The Self-Reported Roles of Executive Functions, Behavior Experiences and Locus of Control in Adults Who Stutter

Purpose: Myriad studies have endeavored to determine why people stutter. It has been suggested that prior experiences, self-perceptions, specific cognition abilities (i.e., executive functions), and/or whether a person perceives their stuttering to be controlled internally or externally can provide insight into stuttering behaviors. What is not known is whether a relationship exists between these variables has more influence on persons who stutter than another. This preliminary study used the Locus of Control of Behavior scale (LCB; Craig et al., 1984), Overall Assessment of the Speaker’s Experience of Stuttering; (OASES; Yaruss & Quesal, 2006, Yaruss & Quesal, 2008), and the Comprehensive Executive Function Inventory, (CEFI-A-SR; Naglieri & Goldstein, 2013) to better understand what relationships, if any, exist between locus of control of behavior, stuttering experiences, and executive functions in persons with fluency disorders.Method: A total of 116 adults who stutter completed online surveys which included demographic questions, the LCB, OASES, and CEFI-A-SR.Results: Self-monitoring was the lone executive function scale score demonstrating a relationship to LCB and OASES scores.Conclusions: An internal control of behavior and positive outlook on stuttering experiences as well as a sense of effective self-monitoring may be required for a person to manage stuttering behaviors effectively.

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Ecological Validity and Neuroanatomical Correlates of the NIH EXAMINER Executive Composite Score

Journal of the International Neuropsychological Society ◽

10.1017/s1355617713000611 ◽

2013 ◽

Vol 20 (1) ◽

pp. 20-28 ◽

Cited By ~ 12

Author(s):

Katherine L. Possin ◽

Amanda K. LaMarre ◽

Kristie A. Wood ◽

Dan M. Mungas ◽

Joel H. Kramer

Keyword(s):

Executive Function ◽

Executive Functions ◽

Real World ◽

Cognitive Abilities ◽

Ecological Validity ◽

Brain Regions ◽

Dorsolateral Prefrontal ◽

Scale Scores ◽

Frontal Systems ◽

Behavior Scale

AbstractExecutive functions refer to a constellation of higher-level cognitive abilities that enable goal-oriented behavior. The NIH EXAMINER battery was designed to assess executive functions comprehensively and efficiently. Performance can be summarized by a single score, the “Executive Composite,” which combines measures of inhibition, set-shifting, fluency, and working memory. We evaluated the ecological validity of the Executive Composite in a sample of 225 mixed neurological patients and controls using the Frontal Systems Behavior Scale (FrSBe), an informant-based measure of real-world executive behavior. In addition, we investigated the neuroanatomical correlates of the Executive Composite using voxel-based morphometry in a sample of 37 participants diagnosed with dementia, mild cognitive impairment, or as neurologically healthy. The Executive Composite accounted for 28% of the variance in Frontal Systems Behavior Scale scores beyond age. Even after including two widely used executive function tests (Trails B and Stroop) as covariates, the Executive Composite remained a significant predictor of real-world behavior. Anatomically, poorer scores on the Executive Composite were associated with smaller right and left dorsolateral prefrontal volumes, brain regions critical for good executive control. Taken together, these results suggest that the Executive Composite measures important aspects of executive function not captured by standard measures and reflects the integrity of frontal systems. (JINS, 2013,19, 1–9)

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Sex Differences in Self-Perceptions among a Sample of College Students

Psychological Reports ◽

10.2466/pr0.1988.62.3.993 ◽

1988 ◽

Vol 62 (3) ◽

pp. 993-994

Author(s):

J. D. Duke

Keyword(s):

College Students ◽

Sex Differences ◽

Locus Of Control ◽

Self Monitoring ◽

Self Perceptions ◽

Male College

A sample of 148 female and 85 male college subjects responded to 75 items about personal behaviors and opinions. While 22 significant associations were found, sex did not relate to items dealing with authoritarianism, locus of control, self-monitoring, and Machiavellianism.

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A Qualitative Investigation of Executive Function in Externally Paced Sports within “the Structure and Chaos of the Game”

10.31235/osf.io/fvtxq ◽

2021 ◽

Author(s):

Madeline Doucette ◽

Ryan E. Rhodes ◽

Mauricio Garcia-Barrera

Keyword(s):

Executive Function ◽

Problem Solving ◽

Executive Functions ◽

Quantitative Research ◽

Sport Participation ◽

Research Question ◽

Unique Contribution ◽

Structured Interviews ◽

Self Monitoring ◽

Effective Performance

Introduction: While previous quantitative research has determined that executive function is malleable to sport participation, executive functioning in sport has not yet been investigated qualitatively in elite university athletes' sport experiences. Understanding the executive processes used in sports from an athletes ' perspective is vital to create more pertinent assessments as well as to provide accessible, athlete-focused language to describe executive function in sport. Therefore, our study had the following research question: 'What is the role of executive function in elite EP sports athletes' sport experiences?'. Methods: 19 Canadian U-Sports athletes (ages 18 – 25; 37% female) were recruited through emailing coaches and social media. The participants completed semi-structured interviews via Zoom with a focus on identifying their executive function processes in sport. Thematic analysis was used to analyze the interview transcripts. Results: We generated three themes: 1) Engaging in pre-play or pre-game planning, organization and decision making, 2) Engaging in mid-play problem solving and purposive action and 3) Engaging in post-play or post-game information processing, emotional control and effective performance. Conclusions: Our study determined that the executive functions athletes use are dependent on their involvement in the play and the point of the game (pre-, mid- or post-). The three themes demonstrate that throughout different moments of the game, the athletes engage in several executive functions such as planning (pre-), problem-solving (mid-), and self-monitoring (post-). These findings offer a unique contribution to our understanding of athletes’ executive function in sport and have important implications for sports psychologists and related professionals assessing and explaining executive function to athletes in the future.

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

Genes ◽

10.3390/genes12081108 ◽

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.

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Are Decision-Making Styles, Locus of Control, and Average Grades in Exams Correlated with Procrastination in University Students?

Education Sciences ◽

10.3390/educsci11060300 ◽

2021 ◽

Vol 11 (6) ◽

pp. 300

Author(s):

Elisabetta Sagone ◽

Maria Luisa Indiana

Keyword(s):

Decision Making ◽

Locus Of Control ◽

University Students ◽

Multiple Linear Regression Model ◽

Proposed Model ◽

Decision Making Styles ◽

Decisional Procrastination ◽

Behavior Scale ◽

The University ◽

Delay Decision

In this paper decision-making styles, locus of control, and average grades in exams are examined as correlates of procrastination in a sample of 185 university students (mainly female students) recruited from mandatory courses for degrees in psychology and pedagogy at the University of Catania (Italy). Method: We used the Decisional Procrastination Scale (Ferrari, Johnson, & McCown, 1995), consisting of five Likert-type items useful for analyzing the procrastination; the Decision-Making Styles (Di Nuovo & Magnano, 2013), chosen for measuring the doubtfulness, delay, proxy, and no problem styles with 15 Likert-type items; the Locus of Control of Behavior Scale (Craig, Franklin, & Andrews, 1984) used to evaluate internal and external loci of control. The data were gathered through an online anonymous questionnaire and were analyzed using the multiple linear regression model to assess how styles of decision-making, locus of control, and average grades in exams affect the decision to procrastinate in university students. The main findings of this study indicate that doubtfulness and delay decision-making styles correlate with high decisional procrastination together with low average grades at university exams. Locus of control is excluded by the proposed model. Conclusions: These findings suggest pursuing a deeper investigation of the various types of procrastination and the measures used for analyzing the academic achievement in university students.

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The Effects of Locus of Control, Academic Failure and Task Dimensions on a Student’s Responsiveness to Praise

American Educational Research Journal ◽

10.3102/00028312011003231 ◽

1974 ◽

Vol 11 (3) ◽

pp. 231-239 ◽

Cited By ~ 10

Author(s):

Alfred C. Lintner ◽

Joseph Ducette

Keyword(s):

Locus Of Control ◽

Academic Failure ◽

Individual Characteristics ◽

Academic Reading ◽

Individual Difference Variables ◽

Treatment Interaction ◽

Task Variables ◽

The Individual ◽

Prior Experiences ◽

Male Subjects

The present study investigated the responsiveness to praise of 285 elementary school pupils as a function of task variables and subject characteristics. The individual difference variables of locus of control and previous school-related failure were utilized. Analyses of the effects of praise differed considerably between an ambiguous coding and an academic reading task. Male subjects with an external locus of control orientation were responsive to praise on the coding task. Female subjects were generally not responsive, regardless of individual characteristics. Reading test residual gains, however, were affected by prior experiences of failure and praise. The results were interpreted as demonstrating the importance of integrating task variables into aptitude-treatment interaction research.

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

Journal of the International Neuropsychological Society ◽

10.1017/s1355617717000364 ◽

2017 ◽

Vol 23 (7) ◽

pp. 529-538 ◽

Cited By ~ 8

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)

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

Arquivos de Neuro-Psiquiatria ◽

10.1590/0004-282x20140191 ◽

2014 ◽

Vol 72 (12) ◽

pp. 954-959 ◽

Cited By ~ 5

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.

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Self-monitoring of blood pressure for preeclampsia patients: Knowledge and attitudes

Curationis ◽

10.4102/curationis.v44i1.2195 ◽

2021 ◽

Vol 44 (1) ◽

Author(s):

Johanna Munyungula ◽

Simangele Shakwane

Keyword(s):

Blood Pressure ◽

Low Socioeconomic Status ◽

The Self ◽

Public Healthcare ◽

Structured Interviews ◽

Maternal Deaths ◽

Self Monitoring ◽

Knowledge And Attitudes ◽

Positive Attitudes ◽

Positive Outlook

Background: Preeclampsia is one of the causes of maternal deaths and is also responsible for complications such as premature births worldwide. In South Africa, hypertensive disorders cause 14% of all maternal deaths. Evidence indicates that it may be beneficial to empower women to monitor their blood pressure (BP) in the comfort of their homes.Objectives: The purpose of this study was to explore and describe preeclampsia patients’ knowledge and attitudes towards the self-monitoring of their BP.Method: An exploratory, descriptive and contextual qualitative research study was conducted. Fourteen preeclampsia patients were purposively sampled and participated in the study. In-depth semi-structured interviews were used to collect data. Data were analysed using the thematic analytic approach.Results: The knowledge and attitudes towards the self-monitoring of blood pressure (SMBP) were explored. Four themes emerged, namely understanding of hypertension disorders during pregnancy, openness on self-monitoring at home, its hindrances and benefits. The participants portrayed limited understanding and knowledge of preeclampsia, yet they had positive attitudes towards monitoring BP themselves and were open and willing to do self-monitoring at home.Conclusion: The use of SMBP may relieve overcrowding in public healthcare institutions. Encouraging patients to participate in self-monitoring could promote active participation and a positive outlook on their pregnancies. The unavailability and unaffordability of the equipment may pose a challenge to women with a low socioeconomic status.

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

10.21203/rs.3.rs-1032581/v1 ◽

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.

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