use of a sign language and a spoken language, and offers a unique opportunity to explore the cognitive effects of growing up bilingual. The aim of this study was to investigate the relationship between bimodal bilingualism and executive function (EF) in hearing children who are native users of a sign language. We studied three groups of children: bimodal bilinguals (users of a sign language and a spoken language), unimodal bilinguals (users of two spoken languages), and monolinguals, performing three cognitive tasks to measure different components of EF: visuospatial working memory (Odd One Out task), cognitive flexibility (Children's Colored Trails Test) and conflict resolution (Simon task). All groups of children obtained similar scores on the Odd One Out task and the Children's Colored Trails Test. Bimodal bilinguals displayed distinct patterns of conflict resolution in comparison to monolingual children: bimodal bilinguals had better overall accuracy and slower overall reaction time in the Simon task. The subsequent analysis did not find a straightforward trade-off between speed and accuracy. These results suggest that bimodal language experience and/or visual-spatial language usage may explain the small bimodal bilingual advantage in the Simon task that we observed in hearing children who are native signers.

In this registered report, we evaluated how sleep is related to school functioning. Using data from the Future of Families and Child Wellbeing Study (N = 3002), we evaluated a series of structural equation models evaluating whether sleep at age 5 has a direct or indirect effect on academic achievement, executive function and classroom behaviour at age 9, and whether this relation is moderated by race or ethnicity, poverty, maternal education or disability. We found that sleep duration (but not other aspects of sleep health) had a direct, linear relation to attention problems, acting-out behaviours and executive functions, as well as an indirect effect on academic achievement through executive functions. We also found that this model was moderated by disability, poverty, maternal education and race or ethnicity. Our results suggest that experiencing insufficient amounts of sleep may have a disproportionately negative effect on children with disabilities or children whose mothers received less education. Initiatives to promote healthy sleep habits, including increasing sleep duration among these groups, may thus also indirectly raise measures of achievement.

Executive functions, which begin developing in early childhood, are necessary for the tasks of daily life, such as decision making and planning. Despite their early development, often without teaching, many teens with disabilities need explicit instruction to acquire and apply executive functions each day. Gaps in executive functions directly impact a teens ability to achieve post-secondary success, as executive functions support planning, goal setting, and organization. This article provides instruction on how to support teens with disabilities on three executive functions: (a) building habits that form routines, (b) utilizing sensory reminders to manage time, and (c) applying a planning tool. This article also instructs teachers on embedding executive function instruction within transition planning for individualized education programs.

Research Findings: Early childhood is a critical period for the development of eating behaviors and novel approaches are needed to promote healthy food acceptance among preschoolers. This pilot study examined the feasibility and preliminary effectiveness of a 6-week mindful eating and yoga intervention targeting children's self-regulation of eating and behavior and sought to identify associations between executive function (EF) and child eating behaviors. Forty-three children (3-5 years old) participated in this quasi-experimental pretest/posttest design with 24 children in the intervention group and 19 in the comparison group. All children participated in direct assessments of inhibitory control and energy self-regulation; parents reported on children's EF and eating behaviors. Fidelity logs showed that the curriculum lessons were implemented as expected, although there were unanticipated issues with child attendance and engagement. Intervention participants demonstrated significant increases in inhibitory control, with greater effects among children who scored lower at pretest. Intervention effects were not found for other measures. Parent-report data indicated significant correlations between facets of EF and eating behaviors. Practice or Policy: Preliminary findings demonstrate that mindfulness-based interventions have potential to promote children's behavioral self-regulation. Additional research is needed to understand how these programs can be expanded to impact child eating behaviors.

Integrated writing (i.e., writing from sources) being a complex process, requires various linguistic and cognitive skills interacting with each other in a dynamic way. While recent studies have increasingly documented that writing processes are driven by a suite of cognitive abilities named executive function (EF), their roles in a literacy activity as complex as integrated writing remain underexplored. To address this core issue, the present study aimed to examine the direct and indirect effects of EF skills on students' performance of a Chinese listening-reading-writing task. A total of 135 Chinese undergraduates were involved, completing a battery of tests, including a computerized Chinese integrated writing task measuring their writing performance and five EF tasks measuring inhibition, cognitive flexibility, working memory (auditory-verbal and visual-spatial), and planning skills respectively. Students' integration activities were also recorded using a writing webpage. The path model indicated that inhibition, visual-spatial working memory, and planning skills could significantly and directly predict students' writing performance and the visual-spatial working memory could indirectly predict writing performance via the mediation of source-text switches while listening. This study offers new preliminary insights into the association between EF and integrated writing among Chinese undergraduates; pedagogical implications for the teaching of integrated writing are also discussed.

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.

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research investigating these relationships among students with or at risk for EBD, especially during the elevated stress and risk period of middle school, and particularly among racially/ethnically under-represented groups. Therefore, with 118 U.S. middle schoolers with or at risk for EBD and typical peers (70% Hispanic/Latinx; 25% Black), we examined group differences and relationships among perceived family, peer, and school stress, EF, and academic outcomes. When compared with their typical peers, students with or at risk for EBD scored lower on EF and academic tasks. For all students, higher EF predicted better academic functioning. Perceived stress was directly and negatively related with EF and indirectly associated with academic outcomes via EF.

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.

This study investigated whether continuously playing Onigokko, a game similar to tag, could enhance children's cognitive flexibility, a component of executive function, and improve cardiovascular endurance. The intervention group comprised 34 students enrolled in the second-grade A class of H elementary school in Y prefecture. The control group comprised 34 students enrolled in the second-grade B class at the same school. Cognitive flexibility was assessed using the Trail Making Test Task B (TMT-B), while cardiovascular endurance was measured using a 20-meter shuttle run. These measurements were taken for both groups before and after four weeks playing Onigokko with the intervention group. A two-way ANOVA was applied for each measurement item, considering the group (intervention and control groups) and measurement period (pre and post). A significant interaction was found between cognitive flexibility (TMT-B response time) and cardiovascular endurance (20-meter shuttle run count and maximal oxygen consumption [VO2Max]); thereafter, a simple main effect test (Bonferroni method) was conducted. The results revealed that the intervention group's cognitive flexibility (TMT-B response time) and cardiovascular endurance (20-meter shuttle run count and VO2Max) significantly improved post-intervention compared to the control group. These findings suggest that continuously playing Onigokko can significantly enhance both cognitive flexibility and cardiovascular endurance among early elementary school students., Competing Interests: Declarations. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

In this Monograph, we explored neurocognitive predictors of executive function (EF) development in a cohort of children followed longitudinally from 30 to 54 months of age. We tested predictions of a dynamic field model that explains development in a benchmark measure of EF development, the dimensional change card sort (DCCS) task. This is a rule-use task that measures children's ability to switch between sorting cards by shape or color rules. A key developmental mechanism in the model is that dimensional label learning drives EF development. Data collection began in February 2019 and was completed in April 2022 on the Knoxville campus of the University of Tennessee. Our cohort included 20 children (13 female) all of whom were White (not Hispanic/Latinx) from an urban area in southern United States, and the sample annual family income distribution ranged from low to high (most families falling between $40,000 and 59,000 per year (note that we address issues of generalizability and the small sample size throughout the monograph)). We tested the influence of dimensional label learning on DCCS performance by longitudinally assessing neurocognitive function across multiple domains at 30 and 54 months of age. We measured dimensional label learning with comprehension and production tasks for shape and color labels. Simple EF was measured with the Simon task which required children to respond to images of a cat or dog with a lateralized (left/right) button press. Response conflict was manipulated in this task based on the spatial location of the stimulus which could be neutral (central), congruent, or incongruent with the spatial lateralization of the response. Dimensional understanding was measured with an object matching task requiring children to generalize similarity between objects that matched within the dimensions of color or shape. We first identified neural measures associated with performance and development on each of these tasks. We then examined which of these measures predicted performance on the DCCS task at 54 months. We measured neural activity with functional near-infrared spectroscopy across bilateral frontal, temporal, and parietal cortices. Our results identified an array of neurocognitive mechanisms associated with development within each domain we assessed. Importantly, our results suggest that dimensional label learning impacts the development of EF. Neural activation in left frontal cortex during dimensional label production at 30 months of age predicted EF performance at 54 months of age. We discussed these results in the context of efforts to train EF with broad transfer. We also discussed a new autonomy-centered EF framework. The dynamic field model on which we have motivated the current research makes decisions autonomously and various factors can influence the types of decisions that the model makes. In this way, EF is a property of neurocognitive dynamics, which can be influenced by individual factors and contextual effects. We also discuss how this conceptual framework can generalize beyond the specific example of dimensional label learning and DCCS performance to other aspects of EF and how this framework can help to understand how EF unfolds in unique individual, cultural, and contextual factors. Measures of EF during early childhood are associated with a wide range of development outcomes, including academic skills and quality of life. The hope is that broad aspects of development can be improved by implementing interventions aimed at facilitating EF development. However, this promise has been largely unrealized. Previous work on EF development has been limited by a focus on EF components, such as inhibition, working memory, and switching. Similarly, intervention research has focused on practicing EF tasks that target these specific components of EF. While performance typically improves on the practiced task, improvement rarely generalizes to other EF tasks or other developmental outcomes. The current work is unique because we looked beyond EF itself to identify the lower-level learning processes that predict EF development. Indeed, the results of this study identify the first learning mechanism involved in the development of EF. Although the work here provides new targets for interventions in future work, there are also important limitations. First, our sample is not representative of the underlying population of children in the United States under the age of 5. This is a problem in much of the existing developmental cognitive neuroscience research. We discussed challenges to the generalizability of our findings to the population at large. This is particularly important given that our theory is largely contextual, suggesting that children's unique experiences with learning labels for visual dimensions will impact EF development. Second, we identified a learning mechanism to target in future intervention research; however, it is not clear whether such interventions would benefit all children or how to identify children who would benefit most from such interventions. We also discuss prospective lines of research that can address these limitations, such as targeting families that are typically underrepresented in research, expanding longitudinal studies to examine longer term outcomes such as school-readiness and academic skills, and using the dynamic field (DF) model to systematically explore how exposure to objects and labels can optimize the neural representations underlying dimensional label learning. Future work remains to understand how such learning processes come to define the contextually and culturally specific skills that emerge over development and how these skills lay the foundation for broad developmental trajectories., (© 2024 The Author(s). Monographs of the Society for Research in Child Development © 2024 Society for Research in Child Development.)

Context: The risk of early neurodevelopmental delay is increasingly recognized in children born moderate-to-late preterm (MLP; 32-36 weeks' gestation), but school-aged cognitive outcomes are unclear, particularly for domains such as executive function (EF)., Objective: To evaluate EF outcomes (attentional control, cognitive flexibility, and goal setting) in school-aged children born MLP compared with children born at term., Data Sources: Medline, Embase, PsycInfo, and Scopus., Study Selection: Studies assessing EF outcomes (overall EF, attentional control, cognitive flexibility, and goal setting) in children born MLP aged between 6 and 17 years, which included a term-born control group., Data Extraction: Two reviewers screened for eligibility and completed the risk of bias assessment using the Newcastle-Ottawa Scale, and 1 reviewer extracted data. Random effects meta-analyses were performed., Results: Twelve studies were eligible for inclusion in the meta-analyses (2348 MLP children and 20 322 controls). Children born MLP had poorer overall EF compared with children born at term (standardized mean difference, -0.15, 95% confidence interval, -0.21 to -0.09; P < .0001; I2 = 47.59%). Similar conclusions were noted across the subdomains of attentional control, cognitive flexibility, and goal setting., Limitations: Study methodologies and EF measures varied. Only a small number of studies met eligibility criteria and were from developed countries., Conclusions: School-aged children born MLP may experience greater challenges in EF compared with term-born children. Further research is needed to investigate the potential impact these challenges have on functional outcomes such as academic achievement and social-emotional functioning., (Copyright © 2024 by the American Academy of Pediatrics.)

Impulsivity and cognitive function are essential for understanding behavioral regulation, particularly in relation to health-risk behaviors like substance use, physical activity, and academic performance. This study examined the factor structure underlying executive function in adolescents using the UPPS-P Impulsive Behavior Scale and NIH Toolbox Cognition Battery. We explored how parental monitoring moderates, and peer network health and perceived stress mediate, relationships between cognitive function and outcomes such as BMI, physical activity, and academic performance. Exploratory factor analysis (EFA) on 2228 observations identified a four-factor model (BIC = -97.92, RMSEA = 0.040, TLI = 0.936), validated by confirmatory factor analysis (CFA) (CFI = 0.961, RMSEA = 0.055). Structural equation modeling (SEM) on 5902 observations showed that parental monitoring moderated Factor 1 (adaptive impulsivity) in relation to physical activity and academic performance, while peer network health mediated Factor 2 (emotional impulsivity) effects on BMI and physical activity. This model underscores the influence of peer relationships, parental involvement, and stress on cognitive, health, and academic outcomes, suggesting that interventions enhancing peer support, reducing stress, and promoting healthy behaviors may improve adolescent well-being., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: Fibromyalgia (FM) is a chronic musculoskeletal condition typically characterized by chronic pain, sleep disturbances, chronic fatigue, and cognitive problems. The present study aims to examine the efficacy of a pain neuroscience education program (PNE) in improving executive functions and pain intensity in patients with FM and compare them with those of standard treatment protocols., Methods: This blinded, controlled clinical trial will compare changes in executive function and pain intensity between two groups. The first group will receive standard treatment supplemented with PNE, consisting of ten sessions spread over five weeks, with each session lasting 40-45 min. The main objective of this method is to remodel cognitive and emotional reactions to pain, challenging the idea that pain is directly related to injury and highlighting the influence of emotions, sleep, and physical activity on pain perception. The second group will receive only standard pharmacological treatment. The study sample will include 62 adults diagnosed with FM, according to initial sample size estimates based on previous evidence. A baseline assessment of baseline characteristics will be performed, after which patients will be randomly assigned to the PNE group or the control group. The results of the intervention will be evaluated and statistically compared after 5 weeks. This protocol complies with all relevant ethical guidelines. It has been approved by two institutional committees (Reference: NR2006; Conbioethics:21-CEI-004-20,170,829)., Conclusion: It is anticipated that this intervention will be a cost-effective and superior alternative to standard treatments., Clinical Trial Registration: NCT05084300., Competing Interests: Declaration of competing interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests. Leidy Tatiana Ordonez-Mora reports financial support was provided by Santiago University of Cali. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Author(s). Published by Elsevier Inc. All rights reserved.)

Importance: Cannabis use during pregnancy is increasingly common in the US and may affect the development and behavior of preschool-aged children., Objective: To prospectively investigate the association of prenatal cannabis exposure with executive function and aggressive behavior at age 5 years., Design, Setting, Participants: This cohort study was conducted from 2016 through 2020. Data analysis was conducted from 2022 through 2024. Patients aged 16 through 50 years who were able to communicate in English and intended to deliver at the Ohio State University Wexner Medical Center were enrolled in a pregnancy research repository. Participants (n = 355) who gave consent for future contact and whose child(ren) was presumed to be alive were invited to participate again at child age 5 years (children born May 25, 2010, through February 7, 2016) and 250 children participated (70%)., Exposure: Cannabis exposure was measured prospectively by urine toxicology, maternal self-report, and obstetric record abstraction., Main Outcomes and Measures: Executive function and aggressive behavior, measured via multimodal assessment by staff masked to exposure status. Outcomes were chosen a priori., Results: Of 250 children, 80 were exposed to cannabis (32%). Use of tobacco, other drugs, and alcohol during pregnancy was common (22% to 39% each). Most families were living in poverty. There were 155 children who were Black/African American, non-Hispanic (62%); 11 were Hispanic (4%); 34 indicated more than one race or another race, non-Hispanic (14%); and 50 were White, non-Hispanic (20%). Age-corrected standard scores for children's attention and inhibitory control (National Institutes of Health Toolbox) were about 0.4 SDs lower for those exposed to cannabis compared with unexposed (β = -6.1 points; 95% CI, -10.8 to -1.4), following propensity score weighting and adjustment for confounders. Exposed children also exhibited poorer task-based planning ability and more observed aggression. Caregiver ratings of executive function and behavior and laboratory assessments of other aspects of executive functioning showed no differences by exposure status., Conclusions and Relevance: Results from this contemporary US cohort where prenatal cannabis exposure was common and indicated that exposed children exhibited some differences in aspects of executive function and behavior relevant to long-term academic success and adaptive functioning. These results may be considered in refining clinical recommendations regarding cannabis use during pregnancy.

Predictive modeling potentially increases the reproducibility and generalizability of neuroimaging brain-phenotype associations. Yet, the evaluation of a model in another dataset is underutilized. Among studies that undertake external validation, there is a notable lack of attention to generalization across dataset-specific idiosyncrasies (i.e., dataset shifts). Research settings, by design, remove the between-site variations that real-world and, eventually, clinical applications demand. Here, we rigorously test the ability of a range of predictive models to generalize across three diverse, unharmonized developmental samples: the Philadelphia Neurodevelopmental Cohort (n=1291), the Healthy Brain Network (n=1110), and the Human Connectome Project in Development (n=428). These datasets have high inter-dataset heterogeneity, encompassing substantial variations in age distribution, sex, racial and ethnic minority representation, recruitment geography, clinical symptom burdens, fMRI tasks, sequences, and behavioral measures. Through advanced methodological approaches, we demonstrate that reproducible and generalizable brain-behavior associations can be realized across diverse dataset features. Results indicate the potential of functional connectome-based predictive models to be robust despite substantial inter-dataset variability. Notably, for the HCPD and HBN datasets, the best predictions were not from training and testing in the same dataset (i.e., cross-validation) but across datasets. This result suggests that training on diverse data may improve prediction in specific cases. Overall, this work provides a critical foundation for future work evaluating the generalizability of brain-phenotype associations in real-world scenarios and clinical settings., Competing Interests: Declaration of Competing Interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Brendan Adkinson reports a relationship with Elevation Prep LLC that includes: equity or stocks. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Cognitive function is improved acutely after aerobic and/or resistance exercise, but it is unclear if the types of muscle contraction can influence this effect. This study tested the hypothesis that undertaking an acute bout of exercise with eccentric than concentric contractions would be more beneficial for improving cognitive function post-exercise in older adults. Twenty healthy older adults (66-75 years) performed descending stair walking (DSW), ascending stair walking (ASW), and resistance exercise of the knee extensors with eccentric-only (RE-ECC) or concentric-only contractions (RE-CON) for ∼20 min each with a week between exercises in a randomized order. The Stroop tests of color naming (STCN) and conflicting color words (STCC), symbol digit modalities test, digit span test (DST), and two types of the trail making test (TMT-A, TMT-B) were assessed before and after sitting for 20 min (control session), and each exercise. A significant ( p  < 0.05) improvement in the baseline test scores was found from the control session to the fourth exercise session. Time to complete the tests was significantly ( p  < 0.05) reduced from pre- to post-exercise as well as after sitting for 20 min for STCN (-5.9 ± 7.4 s, Cohen's d  = 0.79), STCC (-8.9 ± 11.1 s, d  = 0.80), TMT-A (-22.6 ± 9.7 s, d  = 2.34) and TMT-B (-23.1 ± 13.7 s, d  = 1.69) without significant difference among the four exercise conditions. A significant ( p  < 0.05) improvement of DST score was found from pre- to post-exercise for DSW (9.0 ± 17.6%, d  = 0.51) and RE-ECC (6.5 ± 10.6%, d  = 0.61), but not for ASW and RE-CON. These results partially supported the hypothesis that eccentric exercise could affect acute changes in cognitive function greater than concentric exercise., Competing Interests: The authors declare there are no competing interests.

Objective: To describe associations between executive function (EF) domains (attentional control, information processing, cognitive flexibility, and goal setting) and concurrent math computation performance at age 7 and 13 years in children born <30 weeks' gestation or weighing <1,250 g, and second, to examine the impact of 7-year EF on math performance at 13 years., Method: In a prospective, longitudinal cohort of children born <30 weeks' gestation or with a birthweight <1,250 g, assessment of EF and math performance was undertaken at 7 (n = 187) and 13 years (n = 174). Linear regression models were used to describe associations between EF domains with math performance at both time points, as well as to examine the impact of EF at 7 years on math performance at 13 years., Results: At 7 and 13 years, all EF domains were positively and strongly associated with concurrent math performance (β = 11.35, 95% CI [9.28, 13.41] to β = 13.79, 95% CI [11.59, 15.98]). All EF domains at age 7 years were positively associated with math performance at 13 years, with the strongest associations observed for cognitive flexibility (β = 10.79 [8.64, 12.94]) and goal setting (β = 10.37 [8.08, 12.67])., Conclusions: This study provides evidence that EF is strongly associated with math performance in children born <30 weeks' gestation or with a birthweight <1,250 g and highlights the importance of early cognitive flexibility and goal setting performance for future math performance. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Importance: The Adult Executive Functioning Inventory (ADEXI)-a short, practical, self-report questionnaire accessible across diverse adult populations and languages-was used to assess executive functions (EFs), primarily inhibition and working memory., Objective: To examine the construct validity of the ADEXI Hebrew version through exploratory factor analysis (EFA) and convergent validity by correlating scores with similar measures of EF., Design and Setting: Cross-sectional study using online anonymous surveys., Participants: Nonclinical sample of 239 adults, 74.1% women, ages 18 to 80 yr (Mage = 44.19 yr, SD = 12.89)., Outcomes and Measures: The Hebrew version of the 14-item ADEXI, a demographic questionnaire, and the Dysexecutive Questionnaire (DEX)., Results: Descriptive statistics, Cronbach's α EFA using varimax rotation, and Pearson's correlations were used. Total internal consistency was good (α = .86). Unlike the two factors in the original English version, our construct validity through EFA revealed three factors-inhibition, working memory, and, uniquely, flexibility-that accounted for 55.71% of the variance. Convergent validity was supported by medium to large significant correlations (r =.29-.76) between the ADEXI and the DEX subscales and total scores., Conclusions and Relevance: Our findings offer psychometric evidence to support using the Hebrew version of the ADEXI for EF assessments in adult Hebrew-speaking populations. Plain-Language Summary: The Adult Executive Functioning Inventory (ADEXI) assesses three key components: inhibition, working memory, and cognitive flexibility. In this study, we examined the construct validity of the Hebrew version of the ADEXI to assess executive functions. Our findings support using the ADEXI in Hebrew-speaking populations. The ADEXI offers occupational therapy practitioners serving Hebrew-speaking populations in their practice a validated tool for assessing executive functions., (Copyright © 2024 by the American Occupational Therapy Association, Inc.)

Introduction: Cancer-related cognitive impairment (CRCI) is a significant but often neglected issue for breast cancer survivors that reduces their quality of life. Physical exercise and cognitive training have emerged as promising strategies for CRCI; however, evidence regarding its effectiveness is still unknown. A recently developed motor-cognitive training (dual-tasks) is proposed to examine its efficacy on executive function, physical fitness, emotional symptomatology, and important muscle-brain crosstalk biomarkers., Methods: The BRAINonFIT study is a randomised, controlled, longitudinal (20 weeks), three-arm, parallel study with a follow-up phase (12 weeks). Breast cancer survivors (stage I-IIIA) with completed chemotherapy are recruited from QuirónSalud Hospital in Seville. Principal outcomes are executive functions, measured by the Trail Making Test, Stroop and Digit Span Backwards; physical fitness, assessed by muscle strength, cardiorespiratory fitness, and body composition; and several muscle-brain biomarkers analysed by immunoenzymatic assay (ELISA). Secondary endpoints are memory function, intelligence, learning ability, self-reported cognitive function, and emotional symptomatology. Assessments take place after the enrolment (baseline; T 1 ), after completing the interventions (5 months after baseline; T 2 ), and after completing the follow-up period (8 months after baseline; T 3 )., Discussion: Given the importance of improving care for breast cancer survivors, this study will provide preliminary evidence for the effectiveness of cognitive-motor training (dual task) as a therapeutic strategy to improve CRCI. Moreover, addressing muscle-brain crosstalk by representative biomarkers will help to elucidate the underlying mechanisms by which this intervention may beneficially impact CRCI., Clinicaltrials: gov: NCT06073717., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024. Published by Elsevier Inc.)

Preschool children spend a large part of their day at school, and a large part of that time they spend in sedentary time. Although sedentary time negatively affects regions of the brain responsible for cognition, it is believed that the type of sedentary time performed can favor executive functions' performance. The present study explored the associations between sedentary time inside and outside preschools with executive function (EF) tasks in preschoolers. Seventy-three preschool children (60% girls; 55.0 ± 9.1 months of age) were objectively assessed for sedentary time and physical activity (PA) using accelerometers (wGT3X). EF was evaluated using the Go/No-Go paradigm through the Early Years Toolbox - YET. Go's inverse efficiency (IE) and the No-Go accuracy were analyzed. To establish possible associations between EF and sedentary time, a structural equation model was conducted after adjustments for sex, age, body mass index, and moderate-to-vigorous PA. A significant and positive association between sedentary time on weekend days and IE (b = 0.61; p  < .001) was observed. The general model explained 52% of the variation in IE and 2.1% in the accuracy of No-Go. The sedentary time on weekend days seems to be related to worse EI. This result emphasizes a context-dependent association between time being sedentary and preschoolers' EF. Further investigations should focus on exploring the type of sedentary behavior children are engaged in different contexts.

Almost all of our everyday activities depend on executive function (EF) skills. In line with the increasing attention to the ecological validation of neuropsychological assessment and intervention methods, this study aimed to explore the ecological validity of a relevant set of widely used EF tests, mostly from well-known paradigms of EF assessment, in predicting driving ability. Ninety-six healthy novice drivers ( M age  = 8.4; 48 female) completed four stages of our data collection including psychological, EF, and driving assessments. For the psychological assessment, validated measures of sensation-seeking, risk-taking, personality traits, ADHD symptoms, depression, anxiety, and stress were administered. For the EF assessment, selected tests from the Delis-Kaplan Executive Function System (D-KEFS: Trail Making, Design Fluency, and Tower) and the Behavioral Assessment of the Dysexecutive Syndrome (BADS: Key Search, Zoo Map, and Modified Six Elements) along with a computerized Stroop test were administered. For the driving assessment, we used a simulated driving test comprising of 14 key dimensions of driving skills. Several correlations and multiple regression analyses were conducted. Significant correlations were found between all the EF measures and driving performance. Moreover, the EF measures predicted the driving ability over and above the effects of previous driving experience and the psychological variables. These results provide supporting evidence for the ecological validity of the EF tests in predicting driving performance. The incorporation of assessment and intervention targeting multiple domains of EF into driving rehabilitation and education programs could be a focus of future research.SD  = 8.4; 48 female) completed four stages of our data collection including psychological, EF, and driving assessments. For the psychological assessment, validated measures of sensation-seeking, risk-taking, personality traits, ADHD symptoms, depression, anxiety, and stress were administered. For the EF assessment, selected tests from the Delis-Kaplan Executive Function System (D-KEFS: Trail Making, Design Fluency, and Tower) and the Behavioral Assessment of the Dysexecutive Syndrome (BADS: Key Search, Zoo Map, and Modified Six Elements) along with a computerized Stroop test were administered. For the driving assessment, we used a simulated driving test comprising of 14 key dimensions of driving skills. Several correlations and multiple regression analyses were conducted. Significant correlations were found between all the EF measures and driving performance. Moreover, the EF measures predicted the driving ability over and above the effects of previous driving experience and the psychological variables. These results provide supporting evidence for the ecological validity of the EF tests in predicting driving performance. The incorporation of assessment and intervention targeting multiple domains of EF into driving rehabilitation and education programs could be a focus of future research.

Self-regulation (SR) is a central developmental task of early childhood and is considered essential for children's success during elementary school. It has typically been conceptualized as effortful control (EC) or executive function (EF), drawing respectively on research traditions in temperament and cognitive development. These aspects of SR are theorized to emerge from an intertwined developmental process, but the nature of their relation throughout elementary school has not been established. In particular, it is not known whether ratings given by teachers based on behavioral observations align with those directly assessed via novel performance tasks. This article addresses this gap in the knowledge by examining the codevelopment of EC and EF with regard to intraindividual trajectories of change. Drawing on a national sample ( N = 8,742) from the Early Childhood Longitudinal Study-Kindergarten Cohort of 2010-2011, two longitudinal modeling approaches (parallel-process latent growth curves with structured residuals, Curran et al., 2014; multidimensional growth mixture models, Wickrama et al., 2021) were applied to examine children's SR between second and fifth grade. Overall, results do not reveal a systematic codevelopmental relation between EC and EF when accounting for intraindividual processes. Findings are discussed with regard to developmental theory and application. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Executive function (EF), the set of mental processes and skills involved in goal-oriented planning, organizing, and controlling behavior, is believed to support child development across many domains of life. However, although ample evidence suggests a relation between childhood EF and academic skills, it is less clear what its role is in domains beyond academics. We report a meta-analysis of relations between early childhood EF (assessed at 36-60 months of age) and social, health, and behavioral outcomes assessed concurrently and longitudinally (1,459 effect sizes, 158 studies, n = 144,642). No significant relations were found between EF and health outcomes. EF was concurrently associated with emotion understanding and regulation, prosocial skills, peer acceptance, and skill at lying. Both concurrently and longitudinally, EF was positively associated with peer acceptance, adaptive classroom behavior, and social competence, and negatively associated with internalizing and externalizing problems, and inattention and hyperactivity. For adolescent outcomes, only the relation between EF and internalizing could be meta-analyzed, and no significant relation was found between these variables. The magnitude of effect sizes varied, with absolute values ranging from r = .02 to .30. Moderator analyses indicated the relation between EF and behavioral outcomes varied by outcome, but there was no such finding for EF and social or health outcomes. EF was more strongly associated with teacher- versus parent-reported behavioral problems. There was little evidence that quality indicators affected effect sizes. There was also little evidence of publication bias. Overall, our results are consistent with the possibility of broad relevance of EF for child development; yet, future research should provide stronger causal tests of hypothesized relations between EF and outcomes to better understand the nature of EF and whether fostering it can promote healthy development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Patients with congenital heart disease (CHD) demonstrate altered structural brain network connectivity. However, there is large variability between reported results and little information is available to identify those patients at highest risk for brain alterations. Thus, we aimed to investigate if network connectivity measures were associated with the individual patient's cumulative load of clinical risk factors and with family-environmental factors in a cohort of adolescents with CHD. Further, we investigated associations with executive function impairments. In 53 adolescents with CHD who underwent open-heart surgery during infancy, and 75 healthy controls, diffusion magnetic resonance imaging and neuropsychological assessment was conducted at a mean age of 13.2 ± 1.3 years. Structural connectomes were constructed using constrained spherical deconvolution tractography. Graph theory and network-based statistics were applied to investigate network connectivity measures. A cumulative clinical risk (CCR) score was built by summing up binary risk factors (neonatal, cardiac, neurologic) based on clinically relevant thresholds. The role of family-environmental factors (parental education, parental mental health, and family function) was investigated. An age-adjusted executive function summary score was built from nine neuropsychological tests. While network integration and segregation were preserved in adolescents with CHD, they showed lower edge strength in a dense subnetwork. A higher CCR score was associated with lower network segregation, edge strength, and executive function performance. Edge strength was particularly reduced in a subnetwork including inter-frontal and fronto-parietal-thalamic connections. There was no association with family-environmental factors. Poorer executive functioning was associated with lower network integration and segregation. We demonstrated evidence for alterations of network connectivity strength in adolescents with CHD - particularly in those patients who face a cumulative exposure to multiple clinical risk factors over time. Quantifying the cumulative load of risk early in life may help to better predict trajectories of brain development in order to identify and support the most vulnerable patients as early as possible., (© 2024 The Author(s). Human Brain Mapping published by Wiley Periodicals LLC.)