Longitudinal Associations Between Objectively Measured Physical Activity and Development of Executive Functioning Across the Transition to First Grade

2016 ◽  
Vol 13 (8) ◽  
pp. 895-902 ◽  
Author(s):  
Loren Vandenbroucke ◽  
Jan Seghers ◽  
Karine Verschueren ◽  
Anne I. Wijtzes ◽  
Dieter Baeyens
Keyword(s):  
Physical Activity ◽  
Working Memory ◽  
Executive Functioning ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
First Grade ◽  
Central Executive ◽  
Daily Physical Activity ◽  
Physically Active ◽  
Visuospatial Sketchpad

Background:The current study investigates how children’s amount of daily physical activity relates to subcomponents of executive functions, the cognitive processes needed for goal-directed behavior. Previous studies rarely determined this association at the subcomponent level and did not explicitly examine the period when children make the transition to first grade, despite its importance for the development of executive functions.Methods:In a sample of 54 children, working memory, inhibition, and cognitive flexibility were thoroughly measured at the subcomponent level at the end of kindergarten and first grade. In the middle of first grade, children wore a pedometer for 7 consecutive days.Results:Regression analyses showed that performance on a measure of the visuospatial sketchpad, the central executive, and fluency was predicted by children’s amount of daily physical activity after controlling for initial task performance.Conclusions:The development of the visuospatial sketchpad (working memory), the central executive (working memory), and fluency (cognitive flexibility) might be improved by increasing the amount of time being physically active. However, as other subcomponents of executive functioning were not affected, the role of other aspects of physical activity, such as intensity and content, in the development of executive functions should be further investigated.

scholarly journals No effects of a long-term physical activity intervention on executive functioning among adolescents

2019 ◽  
Vol 7 ◽  
pp. 205031211988073 ◽  
Author(s):  
Douglas Sjöwall ◽  
Lisa B Thorell ◽  
Mirko Mandic ◽  
Maria Westerståhl
Keyword(s):  
Physical Activity ◽  
Working Memory ◽  
Executive Functioning ◽  
Cognitive Flexibility ◽  
Physical Activity Intervention ◽  
Control School ◽  
Aerobic Activity ◽  
School Year ◽  
Memory Inhibition

Objectives: We investigated whether a school-based physical activity intervention would lead to improvements in working memory, inhibition and cognitive flexibility in adolescents aged 13–15 years. Methods: The adolescents at the active school ( n = 108) participated in an intervention that included increased physical activity for 20 min/day, focused on aerobic activity with low cognitive demands for an entire school year. The adolescents at the control school ( n = 59) received no extra physical activity. At the beginning (baseline) and end (follow-up) of the school year, the participants performed tests of executive function (working memory, inhibition and cognitive flexibility) and performed tests of physical fitness and health. Results: There was no change in executive functioning at follow-up when comparing the schools. However, only 46% complied with the intervention. When non-compliers were excluded from the analyses, the results remained the same, except for a small but significant increase in working memory for the active school as compared to the control school. Conclusion: These results indicate that compliance with the intervention was low and that aerobic exercise with low cognitive load does not produce improvements in executive functioning.

Executive Functions and Academic Outcomes of Low Birthweight Infants: A Prospective Longitudinal U.S. Cohort

2019 ◽  
Author(s):  
Sarah E. Miller ◽  
Mark D. DeBoer ◽  
Rebecca J. Scharf
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Executive Functioning ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Academic Outcomes ◽  
Low Birthweight ◽  
Cognitive Outcomes ◽  
Second Grade ◽  
Prospective Longitudinal

Abstract Objective Executive functions such as working memory and cognitive flexibility are key to lifelong learning. Our hypothesis was that children born low birthweight (LBW), defined as weight < 2,500 g, would have lower cognitive outcomes than those born normal weight, and children with poor executive functioning would be at risk for poor academic outcomes. Study Design We evaluated data from 12,656 children followed prospectively in the Early Childhood Longitudinal Study, Kindergarten Class 2010–2011, assessing outcomes from kindergarten, first grade, and second grade. Multivariable linear and logistic regressions were run evaluating the relationship between birthweight and cognitive outcomes, and the odds of infants with poor executive functioning having poor academic outcomes. Results Compared with children with normal birthweight, those born LBW had lower mean z-scores for academic and directly assessed executive functions from kindergarten through second grade. LBW children were at an increased risk of scoring in the bottom 20% of children at all time points: second-grade reading odds ratio (OR) = 1.60 (95% confidence interval [CI:] 1.23–2.09), math OR = 1.49 (95% CI: 1.21–1.84), science OR = 1.41 (95% CI: 1.11–1.81), cognitive flexibility OR = 1.61 (95% CI: 1.27–2.02), and working memory OR = 1.40 (95% CI: 1.10–1.77). Conclusion LBW infants remain at risk of poor cognitive outcomes in second grade. Early difficulties with executive functioning can increase the risk of a child's academic performance years later.

scholarly journals Executive functions and science achievement during the five-to-seven-year shift

2020 ◽  
Author(s):  
Matthew H. Kim ◽  
Tracy Bousselot ◽  
Sammy F. Ahmed
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Cognitive Skills ◽  
Science Achievement ◽  
First Grade ◽  
The United States ◽  
Early Schooling ◽  
Nationally Representative ◽  
Bidirectional Associations

Executive functions (EF) are domain-general cognitive skills that predict school success. However, less is known about the relation between EFs and science achievement. The present study examined the bidirectional associations between science achievement and children’s cognitive flexibility and working memory in a nationally representative sample of children in the United States (ECLS-K: 2011; N = 18,174). Using random intercepts cross-lagged panel modeling, results revealed a heterogeneous pattern of associations between EF and science achievement. Trait-like and construct stability emerged in the between-person and within-person estimates of EF and science. Cognitive flexibility and working memory in kindergarten each predicted science achievement in first grade. Science achievement in the fall of first grade predicted cognitive flexibility in the spring of first grade. There were also bidirectional associations between working memory and science achievement in the fall and spring of first grade. Findings from the current study reveal the complex interplay between EF and science achievement during early childhood and highlight the potential of boosting science competencies to promote growth in cognitive skills important for goal-directed activity during early schooling.

The Relationship Between Physical Activity and Executive Functions Among Youth in Low-Income Urban Schools in the Northeast and Southwest United States

2020 ◽  
Vol 42 (4) ◽  
pp. 292-306
Author(s):  
Jesse Mala ◽  
Jennifer McGarry ◽  
Kristen E. Riley ◽  
Elaine C.-H. Lee ◽  
Lindsay DiStefano
Keyword(s):  
Physical Activity ◽  
Working Memory ◽  
Multivariate Analysis ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Low Income ◽  
Analysis Of Covariance ◽  
High Poverty ◽  
The Relationship ◽  
Pearson Correlations

The purpose of this study was to examine if physical activity is related to greater executive functions among youth in poverty. Executive functions (cognitive flexibility, inhibition, and working memory) and physical activity were measured in participants (N = 149) in the fifth to eighth grade from three schools located in high-poverty districts. Pearson correlations revealed a statistically significant correlation between physical activity and cognitive flexibility (r = .18, p < .05). Hierarchical multiple regressions revealed that physical activity significantly improved prediction for cognitive flexibility, R2 = .09, F(6, 142) = 2.26, p = .041, adjusted R2 = .05, above sex, maturity, and school district. A two-way multivariate analysis of covariance revealed statistically significant differences in working memory in more active youth compared with less active but no statistically significant differences in cognitive flexibility or inhibition (p < .05). Greater physical activity is associated with greater working memory among youth in poverty.

scholarly journals Associations Between Executive Functions and Physical Fitness in Preschool Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Aleksander Veraksa ◽  
Alla Tvardovskaya ◽  
Margarita Gavrilova ◽  
Vera Yakupova ◽  
Martin Musálek
Keyword(s):  
Physical Activity ◽  
Working Memory ◽  
Physical Fitness ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Preschool Period ◽  
Determining Factors ◽  
Research Findings ◽  
Different Levels

Considering the current agreement on the significance of executive functions, there is growing interest in determining factors that contribute to the development of these skills, especially during the preschool period. Although multiple studies have been focusing on links between physical activity, physical fitness and executive functions, this topic was more investigated in schoolchildren and adults than in preschoolers. The aim of the current study was to identify different levels of physical fitness among pre-schoolers, followed by an analysis of differences in their executive functions. Participants were 261 5–6-years old children. Inhibitory control and working memory were positively linked with physical fitness. Cognitive flexibility was not associated with physical fitness. The research findings are considered from neuropsychological grounds, Jean Piaget’s theory of cognitive development, and the cultural-historical approach.

scholarly journals Executive Functions and Domain-Specific Cognitive Skills in Climbers

2021 ◽  
Vol 11 (4) ◽  
pp. 449
Author(s):  
Florian Heilmann
Keyword(s):  
Physical Activity ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Cognitive Skills ◽  
Neuropsychological Tests ◽  
Specific Test ◽  
Domain Specific ◽  
Sport Climbing ◽  
Novices And Experts ◽  
General Physical

Athletes in a particular sport have specific cognitive skills acquired due to regular confrontation with sport-specific requirements. Studies show that the particular type of sport carried out and fostered by general physical activity impacts executive functions (EFs) such as inhibition, working memory, and cognitive flexibility. There are inconsistent results on the connections between domain-specific cognitive skills and executive functions. This study aimed to evaluate the relations between EFs and domain-specific cognitive skills in climbing. Due to that, we examined the executive functions (neuropsychological tests) and domain-specific cognitive skills (climbing-specific test: a preview of the route vs. climbed moves; climbed moves vs. recognition of moves) of 19 climbers (10 novices, 9 experts, grades 5 to 6a vs. 6c+ to 7b). The inter-subject effects analysis shows that novices and experts in sport climbing do not differ in executive functions in this particular case. Concerning domain-specific cognitive skills, there are differences between experts and novices. Experts show a significantly higher level in planning performance or route idea (p < 0.001) as well as in memorizing of climbed moves (p = 0.004). There are no relations between executive functions and domain-specific cognitive skills in climbers.

scholarly journals SLEEP QUALITY AS A MECHANISM LINKING PHYSICAL ACTIVITY AND COGNITIVE FUNCTIONING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S779-S779
Author(s):  
Alycia N Bisson ◽  
Margie E Lachman
Keyword(s):  
Physical Activity ◽  
Executive Functioning ◽  
Sleep Quality ◽  
The United States ◽  
Physically Active ◽  
Waking Up ◽  
The Relationship ◽  
Second Wave ◽  
Moderating Role

Abstract Modifiable health behaviors, such as physical activity and sleep quality are important for cognition throughout life. A growing body of research also suggests that engaging in enough physical activity is important to sleeping well. One recent study found that sleep efficiency mediates the relationship between physical activity and cognition. It is still unknown whether other metrics of sleep quality are mediators. The present study tested mediation in the second wave of the Midlife in the United States (MIDUS) study. Using the PROCESS macro for SPSS, we found that those who were more physically active fell asleep faster, and had better executive functioning. In addition, those who were more physically active reported waking up fewer times during the night, and had better executive functioning and self-rated memory. Discussion will focus on the moderating role of gender and distinctions between findings with different measures of sleep, physical activity, and cognition.

scholarly journals Feasibility of a 6-Month Exercise and Recreation Program to Improve Executive Functioning and Memory in Individuals With Chronic Stroke

2010 ◽  
Vol 24 (8) ◽  
pp. 722-729 ◽  
Author(s):  
Debbie Rand ◽  
Janice J. Eng ◽  
Teresa Liu-Ambrose ◽  
Amira E. Tawashy
Keyword(s):  
Physical Activity ◽  
Executive Functioning ◽  
Executive Functions ◽  
Response Inhibition ◽  
Dual Task ◽  
Verbal Learning ◽  
Stroop Test ◽  
Chronic Stroke ◽  
Community Dwelling ◽  
The Mean

Background. Physical activity is beneficial for improving cognitive function in healthy older adults. However, research results on the benefits of physical activity on cognitive performance after stroke are limited. Objective. To determine if a combined exercise and recreation program can improve the executive functioning and memory of individuals with chronic stroke. Methods. In all, 11 ambulatory participants with chronic stroke (mean age 67 ± 10.8 years) participated in a 6-month program of exercise for 2 hours and recreation for 1 hour weekly. Executive functions and memory were assessed at baseline and at 3 and 6 months by a battery of standard neuropsychological tests, including response inhibition, cognitive flexibility, dual task (motor plus cognitive), and memory. Motor ability was also assessed. Nonparametric statistics were used to obtain the differences between the 3 assessments. Results . At baseline, substantial deficits in all aspects of executive functioning were revealed. From baseline to 3 months, the mean improvement was 10% ± 14% for the dual task (Walking While Talking), -3% ± 22% (χ 2 = 2.4; P > .05) for response inhibition (Stroop Test), and 61% ± 69% for memory (Rey Auditory Verbal Learning Test—long delay). From baseline to 6 months, the mean improvement was 7% ± 7.5% for response inhibition (Stroop Test). In addition, knee strength and walking speed improved significantly at 3 months. Conclusions. This pilot study suggests that exercise and recreation may improve memory and executive functions of community-dwelling individuals with stroke. Further studies require a larger sample size and a control group.

scholarly journals Executive functioning as a predictive measure of offending behaviour

2019 ◽  
Vol 9 (1) ◽  
pp. 10-22 ◽  
Author(s):  
Karin A. Spenser ◽  
Ray Bull ◽  
Lucy Betts ◽  
Belinda Winder
Keyword(s):  
Working Memory ◽  
Theory Of Mind ◽  
Executive Functioning ◽  
Moral Reasoning ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Screening Tests ◽  
Content Type ◽  
Empathic Understanding ◽  
The Impact

PurposeProsociality is considered important in the study of offenders and associated cognitive skills: theory of mind, empathic understanding and moral reasoning, are said to enable self-control and reduce the risk of offending behaviours. Previous research has made associations between these skills and executive functioning; however, research into a link between them, in an offending population, is limited. The paper aims to discuss this issue.Design/methodology/approachTo further understand the practicalities of this, the present study considered the predictive abilities of the constructs believed to underpin executive functioning: working memory, cognitive flexibility and inhibitory control, in relation to theory of mind, empathic understanding and moral reasoning. In total, 200 male and female offenders completed measures in all six constructs.FindingsUsing path analysis working memory was demonstrated to be predictive of theory of mind and empathic understanding, cognitive flexibility was found to be predictive of theory of mind, and inhibitory control was found to be predictive of theory of mind, empathic understanding and moral reasoning.Research limitations/implicationsThe study focussed on offenders serving a custodial sentence of six months or less and did not differentiate between crime categories or take into consideration the socio-environmental backgrounds or ethnicity. Therefore, considering these things could further establish the generalisability of the current findings. It is noted that the more focussed the intervention is to the specific needs of an offender, the greater the impact will be. Therefore, pre-screening tests for the constructs discussed may be able to more accurately assess an offenders’ suitability for a programme, or indeed tailor it to meet the specific needs of that person.Practical implicationsThese findings may enable practitioners to more accurately assess offenders’ suitability for interventions aimed at reducing offending behaviours by improving levels of prosociality and develop more focussed programmes to meet the specific needs of individual offenders to reduce re-offending.Social implicationsAs recommended in the study, a more tailored approach to offender rehabilitation may be a potential aid to reducing levels of recidivism.Originality/valueThe present study adds to the literature as it is the first to consider whether the constructs of executive functioning can predict levels of theory of mind, empathic understanding and moral reasoning and so provide a more accurate method in assessing the cognitive abilities of offenders prior to participation in rehabilitative interventions.

Executive functions disorders in high functioning autism and rehabilitation implications

2017 ◽  
Vol 41 (S1) ◽  
pp. S435-S435
Author(s):  
A. Di Santantonio ◽  
M. Manfredini ◽  
N. Varucciu ◽  
M. Fabbri ◽  
M.C. Cutrone ◽  
...  
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
High Functioning Autism ◽  
Wisconsin Card Sorting Test ◽  
Autism Spectrum ◽  
Cognitive Screening ◽  
Card Sorting ◽  
High Functioning

IntroductionThe term executive functions (EFs) includes a set of cognitive processes such as planning, working memory, attention, problem solving, inhibition, mental flexibility, multi-tasking, and initiation and monitoring of actions. EFs are the higher order control processes to guide behaviour.Some studies on the relationship between EFs and autism spectrum disorder (ASD) showed deficit in the cognitive flexibility and speed processing, particularly with Asperger syndrome. Recently, Merchán-Naranjo et al. [1] supported that children's and adolescents with autism without intellectual disability are insufficient in at least 5 domains: attention, working memory, cognitive flexibility, inhibitory control and problem-solving.AimsOur work is aimed at verifying if the presence of a dysexecutive syndrome significantly impacts on the adaptive functioning of people with high functioning autism.MethodsA group of young adults with ASD were administered traditional neuropsychological assessment, specific assessment, focusing on the planning strategies for solving problems (Test Tower of London), abstraction and categorization (Wisconsin Card Sorting Test), and the Dysexecutive Questionnaires.ResultsThe results showed the presence of a specific deficit in the executive functioning in an average cognitive functioning.ConclusionsIntegrate the standard cognitive screening with a specific EFs assessment resulted to be very useful for the clinician to realize neuropsychological and psychotherapeutic individualized treatment.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Sign in / Sign up

Export Citation Format

Share Document