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This study examined the impact of the COVID-19 pandemic on cognitive and academic functioning in 574 youth presenting for outpatient clinical neuropsychiatric evaluations. We extended the prior literature by (a) determining the extent to which academic difficulties documented in population and community samples also occurred in child psychiatric outpatients; (b) evaluating the impact of the pandemic on neuropsychological functions relevant to academic performance (overall cognition, executive functions, and graphomotor skill); and (c) investigating the moderating impact of attention deficit hyperactivity disorder (ADHD) diagnosis. We compared cross-sectional scores on standardized measures for groups of youth evaluated at three time periods related to the COVID-19 pandemic: (a) prior to onset (PRIOR; N = 198), (b) during Year 1 (Y1; N = 149), and (c) during Year 2 (Y2; N = 227). Relative to overall cognitive ability, math scores were lower in Y1 and Y2 and reading scores were lower in Y2. Additionally, relative to overall cognitive ability, youth showed lower working memory in Y1 and lower processing speed in Y1 and Y2. Graphomotor skill and parent-rated executive functions (EF) did not vary significantly across the three time periods. ADHD status did not moderate psychometric test scores but did moderate parent-rated EF. These data suggest that the COVID-19 pandemic has negatively impacted academic and executive functions in child psychiatry outpatients. More research is needed to understand the long-term implications for development. Public Significance Statement: Current findings extend evidence for the negative impact of the COVID-19 pandemic by showing reduced postpandemic math and reading skills in child psychiatry outpatients who are known to be at-risk for learning difficulties. We also found differences in executive functions, which has implications for assessment and interventions. [ABSTRACT FROM AUTHOR]

The Behavior Rating Inventory of Executive Function–Adult Version (BRIEF-A) is a standardized rating scale of subjective executive functioning. We provide univariate and multivariate base rates (BRs) for scale/index scores in the clinical range (T scores ≥65), reliable change, and inter-rater information not included in the Professional Manual. Participants were adults (ages = 18–90 years) from the BRIEF-A self-report (N = 1,050) and informant report (N = 1,200) standardization samples, as well as test–retest (n = 50 for self, n = 44 for informant) and inter-rater (n = 180) samples. Univariate BRs of elevated T scores were low (self-report = 3.3%–15.4%, informant report = 4.5%–16.3%). Multivariate BRs revealed the common occurrence of obtaining at least one elevated T -score across scales (self-report = 26.5%–37.3%, informant report = 22.7%–30.3%), whereas virtually none had elevated scores on all scales. Test–retest scores were highly correlated (self =.82–.94; informant =.91–.96). Inter-rater correlations ranged from.44 to.68. Significant (p <.05) test–retest T -score differences ranged from 7 to 12 for self-report, from 6 to 8 for informant report, and from 16 to 21 points for inter-rater T -score differences. Applications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Introduction: The benefits of completing household chores appear to transfer beyond managing day‐to‐day living. It is possible that chore engagement may improve executive functions, as engagement in chores require individuals to plan, self‐regulate, switch between tasks, and remember instructions. To date, little research has been conducted on household chores and executive functions in children, for whom these skills are still developing. Methods: Parents and guardians (N = 207) of children aged 5–13 years (M = 9.38, SD = 2.15) were asked to complete parent‐report questionnaires on their child's engagement in household chores and their child's executive functioning. Results: Results of the regression model indicated that engagement in self‐care chores (e.g., making self a meal) and family‐care chores (e.g., making someone else a meal) significantly predicted working memory and inhibition, after controlling for the influence of age, gender, and presence or absence of a disability. For families with a pet, there was no significant relationship between engagement in pet‐care chores and executive function skills. Conclusion: We strongly recommend that further research explore the relationship between chores and executive functions. It is possible that parents may be able to facilitate their child's executive function development through encouraging participation in chores, whereas chore‐based interventions (e.g., cooking programmes) may also be used to target deficits in ability. [ABSTRACT FROM AUTHOR]

Background: Children and adolescents with mild to moderate chronic kidney disease (CKD) are at high risk for mild but persistent impairment in executive functions, which have been associated with low health‐related quality of life (HRQOL) among children and adolescents with chronic health conditions. However, no similar link has been established among children and adolescents with mild to moderate CKD. Given the essential role executive functions play in the development of adequate cognitive, emotional and social skills, it is essential to gain a clearer understating of the magnitude and attributes of executive functions and its link to HRQOL in order to inform appropriate medical and educational interventions for this patient population. Objective: The aim of this study is to examine the relationship between executive functions, socio‐emotional functioning and HRQOL in children and adolescents with mild to moderate CKD. Methods: A cross‐sectional design was used for this secondary data analysis of 199 children and adolescents (ages 6–17) with mild to moderate CKD from the United States and Canada who receive care at hospitals associated with the Chronic Kidney Disease in Children Study (CKiD). Results: The presence of impairment in executive functions and socio‐emotional functioning (internalizing problems) significantly predicted lower HRQOL after controlling for key covariates (i.e., maternal education, anaemia and hypertension). Further, internalizing problems partially mediated the relationship between executive functions and HRQOL such that impairment in executive functions predicted lower HRQOL directly and indirectly by contributing to higher internalizing problems, which further contributed to low HRQOL. Conclusion: This study underscores the importance of executive functions and socio‐emotional functioning in the manifestation of HRQOL. Given that HRQOL is potentially compromised for many children and adolescents with mild to moderate CKD, it will be important for both clinicians and researchers to examine a range of factors, including executive functions and socio‐emotional functioning, in order to optimize HRQOL. [ABSTRACT FROM AUTHOR]

• For English outcomes, working memory was related with code-related skills. • For English outcomes, inhibitory control was related with language-related skills. • For Spanish outcomes, working memory was related to both code and language skills. • Measurement language of executive function made little difference in outcomes. • For Spanish outcomes, early literacy mediated preschool executive function. In the United States, children whose home language is Spanish are at increased risk for the development of reading difficulties. Studies have reported a link between executive function (EF) and reading; few studies have examined this linkage in Spanish-speaking language-minority (LM) children. This longitudinal study examined the association between preschool EF and kindergarten reading-related skills in 241 Spanish-speaking LM children (M -age in preschool = 54.23 months, SD = 6.17). In preschool, children completed measures of inhibitory control (IC) and working memory (WM) in their dominant language, and early literacy skills in Spanish and English. In the fall of their kindergarten year, children completed code- and language-related literacy measures in both languages. A 2-factor model (IC and WM) accounted for children's preschool EF. Most zero-order correlations between EF factors and kindergarten outcomes in Spanish (r s = 0.03-0.40) and English (r s = 0.05-0.35) were statistically significant. For English-language outcomes, WM was more strongly associated with code-related skills and IC with language-related skills; for Spanish-language outcomes, WM was more strongly related to both code- and language-related skills than IC. There was little difference in the associations between EF and reading outcomes based on the language in which EF was measured (i.e., the child's dominant language). When controlling for early literacy skills in the same language as the kindergarten outcomes, EF contributed significant unique variance to kindergarten skills in English but not in Spanish. For Spanish language outcomes, early literacy skills appear to mediate the role of preschool EF. The results suggest that children's development in cognitive domains, such as EF, may have an important role in the acquisition of core early reading skills for Spanish-speaking LM children. [ABSTRACT FROM AUTHOR]

Objective: It has been well established that sustaining a head injury can result in cognitive impairments, but there is little research on the impact of head injuries within middle-aged and older adult samples. Given the two most common samples for head trauma research are athletes and military service members, most of this literature presents findings of individuals under 35 years old. It is important to study head injury outcomes in older samples because greater lengths of time may have passed since the injuries occurred, which may influence findings. Additionally, research indicates that head injuries can lead to measurable executive functioning difficulties - a cognitive domain previously established as susceptible to cognitive ageing-related decline. Therefore, the current investigation seeks to assess the connection between history of head injury and executive functioning performance in middle-aged and older adult participants. Participants and Methods: The current study examined 1150 participants from the 2nd wave of the Midlife in the United States cohort (MIDUS) and 801 participants of the MIDUS refresher panel. As a part of the biomarkers study, participants indicated how many head injuries they experienced (up to three) along with whether they were hospitalized and the year the injury occurred. As a part of the cognitive study, participants completed a battery of measures that were combined into a single Z-scored executive functioning measure. Regression was used to evaluate the association between self-reported head trauma and executive functioning, controlling for age and gender. Post hoc analyses examined hospitalization and recency of head injury. Results: Of the 1951 included participants, 70.7% reported zero head injuries, 20.8% reported one head injury, 5.8% reported two head injuries, and 2.7% reported at least three head injuries. History of head trauma was not associated with lower levels of executive functioning (F[3,1945]=2.68, p=.38). Furthermore, executive functioning performance was not associated with hospitalization for head injury (b=-.04, p=.31) or recent head injuries (b=-.04, p=.70). Conclusions: The current results do not provide evidence of decreased executive functioning performance linked to history of head injury in middle-aged and older adults. These findings are inconsistent with earlier literature suggesting that executive dysfunction is associated with prior head trauma. It is important to consider, however, that the operationalization of executive functioning as a cognitive domain is controversial and produces significant debate. Therefore, the present results solely indicate a lack of connection between previous head trauma and executive functioning, specifically as assessed by the current definition and measures. The present analyses were limited by the broad inclusion of all head injuries rather than a narrowed scope of specifically concussions or mild traumatic brain injuries. However, the study had the advantage of being adequately powered via a large sample size. The current results suggest that additional research is needed within middle-aged and older adult samples to investigate possible connections between head trauma and executive functioning performance using alternate definitions and assessments. [ABSTRACT FROM AUTHOR]

Aims: To estimate interactions and unique effects of behavioral approach and behavioral control on alcohol involvement hypothesized by dual‐systems models, during adolescence and emerging adulthood. Design In a longitudinal study, behavioral approach and behavioral control were examined in relation to alcohol involvement, cross‐sectionally and prospectively. Setting and participants: A total of 846 general population twins born in Colorado, USA were assessed twice (mean = 17.3 and 22.8 years; female = 51.4%; white = 91.8%). Measurements Behavioral approach was measured by self‐report questionnaires of sensation‐seeking and subjective effects of alcohol. Behavioral control was measured by self‐reported lack of planning and nine executive functioning (EF) tasks. Interviewers administered semi‐structured clinical interviews to assess alcohol use and disorder (AUD). Findings None of 36 interaction effects was statistically significant (β = −0.16–0.14, P > 0.06), suggesting that dual systems are additively related to alcohol involvement. In multiple regression models, behavioral approach and behavioral control explained independent variance in alcohol use quantity (β = 0.09–0.33, P < 0.04) and frequency (β = −0.11–0.29, P < 0.03) at both waves. During adolescence, only subjective effects (β = 0.27–0.28, P < 0.001) explained independent variance in AUD. Moreover, measures of the same construct explained independent variance in alcohol involvement: for behavioral control, lack of planning and EF were associated with alcohol frequency in adolescence (β = −0.11–0.25, P < 0.02) and AUD in emerging adulthood (β = −0.09–0.16, P < 0.03). For the behavioral approach, subjective effects were associated with all measures at both waves (β = 0.20–0.33, P < 0.01) and sensation‐seeking was associated with all measures in emerging adulthood (β = 0.09–0.11, P < 0.04). In prospective models, adolescent alcohol involvement was associated with later lack of planning (β = 0.12–0.18, P < 0.03) and lack of planning in adolescence was associated with later alcohol involvement (β = 0.12–0.14, P < 0.02). Conclusions: Both the behavioral approach and behavioral control components of dual‐systems models explain alcohol involvement during adolescence and adulthood, and different measures of the same system assess separate risk processes. The relations between alcohol involvement and the dual systems appear to be bidirectional. [ABSTRACT FROM AUTHOR]

The article describes Tools of the Mind—an instructional program developed 25 years ago and now implemented in a variety of early childhood settings across the United States and in Canada. Based on the principles of cultural-historical psychology, this program addresses developmental and learning needs of young children by offering a comprehensive curriculum and by delivering professional development for early childhood educators. The article provides examples of how Vygotskian and post-Vygotskian ideas get embodied in Tools of the Mind instructional strategies with a special emphasis on make-believe play as a leading activity for preschool- and kindergarten-aged children. The authors discuss the results of several evaluation studies conducted on Tools and how these results helped to shape the current state of the program. [ABSTRACT FROM AUTHOR]

Background: Childhood acquired brain injuries can disrupt communication functions needed for success in school, work and social interaction. Cognitive-communication difficulties may not be apparent until adolescence, when academic, environmental and social-emotional demands increase. Objective: The Functional Assessment of Verbal Reasoning and Executive Strategies for Students (S-FAVRES) is a new activity-level measure of cognitive-communication skills in complex, contextual and integrative tasks that simulate real world communication challenges. It is hypothesized that S-FAVRES performance would differentiate adolescents with and without acquired brain injury (ABI) on scores for Accuracy, Rationale, Reasoning Subskills and Time. Methods: S-FAVRES was administered to 182 typically-developing (TD) and 57 adolescents with mild-to-severe ABI aged 12–19. Group differences, internal consistency, sensitivity, specificity, reliability and contributing factors to performance (age, gender, brain injury) were examined statistically. Results: Those with ABI attained statistically lower Accuracy, Rationale and Reasoning sub-skills scores than their TD peers. Time scores were not significantly different. Performance trends were consistent across tasks, administrations, gender and age groups. Inter-rater reliability for scoring was acceptable. Conclusion: The S-FAVRES provides a reliable, functional and quantifiable measure of subtle cognitive-communication difficulties in adolescents that can assist speech-language pathologists in planning treatment and integration to school and real world communication. [ABSTRACT FROM AUTHOR]

This study seeks to examine the relationships between physical activity (PA), cognitive activity, and cognitive function for the purpose of developing future brain-fitness programs. A sample of 2,305 participants (age = 50–84, mean age: 63.1 years) was selected from the Midlife in the United States longitudinal study for analysis. The strength of the associations between the dependent variables (episodic memory and executive functions) and independent variables (three domains of PA and cognitive activity) were determined by hierarchical regression. Episodic memory regressed positively on leisure-time PA (LPA) and cognitive activity. Executive functions regressed positively on LPA and Cognitive activity, but negatively on job-related PA (JPA). The interaction effect (JPA × Cognitive activity) was nonsignificant. Community-dwelling participants are encouraged to engage in more LPA and cognitive activity to increase brain fitness. Further research may explore the distinctive effects of JPA. [ABSTRACT FROM PUBLISHER]

It is commonly argued that complex behaviour is regulated by a number of “executive functions”, which work to coordinate the operation of disparate cognitive systems in the service of an overall goal. However, the identity, roles, and interactions of specific putative executive functions remain contentious, even within widely accepted tests of executive function. The authors present two experiments that use dual-task interference to provide further support for multiple distinct executive functions and to establish the differential contributions of those functions in two relatively complex executive tasks—random generation and the Wisconsin Card Sorting Test. Results are interpreted in terms of process models of the complex executive tasks. [ABSTRACT FROM AUTHOR]

Unlike professional pilots who are limited by the FAA's age rule, no age limit is defined in general aviation. Our overall goal was to examine how age-related cognitive decline impacts piloting performance and weather-related decision-making. This study relied on three components: cognitive assessment (in particular executive functioning), pilot characteristics (age and flight experience), and flight performance. The results suggest that in comparison to chronological age, cognitive assessment is a better criterion to predict the flight performance, in particular because of the inter-individual variability of aging impact on cognitive abilities and the beneficial effect of flight experience. [ABSTRACT FROM AUTHOR]

According to Nelson's (1976) criteria, the MCST (MWCST) is a simplification of the Wisconsin Card Sorting Test (WCST). As the MCST is particularly suitable for children, the aim of this study was to establish the normative data presently lacking for that group. The MCST was administered to 1126 normal children aged 4 to 13 years. Scoring was based on all the classical parameters, according to existing criteria, plus two new ones that we propose ("categorizing efficiency" and "categorizing efficiency plus"). Strong correlation (or inverse correlation) with age is found for most parameters, including all criteria used for perseverative responses. This does not occur for "failure to maintain set," calculated according to the usual criteria. "Categorizing efficiency" and "categorizing efficiency plus" avoid the ceiling effect occurring at higher ages in the parameter categories. The MCST may be used in children 4 years of age and above. Most, but not all, of its parameters show regular improvement with age, demonstrating their validity. However, our data suggest that a participant's performance on the MCST may be based essentially on two parameters: categorizing efficiency (or categorizing efficiency plus), measuring the participant's ability to categorize, and perseverative errors (or percent perseverative errors), measuring his or her difficulty in shifting, both considered typical executive functions. [ABSTRACT FROM AUTHOR]

Abstract: Aim: To investigate changes in Event-Related Coherence (ERCoh) associated to good and bad resolution of the Wisconsin Card Sorting Test (WCST). Methods: Event-Related Potentials (ERPs) were recorded from a sample of 30 university students while they performed a computerized version of the WCST. ERCoh was calculated for frontal and parietal electrodes for two specific moments: immediately before the response and after the feedback cues. Results: Bad performers presented significantly reduced ERCoh at the right frontal region (in alpha, beta-1 and beta-2 bands), while no consistent group differences emerged for parietal ERCoh. Furthermore, the strength of functional coupling (ERCoh) between midfrontal and right-frontal electrodes was a good predictor of WCST behavioural parameters, such as the percentage of perseverative errors or the number of categories achieved. Conclusions: The results suggest that the right prefrontal cortex is specifically involved in executive functions, such as planning and foresight, tapped by the WCST. Although the specificity of the WCST to explore frontal lesions has been recently questioned, the present findings support that prefrontal areas are specifically involved in the successful resolution of the test by healthy subjects. [Copyright &y& Elsevier]

Abstract: A composite artificial neural network model is proposed to simulate the performance of the Wisconsin Card Sorting Test. The Wisconsin Card Sorting Test is a test of executive functions where prefrontal deficits are matched to some quantitative measures such as percentage of perseverative errors and number of failures to maintain set. In this work, the proposed model is used to simulate the performances of healthy subjects and patients with prefrontal involvement particularly on these measures. The model is designed in such a way that one of the subsystems, namely, the Hopfield network, serves as the working memory and the other, the Hamming block, as the hypothesis generator. The results show that the proposed relatively simple model is capable of simulating the wide range of the performances of both normal subjects and prefrontal patients on the Wisconsin Card Sorting Test. While lowering the Hamming distance in the Hamming block gave rise to progressively more perseverative responses, changing the threshold vector of the Hopfield network resulted in more set maintenance failures. The former manipulation disrupts the abstraction or mental flexibility and the latter sustained attention or perseverance both of which are the major functions of the prefrontal system. [Copyright &y& Elsevier]

Objective: There is a growing recognition that the use of conventional norms (e.g., age, sex, years of education, race) as proxies to capture a broad range of sociocultural variability on cognitive performance is suboptimal, limiting sample representativeness. The present study evaluated the incremental utility of family income, family conflict, and acculturation beyond the established associations of age, gender,maternal years of education, and race on cognitive performance., Method: Hierarchical linear regressions evaluated the incremental utility of sociocultural factors on National Institutes of Health Toolbox in a nationally representative sample of pre-adolescent children (n = 11,878; Mage = 10.0 years; Adolescent Brain Cognitive Development Study). A regression-based norming procedure was implemented for significant models. Paired sample t-tests were used to compare original and newly created demographically corrected T-scores., Results: Nearly all regression models predicted performance on the NIH-TB subtests and composite scores (p < .005). Greater family income and lower family conflict predicted better performance, although the effect sizes were small by traditional standards. Acculturation scores did not explain additional variance in cognitive performance. Lastly, there were no significant differences between the original and newly created demographically corrected T-scores (Mdiff < 0.50)., Conclusions: The present study highlights that, although family income, family conflict, and acculturation have been shown to routinely influence cognitive performance in preadolescent children, the NIH-TB appears to be highly robust to individual differences in sociocultural factors in children between ages 9 and 10. Contextual and temporal implications of the present results are discussed., (© The Author(s) 2021. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permission@oup.com.)

Objective: We examined whether executive functions (EFs) mediate the relation between procrastination and attention-deficit/hyperactivity disorder (ADHD) symptoms in college students. Participants: One hundred fourteen undergraduates were recruited for study participation. Methods: Participants completed measures of academic performance, procrastination, ADHD symptoms, EFs (as measured by five EF facets: time management, organization/problem-solving, restraint, motivation, and emotion regulation), and common comorbid concerns for college students between May 2017 and May 2018. A mediational framework was utilized to examine the associations among procrastination, EFs, and four ADHD symptoms domains. Results: Results indicated that both procrastination and GPA correlated with EFs and three ADHD symptom domains. While EFs mediated the association between procrastination and ADHD symptoms, follow-up analyses suggested that self-management of time and organization/problem-solving are the specific pathways through which procrastination is indirectly associated with ADHD symptoms. Conclusions: Promising areas for future research and potential intervention targets are discussed.

This study examined the relations between executive functions and developmental domains of preschool children from low-income families through an intercultural perspective in the U.S. and Turkey. A total of 471 children and their primary caregivers participated in the Turkey part of the study, while 286 children and their parents engaged in U.S. sample. Regression analyses revealed that fine motor, problem solving, and executive functions of children between two contexts were significantly different from each other. In the U.S., executive functions predicted communication, problem solving, and fine motor development, whereas in the Turkish sample, executive functions did not predict domain scores. Child gender predicted four of five developmental outcomes in the U.S., whereas maternal education predicted two of five outcomes in Turkey. In addition, invariance testing demonstrated that predictors to outcomes were not significantly different between the two countries. Country differences from the first set of outcomes were explained in the context of the research sites, children's socialization, and cultural expectations surrounding child development. This study raises questions about relations between executive functions and developmental domains for future research.

Drawing upon a recent study on the association between low self-control and differential responses from the criminal justice system, this study examined whether academic performance, a construct linked to self-control, was also associated with the probability of police arrest. The result indicated that academic performance did have a statistically significant inverse association with the likelihood of police arrest, net of low self-control and delinquency.