Prospective Memory, Executive Functions, and Metacognition Are Already Differentiated in Young Elementary School Children

2015 ◽  
Vol 74 (4) ◽  
pp. 229-241 ◽  
Author(s):  
Manuela A. Spiess ◽  
Beat Meier ◽  
Claudia M. Roebers
Keyword(s):  
Elementary School ◽  
Executive Functions ◽  
Prospective Memory ◽  
School Children ◽  
Cognitive Abilities ◽  
Elementary School Children ◽  
Memory Task ◽  
Metacognitive Control ◽  
Close Link ◽  
Developmental Differentiation

Abstract. This study investigated the empirical differentiation of prospective memory, executive functions, and metacognition and their structural relationships in 119 elementary school children (M = 95 months, SD = 4.8 months). These cognitive abilities share many characteristics on the theoretical level and are all highly relevant in many everyday contexts when intentions must be executed. Nevertheless, their empirical relationships have not been examined on the latent level, although an empirical approach would contribute to our knowledge concerning the differentiation of cognitive abilities during childhood. We administered a computerized event-based prospective memory task, three executive function tasks (updating, inhibition, shifting), and a metacognitive control task in the context of spelling. Confirmatory factor analysis revealed that the three cognitive abilities are already empirically differentiable in young elementary school children. At the same time, prospective memory and executive functions were found to be strongly related, and there was also a close link between prospective memory and metacognitive control. Furthermore, executive functions and metacognitive control were marginally significantly related. The findings are discussed within a framework of developmental differentiation and conceptual similarities and differences.

scholarly journals ANALYSIS OF COGNITIVE ABILITIES OF SCHOOL-AGE CHILDREN BASED ON EATING HABITS AND NUTRITIONAL STATUS

2020 ◽  
Vol 4 (1) ◽  
pp. 41-51
Author(s):  
Tri Peni ◽  
Siti Indatul Laili ◽  
Esti Dwi Jayanti ◽  
Dwi Anggita Sari
Keyword(s):  
Elementary School ◽  
Nutritional Status ◽  
School Children ◽  
Cognitive Abilities ◽  
Growth And Development ◽  
Elementary School Children ◽  
The Body ◽  
School Age Children ◽  
School Age ◽  
Eating Patterns

Dietary habit is behaviors that are appropriate for the selection of the right foods so that they will provide good nutritional status. Nutrients that consist of macronutrients such as carbohydrates, proteins, fats, and micro substances such as vitamins and minerals needed by the body for the process of growth and development. The purpose of this study was to determine the relationship between eating patterns with the nutritional status and cognitive abilities of elementary school children. Cross-Sectional research design. The population in this study were all students as many as 367 students, the sampling used was a Stratified random sampling technique, a sample of 192 respondents. Data analysis uses the Spearman Rank Rho statistical test. The results of the analysis of dietary variables with nutritional status were obtained ρ (0.003) <α (0.05), so H0 was rejected, meaning that there was a relationship between eating patterns and nutritional status of school-age children, with a value of r = 0.210 which showed a high positive correlation. The results of the analysis of nutritional status variables with cognitive abilities obtained results ρ = 0.00, <α = 0.05. meaning that there is a relationship between nutritional status and cognitive learning achievement in elementary school children. Normal nutritional status can be obtained by applying a positive diet so that the intake that enters the body in accordance with the needs of the body. Children who have normal nutritional status have good cognitive abilities. Parents are the most important support in optimizing children's growth and development

Executive Functions in Elementary School Children With and Without Problems in Written Expression

2002 ◽  
Vol 35 (1) ◽  
pp. 57-68 ◽  
Author(s):  
Stephen R. Hooper ◽  
Carl W. Swartz ◽  
Melissa B. Wakely ◽  
Renée E. L. de Kruif ◽  
James W. Montgomery
Keyword(s):  
Elementary School ◽  
Executive Functions ◽  
School Children ◽  
Elementary School Children ◽  
Written Expression

Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children

2010 ◽  
Vol 26 (1) ◽  
pp. 70-95 ◽  
Author(s):  
Lisa Flook ◽  
Susan L. Smalley ◽  
M. Jennifer Kitil ◽  
Brian M. Galla ◽  
Susan Kaiser-Greenland ◽  
...  
Keyword(s):  
Elementary School ◽  
Executive Functions ◽  
School Children ◽  
Elementary School Children ◽  
Mindful Awareness

scholarly journals Enhancing Executive Functions Among Dutch Elementary School Children Using the Train Your Mind Program: Protocol for a Cluster Randomized Trial (Preprint)

2017 ◽  
Author(s):  
Joachim Bervoets ◽  
Lisa M Jonkman ◽  
Sandra Mulkens ◽  
Hein de Vries ◽  
Gerjo Kok
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Emotion Regulation ◽  
Executive Functions ◽  
Randomized Trial ◽  
Healthy Eating ◽  
School Children ◽  
Elementary School Children ◽  
Cluster Randomized Trial ◽  
Cluster Randomized

BACKGROUND Executive functions are higher cognitive control functions, which are essential to physical and psychological well-being, academic performance, and healthy social relationships. Executive functions can be trained, albeit without broad transfer, to this date. Broad transfer entails the translation of improved cognitive functions to daily life (behaviors). The intervention Train your Mind was designed to train executive functions among elementary school children aged 9 to 11 years, and obtain broad transfer in terms of enhanced physical activity, healthy eating, and socioemotional regulation. OBJECTIVE This paper aims to describe the cluster randomized trial to test the effectiveness of the Train your Mind intervention. METHODS Train your Mind was integrated into the existing school curriculum for 8 months (25 weeks excluding holidays). The effectiveness of the intervention was tested in a cluster randomized trial comprising 13 schools, 34 groups (school classes), and 800 children, using a battery of 6 computer tasks at pre- and postmeasurement. Each of the 3 core executive functions was measured by 2 tasks (Flanker and Go/No-Go; N-Back and Running Span; Attention Switching Task and Dots/Triangles). Moreover, we administered questionnaires that measure emotion-regulation, cognitive errors, physical activity, dietary habits, and the psycho-social determinants of diet and physical activity. Body mass index was also measured. Multilevel analyses will account for clustering at the school and group levels, and randomization took place at the school level. RESULTS Results are currently being analyzed. CONCLUSIONS The main purpose of this study is to test Train your Mind’s effectiveness in enhancing executive functions. Second, we investigate whether increased executive functions lead to improved physical activity and healthy eating. If found effective, executive function training could easily be integrated into school curricula everywhere, and as such, boost health, academic performance, and emotion-regulation of elementary school children, in a cost-effective manner. CLINICALTRIAL Netherlands Trial Register NTR5804; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=5804 (Archived by WebCite at http://www.webcitation.org/6z9twosJ8) REGISTERED REPORT IDENTIFIER RR1-10.2196/7908

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