Differential Effects of Stress Exposures, Caregiving Quality, and Temperament in Early Life on Working Memory versus Inhibitory Control in Preschool-Aged Children

Abstract. Although attention control accounts for a unique portion of the variance in working memory capacity (WMC), the way in which attention control contributes to WMC has not been thoroughly specified. The current work focused on fractionating attention control into distinctly different executive processes and examined to what extent key processes of attention control including updating, shifting, and prepotent response inhibition were related to WMC and whether these relations were different. A number of 216 university students completed experimental tasks of attention control and two measures of WMC. Latent variable analyses were employed for separating and modeling each process and their effects on WMC. The results showed that both the accuracy of updating and shifting were substantially related to WMC while the link from the accuracy of inhibition to WMC was insignificant; on the other hand, only the speed of shifting had a moderate effect on WMC while neither the speed of updating nor the speed of inhibition showed significant effect on WMC. The results suggest that these key processes of attention control exhibit differential effects on individual differences in WMC. The approach that combined experimental manipulations and statistical modeling constitutes a promising way of investigating cognitive processes.

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Inhibitory Control in Verbal Working Memory Across the Lifespan

PsycEXTRA Dataset ◽

10.1037/e512682013-387 ◽

2007 ◽

Author(s):

Christelle Robert ◽

Delphine Fagot ◽

Thierry Lecerf ◽

Anik de Ribaupierre

Keyword(s):

Working Memory ◽

Inhibitory Control ◽

Verbal Working Memory

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Testing whether implicit emotion regulation mediates the association between discrimination and symptoms of psychopathology in late childhood: An RDoC perspective

Development and Psychopathology ◽

10.1017/s0954579421000638 ◽

2021 ◽

pp. 1-14

Author(s):

T.G. Vargas ◽

V.A. Mittal

Keyword(s):

Working Memory ◽

Emotion Regulation ◽

Depressive Symptoms ◽

Inhibitory Control ◽

Memory Performance ◽

Neurocognitive Functions ◽

Units Of Analysis ◽

Race Ethnicity ◽

Implicit Emotion Regulation ◽

Multiple Units

Abstract Discrimination has been associated with adverse mental health outcomes, though it is unclear how early in life this association becomes apparent. Implicit emotion regulation, developing during childhood, is a foundational skill tied to a range of outcomes. Implicit emotion regulation has yet to be tested as an associated process for mental illness symptoms that can often emerge during this sensitive developmental period. Youth aged 9–11 were recruited for the Adolescent Brain Cognitive Development (ABCD) study. Associations between psychotic-like experiences, depressive symptoms, and total discrimination (due to race, ethnicity, nationality, weight, or sexual minority status) were tested, as well as associations with implicit emotion regulation measures (emotional updating working memory and inhibitory control). Analyses examined whether associations with symptoms were mediated by implicit emotion regulation. Discrimination related to decreased implicit emotion regulation performance, and increased endorsement of depressive symptoms and psychotic-like experiences. Emotional updating working memory performance partially mediated the association between discrimination and psychotic-like experiences, while emotional inhibitory control did not. Discrimination and implicit emotion regulation could serve as putative transdiagnostic markers of vulnerability. Results support the utility of using multiple units of analysis to improve understanding of complex emerging neurocognitive functions and developmentally sensitive periods.

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Caregiving adversity during infancy and preschool cognitive function: adaptations to context?

Journal of Developmental Origins of Health and Disease ◽

10.1017/s2040174420001348 ◽

2021 ◽

pp. 1-12

Author(s):

Anne Rifkin-Graboi ◽

Shaun Kok-Yew Goh ◽

Hui Jun Chong ◽

Stella Tsotsi ◽

Lit Wee Sim ◽

...

Keyword(s):

Cognitive Performance ◽

Inhibitory Control ◽

Cognitive Flexibility ◽

Early Life ◽

Memory Performance ◽

Maternal Sensitivity ◽

Wald Test ◽

Well Being ◽

Pedagogical Strategies ◽

Framework Approach

Abstract From a conditional adaptation vantage point, early life caregiving adversity likely enhances aspects of cognition needed to manage interpersonal threats. Yet, research examining early life care and offspring cognition predominantly relies upon experiments including affectively neutral stimuli, with findings generally interpreted as “early-life caregiving adversity is, de facto, ‘bad’ for cognitive performance.” Here, in a Southeast Asian sample, we examined observed maternal sensitivity in infancy and cognitive performance 3 years later as preschoolers took part in three tasks, each involving both a socioemotional (SE) and non-socioemotional (NSE) version: relational memory (n = 236), cognitive flexibility (n = 203), and inhibitory control (n = 255). Results indicate the relation between early life caregiving adversity and memory performance significantly differs (Wald test = 7.67, (1), P = 0.006) depending on the SE versus NSE context, with maternal sensitivity in infancy highly predictive of worse memory for SE stimuli, and amongst girls, also predictive of better memory when NSE stimuli are used. Results concerning inhibitory control, as well as cognitive flexibility in girls, also tentatively suggest the importance of considering the SE nature of stimuli when assessing relations between the caregiving environment and cognitive performance. As not all approaches to missing data yielded similar results, implications for statistical approaches are elaborated. We conclude by considering how an adaptation-to-context framework approach may aid in designing pedagogical strategies and well-being interventions that harness pre-existing cognitive strengths.

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Effects of Sport-Based Interventions on Children’s Executive Function: A Systematic Review and Meta-Analysis

Brain Sciences ◽

10.3390/brainsci11060755 ◽

2021 ◽

Vol 11 (6) ◽

pp. 755

Author(s):

Falonn Contreras-Osorio ◽

Christian Campos-Jara ◽

Cristian Martínez-Salazar ◽

Luis Chirosa-Ríos ◽

Darío Martínez-García

Keyword(s):

Systematic Review ◽

Working Memory ◽

Executive Function ◽

Inhibitory Control ◽

Cognitive Flexibility ◽

Meta Analysis ◽

Scientific Evidence ◽

Healthy Children ◽

Meta Analyses ◽

The Impact

One of the most studied aspects of children’s cognitive development is that of the development of the executive function, and research has shown that physical activity has been demonstrated as a key factor in its enhancement. This meta-analysis aims to assess the impact of specific sports interventions on the executive function of children and teenagers. A systematic review was carried out on 1 November 2020 to search for published scientific evidence that analysed different sports programs that possibly affected executive function in students. Longitudinal studies, which assessed the effects of sports interventions on subjects between 6 and 18 years old, were identified through a systematic search of the four principal electronic databases: Web of Science, PubMed, Scopus, and EBSCO. A total of eight studies, with 424 subjects overall, met the inclusion criteria and were classified based on one or more of the following categories: working memory, inhibitory control, and cognitive flexibility. The random-effects model for meta-analyses was performed with RevMan version 5.3 to facilitate the analysis of the studies. Large effect sizes were found in all categories: working memory (ES −1.25; 95% CI −1.70; −0.79; p < 0.0001); inhibitory control (ES −1.30; 95% CI −1.98; −0.63; p < 0.00001); and cognitive flexibility (ES −1.52; 95% CI −2.20; −0.83; p < 0.00001). Our analysis concluded that healthy children and teenagers should be encouraged to practice sports in order to improve their executive function at every stage of their development.

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Examining the Relations Between Self-Regulation and Achievement in Third-Grade Students

Assessment for Effective Intervention ◽

10.1177/1534508416670367 ◽

2016 ◽

Vol 42 (2) ◽

pp. 97-109 ◽

Cited By ~ 2

Author(s):

Stephanie L. Day ◽

Carol McDonald Connor

Keyword(s):

Academic Achievement ◽

Working Memory ◽

Inhibitory Control ◽

Hierarchical Linear Modeling ◽

Self Regulation ◽

Scoring Systems ◽

Third Grade ◽

Linear Modeling ◽

Third Grade Students ◽

Study Results

Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations between RRRP and independent measures of self-regulation and academic achievement in mathematics and reading. Children ( N = 282) from 34 third-grade classrooms in Florida participated in this study. Results revealed that the RRRP captured three constructs: working memory, attentional flexibility, and inhibitory control. Hierarchical linear modeling (HLM) demonstrated that the RRRP was significantly and positively associated with other measures of self-regulation. The RRRP was significantly and positively associated with mathematics and reading as well. The RRRP appears to be a promising measure of children’s self-regulation skills.

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Socioeconomic status is a predictor of neurocognitive performance of early female adolescents

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh-2018-0024 ◽

2018 ◽

Vol 0 (0) ◽

Cited By ~ 3

Author(s):

H. J. Madhushanthi ◽

Savithri W. Wimalasekera ◽

C. Sampatha E. Goonewardena ◽

A. A. Thamara D. Amarasekara ◽

Janaka Lenora

Keyword(s):

Socioeconomic Status ◽

Working Memory ◽

Executive Function ◽

Inhibitory Control ◽

Parental Education ◽

Maternal Education ◽

Female Adolescents ◽

Low Ses ◽

Neurocognitive Performance ◽

Verbal Comprehension

Abstract Objective Previous studies have shown that high socioeconomic status (SES) is significantly associated with inhibitory control, working memory, verbal comprehension and IQ. However, in the Asian setting, with its prevailing poverty, information about the influence of SES on cognitive development of female adolescents is limited. This study was aimed to investigate the association between SES and neurocognitive performance of early female adolescents in Sri Lanka. Methods Female adolescents aged 11–14 years (n = 200) of low and middle SES were studied to assess neurocognitive function. After obtaining baseline data, eight subtests of the Wechsler Intelligence Scale for Children (WISC – IV), Test Of Nonverbal Intelligence (TONI-3) and two computer-based executive function tests (inhibition and visuo-spatial working memory) were administered to assess neurocognitive measures of the above adolescents. The results were compiled into a data base and analyzed using SPSS version 20 statistical software. Results Higher SES was associated with higher performance in all neurocognitive tests. Low SES adolescents obtained significantly poor test scores for executive function test (inhibitory control: p < 0.0001) and for WISC [verbal comprehension index (VCI): p < 0.0001), working memory index (WMI): p < 0.0001 and estimated full scale IQ (EFSIQ): p < 0.0001)] when compared with middle SES adolescents. Maternal education alone significantly predicts VCI and EFSIQ than the combined influence of parental education, occupation and income. Psychosocial adversities of adolescents were inversely correlated with VCI (r = −0.30; p < 0.001) and EFSIQ (r = −0.20; p < 0.001) of WISC and mathematics performance (r = −0.34; p < 0.001) at examination in school. Conclusion Findings of the study revealed the importance of upliftment of SES of the society to improve the cognitive and academic outcomes of low SES individuals.

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Neurocognitive Constructs Underlying Executive Control in Statistically-Determined Mild Cognitive Impairment

Journal of Alzheimer s Disease ◽

10.3233/jad-201125 ◽

2021 ◽

Vol 82 (1) ◽

pp. 5-16 ◽

Cited By ~ 1

Author(s):

Sheina Emrani ◽

Melissa Lamar ◽

Catherine Price ◽

Satya Baliga ◽

Victor Wasserman ◽

...

Keyword(s):

Working Memory ◽

Cognitive Impairment ◽

Mild Cognitive Impairment ◽

Inhibitory Control ◽

Executive Control ◽

Serial Order ◽

Temporal Organization ◽

Executive Attention ◽

Span Test ◽

Preparatory Set

Background: The model of executive attention proposes that temporal organization, i.e., the time necessary to bring novel tasks to fruition is an important construct that modulates executive control. Subordinate to temporal organization are the constructs of working memory, preparatory set, and inhibitory control. Objective: The current research operationally-defined the constructs underlying the theory of executive attention using intra-component latencies (i.e., reaction times) from a 5-span backward digit test from patients with suspected mild cognitive impairment (MCI). Methods: An iPad-version of the Backward Digit Span Test (BDT) was administered to memory clinic patients. Patients with (n = 22) and without (n = 36) MCI were classified. Outcome variables included intra-component latencies for all correct 5-span serial order responses. Results: Average total time did not differ. A significant 2-group by 5-serial order latency interaction revealed the existence of distinct time epochs. Non-MCI patients produced slower latencies on initial (position 2-working memory/preparatory set) and latter (position 4-inhibitory control) correct serial order responses. By contrast, patients with MCI produced a slower latency for middle serial order responses (i.e., position 3-preparatory set). No group differences were obtained for incorrect 5-span test trials. Conclusion: The analysis of 5-span BDT serial order latencies found distinct epochs regarding how time was allocated in the context of successful test performance. Intra-component latencies obtained from tests assessing mental re-ordering may constitute useful neurocognitive biomarkers for emergent neurodegenerative illness.

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