The Relationship Between Executive Functions and Prospective Memory in Primary School-Age Children with Symptoms of Subthreshold ADHD

The article presents results of the research of relations between executive functions and prospective memory in primary school-age children with symptoms of subthreshold attention deficit hyperactivity syndrome (ADHD). The ADHD Assessment Scale ― ICD-10 criteria (Sukhotina, 2008) and Observation Form for Recording ADHD Behaviors During Academic Performance in the Clinic or in School) (Carter, 1994) were used to assess the symptoms of ADHD. Cognitive functions were assessed using the Wisconsin Sorting Card Test (Grant & Berg, 1948), Сanum (Gutierrez-Martinez, 2018), Вlock span (Isaacs, Vargha-Khadem, 1989), Digit span-backward (Wechsler, 1997), and measurement by Ana B. Cejudo (Cejudo, 2019). 51 children were recruited, 27 subjects were 6–7 years old and 24 subjects were 10 years old. All participants were divided into 2 control groups (children with typical development) and 2 experimental groups (children with symptoms of subthreshold ADHD). Overall, it was found that children in the group of 6–7 years old with symptoms of subthreshold ADHD have no significant differences with children from the control group in basal components of executive function: working memory, cognitive flexibility and executive attention. However, they show a decrease in learning abilities, self-regulation and an increase of non-perseverative errors along with the fall of event-based prospective memory. Children in the group of 10 years old with symptoms of subthreshold ADHD also showed the fall of learning abilities and prospective memory. The results of correlation analysis show that subjects with symptoms of subthreshold ADHD have changes in the systemic ― functional level which appear as a decreasing amount of links between executive functions and features of prospective memory.

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Time-Based Prospective Memory in Schoolchildren

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000053 ◽

2011 ◽

Vol 219 (2) ◽

pp. 92-99 ◽

Cited By ~ 15

Author(s):

Babett Voigt ◽

Ingo Aberle ◽

Judith Schönfeld ◽

Matthias Kliegel

Keyword(s):

Primary School ◽

Prospective Memory ◽

Age Differences ◽

Memory Retrieval ◽

Primary Schools ◽

School Age Children ◽

School Age ◽

Older Children ◽

Strategic Monitoring ◽

Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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The Motor Profile of Primary School-Age Children with a 22q11.2 Deletion Syndrome (22q11.2DS) and an Age- and IQ-Matched Control Group

Child Neuropsychology ◽

10.1080/09297040902740678 ◽

2009 ◽

Vol 15 (6) ◽

pp. 532-542 ◽

Cited By ~ 19

Author(s):

Katrijn Van Aken ◽

Karen Caeyenberghs ◽

Bouwien Smits-Engelsman ◽

Ann Swillen

Keyword(s):

Primary School ◽

Matched Control ◽

22Q11.2 Deletion Syndrome ◽

School Age Children ◽

Deletion Syndrome ◽

Control Group ◽

School Age ◽

22Q11.2 Deletion ◽

Matched Control Group ◽

Primary School Age

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The Relationship of Subjective Well-being with Regulatory and Personality Characteristics in the Primary School Age Children

Psychological-Educational Studies ◽

10.17759/psyedu.2018100206 ◽

2018 ◽

Vol 10 (2) ◽

pp. 64-76 ◽

Cited By ~ 3

Author(s):

T.G. Fomina ◽

O.V. Eftimova ◽

V.I. Morosanova

Keyword(s):

Primary School ◽

Big Five ◽

Self Regulation ◽

Well Being ◽

Educational Activity ◽

School Age Children ◽

Personality Factors ◽

School Age ◽

Subjective Well Being ◽

Primary School Age

The study on relationship between conscious self-regulation, intrapersonal characteristics, and subjective well-being of younger schoolchildren (N = 156, age 10-11 years) made it possible to reveal and analyze significant links of the regulatory characteristics and personality factors (the Big Five model) with a cognitive parameter of subjective well-being in three spheres: family, school and self-attitude. Morosanova’s Self-Regulation Profile Questionnaire – Junior ), Russian version of the «Big Five Questionnaire – Children BFQ-C (S.B. Malykh , T.N. Tikhomirova, G.M. Vasin) » and Russian adaptation of Multidimensional Students Life Satisfaction Scale MSLSS (T.O. Gordeeva, E.N. Osin) was used. The results analysis provided for identifying significant regulatory and intrapersonal predictors of subjective well-being specific to primary school age children. The level of certain regulatory features development, as well as the general level of conscious self-regulation of educational activity proved to be significant factors of the schoolchildren subjective well-being

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The mediating role of school belonging in the relationship between socioemotional well-being and loneliness in primary school age children

Australian Journal of Psychology ◽

10.1080/00049530.2021.1882270 ◽

2021 ◽

Vol 73 (1) ◽

pp. 24-34 ◽

Cited By ~ 1

Author(s):

Olympia Palikara ◽

Susana Castro-Kemp ◽

Carolina Gaona ◽

Vasiliki Eirinaki

Keyword(s):

Primary School ◽

Well Being ◽

School Belonging ◽

School Age Children ◽

School Age ◽

Mediating Role ◽

Primary School Age ◽

The Relationship

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Contribution of socioeconomic status, stature and birth weight to obesity in Sub-Saharan Africa: cross-sectional data from primary school-age children in Cameroon

BMC Public Health ◽

10.1186/1471-2458-14-320 ◽

2014 ◽

Vol 14 (1) ◽

Cited By ~ 14

Author(s):

Lifoter K Navti ◽

Uta Ferrari ◽

Emmanuel Tange ◽

Susanne Bechtold-Dalla Pozza ◽

Klaus G Parhofer

Keyword(s):

Socioeconomic Status ◽

Birth Weight ◽

Primary School ◽

Sub Saharan Africa ◽

School Age Children ◽

School Age ◽

Cross Sectional ◽

Sub Saharan ◽

Primary School Age

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Lexical and referential influences on on-line spoken language comprehension: A comparison of adults and primary-school-age children

First Language ◽

10.1177/0142723707067437 ◽

2007 ◽

Vol 27 (1) ◽

pp. 29-52 ◽

Cited By ~ 15

Author(s):

Evan Kidd ◽

Edith L. Bavin

Keyword(s):

Primary School ◽

Language Comprehension ◽

Spoken Language ◽

School Age Children ◽

School Age ◽

On Line ◽

Primary School Age ◽

Spoken Language Comprehension

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Overcoming the Fear of Water at the Initial Stage of Learning to Swim

Physical education sport and health culture in modern society ◽

10.29038/2220-7481-2017-01-66-71 ◽

2017 ◽

pp. 66-71

Author(s):

Olga Obrazhey

Keyword(s):

Primary School ◽

Summer Camp ◽

Psychological Impact ◽

Open Water ◽

Physical Symptoms ◽

Primary School Children ◽

School Age Children ◽

School Age ◽

Initial Stage ◽

Primary School Age

The article deals with the fear of children of primary school age to open water, which appears at the initial stage of teaching swimming and is a serious obstacle to mastering the skills of swimming. Analysis of the scientific researches indicate a lack of reasonable methods of overcoming fears associated with the water during swimming training and scientific methodological developments in the prevention and overcoming fears associated with water, which leads to certain problems and violations of logical consistency in teaching swimming. The following empirical methods as questionnaires, interviews, pedagogical observations are used. The article presents the results of a study of this problem, especially: the results of the survey of primary school children who arrived at the base of the summer camp «Lastochka» in Skadovsk of Kherson region in 2016 during the month of June as well as conversations and observations with them that took place in real conditions of training swimming. This study provided the opportunity to determine the origin of fear causes of primary school age children, to reveal the reasons and statistics of accidents at open water, to identify factors fear of open water of primary school age children. The article indicates signs of the most important physical symptoms associated with the fear of open water. Methodical recommendations developed to overcome fears at the initial stage of swimming lessons in open water based on the principles of psychological impact on the minds of everyone as well as the use of innovative techniques while swimming. Methodical recommendations focus on the preparation and organization of lessons with children of primary school age, with the problem of fear of open water. They aim to overcome fear and to achieve the main goals of the swimming lessons in the summer camp to teach swimming every child.

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