Search

Abstract Background Regular physical activity has consistently shown promise in improving cognitive functioning among children. However, there is a shortage of comprehensive studies that delve into these benefits across various cognitive domains. This preliminary investigation aimed to discern potential disparities in cognitive performance between active and sedentary children, with a specific focus on inhibitory control, cognitive flexibility, and visuo-spatial working memory abilities. Methods The study employed a cross-sectional design encompassing 26 children (mean age 9.53 ± 2.20 years), categorized into two groups: Active and Sedentary. Executive functions were assessed using the NEPSY-II, while visuo-spatial working memory abilities were evaluated through the table version of the Radial Arm Maze (table-RAM) task. All outputs were analyzed with One-way ANOVAS or Kruskal–Wallis Tests to assess differences between Active and Sedentary children in both executive functioning and visuo-spatial working memory processes. Results The findings revealed that the Active group outperformed the sedentary group in inhibitory control (F1,23 = 4.99, p = 0.03*), cognitive flexibility (F1,23 = 5.77, p = 0.02*), spatial span (F1,23 = 4.40, p = 0.04*), and working memory errors (F1,23 = 8.59, p = 0.01**). Both spatial span and working memory errors are parameters closely associated with visuo-spatial working memory abilities. Conclusions Although preliminary, these results offer evidence of a positive link between physical activity and cognitive functioning in children. This indicates the importance of promoting active behaviors, especially within educational environments.

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

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

The Met-allele of the COMT Val158Met polymorphism slows metabolism and increases bioavailability of dopamine (DA) in the prefrontal cortex compared to the Val-allele. Healthy Met-carriers outperform Val-carriers on executive function (EF) tests, yet this 'advantage' disappears in methamphetamine (METH) dependence. Met-carriers may be disproportionately vulnerable to METH-related perturbations of DA, yet it is unknown whether COMT modulates METH effects on CSF DA biomarkers. Participants were 75 METH+ and 47 METH- men who underwent neurocognitive testing, COMT genotyping, and lumbar puncture. CSF was assayed for DA and its metabolite, homovanillic acid (HVA). Separate linear models regressed DA, HVA, and HVA/DA ratios on COMT, METH and their interaction. Pearson correlations examined associations between DA and EF. Significant interactions indicated that METH+ had lower DA and higher HVA/DA ratios among Met/Met, but not Val/Met-or Val/Val. Met/Met-exhibited the highest DA levels among METH-, whereas DA levels were comparable between Met/Met-and Val-carriers among METH+. Higher DA correlated with better EF in METH- Met/Met, but did not predict EF in the entire sample. DA was expectedly higher in METH- Met/Met, yet a discordant genotype-phenotype profile emerged in METH+ Met/Met, consistent with the notion that slow DA clearance exacerbates METH-associated DA dysregulation.

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

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

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

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

ObjectiveTo examine feasibility, convergent validity and biases associated with a mobile color-word interference test (mCWIT) among older persons living with HIV (PLHIV).MethodOver a 14-day period, 58 PLHIV and 32 HIV-uninfected individuals (aged 50-74) completed the mCWIT on smartphones once per day in real-world settings. Participants also completed a comprehensive laboratory-based neuropsychological evaluation.ResultsA high rate of compliance was observed (86%) in the repeated administration of the mCWIT. A practice effect was observed in the overall sample concerning mCWIT subscores, and these learning effects were greater for PLHIV. Stabilization of performance was observed after 6 (HIV+) and 7 days (HIV-) for completion time and after 2 (HIV-) and 3 days (HIV+) for mCWIT errors. A minor fatigue effect was observed in the overall sample which was unassociated with group status. Moderate to strong correlations were found between mCWIT completion time and mCWIT errors with global neurocognition and with all of the individual neurocognitive domains. The strongest associations were with mCWIT completion time and laboratory-based global neurocognition, executive function, and working memory scores.ConclusionsCognitive testing administered within the context of a person's daily life provides qualitatively different data than neuropsychological testing completed in clinical settings, and it may constitute a more ecologically valid indicator of cognitive performance than traditional methods. Mobile cognitive testing has potential to help characterize real-time cognitive performance and serve as a complementary assessment tool to traditional methods.

Executive functions play an essential role in the cognitive and social development of individuals. In recent years, executive functions have been studied as one of the most important neuropsychological variables affecting the reform and development of teachers' professions and as a result, better academic and social performance of students. This study aimed at designing and validating an executive function training program for elementary school teachers. The qualitative research method was used for the design and development part. To validate the program, the face validity method and the content validity method with a panel of 10 experts were used. To calculate the content validity, two relative content validity coefficients (CVR) and content validity index (CVI) were used. The minimum and maximum CVR for each item or component of the program were calculated. They were 0.80 and 1, respectively. Also, the minimum and maximum CVI rates for each item or component of the program were 0.80 and 0.93, respectively. Finally, the average content validity index for the whole program was 0.85. The results showed that the executive functions training program for primary school teachers has face and content validity and has the necessary validity for use in educational centers, in-service courses, and for research, and extracurricular classes in schools.

ObjectiveTo study the current status and development trend of research on the executive function in overweight or obesity， and to grasp the research hotspots in this field.MethodsA total of 1 321 literatures relevant to the executive function in overweight or obesity collected in Web of Science Core Collection database from 2010 to 2021 were selected. CiteSpace and VOSviewer were used to generate knowledge graphs for visualization analysis， then the number of articles issued， countries/regions， institutions and the co-occurrence， clustering and burst of keywords were analyzed.Results①In terms of the trend of the number of articles issued from 2010 to 2021， the annual quantity of published articles about the executive function in overweight or obesity presented a rapid growth over 2010-2014， then entered into a slow growth stage over 2014-2017， and emerged a rapid growth over 2017-2021. ②From the perspective of countries / regions， a total of 64 countries and regions participated in the research. The largest number of articles issued in this field was the USA， which had the most frequent cooperation and exchanges with other countries and regions， and exerted the greatest academic influence， occupying the core position of this research field. ③From the perspective of research institutions， a total of 1 627 institutions participated in this research field， among which the Illinois University published the most papers and closely cooperated with many productive institutions， forming a research group with a certain scale. ④From the perspective of keywords， the research content mainly involved dietary behavior research， prevention and intervention research， risk factor assessment， and analysis of the characteristics of different groups.ConclusionResearches on executive function in overweight or obesity have been developing rapidly， attracting international attention and covering a wide range of areas.

Abstract Physical exercises can improve individuals’ physical health and cognition, but the internal influence path is unclear. This study aims to examine the influence of pom cheerleading training on physical fitness and executive function of preschool children and explore the relationship between sports training, physical fitness, and executive function. We selected seventy-one preschool children and divided them into the experimental group (n = 36) and the control group (n = 35). The experimental group kept a 12-week pom cheerleading training, and the exercises of the control group remained normal. Children’s physical fitness and executive function were tested, in one week before and after the experiment, respectively. Results of repeated measurements analysis of variance and structural equation model test showed: (1) after 12-week pom cheerleading training, in terms of physical fitness, the experimental group has a significant improvement over the control group on agility and speed; in terms of executive function, the inhibitory control and working memory of the experimental group were significantly enhanced over the control group. (2) Speed quality plays a partial mediating role between pom cheerleading training and inhibitory control; agility plays a major mediating role between pom cheerleading training and working memory. It is concluded that physical exercise can directly improve preschool children’s executive function, and indirectly enhance executive function mediated by physical fitness. Furthermore, structured and systematic physical education should be adopted for preschool children to cultivate their interest in sports and enhance their cognition.

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

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

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

BackgroundCarbohydrates are often used as boosters for endurance and high-intensity exercise. However, it is unclear whether carbohydrate drinks intake before or during exercise can affect specific domains of cognitive function, such as Executive Function (EF).MethodsFollowing the guidance of PRISMA 2020, we searched six major databases including PubMed, WOS, SPORTDiscus, Cochrane, Embase, and Scopus. Outcomes were presented in the form of Reaction Time (RT), Accuracy (ACC), and Scores (Score) for performing EF tests. Effect sizes were calculated from the test results of EF and expressed as standardized mean differences (SMDs). After analyzing the overall results, we performed subgroup analyses based on the athletes’ program characteristics.ResultsAfter retrieving a total of 5,355 articles, ten randomized controlled trials (RCTs) were identified and included in this review. The overall results showed that the intake of carbohydrate drinks before or during exercise did not have a significant effect on the reduction of EF after exercise (ACC (−0.05 [−0.27, 0.18]); RT (−0.18 [−0.45, 0.09]); Score (0.24 [−0.20, 0.68])). The subgroup analyses based on open skill sports and close skill sports also showed invalid results, but the results of RT ended up with different preference (ACC of open skill sports athletes (−0.10 [−0.34, 0.14]); RT of open skill athletes (−0.27 [−0.60, 0.07]); RT of close skill athletes (0.29 [−0.24, 0.82])).ConclusionThe intake of 6–12% of single or mixed carbohydrates before or during exercise was not significantly effective in reducing the decline in EF after exercise. Our findings may have been influenced by the type of intervention, dose, mode of administration, or individual variability of the included subjects.

Executive function (EF) and receptive language ability play an important role in the relationship between household chaos and social withdrawal. Young children are neglected in household chaos research and suffer from the negative outcomes of households in China. However, few studies have focused on the relationship between household chaos and social withdrawal in young Chinese children and the chain mediating effect of EF and receptive language ability. This study included 922 preschool-age children (62.58 ± 8.03 months) and their primary caregivers and their teachers were recruited from 21 rural preschools in Guangdong Province in China. Our results show a positive direct effect of household chaos and social withdrawal. Furthermore, an indirect sequential effect of household chaos and social withdrawal on EF and receptive language ability was found. Our findings (a) highlight the significance of paying more attention to household chaos and revealing a better understanding of the effect of EF and receptive language ability on households at an early age and (b) indicate that interventions should be provided to improve the home environment when children are young.

ObjectivesChildren with temporal lobe epilepsy (TLE) exhibit executive dysfunction on traditional neuropsychological tests. There is limited evidence of different functional network alterations associated with this clinical executive dysfunction. This study investigates working memory deficits in children with TLE by assessing deactivation of the default mode network (DMN) on functional Magnetic Resonance Imaging (fMRI) and the relationship of DMN deactivation with fMRI behavioral findings and neuropsychological test performance.Experimental designfMRI was conducted on 15 children with TLE and 15 healthy controls (age: 8-16 years) while performing the N-back task in order to assess deactivation of the DMN. N-back accuracy, N-back reaction time, and neuropsychological tests of executive function (Delis-Kaplan Executive Function System [D-KEFS] Color-Word Interference and Card Sort tests) were also assessed.Principal observationsDuring the N-back task, children with TLE exhibited significantly less deactivation of the DMN, primarily in the precuneus/posterior cingulate cortex compared with controls. These alterations significantly correlated with N-back behavioral findings and D-KEFS results.ConclusionsChildren with TLE exhibit executive dysfunction which correlates with DMN alterations. These findings suggest that the level of deactivation of specific functional networks may contribute to cognitive impairment in children with TLE. The findings also indicate that children with TLE have network alterations in extratemporal lobe brain regions.

Introduction: All the basic theories of committed relationships refer to the availability of attractive alternatives as a negative factor that undermines the commitment and survival of the relationshipObjective: The present study aimed to compare adaptive motivation and cognitive activism within individuals with and without the temptation to engage in a relationship with an attractive alternative. Methods: The study population consisted of the married men and women in Mashhad among which 200 individuals were selected as the study participants via convenient sampling procedure who responded to the temptation and likelihood of infidelity questionnaires. Out of 200 participants, 40 individuals were selected via purposive sampling (10 males and 10 females with high rate of temptation as well as 10 females and 10 males with low rate of temptation) who were required to respond to other research questionnaires of the study. Findings: A significant difference was detected between the two study groups (high temptation to infidelity vs. low temptation to infidelity).There was a significant difference in the average scores of adaptive motivation (p

Early executive functioning is a crucial precursor to the future cognitive and behavioral development of children. Given that the mother is typically the child’s primary caregiver, her maternal behavior may be an important factor that either facilitates or hinders the child’s cognitive development, especially if the mother suffers from depression. It is important to analyze these effects, taking into consideration the mother’s birth experience. This study focuses on assessing the child’s executive functions, the mother’s concomitant depression and her birth experience, including the mode of delivery. The results obtained have shown no significant relationship between the executive function performance and the mother’s concomitant depression. However, significant relationships have been found between the child’s executive function performance and complications during the mother’s pregnancy, birth and mode of delivery. The regression analysis shows that cesarean birth reduces the child’s overall executive function performance by 1 point, while the data of the moderation analysis including the mode of delivery and mother’s depression are not statistically significant. The total executive performance score is largely related to the mother’s educational level. The mother’s perinatal depression may have a stronger adverse effect on the child’s development than her concomitant depression. A higher level of the mother’s education may be a protective factor that could potentially offset the cesarean birth effect.

Youth depression is often associated with impairments in cognitive function, especially in executive function. This study examines the effect of an 8-session-long mindfulness training that can improve executive function in youth with depression. Sixty youths (age range 15–27 years) with depression were selected as participants and were randomized into a mindfulness training group (MTG) and a waitlist-control group (WCG). The MTG received an 8-week mindfulness training while the WCG received no intervention. Both groups performed the Stroop, N-back, and More-odd shifting tasks at baseline and after eight weeks to examine inhibitory control, working memory, and cognitive flexibility of executive function, respectively. The results showed that mindfulness training significantly reduced the Stroop effect size for MTG (p

ObjectiveTo examine (a) changes in parental involvement across early emerging adulthood, (b) whether yearly fluctuations in parental involvement were associated with adherence and glycated hemoglobin (HbA1c) over time, and (c) whether higher involvement was more beneficial for those with poorer executive function (EF).MethodsA total of 228 high school seniors (M age = 17.76) with type 1 diabetes reported on mothers' and fathers' acceptance, knowledge of diabetes activities, disclosure to mothers and fathers regarding diabetes, and adherence at four yearly time points. At baseline, participants completed performance-based measures of EF. HbA1c was collected from assay kits.ResultsGrowth curve models revealed significant declines in disclosure to fathers and mothers' and fathers' knowledge of diabetes activities; no changes were found in mothers' or fathers' acceptance nor disclosure to mothers. Multilevel models indicated significant between-person effects for nearly all aspects of parental involvement with more acceptance, knowledge, and disclosure associated with better HbA1c and adherence. Within-person effects for disclosure to fathers, and mothers' and fathers' knowledge indicated that in years when emerging adults perceived higher amounts of these types of involvement (compared with their own average), HbA1c was lower. Within-person effects were found for acceptance to mothers, disclosure to mothers and fathers, and mothers' diabetes knowledge for adherence. Disclosure to fathers and mothers' knowledge of diabetes activities were especially beneficial for HbA1c for those with poorer EF performance.ConclusionsParental involvement in diabetes management remains important during the high-risk time of emerging adulthood, especially for those with poorer EF.

Executive function (EF), its importance for scholastic achievement and the question of whether or not EF is malleable, have become a topic of intense interest. Education or schooling is often seen as effective approaches to enhance EF due to the specific school-related requirements as compared to kindergarten or pre-school. However, no study to date has investigated whether targeted training focusing on those domains might be comparable with regular schooling in improving EF and fluid intelligence (Gf). The aim of the present study was to replicate and extend the previously demonstrated schooling effects on EF by using a school-cutoff design, and to further investigate whether a theoretically motivated intervention targeting specific EF, i.e., working memory (WM) or inhibitory control (IC), could achieve comparable effects with schooling in both, WM and IC, as well as Gf. 91 6-year-old kindergarteners and first-graders with similar chronological age participated the study. We compared the performance of a first-grade schooling group with that of two kindergarten training groups as well as a business-as-usual kindergarten control group. Participants were assessed in WM, IC and Gf at baseline, immediately after the intervention (posttest), as well as 3 months after training completion (follow-up). The results showed that the schooling group indeed outperformed the kindergarten groups at baseline in several cognitive tasks. Furthermore, both the WM and IC training showed pronounced gains in the trained tasks, as well as varying degrees of improvement in non-trained outcome measures. Most importantly, both training groups achieved comparable performance with the schooling group, which was especially apparent in Gf at follow-up. Our findings provide further evidence for the malleability of EF demonstrating that both, long-term and short-term interventions can facilitate the acquisition of those important skills, and as such, our work has important implications for educational practice.

The present study uses nationally-representative data to estimate longitudinal associations between core executive function (EF) components—working memory, inhibitory control, and cognitive flexibility—at kindergarten entry and third grade academic achievement. We focus on one key question: to what extent do EF components uniquely contribute to children's subsequent reading and math achievement over and above academic skills, social-emotional behaviors, and learning-related behaviors? Study findings indicated that the three core EF components have differential associations with third grade achievement. Evidence of associations across domains of math and reading achievement are strongest for working memory, and these associations are stronger for math than reading achievement. Early working memory was also shown to be just as predictive of academic achievement as were learning-related behaviors. The evidence for achievement associations was weaker for inhibitory control and cognitive flexibility, with estimated effect sizes on reading and math achievement of less than a tenth of a standard deviation. We discuss implications for future studies and consider the measurement issues that arise in examining EF and its relations to longitudinal achievement.

Executive function (EF) supports goal-directed behavior and includes key aspects such as working memory, inhibitory control, cognitive flexibility, attention, processing speed, and planning. Fragile X syndrome (FXS) is the leading inherited monogenic cause of intellectual disability and is phenotypically characterized by EF deficits beyond what is expected given general cognitive impairments. Yet, a systematic review of behavioral studies using performance-based measures is needed to provide a summary of EF deficits across domains in males and females with FXS, discuss clinical and biological correlates of these EF deficits, identify critical limitations in available research, and offer suggestions for future studies in this area. Ultimately, this review aims to advance our understanding of the underlying pathophysiological mechanisms contributing to EF in FXS and to inform the development of outcome measures of EF and identification of new treatment targets in FXS.

Poverty impedes children's executive function (EF). Therefore, it is necessary to mitigate the negative effect of poverty by developing efficient interventions to improve poor children's cognitive function. In three studies, we examined whether high‐level construals can improve EF among poor children in China. In Study 1, we observed a positive relationship between family socioeconomic status and children's EF, which was moderated by construal level (n = 206; Mage = 9.71; 45.6% girls). In Study 2a, we experimentally induced high‐ versus low‐level construals and found that poor children with high‐level construals exhibited better EF than those with low‐level construals (n = 65; Mage = 11.32; 47.7% girls). However, the same intervention did not affect the performance of affluent children in Study 2b (n = 63; Mage = 10.54; 54% girls). Moreover, we found that the interventional effects of high‐level construals improved the ability of children living in poverty to make healthy decisions and delayed gratification in Study 3 (n = 74; Mage = 11.10; 45.9% girls). These findings may have implications for using high‐level construals as an effective intervention to improve poor children's EF and cognitive capacity. [ABSTRACT FROM AUTHOR]

A considerable number of studies have investigated whether speaking two languages improves executive function. Results, while controversial, have highlighted the influence of second language proficiency on the emergence of these cognitive advantages. To date, few studies have investigated whether other related linguistic experiences, such as dialect use, confer similar advantages. The diverse range of dialects found across the People’s Republic of China provide ideal conditions under which to explore this question. Using a heterogeneous sample of Mandarin-English bilingual, bidialectal young adults (n = 73), the present study investigated whether differences in self-reported dialect proficiency impacted on Simon Task performance. While results showed reduced Simon effects associated with higher reported dialect proficiency, it was a consequence of slower performance on congruent trials, not improved performance on incongruent trials. The observed reduction in facilitation from congruent trials associated with higher reported dialect proficiency suggests a cognitive disadvantage, but merits further investigation.

Attention is widely considered a core process of Executive Function (EF), but it is not clear if it is a separable or integral component of EF in preschool children. Preschool children (n=137) completed a battery of tasks which included EF (i.e., response inhibition, working memory) and attentional control (AC) processes (i.e., sustained attention, selective attention). Confirmatory Factor Analyses (CFA) indicated that a two-factor model with EF and AC as separate factors fit the data better than a unitary one-factor model. These findings are consistent with the view that EF and AC are developing at different rates during the preschool years, and thus are not yet fully integrated in the processing of information. The implications of how EF and AC should be conceptualized in early childhood are discussed.

The global proliferation of video games, particularly among children, has led to growing concerns about the potential impact on children’s social development. Executive function is a cognitive ability that plays a crucial role in children’s social development, but a child’s age constrains its development. To examine the association between video game engagement and children’s social development while considering the mediating role of executive function and the moderating role of age, a questionnaire was distributed to a sample of 431 parents. The results revealed a negative relation between video game engagement and social development in children, with executive function found to mediate this relation fully. Additionally, the negative association between video game engagement and executive function became more pronounced as children grew older. In light of these findings, it is advisable to adopt proactive strategies to limit excessive video game use, consider the developmental characteristics of children at different ages, and prioritize the promotion of executive function to facilitate social development among children.

IntroductionThe first year of the COVID-19 pandemic presented a series of stressors that could relate to psychological difficulties in children and adolescents. Executive functioning (EF) supports goal achievement and is associated with life success, and better outcomes following early life adversity. EF is also strongly related to processing speed, another predictor of life outcomes.MethodsThis longitudinal study examined 149 youths’ pre-pandemic EF and processing speed abilities as predictors of self-reported emotional, cognitive, and social experiences during the first year of the COVID-19 pandemic. EF and processing speed were measured with a total of 11 behavioral tasks. The COVID-era data was collected during two timepoints, during early (May-July 2020) and mid- (January-March of 2021) pandemic.ResultsBetter pre-pandemic EF skills and processing speed abilities predicted more mid-COVID-19 pandemic emotional and cognitive difficulties. On the other hand, better switching (a subcomponent of EF) and processing speed abilities predicted more mid-pandemic social interactions. EF and processing speed abilities did not relate to the well-being reports from the initial months of the pandemic. Our EF - but not processing speed - results were largely maintained when controlling for pre-pandemic mental health burden, socioeconomic status (SES), and gender.DiscussionBetter cognitive abilities may have contributed to worse mid-pandemic functioning by supporting the meta-cognition needed for attending to the chaotic and ever-changing pandemic news and advice, leading to higher stress-induced worry and rumination. Our study highlights a potential downside of higher EF – often largely viewed as a protective factor - in youth.

The influence of bilingual education and experience on an individual’s information-processing ability has recently been a hot issue in international studies. Previous studies have found that bilingual experience affects executive function, but the results remain controversial. Executive function refers to the conscious control of purposeful behavior. It is responsible for processing high-level action controls, including such sub-functions as inhibitory control, cognitive switching, and working memory updating. Emotion, as an essential factor in daily life, also has a complex interaction with executive function. This paper explores whether the bilingual cognitive advantage effect can continue in the more complex conditions of emotional interference. To investigate the specific electrophysiological characteristics of the participants at different stages of cognitive processing, we used a combination of the behavioral and ERP experiments in which the positive, neutral, and negative emotional stimuli were selected as emotional interference conditions and the emotional Simon paradigm, the cognitive switching of emotion paradigm, and the emotional N-back paradigm was adopted. The results show that the main effect of the N1 component amplitude is significant. Specifically, the amplitude of the N1 component in the proficient bilinguals is significantly smaller than that of the non-proficient bilinguals, while the main effects of other component groups are not significant, indicating that under the condition of emotional interference, the influence of bilingual experience on executive function only exists in the early attention stage and that the bilingual experience can improve the individual’s attentional control and speed up attention processing in the early attention stage.

IntroductionPrevious studies have shown that brief moderate-intensity aerobic exercise can improve the executive function of healthy adults. The present study sought to examine and compare the effects of brief moderate-intensity aerobic exercise on the executive functions of undergraduates with and without mobile phone addiction.MethodThirty-two healthy undergraduates with mobile phone addiction were recruited and randomly assigned to either an exercise or control group. Likewise, 32 healthy undergraduates without mobile phone addiction were recruited and randomly assigned to either an exercise or control group. Participants were asked to perform moderate-intensity aerobic exercise for 15 minutes for the exercise groups. The executive functions of all participants were assessed via the antisaccade task twice (i.e., pre-test and post-test).ResultsThe results showed that the saccade latency, variability of saccade latency, and error rate decreased significantly from pre-test to post-test for all participants. More importantly, after the 15-min moderate-intensity aerobic exercise intervention, participants in the exercise groups showed significantly shorter saccade latency than their counterparts in the control groups, regardless of whether they are with mobile phone addiction.DiscussionThis result is consistent with previous studies demonstrating that brief moderate-intensity aerobic exercise can improve one’s executive function. Furthermore, the absence of significant interaction among Time, Group, and Intervention implies that the effects of brief moderate-intensity aerobic exercise on executive function are comparable between participants with and without mobile phone addiction. The present study supports the previous conclusion that brief moderate-intensity aerobic exercise can improve one’s executive function effectively, and extends it to the population with mobile phone addiction. In summary, the present study has some implications for understanding of the relationship between exercise, executive function, and mobile phone addiction.

Maintaining executive functions, including planning, inhibition, and decision-making skills, is important for autonomy and activities of daily living. There is a growing body of evidence linking social determinants and cognitive aging, but less is known about the potential role of social determinants in changes in executive functioning over time. Using data from the Canadian Longitudinal Study on Aging (CLSA), a large cohort of mid-aged and older adults, we examined changes in executive function over a 3-year period. Specifically, we focused on the role of social determinants (i.e., social positioning, social support, education) in explaining these changes. Executive function was measured at baseline and follow-up 3 years later using the Mental Alteration Test (MAT). We computed a reliable change index (RCI) and used a multiple linear regression model to examine the associations between known correlates and change in executive function over the 3-year period (n = 29,344). Older age, higher household income, and greater educational attainment predicted declines in executive function. Health factors (e.g., depression symptoms, physical activity levels) and many social determinants (sexual orientation, gender identity, race, and perceived social standing) were not associated with change in executive function. These results suggest that social determinants of health may be related to initial differences in cognitive functioning (i.e., cross-sectional differences) rather than more rapid cognitive aging.

BackgroundIn recent years, muscle strength in children and adolescents has continued to decline, especially in rural areas. Executive function as a higher function of the brain, is closely related to the future achievement of children and adolescents. For this reason, this study analyzed the correlation between muscle strength and executive function in children and adolescents in rural areas of China to better promote the development of muscle strength and executive function.MethodsDemographic factors, muscle strength, and executive function were tested in 1,335 children and adolescents in rural China using a three-stage stratified whole-group sampling method. One-way ANOVA and chi-square test were used to compare the differences in executive function among children and adolescents with different muscle strengths. Multiple linear regression analysis and logistic regression analysis were used to analyze the association that exists between muscle strength and executive function.ResultsWhen comparing the inconsistently, congruent, 1back, 2back, conversion, size parity, and cognitive flexibility response times of children and adolescents with different muscle strength indexes in rural China, the differences were statistically significant (F = 46.592, 45.610, 10.809, 32.068, 24.095, 19.260, 11.501, p < 0.001). Logistic regression analysis was performed using children and adolescents with muscle strength index >P80 as the control group. The results showed that the risk of 1back dysfunction was higher (OR = 1.764, 95% CI:1.094, 2.843) in children and adolescents with muscle strength index P80. The muscle strength index

Abstract Background This study aims to present and discuss the psychometric properties of executive functions, which were measured using the TDI-FE instrument. The analysis encompasses its internal structure, potential sensitivity to fatigue factors, relationships with external criteria, and diagnostic accuracy. Methods The study sample comprised 382 students from Brazil, aged 6–8 years. Child development variables were screened using the TDI-FE and gold standard tests (Cancellation Attention and Trail Making Tests). The proposed scale comprised four activities: a test with fruit images with three tasks, and one memory game. Results The one-factor model of EF of the TDI-FE failed to fit to the data. However, fit substantially improved once a latent fatigue factor was controlled in the model. The latent factor of EF assessed by the TDI-FE tasks was coherently associated with a series of external variables, including two popular collateral measures of EF. The diagnostic accuracy was reasonable, and a cut-off of 37 points produced 70% of sensitivity and 60% of specificity. Conclusion Results indicated that the TDI-FE demonstrated sound psychometric properties and diagnostic accuracy, then consisting of an efficient alternative for the assessment of EFs in early childhood education. The study also proved the need to control for response biases such as fatigue in the latent variable models of EF. The TDI-FE is notable because of its low cost and easy application, and it might fulfill a need for instruments for individuals from different contexts at this stage of development in Brazil.

HIV-associated neurocognitive disorders (HAND) are frequently associated with impaired executive function and verbal fluency. Given limited knowledge concerning HAND in Sub-Saharan-Africa and lack of Cameroonian adult neuropsychological (NP) test norms, we administered four executive function [Halstead Category Test (HCT), Wisconsin Card Sorting Test (WCST), Color Trails-II (CTT2), and Stroop Color-Word-Interference (SCWT)] and three verbal fluency (Category, Action, and Letter Fluency) tests to 742 adult Cameroonians (395 HIV-, 347 HIV+). We developed demographically-corrected NP test norms and examined the effects of HIV and related variables on subjects' executive function and verbal fluency. HIV+ subjects had significantly lower T-scores on CTT2 (P = 0.005), HCT (P = 0.032), WCST (P

The aim of the present study is to compare the effectiveness of a parenting model based on executive function theory and the Barkley program on self-control in children with attention-deficit/hyperactivity disorder. This study is an applied and randomized clinical trial. The study population is mothers with children with attention-deficit/hyperactivity disorder in Isfahan in the spring and summer of 2018, of whom 45 subjects were purposively selected based on entry and baseline criteria and randomly divided into three groups (two experimental groups and one control group). Fifteen subjects were assigned to each group. The Self-Control Assessment Scale (SCRS) was used to measure the dependent variable at different stages of the study. The first experimental group received 12 sessions of the achievement theory- based parenting model, the second experimental group received 8 sessions of the Barkley program, and the control group received no treatment. Data were analyzed by repeated measures ANOVA and SPSS-26 software. The parenting model based on the theories of executive functions and the Barkley program had positive effects on self-control of children with attention-deficit/hyperactivity disorder (p

Recent work suggests that the brain can be conceptualized as a network comprised of groups of sub-networks or modules. The extent of segregation between modules can be quantified with a modularity metric, where networks with high modularity have dense connections within modules and sparser connections between modules. Previous work has shown that higher modularity predicts greater improvements after cognitive training in patients with traumatic brain injury and in healthy older and young adults. It is not known, however, whether modularity can also predict cognitive gains after a physical exercise intervention. Here, we quantified modularity in older adults (N = 128, mean age = 64.74) who underwent one of the following interventions for 6 months (NCT01472744 on ClinicalTrials.gov): (1) aerobic exercise in the form of brisk walking (Walk), (2) aerobic exercise in the form of brisk walking plus nutritional supplement (Walk+), (3) stretching, strengthening and stability (SSS), or (4) dance instruction. After the intervention, the Walk, Walk+ and SSS groups showed gains in cardiorespiratory fitness (CRF), with larger effects in both walking groups compared to the SSS and Dance groups. The Walk, Walk+ and SSS groups also improved in executive function (EF) as measured by reasoning, working memory, and task-switching tests. In the Walk, Walk+, and SSS groups that improved in EF, higher baseline modularity was positively related to EF gains, even after controlling for age, in-scanner motion and baseline EF. No relationship between modularity and EF gains was observed in the Dance group, which did not show training-related gains in CRF or EF control. These results are consistent with previous studies demonstrating that individuals with a more modular brain network organization are more responsive to cognitive training. These findings suggest that the predictive power of modularity may be generalizable across interventions aimed to enhance aspects of cognition and that, especially in low-performing individuals, global network properties can capture individual differences in neuroplasticity.

IntroductionCognitive functioning is central to the ability to learn, problem solve, remember, and use information in a rapid and accurate manner and cognitive abilities are fundamental for communication, autonomy, and quality of life. Transcranial electric stimulation (tES) is a very promising tool shown to improve various motor and cognitive functions. When applied as a direct current stimulus (transcranial direct current stimulation; tDCS) over the dorsolateral pre-frontal cortex (DLPFC), this form of neurostimulation has mixed results regarding its ability to slow cognitive deterioration and potentially enhance cognitive functioning, requiring further investigation. This study set out to comprehensively investigate the effect that anodal and cathodal bipolar bihemispheric tDCS have on executive function and working memory abilities.Methods72 healthy young adults were recruited, and each participant was randomly allocated to either a control group (CON), a placebo group (SHAM) or one of two neurostimulation groups (Anodal; A-STIM and Cathodal; C-STIM). All participants undertook cognitive tests (Stroop & N Back) before and after a 30-minute stimulation/ sham/ control protocol.ResultsOverall, our results add further evidence that tDCS may not be as efficacious for enhancing cognitive functioning as it has been shown to be for enhancing motor learning when applied over M1. We also provide evidence that the effect of neurostimulation on cognitive functioning may be moderated by sex, with males demonstrating a benefit from both anodal and cathodal stimulation when considering performance on simple attention trial types within the Stroop task.DiscussionConsidering this finding, we propose a new avenue for tDCS research, that the potential that sex may moderate the efficacy of neurostimulation on cognitive functioning.

PurposeTo evaluate the effect of a short-term HIIT program on the selected health-related parameters for overweight/obese young adult women in a university context.MethodsA total of 48 participants were randomly divided into two groups. The exercise group (HIIT) received a HIIT intervention of aerobics for 4 weeks, while the control group (CON) received no training. Body composition including waist circumference (WC), body fat percentage (BF %), Cardiorespiratory fitness (VO2max), the score of Self-Rating Depression Scale (SDS), and Stroop word-color test (SCWT) results were assessed before and after the intervention along with within- and between-group comparisons.ResultsAll the indices were significantly improved in HIIT group (p

The relation between linguistic experience and cognitive function has been of great interest, but recent investigations of this question have produced widely disparate results, ranging from proposals for a “bilingual advantage,” to a “bilingual disadvantage,” to claims of no difference at all as a function of language. There are many possible sources for this lack of consensus, including the heterogeneity of bilingual populations, and the choice of different tasks and implementations across labs. We propose that another reason for this inconsistency is the task demands of transferring from linguistic experience to laboratory tasks can differ greatly as the task is modified. In this study, we show that task modality (visual, audio, and orthographic) can yield different patterns of performance between monolingual and multilingual participants. The very same task can show similarities or differences in performance, as a function of modality. In turn, this may be explained by the distance of transfer – how close (or far) the laboratory task is to the day to day lived experience of language usage. We suggest that embodiment may provide a useful framework for thinking about task transfer by helping to define the processes of linguistic production and comprehension in ways that are easily connected to task manipulations.

The present study examined the role of executive control functions (ECF) in adaptive risk-taking during adolescence. Healthy individuals aged 8-25 were administered ECF measures and the Balloon Analogue Risk Task (BART), a computerized measure of risk-taking propensity. Findings demonstrated that adolescents who executed a more consistent response strategy evidenced better performance on the BART. Greater working memory (WM) predicted lower response variability and WM capacity mediated the relationship between age and variability. Results suggest that intra-individual response variability may index adaptive risk-taking and that the development of ECF, specifically WM, may play an integral role in adaptive decision making during adolescence and young adulthood.

The goal of the current study was to conduct a conceptual replication of the reciprocal associations between executive function (EF) and academic achievement reported in Schmitt et al. (2017, https://doi.org/10.1037/edu0000193). Using two independent samples (N (STAR) = 279, and N (Pathways) = 277), we examined whether the patterns of associations between EF and achievement across preschool and kindergarten reported in Schmitt et al. (2017) replicated using the same model specifications, similar EF and achievement measures, and across a similar developmental age period. Consistent with original findings, EF predicted subsequent math achievement in both samples. Specifically, in the STAR sample, EF predicted math achievement from preschool to kindergarten, and kindergarten to first grade. In the Pathways sample, EF at kindergarten predicted both math and literacy achievement in first grade. However, contrary to the original findings, we were unable to replicate the bidirectional associations between math achievement and EF in either of the replication samples. Overall, the current conceptual replication has revealed that bidirectional associations between EF and academic skills might not be robust to slight differences in EF measures and number of measurement occasions, which has implications for our understanding of the development EF and academic skills across early childhood. The present findings underscore the need for more standardization in both measurement and modeling approaches – without which the inconsistency of findings in published studies may continue across this area of research.

IntroductionThe current study explored commonalities and similarities between executive function (EF) and effortful control (EC).MethodsThe major empirical studies published between 2013 and 2022 in the World of Science (WoS) was collected. The bibliographic information was systematically analyzed.Results and discussion(1) EC is the efficiency of executive attention that incorporates inhibitory control (IC), attentional control, activation mainly related to temperament. On the other hand, EF is the efficiency of self-directed action that encompasses IC, working memory (WM), and shifting/cognitive flexibility in particular focuses on the cognitive aspect. (2) EF research has overwhelmingly outnumbered EC research (2,000 EF studies vs. 50 EC studies per year). (3) According to a co-word analysis with keyword co-occurrences, the subject of preschool students and individual differences co-occurred in EF studies. (4) EC usually occurs with working memory and early childhood. In the more detailed analysis of the articles, the EF and EC studies used younger subject groups than older subject groups. EC studies were especially likely to use subjects in early childhood. (5) The Delis–Kaplan Tests of Executive Functioning System (D-KEFS) was the most commonly used test for EF. In contrast, the EC used self-report surveys such as the Adolescent Temperament Questionnaire (ATQ). This research illustrates and discusses key findings in the EC and EF data and provides suggestions for future study directions.

Introduction: Autism spectrum disorder has been suggested as a neurological disorder that usually occurs in the early years of a child’s development. Aim: The aim of this study was to investigate the effects of active game intervention and Exergames on executive functions in children with autism. Method: The method of this research is quasi-experimental and applied in terms of purpose, which was done using a pretest-posttest design with a control group. The subjects of the present study were children with autism aged 7 to 10 years in Gorgan in 2021, from which 36 people were selected by convincing method from two centers of children with autism. The instruments used in this study included the Gilliam Autism Rating Scale and the Working Memory Test. The Stroop effect test was also used to measure selective attention. Data analysis was performed using analysis of covariance and SPSS software version 24. Results: The results showed that active game intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). In addition, Exergames intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). Conclusion: In general, the results of the present study emphasize the importance of using active games and exergames interventions to improve and strengthen executive functions in high-functioning autistic children.

Difficulties with executive function have often been identified in individuals with various neurodevelopmental disorders such as Autism Spectrum Disorder (ASD), Attention-Deficit Hyperactivity Disorder (ADHD), and Developmental Co-ordination Disorder (DCD). Additionally, in childhood and adolescence, executive functioning is an important predictor of academic achievement. However, less research has explored these relationships in adult students, and those with a high level of neurodevelopmental disorder traits but no clinical diagnosis. Therefore, the current study aimed to assess whether ASD, ADHD, and DCD traits can predict academic achievement in university students, and whether traits of these neurodevelopmental conditions moderate the relationship between executive function and academic achievement. Both neurotypical students and those with a clinical diagnosis of a neurodevelopmental disorder were able to participate, with the majority being neurotypical. Participants completed four self-report questionnaires and provided a measure of academic achievement based on their university assignment results. Traits of ASD, ADHD, and DCD alone did not predict achievement, however, traits of ADHD and DCD significantly moderated the relationship between executive function and academic achievement. ASD traits did not significantly moderate this relationship. Implications and suggestions for future research are also discussed.

Misconception in psychology is a belief that is broadly contradicting to scientific evidence and is particularly common in the field of psychology. It is important to study misconceptions in psychology considering the contribution of the effort to provide education or to demonstrate rejection of fallacies of popular ideas/themes. Misconceptions in psychology relates to critical thinking as well as the executive function (EF) that controls and regulates cognitive processes. This research aims to determine the role of critical thinking and EF (cognitive flexibility, working memory, and inhibitory control) with misconceptions in psychology. This study used non- experimental methods, using test (paper and pencil) and PEBL/ Psychology Experiment Building Language (computerized). The sampling technique used was convenience sampling. The subjects in this study were 153 psychology students, consisting of 105 students from Universitas Gadjah Mada (UGM) and 48 students from Universitas Negeri Yogyakarta (UNY). Instruments that were used for data collection were the misconception in psychology test, critical thinking test, Wisconsin/Berg Card Sorting Test (WCST/BCST), Backward Digit Span, and Stroop Test. There is no correlation between cognitive flexibility and misconceptions in psychology, so cognitive flexibility is not included in the calculation of hierarchical regression analysis. Based on the results of hierarchical regression analysis, it can be concluded that the role of inhibitory control on psychological misconceptions is 11.4%, ΔR2 = .114; b* = .33; t(149) = 4.52, p < .001; the role of working memory is 3%, ΔR2 =.030; b* = -.16; t(149) = -2.19, p = .03; and the role of critical thinking is 2.6%, ΔR2 = .026; b* = -.19; t(149) = -2.53, p = .01.

ObjectiveDisturbances in functional connectivity have been suggested to contribute to cognitive and emotion processing deficits observed in bipolar disorder (BD). Functional connectivity between medial prefrontal cortex (mPFC) and other brain regions may be particularly abnormal. The goal of the present study was to characterize the temporal dynamics of the default mode network (DMN) connectivity in BD and examine its association with cognition.MethodIn a preliminary study, euthymic BD (n = 15) and healthy comparison (HC, n = 19) participants underwent resting-state functional MRI, using high-resolution sequences adapted from the Human Connectome Project, and completed neuropsychological measures of processing speed and executive function. A seed-based approach was used to measure DMN correlations in each participant, with regions of interest in the mPFC, posterior cingulate cortex (PCC), and lateral parietal cortex. Subsequently, to characterize temporal dynamics, correlational analyses between the mPFC and other DMN nodes were repeated using a sliding-window correlational analysis with subsets of the time series.ResultsWhen averaged across the entire scan, there were no group differences in overall connectivity strength between the mPFC and other regions of the DMN. However, dynamic connectivity between the mPFC and PCC was altered in BD, such that connectivity was less variable (i.e., more rigid) over time. Decreased connectivity variability was associated with slower processing speed and reduced cognitive set-shifting in BD patients.ConclusionsVariability in resting-state functional connectivity may be an index of internetwork flexibility that is reduced in BD and a correlate of ongoing cognitive impairment during periods of euthymia. (PsycINFO Database Record