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Major Depressive Disorder (MDD) may exhibit impairments in cognitive flexibility. This study investigated whether the cognitive flexibility deficits in MDD are evident across general stimuli or specific to emotional stimuli, while exploring the underlying neuropsychological mechanism. A total of 41 MDD patients and 42 healthy controls (HCs) were recruited. Event-related potentials (ERPs) were recorded when participants performed a non-emotional and an emotional task switching paradigm (N-ETSP and ETSP), both of which assessed cognitive flexibility. Microstate and source localization analysis were applied to reflect brain activity among different brain areas during task switching. In the N-ETSP, MDD group showed larger P3 difference wave (Pd3) amplitudes and longer P2 difference wave (Pd2) latencies. In the ETSP, MDD group displayed smaller N2 difference wave (Nd2) amplitudes and larger Pd3 amplitudes. The comparison of sLORETA images of emotional switch task and emotional repeat task showed that MDD group had increased activation in the precentral gyrus in microstate2 of the P2 time window and had reduced activation in the middle occipital gyrus in microstate3 of the N2 time window. The cross-sectional design failed to capture dynamic changes in cognitive flexibility in MDD. MDD demonstrated impaired cognitive flexibility respond to both non-emotional and emotional stimuli, with greater impairment for negative emotional stimuli. These deficits are evident in abnormal ERPs component during the early attention stage and the later task preparation stage. Furthermore, abnormal emotional switching cost in MDD appears to be related to early abnormal perceptual control in the parietal-occipital cortex. • MDD exhibited impaired cognitive flexibility in general and negative stimuli. • Higher emotional switching cost of error rate, the lower brain activation in MDD. • MDD showed the abnormal early perceptual control in the parietal-occipital cortex. [ABSTRACT FROM AUTHOR]

This study aims to examine the reliability and validity of the Head-Toes-Knees-Shoulders Revised (HTKS-R) as a measure of self-regulation in Brazilian children aged 3–5. The early childhood period is crucial for laying the foundations for personal, social and cognitive functioning, influencing development throughout life. Self-regulation, a malleable construct, plays a vital role in academic performance and behaviors throughout life. The HTKS-R, a widely used measure, assesses behavioral self-regulation, including cognitive flexibility, working memory and inhibitory control. The study included 379 children between the ages of 3 and 5 from a variety of backgrounds. Data were collected using the HTKS-R, a standardized self-report measure that integrates executive functions into a game to assess self-regulation. Exploratory Graphical Analysis (EGA) and Confirmatory Factor Analysis (CFA) were employed to analyze the data. The results of the EGA and BootEGA indicated a unidimensional structure for the HTKS-R, confirming its internal consistency and stability. The CFA supported the fit of the unidimensional model, demonstrating the test’s construct validity. The HTKS-R showed factorial invariance between genders. The results suggest that the HTKS-R is a reliable and valid measure of self-regulation in Brazilian children aged 3–5. The applicability of the test in different age groups and environments provides valuable information about children’s self-regulation skills. The study contributes to the literature by validating the HTKS-R in the Brazilian context and highlights its potential for assessing self-regulation in diverse populations. [ABSTRACT FROM AUTHOR]

Background: Neurocognitive impairment is one of the prominent manifestations of major depressive disorder (MDD). Childhood trauma enhances vulnerability to developing MDD and contributes to neurocognitive dysfunctions. However, the distinct impacts of different types of childhood trauma on neurocognitive processes in MDD remain unclear. Methods: This study comprised 186 individuals diagnosed with MDD and 268 healthy controls. Childhood trauma was evaluated using the 28-item Childhood Trauma Questionnaire-Short Form. Neurocognitive abilities, encompassing sustained attention, vigilance, visual memory, and executive functioning, were measured by the Cambridge Neuropsychological Testing Automated Battery. Results: Multivariable linear regressions revealed that childhood trauma and MDD diagnosis were independently associated with neurocognitive impairment. Physical neglect was associated with impaired visual memory and working memory. MDD diagnosis is associated with working memory and planning. Interactive analysis revealed that physical/sexual abuse was associated with a high level of vigilance and that emotional neglect was linked with better performance on cognitive flexibility in MDD patients. Furthermore, childhood emotional abuse, physical abuse, and emotional neglect were revealed to be risk factors for developing early-onset, chronic depressive episodes. Conclusion: Thus, specific associations between various childhood traumas and cognitive development in depression are complex phenomena that need further study. [ABSTRACT FROM AUTHOR]

BackgroundMethodsResultsConclusionsCognitive flexibility is a key factor underlying emotion regulation (ER) and mental health. However, the impact of cognitive flexibility on flexible deployment of ER strategies in changing contexts remains unknown. This study investigated the effects of cognitive flexibility on two noteworthy ER constructs (strategy use and flexibility) and examined downstream impacts on negative affect.Healthy adult participants (N = 202) completed a 10-day experience sampling protocol. Cognitive flexibility, daily ER (including flexibility and ten specific strategies) and negative affect in daily life were measured. We conducted multilevel regression and mediation models to examine associations among cognitive flexibility, daily ER, and negative affect in daily life.Higher cognitive flexibility predicted higher ER flexibility – indicated by strategy – situation fit, use of meta-ER skills and between-strategy variability – as well as higher use of reappraisal and problem solving, but lower use of worry. Mediation analyses suggested that enhanced ER flexibility and reduced use of worry linked cognitive flexibility to reduced negative affect.Overall, findings have important implications for understanding the effects of cognitive flexibility on rigid versus flexible ER in ever-changing situations. [ABSTRACT FROM AUTHOR]

Objective: Overweight and obesity are serious public health issues worldwide and significantly impair children's executive function (EF). However, there is no consensus regarding the benefits of aerobic exercise, on the EF of overweight and obese children. This study systematically evaluated the intervention effects of aerobic exercise on EF and its subcomponents (inhibitory control, working memory, and cognitive flexibility) in overweight and obese children. Methods: We searched six databases—PubMed, Web of Science, Cochrane Library, Embase, EBSCOhost, and China National Knowledge Infrastructure—until March 17, 2024 for randomized controlled trials examining the effects of aerobic exercise on the EF of overweight and obese children the Cochrane Risk of Bias Assessment Tool. Following heterogeneity testing, RevMan 5.4 and Stata 17.0 were used for meta-analysis and subgroup analysis of the three indicators. The standardized mean difference (SMD) and 95% confidence intervals (CI) were used as statistical measures for effect analysis with the SMD value as the effect size and a p -value of ≤0.05 indicating statistical significance. Results: Eighteen studies involving 1,260 participants were included. Aerobic exercise significantly improved overall EF (SMD = −0.50, 95% CI [−0.68, −0.32], p < 0.01) with a moderate to high positive effect on inhibitory control (SMD = −0.52, 95% CI [−0.72, −0.31], p < 0.01) and working memory (SMD = −0.63, 95% CI [−1.06, −0.20], p < 0.01) but not on cognitive flexibility (SMD = −0.32, 95% CI [−0.71, 0.07], p = 0.11). These results suggest that EF in overweight and obese children is influenced by factors such as exercise characteristics and body mass index (BMI). Subgroup analysis revealed a significant moderating effect of exercise type, exercise intensity, session time, and individual BMI on EF. Conclusion: Aerobic exercise selectively improved EF in overweight and obese children. Subgroup analysis indicated that cognitive engagement in ball game interventions of at least moderate intensity and a single session of 25–40 min are more beneficial for improving EF in overweight and obese children. Extremely obese children (BMI > 25 kg/m2) do not benefit from the intervention, highlighting the need for a specific focus on intervention outcomes in future studies. [ABSTRACT FROM AUTHOR]

Objective: This 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. Methods: The 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. Results: The 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 < 0.01, Cohen's d = 0.713; p = 0.003, Cohen's d = 0.683) and cognitive flexibility (p = 0.001, Cohen's d = 0.797; p < 0.01, Cohen's d = 0.890) showing significant improvement at 12 and 14 weeks post-intervention, and working memory demonstrating significant improvement at 14 weeks (p = 0.004, Cohen's d = 0.710). No significant differences were observed in EF over time in healthy weight junior high school students. Conclusion: Obese adolescents had impaired EF, as evidenced by low levels of the inhibition and cognitive flexibility compared to healthy weight adolescents. The exercise intervention combining aerobic exercise and resistance training had a positive effect on EF of obese adolescents. The time-course effects of the intervention on improvements in inhibition, working memory, and cognitive flexibility varied with intervention duration in obese adolescents, with significant changes in inhibition and cognitive flexibility observed at 12 weeks and significant changes in working memory at 14 weeks. [ABSTRACT FROM AUTHOR]

Introduction: The development of reading and complex executive functions is fundamental for achieving social, academic, and professional success. So far, there is no single neuropsychological instrument that comprehensively assesses the domains of inhibitory control, cognitive flexibility, working memory, and reading comprehension. To assess executive functions related to reading, the "Assessment of Reading and Executive Functions" (AREF) was developed. In this study, we show initial evidence of validity and reliability for four subtests - Graphophonological-Semantic Flexibility, Inhibitory Control, Flexibility, and Working Memory. Methods: A total of 93 students from 4th to 9th grade, aged 8-14, in public (n = 61) and private (n = 32) schools were evaluated. Tasks from the AREF instrument, as well as measures of reading comprehension, inhibitory control, cognitive flexibility, working memory, and intelligence, were administered. Correlations between AREF scores and the other measures were performed to assess external construct validity. Performance differences between school groups on AREF subtests were analyzed using ANOVA, t-test, and Mann-Whitney tests, and the internal consistency of the instrument's tasks was evaluated using Cronbach's alpha coefficient. Results: The scores of the AREF subtests demonstrated significant positive correlations with reading measures (ranging from 0.339 to 0.367) and executive functions (ranging from 0.209 to 0.396). Significant differences were found in the performance of some AREF tasks when comparing individuals from public and private schools, as well as between 4th and 5th graders compared to students in higher grades. The internal consistency of the tasks was low for Graphophonological-Semantic Flexibility (Cronbach's α = 0.566), moderate for Inhibitory Control and Flexibility (Cronbach's α = 0.768), and high for Working Memory (Cronbach's α = 0.881). Discussion: The results provide initial evidence of construct validity and reliability for the AREF subtests. It is expected that this new neuropsychological test will contribute to the assessment of reading skills and executive functions, assisting in guiding clinical and educational interventions for individuals with and without neurodevelopmental disorders. [ABSTRACT FROM AUTHOR]

A well replicated result in humans is that performance, whether good or bad, is consistent across a wide variety of cognitive tasks. Factor analysis extracts one factor that can account for approximately half of the variance in performance. This factor is termed g and almost all cognitive tasks positively load onto this factor. While some neurobiological correlates of g have been identified in humans, causal experiments are only feasible in animals. When mice and some avian species are assessed with cognitive test batteries, performance positively correlates, and the first component extracted has similar properties to g. There are some limitations to the species tested thus far, including comparability in the cognitive domains assessed. The pigeon is an ideal subject to overcome these issues since pigeons, humans, and other primates are frequently given similar tasks and many neural correlates of performance have been identified in the pigeon. We created a test battery that assessed different domains, including associative learning, memory, cognitive flexibility, and reaction time. When all tasks were included, there was evidence for a two-component structure that was influenced by subjects' age. When the reaction time task was excluded, there was a g-like component. The implications for these results when constructing future test batteries and comparing across species are discussed. [ABSTRACT FROM AUTHOR]

Using a positive psychological framework, Broaden-and-Build Theory, we investigated whether and how positive and negative emotions (affective factors) and cognitive flexibility are related to flourishing. Participants are 151 bilingual adults from diverse backgrounds enrolled in a local community college. Results showed that both positive and negative emotions and cognitive flexibility were significantly related to flourishing. More importantly, mediation effects from emotions to flourishing through cognitive flexibility occurred only from positive emotions. These findings are the first to explore how affective factors are related to flourishing in a sample of bilingual adults residing in a predominantly monolingual country. Practical implications are discussed with regards to the cultivation of positive emotions and fostering cognitive flexibility among bilinguals in and out of school. [ABSTRACT FROM AUTHOR]

Objective: Cognitive flexibility, identified as a transdiagnostic process in psychopathology, lacks specific Spanish-validated assessment tools. This study aims to examine the psychometric properties of the Cognitive Flexibility Inventory in a Spanish sample (N = 300, mean age = 22.66, SD = 4.92), 76% women). Method: An exploratory structural equation model (ESEM) was used to test the inventory's latent structure. Reliability was calculated, as well as construct validity evidence with measures of emotion regulation, attributional style, and depression. Results: The original bifactorial model of the Cognitive Flexibility Inventory (Alternatives and Control scales) was replicated and obtained good fit indices. One item was excluded due to problematic factor loadings, yielding a final version with 19 items. Evidence of validity and reliability was obtained. Conclusions: The Spanish version of the Cognitive Flexibility Inventory showed satisfactory psychometric properties, making it a suitable measure for the assessment of cognitive flexibility in the Spanish population. [ABSTRACT FROM AUTHOR]

Vaccine hesitancy has gained heightened relevance amid the COVID-19 pandemic, underscoring the urgency of understanding its determinants. This study explores the association between Covid-19 vaccine hesitancy, mental health variables and inflexible thinking. A convenience sample of 252 UK adults was assessed online between June 2021–July 2022 (when Covid-19 lockdown restrictions had finally eased). We assessed participants using the Oxford Covid Vaccine Hesitancy Scale (OCVHS), various aspects of mental health, using: the Obsessive-Compulsive Inventory-Revised (OCI-R), Compulsive Personality Assessment Scale (CPAS), Depression, Anxiety, and Stress scale (DASS-21), and finally, performance on a computerized version of the Wisconsin Card Sort Task (WCST). This study was preregistered at the Open Science Framework (https://osf.io/xd5wz). Multiple regression analyses showed that only cognitive inflexibility, and specifically the WCST item of perseverative errors, significantly predicted vaccine hesitancy. Our exploratory analysis provides the first evidence that cognitive inflexibility, measured using an objective task, is an independent risk-factor for vaccine hesitancy. Public health strategies should consider the impact of an inflexible thinking style on the decision-making of those most at risk of vaccine hesitancy and adapt interventions accordingly. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to compare executive functions in people with high and low resilience. Based on the results of a structured clinical interview and Connor- Davidson resilience Scale (CD-RISC), a total of 140 adults were assigned to high resilience (n = 70) and low resilience (n = 70) groups. Working memory, inhibition and cognitive flexibility were assessed by N-Back, Go/No-Go and Wisconsin Card Sorting task, respectively. The results showed that individuals with high resilience compared to individuals with low resilience scored significantly higher on inhibition and cognitive flexibility, but there were no significant differences on working memory. The current findings suggest a role of high-level cognitive processes in resilience, which in turn may contribute to mental health. Also, the results of this research may be important in the design of therapeutic interventions based on executive functions. • Individuals with high resilience compared to individuals with low resilience scored significantly higher on inhibition. • Individuals with high resilience compared to individuals with low resilience scored significantly cognitive flexibility. • There were no significant differences between individuals with high and low resilience on working memory. [ABSTRACT FROM AUTHOR]

Objectives: Clinical perfectionism, characterised by stringent standards and persistent striving, correlates with self-criticism and poor wellbeing. In this study we explored the mediating roles of psychological flexibility and inflexibility, and self-compassion, in the relationships of clinical perfectionism with distress, and clinical perfectionism and wellbeing. Methods: We used a cross-sectional correlational study design. A non-clinical sample of 210 Australian residents aged between 18 to 65 years old completed an online survey. Data were analysed using correlational, multiple regression, and parallel mediation analysis. Results: Heightened clinical perfectionism was associated with lower wellbeing and increased distress. Regression models revealed significant mediation by psychological inflexibility processes (self-as-content, experiential avoidance, cognitive fusion) and self-compassion. Cognitive fusion and inaction mediated clinical perfectionism-distress, while self-compassion and inaction mediated clinical perfectionism-psychological wellbeing. Conclusions: These findings support clinical perfectionism as a transdiagnostic predictor of distress and reduced wellbeing. Those with high clinical perfectionism tend to rigidly respond to perfectionistic thoughts, avoid uncomfortable emotions, and engage in value-disconnected inaction. Associations between psychological flexibility and inflexibility processes emphasise their multidimensional nature, distinct yet interrelated. Inaction emerges as a common process in clinical perfectionism-distress and clinical perfectionism-wellbeing, while cognitive fusion specifically influences distress, and limited self-compassion affects wellbeing. Key Points: What is already known about this topic: Clinical perfectionism is linked to psychopathology and transdiagnostic mechanisms, impacting distress and psychological wellbeing. Psychological inflexibility provides a transdiagnostic framework for understanding how rigid and self-limiting responses to feelings and thoughts are maintained despite negative consequences. Clinical perfectionism may be a form of psychological inflexibility, with rigid responses to perfectionistic thoughts, avoidance of uncomfortable emotions, and value-disconnected inaction. What this topic adds: Cognitive fusion and inaction are crucial for understanding clinical perfectionism's impact on distress. Self-compassion and inaction play a key role in understanding the relationship between clinical perfectionism and wellbeing. Understanding the functions of inaction is vital for fostering flexible responses to perfectionistic thoughts. [ABSTRACT FROM AUTHOR]

The component structure of executive functioning (EF) has been shown to change across development. Empirical research examining this in Sub‐Saharan Africa is limited. We report the development of EF component structure with a large sample of Ghanaian children (n = 2,979) followed longitudinally from ages 3 through 12 across six waves. Existing literature suggests unitary models of EF (components loading onto a single factor) early in childhood, with development across childhood and into adolescence resulting in a more diversified EF model (components loading onto two‐ or three‐factors). To test these developmental differences, participants completed EF batteries that measured EF components: working memory, short‐term memory, inhibition, and cognitive flexibility/shifting. We employed confirmatory factor analysis to test factor models in 3‐ to 4‐year‐olds, 5‐ to 6‐year‐olds, 7‐ to 9‐year‐olds, and 10‐ to 12‐year‐olds. Contrary to existing literature, a two‐factor EF model best explained EF performance as early as 3–4 years of age. Findings suggest that diversification of EF components may emerge earlier in childhood than expected in some contexts, questioning the universality in the timing of unification and diversification of EF structure. [ABSTRACT FROM AUTHOR]

Purpose: Social workers navigate systemic stressors while managing self-care amid scant institutional support. The purpose of this systematic review is to critically examine the state of social work intervention research for self-care practices. Methods: This review includes empirical research articles focusing on self-care interventions in social work between 2011 and 2022 (N = 22). Results: All self-care interventions focused on modifying individual behaviors, attitudes, and knowledge. Discussion: Most (83%) research on self-care interventions focused on mindfulness, which tended to be associated with improvements in mindfulness, distress management, and clinical self-efficacy. The remaining interventions tended to be associated with improvements in self-care attitudes, knowledge, practices, and wellness. Conclusion: Structural factors and socioeconomic privilege have been found to be predominant predictors of whether social work students, educators, and practitioners engaged in self-care practices, yet no interventions incorporated structural or institutional variables. Multilevel interventions addressing structural, institutional, and relational determinants of burnout are needed. [ABSTRACT FROM AUTHOR]

Obstructive sleep apnea (OSA) is associated with the impairment of a range of cognitive functions. Whether treatment with continuous positive airway pressure (CPAP) improves these cognitive functions is still a matter of debate. We performed a systematic review and meta-analysis of randomized controlled trials (RCTs) that included OSA patients (apnea hypopnea index, AHI >10/h), naive to CPAP treatment, with a cognitive assessment before and after CPAP initiation. We compared CPAP versus sham-CPAP or placebo tablet or dietary rules or no treatment. This systematic review and meta-analysis were registered in PROSPERO (ID CRD42021275214). Eleven RCTs encompassing 923 OSA patients were included. For most of them, CPAP initiation was ≤3 months. A significant post-treatment improvement was found for the Trail Making Test part B (TMT-B; SMD = -0.93, 95 % CI = [-1.60, −0.25], Z = −2.70, p = 0.007), but not for the other neuropsychological assessments. No global effects on other cognitive domains (information processing speed, executive functions, working memory) were found. The significant improvement in the TMT-B supports a short-term enhancement in cognitive flexibility with CPAP treatment. Further studies that take into account OSA comorbidities, cognitive profiles, a more diverse range of cognition assessments and include long-term evaluations are needed. [Display omitted] • CPAP improves cognitive flexibility in OSA. • Executive functions seem however not globally improved by CPAP. • We found no CPAP global effect on information processing speed and working memory. • Results highlight the heterogeneity of cognitive functioning among OSA patients. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Early detection of both objective and subjective cognitive impairment is important. Subjective complaints in healthy individuals can precede objective deficits. However, the differential associations of objective and subjective cognition with modifiable dementia risk factors are unclear. METHODS: We gathered a large cross‐sectional sample (N = 3327, age 18 to 84) via a smartphone app and quantified the associations of 13 risk factors with subjective memory problems and three objective measures of executive function (visual working memory, cognitive flexibility, model‐based planning). RESULTS: Depression, socioeconomic status, hearing handicap, loneliness, education, smoking, tinnitus, little exercise, small social network, stroke, diabetes, and hypertension were all associated with impairments in at least one cognitive measure. Subjective memory had the strongest link to most factors; these associations persisted after controlling for depression. Age mostly did not moderate these associations. DISCUSSION: Subjective cognition was more sensitive to self‐report risk factors than objective cognition. Smartphones could facilitate detecting the earliest cognitive impairments. Highlights: Smartphone assessments of cognition were sensitive to dementia risk factors.Subjective cognition had stronger links to most factors than did objective cognition.These associations were not fully explained by depression.These associations were largely consistent across the lifespan. [ABSTRACT FROM AUTHOR]

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Background/objectives: Cognitive flexibility is the mental skill that allows a person to shift between different ideas or concepts and think about several concepts simultaneously. A commonly used tool to assess cognitive flexibility is the Cognitive Flexibility Scale (CFS). This study focused on translating and validating the CFS into Arabic, given the lack of existing Arabic tools for assessing cognitive flexibility. Methods: Conducted at King Saud University, Riyadh, between April and June 2024, the study employed random sampling and involved 529 participants, including 419 students and 110 patients. Results: The average participant age was 25.8 years, with females making up 56.9% of the sample. Participants completed the Arabic CFS, along with the Emotion Regulation Questionnaire (ERQ) and the Perceived Stress Scale (PSS), at two time points 3–6 weeks apart. Reliability was evaluated through internal consistency (Cronbach's alpha = 0.8) and test–retest reliability (intraclass correlation coefficient = 0.82). Item analysis indicated that removing any single item did not significantly impact overall reliability, and inter-item correlations were strongest between items 4 and 6 (0.55) and items 6 and 7 (0.51). Validity was assessed through face, content, and construct validity, with factor analysis revealing a dominant single component accounting for 34.4% of the variance, confirming the scale's unidimensionality. Content validity indices for all items exceeded 0.9 in terms of relevance, importance, simplicity, and clarity. The Arabic CFS demonstrated good construct validity, showing significant correlations with the ERQ's reappraisal and suppression dimensions and the PSS. Conclusion: In conclusion, the Arabic version of the CFS is a valid and reliable tool for assessing cognitive flexibility in Arabic-speaking populations. This tool will be valuable in both clinical and research settings within Saudi Arabia, offering a robust instrument for evaluating cognitive flexibility. [ABSTRACT FROM AUTHOR]

Background: Students' professional identity is essential to build nursing competence. Cognitive flexibility plays a crucial role in developing professional identity, as well as clinical supervisors and academic teachers through role modeling. This study analyzed the role of internship and theoretical modeling in the link between cognitive flexibility and professional identity. Method: Participants were first-, second-, and third-year nursing students (n = 284) at a university in northern Italy. Participants completed an online survey, and multigroup analysis was performed. Results: Internship modeling was positively associated with professional identity but not for second-year students. Theoretical modeling was not significantly associated with professional identity and cognitive flexibility. Theoretical modeling did not mediate the relationship between cognitive flexibility and professional identity. Clinical internship modeling mediated the relationship between cognitive flexibility and professional identity but not for second-year students. Conclusion: Internship modeling helps students give sense and coherence to learning, which contributes to their professional identity. [J Nurs Educ. 2024;63(11):764–772.] [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to examine the effectiveness of emotional self-regulation skills training on cognitive flexibility and working memory among ninth-grade students in Jajrom. Methods and Materials: This quasi-experimental study employed a pre-test, post-test, and follow-up design with control and experimental groups. The statistical population comprised all ninth-grade students in Jajrom during the 2022-2023 academic year. A total of 60 students were selected through cluster sampling and randomly assigned to either the experimental group, which received emotional self-regulation skills training, or the control group, which did not receive any intervention. Data were collected using the Daneman and Carpenter (1980) Working Memory Test and the Dennis and Vander Wal (2010) Cognitive Flexibility Inventory. Data were analyzed using SPSS software and multivariate covariance analysis (MANCOVA). Findings: The results indicated that the experimental group showed significant improvements in emotional self-regulation skills, cognitive flexibility, and working memory from pre-test to post-test and follow-up stages. Specifically, the mean scores for emotional self-regulation skills increased from 74.7 to 99.4, cognitive flexibility from 69.3 to 79.1, and working memory from 57.6 to 80.2. In contrast, the control group did not exhibit any significant changes in these measures. Conclusion: The findings suggest that emotional self-regulation skills training significantly enhances cognitive flexibility and working memory among ninth-grade students. These improvements indicate that such training can be a valuable intervention to boost psychological flexibility and academic performance. The results align with previous studies, supporting the effectiveness of emotional self-regulation training in educational settings. [ABSTRACT FROM AUTHOR]

Cognitive flexibility, the capacity to adapt behaviour to changes in the environment, is impaired in a range of brain disorders, including schizophrenia and Parkinson's disease. Putative neural substrates of cognitive flexibility include mesencephalic pathways to the ventral striatum (VS) and dorsomedial striatum (DMS), hypothesized to encode learning signals needed to maximize rewarded outcomes during decision‐making. However, it is unclear whether mesencephalic projections to the ventral and dorsal striatum are distinct in their contribution to flexible reward‐related learning. Here, rats acquired a two‐choice spatial probabilistic reversal learning (PRL) task, reinforced on an 80%|20% basis (correct|incorrect responses) that assessed the flexibility of behaviour to repeated reversals of response‐outcome contingencies. We report that optogenetic stimulation of projections from the ventral tegmental area (VTA) to the nucleus accumbens shell (NAcS) in the VS significantly impaired reversal learning when optical stimulation was temporally aligned with negative feedback (i.e., reward omission). VTA → NAcS stimulation during other phases of the behavioural task was without significant effect. Optogenetic stimulation of projection neurons from the substantia nigra (SN) to the DMS, aligned either with reward receipt or omission or prior to making a choice, had no significant effect on reversal learning. These findings are consistent with the notion that increased activity in the VTA → NAcS pathway disrupts behavioural flexibility by impairing learning from negative reinforcement. [ABSTRACT FROM AUTHOR]

Background and purpose Methods Results Conclusion Executive dysfunction and slowed processing speed are central cognitive impairments in cerebral small vessel disease (cSVD). It is unclear whether the subcomponents of executive functions become equally affected and whether computerized tests are more sensitive in detecting early cognitive changes over traditional tests. The associations of specific executive abilities (cognitive flexibility, inhibitory control, working memory) and processing speed with white matter hyperintensities (WMHs) and Instrumental Activities of Daily Living (IADL) were examined.In the Helsinki Small Vessel Disease Study, 152 older individuals without stroke or dementia were assessed with brain magnetic resonance imaging and comprehensive neuropsychological evaluation. WMH volumes were obtained with automated segmentation. Executive functions and processing speed measures included established paper‐and‐pencil tests and the computer‐based Flexible Attention Test (FAT), Simon task and Sustained Attention to Response Task.White matter hyperintensity volume and IADL were associated with multiple cognitive measures across subdomains independently of demographic factors. The highest effect sizes were observed for FAT numbers and number‐letter tasks (tablet modifications from the Trail Making Test), FAT visuospatial span, Simon task and semantic verbal fluency. Some of the widely used tests such as Stroop inhibition, phonemic fluency and digit span were not significantly associated with either WMHs or IADL.Processing speed and executive function subcomponents are broadly related to functional abilities and WMH severity in covert cSVD, but the strength of associations within subdomains is heavily dependent on the assessment method. Digital tests providing precise measures of reaction times and response accuracy seem to outperform many of the conventional paper‐and‐pencil tests. [ABSTRACT FROM AUTHOR]

Mathematics, along with reading and writing, is a core academic subject in the school curriculum. The development of mathematical skills is influenced by various cognitive factors, with executive functions (EF) playing a central role. EF, which encompasses working memory, inhibitory control, and cognitive flexibility, is critical for supporting complex cognitive processes required for problem-solving and mathematical reasoning. Research consistently shows that children with stronger EF tend to achieve better academic outcomes, including in mathematics. The goal of the present study was to examine the relationships between the global EF and its three core components – working memory, inhibitory control, and cognitive flexibility – and their impact on mathematics achievement. The sample for this study consisted of 180 children, aged 8–11 years (mean age: 9.6, SD: 1.0 year; 83 girls, 97 boys). EF was assessed using the Yellow-Red test, while mathematics achievement was evaluated based on teachers’ evaluations of the child’s mathematics performance. The results indicated a statistically significant effect of global EF and its three components on mathematics achievement. Given the potential malleability of EFs, we conclude with recommendations for strategies to enhance EF development at an early school age. [ABSTRACT FROM AUTHOR]

Introduction: With age, sensory, cognitive, and motor abilities decline, and the risk for neurodegenerative disorders increases. These impairments influence the quality of life and increase the need for care, thus putting a high burden on society, the economy, and the healthcare system. Therefore, it is important to identify factors that influence healthy aging, particularly ones that are potentially modifiable through lifestyle choices. However, large-scale studies investigating the influence of multi-modal factors on a global description of healthy aging measured by multiple clinical assessments are sparse. Methods: We propose a machine learning model that simultaneously predicts multiple cognitive and motor outcome measurements on a personalized level recorded from one learned composite score. This personalized composite score is derived from a large set of multi-modal components from the TREND cohort, including genetic, biofluid, clinical, demographic, and lifestyle factors. Results: We found that a model based on a single composite score was able to predict cognitive and motor abilities almost as well as a classical flexible regression model specifically trained for each single clinical score. In contrast to the flexible regression model, our composite score model is able to identify factors that globally influence cognitive and motoric abilities as measured by multiple clinical scores. The model identified several risk and protective factors for healthy aging and recovered physical exercise as a major, modifiable, protective factor. Discussion: We conclude that our low parametric modeling approach successfully recovered known risk and protective factors of healthy aging on a personalized level while providing an interpretable composite score. We suggest validating this modeling approach in other cohorts. [ABSTRACT FROM AUTHOR]

AbstractMental processes responsible for goal-oriented behavior – executive functioning (EF) – include working memory, flexible thinking, and cognitive control. A reliable and valid assessment of EF can inform appropriate interventions and decisions to drive. We investigated the feasibility and validity of a short, iPad-administered EF screening tool in a non-clinical sample: the Coffs Harbour Executive Functioning Screen (CHEFS). Participants (N = 55) completed the CHEFS alongside a neuropsychological assessment of EF used to assess fitness to drive. Discriminant function analysis (DFA) showed that the CHEFS correctly classified 87% of participants to normative clinical ranges on the Verbal Fluency Test. The results suggest that CHEFS is a novel, easily administered tool for assessing EF in a non-clinical sample. DFA is an appropriate within-tool analysis to support the widespread administration of a screening tool to determine fitness to drive and classify patient referral needs. Further assessment is required to determine CHEFS reliability and validity with a broader range of participants varying in neuropsychological functioning, age, ethnicity, test experience, and compared to on-road driving performance. [ABSTRACT FROM AUTHOR]

AbstractObjective: This proof-of-concept study aimed to characterize semantic memory profiles in individuals with human immunodeficiency virus (HIV) and mild neurocognitive impairment. Method: Using a semantic relatedness task, we explored conceptual association and word selection patterns in people living with HIV (PLWH; n = 50) relative to people living without HIV (n = 46). We also studied whether word selection patterns in the PLWH group were associated with working memory capacity, cognitive flexibility and inhibitory control. Results: While accuracy did not differ between groups, PLWH produced significantly longer responses than controls (r = .32), with fewer hypernyms (d = .47), more troponyms (r = .37), and words that were more frequent (r = .39) and had more phonological neighbors (r = .22). These patterns survived covariation with participants’ cognitive status. None of these patterns correlated with measures of working memory, cognitive flexibility, inhibitory control or viral load (all correlation coefficients < .36). Conclusions: Together, these results suggest that PLWH might use alternative word finding strategies during semantic memory navigation, irrespective of the severity of other cognitive symptoms. Such findings contribute to the characterization of cognitive deficits in HIV and to the search for novel markers of the condition. [ABSTRACT FROM AUTHOR]

Creative divergent thinking involves the generation of unique ideas by pulling from semantic memory stores and exercising cognitive flexibility to shape these memories into something new. Although cognitive abilities decline with age, semantic memory tends to remain intact. This study aims to utilize that memory to investigate the effectiveness of a brief cognitive training to improve creative divergent thinking. Older adults were trained using a semantic retrieval strategy to improve creativity in the Alternate Uses Task (AUT) and the Divergent Association Task (DAT). Participants were tested on the AUT and DAT across three time points: before the strategy was introduced (T0 and T1) and afterward (T2). Results showed that the strategy enhances idea novelty in the AUT; additionally, participants that initially scored lowest on the AUT showed the greatest increase in AUT performance. This finding suggests that older adults can use a semantic retrieval strategy to enhance creative divergent thinking. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Methods Results Conclusions Clinical high risk (CHR) youth are known to exhibit cognitive deficits at similar levels to their more severally ill counter parts. Cognitive training (CT) programs offer a promising method for early intervention and the prevention of further cognitive decline in this vulnerable population. However, there are few structured CT intervention programs addressing the needs of CHR youth in LMICs of the Middle East.We conducted a study in the Child and Adolescent Psychiatry Department of Razi University Hospital. Patients were assessed by trained raters with the “Comprehensive Assessment of At‐Risk Mental States” to confirm their CHR status. Cognitive Training (CT) was combined with the Neuropsychological Educational Approach to Remediation (CT‐NEAR) as part of a social rehabilitation program. We enrolled 25 CHR patients and examined several domains of cognitive functioning and evaluated daily functioning prior to starting the intervention and after completion.There were 20 patients who completed the study. The CT‐NEAR group (n = 10) completed an average number 28.33 sessions over 12 weeks, which were matched for therapist time with the TAU group (n = 10). We found statistically significant improvements in CT‐NEAR versus TAU in several cognitive domains; such as cognitive flexibility, memory‐short and long‐term, and verbal fluency. Also, CT‐NEAR versus TAU patients improved in global functioning.Our findings indicate that cognitive remediation versus TAU for Tunisian CHR youth is feasible and effective especially in improving cognitive functioning when delivered in a social rehabilitation context (Bridging Group) and extends to global level of functioning. [ABSTRACT FROM AUTHOR]

“Metacontrol” refers to the ability to find the right balance between more persistent and more flexible cognitive control styles, depending on task demands. Recent research on tasks involving response conflict regulation indicates a consistent link between aperiodic EEG activity and task conditions that demand a more or less persistent control style. In this study, we explored whether this connection between metacontrol and aperiodic activity also applies to cognitive flexibility. We examined EEG and behavioral data from two separate samples engaged in a task-switching paradigm, allowing for an internal replication of our findings. Both studies revealed that aperiodic activity significantly decreased during task switching compared to task repetition. Our results support the predictions of metacontrol theory but contradict those of traditional control theories which would have predicted the opposite pattern of results. We propose that aperiodic activity observed in EEG signals serves as a valid indicator of dynamic neuroplasticity in metacontrol, suggesting that truly adaptive metacontrol does not necessarily bias processing towards persistence in response to every control challenge, but chooses between persistence and flexibility biases depending on the nature of the challenge. [ABSTRACT FROM AUTHOR]

Background: Vaccine hesitancy (the reluctance or refusal to vaccinate) poses a significant threat to public health worldwide, with declining vaccination coverage resulting in the resurgence of vaccine-preventable diseases (e.g., measles) in recent years. Despite efforts to combat vaccine hesitancy through information-based campaigns and other interventions, vaccine-hesitant attitudes persist. Given that such interventions likely expose individuals to information that conflicts with their own viewpoints about vaccination, cognitive flexibility – the ability to adapt one's thoughts, attitudes, beliefs, or behavior in response to changing information or environmental demands – may play a role in vaccine hesitancy. Methods: The current study investigated the relationship between cognitive flexibility and attitudes towards vaccination in a sample of New Zealand residents (N = 601). Cognitive flexibility was measured using perseverative responses in the Wisconsin Card-Sorting Task, and vaccination attitudes were measured using an adapted version of the Multidimensional Vaccine Hesitancy Scale (MVHS). Linear regression was used with MVHS scores as the dependent variable and cognitive flexibility and sociodemographic variables (age, gender, ethnicity, education level, religion) as predictors. Results: Cognitive flexibility predicted personal barriers to vaccination (e.g.," vaccines go against my personal beliefs"), with participants with lower levels of cognitive flexibility reporting greater personal barriers. In contrast, there was no significant relationship between cognitive flexibility and external barriers to vaccination (e.g., "vaccines cost too much"). Additionally, religious participants reported overall higher levels of vaccine hesitancy than non-religious participants. Conclusions: These findings join others demonstrating that individual differences in cognitive style are associated with attitudes towards vaccination, and tentatively suggest that interventions aiming to reduce vaccine hesitancy may be more effective if combined with techniques to increase cognitive flexibility. To be sure, future work is needed to test the causal relationship between cognitive flexibility and attitudes towards vaccination. [ABSTRACT FROM AUTHOR]

Objective: This 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. Methods: The 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. Results: The 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 < 0.01, Cohen's d = 0.713; p = 0.003, Cohen's d = 0.683) and cognitive flexibility (p = 0.001, Cohen's d = 0.797; p < 0.01, Cohen's d = 0.890) showing significant improvement at 12 and 14 weeks post-intervention, and working memory demonstrating significant improvement at 14 weeks (p = 0.004, Cohen's d = 0.710). No significant differences were observed in EF over time in healthy weight junior high school students. Conclusion: Obese adolescents had impaired EF, as evidenced by low levels of the inhibition and cognitive flexibility compared to healthy weight adolescents. The exercise intervention combining aerobic exercise and resistance training had a positive effect on EF of obese adolescents. The time-course effects of the intervention on improvements in inhibition, working memory, and cognitive flexibility varied with intervention duration in obese adolescents, with significant changes in inhibition and cognitive flexibility observed at 12 weeks and significant changes in working memory at 14 weeks. [ABSTRACT FROM AUTHOR]

Background: Due to the high heterogeneity of schizophrenia, the factors influencing social cognitive impairment are controversial. The purpose of this study was to investigate the social cognitive dysfunction of deficit schizophrenia (DS), and to explore its clinical impact on the clinical characteristics and neurocognitive function assessment results. Methods: This study involved 100 DS patients, 100 non-deficit schizophrenia (NDS) patients, and 100 healthy controls (HC). Social cognitive functions were assessed using the Eye Complex Emotion Discrimination Task (ECEDT), Game of Dice Task (GDT), and Iowa Gambling Task (IGT), while neurocognitive functions were examined using the Clock Drawing Task (CDT), the Verbal Fluency Task (VFT), Digit Span Test (DST), Stroop Color-word Test (SCWT), and Trail Making Test (TMT). We analyzed the differences in cognitive function among the three groups of patients and the correlation between cognitive function assessment results and Positive and Negative Syndrome Scale (PANSS) scores. Results: Comparison of neurocognitive functions among the three groups through CDT, VFT, DST, SCWT, and TMT revealed that in the values of these tests in the DS group differed significantly from those of the NDS and HC groups. However, the DSB of the NDS group was lower and the TMT results were significantly higher than those of the HC group. In the DS group, ECEDT emotion recognition was positively correlated with stroop colors and stroop interference; the score of gender recognition was positively correlated with VFT, DSF, and SCWT, and TMT-B; the total time spent was positively correlated with TMT; The GDT risky option was negatively correlated with VFT, DST, stroop word, and stroop interference; the negative feedback utilization was negatively correlated with PANSS-Negative; TMT was positively correlated with VFT; IGT was positively correlated with CDT, VFT, DST, and SCWT, but it was negatively correlated with PANSS-Negative and TMT, with statistically significant. Conclusion: There are significant social cognitive impairments in the perception of social information, judgment and resolution of social problems in deficit schizophrenia, which are closely related to negative symptoms and multidimensional neurocognitive dysfunction such as attention, learning, memory, brain information processing speed, cognitive flexibility, and functional executive power. [ABSTRACT FROM AUTHOR]

Early experience in infancy affects cognitive development. Birds, like mammals, acquire cognitive flexibility attributed to a well-developed telencephalon. Precocial chicks acquire imprintability just after hatching when thyroid hormone (T3) flows into the brain and primes later learning. Here, we show that the perihatch synthesis of T3 paralleling thyroid development is crucial for imprinting and endows newborn chicks with cognitive flexibility via a mechanism involving the nidopallium dorsocaudale, the avian "prefrontal cortex." Imprinted chicks showed higher cognitive flexibility than those unimprinted in switching or reversal task experiments. Notably, we discovered that exogenous T3 endowed similar flexibility in unimprinted chicks. Cognitive stimulation by a surge of thyroid hormone indicates a vertebrate tactic involving high cognitive ability for adapting to environmental changes. [ABSTRACT FROM AUTHOR]

In the current study we aimed to investigate the effect of specific dual task training (SDTT) compared to conventional soccer training (CST) on motor and cognitive performances in U13 elite soccer players. Twenty-four young soccer players (all males) participated in this study. We measured their change of direction ability (CODA) and cognitive performances (cognitive flexibility and inhibition) before and after four weeks in either the SDTT group or the CST group. We administered the Trail-Making Test (TMT) to evaluate cognitive flexibility and the Stroop test to evaluate cognitive inhibition. We assessed CODA using the t test (TT). After training, CODA (p <.001), cognitive flexibility (p <.001), and inhibition (p <.001) were improved only in the SDTT group. These results suggest that SDTT seems more suitable than CST to optimally improve both CODA and cognitive performances in U13 elite soccer players. [ABSTRACT FROM AUTHOR]

The clinical literature encourages further exploration of the relationship between anxiety and paranoid ideation with the overall objective of identifying processes that mitigate such relationship, thus establishing targets for cognitive intervention. Empirical studies demonstrate that increased levels of anxiety precede the emergence of paranoid cognitions. Yet, possible mediators are still to be investigated. In all, 273 adults completed a battery of standardized questionnaires, and collated data were analyzed statistically. Generalized anxiety was positively associated with paranoid ideation, for both ideas of reference and persecutory beliefs. Although the relationship was not mediated by cognitive flexibility in its entirety, perceived control over internal experiences and external events, an essential constituent of cognitive flexibility, acted as a significant mediator. The results highlight the importance of increasing adaptive perceptions of control among individuals experiencing generalized anxiety, which would likely reduce the co-occurrence of paranoid ideation and lower the risk of transitioning into clinical levels of paranoia. [ABSTRACT FROM AUTHOR]

How do we remember traumatic events, and are these memories different in individuals who experience post-traumatic stress? Some evidence suggests that traumatic events are mnemonically enhanced, or include more episodic detail, relative to other types of memories. Simultaneously, individuals with post-traumatic stress disorder (PTSD) have more non-episodic details in all of their memories, a pattern hypothesized to result from impairment in executive function. Here, we explore these questions in a unique population that experienced severely traumatic events more than 20 years ago – individuals who lived through the 1994 genocide in Rwanda. Participants recalled events from the genocide, negative events unrelated to the genocide, neutral events, and positive events. We used the Autobiographical Interview method to label memory details as episodic or non-episodic. We found that memories from the genocide showed robust mnemonic enhancement, with more episodic than non-episodic details, and contained more details overall than any other memory type. This pattern was not impacted by post-traumatic stress. Overall, this study provides evidence that traumatic events create vivid long-lasting episodic memories, in this case even more than 20 years later. [ABSTRACT FROM AUTHOR]

Cognitive flexibility increases when switch demands increase. In task switching experiments, repeated pairing of flexibility-demanding situations with specific contexts leads subjects to become more prepared to adapt to changing task demands in those contexts. One form of such upregulated cognitive flexibility has been demonstrated with a list-wide switch probability (LWSP) effect, where switch costs are smaller in lists with frequent switches than in lists with rare switches. According to a recent proposal, the LWSP effect is supported by a concurrent activation mechanism whereby both task rules are kept available simultaneously in working memory. We conducted four experiments to test two key features in this concurrent activation account of LWSP effects. First, we asked whether the LWSP effects are limited to only the trained tasks, and second, we asked whether concurrent working memory load would reduce the LWSP effects. In Experiment 1, we replicated and extended previous findings that the LWSP manipulation modulates both performance (switch costs) and voluntary switch rates, indicating that context-driven increases in flexibility are generalizable so long as the task-sets remain the same. Results of Experiments 2 and 3 showed that novel tasks do not benefit from the concurrent activation of the two other tasks, suggesting that the LWSP effect is task specific. Experiment 4 showed that holding additional information in working memory reduces the LWSP effect. While these findings support the hypothesis of concurrent activation underlying the increased flexibility in the LWSP effect, caveats remain; additional research is needed to further test this account. [ABSTRACT FROM AUTHOR]

Parental well-being has implications for child outcomes and child well-being. The COVID-19 pandemic has placed substantial psychological distress on parents especially those from under-resourced backgrounds who also have young children. Most of the available studies have used surveys to understand the impact of COVID-19 on parents' well-being with only a few of those studies looking at parents with children below five years from under-resourced backgrounds. We explored the impact of the COVID-19 pandemic on the well-being of 118 parents from under-resourced communities using qualitative methods. Through thematic analysis, we identified eight themes related to the impact of COVID-19: (1) Losing child care and taking teaching/care responsibility, (2) new rules and routines, (3) loss of basic needs, (4) fear of the virus, (5) loss of social support, (6) loss of jobs, (7) deeper connections, and (8) enhanced hygiene. We also identified four themes related to how parents coped with the impacts of the pandemic: (i) engaging in hobbies; (ii) making plans; (iii) accepting, and (iv) avoiding arguments. Implications include supporting parents' autonomy and providing flexibility at work, developing and tailoring mindfulness and stress reduction interventions to support parents' self-compassion and psychological flexibility skills, preparing lesson samples and helping parents role play to support their self-efficacy in teaching children, and prioritizing keeping child care settings open. Highlights: Loss of child care significantly contributed to parents' psychological distress. Parents experienced low self-efficacy in teaching their children. Parents lost jobs and their partners took more hours to compensate for the lost income which affected their relationships with children. Parents coped by participating in hobbies, accepting, engaging in proactive coping mechanism, and avoiding arguments. [ABSTRACT FROM AUTHOR]

Avoidant/restrictive food intake disorder (ARFID) is a heterogeneous disorder wherein restrictive eating is primarily attributed to non‐shape/weight‐based reasons (e.g., sensory sensitivity) that empirical research continues to explore. Mounting evidence suggests that ARFID often presents alongside neurodevelopmental diagnoses (NDs) or divergent neurodevelopment broadly. Executive functioning (EF) differences often characterize divergent neurodevelopmental trajectories. Additionally, restrictive eating in anorexia nervosa has been conceptualized as related to EF factors (e.g., set shifting). Given the neurodevelopmental phenotype that may be associated with ARFID and the role of EF in anorexia nervosa, this paper proposes EF as a potentially important, yet understudied factor in ARFID pathology. We posit that various observed ARFID behavioral/cognitive tendencies can be conceptualized in relation to EF differences. We contextualize commonly observed ARFID presentations within "core" EF components (i.e., cognitive flexibility, working memory, inhibitory control), leading to hypotheses about EF in ARFID. Finally, we offer additional considerations/directions for future research on EF in ARFID. Increased research on EF in ARFID is needed to consider this potential common factor in the etiology and maintenance of this heterogeneous disorder. We aim to promote further consideration of EF in ARFID etiology, maintenance, and treatment‐outcome research. Public Significance: This article proposes that aspects of executive functioning (EF) may play a role in the onset and maintenance of avoidant/restrictive food intake disorder (ARFID), although this notion is largely untested by existing research. Further research on the role of EF in ARFID may assist with refining models and treatments for this heterogeneous disorder. [ABSTRACT FROM AUTHOR]

Background: In contrast to most other languages, where the spoken and written words are similar, children that have mastered Spoken Arabic (SA) learn to read a new written form of Arabic usually called Literary Arabic (LA). This phenomenon is called "diglossia". Methods: Based on a series of studies comparing monolingual Arabic speaking and bilingual children, it has been suggested that Arabic speaking individuals develop metacognitive abilities that are considered bilinguals de facto. Some of the cognitive functions that would seem to benefit from fluency in more than one language are metalinguistic and metacognitive awareness. Results: This review article summarizes the results of studies on the relationship between bilingualism, diglossia and executive functions (EFs) which involve metacognitive awareness, selective attention, control of inhibition and cognitive flexibility as well as working memory (phonemic manipulation and metalingual performances). Conclusions: The findings are in line with research results that have shown that bilingualism has a positive effect on the functioning of an individual's attentional system across the lifespan. The neural basis of diglossia in Arabic, as well as the conclusions and implications drawn from the impact of diglossia on EF and on reading in Arabic, are discussed. [ABSTRACT FROM AUTHOR]

Students with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; yet, further studies are necessary to fully understand the executive profiles in various types of reading disabilities. The goal of this study was to examine differences in executive functioning among three types of reading disabilities, comparing their performance with that of children without difficulties in either skill (typical readers). Ninety-one students from schools in Portugal participated in the study. The results reveal specific deficits in naming speed and cognitive flexibility in poor readers and dysfluent readers compared to the other groups. Additionally, poor readers exhibited significantly slower processing speed and lower working memory. However, no significant differences were observed in planning. Discriminant function analysis results indicated that the examined executive functions are better at discriminating groups with fluency deficits than those with comprehension difficulties. In conclusion, these results suggest distinct deficit patterns in executive functioning skills across different types of reading disabilities. Taking into account these findings is crucial for effective assessment and intervention with these children. [ABSTRACT FROM AUTHOR]

In order to explore the effect of loneliness on work engagement and the role of executive function in Chinese seafarers, two studies were carried out. Study 1 conducted a questionnaire survey of 1231 active Chinese seafarers to examine the relationship between seafarers' loneliness, work engagement, and executive functions. Study 2 involved 177 seafarers as participants and created scenarios of seafarer work loneliness and non-loneliness using a recall paradigm, measuring components of executive function such as inhibitory control, working memory, and cognitive flexibility, as well as willingness to engage in work. The findings indicate that seafarers' sense of loneliness can significantly negatively predict their work engagement, with inhibition control, working memory, and cognitive flexibility playing mediating roles. This provides new references and insights for alleviating the negative impact of loneliness on seafarers and enhancing their work engagement through cognitive approaches. [ABSTRACT FROM AUTHOR]

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

Cognitive stability, the ability to focus on a current task, and cognitive flexibility, the ability to switch between different tasks, are traditionally conceptualized as opposing end-points on a one-dimensional continuum. This assumption obligates a stability-flexibility trade-off – greater stability equates to less flexibility, and vice versa. In contrast, a recent cued task-switching study suggested that stability and flexibility can be regulated independently, evoking a two-dimensional perspective where trade-offs are optional (Geddert & Egner, Journal of Experimental Psychology: General, 151, 3009–3027, 2022). This raises the question of under what circumstances trade-offs occur. We here tested the hypothesis that trade-offs are guided by cost-of-control considerations whereby stability and flexibility trade off in contexts that selectively promote stability or flexibility, but not when neither or both are promoted. This proposal was probed by analyzing whether a trial-level metric of a stability-flexibility trade-off, an interaction between task-rule congruency and task sequence, varied as a function of a broader block-level context that independently varied demands on stability or flexibility by manipulating the proportion of incongruent and switch trials, respectively. In Experiment 1, we reanalyzed data from Geddert and Egner, Journal of Experimental Psychology: General, 151, 3009–3027, (2022); Experiment 2 was a conceptual replication with a design tweak that controlled for potential confounds due to local trial history effects. The experiments produced robust evidence for independent stability and flexibility adaptation, and for a context-dependent expression of trial-level stability-flexibility trade-offs that generally conformed to the cost-of-control predictions. The current study thus documents that stability-flexibility trade-offs are not obligatory but arise in contexts where either stability or flexibility are selectively encouraged. [ABSTRACT FROM AUTHOR]

Cognitive flexibility, the ability to switch between mental processes to generate appropriate behavioral responses, is reduced with typical aging. Previous studies have found that age‐related declines in cognitive flexibility are often accompanied by variations in the activation of multiple regions. However, no meta‐analyses have examined the relationship between cognitive flexibility in aging and age‐related variations in activation within large‐scale networks. Here, we conducted a meta‐analysis employing multilevel kernel density analysis to identify regions with different activity patterns between age groups, and determined how these regions fall into functional networks. We also employed lateralization analysis to explore the spatial distribution of regions exhibiting group differences in activation. The permutation tests based on Monte Carlo simulation were used to determine the significance of the activation and lateralization results. The results showed that cognitive flexibility in aging was associated with both decreased and increased activation in several functional networks. Compared to young adults, older adults exhibited increased activation in the default mode, dorsal attention, ventral attention, and somatomotor networks, while displayed decreased activation in the visual network. Moreover, we found a global‐level left lateralization for regions with decreased activation, but no lateralization for regions with higher activation in older adults. At the network level, the regions with decreased activation were left‐lateralized, while the regions with increased activation showed varying lateralization patterns within different networks. To sum up, we found that networks that support various mental functions contribute to age‐related variations in cognitive flexibility. Additionally, the aging brain exhibited network‐dependent activation and lateralization patterns in response to tasks involving cognitive flexibility. We highlighted that the comprehensive meta‐analysis in this study offered new insights into understanding cognitive flexibility in aging from a network perspective. [ABSTRACT FROM AUTHOR]

Increasing evidence points out that Executive Functions (i.e., EFs) may be core mechanisms for the generation of resilient responses to adversity. A systematic review testing the relations between either affective (hot) and/or non‐affective (cold) EFs (i.e., inhibition, flexibility and working memory updating) and resilience was conducted. A total of 449 articles were initially identified. After two steps of title‐and‐abstract (k = 449), and full‐text reading filtering (k = 67), 11 studies were reviewed. Three studies included cold measures of working memory and supported significant positive relations between higher working memory functioning and higher trait resilience levels. One study included cold measures of inhibition and another one both hot and cold measures, with only the first one supporting a positive relation between more efficient inhibition and higher trait resilience levels. Finally, 7 studies measured flexibility in its cold and/or hot dimensions and overall supported significant relations between higher flexibility and higher levels of trait, process and outcome resilience measures. These results support the role of EFs performance to promote different forms of resilience. This review allows to identify different issues that need to be addressed in future research and highlight the need to integrate the analysis of all hot and cold EFs components to understand their role in the generation of resilience. [ABSTRACT FROM AUTHOR]

Purpose Family physicians have a higher incidence of burnout, dissatisfaction, and disengagement compared to other medical specialties. Addressing burnout on the individual and systemic level is important to promoting wellness and preventing deleterious effects on physicians and patients. We used the Physician Wellness Inventory (PWI) to assess the effects of a wellness programme designed to equip family physicians with skills to address burnout. Methods The PWI is a fourteen-item 5-point Likert scale broken down into 3 scores; (i) career purpose, (ii) cognitive flexibility, and (iii) distress. The PWI was distributed to a cohort of n  = 111 family physician scholars at 3 time points: January 2021, May–June 2021, and October 2021. The response rate was 96.4% at baseline, and 72.1% overall. Demographic information was collected to assess differences. The survey was distributed online through Qualtrics (Provo, UT). Results Cognitive Flexibility scores at the endpoint were higher for POC scholars than white scholars (P = 0.024). Distress scores for all groups decreased over time. Female scholars were more nervous, and anxious at the start than male scholars (P = 0.012), which decreased over time (P = 0.022). New career scholars were more likely than later career scholars to be distressed (P = 0.007), but both groups' distress decreased over time (P = 0.003). Later career scholars' feelings of being bothered by little interest or pleasure in doing things decreased more than new career scholars (endpoint: P  = 0.022; overall: P  = 0.023). Conclusions The wellness programme shows improvement in PWI scores, indicating the programme content should be evaluated further for system level improvements. [ABSTRACT FROM AUTHOR]

Similarity between tasks is an understudied factor in research on cognitive flexibility. This behavioural experiment had 31 participants perform a task switch paradigm in which participants were required to switch between 4 tasks of varying similarity. The experiment was constructed in a way that simultaneously allows for investigating the impact of mental fatigue and task-rule congruency on the participants. The results indicate that similarity between tasks substantially impacts performance with different effects on RT and accuracy. While learning effects may have negated the impact of mental fatigue across the 5 experimental blocks, a significant decrease in performance was observed within blocks. Furthermore, the exploratory analysis proposes a novel interaction between task-rule incongruent trials and the task of the previous trial. These results support the notion that neither the interference view of cognitive flexibility nor the reconfiguration view are fully adequate at explaining task switch costs if similarity is added as a factor. The presented study presents strong evidence that fundamental findings in the domain of cognitive flexibility may not map linearly to more ecological settings where tasks are often more dissimilar. [ABSTRACT FROM AUTHOR]

Introduction: At the beginning of the COVID-19 pandemic, student placements in the Master of Music Therapy at the University of Melbourne were rapidly redesigned to create alternative online opportunities. Two online placement models; a simulated practicum (or SimPrac) and telehealth placement; were arranged. With little previous literature to draw upon, data was gathered to explore student and supervisor experiences of online placements and develop understanding of pedagogical considerations to inform future planning. Methods: Quantitative data were collected via an adapted Satisfaction with Simulation Experience Scale (SSES) and qualitative data via open-ended survey questions and semi-structured focus group interviews. Results: SSES results indicated high satisfaction from all cohorts with the online placement experience. Qualitative analysis led to the development of four pedagogical considerations for supporting student learning: Respond to Context with Creativity and Flexibility; Scaffold Student Learning; Foster Peer Relationships; and Supplement Online Learning. Discussion: Findings aligned with recent scholarship in the wider field of Work Integrated Learning (WIL) and indicate a need for questioning prevailing modes of music therapy placement delivery in line with the contemporary context. While online placements were not always understood to provide authentic music therapy experiences, this perspective may need further contemplation given the ongoing need for online music therapy service provision. [ABSTRACT FROM AUTHOR]