Search

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Based on a novel approach, this study explores feasibility and relevance of an inhibition task for studying age-related differences in motor inhibition during gait initiation. When presented with a go-signal, young adults (YA, n = 24) and older adults (OA, n = 55) were required to promptly initiate gait. Participants completed 3 blocks of 12 gait trials. Each block contained 3 stop trials in which the go-signal was followed by a stop-signal that required the person to block gait initiation and remain standing. Stop-signals were presented randomly and with different delays. Data analyses focused on changes in the centre of pressure (COP) and success of motor inhibition. Compared to go-trials, stop trials resulted in a marked decrease of timing and amplitude of COP displacement. Overall success rate of motor inhibition was low (29% in YA vs. 19% in OA) and decreased with increasing COP displacement. Inhibitory success was associated with two strategies: a pro-active cautious COP displacement; and the inhibition of further COP displacement after a stop-signal. Results demonstrate age-related differences in adaptive behavior as well as boundaries beyond which neither old nor young persons were successful. This study yields important insights into motor inhibition during gait and essential input nto further studies.

It is believed that bilingualism contributes to the enhancement of executive functions in bilingual individuals as they need to constantly control the simultaneous activation of two or more languages in their brains. However, decades of research have led to contradictory conclusions regarding the existence of bilingual advantage. One of the promising approaches to resolving these contradictions is a more detailed examination of bilingual language experience. The aim of this study was twofold. First is to empirically test the language entropy method as a way of measuring variability in bilingual language use in different interaction contexts. Second is to examine the relationship between bilinguals’ language entropy and executive functions (cognitive flexibility, goal maintenance, conflict monitoring). The study involved 111 bilinguals (mean age = 20.5 (2.97); 75.7% female), who are speakers of Adyghe-Russian and Tatar-Russian languages. The battery of instruments included a questionnaire on demographic and language experience, containing questions to calculate language entropy in four contexts (home, university, work, free time), a Color-shape switching task to measure executive functions (domains of cognitive flexibility, goal updating, conflict monitoring), and Cattell Culture Fair Intelligence Test to assess nonverbal intelligence. The results demonstrated that language entropy of the bilinguals from both regions did not exceed a score of 0.66 in all the contexts which indicates the use of predominantly one language in everyday communications. However, in the “university” context, bilinguals speaking Tatar and Russian used languages in a more balanced way than bilinguals speaking Adyghe and Russian languages. The results suggest that the language entropy method can be highly effective for characterizing bilingual language experience. The results also showed that there was no relationship between language entropy of the bilinguals in this study and their executive functions (domains of cognitive flexibility, goal updating, conflict monitoring). This is consistent with the predictions of the Adaptive Control Hypothesis.

The aim of this study was to compare the effectiveness of aerobic exercise training, mindfulness and a combination of mindfulness and exercise training on the executive functions of fourth-grade female students. The method was semi-experimental, utilizing a pretest–posttest design with a control group. Subsequently, 18 30-minute training sessions were developed and implemented on intervals of every two days. The data were obtained through the Free Research Executive Function Evaluation (FREE) test. SPSS22 was employed to conduct multivariate analysis of covariance (MANCOVA) on the data. The results indicated that the inhibition of students in all three programs—aerobic exercise training (Eta=0.18), mindfulness (Eta=0.26), and combined mindfulness and exercise training (Eta=0.76)—is significantly different from that of the control group (p

Abstract Behavioral variant frontotemporal dementia (bvFTD) is characterized by profound and early deficits in social cognition (SC) and executive functions (EF). To date it remains unclear whether deficits of the respective cognitive domains are based on the degeneration of distinct brain regions. In 103 patients with a diagnosis of bvFTD (possible/probable/definite: N = 40/58/5) from the frontotemporal lobar degeneration (FTLD) consortium Germany cohort (age 62.5±9.4 years, gender 38 female/65 male) we applied multimodal structural imaging, i.e. voxel-based morphometry, cortical thickness (CTH) and networks of structural covariance via source based morphometry. We cross-sectionally investigated associations with performance in a modified Reading the Mind in the Eyes Test (RMET; reflective of theory of mind - ToM) and five different tests reflective of EF (i.e. Hamasch-Five-Point Test, semantic and phonemic Fluency, Trail Making Test, Stroop interference). Finally, we investigated the conjunction of RMET correlates with functional networks commonly associated with SC respectively ToM and EF as extracted meta-analytically within the Neurosynth database. RMET performance was mainly associated with gray matter volume (GMV) and CTH within temporal and insular cortical regions and less within the prefrontal cortex (PFC), whereas EF performance was mainly associated with prefrontal regions (GMV and CTH). Overlap of RMET and EF associations was primarily located within the insula, adjacent subcortical structures (i.e. putamen) and the dorsolateral PFC (dlPFC). These patterns were more pronounced after adjustment for the respective other cognitive domain. Corroborative results were obtained in analyses of structural covariance networks. Overlap of RMET with meta-analytically extracted functional networks commonly associated with SC, ToM and EF was again primarily located within the temporal and insular region and the dlPFC. In addition, on a meta-analytical level, strong associations were found for temporal cortical RMET correlates with SC and ToM in particular. These data indicate a temporo-frontal dissociation of bvFTD related disturbances of ToM and EF, with atrophy of the anterior temporal lobe being critically involved in ToM deficits. The consistent overlap within the insular cortex may be attributable to the multimodal and integrative role of this region in socioemotional and cognitive processing.

Abstract Background Diagnosing neurodevelopmental disorders can sometimes be challenging, especially when the clinical presentation is different from what is normally observed. Evaluating executive functions can provide valuable information about children’s and adolescents’ mental states. There is no available executive function rating scale for Azerbaijani. From this perspective, there is great utility in translating and validating the Barkley Deficits in Executive Functioning Scale – Children and Adolescents (BDEF-CA). For this research, we decided to use the short form of the BDEF-CA. The rating scale was translated into the Azerbaijani by a bilingual clinical psychologist and by a professional translator. After performing backward translation, the final version was prepared, read and approved by two professors in the psychology department at the university. The study population included 148 parents of children aged 6-17 years (78 males and 70 females). Results The findings of this research support the validity and reliability of the Azerbaijani translation of the BDEF-CA short version (Cronbach’s alpha and McDonald’s omega coefficient were both greater than 0.9, and Confirmatory Factor Analysis (CFA) results indicated an adequate fit). Conclusion The short version of the Azerbaijani translation of the BDEF-CA could be used for assessing executive functioning deficits in children and adolescents.

Abstract The cultural background and age shape the cognitive and social development of children. This study aimed to compare perceptual, executive, and social functioning in two age groups of preschoolers from Germany and Iran. One hundred sixty-five children (83 Iranian and 82 German) participated in the study, with 87 children aged three years and 78 children aged four years. The participants completed a series of tasks to assess different cognitive functions, including the theory of mind as a measure of social cognition, picture mental rotation test to evaluate spatial ability, and several tests including digit span, Corsi block tapping, day-night, grass-snow, dimensional change card sort, and active and passive vocabulary tests to assess executive functions. The findings revealed that German children performed better than their Iranian peers regarding spatial ability and theory of mind. Additionally, German children outperformed Iranian children in working memory, cognitive flexibility, and verbal fluency, while Iranian children demonstrated better inhibitory control. Furthermore, the correlational analysis indicated that in German children, executive function correlated with the theory of mind, whereas in Iranian children, executive function was associated with perceptual functions. Age impacted the results. These results highlight the role of cultural factors in shaping cognitive functioning and emphasize the need to consider cultural influences when examining cognitive development in different populations.

Abstract Background Postural control is dependent on the central nervous system’s accurate interpretation of sensory information to formulate and execute adequate motor actions. Research has shown that cognitive functions are associated with both postural control and fall risk, but specific associations are not established. The aim of this study was to explore how specific components of everyday postural control tasks are associated with both general and specific cognitive functions. Methods Forty-six community-dwelling older adults reported their age, sex, physical activity level, falls and fall-related concerns. The following cognitive aspects were assessed: global cognition, executive functions, processing speed and intraindividual variability. Postural control was quantified by measuring postural sway in quiet stance, walking at a self-selected pace, and walking while performing a concurrent arithmetical task. Separate orthogonal projections of latent structures models were generated for each postural control outcome using descriptive and cognitive variables as explanatory variables. Results Longer step length and faster gait speed were related to faster processing speed and less intraindividual variability in the choice reaction test. Moreover, longer step length was also related to less fall-related concerns and less severe fall-related injuries, while faster gait speed was also related to female sex and poorer global cognition. Lower dual-task cost for gait speed was explained by the executive function inhibition and faster processing speed. Postural sway in quiet stance was not explained by cognitive functions. Conclusions Cognitive functions explained gait speed and step length during normal walking, as well as the decrease of gait speed while performing a concurrent cognitive task. The results suggest that different cognitive processes are important for different postural control aspects. Postural sway in quiet stance, step time and gait variability seem to depend more on physical and automatic processes rather than higher cognitive functions among physically active older people. The relationships between cognitive functions and postural control likely vary depending on the specific tasks and the characteristics of different populations.

Introduction: The aim of this study was to investigate the effectiveness of joint attention training on basic social communication, anxiety and executive functions of children with autism. Methods: The research design was quasi-experimental and pre-test and post-test with control group. The statistical populations of children with autism spectrum were referred to the psychiatric and psychological centers in Urmia City during the year 2021-2022. 30 individuals (15 ones from the shared attention group and 15 from the control group) were selected as a statistical sample using the available and targeted method. Data via questionnaires of basic social communication (Zabov, 2010), anxiety (Spence, 1999), executive functions of the parents' brief form (Balster Gerard et al., 2000) were collected during the intervention therapy method of joint attention training (Vakilizad and Abedi, 2015) (12 sessions, 3 days a week, each session was an hour and a half, each session was divided into 3 parts of 25 minutes with a 5 minute break for the child). Then the data were analyzed with Software SPSS V. 16 and multivariate analysis of covariance test. Results: The results showed that joint attention training increased basic social communication and executive functions and reduced anxiety in children with autism spectrum. The differences between the investigated groups and the conducted tests were significant (P≤0.01). Conclusion: Interventional treatment methods such as joint attention training should be developed for the treatment of autistic patients, so that with the help of these methods, the individual and collective life of these patients can be improved.

Abstract Background Considering the importance of cognitive and motor functions of the elderly people, the present study was conducted to evaluate the effectiveness of a cognitive exergame, called Neurolight compared to computerized cognitive games, in enhancing core executive functions and motor performance. Methods A total of 36 individuals in the age range of 60 to 69 years were studied in the form of three groups: The control group continued their daily activities, while the Neurolight group underwent a cognitive-motor training and the Maghzineh performed a computer-based cognitive training program for 24 sessions. Before and after interventions, working memory, inhibitory control, and balance were measured respectively by the N-back, Stroop, and TUG tests. Results The results showed that cognitive-motor exercises using Neurolight, for 24 sessions, were able to significantly improve working memory, inhibitory control, and balance in individuals in this age group. Conclusion This finding supports the other studies suggesting combined cognitive and physical exercises for better effect. Based on its findings, the use of this exercise system can be suggested to coaches and therapists working with the elderly.

Abstract This study examined the impact of sport-specific cognitive training (CT) on executive functions (EFs) in youth soccer players. Thirty-one athletes (13–15 years) participated, 13 in the intervention group (IG) and 18 in the control group (CG). The IG underwent an 8-week soccer-focused CT program, while the CG maintained regular training. The assessments included working memory, inhibition, and cognitive flexibility tasks. The results revealed no significant improvements in EFs in the IG compared to those in the CG. Both groups showed enhanced cognitive flexibility, possibly due to general cognitive development or learning effects. The study suggested that an 8-week sport-specific CT may not enhance EFs in young soccer players, potentially due to a ceiling effect in highly skilled athletes. These findings should be considered when designing cognitive training programs for athletes, and future research could explore the optimal duration of such programs.

Abstract Our research aimed to identify interrelationships between performance in the Stroop test and emotion regulation and academic achievement of students. The present research method was descriptive of correlation type. The statistical population in this study included all students of Mashhad in Iran. Using the cluster sampling method and within each cluster using random sampling method, 120 students were recruited from three different educational levels. In this study, the Stroop test, Cognitive Emotion Regulation Questionnaire (CERQ-P), and GPA of the students were used to measure the research variables. To analyze the data, a multivariate regression statistical model was used to determine the relationship between the desired variables. The analysis shows that there is a significant relationship between academic achievement and performance on the Stroop test and emotion regulation (p

Abstract While previous research has identified executive functions as predictors of academic performance in school children, similar studies conducted among adults show mixed results. One of the reasons given for executive functions having a limited effect on academic achievements in adulthood is that they are usually fully developed by that time. Since these executive functions are at their peak at that age, the individual differences in these as well as their influence on academic performance in adults are harder to trace. The paper describes a study conducted among 107 university students the goal of which was to find out whether there is any relationship between the adult students’ inhibitory control values measured with the Stroop Test and their academic achievements. Although the results indicate a weak correlation between the Stroop Effect and the students’ academic performance of low statistical significance, which seems to confirm the outcomes of the previous studies focusing on adults, the study reveals an unexpected statistically significant correlation between the students’ grade averages and the number of their incorrect color identifications. This phenomenon appears to be worth pursuing in future research since it suggests the existence of another, relatively quickly measurable, variable possibly reflecting other predictors of academic performance in adults such as a degree of their manifested conscientiousness, their ability to concentrate on an assigned, relatively short, one-off task and their attitude to fulfilling this task. The Stroop Test, despite not being originally designed for this purpose, might thus be used as a simple tool suitable for providing information about these variables via the subject’s number of color identification errors. Such information can subsequently inform the activities that educators may include in their curricula to foster conscientiousness and concentration in the students lacking these.

Cognitive evolution, as the core subject of fields like paleoanthropology, cognitive archeology, and neuropsychology, has begun to gain more interest in psychology in recent years. Executive functions are viewed from the perspective of cognitive evolution as basic advancements that are crucial to the evolution of language and contemporary cognition. As a metaphor, executive functions refer to advanced cognitive processes (working memory, inhibition, organization, cognitive flexibility, etc.) in the context of complex goal-directed behaviors. Sophisticated cognitive traits like executive functions emerged because of solutions to adaptive issues (survival, reproduction, and social group life) that human ancestors confronted over millions of years and passed them on to their offspring. Although it is accepted that Homo sapiens owes its evolutionary success to Paleolithic living conditions, explaining this process has not always been easy. In this review article, general information about executive functions is presented, followed by a review of scientific explanations about the evolution of executive functions. Evaluations have shown that these alternative scientific explanations based on archaeological, anthropological, and neuropsychological evidence for the evolutionary origins of executive functions do not fit all the pieces of the puzzle. It is believed that novel research models will clarify which of these alternative explanations are proximate causes and which are ultimate causes.

Background: Methamphetamine addiction is a growing global concern associated with executive dysfunctions that negatively impact daily life. Traditional tests for assessing executive dysfunctions are often complex and time-consuming. Therefore, a valid, reliable, and simple instrument to assess these dysfunctions is crucial. This study aimed to assess the psychometric properties of the Persian version of the Dysexecutive Questionnaire in methamphetamine-abstinent individuals.Methods: A cross-sectional study was conducted with 100 participants aged 20 to 50, selected via convenience sampling. The Dysexecutive Questionnaire (informant and occupational therapist ratings), Behavioral Assessment of the Dysexecutive Syndrome, Stroop test, Wisconsin Card Sorting test, and Tower of London task were used to evaluate the participants. The study examined the face validity, convergent validity, internal consistency, test-retest reliability, and inter-rater reliability of the Dysexecutive Questionnaire. Data analysis was conducted using SPSS v.23.0 at a significance level 0.05.Results: The Dysexecutive Questionnaire demonstrated acceptable face validity (impact score: 1.95 to 3.86). Convergent validity was supported by significant correlations between the Dysexecutive Questionnaire - informant rating and other assessment tools (p < 0.001). The questionnaire showed good to excellent internal consistency (Dysexecutive Questionnaire - occupational therapist rating: α = 0.91; Dysexecutive Questionnaire - informant rating: α = 0.87). The test-retest reliability was high for the occupational therapist rating (ICC = 0.911) and informant rating (ICC = 0.925). Inter-rater reliability was also excellent (ICC = 0.980).Conclusion: The Dysexecutive Questionnaire - informant rating is a reliable and valid instrument for evaluating dysexecutive symptoms in methamphetamine-abstinent individuals.

The authors investigated whether a functional relation exists between the mindfulness‐based intervention Headspace and student attentive behavior, and the perceptions of Headspace from instructors who used the intervention. The study was conducted in three classrooms with elementary‐age students. The intervention was delivered via the Headspace application. Data were collected using systematic direct observation. The research design was a multiple baseline design. Each classroom was the unit of analysis. Data were analyzed using visual analysis and by calculating a between‐case standardized mean difference. Results showed a nonsignificant, small effect size (g = 0.53, (95% CI [−0.15, 1.22]). Overall, results from the visual analysis suggest there was not a functional relation between Headspace and attentive behavior. The perceptions of Headspace by instructors were not positive. The results differ from previous results in the literature and are interpreted considering limitations related to the planning/design of the study as well as its execution. Practitioner points: Headspace, a self‐administered mindfulness program, implemented for 6 min daily with minimal interventionist input using Headspace kids sessions, may not improve students' attentive behaviorInstructors' perceptions of Headspace as an intervention were largely unfavorable; the majority of instructors with pre‐post data slightly agreed the intervention was acceptable but disagreed or strongly disagreed about it being effective.Although results from the current study did not support Headspace as an effective Tier 1 intervention, it is conceptually one that fits well within that tier of support. However, results suggested that more involvement by instructional staff may be important to students benefitting from the intervention. If future research were to provide more support for Headspace as an effective intervention for attentive behavior, schools that choose to implement Headspace as a mindfulness‐based intervention may benefit from training teachers to take a more active role in the implementation of the intervention. [ABSTRACT FROM AUTHOR]

Patients affected by Parkinson's disease (PD) display a tendency toward making risky choices in value-based conditions. Possible causes may encompass the pathophysiologic characteristics of PD that affect neural structures pivotal for decision making (DM) and the dopaminergic medications that may bias choices. Nevertheless, excluding patients with concurrent impulse control disorders, results are few and mixed. Conversely, other factors, such as individual differences (e.g., emotional state, impulsivity, consideration for future consequences) and cognitive functioning, in particular executive functions (EFs), are involved, even though few studies investigated their possible role. The present study investigated (1) the differences in value-based DM between 33 patients with PD without impulse control disorders and 33 matched healthy controls, and (2) the relationships among decisional performances, EFs, and individual differences in a group of 42 patients with PD who regularly undertake dopaminergic medications. All participants underwent an individual assessment to investigate value-based DM, cognitive abilities, and individual differences associated with DM. Nonparametric analyses showed the presence of riskier decisions in patients compared with healthy controls, depending on the characteristics of the decisional situation. Moreover, parameters of the decisional tasks involving the number of risky choices were significantly related to the posology of dopaminergic medications, EFs, and individual differences. Findings were discussed, highlighting possible clinical implications. [ABSTRACT FROM AUTHOR]

Socio-emotional school behavior and learning are both fundamental aspects of children's development influenced by cognitive control processes named Executive Functions (EF). Yet, research on school-age children has often focused on the relationship between EF and learning skills overlooking that of EF and school behavior, which has usually been examined among preschoolers. The current study investigated the contribution of EF in both school behavior and learning in school-age children. One hundred forty-six III–V graders were assessed using text comprehension and EF tasks and evaluated by teachers-rated inventories on behavioral difficulties and EF within the school context. The results suggested a different involvement of direct and indirect EF measures in the two domains considered: controlling for socioeconomic level and age, an EF direct measure, predicted reading comprehension whereas teacher-reported EF related to both behavior and text comprehension. The results contribute to defining the role of cognitive control processes on school behavior and learning in school-age children. [ABSTRACT FROM AUTHOR]

Executive function deficits, common in psychiatric disorders, hinder daily activities and may be linked to diminished neural plasticity, affecting treatment and training responsiveness. In this pioneering study, we evaluated the feasibility and preliminary efficacy of psilocybin-assisted frontal-midline theta neurofeedback (NF), a neuromodulation technique leveraging neuroplasticity, to improve executive functions (EFs). Thirty-seven eligible participants were randomized into an experimental group (n = 18) and a passive control group (n = 19). The experimental group underwent three microdose sessions and then three psilocybin-assisted NF sessions, without requiring psychological support, demonstrating the approach's feasibility. NF learning showed a statistical trend for increases in frontal-midline theta from session to session with a large effect size and non-significant but medium effect size dynamical changes within sessions. Placebo effects were consistent across groups, with no tasks-based EF improvements, but significant self-reported gains in daily EFs—working memory, shifting, monitoring and inhibition—showing medium and high effect sizes. The experimental group's significant gains in their key training goals underscored the approach's external relevance. A thorough study with regular sessions and an active control group is crucial to evaluate EFs improvement and their specificity in future. Psilocybin-enhanced NF could offer significant, lasting benefits across diagnoses, improving daily functioning. This article is part of the theme issue 'Neurofeedback: new territories and neurocognitive mechanisms of endogenous neuromodulation'. [ABSTRACT FROM AUTHOR]

Abstract Background This study aimed to investigate the cognitive and affective factors associated with cross-cultural differences in arithmetic tasks. Methods A total of 404 third- and fourth- graders were recruited from China and Italy to complete exact arithmetic, arithmetic estimation and cognitive tasks (i.e., short-term memory, executive functions, and fluid reasoning). Their mathematical anxiety was also measured. Results The results showed that Chinese children performed better than Italian children in both arithmetic tasks and in shifting task. Italian children performed better in visuospatial updating task and reported higher levels of mathematical anxiety than their Chinese peers. Multi-group path analyses showed that the patterns of relations among cognitive factors (i.e., short-term memory, inhibition and shifting), mathematical anxiety, and arithmetic performance were similar across groups. The only exception was that visuospatial updating uniquely predicted arithmetic estimation for Chinese but not for Italian children. Conclusions Chinese children outperformed their Italian peers in the exact arithmetic task, likely due to the greater emphasis on arithmetic fluency in Chinese mathematics education, both in schools and at home. They also had a slight advantage than Italian peers in the arithmetic estimation task. The unique link between updating and arithmetic estimation found in Chinese children but not Italian children suggests that, although arithmetic estimation is not emphasized in the curricula of either country, instruction and practice in exact arithmetic may enhance Chinese children’s efficiency in solving arithmetic estimation problems.

The aim of the study was to predict social adequacy based on positive and negative symptoms with the mediating role of executive functions in patients with schizophrenic. The population included all schizophrenic patients in Isfahan who were hospitalized in Modares and Farabi hospitals and were not in the acute stage of the disease at the time of the research. 129 people, i.e. 66 women and 63 men, were selected based on the criteria for entering the study by purposive sampling. Felner's Social Adequacy Questionnaire (1990), Nejati Executive Workers Questionnaire (2013), and Andreessen's Positive and Negative Symptoms Scale (1984) were used. The resulting data were analyzed at two descriptive and inferential levels. Hypotheses were tested using structural equations and path analysis. The results showed that the prediction model of social adequacy based on positive and negative symptoms of schizophrenia with the mediating role of executive functions has a favorable fit and executive functions can play a mediating role in the relationship between variables of negative symptoms and social adequacy (P

Abstract Purpose This study explores the relationship between sensorineural hearing loss (SNHL) in mid-life adults and cognitive function, focusing on executive functions. Given the projected rise in dementia cases, identifying modifiable risk factors for cognitive decline is imperative. SNHL has emerged as a potential risk factor, with hearing loss accounting for a substantial portion of dementia cases. However, the cognitive implications of SNHL in mid-life adults are not well understood. Method The study examined 50 participants, 25 with bilateral unaided mild SNHL (AHL) and 25 with normal hearing (ANH). A battery of audiological assessments and cognitive tests, including the Trail Making Test (TMT), was administered. TMT measures included direct scores (completion time and errors) and derived scores (difference, ratio, proportion, sum, and multiplication scores). Results The AHL group displayed significantly poorer peripheral hearing compared to the ANH group, as reflected in pure-tone audiometry, speech reception thresholds, and speech identification scores. Significant differences were observed in all direct and derived TMT measures except for the ratio and proportion scores. This suggests that while overall cognitive disturbances were evident in the AHL group, they were not exclusive to executive function deficits. Notably, we did not identify any statistically significant effects of hypertension, diabetes, smoking, alcohol consumption, or physical activity on TMT scores. Conclusion This study highlights the potential impact of SNHL on cognitive function in mid-life adults. Mid-life SNHL is associated with cognitive differences, emphasizing its role as a modifiable risk factor for future cognitive decline. This research underlines the need for further investigation into the cognitive effects of aided hearing and a multidisciplinary approach to understanding these alterations in cognitive function.

Abstract Background Interventions focused on cognitive function in neurodivergent children typically focus on single functions, e.g. working memory training. They are often focused on ‘deficit’ models and lack an emphasis on understanding areas of individual strengths and difficulties as a prerequisite to appropriate support. The multidimensional nature and phenotypic variability of cognitive profiles in these children indicate a need for a multicomponent-tailored intervention programme focused on understanding and supporting an individual child’s cognitive functioning. Aims The ‘EPIC’ intervention (Edinburgh Psychoeducation Intervention for Children and Young People) is focused on improving cognition, learning and behaviour in neurodivergent children such as those with attention deficit hyperactivity disorder (ADHD) or who are autistic. Building on our previous co-production work, this study aimed to use a participatory methods approach to develop EPIC practices and materials in relation to our key principles which include psychoeducation, multicomponent, individualised approach, strengths and difficulties profiling and pairing of a child’s individual strengths and difficulties with internal and external strategies. We also set out to assess the feasibility and acceptability of EPIC, and pilot this novel tool-kit intervention with neurodivergent children and their parents and teachers. Methods The intervention practices, materials and strategies of EPIC were co-produced with neurodivergent children, their parents, teachers and clinicians taking a strengths and difficulties approach. Identification of psychoeducation activities and strategy practices (e.g. mind-maps, chunking), testing of feasibility and collection of pilot data were conducted over a bi-weekly 8-week programme. Eleven neurodivergent children aged 7 to 12 completed the 16-session individualised programme. Acceptability and feasibility were ascertained via qualitative reports elicited within child and teacher interviews and child ratings of enjoyment. Pilot evaluation data was collected pre- and post-intervention participation, and across cognitive assessments (CANTAB, BRIEF), educational attainment (WIAT) and parent and teacher questionnaires measuring clinical symptoms and behaviour (Conners, AQ, SDQ, self-perception). Data was compared with a matched neurodivergent treatment-as-usual control group (N = 9). Results The co-produced EPIC intervention was both feasible to deliver and acceptable to children, parents and their teachers. Pilot data identified that the 8-week intervention improved cognition (short-term and working memory) and literacy (receptive vocabulary, oral word fluency, listening comprehension). Improvements in the intervention group were also found for parent-reported child behavioural difficulties and aggression, and teacher-reported scholastic competence. Effect sizes generated (Cohen’s d) ranged from 0.65 to 2.83. Parents reported continuing to use EPIC strategies when interviewed over a year after participating in the programme. Conclusion The current study met our objectives fully. ‘EPIC’ (Edinburgh Psychoeducation Intervention for Children and Young People) is feasible in home and school contexts and improves a range of aspects of cognition, learning and behaviour in neurodivergent children. Our findings show EPIC is suitable to be assessed within a full-scale trial.

Background. Raven’s Coloured Progressive Matrices (RCPMs) is a widely used instrument as one of psychometric measures of general intelligence in children. However, according to some researchers, the RCPM is heterogeneous and individual tasks may be associated with the assessment of various cognitive components. Objective. This study is aimed to examine the influence of functions of visual and visuospatial processing, and executive functions on the productivity of RCPMs. Sample. A total of 297 children from 6 to 9 years old participated in the study. Of these, 98 were preschoolers, 87 first graders and 112 second graders. A total of 152 boys and 145 girls participated in the study. All children had no diagnosed developmental and neurological disorders. Methods. All the children accomplished the computerized version of RCPM in the Rosanova’s modification. They also passed a neuropsychological assessment adapted for 6–9-year-old children. Results. Age differences were shown. They were the greatest when comparing preschoolers and first-grader. The differences between first-graders and second-graders were less prominent. Hierarchical regression analysis showed that three parts of the matrices are related to separate groups of functions to different degrees. The first part of the test is most related to the state of visual information processing functions; the second part refers to the state of visual-spatial information processing and executive functions; and the third part to a greater extent deals with the state of executive functions. Conclusion. The results indicate the heterogeneity of tasks in RCPM and the promise of a more detailed analysis of the structure of the technique, including the use of a neuropsychological approach.

Background: Identifying the theoretical frameworks and intervention components in socio-economically deprived communities to improve their performance in various aspects of development, can be effective. Therefore, there is a need to review more recent literature that reports the effectiveness of interventions for people living in a socio-economically deprived society. This study aimed to investigate the effect of teaching games for understanding approach on fundamental motor skills and executive functions in economically deprived children.Methods: This quasi-experimental research was an applied one in terms of purpose with a pre-test and post-test design. For this purpose, thirty 7 to 9-year-old children from the economically deprived areas of Kahnouj City were randomly assigned into two groups including the non-linear approach (the teaching games for understanding) and the linear approach. The research participants were trained for eight weeks. Before and after the eight weeks of training, the test of gross motor development-2 and the executive functions questionnaire scores were recorded.Results: The results of this research showed that the teaching games for understanding approach compared to the linear approach has a greater effect on the subscales of fundamental motor skills and executive functions of economically deprived children (P≤0.05).Conclusion: Engaging in cognitive activities in the teaching games for understanding approach improves fundamental motor skills and executive functions.

Background: Any high-risk behavior can cause serious and sometimes irreparable harm to the individual and family. High-risk behavior often occurs in an emotionally-charged context, and executive functions and emotion regulation play important roles in risk-related decision making. Therefore, identifying the factors that facilitate and sustain risky behaviors in different groups is an inevitable necessity. Aims: The aim of this study was to investigate the structural relationship between executive functions and high-risk behaviors in prisoners considering the mediating role of emotion regulation strategies. Methods: The present study is descriptive and correlational, conducted by structural equation modeling method. The statistical population of this study is all prisoners in Shiraz city. The sample consisted of 409 prisoners in Shiraz who were selected by purposive sampling. Data were collected using Cognitive Abilities Questionnaire (Nejati 2013), Emotion Regulation Strategies (Garnefski et al., 2001), and Youth Risk Behaviors Scale (Snow et al., 2019). To evaluate the proposed model, structural equation modeling was used using AMOS version 24 and SPSS 27. Results: The results of correlation coefficient showed that there is a negative relationship between executive functions and adaptive emotion regulation strategies with risky behaviors (P< 0.05). Also, there is a positive and significant relationship between maladaptive emotion regulation strategies and risky behaviors (P< 0.05). The findings indicate that the proposed model is fitted with the data. The results of the structural model showed that 19% of the variance of adaptive strategies and 25% of variance of maladaptive strategies is explained by executive functions and 45% of variance of risky behaviors is explained by executive functions and adaptive and maladaptive strategies of emotion regulation. Conclusion: It can be concluded that risky behaviors are affected by cognitive and emotional functions and cognitive emotion regulation strategies have a mediating role in this regard, which requires psychological interventions. Our results suggest that treatment for high-risk behavior may be more effective with a nuanced approach that does not conflate high impulsivity necessarily with high-risk behavior tendencies.

This study investigated language and executive functions (EF) in people with transcortical motor aphasia (TMA) and Broca’s aphasia (BA). Participants included 19 patients with TMA, 19 patients with BA, and 25 healthy controls. Verbal Fluency tests, Stroop tests and Trail-Making tests were administered to all participants, and the Boston Diagnostic Aphasia Examination (BDAE) was administered to participants with aphasia. Results showed that (1) both groups of patients with aphasia had poorer performance on Verbal Fluency tests, Stroop tests and Trail-Making tests than healthy controls; (2) participants with BA had superior performance on Stroop tests and Trail-Making tests, but not on Verbal Fluency tests, than participants with TMA, and (2) the performance on Verbal Fluency tests, Stroop tests and Trail-Making was significantly correlated with the performance on BDAE for participants with TMA, but not for participants with BA. These results suggest that EF deficits are present in both patients with TMA and those with BA. They also show that the relationship between EF deficits and language impairments in people with aphasia might depend on the type of aphasia, aspects of language, and the components of EF measured. [ABSTRACT FROM AUTHOR]

BackgroundAimsMethods & ProceduresOutcomes & ResultsConclusionsNarrative production has been widely characterized as providing an ecologically valid way to assess language skills in post-stroke aphasia. Although narrative tasks have been instrumental in delineating patterns of lexical and syntactic production in individuals with agrammatic aphasia, our knowledge of how narrative skills are affected in agrammatic aphasia is still limited.The study’s aims were to (a) compare narrative performance between individuals with agrammatic aphasia and a language-unimpaired group, (b) investigate the contribution of lexical and syntactic skills in each group’s narrative organizational skills, and (c) explore the effects of executive functions on each group’s narrative performance.The study included 14 individuals with agrammatic aphasia and 14 age- and education-matched language unimpaired individuals as the control group. Both groups told the Cinderella story, and their narrative production was analyzed in terms of microstructure (lexical diversity, syntactic complexity, clause length) and macrostructure (story grammar, story structure complexity). Each group’s executive functions were evaluated through the One-Touch Stockings of Cambridge test that assesses working memory, and the Intra-Extra Dimensional Set Shift test that assesses cognitive flexibility.Regarding narrative microstructure, the individuals with agrammatism scored significantly lower than controls in syntactic complexity and clause length, but not in lexical diversity, but they performed lower than controls in both narrative macrostructural measurements. Also, the agrammatic group scored lower than controls in both executive function tasks. A series of linear regression models showed that microstructural skills significantly affected narrative macrostructural abilities in the cohort with agrammatic aphasia, while controls’ macrostructure was affected by both narrative microstructure and executive function skills.The individuals with agrammatic aphasia exhibited impairment in both low-level language features of narrative production, such as syntactic complexity and narrative length, and global measures of narrative organization. Their macrostructural performance critically relied on their language resources, while controls’ narrative macrostructure seemed to also draw on domain-general cognitive skills. These findings suggest that both low-level language and high-level discourse organizational skills are vulnerable in narrative production in agrammatic aphasia, and that macrostructural skills are mainly related to the individuals’ microstructural skills. [ABSTRACT FROM AUTHOR]

Background: The purpose of the current study was to assess the differences between children with developmental language disorder (DLD) and typically developing (TD) children in their performance of executive functions from working memory, inhibitory control, and cognitive flexibility. Methods: We performed a systematical search of PubMed, Embase, Cochrane, and Web of Science for case control studies (published in English between January 1, 1950, and October 11, 2023) comparing the differences in the performance of executive functions between DLD and TD children. Results: Forty eligible studies were included in the present study (N  =  3,168 participants). In comparison with TD children, DLD children exhibited significantly poorer performances in all six verbal working memory tasks (backward digit recall task, SMD-1.4321, 95% CI-2.2692 to-0.5950; listening recall task, SMD-1.4469, 95% CI-1.7737 to-1.1202; counting recall task, SMD-0.9192, 95% CI-1.4089 to-0.4295; digit recall task, SMD-1.2321, 95% CI-1.4397 to-1.0244; word list recall task, SMD-1.1375, 95% CI-1.5579 to-0.7171; non-word recall task, SMD-1.5355, 95% CI-1.8122 to-1.2589). However, regarding inhibitory control and cognitive flexibility, the differences between DLD and TD children depended on specific circumstances. In subgroup analyses of all verbal working memory tasks, DLD children presented notably lower performance than TD children in both the monolingual English and monolingual non-English groups, and in both the preschooler and school-aged groups. Conclusion: This study proves that verbal working memory deficits can be seen as a marker for children with DLD and are not affected by age or language type. [ABSTRACT FROM AUTHOR]

Background: Interventions focused on cognitive function in neurodivergent children typically focus on single functions, e.g. working memory training. They are often focused on 'deficit' models and lack an emphasis on understanding areas of individual strengths and difficulties as a prerequisite to appropriate support. The multidimensional nature and phenotypic variability of cognitive profiles in these children indicate a need for a multicomponent-tailored intervention programme focused on understanding and supporting an individual child's cognitive functioning. Aims: The 'EPIC' intervention (Edinburgh Psychoeducation Intervention for Children and Young People) is focused on improving cognition, learning and behaviour in neurodivergent children such as those with attention deficit hyperactivity disorder (ADHD) or who are autistic. Building on our previous co-production work, this study aimed to use a participatory methods approach to develop EPIC practices and materials in relation to our key principles which include psychoeducation, multicomponent, individualised approach, strengths and difficulties profiling and pairing of a child's individual strengths and difficulties with internal and external strategies. We also set out to assess the feasibility and acceptability of EPIC, and pilot this novel tool-kit intervention with neurodivergent children and their parents and teachers. Methods: The intervention practices, materials and strategies of EPIC were co-produced with neurodivergent children, their parents, teachers and clinicians taking a strengths and difficulties approach. Identification of psychoeducation activities and strategy practices (e.g. mind-maps, chunking), testing of feasibility and collection of pilot data were conducted over a bi-weekly 8-week programme. Eleven neurodivergent children aged 7 to 12 completed the 16-session individualised programme. Acceptability and feasibility were ascertained via qualitative reports elicited within child and teacher interviews and child ratings of enjoyment. Pilot evaluation data was collected pre- and post-intervention participation, and across cognitive assessments (CANTAB, BRIEF), educational attainment (WIAT) and parent and teacher questionnaires measuring clinical symptoms and behaviour (Conners, AQ, SDQ, self-perception). Data was compared with a matched neurodivergent treatment-as-usual control group (N = 9). Results: The co-produced EPIC intervention was both feasible to deliver and acceptable to children, parents and their teachers. Pilot data identified that the 8-week intervention improved cognition (short-term and working memory) and literacy (receptive vocabulary, oral word fluency, listening comprehension). Improvements in the intervention group were also found for parent-reported child behavioural difficulties and aggression, and teacher-reported scholastic competence. Effect sizes generated (Cohen's d) ranged from 0.65 to 2.83. Parents reported continuing to use EPIC strategies when interviewed over a year after participating in the programme. Conclusion: The current study met our objectives fully. 'EPIC' (Edinburgh Psychoeducation Intervention for Children and Young People) is feasible in home and school contexts and improves a range of aspects of cognition, learning and behaviour in neurodivergent children. Our findings show EPIC is suitable to be assessed within a full-scale trial. [ABSTRACT FROM AUTHOR]

AbstractThe role of executive functions in long-term memory has been studied. We describe a single-case study, consisting of a 45-year-old male patient, hospitalized for right frontal stroke. After the stroke, the patient had memory alterations in everyday activities. However, performance in short-term memory tests was not significantly altered. Long-term memory assessments included pre- and post-stroke episodic, semantic, and procedural memories. Specific skills involved in the acquisition of new learning (auditory-verbal and visual reproduction) were also evaluated, as well as executive functions. The results evidence that short-term memory was not affected. Regarding long-term memory, significant differences were observed between pre- and post-stroke knowledge, the former being better preserved, which reveals anterograde amnesia. Pre-stroke long-term memory was also affected, but only with respect to episodic knowledge, with semantic and procedural memories preserved (episodic retrograde amnesia). Executive functions were altered as well, which could have been a factor affecting the acquisition and consolidation of new learning, despite the fact that short-term memory was not significantly altered. Therefore, executive functions might be a determinant factor in the acquisition of new learning, regardless of short-term memory processes, at least partially. According to the results of the present study, alterations in these functions might lead to anterograde amnesia. This entails the need to evaluate executive functions as an intrinsic part of memory evaluation. [ABSTRACT FROM AUTHOR]

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

The aim of this study was to determine the role of duration of preschool attendance and the quality of teacher-child interactions in the executive functions development of preschoolers. The study involved 947 children (51% girls) age 4-7 years (M = 70.3 months; SD = 4.3). The number of children attending kindergarten for less than 1 year was 144; 268 children (28.3%) had attended for 1 to 2 years; and 535 children (56.5%) had attended for more than 2 years. The results showed that the children who attended a group with a high quality of teacher-child interaction for one or more years had better results on verbal work memory, and cognitive and physical inhibitory control than those who attended the same group over a shorter period. [ABSTRACT FROM AUTHOR]

Introduction: Emotion regulation (ER) develops during adolescence and contributes to psychosocial adjustment. Individual differences in the development of ER strategies may be related to cognitive processes responsible for managing goal‐directed behaviors, namely executive functions (EFs). This study examined (1) examined how difficulties in specific EFs (i.e., inhibition, flexibility and working memory) predict the use of ER strategies (i.e., reappraisal, distraction, expressive suppression, rumination, support‐seeking) in an emotion‐specific approach and (2) investigated these links across three different age groups (corresponding to early, middle and late adolescence), considering the nonlinear evolution of the relationships between EF and ER strategies during adolescence. Methods: The sample was composed of 1076 adolescents aged from 12 to 19 years old who completed questionnaires on EF difficulties (i.e., inhibition, flexibility, and working memory) and ER strategies (i.e., distraction, reappraisal, expressive suppression, social support‐seeking, and rumination). Results: Results showed various complex relationships between EFs and ER. Flexibility issues were related to rumination at all ages, while inhibition and flexibility difficulties were negatively linked to reappraisal in mid‐ to late adolescence. Many relationships were emotion‐ and age‐dependent. Conclusions: These findings support the link between cognitive and emotional regulatory processes. Its complex evolution during adolescence opens a new avenue for future research. [ABSTRACT FROM AUTHOR]

This study aimed to examine the associations between specific sleep parameters and specific aspects of cognitive functioning in individuals diagnosed with mild cognitive impairment (MCI), compared with healthy controls (HCs) by using cognitive, subjective, and objective sleep measures. A total of 179 participants were enrolled, all aged ≥ 65 years (mean age = 70.23; SD = 4.74) and with a minimum of six years of education (mean = 12.35; SD = 3.22). The sample included 46 HCs (36 females), 75 individuals with amnestic MCI (aMCI) (51 females), and 58 individuals with non-amnestic MCI (naMCI) (39 females). Inhibition, cognitive flexibility as a combined application of inhibitory control and set shifting or task/rule switching, and planning were examined. The following D-KEFS subtests were administered for their evaluation: Verbal Fluency Test, Color–Word Interference Test, and Tower Test. Self-reported sleep questionnaires (Athens Insomnia Scale, Stop-Bang questionnaire, and Pittsburg Sleep Quality Index) were used for subjective sleep assessments. Actigraphy was used for objective sleep measurements. Mixed-measures ANOVA, MANOVA, and one-way ANOVA, as well as the Scheffe post hoc test, were applied to the data. The results showed that the three groups exhibited statistically significant differences in the Tower Test (total achievement score, total number of administered problems, and total rule violations). As regards objective sleep measurements, the total sleep time (TST) was measured using actigraphy, and indicated that there are significant differences, with the HC group having a significantly higher mean TST compared to the naMCI group. The relationships evaluated in the TST Tower Test were found to be statistically significant. The findings are discussed in the context of potential parameters that can support the connection between sleep duration, measured as TST, and cognitive planning, as measured using the Tower Test. [ABSTRACT FROM AUTHOR]

The main goal of the current work was to assess the age sensitivity of a novel battery of cool and hot Executive Function (EF) tasks developed for the middle childhood period: the Executive Brain Battery (EBB). To this end, we carried out a first study in which the EBB was administered to six age groups ranging from 6 to 11. Additionally, in a second study, we compared children at the end of middle childhood (age 11 years) and adult performance in the EBB. Results showed that tasks included in the EBB were suitable for all age groups, with more age-related changes being found in cool than hot EF tasks. Moreover, at the end of middle childhood, children reach an adult-like performance in most of these cool and hot tasks. The present findings extend previous research suggesting that cool and hot EFs exhibit different patterns of age-related growth in middle childhood. Additionally, the EEB could become a useful tool for research on EFs during middle childhood that could be adapted for a wide range of populations. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impaired social interaction, verbal and nonverbal communication, and behaviors or interests. Besides behavioral, psychopharmacological and biomedical interventions there is increasing evidence of non-invasive treatments like neurofeedback (NFB) that can improve brain activity. In this study, we have investigated whether NFB can improve cognitive functions in children with ASD. Thirty-five children with ASD (7–17 years) were selected by purposive sampling. The subjects underwent 30 sessions of NFB training for 20 min over 10 weeks' period. Psychometric tests i.e. Childhood Autism Rating Scale (CARS), IQ scoring and Reward sensitivity tests were administered at baseline. Pre and post NFB intervention assessment of executive functions, working memory and processing speed were done by NIH Toolbox Cognition Batteries. Friedman test revealed that children showed a statistically significant improvement in the NIH Tool Box cognitive assessments, including the Flankers Inhibitory Control and Attention Test (Pre-test = 3.63, Post-test = 5.22; p = 0.00), the Dimensional Change Card Sorting Test (Pre-test = 2.88, Post-test = 3.26; p = 0.00), the Pattern Comparison Processing Speed Test (Pre-test = 6.00, Post-test = 11:00; p = 0.00) and the List Sorting Working Memory Test (Pre-test = 4.00, Post-test = 6:00; p = 0.00), and displayed a trend of improvement at 2-month follow-up (Flankers Inhibitory Control and Attention Test (Post-test = 5.11 ± 2.79, Follow-Up = 5.31 ± 2.67; p = 0.21), the Dimensional Change Card Sorting Test (Post-test = 3.32 ± 2.37, Follow-Up = 3.67 ± 2.35; p = 0.054), the Pattern Comparison Processing Speed Test (Post-test = 13.69 ± 9.53, Follow-Up = 14.42 ± 10.23 p = 0.079) and the List Sorting Working Memory Test (Post-test = 6.17 ± 4.41, Follow-Up = 5.94 ± 4.03; p = 0.334). Our findings suggest NFB intervention for 10 weeks produce improvement in executive functions (Inhibitory Control and Attention and Cognitive Flexibility), Processing Speed and Working Memory in ASD Children. [ABSTRACT FROM AUTHOR]

This study aimed to explore the potential mediating role of sleep quality in the effect of physical activity (PA) intervention for improving executive functions (EFs) in children with attention-deficit hyperactivity disorder (ADHD). Participants aged 6 to 12 years old with a formal ADHD diagnosis were recruited from a local hospital. A total of 80 eligible children with ADHD were randomized to an intervention group for 12 consecutive weeks of PA training (three times per week, 60 min per session) (n = 40; Mage = 8.37, 75% boys) or a wait-list control group (n = 40; Mage = 8.29, 80% boys). Three core EFs (inhibitory control, working memory, and cognitive flexibility) were assessed by neurocognitive tasks, and sleep quality was measured by the Chinese version of the Pittsburgh Sleep Quality Index. The bootstrapping method was used to test PA intervention effects on EFs and on potential variables of sleep quality after intervention and to test whether there were indirect effects of the intervention on EFs via mediators of sleep. The results showed that the PA intervention had a direct effect on sleep latency reduction (β = − 0.26, 95%CI − 0.47 to − 0.06) and cognitive flexibility improvement (decrease in completion time) (β = − 0.30, 95%CI − 0.50 to − 0.09). Furthermore, change in sleep latency significantly mediated the effects of PA intervention on cognitive flexibility (β = − 0.084, 95%CI − 0.252 to − 0.001). The findings suggest that sleep latency could be a crucial behavioral mediator of PA intervention in improving cognitive flexibility among children with ADHD. [ABSTRACT FROM AUTHOR]

Awake craniotomy (AC) allows intraoperative brain mapping (ioBM) for maximum lesion resection while monitoring and preserving neurological function. Conventionally, language, visuospatial assessment, and motor functions are mapped, while the assessment of executive functions (EF) is uncommon. Impaired EF may lead to occupational, personal, and social limitations, thus, a compromised quality of life. A comprehensive literature search was conducted through Scopus, Medline, and Cochrane Library using a pre-defined search strategy. Articles were selected after duplicate removal, initial screening, and full-text assessment. The demographic details, ioBM techniques, intraoperative tasks, and their assessments, the extent of resection (EOR), post-op EF and neurocognitive status, and feasibility and potential adverse effects of the procedure were reviewed. The correlations of tumor locations with intraoperative EF deficits were also assessed. A total of 13 studies with intraoperative EF assessment of 351 patients were reviewed. Awake-asleep-awake protocol was most commonly used. Most studies performed ioBM using bipolar stimulation, with a frequency of 60 Hz, pulse durations ranging 1–2 ms, and intensity ranging 2–6 mA. Cognitive function was monitored with the Stroop task, spatial-2-back test, line-bisection test, trail-making-task, and digit-span tests. All studies reported similar or better EOR in patients with ioBM for EF. When comparing the neuropsychological outcomes of patients with ioBM of EF to those without it, all studies reported significantly better EF preservation in ioBM groups. Most authors reported EF mapping as a feasible tool to obtain satisfactory outcomes. Adverse effects included intraoperative seizures which were easily controlled. AC with ioBM of EF is a safe, effective, and feasible technique that allows satisfactory EOR and improved neurocognitive outcomes with minimal adverse effects. [ABSTRACT FROM AUTHOR]

The aim of this systematic review was to examine randomized clinical trial (RCT) studies that evaluate nonpharmacological interventions to improve executive functions in children with attention-deficit/hyperactivity disorder (ADHD) without comorbidity. A systematic search of the literature was conducted using PubMed, ERIC, Web of Science, PyscINFO, Dialnet and Cochrane. A total of 948 published studies were identified and 15 of them were included in the review. All executive training programs for this population were examined and the most effective interventions were found to be based on cognitive training programs. Interventions based on physical exercise and neurofeedback were also found. These programs can improve not only executive components, but also other variables related to daily functioning. [ABSTRACT FROM AUTHOR]

One feature of middle adolescence is the transition to high school, a stressful life event. As teenagers enter high school, they face increased demands for independent academic work coupled with the need to establish new social networks. Students who successfully navigate this change have higher positive affect than those who find the transition rife with challenges. In addition, those who struggle to adjust post-transition experience increased negative affect and more mental health concerns – all of which are markers of subjective well-being (SWB). This study examined differences in youth SWB coinciding with the move to high school. Additionally, we explored the extent to which variations in teenagers’ executive functions (EFs) and close relationships with others predict SWB. To do so, we utilized self-report survey data from a community sample of 13-to-15-year-old adolescents (N = 106). Results showed that post-transition, youth reported significantly lower SWB, as reflected by less life satisfaction, and more psychological distress. Psychological distress was higher in adolescent girls, those who experienced more EF challenges, and teenagers with weaker relationships. Findings were similar for life satisfaction with one notable difference. For adolescents with average to low close relationships with others, greater EF difficulties predicted lower life satisfaction. However, strong close relationships weakened the negative association between EF challenges and life satisfaction. We discuss how mechanisms accounting for the possible protective role of social relationships for youth who struggle to utilize their EFs effectively will be crucial to explore in future research. [ABSTRACT FROM AUTHOR]

Deficits in executive functions (EF) are strongly related to real-life functioning and negative symptoms (NS) in schizophrenia. Recently, virtual reality has enabled more ecologically valid approaches to assess EF in simulated "real-life" scenarios among which the virtual cooking task (VCT) has gained attention. However, the clinical implications of the VCT in schizophrenia have not been investigated exhaustively. In this study, clinically stable individuals with schizophrenia (n = 38) and healthy controls (n = 42) completed a novel VCT and a set of computerized standard EF tools (CST) to primarily investigate concurrent and discriminant validity. In addition, the study explored links between EF assessments, functioning, and NS while controlling for antipsychotic intake, clinical stability, and age. This VCT consisted of four tasks with increasing difficulty and time constraints. The most relevant findings indicate that (1) the VCT showed moderate to strong correlations with CST, (2) the VCT discriminated EF performance between both the groups, (3) the VCT predicted interpersonal functioning, and (4) the VCT predicted NS in greater extent than CST. Accordingly, the findings give support to the concurrent and discriminant validity of the VCT to assess EF and indicate its value to deepen the study of collateral functional deficits and NS in schizophrenia. [ABSTRACT FROM AUTHOR]

In recent years, in addition to its clinical importance, interest in the social-cognitive aspect of internet gaming disorder (IGD) has increased. This study aimed to investigate autistic traits, executive functions, and self-regulation abilities of patients with IGD. Eighty-seven male patients with IGD and eighty-three male healthy controls (HC) were included in the study. All patients were diagnosed with IGD as per the diagnostic criteria of Diagnostic and Statistical Manual of Mental Disorders-5. Healthy controls without any comorbid psychiatric diagnosis were recruited from the community. The Brief Rating Inventory of Executive Function (BRIEF) and the Social Responsiveness Scale (SRS) were implemented to evaluate autistic traits, executive functions, and self-regulation skills. The Beck Depression Inventory (BDI), Screen for Child Anxiety and Related Disorders and Internet Gaming Disorder Scale—Short-Form were used to evaluate psychopathology. The effect size of the impairments in executive functions and self-regulation skills was large (Cohen's d = 1.0–2.0). IGD groups had higher levels of autistic traits compared to healthy controls (d = 1.0–1.4). The differences in BDI and BRIEF scores remained significant in logistic regression analysis. Age at illness-onset, total severity of anxiety, and autistic traits were found as significant correlates of deficits in executive functions among patients with IGD. The results of this study supported the higher autistic traits and poorer executive function skills of patients with IGD. Deficits in executive functions were associated with autistic traits and younger age-onset of the illness. [ABSTRACT FROM AUTHOR]

Aim: Media use in children has exploded in the past several decades, most recently fuelled by portable electronic devices. This study aims to explore differences in functional brain connectivity in children during a story‐listening functional MRI (fMRI) task using data collected before (1998) and after (2013) the widespread adoption of media. Methods: Cross‐sectional data were collected from English‐speaking 5‐ to 7‐year‐old children at Cincinnati Children's Hospital Medical Center, USA, of a functional MRI narrative comprehension task completed in 1998 (n = 22) or 2013 (n = 25). Imaging data were processed using a graph theory approach, focusing on executive functions, language and visual processing networks supporting reading. Results: Group differences suggest more efficient processing in the fronto‐parietal network in the pre‐media group while listening to stories. A modulation of the visual and fronto‐parietal networks for the post‐media exposure group was found. Conclusion: Further studies are needed to assess effects over time in the more exposed group to discern a causal effect of portable devices on cognitive networks. [ABSTRACT FROM AUTHOR]

Purpose: This study explores the relationship between sensorineural hearing loss (SNHL) in mid-life adults and cognitive function, focusing on executive functions. Given the projected rise in dementia cases, identifying modifiable risk factors for cognitive decline is imperative. SNHL has emerged as a potential risk factor, with hearing loss accounting for a substantial portion of dementia cases. However, the cognitive implications of SNHL in mid-life adults are not well understood. Method: The study examined 50 participants, 25 with bilateral unaided mild SNHL (AHL) and 25 with normal hearing (ANH). A battery of audiological assessments and cognitive tests, including the Trail Making Test (TMT), was administered. TMT measures included direct scores (completion time and errors) and derived scores (difference, ratio, proportion, sum, and multiplication scores). Results: The AHL group displayed significantly poorer peripheral hearing compared to the ANH group, as reflected in pure-tone audiometry, speech reception thresholds, and speech identification scores. Significant differences were observed in all direct and derived TMT measures except for the ratio and proportion scores. This suggests that while overall cognitive disturbances were evident in the AHL group, they were not exclusive to executive function deficits. Notably, we did not identify any statistically significant effects of hypertension, diabetes, smoking, alcohol consumption, or physical activity on TMT scores. Conclusion: This study highlights the potential impact of SNHL on cognitive function in mid-life adults. Mid-life SNHL is associated with cognitive differences, emphasizing its role as a modifiable risk factor for future cognitive decline. This research underlines the need for further investigation into the cognitive effects of aided hearing and a multidisciplinary approach to understanding these alterations in cognitive function. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to examine the causal pattern of cognitive emotion regulation and impulsiveness with the mediating role of executive functions, working memory, and stress coping strategies in female students with conduct disorder. Methods and Materials: This study can be examined from two perspectives: from the perspective of implementation method, it falls under descriptive research of a predictive correlational type, and from the perspective of purpose, it is considered applied research. The statistical population of this study included all first-year high school female students in the city of Kermanshah in the academic year 2022-2023, from which 200 individuals were selected as the sample. A simple random sampling method was used. In the data collection domain, both library and field methods were employed. In the field section, for collecting the necessary research information, the following questionnaires were used: Behavioral Problems of Quay and Peterson (2013), Emotion Regulation of Gross and John (2003), Impulsiveness of Barratt (1995), Behavioral Rating Inventory of Executive Functions of Gioia et al. (2000), Working Memory of Daneman and Carpenter (1980), and Coping Strategies of Moos and Billings (1981). Subsequently, SPSS22 and PLS statistical software were used for data analysis. Findings: The study results indicated that cognitive emotion regulation affects the impulsiveness of female students with conduct disorder. Executive function affects the impulsiveness of female students with conduct disorder. Working memory affects the impulsiveness of female students with conduct disorder. Stress coping strategies affect the impulsiveness of female students with conduct disorder. Conclusion: The results showed that cognitive emotion regulation affects the impulsiveness of female students with conduct disorder with the mediation of executive function. Cognitive emotion regulation affects the impulsiveness of female students with conduct disorder with the mediation of working memory. Additionally, the results indicated that cognitive emotion regulation affects the impulsiveness of with the mediation of stress coping strategies. [ABSTRACT FROM AUTHOR]

Background: SmartAction-VR uses virtual reality to simulate daily life tasks and assess cognitive performance based on the multi-errand paradigm. This study explored whether this new task could provide insights into the executive functioning of children and adolescents with ADHD in their everyday activities. Methods: A cross-sectional study was conducted between November 2021 and December 2022. It consisted of one session and was divided into two parts (cognitive tests; and SmartAction-VR). The sample comprised 76 children and adolescents with a median age (IQR) of 13 (11–14) years and an age range of 9–17 years. Of these participants, 60.50% (n = 46) were males. Out of this sample, 40 participants were in the ADHD group and 36 were in the neurotypical group. The following instruments were used: Waisman Activities of Daily Living Scale, Assessment of Sensory Processing and Executive Functioning, Pediatric Simulator Disease Questionnaire, Digit span subtest, Stroop test, NEPSY-II Subtest of Auditory Attention and Cognitive Flexibility, Trail Making Test, Zoo Map Test, and SmartAction-VR. Results: The ADHD group demonstrated lower accuracy (U = 406, p = 0.010), higher values for total errors (U = 292, p = 0.001), more commissions (U = 417, p = 0.003), new actions (U = 470, p = 0.014), and forgetting actions (U = 406, p = 0.010), as well as fewer perseverations compared to the neurotypical group (U = 540.5, p = 0.029). Additionally, participants who forgot more actions were found to have lower independence in daily life (r = −0.281, p = 0.024). Conclusions: The correlations between the results of SmartAction-VR and activities of daily living, as well as cognitive tests, suggest that this new task could be useful for evaluating executive functioning in daily life. [ABSTRACT FROM AUTHOR]

Background: This research can facilitate the development of early detection tools for ASD by identifying specific patterns of deficits in executive functioning, validating the use of the BRIEF-P as a detection tool, and complementing information obtained from other evaluation instruments (Autism Diagnostic Interview—ADI—and Autism Diagnostic Observation Schedule—ADOS). Aims: To gain knowledge of the application and usefulness of the BRIEF-P in the evaluation of executive functions (EFs) in people with ASD in the early years of the life cycle. Method: In order to systematically examine this hypothesis, a meta-analysis was conducted to identify the executive profile (strengths and weaknesses) of children with ASD. Out of a total of 161,773 potentially eligible published articles from different databases, 13 appropriate articles were revised and 4 articles were selected. Studies that were included evaluated samples involving individuals with ASD aged 2 to 8 years and were published in English or Spanish during the period of 2012–2022. Results: The executive profile obtained from the application of the BRIEF-P in individuals with ASD was analyzed. It was identified that children with ASD, compared to typically developing children, show significantly clinical scores on the flexibility, inhibition, and global executive functioning scales. The results support the hypothesis of an executive deficit, with flexibility and inhibition being diagnostic markers for early and prompt identification of autism. Conclusions and Discussion: The results confirm deficits in flexibility, although they are not conclusive. This may be due to aspects related to methodology, whereby the studies (i) include very large and heterogeneous age groups, (ii) do not discriminate based on the level of competence, and (iii) use instruments for evaluating executive functions that are not validated or adapted for people with ASD. Another reason is the lack of consensus in the very operational definition of the executive functions construct, with the studies focusing mainly on the cold dimension while ignoring the hot dimension. From the perspective of therapeutic and treatment implications, executive dysfunction can impact adaptive skills in daily life and consequently the person's autonomy. [ABSTRACT FROM AUTHOR]

Background/Objectives: Premature birth can lead to socio-emotional, behavioural and executive problems that impact quality of life and school performance in the long term. The aim of this pilot study was to evaluate the feasibility and efficacy of a 12-week computerised training called Vis-à-vis to enhance these competencies in a cohort of very preterm (VPT) children aged 6 to 9. Methods: This pilot randomised controlled trial included 45 children born before 32 gestational weeks. Socio-emotional, behavioural and executive competencies were evaluated at three time points using computerised tasks, neuropsychological tests and questionnaires. Results: Among the eligible VPT children, 20% (n = 45) accepted to be part of the study, and 40% (n = 18) dropped out. Finally, 60% (n = 27) of the enrolled participants completed the study. Results showed a significant improvement in emotion knowledge and recognition immediately after the completion of the training. Conclusions: Overall, our results indicate that the implementation of this type of computerised training is feasible, but the overall compliance is unsatisfactory given the high dropout rate. Nevertheless, the positive effect of the training on emotion recognition encourages further exploration of these kinds of interventions to prevent adverse consequences in children born too soon. [ABSTRACT FROM AUTHOR]

Limiting children's screen time has become a new parenting challenge. Due to the high attractiveness of media and digital devices, many children experience painful transitions in screen time to other activities. Screen time tantrums is a new concept that describes children's negative affect screen time limits. Knowing the factors that increase children's negative reactions will be helpful in parents and educators practice to prevent screen time tantrums or enrich children's nondigital activities, making them attractive alternatives to the media. Based on theoretical insights into the coping mechanisms of frustration and anger in preschool children, this study was aimed to explore the effects of executive functions skills, family activities, and children's play behavior with real toys on screen time tantrums. Sample included 654 caregiver-child pairs (M children age = 70.3 months, SD = 4.02). Results confirmed the hypothesis that play behavior with real toys is a stronger preventor of screen time tantrum than EF skills. The findings suggest that supporting play activity in preschool children might help them to avoid strong negative affects due to screen time limitation. The results of this study may be also considered as a support for the theoretical assumptions that play can be considered as a universal way of coping with frustration and anger in childhood. [ABSTRACT FROM AUTHOR]