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Purpose: The study explored the distinct contributions of domain-general, behavioral, and reading-specific executive function to reading comprehension, and whether reading fluency and vocabulary moderate or mediate the relations between executive function and reading comprehension. Method: Data were collected from 129 4th and 5th graders (35.66%, 28.68%, 6.98%, and 28.68% for White, Hispanic, African American, and others, respectively; 54% are girls) who completed 9 assessments of domain-general and context-specific working memory, inhibition, and switching. Additionally, children completed assessments of reading comprehension, reading fluency, and vocabulary. Results: After controlling for all variables, among executive function variables, only behavioral and reading-specific executive function independently contributed to reading comprehension. Reading fluency and vocabulary partially mediated the relations between behavioral and reading-specific executive function and reading comprehension. Reading-specific executive function appeared to be particularly important for students with weaker vocabulary. Conclusion: These findings align with the context-specific hypothesis of executive function. Context-specific executive function may be more important than domain-general executive function in reading comprehension. Reading-specific executive function may be a distinct construct representing the integration of domain-general executive function and reading knowledge. This integration can enhance the efficiency of domain-general executive function when reading knowledge is limited, playing a compensatory role in reading comprehension. [ABSTRACT FROM AUTHOR]

The cognitive advantages of bilingualism have accumulated significant support in various domains, and executive function is suggested to be one of their operative mechanisms. However, empirical evidence of the relationships among bilingualism, executive function, and rational thinking is still lacking. The present study extends this understanding. With a refined operational definition of bilingualism and by controlling for possible confounding variables, we recruited 114 university participants to perform a balanced bilingual proficiency task; a modified Simon executive function (EF) task (to assess inhibition and updating components of EFs); a syllogism task; a critical thinking test; and measures of intelligence, socioeconomic status (SES), and the openness-to-experience personality trait. The results showed that balanced bilingual proficiency positively and robustly predicted participants’ performance in syllogism and critical thinking tasks after we controlled for other variables. The relationships between EF components and rational thinking showed a dissociative result: Inhibition and updating ability contributed to syllogistic and critical thinking differently. These results shed further light on the educational application needs of bilingual learning and concluded in a discussion of future investigations of the theoretical accounts and mechanisms of bilingual advantages. [ABSTRACT FROM AUTHOR]

AbstractIntroductionMethodsResultsConclusionThis study aims to assess whether electroencephalogram (EEG) spectral power change scores (e.g. task spectral power subtracted from resting state spectral power) across three different frequency bands, alpha (8–12 Hz), theta (4–7 Hz), and beta (13–30 Hz), predicts self-reported attention-deficit hyperactivity disorder (ADHD) symptoms using the Adult ADHD Self-Report Scale (ASRS) over and above self-reported executive function (EF) abilities using the Behavior Rating Inventory of Executive Function (BRIEF-A) Global Executive Composite (GEC) T-scores for adults.Data were collected at a rural, mid-sized southeastern university (N = 52) and participants received course credit for participation. Participants self-reported ADHD symptoms and EF abilities before completing eyes open resting state and the attention network test (ANT), a common flanker task that measures ability to orient attention, stay alert, and resolve conflict (i.e. distractor arrows) while recording EEG spectral power at electrodes F3 and F4. Bivariate correlations determine associations between EEG measures and self-reported ADHD symptoms and EF abilities. Linear regressions were used to assess whether EEG change scores were predictive of ADHD symptoms over and above EF abilities.High correlation coefficients were found only when comparing the ASRS and BRIEF-A GEC T-scores (r = .822, p <.001). Regression analyses produced significant results indicating EEG spectral change scores were predictive of ADHD symptoms, over and above GEC T-Scores, for the alpha band but not the theta and beta bands. Additionally, we found an inverse relationship when comparing change scores in the alpha band across the right (F4) and left (F3) hemispheres supporting the theory of frontal asymmetry for individuals with increased ADHD symptoms.This study is the first to assess the predictive ability of EEG spectral power change scores in predicting ADHD symptoms, which are not solely explained by deficits in executive control. Past research has indicated significant differences when comparing task and resting state spectral power indicating change scores might have some utility in measuring cognitive load, specifically in the alpha band, which has been associated with inhibition, working memory, and anticipation of stimuli. Further research should be conducted to assess the utility change scores might have in providing an objective measure related to a clinical population with ADHD. [ABSTRACT FROM AUTHOR]

AbstractThe transition to upper-elementary school marks an important shift when students are expected to independently manage their behaviors, attention, and engagement. The current study used a socioeconomically- and racially/ethnically-diverse sample of upper-elementary school students (N = 336, Mage = 9.85 years). Results showed that teachers’ initial perceptions of students’ executive function (EF) behaviors as indexed by how well students adjusted to new situations, remembered multi-step activities, and stayed focused were related to their reports of conflict with students in the spring. Furthermore, teacher–student conflict was linked with teacher-reported EF behaviors in the spring, controlling for EF behaviors in the fall. Finally, teachers’ initial perceptions of students’ EF behaviors were associated with children’s performance on EF tasks in the spring, controlling for direct assessment of EF skills in the fall. Our findings emphasize the role of early teacher perceptions for the development of teacher–student relationships and children’s self-regulation skills during the school year. [ABSTRACT FROM AUTHOR]

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 (Mage = 26.2 years, 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. [ABSTRACT FROM AUTHOR]

The relationship between sensory processing, executive function, and behavior in children with Attention Deficit/Hyperactivity Disorder (ADHD) is far from clear. The aim of this study was to examine the mediating role of executive function in the relationship between sensory processing and behavior in ADHD. Sixty-three children (51 boys), aged between 7 and 14 years participated in this study. Caregivers completed the Sensory Profile 2 (SP-2), the Behavior Rating Inventory of Executive Function 2 (BRIEF-2), and the Child Behavior Checklist (CBCL) to assess sensory processing, executive function, and behavior, respectively. Positive and significant associations were found between sensory processing, executive function, and behavioral problems. In addition, positive indirect effects between sensory processing and behavior were mediated by executive function. These findings add to other evidence on neurodevelopmental disorders, suggesting that sensory processing may be a foundational aspect related to executive function, which in turn affects behavior in ADHD. [ABSTRACT FROM AUTHOR]

Introduction: Ambulatory assessment of executive function – particularly in the form working memory (WM) – is increasingly common. Few studies to date, however, have also incorporated ambulatory measures of inhibitory control. Critically, the extended within-person reliability of ambulatory tasks tapping each of these constructs has been largely overlooked. Method: Participants (N = 283, Mage = 23.74 years, SD = 9.04) received notifications every 3 days (for 4 weeks) to undertake ambulatory assessment versions of the n-Back and Stop-Signal Tasks (SST) via the smartphone application CheckCog. Within-person reliability of these measures was explored. Results: Compliance ranged from 66% (for eight sessions) to 89% (for four sessions). Our results reveal significant changes in performance within the first two sessions for both the n-Back and SST, with performance remaining largely consistent across the remaining (two to eight) sessions. In terms of test–retest reliability, the ICC (C, 1) values ranged from.29 to.68 on the n-Back (with overall accuracy being.51) and.31–.73 on the SST (with stop-signal reaction time being.53). Conclusion: The results of the current study contribute to the literature by demonstrating the reliability of brief measures of executive function – in the form of inhibitory control and WM – delivered using smartphones in participants' natural environments. Based on our findings, the CheckCog app reliability tracks baseline systematic changes in WM and response inhibition across multiple time points and for an extended period in healthy individuals. [ABSTRACT FROM AUTHOR]

This study investigates the temporal dynamics and affective associations related to executive function (EF) performance in primary school classrooms using an intensive longitudinal design. Data were collected from 35 students aged 8.9 to 11.4 years. Participants reported their affective experiences and completed EF measures three times daily following a fixed sampling schedule. The data collection spanned two consecutive school weeks across three primary school classrooms. Utilising Dynamic Structural Equation Modeling (DSEM), we examined 505 measurements of EF tasks and self-reported affective states over two weeks. The findings reveal significant within-person variability in EF, accounting for 52% of the observed variance, with performance declining later in the day and week. At the within-person level, positive affect was associated with improved EF performance, while negative affect was associated with poorer EF. No significant between-person relationships were found. These results underscore the importance of considering within-person processes and affective experiences in educational settings and highlight the need for further research employing intensive longitudinal methods to better understand the nuanced dynamics of affect and EF in real-world classroom environments. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

AbstractObjective: To determine the efficacy of a 12-week individual cognitive stimulation (iCS) intervention on global cognition, memory, and executive function of older adults with mild to moderate Alzheimer’s disease (AD). Method: Protocolized analysis using data from a multicenter, single-blind, randomized, parallel two-arm RCT of iCS for older adults with probable AD. A sample of 142 people with probable Alzheimer’s disease attending 13 Portuguese institutions providing care and support services for older adults were selected. Intervention group (n = 72) received 24 iCS sessions, twice a week for 12 weeks. Control group (n = 70) maintained their activities as usual. Outcomes included global cognitive function (Mini-Mental State Examination, and Alzheimer’s Disease Assessment Scale—Cognitive Subscale), memory (Memory Alteration Test, and Free and Cued Selective Reminding Test), and executive functioning (Frontal Assessment Battery). All participants were assessed at baseline (T0), after the intervention (T1), and 12 weeks follow-up (T2). Results: The results showed significant improvements in memory performance at follow-up for the intervention group and greater stability in global cognition in the intervention relative to the control group. Conclusion: The current iCS protocol shows effectiveness in cognitive functioning in older adults with probable AD, particularly for memory upon completion of the intervention and at follow-up, adding further support to previous iCS studies showing similar results and to the effectiveness of the current intervention. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The present study investigated the performance of children with neurofibromatosis type 1 on computerized assessments of attention and executive function. Relations to ADHD symptomatology were also examined. Participants included 37 children (20 male) with NF1 (9–13 years; Mage = 11.02). Participants completed the NIH Toolbox Dimensional Change Card Sort, List Sort Working Memory (LSWM), and Flanker tasks, as well as Cogstate Identification and One Back tests. ADHD symptomatology was assessed using the K-SADS. Average performance was significantly different from the normative mean on every measure, except LSWM. The NIH Toolbox Flanker and Cogstate Identification tasks detected the highest proportion of participants with at least mild difficulty, and the Cogstate Identification task detected the highest proportion of participants with severe difficulty. Analyses revealed significant relations with ADHD symptomatology for two NIH toolbox tasks. The various computerized measures of attention and executive function offer different information when working with school age children with NF1. The NIH Flanker may offer the most room for change and offers face validity, which may be beneficial for clinical trials research. However, the LSWM shows most support for relations with behavioral indicators of attention and executive challenges. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Executive function plays an important role in promoting learning and social-emotional development in children. Neonatal hypoglycemia associates with executive function difficulties at 4.5 years, but little is known about the development of executive function over time in children born at risk of neonatal hypoglycemia. We aimed to describe the stability of executive function from early to mid-childhood in children born at risk of neonatal hypoglycemia and its association with neonatal hypoglycemia. Participants in a prospective cohort study of infants born at risk for neonatal hypoglycemia were assessed at ages 2, 4.5, and 9–10 years. We assessed executive function with batteries of performance-based and questionnaire-based measures, and classified children into one of four stability groups (persistent typical, intermittent typical, intermittent difficulty, and persistent difficulty) based on dichotomized scores (typical versus low at each age). Multinomial logistic regression was used to determine the associations between neonatal hypoglycemia and executive function stability groups. Three hundred and nine children, of whom 197 (64%) experienced neonatal hypoglycemia were assessed. The majority of children had stable and typical performance-based (63%) and questionnaire-based (68%) executive function across all three ages. Around one-third (30–36%) of children had transient difficulties, and only a few (0.3–1.9%) showed persistent difficulties in executive function at all ages. There was no consistent evidence of an association between neonatal hypoglycemia and the stability of executive function. Neonatal hypoglycemia does not appear to predict a specific pattern of development of executive function in children born at risk. [ABSTRACT FROM AUTHOR]

This study investigated whether transitory and persistent poverty spells were associated with children's learning (literacy and numeracy scores) and executive function outcomes in Ghana. Children resided in the Greater Accra region (N = 2,154; 49% female; Mage = 5.2 years at wave-1) and were followed at four-time points over three years. Multivariate regression models were used to test whether exposure to transitory poverty (1–2 times) or persistent poverty (3–4 times) were differentially associated with child learning and executive function outcomes at wave-4 (Mage = 7.5 years) compared to children who did not experience poverty at any wave. Our results show that transitory poverty was significantly and negatively associated with children's literacy scores. Persistent poverty had the largest negative relations for both learning outcomes. Findings were mixed for executive function, with persistent poverty negatively related to cognitive flexibility, but not inhibitory control. Implications for global child development and learning are discussed. [ABSTRACT FROM AUTHOR]

Depression and social isolation increase risk for executive function declines and are among the top five modifiable risk factors for dementia. However, the interrelationships between depression, social isolation and executive function are not well established. Further evidence is needed to inform strategies to promote executive function and independence in older age. We examined whether social isolation mediated the association between depression and executive function in community-dwelling middle-aged and older adults and whether this association was modified by age and sex. Adults aged 45 to 85 years from the Canadian Longitudinal Study on Aging (CLSA) Comprehensive cohort were followed over three years (complete case analysis, n = 14,133). Baseline depressive symptoms, a history of clinical depression, and functional social isolation (perceived lack of social support) were self-reported. Executive function at follow-up was a composite measure of five cognitive tests. Conditional process analysis assessed the mediating effects of functional social isolation across age group and sex, adjusted for sociodemographic and health covariates. Functional social isolation significantly mediated the association of depressive symptoms (proportion mediated [PM] = 8.0%) or clinical depression (PM = 17.5%) with executive function only among women aged 75+ years. Functional social isolation explains a proportion of the total effect of depressive symptoms or clinical depression on executive function in women aged 75 and older. Although reverse causation cannot be ruled out, our findings suggest that interventions that reduce functional social isolation or depression in older women may promote executive function. [ABSTRACT FROM AUTHOR]

AbstractObjective: The current study examined the longitudinal relationship between cognitive reserve (CR), depression, and executive function (EF) in a cohort of older adults. Methods: 416 participants were selected from the Wisconsin Registry for Alzheimer’s Prevention. They were native English speakers, aged ≥50+, and cognitively unimpaired at baseline, with no history of neurological or other psychiatric disorders aside from depression. Depression was assessed with the 20-item Center for Epidemiologic Studies Depression Scale (CES-D). A composite score, based on the premorbid IQ (WRAT-3 Reading subtest) and years of education was used to estimate CR. Another composite score from four cognitive tests was used to estimate EF. A moderation analysis was performed to evaluate the effects of CR and Depression on EF at follow-up after controlling for age, gender, and APOE risk score. Moreover, a multinomial logistic regression was used to predict conversion to Mild Cognitive Impairment (MCI) from the healthy baseline. Results: The negative relationship between depression and EF was stronger in individuals with higher CR levels, suggesting a possible floor effect at lower CR levels. In the multinomial regression, the interaction between CR and depression predicted conversion to MCI status, indicating that lower CR paired with more severe depression at baseline was associated with a higher risk of subsequent impairment. Conclusions: This study sheds light on the intricate relationship between depression and EF over time, suggesting that the association may be influenced by varying levels of CR. Further studies may replicate these findings in clinical populations. [ABSTRACT FROM AUTHOR]

Across a range of neurodevelopmental conditions, a diagnosis of attention deficit hyperactivity disorder (ADHD) has been shown to be associated with executive function impairment. However, the DSM-V emphasis upon viewing psychological characteristics as existing on a continuous distributed quantitative dimension has enabled the opportunity to consider the influence of sub-diagnostic or sub-referral levels of these psychological characteristics upon cognitive function. This study adopted a continuum approach to the consideration of this ADHD influence and examined the extent to which the difference in parental reported executive functions between children with Tourette syndrome (TS) or typically developing children could be mediated by a concurrent group difference in the possession of sub-referral levels of ADHD-like characteristics. A total of 146 children, 58 with reported TS diagnosis, participated. Parental report measures of ecological executive functioning, the Child Executive Functioning Inventory, and the Vanderbilt ADHD Diagnostic Parent Rating Scale were employed. The analyses with a full sample and a sub-referral sample revealed significant group differences in most of the key measures. In addition, these measures were highly correlated even when controlling for age and gender. A series of mediation analyses indicated that in all models, the ADHD-like measures significantly mediated the group difference in executive function. These results suggest that sub-referrals levels of ADHD-like characteristics continue to contribute to executive challenges in TS. Future intervention research targeting these executive functions should consider the presence of ADHD-like characteristics at sub-referral levels of possession. [ABSTRACT FROM AUTHOR]

This study investigates executive functions (EFs) and selected developmental factors in 120 children aged 6–11 years. By examining inhibition, working memory, and cognitive flexibility, the research evaluates the potential influences of age, gender, bilingualism, and family income on these EF skills. Tests adapted to Lebanese Arabic were used to assess EFs. Results indicate a linear development of inhibition, working memory, and flexibility with age. Gender differences were observed, affecting verbal and visuospatial working memory as well as flexibility. Bilingualism positively impacts EFs, with early bilinguals outperforming late bilinguals. Family income, however, shows no significant effect on EFs. [ABSTRACT FROM AUTHOR]

Individuals with mild traumatic brain injury (mTBI) often complain of executive functioning (EF) difficulties. There is a discrepancy between self-reported EF impairment and EF deficits on neuropsychological tests, with some arguing that self-report EF is more related to real-world functioning than EF tests. However, research suggests that self-reported EF may be related more to emotional distress and is vulnerable to invalid reporting. We examined the vulnerability of the short form Barkley Deficits in Executive Functioning Scale (BDEFS) to invalid reporting, using a simulated mTBI paradigm. We included four groups: individuals simulating mTBI with (N = 24) and without (N = 21) histories of mTBI/other psychological conditions and controls with (N = 21) and without (N = 25) histories of mTBI/other psychological conditions. As hypothesized, simulators performed worse on the BDEFS Total Score and EF Symptom Count relative to controls; however, this effect was larger within those who had no self-reported history of mTBI/other psychological conditions. We identified a preliminary cutoff on the EF Symptom Count that detected 42.8% of simulators, with 95% specificity relative to the controls with histories of mTBI/other psychological conditions. The present study emphasizes the need for validity scales on self-report EF measures such as the BDEFS. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and its concomitant restriction measures drastically altered the routines and learning formats of students from all levels. In addition, it has been shown that pandemic-related stress negatively impacted their mental health and cognitive functioning. Undergraduates have been signaled out as one of the populations most vulnerable to pandemic-related stressors. The following work examined the link between executive functions, perceived stress and reading comprehension among Argentinean university students during lockdown measures. In addition, potential effects of reading habits and screen exposure were considered. An executive function behavioral rating scale (ADEXI), a reading comprehension test and the PSS-10 stress questionnaire were administered to two-hundred social science students through an online survey. Executive difficulties increased with perceived stress, while lower inhibition was associated with longer TV times and being male. Stress and executive function associations can be interpreted as a detrimental effect, reverse or bidirectional causation. In turn, working memory issues led to worse comprehension (mediating the impact of perceived stress) while distal factors such as print exposure and mother education were positive predictors of reading outcomes (as expected). This finding suggests that undergraduates' difficulties to manipulate online information interfered with expository text processing, resulting in poorer comprehension performance. [ABSTRACT FROM AUTHOR]

Executive functions play an important role in various developmental aspects of children; however, environmental factors influencing individual differences in children's executive function and their neural substructures, particularly in middle childhood, are rarely investigated. Therefore, the current study aimed to investigate the relationship between the home executive function environment (HEFE) and screen time with the executive function of children aged 8-12 years by employing the mediating variables of alpha, beta, and theta waves. The parents of 133 normal children completed Barkley Deficits in Executive Functioning, HEFE, and Screen Time Scales. Alpha, beta, and theta brain waves were also measured. Data were examined using correlational and path analysis. The results suggested a positive and significant relationship between home executive functions and the executive functions of children. Furthermore, the results indicated an inverse and significant relationship between screen time and executive function. The results also proved the mediating role of alpha, beta, and theta brain waves in the relationship between screen time and the children's executive function. Environmental factors (such as home environment and screen time) affect the function of brain waves and, thus, the daily executive function of children. [ABSTRACT FROM AUTHOR]

BackgroundAimMethodResultsConclusionThe aim was to explore the executive function profile of a group of Mexican people with Down syndrome (DS) aged 12–30 years during the COVID-19 pandemic.To analyse the relationships between mental, chronological age and eight domains of executive function.Participants were 42 people with DS with a chronological age (CA) of 12–30 years and a mean nonverbal mental age (MA) of 7 years. MA was evaluated with Raven’s Progressive Matrices test and executive function with the Behaviour Rating Inventory of Executive Function (BRIEF-2); both were administered online.The Monitor, Emotional Control, Initiative, and Organisation of Materials scales showed strengths, while Working Memory, Plan/Organise, Shift, and Inhibit scales showed weaknesses. CA correlated negatively with seven of the eight executive domains. Chronologically older participants showed less impairment in skills such as inhibition, emotional control, working memory, and monitoring. Nonverbal MA correlated negatively with two domains: emotional control and monitoring.Participants’ executive profile during the COVID-19 pandemic was consistent with that reported in studies prior to the pandemic. [ABSTRACT FROM AUTHOR]

Evidence indicates that pediatric chronic health conditions (CHCs) often impair executive functioning (EF) and impaired EF undermines pediatric CHC management. This bidirectional relationship likely occurs due to biobehavioural and social-structural factors that serve to maintain this feedback loop. Specifically, biobehavioural research suggests that inflammation may sustain a feedback loop that links together increased CHC severity, challenges with EF, and lower engagement in health promoting behaviours. Experiencing social and environmental inequity also maintains pressure on this feedback loop as experiencing inequities is associated with greater inflammation, increased CHC severity, as well as challenges with EF and engagement in health promoting behaviours. Amidst this growing body of research, a model of biobehavioural and social-structural factors that centres inflammation and EF is warranted to better identify individual and structural targets to ameliorate the effects of CHCs on children, families, and society at large. This paper proposes this model, reviews relevant literature, and delineates actionable research and clinical implications. [ABSTRACT FROM AUTHOR]

Executive functional deficits (EFDs) play an important role in functional impairment in adolescents with attention deficit/hyperactivity disorder (ADHD). More knowledge of executive function (EF) profiles and informant discrepancies will guide clinicians and provide tailored treatment advice. The objectives of this study were to use teacher, parent, and self-reported EF ratings to describe (a) problem profiles and (b) the correlation and agreement between informants. This study included 100 adolescents aged 14–18 years with ADHD still experiencing clinically impairing symptoms despite standard treatment including medication. EFs were measured using the Behavior Rating Inventory of Executive Function (BRIEF). Agreement between informants was quantified using Pearson correlation and informant discrepancies were analyzed using paired samples t-test. Overall, the results indicated considerable EFDs in the study population. Correlation and agreement varied between the informants. Agreement was highest between adolescents and their parents, especially for female participants, and lowest between male participants and their teachers. Teachers reported the highest level of EFDs, whereas adolescents generally self-reported EFDs at a lower level than both parents and teachers. Identifying and tailoring treatment for EFDs might improve future prognosis for adolescents with ADHD, however, self-awareness of these difficulties is a challenge that needs to be considered when planning interventions. [ABSTRACT FROM AUTHOR]

Precrastination is the act of completing a task as soon as possible even at the expense of extra effort. Past research has suggested that individuals precrastinate due to a desire to reduce their cognitive load, also known as the cognitive load-reduction (CLEAR) hypothesis [VonderHaar, R. L., McBride, D. M., & Rosenbaum, D. A. (2019). Task order choices in cognitive and perceptual-motor tasks: The cognitive-load-reduction (CLEAR) hypothesis. Attention, Perception, & Psychophysics, 81(7), 2517–2525. ]. This idea stems from the notion that it is taxing to hold intentions in working memory and completing a task as soon as possible releases cognitive resources for other tasks. Based on this hypothesis, we predicted that aspects of executive function may play a role in precrastination. We tested this prediction using a box-moving task developed in a previous study to measure precrastination. We also incorporated tasks measuring updating and inhibition aspects of executive function: the Stroop interference (both experiments) and Simon tasks (Experiment 2) to measure inhibition and the 2-Back memory task (Experiment 1) to measure updating. We found that the majority of participants precrastinated significantly throughout the box-moving task trials, consistent with results from past studies. However, no relation was found between the executive function tasks and rates of precrastination. These results may be due to the automaticity of precrastination when cognitive resources are limited. [ABSTRACT FROM AUTHOR]

AbstractObjective: To generate normative data (ND) for executive functions tests in the Waranka minority population of Ecuador. Method: Four-hundred participants aged 6–17 completed the Symbol-Digit Modalities Test (SDMT), Trail-Making Test (TMT), Modified-Wisconsin Card Sorting Test (M-WCST), and Test of Colors-Words (STROOP). Scores were normed using multiple linear regressions, including age, age2, natural logarithm of mean parent education (MPE), sex, bilingualism, and two-way interactions as predictors. Results: Age by MPE and Age2 by MPE interactions arose for SDMT, so that children with illiterate parents scored lower than those with literate parents. Girls scored higher in SDMT. All TMT and M-WCST scores were influenced by age2. Age by MPE interaction was found for TMT–A, so that children with higher MPE went faster; and age by bilingualism interaction for TMT–B, so that more bilingual children needed less time. Stroop-Word and Color were influenced by age2 by MPE interaction, so that children, while older, scored higher, especially those with higher MPE. Also, age2 by sex interaction arose, so that girls increased scores curvilinearly while boys linearly. Word-Color was influenced by age, while Stroop-interference by age2. Age by MPE interaction was found for MCST-Categories and Perseveration, so that perseverations decreased to then increased, especially in those with illiterate parents. M-WCST-Category scores increased to then decrease later on age in children with illiterate parents. Z-scores calculated through indigenous ND were significantly lower than generated through non-indigenous norms. Conclusions: ND for minority populations are critical since Waranka sample performed worse when using non-indigenous norms for z-score calculation. [ABSTRACT FROM AUTHOR]

Objective: This study compares executive functioning in deaf children with cochlear implants and those with normal hearing. Individuals who lacked auditory stimulation during their early years might experience cognitive challenges that extend beyond just speech and language abilities. Methods: The executive functioning abilities of a group of 32 children who were born deaf and received cochlear implants before the age of 7 were contrasted with those of 30 children with normal hearing. Both sets of children underwent assessments using the Tower of London, BRIEF, and Stroop tests. Results: The average score on the Tower of London task reveals that children who received cochlear implants (4.03 ± 2.53) achieved lower scores than typically hearing children (8.37 ± 2.79). This group also exhibited higher errors in the Stroop test and slightly longer response times Additionally, in terms of emotional control assessed by the BRIEF, a higher score was recorded. Notably, significant differences between the two groups were identified for organizing materials (t(62) = −4.204, p = 0.00). The tests measuring phonemic fluency, categorical fluency, and working memory also revealed significant differences. Conclusions: The significant differences in data between both groups suggest the influence of cochlear implantation on cognitive functions. This emphasizes the importance of a holistic approach to supporting the overall development of these children. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

AHEAD feasibility trial assessed the feasibility and acceptability of an 8-session group drumming programme aiming to improve executive function, depression and anxiety symptoms, and perceived social support in adolescents living with HIV in a rural low-income South African setting. Sixty-eight 12- to 19-year-old adolescents participated. They were individually randomised. The intervention arm (n = 34) received weekly hour-long group drumming sessions. Controls (n = 34) received no intervention. Feasibility and acceptability were assessed using rates of: enrolment; retention; attendance; logistical problems; adolescent-reported acceptability. Secondary measures included: five Oxford Cognitive Screen-Executive Function (OCS-EF) tasks; two Rapid Assessment of Cognitive and Emotional Regulation (RACER) tasks; the Self-Reporting Questionnaire-20 (SRQ-20) measuring depression and anxiety symptoms; the Multidimensional Scale of Perceived Social Support (MSPSS). All feasibility criteria were within green progression limits. Enrolment, retention, and acceptability were high. There was a positive effect on adolescent depressed mood with signal for a working memory effect. There were no significant effects on executive function or socio-emotional scales. Qualitative findings suggested socio-emotional benefits including: group belonging; decreased internalised stigma; improved mood; decreased anxiety. Group drumming is a feasible and acceptable intervention amongst adolescents living with HIV in rural South Africa. A full-scale trial is recommended. [ABSTRACT FROM AUTHOR]

Participation restrictions continue to be prevalent for community-dwelling stroke survivors. Research is needed to understand the associated post-stroke factors that limit or facilitate optimal participation and quality of life. To investigate emotional health, executive functioning (EF), and social support as predictors of participation restrictions post-stroke. Cross-sectional data collected from participants ≥ 6 months after mild stroke with and without aphasia (N = 114) were analyzed using three participation outcome measures: Reintegration to Normal Living Index (RNL), Activity Card Sort (ACS), and the Stroke Impact Scale (SIS) Version 2.0 Participation/Role Function domain. Predictor variables investigated were emotional health (SIS Emotion domain scores), EF (Delis Kaplan Executive Function System Trail Making Condition 4: DKEFS), social support (Medical Outcomes Study Social Support Survey: MOS-SSS), stroke severity (National Institutes of Health Stroke Scale: NIHSS), and education level. Using multiple regression, these predictors accounted for 26.4% to 40% of the variance for the three participation outcomes. Emotional health was a significant independent predictor across all three measures. Social support was a significant predictor of participation as measured on the RNL. Executive function was not a significant predictor of participation when controlling for the other predictor variables. Emotional health and social support should be considered as modifiable factors that could optimize meaningful participation and quality of life. [ABSTRACT FROM AUTHOR]

Objective: There is an increasing demand for the assessment of executive function (EF) among Chinese preschoolers. However, there exists methodological and cross-cultural challenges of performance-based EF assessment. The current review aims to 1) identify and summarize the current application of performance-based EF assessment tools for Chinese preschoolers in China and 2) offer recommendation guidelines for different application scenarios, such as clinical or scientific research, and for related personnel.Method: A literature search was conducted from Web of Science, PubMed, PsycInfo, Scopus and China National Knowledge Infrastructure databases. We focused exclusively on performance-based tools assessing EF among children aged three to six years, encompassing tasks of inhibition, working memory, cognitive flexibility, reasoning, problem solving, and/or planning. Clinical (e.g. children with autism spectrum disorders) and multilingual populations residing outside of China (e.g. Chinese Americans) were excluded. Two authors independently screened, extracted, and evaluated each tool for characteristics (e.g. name, domain, type, version, language, approach of administration, and scoring) and sample information (e.g. sample size, age, and region). Results: A total of 98 articles were included, with 255 tools being identified that were further classified into 44 unique types, covering nine EF domains. Most tools were original or informally sinicized, with notable variations in tool selection, administration, and interpretation process. Given that a complete set of EF tools has not been identified as perfectly suitable for Chinese preschoolers, we also offered recommendations based on empirically adapted evaluation criteria. Conclusions: Our findings highlighted the need for appropriate adaptation, administration, and interpretation of the current EF tools. [ABSTRACT FROM AUTHOR]

Executive function encompasses multiple processes (e.g. regulating emotions, managing behaviours, problem-solving) essential in daily living. A growing body of neuropsychological research shows a relationship between executive dysfunction and criminal behaviour. However, is executive functioning relevant to sentence management? We examined relationships between self-reported executive functioning and community supervision sentence compliance. Sixty-four individuals serving community-based supervision sentences completed the Behavior Rating Inventory of Executive Function–Adult Version, and their compliance data for six months were collected from probation officer notes. The sample's mean scores were significantly higher (i.e. poorer executive functioning) than those for the normative sample. Those who complied with sentence conditions had higher mean scores than those who were non-compliant. Subsequent exploratory analyses showed that those with poorer executive functioning received more probation officer support to comply with sentence conditions. Attention to responsivity issues like executive function problems may help avoid entrapping people in the criminal justice system. [ABSTRACT FROM AUTHOR]

The National Institutes of Health Toolbox includes two executive function measures: the Dimensional Change Card Sort (DCCS) and the Flanker Inhibitory Control and Attention Test. Developmental extension (Dext) versions were created with easier levels for younger and more disadvantaged children. Although research on early (E-Prime) and later (iPad) versions of the Dext measures demonstrated their short-term validity, this study investigated their longer-term predictive validity. Participants included 402 children (Mage = 55.02 months) who completed the DCCS-Dext and Flanker-Dext (E-Prime) during early childhood screening and achievement tests in the third grade. Both measures significantly predicted math and reading scores among diverse groups of children. [ABSTRACT FROM AUTHOR]

Research has consistently shown that excessive screen time (ST) is harmful to children's cognitive development including executive function (EF). Most studies have investigated the long-term consequences of excessive ST and have not explored how content impacts cognitive development. Thus, the current study aimed to examine (1) the associations among the duration and content of ST and EF difficulties and (2) the interaction effect of ST duration and content on EF difficulties. A total of 1,484 third-grade children participated in the study and were followed up one year later. ST duration was measured by the average daily hours on smart devices and computers, and ST content was assessed by the extent to which children engaged in educational or recreational ST. EF difficulties were measured by parental reports of their child's EF-related behaviors. The results showed ST duration did not predict EF difficulties one year later. However, higher levels of educational ST predicted fewer EF difficulties. A significant interaction effect between ST duration and educational ST demonstrated the benefits of educational ST were not present in children with higher levels of duration. These findings provide a foundation to develop more practical, efficient, and specific ST guidelines considering both ST content and duration. It has been documented that excessive screen time (ST) is harmful to children's cognitive development, including executive function (EF). However, few studies have explored if the content of ST (educational or recreational) differentially affects cognitive development. We aimed to explore the relations between ST and EF by including both the duration and content of ST. Importantly, we examined not only the simple effect of each aspect, but also the interaction effect to better understand the role of ST in EF development. The findings provided parents and educators with a foundational and empirical basis to set practical and reasonable ST rules for children, especially when using contemporary devices such as computers, smartphones, and tablets. As children spend less time watching television and more time on such devices, it is important to understand how ST has both benefits and risks based on content. [ABSTRACT FROM AUTHOR]

This study examined the effectiveness of telehealth parent coaching on occupational performance and executive functions of children with attention-deficit/hyperactivity disorders (ADHD) and executive function deficits and parent self-efficacy. A one group pretest-posttest design was implemented with nine parents of children with ADHD ages 7–12 years old. The intervention consisted of ten, 60-minute, individual sessions, one per week delivered via telehealth. The parent program had three coaching components: goal setting, education, and the problem-solving process. Using strategies from the Four-Quadrant Model of Facilitated Learning, the results showed statistical improvement in performance and satisfaction of occupational performance and all executive functions scores of children except for the Shift and Emotional Control. Parent self-efficacy was also improved. These preliminary results suggest that the telehealth parent coaching program may potentially support a family who has a child with ADHD and executive function deficits. [ABSTRACT FROM AUTHOR]

Forest learning has been encouraged globally in recent years as it regularly provides opportunities to interact with nature and one's own abilities. The contributions of forest and traditional kindergarten and home environment to children's ecological cognition and how ecological cognition relates to executive function (EF) is understudied. Therefore, this study evaluates the ecological cognition and EF of children from traditional and forest kindergartens along with home environment involvement in sustainability behavior. A total of 78 children, their teachers, and parents were recruited for this study. The children's ecological cognition and EF levels were tested using a series of tasks and short interviews. Home persuasion related to sustainability behavior was assessed by questionnaire. The analysis revealed that forest kindergarten is the main factor that is involved in children's ecological cognition and EF. The discussion outlines the trajectories and factors that delineated children's cognitive growth when sustainability was part of their education [ABSTRACT FROM AUTHOR]

The early elementary years are foundational for future academic achievement, and, as the number of Latino students in U.S. schools continues to rise, more attention has been given to the academic performance of these young learners. Yet little is known about the cognitive skills, such as executive function (EF), that may underlie Latinos' academic performance in the early grades. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011; N = 4,220), the current study examines the role that kindergarten EF plays in the second grade academic achievement of Latino students, after accounting for SES and English oral language skills. Specifically, it: (1) examines the influence of SES and English oral language skills on the growth of EF in the early elementary grades; and (2) investigates whether kindergarten EF predicts second grade academic achievement and mediates the influence of SES and English oral language skills. Results suggest that kindergarten EF plays a role in second-grade reading and math. Working memory, in particular, is predictive of future achievement, mediating the relationship between both kindergarten-entry English oral language skills and SES and second-grade achievement. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

Executive function and episodic memory processes are particularly vulnerable to aging. We sought to learn the degree to which sex, mood, and subjective sleep quality might be related to executive function and episodic memory composite scores in community-dwelling older adults. We replicated Glisky and colleagues' two-factor (i.e., executive function [N=263] versus episodic memory [N=151]) structure, and found that it did not significantly differ between males and females. Moderation analyses revealed no interactions between sex, mood, and sleep in predicting either composite score. However, females significantly outperformed males on the episodic memory composite, and on all the individual tests comprising it. Ours is the first study to look at sex differences in this battery's factor structure and its potential relations with mood and sleep. Future longitudinal studies in both healthy and clinical populations will help us further probe the possible influence of these variables on executive function and episodic memory in aging. [ABSTRACT FROM AUTHOR]

Executive function (EF) deficits are common in epilepsy and impact quality of life. This study compares EF in idiopathic generalized epilepsy (IGE) and temporal lobe epilepsy (TLE) patients to healthy controls. Fifty-six IGE patients, 56 TLE patients, and 60 controls (matched by age) completed cognitive tests assessing attention, memory, learning, and verbal fluency. Both epilepsy groups performed worse than controls, with TLE patients showing significantly poorer verbal learning and memory compared to IGE patients. These findings suggest that TLE patients have more severe EF impairments, likely due to focal temporal lobe dysfunction and disruptions in EF networks. [ABSTRACT FROM AUTHOR]

Fetal inflammation, typically measured indirectly through prenatal maternal cytokine markers, has been shown to impact early childhood executive functions (EFs), which are central to later cognitive and life outcomes. Here, we assessed the impact of prenatal inflammation on EF developmental trajectories using direct placenta histopathology measures in 131 mothers who predominantly self-identified as Black (90.8% Black; 0.8% Asian American, 1.5% biracial, 0.8% Latinx, 3.1% White, 3.1% Missing). We found that placental measures of inflammation were associated with limited gain in EF development from 3 to 5 years old. In follow up analyses, we addressed whether screening questionnaires in infancy might aid in classification of infants as higher risk for subsequent EF problems. We found that parent responses to the Ages & Stages Questionnaire and the Infant/Toddler Sensory Profile at 12 months predict the development of EF abilities in children exposed to chronic inflammation. These findings open promising opportunities for early screening of children at risk for poor executive functioning in children exposed to prenatal inflammation. [ABSTRACT FROM AUTHOR]

There is the notion that dysregulation of executive function (EF), which disrupts behavior and cognitive processes, may explain the emotional impairment which leads to increasing sugar sweetened beverages (SSBs) intake. We aimed to test whether anxiety and depression mediate the association between self-reported problems in EF and sugar sweetened beverage intake in Mexican adults between 18-40 years. An open survey advertised as a 'mental health and sugar sweetened beverages study' was conducted, participants were recruited through Facebook ads. Males and females, between 18-40 years, able to read and write, and currently residing in Mexico were included. We analyzed data using causal mediation analysis with latent variables using a structural equation modelling framework. Significant indirect effects were found for somatic symptoms of depression (ß = 6.601, SE = 2.657, p < .05) and anxiety (ß = .679, SE =.334, p < .05). In depression model no significant direct effects of EF were found in the depression model, however they were found in the anxiety model (ß = 1.335 SE =.566, p < .05). Somatic symptoms of depression were a total mediator, and anxiety a partial mediator. The results suggest that EF increased the probability of emotional symptoms, which led to a higher consumption of SBBs. [ABSTRACT FROM AUTHOR]

Objective: Motor neurone disease [MND] encompasses broad cognitive impairments, which are not fully captured by most screening tools. This study evaluated the specificity and sensitivity of the Edinburgh Cognitive and Behavioral ALS Screen [ECAS] in detecting impairments in executive function and social cognition. Methods: Participants (MND = 64; Healthy Controls = 45) completed the ECAS and standard neuropsychology tests of executive function and social cognition. Sensitivity and specificity of the ECAS were assessed at three levels (ALS-Specific score, executive function domain score, individual subtests: social cognition, inhibition, working memory, alternation). Results: MND patients were impaired on standard social cognition, initiation, visuomotor alternation, and verbal learning tests but not on inhibition or working memory tests, relative to controls. ECAS results revealed that the ALS-Specific score was high in specificity but low-to-moderately sensitive in identifying social cognition, inhibition, and working memory deficits, and that both sensitivity and specificity were high for identifying alternation deficits. The ECAS executive function domain score was high in specificity but poor in sensitivity for all four executive function domain subtests. The individual ECAS subtests were highly specific with good sensitivity, but the social cognition subtest lacked sensitivity. Conclusions: Impairments in social cognition may go undetected when using the ECAS as a screening tool. Thus, social cognition may need to be considered as a standalone component, distinct from the other executive functions. In addition, the test itself may need to be adjusted to encompass other aspects of social cognition that are affected in MND. Cognitive screening tools are key to detect cognitive changes in MND, with the domains most affected being executive functions, language, and social cognition. The ECAS measure, developed for MND, has good specificity but lacks sensitivity to impairments in social cognition. Clinical implications are that cognitive impairments in social cognition may not be identified in MND patients by the ECAS. Adjustment to the ECAS cognitive screening tool widely-used in MND is suggested. [ABSTRACT FROM AUTHOR]

The study sought to understand the general trajectory of children's executive function, as well as whether there was heterogeneity among monolingual English-speaking and dual language learning children in their growth of executive function. In addition, the study examined whether monolingual English-speaking and dual language learning children demonstrated different developmental trajectories in their executive function development. Two executive function measures, the Peg Tapping and the Dimensional Change Card Sort Task, were used in the study. Findings of 122 children (Mean age = 3.68 years; 57% monolingual English speaking, 43% dual language learning) showed there was linear growth on children's executive function. Both monolingual English-speaking and dual language learning children varied significantly in their initial level of executive function and in their growth rate of executive function over time. In addition, monolingual English-speaking children demonstrated higher initial levels of executive function than dual language learners, while dual language learning children showed a faster rate of growth in executive function measured by the Peg Tapping test. [ABSTRACT FROM AUTHOR]

Hoarding is the excessive acquisition of, and failure to discard of, large numbers of items, leading to personal distress. Impairments on memory and executive functions have been systematically associated with hoarding behavior, predominantly focusing upon clinical (mainly middle-aged-elderly) patients with hoarding and/or PTSD. We were interested in hoarding-related memory and executive problems in younger non-clinical hoarders or non-hoarders, based on their Saving Inventory-Revised scores. In total, 113 young adults (aged 18–35 years) were assigned to either a hoarder group (N = 40) or non-hoarder group (N = 73) determined by their scores on the Saving Inventory-Revised (SI-R). Working memory (WM) and inhibition control (IC) were measured using the Adult Executive Functioning Inventory (ADEXI) and the Dysexecutive Questionnaire Revised(DEX-R) measured general executive function (EF). The Hospital Anxiety and Depression Scale measured anxiety and depression. After controlling for gender and anxiety, the analysis revealed that the hoarders reported significantly more problems than the non-hoarders on both the IC and general EF. There was no significant between-group difference on the WM sub-scale ADEXI. Self-reported deficits in IC and EF are associated with hoarding behavior. The IC deficits cold explain hoarders' inability to resist urges to buy, and general EF deficits suggest other domains are involved. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the relationship between maternal, paternal mental state talk and the quality of parenting on preschoolers' executive function (EF) skills. The sample included 120 dyads (father–child & mother–child). The preschooler aged 3.1–5.99 years (Mage = 4.60, SD =.90) were approached at their schools to assess the EF using the EF touch battery. The quality of parenting was assessed using the early childhood HOME inventory. Dyads were audiotaped at home during the picture storybook narrative task to assess the father and mothers' use of mental state talk. Hierarchical regression analysis revealed that age of the preschooler, maternal, paternal mental state talk, and their quality of parenting predicts preschooler EF, when accounting for preschooler gender and maternal, paternal education. The research highlighted the importance of parental verbal input and parenting behaviour as contributory indices in the development of EF of the child. [ABSTRACT FROM AUTHOR]

Our knowledge of how the more complex self-conscious emotions (SCEs) are affected in schizophrenia is sparse. SCEs, unlike basic emotions, involve sophisticated frontal-lobe-related cognition, impairment of which characterizes the neurocognitive profile of schizophrenia. We investigated, in a cross-sectional study, whether SCEs (shame, guilt and self-disgust) are affected in schizophrenia, and the relationship between changes in SCEs and executive (dys)function. Twenty-nine Greek and thirty Arabic patients with schizophrenia were recruited alongside twenty-two Greek and thirty Arabic matched controls. Participants were administered the Self-Disgust Scale (TOSCA for shame and guilt was also administered to the Greek sample), and the Trail Making and Verbal Fluency Tests to measure executive function (EF). Trait levels of self-disgust and guilt were found to be higher and lower, respectively, in patients with schizophrenia relative to control participants; and poorer EF was related with higher trait levels of SD, but lower trait levels of guilt. The pattern of findings was largely unaffected when controlling for anxiety and depression. Given that altered levels of SCEs are closely related to poorer EF, we suggest that the link between EF and emotion regulation, widely established in basic emotions but under-studied in SCEs, may explain the current findings. [ABSTRACT FROM AUTHOR]

The aim of the present study was to analyze the association of executive function (EF) based on performance-based measures and behavioral ratings (Behavior Rating Inventory of Executive Function-2 [BRIEF-2]) with coping and social skills in children. To this end, we first examined the structure of EF based on performance-based measures in a Chilean sample of 275 girls and boys aged 8–12 years. Confirmatory factor analysis showed the best fit for the three-factor solution, with (1) working memory, (2) cognitive flexibility, and (3) inhibition as separate but related components. Selective associations were found between EF and coping and social skills, with differences according to the assessment method for EF. Specifically, only inhibitory control was related to the constructs when EF was assessed based on the performance-based measures. Meanwhile, EF assessed based on the behavioral ratings, including all dimensions of the BRIEF-2, were selectively associated with coping and social skills, mainly when the evaluation was performed by the teachers. Finally, structural equation models (SEM) showed that inhibitory control had direct effects on coping and social skills. However, when EF was assessed based on ratings, differences were observed between the teachers' and parents' reports. These results reveal the varying effects of EF on coping and social skills depending not only on the modality of assessment but also on the informant, emphasizing the relevance of comprehensive EF evaluation; they also provide relevant information regarding the relationship between EF and coping and social skills in children. [ABSTRACT FROM AUTHOR]

Inhibition, an executive function, is critical for achieving goals that require suppressing unwanted behaviours, thoughts, or distractions. One hypothesis of the emotion and goal compatibility theory is that emotions of sadness and fear enhance inhibitory control. Across Experiments 1–4, we tested this hypothesis by inducing a happy, sad, fearful, and neutral emotional state prior to completing an inhibition task that indexed a specific facet of inhibition (oculomotor, resisting interference, behavioural, and cognitive). In Experiment 4, we included an anger induction to examine whether valence or motivational-orientation best-predicted performance. We found support that fear and sadness enhanced inhibition except when inhibition required resisting interference. We argue that sadness and fear enhance inhibitory control aiding the detection and analysis of problems (i.e. sadness) or threats (i.e. fear) within one’s environment. In sum, this work highlights the importance of identifying how negative emotions can be beneficial for and interact with specific executive functions influencing down-stream processing including attention, cognition, and memory. [ABSTRACT FROM AUTHOR]

Difficulties in executive functioning (EF) are common in PD; however, the relationship between subjective and objective EF is unclear. Understanding this relationship could help guide clinical EF assessment. This study examined the relationship between subjective self-reported EF (SEF) and objective EF (OEF) and predictors of SEF-OEF discrepancies in PD. One-hundred and sixteen non-demented PD participants completed measures of OEF (i.e. problem-solving, cognitive flexibility, inhibition, and working memory) and SEF (Frontal Systems Behavior Scale-Self Executive Dysfunction Subscale). Pearson bivariate correlations and linear regressions were performed to examine the relationship between SEF and OEF and the non-motor symptoms (e.g. mood, fatigue), demographic, and PD characteristic (e.g. MCI status) predictors of discrepancies between OEF and SEF (|OEF minus SEF scores|). Correlates of under-, over-, and accurate-reporting were also explored. Greater SEF complaints and worse OEF were significantly associated (β =.200, p =.009) and 64% of participants accurately identified their level of OEF abilities. Fewer years of education and greater symptoms of depression, anxiety, and fatigue significantly correlated with greater discrepancies between OEF and SEF. Fatigue was the best predictor of EF discrepancy in the overall sample (β =.281, p =.022). Exploratory analyses revealed apathy and fatigue associated with greater under-reporting, while anxiety associated with greater over-reporting. SEF and OEF are significantly related in PD. Approximately 64% of non-demented persons with PD accurately reported their EF skill level, while 28% under-reported and 8% over-reported. SEF-OEF discrepancies were predicted by fatigue in the overall sample. Preliminary evidence suggests reduced apathy and fatigue symptoms relate to more under-reporting, while anxiety relates to greater over-reporting. Given the prevalence of these non-motor symptoms in PD, it is important to carefully consider them when assessing EF in PD. [ABSTRACT FROM AUTHOR]