scholarly journals Limited evidence for executive function load impairing selective copying in a win-stay lose-shift task

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247183
Author(s):  
Juliet Dunstone ◽  
Mark Atkinson ◽  
Catherine Grainger ◽  
Elizabeth Renner ◽  
Christine A. Caldwell
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Learning Strategies ◽  
Metacognitive Monitoring ◽  
Monitoring Task ◽  
Observed Information ◽  
Experience Effects ◽  
System 2 ◽  
Task Experience ◽  
Switching Task

The use of ‘explicitly metacognitive’ learning strategies has been proposed as an explanation for uniquely human capacities for cumulative culture. Such strategies are proposed to rely on explicit, system-2 cognitive processes, to enable advantageous selective copying. To investigate the plausibility of this theory, we investigated participants’ ability to make flexible learning decisions, and their metacognitive monitoring efficiency, under executive function (EF) load. Adult participants completed a simple win-stay lose-shift (WSLS) paradigm task, intended to model a situation where presented information can be used to inform response choice, by copying rewarded responses and avoiding those that are unrewarded. This was completed alongside a concurrent switching task. Participants were split into three conditions: those that needed to use a selective copying, WSLS strategy, those that should always copy observed information, and those that should always do the opposite (Expt 1). Participants also completed a metacognitive monitoring task alongside the concurrent switching task (Expt 2). Conditions demanding selective strategies were more challenging than those requiring the use of one rule consistently. In addition, consistently copying was less challenging than consistently avoiding observed stimuli. Differences between selectively copying and always copying were hypothesised to stem from working memory requirements rather than the concurrent EF load. No impact of EF load was found on participants’ metacognitive monitoring ability. These results suggest that copying decisions are underpinned by the use of executive functions even at a very basic level, and that selective copying strategies are more challenging than a combination of their component parts. We found minimal evidence that selective copying strategies relied on executive functions any more than consistent copying or deviation. However, task experience effects suggested that ceiling effects could have been masking differences between conditions which might be apparent in other contexts, such as when observed information must be retained in memory.

scholarly journals Flexible social learning strategies are harder than the sum of their parts

2020 ◽  
Author(s):  
Juliet Dunstone ◽  
Mark Atkinson ◽  
Catherine Grainger ◽  
Elizabeth Renner ◽  
Christine Anna Caldwell
Keyword(s):  
Executive Function ◽  
Social Learning ◽  
Executive Functions ◽  
Learning Strategies ◽  
Memory Load ◽  
Distractor Task ◽  
Information Trial ◽  
Experience Effects ◽  
Task Experience ◽  
The Impact

The use of ‘explicitly metacognitive’ learning strategies has been proposed as an explanation for uniquely human capacities for cumulative culture. Such strategies are proposed to rely on the use of explicit, system-2 cognitive processes, and to enable advantageous selective copying. To investigate the plausibility of this theory, we investigated participants' ability to make flexible learning decisions under executive function (EF) resource load. Over two studies adult participants completed a simple win-stay lose-shift (WSLS) paradigm task, intended to model a social learning situation where vicarious information can be used to inform response choice, by copying rewarded responses and avoiding those that are unrewarded. This was completed alongside a concurrent EF distractor task. Participants were split into three copying conditions: those that needed to use a flexible copying, WSLS strategy, those that should always copy (information trial always revealed the target), and those that should always do the opposite (information trial always revealed the non-target). The first study found significant effects of EF load and copying condition; the condition demanding a flexible strategy was more challenging than those requiring the use of one rule consistently. In addition, consistently copying was less challenging than consistently avoiding stimuli selected in the information trial. However, each information condition was equally affected by competing executive function demands. The second study found some differences between selectively copying and always copying, as well as effects of memory load, suggesting the impact of EF load on selective copying may stem from working memory requirements. No impact of EF load was found on participants’ metacognitive ability.These results suggest that learning decisions are underpinned by the use of executive functions even at a very basic level, and that selective copying strategies are more challenging than a combination of their component parts. We found minimal evidence that selective copying strategies relied on executive functions any more than consistent copying or deviation. However, task experience effects suggested that ceiling effects could be masking differences between conditions which might be apparent in other contexts. The results also suggest that such contexts might include situations in which information from a social source must be retained in memory.

scholarly journals The Effects of Alcohol Hangover on Executive Functions

2020 ◽  
Vol 9 (4) ◽  
pp. 1148 ◽  
Author(s):  
Craig Gunn ◽  
Graeme Fairchild ◽  
Joris C. Verster ◽  
Sally Adams
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Goal Maintenance ◽  
Core Executive ◽  
Within Subjects ◽  
Core Components ◽  
Alcohol Hangover ◽  
Switching Task

Recent research has suggested that processes reliant on executive functions are impaired by an alcohol hangover, yet few studies have investigated the effect of hangovers on core executive function processes. Therefore, the current study investigated the effect of hangovers on the three core components of the unity/diversity model of executive functions: the ability to switch attention, update information in working memory, and maintain goals. Thirty-five 18-to-30-year-old non-smoking individuals who reported experiencing a hangover at least once in the previous month participated in this study. They completed tasks measuring switching (number-switching task), updating (n-back task), and goal maintenance (AX Continuous Performance Test, AX-CPT) whilst experiencing a hangover and without a hangover in a ‘naturalistic’ within-subjects crossover design. Participants made more errors in the switching task (p = 0.019), more errors in both the 1- (p < 0.001) and 2-back (p < 0.001) versions of the n-back, and more errors in the AX-CPT (p = 0.007) tasks when experiencing a hangover, compared to the no-hangover condition. These results suggest that an alcohol hangover impairs core executive function processes that are important for everyday behaviours, such as decision-making, planning, and mental flexibility.

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

2020 ◽  
Vol 228 (4) ◽  
pp. 244-253 ◽  
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.

Executive Functions and Metacognitive Monitoring Are Not Interchangeable in Educational Settings: Their Shared and Unique Contribution to Academic Outcomes

2019 ◽  
Author(s):  
Rina PY Lai ◽  
Michelle Renee Ellefson ◽  
Claire Hughes
Keyword(s):  
Executive Functions ◽  
Academic Outcomes ◽  
Cognitive Skills ◽  
Latent Variable ◽  
Unique Contribution ◽  
Metacognitive Monitoring ◽  
Cognitive Predictors ◽  
Domain Specific ◽  
Variable Approach ◽  
Latent Variable Approach

Executive functions and metacognition are two cognitive predictors with well-established connections to academic performance. Despite sharing several theoretical characteristics, their overlap or independence concerning multiple academic outcomes remain under-researched. To address this gap, the present study applies a latent-variable approach to test a novel theoretical model that delineates the structural link between executive functions, metacognition, and academic outcomes. In whole-class sessions, 469 children aged 9 to 14 years (M = 11.93; SD = 0.92) completed four computerized executive function tasks (inhibition, working memory, cognitive flexibility, and planning), a self-reported metacognitive monitoring questionnaire, and three standardized tests of academic ability. The results suggest that executive functions and metacognitive monitoring are not interchangeable in the educational context and that they have both shared and unique contributions to diverse academic outcomes. The findings are important for elucidating the role between two domain-general cognitive skills (executive functions and metacognition) and domain-specific academic skills.

scholarly journals Study of the Interaction between Executive Function and Adaptive Behavior at School in Girls with Fragile X Syndrome

Genes ◽  
2021 ◽  
Vol 12 (8) ◽  
pp. 1108
Author(s):  
Lorena Joga-Elvira ◽  
Jennifer Martinez-Olmo ◽  
María-Luisa Joga ◽  
Carlos Jacas ◽  
Ana Roche-Martínez ◽  
...  
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Fragile X Syndrome ◽  
Adaptive Behavior ◽  
Neuropsychological Tests ◽  
Rating Scale ◽  
Fragile X ◽  
School Setting ◽  
Control Group ◽  
The Relationship

The aim of this research is to analyze the relationship between executive functions and adaptive behavior in girls with Fragile X syndrome (FXS) in the school setting. This study is part of a larger investigation conducted at the Hospital Parc Tauli in Sabadell. The sample consists of a total of 40 girls (26 with FXS and 14 control) aged 7–16 years, who were administered different neuropsychological tests (WISC-V, NEPSY-II, WCST, TOL) and questionnaires answered by teachers (ABAS-II, BRIEF 2, ADHD Rating Scale). The results show that there is a greater interaction between some areas of executive function (cognitive flexibility, auditory attention, and visual abstraction capacity) and certain areas of adaptive behavior (conceptual, practical, social, and total domains) in the FXS group than in the control group. These results suggest that an alteration in the executive functions was affecting the daily functioning of the girls with FXS to a greater extent.

Music and Attention, Executive Function, and Creativity

2018 ◽  
pp. 262-284 ◽  
Author(s):  
Psyche Loui ◽  
Rachel E. Guetta
Keyword(s):  
Executive Functions ◽  
Musical Training ◽  
Thought Processes ◽  
Conflict Monitoring ◽  
Far Transfer ◽  
Monitoring Task ◽  
Art Form ◽  
Creative Art ◽  
Research Questions

This chapter provides an overview of research at the intersection of music and cognitive functions. Music, an intrinsically creative art form, requires bottom-up and top-down perceptual processing, attention, and integration of executive functions. Literature on music and attention spans debates on selection theories, and the role of temporal attention and neuronal entrainment. Attention is a subset of executive functioning, goal-directed processes including conflict monitoring, task switching, and working memory. Considerable research has addressed the effects of musical training on executive functions, with contrasting reports of success in far transfer. Finally, contrary to goal-directed processes, creativity entails unconstrained thought processes that yield novel output. Perhaps due to the unrestricted nature of both music and creativity, the relevant research has also been variable. Considering these seemingly disparate aspects of cognitive function in tandem can inspire new and interesting research questions, promoting a more cohesive conceptualization of music within cognitive science more generally.

Profiles of Executive Function Across Children with Distinct Brain Disorders: Traumatic Brain Injury, Stroke, and Brain Tumor

2017 ◽  
Vol 23 (7) ◽  
pp. 529-538 ◽  
Author(s):  
Gabriel C. Araujo ◽  
Tanya N. Antonini ◽  
Vicki Anderson ◽  
Kathryn A. Vannatta ◽  
Christina G. Salley ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Tumor ◽  
Executive Function ◽  
Brain Injury ◽  
Executive Functions ◽  
Control Group ◽  
Medical Illness ◽  
Brain Disorders ◽  
Brain Disorder ◽  
Orthopedic Injury

AbstractObjectives:This study examined whether children with distinct brain disorders show different profiles of strengths and weaknesses in executive functions, and differ from children without brain disorder.Methods:Participants were children with traumatic brain injury (N=82; 8–13 years of age), arterial ischemic stroke (N=36; 6–16 years of age), and brain tumor (N=74; 9–18 years of age), each with a corresponding matched comparison group consisting of children with orthopedic injury (N=61), asthma (N=15), and classmates without medical illness (N=68), respectively. Shifting, inhibition, and working memory were assessed, respectively, using three Test of Everyday Attention: Children’s Version (TEA-Ch) subtests: Creature Counting, Walk-Don’t-Walk, and Code Transmission. Comparison groups did not differ in TEA-Ch performance and were merged into a single control group. Profile analysis was used to examine group differences in TEA-Ch subtest scaled scores after controlling for maternal education and age.Results:As a whole, children with brain disorder performed more poorly than controls on measures of executive function. Relative to controls, the three brain injury groups showed significantly different profiles of executive functions. Importantly, post hoc tests revealed that performance on TEA-Ch subtests differed among the brain disorder groups.Conclusions:Results suggest that different childhood brain disorders result in distinct patterns of executive function deficits that differ from children without brain disorder. Implications for clinical practice and future research are discussed. (JINS, 2017,23, 529–538)

scholarly journals Clinical and neuropsychological assessment of executive function in a sample of children and adolescents with idiopathic epilepsy

2014 ◽  
Vol 72 (12) ◽  
pp. 954-959 ◽  
Author(s):  
Andrea Bandeira de Lima ◽  
Fernanda Moreira ◽  
Marleide da Mota Gomes ◽  
Heber Maia-Filho
Keyword(s):  
Academic Performance ◽  
Executive Function ◽  
Executive Functions ◽  
Children And Adolescents ◽  
Clinical Data ◽  
Wisconsin Card Sorting Test ◽  
Idiopathic Epilepsy ◽  
Control Group ◽  
Seizure Type ◽  
Card Sorting

Objective To compare the executive functions of children and adolescents with idiopathic epilepsy with a control group and to correlate with clinical data, intelligence and academic performance. Method Cross-sectional, descriptive and analytical study. Thirty-one cases and thirty-five controls were evaluated by the WCST (Wisconsin Card Sorting Test).The results were compared with clinical data (seizure type and frequency, disease duration and number of antiepileptic drugs used), IQ (WISC-III) and academic performance (APT). Results Patients with epilepsy had poorer executive function scores. There was no positive linear correlation between test scores and epilepsy variables. There was a positive association between academic performance and some executive function results. Conclusion Children with well controlled idiopathic epilepsy may show deficits in executive functions in spite of clinical variables. Those deficits may influence academic performance.

scholarly journals More alike than different: Novel methods for measuring and modeling executive function development

2021 ◽  
Author(s):  
Jessica Younger ◽  
Kristine O'Laughlin ◽  
Joaquin Anguera ◽  
Silvia Bunge ◽  
Emilio Ferrer ◽  
...  
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Middle Childhood ◽  
Analytic Approach ◽  
Data Driven ◽  
Positive Outcomes ◽  
Novel Methods ◽  
Students Success ◽  
Over Time ◽  
Longitudinal Dataset

Abstract Executive functions (EFs) are linked to positive outcomes across the lifespan. Yet, methodological challenges have prevented rigorous understanding of the precise ways EFs are organized in childhood and how they develop over time. We introduce novel methods to address these challenges for both measuring and modeling EFs using a large, accelerated longitudinal dataset from a diverse sample of students in middle childhood (approximately ages 8 to 14; N = 1,286). Adaptive assessments allowed us to equate EF challenge across ages and a data-driven, network analytic approach revealed the evolving diversity of EFs while accounting for their unity. Our results suggest EF organization stabilizes around age 10, but continues refining through at least age 14. This approach brings new precision to EFs’ development by removing interpretative ambiguities associated with previous methodologies. By improving EF measurement, the field can move towards improving EF training, to provide a strong foundation for students’ success.

scholarly journals Checking Behaviours, Prospective Memory and Executive Functions

2015 ◽  
Vol 32 (2) ◽  
pp. 74-92 ◽  
Author(s):  
Lorna Elise Palmer ◽  
Kevin Durkin ◽  
Sinéad M. Rhodes
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Prospective Memory ◽  
Cognitive Processes ◽  
Memory Performance ◽  
State University ◽  
Washington State University ◽  
Symptom Profile ◽  
The Relationship ◽  
Memory Questionnaire

Explanations implicating memory in the causes and severity of checking symptoms have focused primarily on retrospective memory, and relatively little attention has been paid to prospective memory. Limited research has examined the relationship between prospective memory and executive functions. We assessed whether impairments in prospective memory and executive function predict checking symptoms in a sample of 106 adults. Checking symptoms were assessed using the Padua Inventory Washington State University Revision (PI-WSUR). All participants completed the prospective memory questionnaire (PMQ) and four computerised executive function tasks from the CANTAB, measuring inhibition, planning, attention set-shifting and working memory. Prospective memory and inhibition predicted checking symptom severity. Importantly, there were no correlations between internally cued prospective memory and inhibition or between prospective memory aiding strategies and inhibition. These variables appear to have an independent role in checking. The current findings highlight prospective memory and inhibition as key contributors to the checking symptom profile and provide the first evidence that these cognitive processes may independently contribute to checking symptoms. These findings have implications for a model in which memory performance is thought to be secondary to impairments in executive functions.

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