scholarly journals The Indirect Role of Executive Functions on the Relationship between Cardiorespiratory Fitness and School Grades

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Marc Yangüez ◽  
Benoit Bediou ◽  
Charles H. Hillman ◽  
Daphne Bavelier ◽  
Julien Chanal
Keyword(s):  
Executive Functions ◽  
Cardiorespiratory Fitness ◽  
School Grades ◽  
The Relationship

scholarly journals INTERCONNECTION OF METACOGNITION AND EXECUTIVE FUNCTIONS IN CHILDHOOD: CULTURAL-HISTORICAL CONTEXT

2021 ◽  
pp. 79-113
Author(s):  
A.N. Veraksa ◽  
N.E. Veraksa
Keyword(s):  
Academic Success ◽  
Executive Functions ◽  
Emotional Regulation ◽  
Behavioral Control ◽  
Self Regulation ◽  
Historical Context ◽  
Social Aspect ◽  
The Social ◽  
The Relationship

The review is devoted to the relationship between executive functions and metacognition in the context of a cultural-historical perspective. On the basis of the research carried out over the past 15 years, the commonality and differences of these constructs are shown. Special attention is paid to the development of executive functions and metacognition, their connection with the academic success of children, the role of the social aspect in their formation. The importance of an adult in the directed formation of metacognition and self-regulation is shown, which confirms the provisions of the cultural-historical theory. Within the framework of the cultural-historical paradigm, several mechanisms for the development of executive functions are considered: imitation based on understanding; sign mediation; as well as communication in a social developmental situation. L.S. Vygotsky noted that higher mental functions arise on the basis of real interactions of people, are interiorized, turning into psychological functions. The review showed that one of the most common models of the structure of executive functions is a model that includes such components as “working memory”, “inhibitory control” and “cognitive flexibility”. Based on the analysis, it is possible to assert the influence of J. Piaget’s concept on the development of executive functions. A certain difficulty is caused by the explanation of emotional regulation in the context of metacognitive problems. At the same time, L.S. Vygotsky spoke about the unity of affect and intellect, which suggests the existence behavioral control and, in particular, of emotional processes at the level of metacognitive processes.

The role of executive functions in academic performance and behaviour of university students

2019 ◽  
Vol 12 (3) ◽  
pp. 444-455
Author(s):  
Carlos Ramos-Galarza ◽  
Pamela Acosta-Rodas ◽  
Mónica Bolaños-Pasquel ◽  
Nancy Lepe-Martínez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Executive Functions ◽  
Measurement Instruments ◽  
Content Type ◽  
Research Findings ◽  
Proportional Relationship ◽  
The University ◽  
The Relationship

Purpose The purpose of this paper is fourfold: first, to analyse the relationship between executive functions and academic performance; second, to identify the level of prediction executive functions have on academic performance; third, to determine the correlation between executive functions and academic performance; and fourth, to compare executive functions based on the level of academic performance. Design/methodology/approach The sample composed of 175 university students aged between 18 and 36 years (M=21.49, SD=3.22). The EFECO scale, the average student grade and a scale based on the diagnostic criteria for ADHD were used as measurement instruments. Findings Difficulties in executive functions: Difficulties in working memory (r=−0.30, p=<0.01) and difficulties in conscious supervision of behaviour (r=−0.29, p⩽0.01) have an inversely proportional relationship to academic performance (the greater the deficit of executive functions, the lower the academic performance). The regression analysis showed that executive functions explain 31 per cent of the variance of academic performance (χ2(25)=43.81, p <0.001). The study found that there is a relationship between all the executive functions and students’ behaviour in a medium to large magnitude. Research limitations/implications A limitation of this study was the size of the sample as it is not representative of the country. Nevertheless, the correlation among the variables studied here has the necessary magnitude for the proposed correlations to be found. Nonetheless, it is necessary that we perform a study with a larger number of participants in order to achieve adequate extrapolation of the results. Practical implications Data found in this study suggest that low academic performance of university students is related to a lower functionality of their executive functions. Originality/value The originality of the research lies in relating specific concepts of neuropsychology to explain the academic performance of university students. The research findings allow us to project new studies to improve the executive functions for the benefit of the university student.

scholarly journals Executive functions mediate the relationship between cardiorespiratory fitness and academic achievement in Spanish schoolchildren aged 8 to 11 years

PLoS ONE ◽  
2020 ◽  
Vol 15 (4) ◽  
pp. e0231246 ◽  
Author(s):  
María Eugenia Visier-Alfonso ◽  
Mairena Sánchez-López ◽  
Vicente Martínez-Vizcaíno ◽  
Estela Jiménez-López ◽  
Andrés Redondo-Tébar ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Executive Functions ◽  
Cardiorespiratory Fitness ◽  
The Relationship

Exploring the role of face processing in facial emotion recognition in schizophrenia

2009 ◽  
Vol 21 (6) ◽  
pp. 292-300 ◽  
Author(s):  
Paola Rocca ◽  
Filomena Castagna ◽  
Tullia Mongini ◽  
Cristiana Montemagni ◽  
Roberta Rasetti ◽  
...  
Keyword(s):  
Executive Functions ◽  
Verbal Memory ◽  
Emotion Perception ◽  
The Other ◽  
Facial Emotion ◽  
Significant Variable ◽  
Identity Recognition ◽  
Facial Identity ◽  
The Relationship

Objective:Impairment in emotion perception represents a fundamental feature of schizophrenia with important consequences in social functioning. A fundamental unresolved issue is the relationship between emotion perception and face perception. The aim of the present study was to examine whether facial identity recognition (Identity Discrimination) is a factor predicting facial emotion recognition in the context of the other factors, known as contributing to emotion perception, such as cognitive functions and symptoms.Methods:We enrolled 58 stable schizophrenic out-patients and 47 healthy subjects. Facial identity recognition and emotion perception were assessed with the Comprehensive Affect Testing System. Different multiple regression models with backward elimination were performed in order to discover the relation of each significant variable with emotion perception.Results:In a regression including the six significant variables (age, positive symptomatology, Identity Discrimination, attentive functions, verbal memory-learning, executive functions) versus emotion processing, only attentive functions (standardised β = 0.264, p = 0.038) and Identity Discrimination (standardised β = 0.279, p = 0.029) reached a significant level. Two partial regressions were performed including five variables, one excluding attentive functions and the other excluding Identity Discrimination. When we excluded attentive functions, the only significant variable was Identity Discrimination (standardised β = 0.278, p = 0.032). When we excluded Identity Discrimination, both verbal memory-learning (standardised β = 0.261, p = 0.042) and executive functions (standardised β = 0.253, p = 0.048) were significant.Conclusions:Our results emphasised the role of face perception and attentional abilities on affect perception in schizophrenia. We additionally found a role of verbal memory-learning and executive functions on emotion perception. The relationship between those above-mentioned variables and emotion processing could have implications for cognitive rehabilitation.

Adiposity and adipocytokines: the moderator role of cardiorespiratory fitness and pubertal stage in girls

2019 ◽  
Vol 32 (3) ◽  
pp. 239-246 ◽  
Author(s):  
Caroline Brand ◽  
Neiva Leite ◽  
Wendell Arthur Lopes ◽  
Arieli Fernandes Dias ◽  
Larissa Rosa da Silva ◽  
...  
Keyword(s):  
Cardiorespiratory Fitness ◽  
Positive Association ◽  
Cardiometabolic Health ◽  
Linear Regression Models ◽  
Pubertal Stage ◽  
Cross Sectional ◽  
Pubertal Stages ◽  
Moderator Role ◽  
The Relationship

Abstract Background Cardiorespiratory fitness (CRF) and pubertal stages have been related to many health outcomes, including obesity and adipocytokines. Thus, the present study aimed to analyze the moderator role of CRF and pubertal stage in the relationship between adiposity and adipocytokines in girls. Method This cross-sectional study was performed with 42 pre-pubertal girls aged from 7 to 11 years and 54 post-pubertal girls aged from 13 to 17 years. Blood samples were collected to determine the serum levels of leptin and adiponectin, and then the leptin/adiponectin ratio (L/A ratio) was calculated. CRF, anthropometric and body composition indicators were assessed. For statistical analysis, descriptive statistics and several linear regression models were used. The moderation analysis was tested using the PROCESS macro. Results An interaction between body mass index (BMI) and CRF (β: –0.70; confidence interval [CI]: –1.29, –0.12), as well as between BMI and pubertal stage (β: 0.79; CI: 0.28, 1.30) with leptin, was found. Regarding the L/A ratio, an interaction was found only in BMI × CRF (β: –0.56; CI: –1.06, –0.06). Using a combined interaction (CRF and pubertal stage), the results showed a positive association between BMI with leptin and L/A ratio only in low CRF, pre-pubertal and post-pubertal stages. Conclusion This study suggests a protective role of high levels of CRF in the relationship between BMI and adipocytokines. Despite the effect of pubertal stage, the results suggest that youth should be engaged in physical activity in order to improve CRF levels and consequently improve cardiometabolic health.

scholarly journals Relationships Between the Early Development of Drawing and Language: The Role of Executive Functions and Working Memory

2018 ◽  
Vol 11 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Sabrina Panesi ◽  
Sergio Morra
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Executive Functions ◽  
Relevant Literature ◽  
Future Research ◽  
Cognitive Resources ◽  
Representation Systems ◽  
Symbolic Resource ◽  
The Relationship

Background:Extensive research examined the development of both language and drawing, but the relationship between these symbolic representation systems is less investigated and controversial. Working memory and executive functions seem to be involved in the acquisition of both drawing and language, but how they are involved in the relation between language and drawing is still unclear.Objective:This article reviews the relevant literature and, as a synthesis, outlines a set of models that future research could use to specify the developmental relations between language, drawing, working memory, and executive functions.Drawing and Language:Four theoretical positions are discussed: (a) drawing and language emerge from the same general-domain symbolic resource; (b) drawing and language as two independent systems; (c) drawing as a form of language (d) drawing influenced by language.Executive Functions and Working Memory:The literature on the role of executive functions and working memory in the development of either drawing or language is rather fragmentary, but on the whole, it indicates that these domain-general cognitive resources and abilities are involved in supporting the development of these representation systems. An ongoing controversy on the structure of executive functions in early childhood adds further complexity to the debate on their role.Conclusions:A set of models is outlined that systematically embodies the different theoretical views regarding (a) executive function development and (b) the relations of drawing development with language, executive function, and working memory. Future research can benefit from explicit models of the causal relations between these aspects of cognitive development.

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