scholarly journals Severity of Anxiety During COVID-19 Outbreak and Its Relationship with self-related skills of Executive Functions in Children

2020 ◽  
Author(s):  
sakineh soltani ◽  
maryam bordbar ◽  
Somayeh Zarenejhad ◽  
Seyedeh Manizheh arabi
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Executive Functions ◽  
Self Regulation ◽  
Disease Outbreak ◽  
Self Organization ◽  
Self Management ◽  
Healthy Children ◽  
Situational Anxiety ◽  
The Relationship

Abstract Background: Some children experience a greater deal of anxiety during the outbreak of COVID-19. Behavioral dimensions of executive function appear to be linked to situational anxiety experience. Therefore, the primary aim of the present study is to investigate the relationship between self-related skills of executive functions before the outbreak of COVID-19 and the level of physical and mental anxiety in children during this pandemic. Also, the secondary goal of this study is to predict the level of anxiety based on self-related skills of executive functions. Methods: Information were obtained from Barkley Deficits in Executive Functioning Scale (BDEFS), which was collected from 300 healthy children over two months before the COVID-19 outbreak. The children anxiety was measured based on parent’s reposes to an online anxiety scale when the disease outbreak. Results: The results showed that the total score of self-related skills of executive functions was negatively and significantly related to the anxiety level (r =- .53). In general, the results also demonstrated that self-related skills of executive functions can predict 28% of anxiety. The subscales of self-management (p<0.015, t= 5.56), self-regulation (p<0.011, t= 6.37), self-restraint (p<0.035, t = 4.29) and emotional self-organization (p <0.042, p=0.222) predicted coronavirus anxiety, except self-motivation (p<0.05, p = 0.894). Conclusions: Given that most subscales of executive function predict anxiety tied to critical situations such as the prevalence of coronavirus, it seems that greater attentions should be allocated to the fostering and development of children's executive functions by teaching such skills via playing.

scholarly journals Developmental Differences in the Relationships Between Sensorimotor and Executive Functions

2021 ◽  
Vol 15 ◽  
Author(s):  
Chloe Gordon-Murer ◽  
Tino Stöckel ◽  
Michael Sera ◽  
Charmayne M. L. Hughes
Keyword(s):  
Young Adults ◽  
Regression Analysis ◽  
Executive Function ◽  
Executive Functioning ◽  
Executive Functions ◽  
Developmental Differences ◽  
Sensorimotor Function ◽  
Hand Coordination ◽  
The Relationship ◽  
Sensorimotor Performance

BackgroundThere is evidence that sensorimotor and executive functions are inherently intertwined, but that the relationship between these functions differ depending on an individual’s stage in development (e.g., childhood, adolescence, adulthood).ObjectiveIn this study, sensorimotor and executive function performance was examined in a group of children (n = 40; 8–12 years), adolescents (n = 39; 13–17 years), and young adults (n = 83; 18–24 years) to investigate maturation of these functions, and how the relationships between these functions differ between groups.ResultsAdults and adolescents outperformed children on all sensorimotor and executive functions. Adults and adolescents exhibited similar levels of executive functioning, but adults outperformed adolescents on two sensorimotor functioning measures (eye-hand coordination spatial precision and proprioceptive variability). Regression analysis demonstrated that executive functions contribute to children’s sensorimotor performance, but do not contribute to adolescent’s sensorimotor performance.ConclusionThese findings highlight the key role that developmental stage plays in the relationship between sensorimotor and executive functions. Specifically, executive functions appear to contribute to more successful sensorimotor function performance in childhood, but not during adolescence. It is likely that sensorimotor functions begin to develop independently from executive functions during adolescence, and therefore do not contribute to successful sensorimotor performance. The change in the relationship between sensorimotor and executive functions is important to take into consideration when developing sensorimotor and executive function interventions.

Consciousness Quotient As a Predictor of Executive Functioning

2021 ◽  
pp. 212-224
Author(s):  
Sadhna Sharma ◽  
Sona Ahuja
Keyword(s):  
Executive Functioning ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Conscious Experience ◽  
Empirical Studies ◽  
Self Regulation ◽  
Functional Aspect ◽  
Future Prospects ◽  
Educational Implications ◽  
The Relationship

The present paper is an empirical account of the relationship between conscious experience and executive functioning. Over the years, there has been a long debate but no common consensus on the functional aspect of consciousness has been arrived at. This may be due to lack of empirical studies in this direction. The present descriptive study on 200 adolescents examines the relationship between two executive functions (self-regulation and cognitive flexibility) and conscious experience, which were explored with the Consciousness Quotient inventory (CQI). The findings reveal a significant positive correlation between the consciousness quotient and the two executive functions. Through regression analysis, it has been shown that consciousness quotient is a predictor of both self-regulation and cognitive flexibility. Future prospects and educational implications in light of the results have been discussed.

Self-Regulation Mindsets: Relationship to Coping, Executive Functioning, and ADHD

2020 ◽  
Vol 39 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Jeni L. Burnette ◽  
Alexandra D. Babij ◽  
Lauren E. Oddo ◽  
Laura E. Knouse
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Negative Affect ◽  
Self Regulation ◽  
Growth Mindset ◽  
Avoidant Coping ◽  
Adhd Diagnosis ◽  
Diagnostic Status ◽  
The Stability ◽  
The Relationship

Introduction: We examined if mindsets about the stability (fixed mindset) or malleability (growth mindset) of self-regulation predicted coping with setbacks. We also investigated relations with Executive Function (EF) deficits and ADHD status. Methods: In two correlational studies (Study 1, N = 204; Study 2, N = 184, ADHD, n = 34, Non-ADHD, n = 150), participants reported on their mindsets, self-regulatory abilities, and responded to assessments related to a setback about which they wrote. Results: Across both studies, growth mindsets predicted less negative affect, greater efficacy, and less avoidant coping. The relationship between mindsets and these responses did not depend on EF deficits (Study 1 and Study 2) nor ADHD diagnostic status (Study 2), but participants with greater EF deficits and an ADHD diagnosis reported weaker growth mindsets of self-regulation. Discussion: Findings support the evaluation and development of growth mindset interventions to help individuals with disorders of self-regulation to cope more effectively.

Executive function processes mediate the impact of working memory impairment on intelligence in schizophrenia

2015 ◽  
Vol 30 (1) ◽  
pp. 1-7 ◽  
Author(s):  
P. Wongupparaj ◽  
V. Kumari ◽  
R.G. Morris
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Executive Functioning ◽  
Executive Functions ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Intellectual Function ◽  
Equation Modelling ◽  
The Impact ◽  
The Relationship

AbstractObjective:The study investigated working memory, executive functions (conceptualized as response inhibition, updating, and shifting), and intelligence in schizophrenia, using structural equation modelling to determine the relationship between working memory and intelligence, testing whether specific executive functions act as a mediator for the association.Method:One hundred and twenty-five individuals diagnosed with schizophrenia and 64 healthy participants were included in the study, tested using measures of working memory, intelligence and executive functioning. Structural equation modelling (SEM) was used to estimate direct and indirect associations between main measures.Results:The schizophrenia group had significantly lower working memory, executive function and intelligence than the healthy group. The relationship between working memory and intelligence was significantly mediated by inhibition, updating and shifting functions.Conclusion:The study indicates a mediating role of executive functions in determining the association between working memory and intellectual function in schizophrenia. It is further proposed that in people with schizophrenia, cognitive remediation approaches targeting working memory through executive functioning may in turn improve intellectual function generally.

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.

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.

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.

The Role of Executive Function and Self-Regulation in the Development of Computational Thinking

2021 ◽  
pp. 64-83
Author(s):  
Elizabeth Kazakoff Myers
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
School Readiness ◽  
21St Century ◽  
Self Regulation ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Early Childhood Curriculum ◽  
The Relationship

This chapter summarizes theoretical connections between computational thinking through learning to code, self-regulation, and executive function and discusses why it is important to continue exploring the intersection of executive function, self-regulation, and computational thinking, including the need to revisit the socio-cultural underpinnings of foundational self-regulation, executive function, and school readiness research. As an example, findings from a 2014 study that explored the relationship between self-regulation and computational thinking when learning to code are shared. Research supports the idea of teaching computational thinking skills within an integrated early childhood curriculum to support the development of well-prepared citizens for the 21st century by drawing on the connections between executive function, self-regulation, and computational thinking.

Relationships between executive functions and occupational performance of children with medulloblastoma

2020 ◽  
pp. 030802262093985
Author(s):  
Gözde Önal ◽  
Meral Huri
Keyword(s):  
Executive Function ◽  
Correlation Analysis ◽  
Executive Functions ◽  
Performance Level ◽  
Typical Development ◽  
Occupational Performance ◽  
Performance Levels ◽  
Significant Relationships ◽  
Therapy Interventions ◽  
The Relationship

Introduction This study examines executive functions and occupational performances of children with medulloblastoma and children with typical development. The aim was to compare the executive function and occupational performance levels of children with medulloblastoma and children with typical development and to investigate the relationship between the executive function and occupational performance levels of children with medulloblastoma. Method Parents of 105 children (6–12 years) completed the Childhood Executive Function Inventory. A total of 105 children were administered the Canadian Occupational Performance Measurement to obtain information on occupational performance areas. Executive functions and occupational performance levels of children with medulloblastoma ( n = 52) and typical development ( n = 53) were compared. Correlation analysis was conducted between the executive functions and occupational performances of children with medulloblastoma. Results Executive function and occupational performance levels of children with medulloblastoma were lower than those with typical development. Significant relationships were found between the executive functions and occupational performances of children with medulloblastoma ( p < 0.05, p < 0.001). Conclusion It is clear that the executive functions of children with medulloblastoma significantly affect their occupational performance level. Client-centered, occupation-oriented cognitive therapy interventions prepared according to occupational therapy theories and models might be useful to increase the occupational performance level of children with medulloblastoma.

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