المؤلفون: Mirko Uljarević, Ru Ying Cai, Antonio Y. Hardan, Thomas W. Frazier

المصدر: Frontiers in Psychiatry, Vol 13 (2023)

مصطلحات موضوعية: emotion regulation, assessment, autism, executive functioning, working memory, response inhibition, Psychiatry, RC435-571

الوصف: Executive functioning (EF) processes are essential for adaptive and flexible responding to the demands and complexities of everyday life. Conversely, if impaired, these processes are a key transdiagnostic risk factor that cuts across autism and a range of other neurodevelopmental (NDD) and neuropsychiatric (NPD) conditions. However, there are currently no freely available informant-report measures that comprehensively characterize non-affective (e.g., working memory, response inhibition, and set shifting) and affective (e.g., emotion regulation) EF subdomains. This study describes the development, refinement, and initial psychometric evaluation of a new 52-item Executive Functioning Scale (EFS). Two independent data collections yielded exploratory (n = 2004, 169 with autism, ages 2–17) and confirmatory (n = 954, 74 with autism, ages 2–17) samples. Exploratory Structural Equation Modeling (ESEM) model with six specific factors that closely matched hypothesized executive functioning subdomains of working memory and sequencing, response inhibition, set-shifting, processing speed, emotion regulation, and risk avoidance, and one general factor, showed the best fit to the data and invariance across age, sex, race, and ethnicity groups. Model reliability and internal consistency were excellent for the general factor (ω = 0.98; α = 0.97) and specific factors (ω ≥ 0.89–0.96; α ≥ 0.84–0.94). Conditional reliability estimates indicated excellent reliability (≥0.90) for the total EF scale and adequate or better reliability (≥0.70) for subscale scores. With further replication, the EFS has excellent potential for wide adoption across research and clinical contexts.

وصف الملف: electronic resource

العلاقة: https://www.frontiersin.org/articles/10.3389/fpsyt.2022.1078211/fullTest; https://doaj.org/toc/1664-0640Test

الوصول الحر: https://doaj.org/article/5e1add6d7d424cdaa93f77572c84bc1dTest

المؤلفون: Daryaneh Badaly, Sue R. Beers, Rafael Ceschin, Vincent K. Lee, Shahida Sulaiman, Alexandria Zahner, Julia Wallace, Aurélia Berdaa-Sahel, Cheryl Burns, Cecilia W. Lo, Ashok Panigrahy

المصدر: Frontiers in Neurology, Vol 13 (2022)

مصطلحات موضوعية: cerebellum, prefrontal cortex, congenital heart defects (CHD), executive functioning, working memory, inhibition, Neurology. Diseases of the nervous system, RC346-429

الوصف: ObjectiveChildren, adolescents, and young adults with congenital heart defects (CHD) often display executive dysfunction. We consider the prefrontal and cerebellar brain structures as mechanisms for executive dysfunction among those with CHD.Methods55 participants with CHD (M age = 13.93) and 95 healthy controls (M age = 13.13) completed magnetic resonance imaging (MRI) of the brain, from which we extracted volumetric data on prefrontal and cerebellar regions. Participants also completed neuropsychological tests of executive functioning; their parents completed ratings of their executive functions.ResultsCompared to healthy controls, those with CHD had smaller cerebellums and lateral, medial, and orbital prefrontal regions, they performed more poorly on tests of working memory, inhibitory control, and mental flexibility, and their parents rated them as having poorer executive functions across several indices. Across both groups, there were significant correlations for cerebellar and/or prefrontal volumes with cognitive assessments of working memory, mental flexibility, and inhibitory control and with parent-completed ratings of task initiation, working memory, and planning/organization. Greater prefrontal volumes were associated with better working memory, among those with larger cerebellums (with group differences based on the measure and the prefrontal region). Greater prefrontal volumes were related to better emotional regulation only among participants with CHD with smaller cerebellar volumes, and with poorer inhibition and emotional regulation only among healthy controls with larger cerebellar volumes.ConclusionThe cerebellum not only contributes to executive functioning among young individuals with CHD but may also modulate the relationships between prefrontal regions and executive functioning differently for pediatric patients with CHD vs. health controls.

وصف الملف: electronic resource

العلاقة: https://www.frontiersin.org/articles/10.3389/fneur.2022.827780/fullTest; https://doaj.org/toc/1664-2295Test

الوصول الحر: https://doaj.org/article/0f7496d2e3c844899b16920152b6beebTest

المؤلفون: Gerda Van Der Veer, Erica Kamphorst, Marja Cantell, Alexander Minnaert, Suzanne Houwen

المصدر: Frontiers in Psychology, Vol 11 (2020)

مصطلحات موضوعية: motor skills, executive functioning, inhibition, working memory, cognitive flexibility, early childhood, Psychology, BF1-990

الوصف: There has been an increasing interest in the relationship between motor skills and executive functions (EFs) in young children over the years. However, no clear picture on the relationship between both domains has emerged from these studies. We have extended previous findings by conducting a comprehensive examination of task-specific and latent relationships between a range of motor skills and EFs in preschool children. The sample consisted of 198 3- to 5-year-old children (102 boys; 51.5%). Motor skills were assessed using the Movement Assessment Battery for Children Second Edition. EFs were assessed with the performance-based tasks ‘Day/Night,’ ‘Hand Tapping,’ ‘Forward Corsi Block,’ ‘Forward Digit Recall,’ and ‘Conflict Task,’ and a rating-based EF measure (i.e., the Behavior Rating Inventory of Executive Functioning - Preschool version). Task-specific relationships were examined using zero-order Pearson correlations. Latent factors of motor skills and EFs were examined using confirmatory factor analysis and exploratory structural equation modeling. Structural equation modeling (SEM) was used to examine latent relationships. The results of the Pearson correlation analyses showed statistically significant albeit weak correlations between specific motor and EF items (r = 0.15 to r = 0.23). SEM showed non-significant weak relationships between a general motor factor (as a unitary latent construct) on the one hand, and performance-based EFs and rating-based EFs (as latent EF components) on the other hand. In conclusion, this study suggested only weak relationships between motor skills and EFs in preschool children with no clear differences between their task-specific and latent relationships.

وصف الملف: electronic resource

العلاقة: https://www.frontiersin.org/article/10.3389/fpsyg.2020.02208/fullTest; https://doaj.org/toc/1664-1078Test

الوصول الحر: https://doaj.org/article/00df183fd0b240d98ef235eafe577cdeTest

المؤلفون: Wei Wei, Liyue Guo, George K. Georgiou, Athanasios Tavouktsoglou, Ciping Deng

المصدر: Frontiers in Psychology, Vol 9 (2018)

مصطلحات موضوعية: executive functioning, working memory, arithmetic, mathematics, Chinese, longitudinal, Psychology, BF1-990

الوصف: Executive functioning (EF), an umbrella term used to represent cognitive skills engaged in goal-directed behaviors, has been found to be a unique predictor of mathematics performance. However, very few studies have examined how the three core EF subcomponents (inhibition, shifting, and working memory) predict the growth parameters (intercept and slope) in mathematics skills and even fewer studies have been conducted in a non-Western country. Thus, the purpose of this study was to examine how inhibition, shifting, and working memory predict the growth parameters in arithmetic accuracy and fluency in a group of Chinese children (n = 179) followed from Grade 2 (mean age = 97.89 months) to Grade 5 (mean age = 133.43 months). In Grade 2, children were assessed on measures of nonverbal IQ, number sense, speed of processing, inhibition, shifting, and working memory. In addition, in Grades 2–5, they were assessed on arithmetic accuracy and fluency. Results of structural equation modeling showed that nonverbal IQ, speed of processing, and number sense predicted the intercept in arithmetic accuracy, while working memory was the only EF subcomponent to predict the slope (rate of growth) in arithmetic accuracy. In turn, number sense, speed of processing, inhibition, and shifting were significant predictors of the intercept in arithmetic fluency. None of the EF subcomponents predicted the slope in arithmetic fluency. Our findings reinforce those of previous studies in North America and Europe showing that EF contributes to mathematics performance over and above other key predictors of mathematics, and suggest that different EF subcomponents may predict different growth parameters in mathematics.

وصف الملف: electronic resource

العلاقة: https://www.frontiersin.org/article/10.3389/fpsyg.2018.01037/fullTest; https://doaj.org/toc/1664-1078Test

الوصول الحر: https://doaj.org/article/98f79c44efaf4835b6d5af68b30a0fdfTest

المؤلفون: Xiaochen Wang, George K. Georgiou, Qing Li, Athanasios Tavouktsoglou

المصدر: Frontiers in Psychology, Vol 9 (2018)

مصطلحات موضوعية: executive functioning, math disabilities, working memory, speed of processing, Chinese, Psychology, BF1-990

الوصف: Several studies have shown that Executive Functioning (EF) is a unique predictor of mathematics performance. However, whether or not children with mathematics difficulties (MD) experience deficits in EF remains unclear. Thus, the purpose of this study was to examine if Chinese children with MD experience deficits in EF. We assessed 23 children with MD (9 girls, mean age = 10.40 years), 30 children with reading difficulties and MD (RDMD; 12 girls, mean age = 10.82 years), and 31 typically-developing (TD) peers (16 girls, mean age = 10.41 years) on measures of inhibition (Color-Word Stroop, Inhibition), shifting of attention (Planned Connections, Rapid Alternating Stimuli), working memory (Digit Span Backwards, Listening Span), processing speed (Visual Matching, Planned Search), reading (Character Recognition, Sentence Verification), and mathematics (Addition and Subtraction Fluency, Math Standard Achievement Test). The results of MANOVA analyses showed first that the performance of the MD children in all EF tasks was worse than their TD peers. Second, with the exception of the shifting tasks in which the MD children performed better than the RDMD children, the performance of the two groups was similar in all measures of working memory and inhibition. Finally, covarying for the effects of processing speed eliminated almost all differences between the TD and MD groups (the only exception was Listening Span) as well as the differences between the MD and RDMD groups in shifting of attention. Taken together, our findings suggest that although Chinese children with MD (with or without comorbid reading difficulties) experience significant deficits in all EF skills, most of their deficits can be accounted by lower-level deficits in processing speed.

وصف الملف: electronic resource

العلاقة: https://www.frontiersin.org/article/10.3389/fpsyg.2018.00906/fullTest; https://doaj.org/toc/1664-1078Test

الوصول الحر: https://doaj.org/article/b3fac661475b4636bda1cee6315ee0aaTest

المؤلفون: Adrian Meule

المصدر: Frontiers in Psychology, Vol 7 (2016)

مصطلحات موضوعية: Diet, working memory, food cues, executive functioning, restrained eating, dieting success, Psychology, BF1-990

الوصف: Executive functioning (e.g., working memory) is tightly intertwined with self-regulation. For example, food cue-elicited craving has been found to impair working memory performance. Furthermore, current dieters have been found to show lower working memory performance than non-dieters. Recent research, however, suggests that it is crucial to consider dieting success in addition to current dieting status or restrained eating in order to reveal cognitive mechanisms that are associated with successful eating-related self-regulation. The current study investigated food cue-related working memory performance as a function of dieting status and dieting success in female students. Participants performed an n-back task with pictures of food and neutral objects. Reaction time in response to food pictures was slower than in response to neutral pictures, whereas omission errors did not differ between picture types. Current food craving was increased after performing the food block, but not after the neutral block. There was an indirect effect of current dieting status on higher food craving after the food block, which was mediated by slower reaction time to food vs. neutral pictures. Furthermore, higher dieting success was associated with fewer omission errors in the food vs. neutral block in current dieters. There were no relationships of restrained eating with current food craving and task performance. Results further highlight the need to differentiate between successful and unsuccessful dieting in addition to current dieting status or restrained eating when examining possible mechanisms of overeating or successful restraint. Although palatable food cues induce food craving regardless of dieting success, they may boost executive functioning in successful dieters, which helps them to overcome these temptations.

وصف الملف: electronic resource

العلاقة: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01944/fullTest; https://doaj.org/toc/1664-1078Test

الوصول الحر: https://doaj.org/article/1d8ed7fe30ae4d1aadbe53790a5dcfdcTest

المؤلفون: Florin Tibu, Margaret A Sheridan, Katie A McLaughlin, Charles A Nelson, Nathan A Fox, Charles H Zeanah

المصدر: Frontiers in Psychology, Vol 7 (2016)

مصطلحات موضوعية: Institutionalization, working memory, Children, executive functioning, ADHD., Psychology, BF1-990

الوصف: Children who are raised in institutions show severe delays across multiple domains of development and high levels of psychopathology, including attention deficit/hyperactivity disorder (ADHD). Low performance in executive functions (EFs) are also common in institutionally-reared children and often do not remediate following improvements in the caregiving environment. ADHD symptomatology also remains elevated even after children are removed from institutional care and placed in families. We investigate whether poor EF is a mechanism explaining elevated rates of ADHD in children reared in institutional settings in the Bucharest Early Intervention Project (BEIP). In the current study we examine the potentially mediating role of poor EF in the association between institutionalization and symptoms of ADHD at age 12 years. A total of 107 children were assessed with the Cambridge Neuropsychological Test Automated Battery (CANTAB) on working memory, set-shifting and planning. We also obtained concurrent teacher reports on their levels of ADHD symptoms (inattention and impulsivity separately). Institutionalization strongly predicted elevations in symptoms of inattention and impulsivity at age 12 years (ps < .01). Indices of working memory and planning were also associated with ADHD after controlling for potential confounders (ps < .03). Mediation analyses revealed that poor working memory performance mediated the link between exposure to early institutionalization and higher scores of both inattention and impulsivity. These results replicate and extend the findings that we reported in the BEIP sample at age 8 years. Together, they suggest that compromised working memory is a key mechanism that continues to explain the strikingly high levels of ADHD in late childhood among children institutionalized in early life. Interventions targeting working memory may help to prevent ADHD among children exposed to institutional care.

وصف الملف: electronic resource

العلاقة: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01850/fullTest; https://doaj.org/toc/1664-1078Test

الوصول الحر: https://doaj.org/article/e46389626a134c41ae38c6dd1fc3547dTest

المؤلفون: James T. Enns, Stefan Bourrier, Marc G. Berman

المصدر: Frontiers in Psychology
Frontiers in Psychology, Vol 9 (2018)

مصطلحات موضوعية: natural environments, Working memory, lcsh:BF1-990, 05 social sciences, 050109 social psychology, Cognition, Environmental exposure, attention restoration theory, 050105 experimental psychology, Task (project management), Cognitive strategy, lcsh:Psychology, Raven's Progressive Matrices, visual attention, additive factors logic, Cognitive resource theory, Memory span, Psychology, 0501 psychology and cognitive sciences, executive functioning, General Psychology, Cognitive psychology, Original Research, cognitive strategies

الوصف: Exposure to natural environments and the adoption of specific cognitive strategies are each claimed to have a direct influence on executive mental functioning. Here we manipulate both factors to help determine whether they draw on common cognitive resources. Three experiments investigated links between environmental effects (nature versus urban video tours) and strategic effects (active versus passive instructional approaches to the task). Each experiment used a pretest-posttest design and assessed executive mental functioning using a backward digit span task and Raven's progressive matrices. Experiment 1 manipulated participants' cognitive strategy through explicit instructions in order to establish a link between cognitive strategy and executive mental functioning. Experiment 2 used a pair of 10-minute video tours (urban, nature) to examine the relationship between environmental exposure and executive mental function on the same tasks, replicating previous findings with the backward digit span task and extended them to a new task (i.e., Raven’s progressive matrices). In Experiment 3, these two manipulations were combined to explore the relations between them. The results showed that the nature video tour attenuated the influence of task instructions relative to the urban video tour. An interaction between environmental video exposure and cognitive strategy was found, in that effects of cognitive strategy on executive function were smaller in the nature video condition than in the urban video condition. This suggests that brief exposure to nature had a direct positive influence on executive mental functioning.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9c685309466dfdbfbf783ba1cb8ff1b8Test
http://europepmc.org/articles/PMC6064875Test

المؤلفون: Karine Verschueren, Jantine L. Spilt, Loren Vandenbroucke, Dieter Baeyens

المصدر: Frontiers in Psychology

مصطلحات موضوعية: parent–child interaction, media_common.quotation_subject, education, emotional support, Affect (psychology), 050105 experimental psychology, working memory, Developmental psychology, Perception, Attachment theory, Psychology, 0501 psychology and cognitive sciences, Cognitive skill, Early childhood, teacher–child interaction, General Psychology, media_common, Original Research, Social stress, Working memory, 05 social sciences, Perspective (graphical), Social psychology, executive functioning, 050104 developmental & child psychology

الوصف: Working memory, used to temporarily store and mentally manipulate information, is important for children's learning. It is therefore valuable to understand which (contextual) factors promote or hinder working memory performance. Recent research shows positive associations between positive parent-child and teacher-student interactions and working memory performance and development. However, no study has yet experimentally investigated how parents and teachers affect working memory performance. Based on attachment theory, the current study investigated the role of parent and teacher emotional support in promoting working memory performance by buffering the negative effect of social stress. Questionnaires and an experimental session were completed by 170 children from grade 1 to 2 (Mage = 7 years 6 months, SD = 7 months). Questionnaires were used to assess children's perceptions of the teacher-student and parent-child relationship. During an experimental session, working memory was measured with the Corsi task backward (Milner, 1971) in a pre- and post-test design. In-between the tests stress was induced in the children using the Cyberball paradigm (Williams et al., 2000). Emotional support was manipulated (between-subjects) through an audio message (either a weather report, a supportive message of a stranger, a supportive message of a parent, or a supportive message of a teacher). Results of repeated measures ANOVA showed no clear effect of the stress induction. Nevertheless, an effect of parent and teacher support was found and depended on the quality of the parent-child relationship. When children had a positive relationship with their parent, support of parents and teachers had little effect on working memory performance. When children had a negative relationship with their parent, a supportive message of that parent decreased working memory performance, while a supportive message from the teacher increased performance. In sum, the current study suggests that parents and teachers can support working memory performance by being supportive for the child. Teacher support is most effective when the child has a negative relationship with the parent. These insights can give direction to specific measures aimed at preventing and resolving working memory problems and related issues. ispartof: Frontiers in Psychology vol:8 issue:MAR ispartof: location:Switzerland status: published

وصف الملف: Electronic-eCollection

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3961ba1c8f3b991fac44d9218d2003cdTest

المؤلفون: Dawn Querstret, Sarah Beck, Fred R. H. Zijlstra, Mark Cropley

المساهمون: Section Work & Organisational Psychology, RS: FPN WSP I

المصدر: Frontiers in Psychology, Vol 7 (2016)
Frontiers in Psychology, 7:1524. Frontiers Media S.A.
Frontiers in Psychology

مصطلحات موضوعية: DISORDER, media_common.quotation_subject, lcsh:BF1-990, SLEEP QUALITY, QUESTIONNAIRE, INHIBITION, Poison control, work-related rumination, Psychological detachment, Work related, FATIGUE, 050105 experimental psychology, Developmental psychology, Recovery, 0502 economics and business, medicine, Psychology, 0501 psychology and cognitive sciences, General Psychology, Original Research, media_common, Working memory, 05 social sciences, Cognitive flexibility, Human factors and ergonomics, Cognition, PERFORMANCE, EXPERIENCES, PREVALENCE, Cognitive failures, lcsh:Psychology, Feeling, Rumination, medicine.symptom, executive functioning, 050203 business & management, Clinical psychology

الوصف: Work-related rumination, that is, perseverative thinking about work during leisure time, has been associated with a range of negative health and wellbeing issues. The present paper examined the association between work-related rumination and cognitive processes centerd around the theoretical construct of executive functioning. Executive functioning is an umbrella term for high level cognitive processes such as planning, working memory, inhibition, mental flexibility; and it underlies how people manage and regulate their goal directed behavior. Three studies are reported. Study I, reports the results of a cross-sectional study of 240 employees, and demonstrates significant correlations between work-related rumination and three proxy measures of executive functioning: cognitive failures (0.33), cognitive flexibility (-0.24), and situational awareness at work (-0.28). Study II (n = 939), expands on the findings from study 1 and demonstrates that workers reporting medium and high work-related rumination were 2.8 and 5 times, respectively, more likely to report cognitive failures relative to low ruminators. High ruminators also demonstrated greater difficulties with 'lapses of attention' (OR = 4.8), 'lack of focus of attention' (OR = 3.4), and 'absent mindedness' (OR = 4.3). The final study, examined the association between work-related rumination and executive functioning using interview data from 2460 full time workers. Workers were divided into tertiles low, medium, and high. The findings showed that high work-related rumination was associated with deficits in starting (OR = 2.3) and finishing projects (OR = 2.4), fidgeting (OR = 1.9), memory (OR = 2.2), pursuing tasks in order (OR = 1.8), and feeling compelled to do things (OR = 2.0). It was argued that work-related rumination may not be related to work demands per se, but appears to be an executive functioning/control issue. Such findings are important for the design and delivery of intervention programes aimed at helping people to switch off and unwind from work.

وصف الملف: application/pdf

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::33b28a0c54d36b9dae343c1aa44c5bd3Test
http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01524/fullTest