Cognitive games for children's Executive Functions Training with or without learning difficulties

ABSTRACT. Executive functions (EF) play a central role in the development of social and cognitive skills and academic learning. Objective: For this reason, this study aims to determine the relationship between executive functions and academic performance among middle school students in the Middle Atlas of Morocco. Methods: This study focuses on 137 middle school students studying at four colleges located in the Middle Atlas of Morocco. The sample studied was divided into two groups: the first consisting of students with learning difficulties; and the second considered a control. To assess EF, three tests were administered to learners in both groups (Tracking Test, Stroop Test and Number Span Test). Results: In the sample, average age of the learners was 14.5±1.3 years and sex ratio was balanced. The students with learning difficulties had lower performance on tests measuring cognitive flexibility, inhibitory processes and working memory compared to the control group. Conclusion: From these results, it can be concluded that students with learning disabilities performed poorly on the three basic components of executive functions. Therefore, thorough neuropsychological diagnosis would be desirable to identify learners who may have cognitive or behavioural disorders and allow adequate intervention to improve their executive functions and subsequently their academic success.

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The contributions of executive functions to mathematical learning difficulties and mathematical talent during adolescence

PLoS ONE ◽

10.1371/journal.pone.0209267 ◽

2018 ◽

Vol 13 (12) ◽

pp. e0209267 ◽

Cited By ~ 5

Author(s):

Roberto A. Abreu-Mendoza ◽

Yaira Chamorro ◽

Mauricio A. Garcia-Barrera ◽

Esmeralda Matute

Keyword(s):

Executive Functions ◽

Learning Difficulties ◽

Mathematical Learning ◽

Mathematical Talent ◽

Mathematical Learning Difficulties

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Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

Perspectives on Language Learning and Education ◽

10.1044/lle16.1.28 ◽

2009 ◽

Vol 16 (1) ◽

pp. 28-36 ◽

Cited By ~ 1

Author(s):

Gary A. Troia

Keyword(s):

Writing Process ◽

Self Regulation ◽

Learning Difficulties ◽

Evidence Based ◽

Struggling Learners ◽

Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

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Zum Zusammenhang exekutiver Funktionen und sozial-emotionaler Auffälligkeiten bei integriert beschulten Kindern mit einer Hörschädigung

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024/1422-4917//a000249 ◽

2013 ◽

Vol 41 (5) ◽

pp. 347-359

Author(s):

Manfred Hintermair ◽

Désirée Korneffel

Keyword(s):

Executive Functions ◽

Strengths And Difficulties Questionnaire ◽

Behavior Rating ◽

Exekutive Funktionen ◽

Psychosoziale Entwicklung ◽

Behavior Rating Inventory ◽

Strengths And Difficulties

Fragestellung: Da im Zuge inklusiver Bestrebungen immer mehr hörgeschädigte Kinder eine allgemeine Schule besuchen werden, gilt es, relevante entwicklungspsychologische Voraussetzungen hierfür genauer zu betrachten. In einer Studie wurden deshalb sozial-emotionale Probleme hörgeschädigter Kinder an allgemeinen Schulen im Zusammenhang mit möglichen Problemen in der Entwicklung exekutiver Funktionen und der kommunikativen Kompetenz diskutiert. Methodik: Eine Stichprobe von 69 Schülern wurde mit einer deutschen Version des «Behavior Rating Inventory of Executive Functions (BRIEF)», einer Kurzskala zur Erfassung der kommunikativen Kompetenz sowie dem Strengths and Difficulties Questionnaire untersucht. Die Daten wurden mit einer Normierungsstichprobe verglichen, weiter wurden korrelative und regressionsanalytische Zusammenhänge der Variablen berechnet. Ebenso wurden Zusammenhänge der exekutiven Funktionen mit soziodemographischen Variablen analysiert. Ergebnisse: Die Ergebnisse zeigen, dass in fast allen Bereichen exekutiver Funktionen die hörgeschädigten Kinder mehr Probleme aufweisen als die Kinder der hörenden Normierungsstichprobe und die Prävalenzrate durchschnittlich ca. dreimal höher ist. Der Index für verhaltensregulierende exekutive Funktionen erweist sich neben dem Geschlecht am besten zur Vorhersage sozial-emotionaler Probleme. Schlussfolgerungen: Für die pädagogische Praxis ergibt sich, dass hörgeschädigte Schüler an allgemeinen Schulen in Bezug auf ihre psychosoziale Entwicklung von einem pädagogischen Konzept profitieren, das neben der Förderung sprachkommunikativer Kompetenzen auch auf die Stärkung von Selbstkontrolle und Selbstwirksamkeit der Kinder fokussiert.

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Time-Based Measures of Monitoring in Association With Executive Functions in Kindergarten Children

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000422 ◽

2020 ◽

Vol 228 (4) ◽

pp. 244-253 ◽

Cited By ~ 1

Author(s):

Sonja Kälin ◽

Claudia M. Roebers

Keyword(s):

Working Memory ◽

Executive Functions ◽

Cognitive Processes ◽

Higher Order ◽

Kindergarten Children ◽

Metacognitive Monitoring

Abstract. Repeatedly, the notion has been put forward that metacognition (MC) and executive functions (EF) share common grounds, as both describe higher order cognitive processes and involve monitoring. However, only few studies addressed this issue empirically and so far their findings are rather inconsistent. Addressing the question whether measurement differences may in part be responsible for the mixed results, the current study included explicitly reported as well as time-based measures of metacognitive monitoring and related them to EF. A total of 202 children aged 4–6 years were assessed in terms of EF (inhibition, working memory, shifting) and monitoring. While there was no significant link between explicitly reported confidence and EF, latencies of monitoring judgments were significantly related to time- and accuracy-based measures of EF. Our findings support the association between EF and MC and the assumption that better inhibition abilities help children to engage in more thorough monitoring.

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Effects of Fatigue on Cognitive Performance in Long-Duration Simulated Flight Missions

Aviation Psychology and Applied Human Factors ◽

10.1027/2192-0923/a000191 ◽

2020 ◽

Vol 10 (2) ◽

pp. 82-93

Author(s):

Eduardo Rosa ◽

Ola Eiken ◽

Mikael Grönkvist ◽

Roger Kölegård ◽

Nicklas Dahlström ◽

...

Keyword(s):

Executive Functions ◽

Task Performance ◽

Cognitive Performance ◽

Cognitive Tasks ◽

Fatigue Index ◽

Fighter Aircraft ◽

Long Duration ◽

Metacognitive Accuracy

Abstract. Fighter pilots may be exposed to extended flight missions. Consequently, there is increasing concern about fatigue. We investigated the effects of fatigue and cognitive performance in a simulated 11-hr mission in the 39 Gripen fighter aircraft. Five cognitive tasks were used to assess cognitive performance. Fatigue was measured with the Samn–Perelli Fatigue Index. Results showed that performance in the non-executive task degraded after approximately 7 hr. Fatigue ratings showed a matching trend to the performance in this task. Performance in tasks taxing executive functions did not decline. We interpreted that fatigue can be overridden by increased attentional effort for executive tasks but not for non-executive components of cognition. Participants underestimated their performance and metacognitive accuracy was not influenced by fatigue.

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