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Background: Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and boost game‐based learning, yet this approach remains unexplored. Objectives: We investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes. Methods: Two classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (nStudy 1 = 227, nStudy 2 = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game Decimal Point), story‐enriched active control, or mindfulness‐enriched condition. Trait mindfulness, learning gains, and in‐game problem‐solving (including problem‐solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention. Results: Findings showed no significant differences in learning gains, problem‐solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness‐enriched game led to more correct answers after errors than jokes in the story‐enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions. Conclusions: Mindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game‐based instruction. We highlight barriers and future directions for fostering mindfulness through computer‐based instruction in classrooms. Lay Description: What is currently known about this topic?: Researchers focus on digital games as productive learning environments for math, with potential for higher learning gains compared with traditional methods. However, results are mixed, and not all games lead to improved math outcomes.Executive function (EF) skills are crucial for math learning, and mindfulness‐based interventions show promise in enhancing EF skills in school‐aged students.Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and, in turn, boost EF skills and game‐based learning, yet this approach remains unexplored What does this paper add?: This paper presents the results of two randomized control trials investigating the feasibility and benefits of incorporating mindfulness exercises into a digital math game designed for middle school students. Benefits are compared to those of a story‐enriched and regular version of the same digital math learning game.The paper also explores variations in the effects of the mindfulness‐enriched game based on students' initial trait mindfulness levels.We observe that listening to mindfulness inductions at the beginning of game sessions do not induce mindfulness, and therefore does not benefit math learning.We find that mindfulness prompts received after recurrent errors can be beneficial for students' problem solving. Implications of study findings for practitioners: Our study provides important information on how digital learning game designers should attempt to induce mindfulness in a digital game to promote learning.Digital learning game designers should consider incorporating mindfulness exercises into their games strategically. Presenting mindfulness inductions in audio format at the beginning of game sessions may not induce mindfulness or benefit math learning. Instead, designers should focus on integrating mindfulness prompts at moments when students encounter frustration within the learning game.Beyond embedding audio mindfulness exercises in the game, learning designers should also consider alternative technological and game features to induce mindfulness within a learning game. [ABSTRACT FROM AUTHOR]

Alcohol use disorder (AUD) remains one of the most prevalent psychiatric disorders worldwide with high economic costs. Current treatment options show modest efficacy and relapse rates are high. Furthermore, there are increases in the treatment gap and few new medications have been approved in the past 20 years. Recently, psychedelic‐assisted therapy with psilocybin and lysergic acid diethylamide has garnered significant attention in the treatment of AUD. Yet, they require significant amounts of therapist input due to prolonged subjective effects (~4–12 h) leading to high costs and impeding implementation. Accordingly, there is an increasing interest in the rapid and short‐acting psychedelic 5‐methoxy‐N,N‐dimethyltryptamine (5‐MeO‐DMT). This paper offers a first look at potential therapeutic mechanisms for AUD by reviewing the current literature on 5‐MeO‐DMT. Primarily, 5‐MeO‐DMT is able to induce mystical experiences and ego‐dissolution together with increases in psychological flexibility and mindfulness. This could decrease AUD symptoms through the alleviation of psychiatric mood‐related comorbidities consistent with the negative reinforcement and self‐medication paradigms. In addition, preliminary evidence indicates that 5‐MeO‐DMT modulates neural oscillations that might subserve ego‐dissolution (increases in gamma), psychological flexibility and mindfulness (increases in theta), and the reorganization of executive control networks (increases in coherence across frequencies) that could improve emotion regulation and inhibition. Finally, animal studies show that 5‐MeO‐DMT is characterized by neuroplasticity, anti‐inflammation, 5‐HT2A receptor agonism, and downregulation of metabotropic glutamate receptor 5 with clinical implications for AUD and psychiatric mood‐related comorbidities. The paper concludes with several recommendations for future research to establish the purported therapeutic mechanisms of action. [ABSTRACT FROM AUTHOR]

Recent studies suggest that learners who are asked to predict the outcome of an event learn more than learners who are asked to evaluate it retrospectively or not at all. One possible explanation for this “prediction boost” is that it helps learners engage metacognitive reasoning skills that may not be spontaneously leveraged, especially for individuals with still‐developing executive functions. In this paper, we combined multiple analytic approaches to investigate the potential role of executive functions in elementary school‐aged children's science learning. We performed an experiment that investigates children's science learning during a water displacement task where a “prediction boost” had previously been observed—children either made an explicit prediction or evaluated an event post hoc (i.e., postdiction). We then considered the relation of executive function measures and learning, which were collected following the main experiment. Via mixed effects regression models, we found that stronger executive function skills (i.e., stronger inhibition and switching scores) were associated with higher accuracy in Postdiction but not in the Prediction Condition. Using a theory‐based Bayesian model, we simulated children's individual performance on the learning task (capturing “belief flexibility”), and compared this “flexibility” to the other measures to understand the relationship between belief revision, executive function, and prediction. Children in the Prediction Condition showed near‐ceiling “belief flexibility” scores, which were significantly higher than among children in the Postdiction Condition. We also found a significant correlation between children's executive function measures to our “belief flexibility” parameter, but only for children in the Postdiction Condition. These results indicate that when children provided responses post hoc, they may have required stronger executive function capacities to navigate the learning task. Additionally, these results suggest that the “prediction boost” in children's science learning could be explained by increased metacognitive flexibility in the belief revision process. [ABSTRACT FROM AUTHOR]

Psychodynamic psychotherapy does not feature in current treatment guidelines for attention‐deficit hyperactivity disorder (ADHD) in the United Kingdom. However, there is some psychoanalytic understanding of the disorder, which is corroborated in current neuroscientific theory, and supports clinicians in thinking beyond the behaviourally biased diagnosis and treatment models. One of the core features of ADHD is distortions in chronoception. This clinical paper therefore explores the psychoanalytic and neuroscientific theories of time perception as a way of exploring a discrete element of the complex idea of executive functioning more generally. It supports therapists approaching such executive dysfunction and to reconsider the treatment guidelines. A case example is used to explore how a transference‐, affect‐ and relationally‐focussed therapy can effect lasting change for people with ADHD in a way that behavioural and medication approaches do not. It is argued that such an intervention can improve oscillatory attention between subjective‐ and objective‐time and increase the capacity to self‐contain emotions. This brings patients into alignment with reality and restarts their psychic development towards themselves, others, the parental couple and grieving, which stalled in infancy. The internalised schema of the 50‐minute therapy session also provides a frame of reference for future tasks. [ABSTRACT FROM AUTHOR]

The present study aimed to establish test–retest reliability and investigate practice effects of the Mindmore cognitive assessment tool, a digital adaptation of traditional pencil and paper tests designed for self‐administration. Additionally, normative change scores for the most frequently used tests were derived. A total of 149 healthy Swedish adults (aged 20–79) completed the test battery twice, 1 month apart. The battery assessed attention and processing speed, memory, language, visuospatial functions, and executive functions. Test–retest reliability, measured by ICC and Spearman coefficients, and practice effects were estimated for 22 main‐scores and 33 sub‐scores. Regression models were used to assess change in performance while controlling for demographics, computer equipment, testing location (online or in‐laboratory) and baseline performance for 12 main‐scores and nine sub‐scores. Test–retest reliability was good for 11 main‐scores (≥0.70), satisfactory for five (0.60–0.69), and minimal for six (<0.60) albeit three having satisfactory sub‐scores. Practice effects were observed for tests with a major speed component, but not for reaction time, sustained attention, verbal memory and naming (alternate forms), nor visuospatial functions. Trackpad negatively influenced change for one test. Demographics and testing location did not significantly affect the change scores. Our study provides support for test–retest reliability and practice effects of the Mindmore cognitive assessment tool which were comparable to those of traditional tests. These findings, together with the normative change scores, can aid researchers and clinicians in interpreting test results and distinguishing between normal variations in performance and changes indicative of clinical impairment. [ABSTRACT FROM AUTHOR]

Background: Immersive virtual reality (IVR) is a new technology that could motivate learners, but also could contain distracting elements that increase cognitive demands on learners. In contrast, learning with conventional media, such as a narrated slideshow could be less motivating, but also less distracting. Objectives: This experiment investigates: (1) in what situations executive function and working memory capacity play a role in learning in IVR and a slideshow lesson and (2) whether people learn science content better with IVR or with a narrated slideshow lesson. Method: Participants watched a lesson on ocean acidification either using a head‐mounted display IVR device or a pre‐recorded narrated slideshow lesson. A week later, they took a test on this material and completed tasks to assess executive function and working memory capacity. Results and Conclusion: On a post‐test, there was no difference between IVR and slideshow lessons, but there were differences in the role of executive function in learning with these two media. For students learning in IVR, executive function correlated significantly with post‐test scores, such that learners with stronger executive function did better on the posttest than those with weaker executive function, while for students learning with a slideshow lesson, executive function and working memory capacity did not correlate significantly with posttest scores. This research indicates that it is important to understand how a learner's attentional controls impact their understanding when using IVR for learning. Lay Description: What is already know about this topic: Immersive virtual reality increases demands on cognition for learners.Immersive virtual reality for learning has inconsistent effects in prior research.Executive function and working memory capacity are important components in processing material while learning. What this paper adds: Research focused on the role individual differences play in learning with technology.Using common cognitive assessments to understand the process of learning better. Implications for practice and/or policy: Executive function predicted test score for an immersive virtual reality lesson.Use of immersive technology needs to take into account executive function to reduce potential inequity in learning. [ABSTRACT FROM AUTHOR]

Background: Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain‐general and reading‐specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students. Methods: A total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain‐general and reading‐specific cognitive flexibility, academic vocabulary and science reading comprehension. Results: The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain‐specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain‐general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6. Conclusions: These results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed. Highlights: What is already known about this topic Executive functions have been included in models to explain reading comprehension.It is well known that the structure of text, narrative or expository influences the cognitive processes necessary for comprehension.Cognitive flexibility is a variable associated with reading comprehension. What this paper adds Cognitive flexibility explains science text reading comprehension from fourth to sixth grade.Reading‐specific cognitive flexibility is associated with science text reading comprehension in fourth to fifth grade.Reading‐specific cognitive flexibility explains additional variance above domain‐general cognitive flexibility. Implications for theory, policy or practice Cognitive flexibility plays a relevant role in explaining reading comprehension of scientific texts.Models of reading comprehension should be adjusted to include variables like cognitive flexibility.It is necessary to study reading specific measures of executive function assessment over general domain measures. [ABSTRACT FROM AUTHOR]

Background: Executive function (EF) plays a crucial role in children's reading. However, previous studies were based on offline products of reading comprehension. Online research is needed to reveal the core mechanisms underlying children's reading processing. By measuring children's working memory (WM) and cognitive flexibility (CF), we investigated whether individual differences in EF could modulate sentence processing and, if so, how they exert their roles. Methods: The present study manipulated semantic congruency and the association between crucial words in a sentence. We recruited 89 Chinese children aged 9–12 years and monitored their eye movement. Results: The study revealed distinct associations between reader‐ and text‐related characteristics, as evidenced by eye‐movement patterns during reading. A significant incongruency effect was observed in reading, underscoring the children's capacity to discern incongruent information. Children's WM and CF were found to modulate this process. Specifically, high‐WM children showed more effective integration of incongruent information when the textual context was closely related during the later‐stage processing. In contrast, low‐WM children faced more challenges with incongruent words. Additionally, CF was influential during the early processing period. High‐CF children exhibited longer early‐stage reading times for incongruent words in associated contexts. Conclusions: Individual differences in EF can modulate children's online sentence processing. However, different EF components may play different roles. Highlights: What is already known about this topicA positive association exists between children's EF and reading, which often relies on offline products of reading comprehension.In children's sentence processing, sentence congruency and word association are the text features that require specific attention.The few studies investigating whether individual differences in EF modulate the processing of sentence congruency and word association have almost exclusively involved adults. What this paper addsChildren exhibit longer reading times for incongruent words, highlighting the cognitive demand of incongruencies.WM plays a modulatory role during the later stages of sentence processing.CF influences children's reading during the early processing period. Implications for theory, policy or practiceEF is a crucial cognitive basis that supports children's reading processing.WM and CF can underlie learning differences, especially when the focus of reading instruction switches from 'learning to read' to 'reading to learn'.Reading interventions that support reading‐related WM and CF may be especially beneficial for children. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to (1) quantify attention and executive functioning in children with developmental coordination disorder (DCD), (2) assess whether some children with DCD are more likely to show attention difficulties, and (3) characterize brain correlates of motor and attention deficits. Method: Fifty‐three children (36 with DCD and 17 without) aged 8 to 10 years underwent T1‐weighted and diffusion‐weighted magnetic resonance imaging, and standardized attention and motor assessments. Parents completed questionnaires of executive functioning and symptoms of inattention and hyperactivity. We assessed regional cortical thickness and surface area, and cerebellar, callosal, and primary motor tract structure. Results: Analyses of covariance and one‐sample t‐tests identified impaired attention, non‐motor processing speed, and executive functioning in children with DCD, yet partial Spearman's rank correlation coefficients revealed these were unrelated to one another or the type or severity of the motor deficit. Robust regression analyses revealed that cortical morphology in the posterior cingulate was associated with both gross motor skills and inattentive symptoms in children with DCD, while gross motor skills were also associated with left corticospinal tract (CST) morphology. Interpretation: Children with DCD may benefit from routine attention and hyperactivity assessments. Alterations in the posterior cingulate and CST may be linked to impaired forward modelling during movements in children with DCD. Overall, alterations in these regions may explain the high rate of non‐motor impairments in children with DCD. What this paper adds: Children with developmental coordination disorder have difficulties in attention, processing speed, and executive functioning.Non‐motor impairments were not interrelated or correlated with the type or severity of motor deficit.Posterior cingulate morphology was associated with gross motor skills and inattention.Gross motor skills were also associated with left corticospinal tract morphology. [ABSTRACT FROM AUTHOR]

Background: Bilingualism is widespread and being bilingual is more common than being monolingual. The lifelong practice bilinguals receive from managing two languages seems to lead to a cognitive benefit. Conversely, bilingualism seems to affect language ability negatively due to less use of each known language. Aims: This systematic review aims to summarize the results of the studies on the effect of bilingualism on executive functioning assessed by verbal fluency tasks. The verbal fluency task is a neuropsychological measure of lexical retrieval efficiency and executive functioning. Methods: The review was conducted according to the PRISMA statement through searches in the scientific databases PsycINFO, PsycARTICLES, MEDLINE, PubMed, Web of Science and SCOPUS. Studies included in this review had at least one bilingual and monolingual group, participants over 18 years and one verbal fluency task. Studies that considered bimodal bilingual, second language learners, trilingual or multilingual people, and clinical populations were excluded. A total of 38 studies were included in the systematic review. Main Contribution: Quantitative analysis of performance did not show significant differences between monolinguals and bilinguals. Qualitative results are mixed, and no definitive conclusions can be drawn about a bilingual advantage or disadvantage in the verbal fluency tasks. Conclusions: Normative data based on the monolingual population are not appropriate to test a bilingual population. It is necessary to take precautions in using this task, especially in clinical practice. WHAT THIS PAPER ADDS: What is already known on the subject: Bilingualism seems to lead to a cognitive benefit due to constantly monitoring the known languages to select the most suitable one for each interactional context and to affect language ability negatively due to less use of each known language but also to language ability negatively. What this paper adds to the existing knowledge: This systematic review summarizes the results of the studies on the effect of bilingualism on executive functioning assessed by verbal fluency tasks, a neuropsychological measure of lexical retrieval efficiency and executive functioning. What are the potential or actual clinical implications of this work?: Normative data based on the monolingual population are not appropriate to test a bilingual population. It is necessary to take precautions in using this task, especially in clinical practice. [ABSTRACT FROM AUTHOR]

This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; Mage = 51.5; 49% girls). Results from random‐effects and more conservative child‐fixed effects models indicate that across these studies, family stimulation, measured by caregivers' engagement in nine activities (e.g., reading, playing, singing), predicted increments in children's early numeracy, literacy, social‐emotional, motor, and executive function skills (standardized associations ranged from 0.05 to 0.11 SD). Study‐specific models showed variability in the estimates, with null associations in two out of the five studies. These findings indicate the need for additional research on culturally specific ways in which caregivers may support early development and highlight the importance of promoting family stimulation to catalyze positive developmental trajectories in global contexts. Research Highlights: Research on the links between family stimulation and early childhood development in low‐and‐middle‐income countries (LMICs) is limited.We used longitudinal data from studies conducted in five LMICs to examine the links between family stimulation and early childhood development outcomes.Results suggest that family stimulation predicted increments in children's numeracy, literacy, social‐emotional, motor, and executive function skills.We found variability in the observed estimates, with null associations in two out of the five studies, suggesting the need for additional research in LMICs. [ABSTRACT FROM AUTHOR]

For many years, researchers studied executive functions (EFs) in the laboratory with a focus on understanding an individual child's development and brain processes in a controlled environment. Building on this foundational research, there is a growing interest in EFs in the context of a child's dynamic, social world, and the contextual and compositional factors influencing EF development. This paper provides a descriptive view of EFs in 1112 K‐3 children from six schools in Phoenix, AZ, USA. The study's goals were to examine (1) variation in EF scores between and within schools and classrooms, (2) predictors of variation in children's spring EF scores, and (3) individual and compositional predictors of children's spring EF scores. Our findings indicate greater variation in children's EF within schools than between, with very little or no variation arising from differences between schools. Though we observed greater variation within classrooms than between them, a notable amount of variance in children's spring EF scores appears to arise from differences between classrooms. Classroom‐level variables, including a fall leave‐out classroom mean (without the students' own score) and the number of children in the top or bottom grade‐level quartiles in each classroom, were significant predictors of variation in spring EF scores as well as in fall to spring changes in EF. In some cases, the classroom variables were stronger predictors than individual fall scores. Findings suggest that understanding variation and cultivating growth in EF skills requires intervention, measurement, and analytic approaches that extend beyond the individual to include compositional features of the classroom environment. Research Highlights: Variation in children's EF scores (n = 1112 children) was greater within schools (n = 6 schools) than between, with very little or no variance arising from differences between schools.While variance was greater within classrooms than between (n = 67 classrooms), a notable amount of variance in children's spring EF scores appears to arise from differences between classrooms.Classroom‐level variables (e.g., leave‐out mean, number of children in the top or bottom grade‐level quartiles in each classroom) were significant predictors of variation and of changes in spring EF outcomes.In some cases, the classroom variables were stronger predictors of spring EF than individual fall scores. [ABSTRACT FROM AUTHOR]

Introduction: Recent studies highlight the negative impact of social isolation and involvement in leisure activities on enhanced well‐being of individuals. However, there is dearth of evidence on relationship between social isolation and leisure activities on cognitive abilities and depression of older adults in the Indian context. The paper reports the impact of social isolation and leisure activities on cognitive functioning and depression of older adults. Methods: Data were collected from the Longitudinal Ageing Study of India (LASI), and 63,806 participants aged 45 years or above were considered for the study with adherence to the exclusion criteria. Multivariate analysis was carried out to analyse the group‐based differences. Results: Social isolation (F = 102.09, p < 0.01; η2 = 0.09) and leisure (F = 224.54, p < 0.01; η2 = 0.07) had a statistically significant impact on the cognition and depressive symptoms of participants. Socially isolated older adults with little involvement in leisure activities had the worst cognitive functioning (M = 32.76, SD = 4.41), whereas middle‐aged adults who were actively involved in leisure activities and experienced the least social isolation exhibited the best cognitive functioning (M = 32.76, SD = 4.41). However, leisure and age as independent factors did not have a significant impact on depression. Conclusion: Socially isolated participants, irrespective of age, and involvement in leisure activities exhibit poor cognitive functioning and are more likely to suffer from depression as compared to their counterparts. The findings of the study can be used to design intervention strategies aimed at reducing social isolation by incorporating leisure activities to ensure the optimal functioning of middle‐aged and older adults. Key points: Socially isolated older adults with least involvement in leisure activities reported the worst cognitive functioning.Socially isolated participants reported a positive association with depressive symptomatology.Both middle‐aged and older adults who engaged in leisure activities reported better cognitive functioning as compared to their counterparts who did not engage in any form of leisure activities.Leisure as an independent factor is not significantly associated with depressive symptoms. [ABSTRACT FROM AUTHOR]

The acquired immobility response during the "forced swim test (FST)" is not a rodent model of depression, but the test has some validity in predicting a compound's antidepressant potential. Nevertheless, 60% of the about 600 papers that were published annually the past 2 years label the rodent's immobility response as depression‐like behaviour, but the relative contribution per country is changing. When the Editors‐in‐Chief of 5 journals publishing most FST papers were asked for their point of view on labelling immobility as depression‐like behaviour and despair, they responded that they primarily rely on the reviewers regarding scientific merit of the submission. One Editor informs authors of the recent NIMH notice (https://grants.nih.gov/grants/guide/notice‐files/NOT‐MH‐19‐053.html) which encourages investigators to use animal models "for" addressing neurobiological questions rather than as model "of" specific mental disorders. The neurobiological questions raised by use of the FST fall in two categories. First, research on the role of endocrine and metabolic factors, with roots in the 1980s, and with focus on the bottom‐up action of glucocorticoids on circuits processing salient information, executive control and memory consolidation. Second, recent findings using novel technological and computational advances that have allowed great progress in charting top‐down control in the switch from active to passive coping with the inescapable stressor executed by neuronal ensembles of the medial prefrontal cortex via the peri‐aquaductal grey. It is expected that combining neural top‐down and endocrine bottom‐up approaches will provide new insights in the role of stress‐coping and adaptation in pathogenesis of mental disorders. [ABSTRACT FROM AUTHOR]

Studies have demonstrated significant associations between executive function (EF) and reading ability. Many of these studies have evaluated this association through composite EF skills. In this study, we evaluated the indirect effects of working memory (WM) and cognitive flexibility (CF) in the relation between kindergarten socioeconomic status (SES) and first‐grade reading achievement. Through a two‐period estimation of mediating effects, we also examined these same relationships within low‐achieving (LA) and typically developing (TD) readers. For these investigations, nationally representative data from the United States were utilised from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. Results revealed significant EF and SES differences between TD and LA readers. Additionally, WM mediated around 11% of the association between kindergarten SES and first‐grade reading achievement while CF mediated 2.6%. The comparison of results between LA and TD readers yielded differences in mediating effects. For LA readers, 15% of the association was mediated by WM, but for TD only, 7.8% was mediated. CF mediated a small amount in both groups. Both WM and CF mediate the relation between kindergarten SES and first‐grade reading achievement. These findings are important because they provide clear evidence that EF ability may partially account for achievement gaps in reading ability from kindergarten to first grade. Highlights: What is already known about this topicThere is an association between SES and reading ability.Prior studies have shown the mediating effect of composite EF skills between SES and reading ability on a variety of different age groups. What this paper addsThis paper extends work on SES, EF and reading by examining the mediating effect of specific EFs on LA and TD readers in a national representative study.This paper focuses on the transition from kindergarten to first grade and finds a mediating effect of EF on reading in the earliest grades. Implications for theory, policy or practiceThere is a relationship between SES, EF and reading. Certain readers may rely more on WM than other students. If WM ability is compromised, it could negatively impact reading development.Implications are that supporting and improving early EF could reduce the negative impacts of SES on reading ability. [ABSTRACT FROM AUTHOR]

Background: Verbal fluency tasks are routinely used in clinical assessment and research studies of aphasia. People with aphasia produce fewer items in verbal fluency tasks. It remains unclear if their output is limited solely by their lexical difficulties and/or has a basis in their executive control abilities. Recent research has illustrated that detailed characterization of verbal fluency performance using temporal characteristics of words retrieved, clustering and switching, and pause durations, along with separate measures of executive control stands to inform our understanding of the lexical and cognitive underpinnings of verbal fluency in aphasia. Aims: To determine the locus of the verbal fluency difficulties in aphasia, we compared semantic and letter fluency trials between people with aphasia and healthy control participants using a wide range of variables to capture the performance between the two groups. The groups were also tested on separate measures of executive control to determine the relationship amongst these tasks and fluency performance. Methods & Procedures: Semantic (animal) and letter (F, A, S) fluency data for 60s trials were collected from 14 people with aphasia (PWA) and 24 healthy adult controls (HC). Variables, such as number of correct responses, clustering and switching analyses, were performed along with temporal measures of the retrieved words (response latencies) and pause durations. Participants performed executive control tasks to measure inhibitory control, mental‐set shifting and memory span. Outcomes & Results: Compared with HC, PWA produced fewer correct responses, showed greater difficulty with the letter fluency condition, were slower in getting started with the trials, showed slower retrieval times as noted in within‐ and between‐cluster pause durations, and switched less often. Despite these retrieval difficulties, PWA showed a similar decline in the rate of recall to HC, and had similar cluster size. Executive control measures correlated primarily with the letter fluency variables: mostly for PWA and in one instance for HC. Conclusions & Implications: Poorer performance for PWA is a combination of difficulties in both the lexical and executive components of the verbal fluency task. Our findings highlight the importance of detailed characterization of fluency performance in deciphering the underlying mechanism of retrieval difficulties in aphasia, and illustrate the importance of using letter fluency trials to tap into executive control processes. WHAT THIS PAPER ADDS: What is already known on the subject: PWA typically show impaired performance in verbal fluency tasks. It is debated whether this impaired performance is a result of their lexical difficulties or executive control difficulties, or a combination of both. This debate continues because previous studies have mostly used semantic fluency condition without including letter fluency condition; used a limited range of variables (e.g., number of correct responses); and not included separate executive control measures to explain the performance pattern in aphasia. This research addresses these outstanding issues to determine the specific contribution of lexical and executive control processes in verbal fluency in aphasia by including: both semantic and letter fluency conditions; a wide range of variables to identify the relative contribution of lexical and executive control mechanisms; and independent measures of executive control. What this paper adds to existing knowledge: Using the multidimensional analysis approach for verbal fluency performance from both semantic and letter fluency conditions, this is the first study to systematically demonstrate that PWA had difficulties in both lexical and executive control components of the task. At the individual level, PWA had greater difficulty on the letter fluency condition compared with semantic fluency. We observed significant correlations between the executive control measures and verbal fluency measures primarily for the letter fluency condition. This research makes a significant contribution to our understanding of lexical and executive control aspects in word production in aphasia. What are the potential or actual clinical implications of this work?: From a clinical perspective, this research highlights the importance of using a full range of verbal fluency and executive control measures to tap into the lexical as well as executive control abilities of PWA, and also the utility of using letter fluency to tap into the executive control processes in PWA. [ABSTRACT FROM AUTHOR]

Background: Persons with Parkinson's disease (PD) frequently report word‐finding difficulties. Many of the established tests are, however, insufficient in detecting mild cases of such symptoms. Results from earlier research have suggested that controlled oral word association tests (COWATs) with high demands on cognitive processing resources could prove helpful in detecting the more subtle (language‐related) problems seen in neurological disorders such as PD. Aims: First, to examine whether persons with PD (PwPD) differ in performance on different types of COWATs compared with non‐brain‐damaged controls. Second, to investigate possible relationships between executive functions and the novel complex oral semantic fluency (COSEF) task performance scores in the PwPD group. Third, to investigate whether age, years of education, severity of motor symptoms and self‐perceived severity of word‐finding difficulties influenced the COSEF task results. Methods & Procedures: A total of 17 PwPD participated in the study. Their results were compared with a matched control group (n = 17) at both group and individual levels. One phonemic and two types of semantic COWATs were used. Correlations between the COSEF task and executive function results, age, education and severity of motor symptoms were analysed in the PwPD group. Outcomes & Results: The PwPD group had significantly lower scores on the COSEF task compared with the control group, but not on the other COWATs. A variation in the results was seen on an individual level. In the PwPD group, large significant correlations were seen between the COSEF task and verbally based tasks measuring working memory and cognitive flexibility. Both age and education, but neither self‐perceived severity of word‐finding difficulties nor motor symptoms, were correlated with the COSEF task result in the group of PwPD. Conclusions & Implications: The results are in line with the predictions that a relatively more cognitive demanding COWAT such as the COSEF task could prove valuable when assessing word‐finding difficulties in PD in research and clinical assessment. What this paper adds: What is already known on the subject: Varying degrees of word‐finding difficulties are a common symptom in PD and may affect everyday communication. Discreet word‐finding difficulties can be hard to detect with the established language assessment tools. What this paper adds to existing knowledge: This study adds insights into how PwPD perform on different types of COWATs compared with a control group. It also sheds light on the relationships between a novel, more cognitive complex COWAT and executive functions in PD. What are the potential or actual clinical implications of this work?: More cognitively complex COWATs can contribute significantly to the assessment of discreet word‐finding difficulties, but it is important to include a thorough anamnesis regarding language and communication in PwPD. [ABSTRACT FROM AUTHOR]

High‐quality communicative interactions between caregivers and children provide a foundation for children's social and cognitive skills. Although most studies examining these types of interactions focus on child language outcomes, this paper takes another tack. It examines whether communicative, dyadic interactions might also relate to child executive function (EF) skills and whether child language might mediate this relation. Using a subset of data from the NICHD Study of Early Child Care and Youth Development, dyadic interactions between 2‐year‐olds and their mothers were coded for three behaviors: symbol‐infused joint engagement, routines and rituals, and fluency and connectedness. Child language was assessed at age 3 and three facets of EF (self‐regulation, sustained attention, and verbal working memory) were assessed at age 4.5. Structural equation modeling showed that dyadic interaction related to later child sustained attention and verbal working memory, indirectly through child language and directly related with child self‐regulation. This suggests that communicative interactions with caregivers that include both verbal and non‐verbal elements relate to child EF, in part through child language. Our findings have implications for the role of caregiver interactions in the development of language and cognitive skills more broadly. Research Highlights: Using structural equation modeling, we examined how communicative interactions between caregivers and toddlers relate to preschool executive function skillsCommunicative interactions relate to later language which in turn relates to sustained attention and verbal working memory in preschoolCommunicative interactions relate directly to self‐regulation in preschoolAssociations between communicative interactions, language, and executive function vary across facets of executive function and may not be unidirectional [ABSTRACT FROM AUTHOR]

Objective: The increase in smartphone usage has enabled the possibility of more accessible ways to conduct neuropsychological evaluations. The objective of this study was to determine the feasibility of using smartphone typing dynamics with mood scores to supplement cognitive assessment through trail making tests. Methods: Using a custom‐built keyboard, naturalistic keypress dynamics were unobtrusively recorded in individuals with bipolar disorder (n = 11) and nonbipolar controls (n = 8) on an Android smartphone. Keypresses were matched to digital trail making tests part B (dTMT‐B) administered daily in two periods and weekly mood assessments. Following comparison of dTMT‐Bs to the pencil‐and‐paper equivalent, longitudinal mixed‐effects models were used to analyze daily dTMT‐B performance as a function of typing and mood. Results: Comparison of the first dTMT‐B to paper TMT‐B showed adequate reliability (intraclass correlations = 0.74). In our model, we observed that participants who typed slower took longer to complete dTMT‐B (b = 0.189, p <.001). This trend was also seen in individual fluctuations in typing speed and dTMT‐B performance (b = 0.032, p =.004). Moreover, participants who were more depressed completed the dTMT‐B slower than less depressed participants (b = 0.189, p <.001). A practice effect was observed for the dTMT‐Bs. Conclusion: Typing speed in combination with depression scores has the potential to infer aspects of cognition (visual attention, processing speed, and task switching) in people's natural environment to complement formal in‐person neuropsychological assessments that commonly include the trail making test. [ABSTRACT FROM AUTHOR]

Aim: To examine the impact of clinical factors, cognitive deficits, and sleepiness on health‐related quality of life (HRQoL) among young people with craniopharyngioma. Method: Seventy‐eight patients (67% White; 41 males, 37 females; mean age 10y 8mo, SD 3y 11mo, range 6–20y) with craniopharyngioma were assessed for tumor extent and diabetes insipidus. All patients underwent overnight polysomnography and multiple sleep latency tests after surgical resection. Executive functioning was assessed using parent‐reported measures. Patients and their parents completed measures of HRQoL. None had a history of previous radiation therapy. Results: Path analysis was used to test hypothesized relations while controlling for demographic and disease characteristics. Analyses revealed poorer parent‐reported HRQoL among young people with greater executive functioning symptoms (estimate −0.83; p<0.001). Direct and indirect effects were found among diabetes insipidus, executive functioning, and parent‐reported HRQoL. Diabetes insipidus directly predicted greater global executive functioning impairment (estimate 5.15; p=0.04) and indirectly predicted lower HRQoL through executive functioning impairment (estimate −4.25; p=0.049). No significant effects were found between excessive daytime sleepiness, tumor hypothalamic involvement, diabetes insipidus, executive functioning, and patient‐reported HRQoL. Interpretation: These findings suggest that young people with craniopharyngioma presenting with diabetes insipidus may benefit from targeted neurocognitive and psychosocial screening to inform interventions. What this paper addsChildren with craniopharyngioma and executive functioning impairment are more likely to have poorer health‐related quality of life (HRQoL).Diabetes insipidus, a complication associated with surgery, predicted greater executive functioning impairment.Diabetes insipidus indirectly predicted lower parent‐reported HRQoL through executive functioning impairment. What this paper adds: Children with craniopharyngioma and executive functioning impairment are more likely to have poorer health‐related quality of life (HRQoL).Diabetes insipidus, a complication associated with surgery, predicted greater executive functioning impairment.Diabetes insipidus indirectly predicted lower parent‐reported HRQoL through executive functioning impairment. This article is commented on by Cheetham and Wood on page 895 of this issue. [ABSTRACT FROM AUTHOR]

The proliferation of screen‐free programmable robotics allows teachers to implement age‐appropriate integrated activities that can promote child learning and development. However, very scarce is known about the challenges of using programmable robots as a tool to empower children in minority communities. This mixed‐methods case study examined a Free Quality Kindergarten situated in a low‐income public housing estate in Hong Kong to explore the affordances and challenges of robot programming (RP) in early childhood education (ECE). Both quantitative and qualitative data were generated through videotaped observations, child assessments and teacher interviews to journey with the teaching team as they managed to implement the newly introduced RP curriculum. Child assessment evidence revealed that there was a statistically significant improvement in CT scores over 6 weeks of RP activities, while the pretest–posttest change of child self‐regulation scores was nonsignificant. Video analysis results further revealed that children's interaction level with the robot kit significantly predicted the change of self‐regulation over time. Qualitative results are presented to explicate the micro, meso and macro conditions that constrain the implementation of RP curriculum, including the following: (a) teachers' limited TPACK in RP education, (b) a disconnect between the RP curriculum and the school‐based curriculum, (c) limited resources and (d) the Confucian tradition and cultural barriers. These illustrate the intricacies involved in the implementation of RP education to empower marginalized children in under‐resourced ECE settings. This study will help bring systemic change to the ECE field by uncovering ecological difficulties in integrating new technologies to promote inclusiveness and sustainability for the future. Practitioner notesWhat is already known about this topic Screen‐free robot programming (RP) is beneficial for preschool children in terms of promoting their computational thinking (CT) and executive functioning.RP can be generally engaging for preschool children from a middle‐class background.What this paper adds The study is addressing the inclusiveness and sustainability according to the learning needs of kindergarten students, especially those from less privileged backgrounds.The story‐based approach to RP can cater to the learning needs and interests of children from a lower socio‐economic background, which is likely to enhance their CT skills.Children with a higher level of interaction with the robot kit benefited more from the RP activities in terms of self‐regulation skills.This study used multiple methods (ie, video analysis, teacher interview and child assessment) to reveal the effects of micro, meso and macro contexts on RP education in an under‐resourced Hong Kong kindergarten.Implications for practice and/or policy RP education should be cautiously prompted in diverse early childhood settings, especially the less privileged institutions, to enhance positive effects.Critical constraints on the use of programmable robots to empower marginalized children should be adequately addressed when trying to integrate RP into early childhood education.Teachers should receive training and continual support in RP‐related pedagogical strategies to facilitate and scaffold children's learning. [ABSTRACT FROM AUTHOR]

Cerebral hemiatrophy is a rare neurological condition, usually resulting in severe and diffuse cognitive impairment. In this paper we present a 69‐year old woman with notable congenital hemiatrophy with strikingly preserved cognitive functions. Cognitive assessment indicated that although her executive functions were found impaired, the remaining cognitive domains were relatively unaffected. We argue that this unexpected cognitive profile may be explained by anomalous hemispheric lateralization, driven by neuroplasticity along the developmental course. [ABSTRACT FROM AUTHOR]

The main purpose of this systematic review was to examine past literature focusing on the potential relationship between exercise (or physical activity or cardiorespiratory fitness [CRF]) and functional brain connectivity in healthy adults. Among the studies meeting this purpose, we also evaluated studies investigating whether, and how, functional connectivity may influence the exercise–cognition relationship. A systematic review was employed through several electronic databases (PsychInfo, PubMed, and Google Scholar) in accordance with PRISMA guidelines. The literature search identified 656 records, and a total of 12 studies met the inclusion criteria. Among these 12 studies, there were 4, 7, and 1 study, respectively, examining the relationship between exercise and frontal lobe connectivity, temporal lobe connectivity, and whole‐brain connectivity. Also, 7 studies examined the relationship between functional connectivity and cognitive performance across multiple brain regions as a function of exercise. Existing literature suggests that CRF, habitual physical activity, and varying intensities of acute exercise can strengthen functional connections among a wide variety of regions and subcortical structures of the human brain. These exercise‐induced functional connectivity changes within and between specific brain structures/networks supporting cognitive processing may improve various domains of cognitive function. Given these complex associations, a thorough understanding of how functional connectivity plays a mediating role in the exercise–cognition interaction is needed in future studies. This paper demonstrates the effect of exercise on cognition and how exercise‐induced changes in brain functional connectivity influence this effect. These findings have important implications on improving cognition and identifying mechanisms of the exercise‐cognition interaction. [ABSTRACT FROM AUTHOR]

Aim: Early intervention for psychosis has been of high interest in the past two decades. Research demonstrates that clinical high risk for psychosis (CHR‐p) populations experience impairments in role functioning. Although several vocational and cognitive interventions exist for people living with psychosis, there are no known evidence‐based treatments for role functioning difficulties during the CHR‐p stage. There is clear evidence for a need for interventions that directly target role functioning. Methods: This paper describes the theoretical development and implementation of a novel intervention targeting role functioning impairments: Individualized Vocational and Educational Support and Training (InVEST). The CEDAR Clinic, a specialized CHR‐p coordinated specialty care (CSC) team, has worked to develop InVEST to target core aspects of role functioning, namely executive functioning, stress sensitivity, and task initiation. The intervention is cost‐efficient, as bachelor level clinicians provide the service under supervision of licensed clinicians. This summary describes InVEST, provides a disguised case example, and presents initial exploratory data (N = 135) focused on the intervention's feasibility in this CSC program. Results: Although these preliminary data are limited, available information suggests that InVEST may provide a core treatment modality within CHR‐p treatment programs. Conclusions: More research formally investigating InVEST with a larger sample would provide further evidence of the intervention's efficacy. [ABSTRACT FROM AUTHOR]

Background: The conversational speech of most children can be understood by people outside the family by the time they reach 4 years. However, for some children, speech sound disorders (SSDs) persist into their early school years, and beyond, despite adequate hearing, oromotor function, and language learning opportunities. One explanation for children's SSDs are domain‐general cognitive‐linguistic deficits that impair the child's ability to correctly derive rules governing how speech sounds legally combine to form words in a specific language. Aims: To explore whether there are differences in performance on executive function tasks between children who make speech errors characteristic of phonological delay and those who make speech errors characteristic of phonological disorder. Methods & Procedures: Twenty‐six children aged from 3;6 to 5;2 (13 with phonological delay and 13 with phonological disorder), matched pairwise for age and sex (nine males), were assessed on tasks measuring cognitive flexibility (rule abstraction and cognitive shift) and phonological working memory. Outcome & Results: For the cognitive flexibility tasks, the performance of children with phonological delay was significantly better than that for children with phonological disorder, but there were no group differences for the phonological working memory task. Conclusions & Implications: Children with phonological disorders might benefit from intervention programmes that incorporate training in cognitive flexibility. What is already known on the subject: Children with phonological delay and phonological disorder comprise the two largest SSD subgroups that present to speech‐language therapy clinics. Evidence suggests domain‐general cognitive processes (e.g., phonological working memory, ability to revise faulty underlying representations, rule abstraction, and cognitive shift) influence phonological development. Differences between the two subgroups in the types of speech errors, linguistic abilities, developmental trajectories, and responses to intervention have been reported, yet little is known about the underlying cognitive‐linguistic deficits. What this paper adds to existing knowledge: The results of this study suggest that children with phonological delay and phonological disorder have distinct patterns of performance on executive function tasks: Children with phonological disorder showed deficits in domain general rule‐abstraction and cognitive shift when compared to children with phonological delay. What are the potential or actual clinical implications of this work?: The findings draw attention to: (1) the importance of differential diagnosis of phonological delay and phonological disorder; (2) the role of domain‐general cognitive processes in explaining why children make particular types of errors; and (3) the need to develop innovative and tailored intervention techniques that target specific underlying deficits. [ABSTRACT FROM AUTHOR]

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

This paper used a nationally representative sample of children from the United States to examine the extent to which physical activity and sports participation may promote growth in children's executive functions (EFs), attention, and social self‐control over time. Using data from the ECLS‐K:2011 (N = 18,174), findings indicated that regular physical activity predicted growth in EFs and attention from 3rd to 4th grade (βs = 0.03–0.05) but not from kindergarten to 1st grade. After controlling for the frequency of physical activity, participation in group sports predicted increases in EFs, attention, and social self‐control during both periods (βs = 0.02–0.04). Though modest in size, the findings suggest that encouraging children to engage in more frequent and more team‐based activity will benefit the development of their EFs and related skills, and especially so for children in middle childhood. [ABSTRACT FROM AUTHOR]

This paper provides insights from our recent RCTs of CR for people with mood disorders and discusses the challenges of synthesising CR studies that examine multimodal predictors. In both bipolar disorder (BD) and major depressive disorder (MDD), evidence for efficacy and effectiveness of cognitive remediation (CR) interventions is preliminary, with relatively few randomised controlled trials (RCT) in small samples. [Extracted from the article]

Scientific research on how children learn to tell lies has existed for more than a century. Earlier studies mainly focused on moral, social, and situational factors contributing to the development of lying. Researchers have only begun to explore the cognitive correlations of children's lying in the last two decades. Cognitive theories suggest that theory of mind (ToM) and executive function (EF) should be closely related to the development of lying since lying is, in essence, ToM and EF in action. Yet, findings from empirical studies are mixed. To address this issue, the current meta‐analysis reviewed all prior literature that examined the relations between children's lying and ToM and/or between children's lying and EF. In total, 47 papers consisting of 5099 participants between 2 and 19 years of age were included, which yielded 74 effect sizes for ToM and 94 effect sizes for EF. Statistically significant but relatively small effects were found between children's lying and ToM (r =.17) and between lying and EF (r =.13). Furthermore, EF's correlation with children's initial lies was significantly smaller than its correlation with children's ability to maintain lies. This comprehensive meta‐analysis provides a clear picture of the associations between children's ToM/EF and their lying behavior and confirms that ToM and EF indeed play a positive role in children's lying and its development. [ABSTRACT FROM AUTHOR]

Over a century ago, William James assured us that everyone knows what attention is. A contemporary of James', Karl Groos countered: To the question, "What is Attention?" Despite Groos' gloom, as of December 1, 2022, a PubMed search reveals that since 1950, nearly 44,000 papers have been published with "attention" in the title. [Extracted from the article]