EXECUTIVE FUNCTION: COGNITIVE DEVELOPMENT, ADOLESCENCE AND DRUG ABUSE

2020 ◽  
pp. 12
Author(s):  
Keyword(s):  
Executive Function ◽  
Drug Abuse ◽  
Cognitive Development

Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development

2020 ◽  
pp. 98-122
Author(s):  
Matthew L. Hall
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Cognitive Development ◽  
Implicit Learning ◽  
Educational Practice ◽  
Verbal Working Memory ◽  
Psychological Theory ◽  
Future Research ◽  
Language Access ◽  
The Impact

Deaf and hard of hearing (DHH) children have been claimed to lag behind their hearing peers in various domains of cognitive development, especially in implicit learning, executive function, and working memory. Two major accounts of these deficits have been proposed: one based on a lack of auditory access, and one based on a lack of language access. This chapter reviews these theories in relation to the available evidence and concludes that there is little evidence of direct effects of diminished auditory access on cognitive development that could not also be explained by diminished language access. Specifically, reports of deficits in implicit learning are not broadly replicable. Some differences in executive function do stem from deafness itself but are not necessarily deficits. Where clinically relevant deficits in executive function are observed, they are inconsistent with the predictions of accounts based on auditory access, but consistent with accounts based on language access. Deaf–hearing differences on verbal working memory tasks may indicate problems with perception and/or language, rather than with working memory. Deaf–hearing differences on nonverbal tasks are more consistent with accounts based on language access, but much more study is needed in this area. The chapter concludes by considering the implications of these findings for psychological theory and for clinical/educational practice and by identifying high-priority targets for future research.

Digital device exposure and cognition levels of children in lower-middle-income countries: a cross-sectional study in Cambodia (Preprint)

2021 ◽  
Author(s):  
Ho Heon Kim ◽  
Sang Ho Hwang ◽  
Ilcheong Yi ◽  
Sambath Kao ◽  
Doo Ra Kim ◽  
...  
Keyword(s):  
Executive Function ◽  
Cognitive Development ◽  
Digital Device ◽  
Cross Sectional ◽  
Middle Income ◽  
Middle Income Countries ◽  
Digital Devices ◽  
Group A ◽  
Group B ◽  
Preschool Aged Children

BACKGROUND In low- and middle-income countries (LMICs), policymakers and practitioners are increasingly focusing on the effectiveness of digital devices for medical and education services in children. However, several critical questions regarding the effectiveness of digital devices for preschool-aged children in LMICs remain unanswered due to a lack of evidence. OBJECTIVE This study aims to examine the relationship between familiarity with digital devices, social-economic status, and the cognitive functions of preschool-aged children in Cambodia. METHODS Based on a survey on three- to nine-year-old children’s familiarity with digital devices and the results of an impact test regarding the application of cognitive development, we examined the influence of the application on cognitive development of children in two Cambodian schools from 22 April to 4 May 2019. For analysis, the children were split into two groups: Group (A) children with pre-test digital device experience, and Group (B) children without pre-test digital device experience. RESULTS The results of CANTAB tests, except for one related to executive function area, did not indicate significant differences (p>0⸱05) among Group (A), Group (B), and the four sub-groups. Pre-test digital device experience and the amount of time using digital devices during the test did not have significantly different impacts on the cognitive development of children. Conversely, the education expenditure levels caused significant differences in the attention and executive function areas. CONCLUSIONS These results provide evidence for the importance of improving socio-economic conditions leading to investment in education when policymakers and practitioners are looking to implement programs for children’s cognitive development through digital devices in LMICs.

scholarly journals Cognitive flexibility in 12-month-old preterm and term infants is associated with neurobehavioural development in 18-month-olds

2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Yuta Shinya ◽  
Masahiko Kawai ◽  
Fusako Niwa ◽  
Yasuhiro Kanakogi ◽  
Masahiro Imafuku ◽  
...  
Keyword(s):  
Executive Function ◽  
Cognitive Development ◽  
Cognitive Flexibility ◽  
Attention Problems ◽  
Significant Inhibition ◽  
Term Infants ◽  
Preterm Children ◽  
Very Preterm Infants ◽  
Increased Risk ◽  
Oculomotor Response

AbstractThere is growing evidence that preterm children are at an increased risk of poor executive functioning, which underlies behavioural and attention problems. Previous studies have suggested that early cognitive flexibility is a possible predictor of later executive function; however, how it develops in infancy and relates to the later neurobehavioural outcomes is still unclear in the preterm population. Here, we conducted a longitudinal study to investigate oculomotor response shifting in 27 preterm and 25 term infants at 12 months and its relationship with general cognitive development and effortful control, which is a temperamental aspect closely associated with executive function, at 18 months. We found that moderate to late preterm and term infants significantly inhibited previously rewarded look responses, while very preterm infants did not show significant inhibition of perseverative looking at 12 months. Moreover, lower inhibition of perseverative looking was significantly associated with lower general cognitive development and attentional shifting at 18 months. These findings suggest that the early atypical patterns of oculomotor response shifting may be a behavioural marker for predicting a higher risk of negative neurobehavioural outcomes, including attention-related problems in preterm children.

A long-term fatty fish intervention improved executive function in inpatients with antisocial traits and a history of alcohol and drug abuse

2015 ◽  
Vol 56 (5) ◽  
pp. 467-474 ◽  
Author(s):  
Anita L. Hansen ◽  
Lisbeth Dahl ◽  
Gina Olson ◽  
David Thornton ◽  
Bjørn Grung ◽  
...  
Keyword(s):  
Executive Function ◽  
Drug Abuse ◽  
Fatty Fish ◽  
History Of ◽  
Alcohol And Drug Abuse

Childhood: Cognitive Development

2019 ◽  
pp. 164-201
Author(s):  
Scott A. Miller
Keyword(s):  
Academic Performance ◽  
Executive Function ◽  
Cognitive Development ◽  
Theory Of Mind ◽  
Cultural Differences ◽  
And Behaviors ◽  
Children's Development ◽  
Children’S Development

This chapter and the next focus on developments during the ages of roughly 2 to 12 years. The present chapter discusses parents’ beliefs and behaviors with respect to aspects of their children’s cognitive development. Seven developments are considered: academic performance, intelligence, Piagetian concepts, theory of mind, memory, executive function, and language. As in Chapter 5, beliefs about general milestones of development are also discussed. And, as in most chapters, parents are of interest both as informants with regard to their children’s development and as contributors to development. Also discussed are the cultural differences that emerge in parents’ expectations, which reflect values and related socialization practices. Culture is both a source of parents’ beliefs and a context for attempting to turn them into reality.

Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

2020 ◽  
Vol 5 (5) ◽  
pp. 1221-1230
Author(s):  
Jane Roitsch ◽  
Kimberly A. Murphy ◽  
Anastasia M. Raymer
Keyword(s):  
Executive Function ◽  
Academic Outcomes ◽  
Graduate Program ◽  
Performance Outcomes ◽  
Future Research ◽  
Speech Language Pathology ◽  
Grade Point ◽  
Praxis Ii ◽  
Language Pathology ◽  
Preliminary Study

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

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