Executive functions and science achievement during the five-to-seven-year shift

Executive functions (EF) are domain-general cognitive skills that predict school success. However, less is known about the relation between EFs and science achievement. The present study examined the bidirectional associations between science achievement and children’s cognitive flexibility and working memory in a nationally representative sample of children in the United States (ECLS-K: 2011; N = 18,174). Using random intercepts cross-lagged panel modeling, results revealed a heterogeneous pattern of associations between EF and science achievement. Trait-like and construct stability emerged in the between-person and within-person estimates of EF and science. Cognitive flexibility and working memory in kindergarten each predicted science achievement in first grade. Science achievement in the fall of first grade predicted cognitive flexibility in the spring of first grade. There were also bidirectional associations between working memory and science achievement in the fall and spring of first grade. Findings from the current study reveal the complex interplay between EF and science achievement during early childhood and highlight the potential of boosting science competencies to promote growth in cognitive skills important for goal-directed activity during early schooling.

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Longitudinal Associations Between Objectively Measured Physical Activity and Development of Executive Functioning Across the Transition to First Grade

Journal of Physical Activity and Health ◽

10.1123/jpah.2015-0708 ◽

2016 ◽

Vol 13 (8) ◽

pp. 895-902 ◽

Cited By ~ 3

Author(s):

Loren Vandenbroucke ◽

Jan Seghers ◽

Karine Verschueren ◽

Anne I. Wijtzes ◽

Dieter Baeyens

Keyword(s):

Physical Activity ◽

Working Memory ◽

Executive Functioning ◽

Executive Functions ◽

Cognitive Flexibility ◽

First Grade ◽

Central Executive ◽

Daily Physical Activity ◽

Physically Active ◽

Visuospatial Sketchpad

Background:The current study investigates how children’s amount of daily physical activity relates to subcomponents of executive functions, the cognitive processes needed for goal-directed behavior. Previous studies rarely determined this association at the subcomponent level and did not explicitly examine the period when children make the transition to first grade, despite its importance for the development of executive functions.Methods:In a sample of 54 children, working memory, inhibition, and cognitive flexibility were thoroughly measured at the subcomponent level at the end of kindergarten and first grade. In the middle of first grade, children wore a pedometer for 7 consecutive days.Results:Regression analyses showed that performance on a measure of the visuospatial sketchpad, the central executive, and fluency was predicted by children’s amount of daily physical activity after controlling for initial task performance.Conclusions:The development of the visuospatial sketchpad (working memory), the central executive (working memory), and fluency (cognitive flexibility) might be improved by increasing the amount of time being physically active. However, as other subcomponents of executive functioning were not affected, the role of other aspects of physical activity, such as intensity and content, in the development of executive functions should be further investigated.

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Executive Functions and Domain-Specific Cognitive Skills in Climbers

Brain Sciences ◽

10.3390/brainsci11040449 ◽

2021 ◽

Vol 11 (4) ◽

pp. 449

Author(s):

Florian Heilmann

Keyword(s):

Physical Activity ◽

Executive Functions ◽

Cognitive Flexibility ◽

Cognitive Skills ◽

Neuropsychological Tests ◽

Specific Test ◽

Domain Specific ◽

Sport Climbing ◽

Novices And Experts ◽

General Physical

Athletes in a particular sport have specific cognitive skills acquired due to regular confrontation with sport-specific requirements. Studies show that the particular type of sport carried out and fostered by general physical activity impacts executive functions (EFs) such as inhibition, working memory, and cognitive flexibility. There are inconsistent results on the connections between domain-specific cognitive skills and executive functions. This study aimed to evaluate the relations between EFs and domain-specific cognitive skills in climbing. Due to that, we examined the executive functions (neuropsychological tests) and domain-specific cognitive skills (climbing-specific test: a preview of the route vs. climbed moves; climbed moves vs. recognition of moves) of 19 climbers (10 novices, 9 experts, grades 5 to 6a vs. 6c+ to 7b). The inter-subject effects analysis shows that novices and experts in sport climbing do not differ in executive functions in this particular case. Concerning domain-specific cognitive skills, there are differences between experts and novices. Experts show a significantly higher level in planning performance or route idea (p < 0.001) as well as in memorizing of climbed moves (p = 0.004). There are no relations between executive functions and domain-specific cognitive skills in climbers.

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Executive functions disorders in high functioning autism and rehabilitation implications

European Psychiatry ◽

10.1016/j.eurpsy.2017.01.427 ◽

2017 ◽

Vol 41 (S1) ◽

pp. S435-S435

Author(s):

A. Di Santantonio ◽

M. Manfredini ◽

N. Varucciu ◽

M. Fabbri ◽

M.C. Cutrone ◽

...

Keyword(s):

Working Memory ◽

Problem Solving ◽

Executive Functions ◽

Cognitive Flexibility ◽

High Functioning Autism ◽

Wisconsin Card Sorting Test ◽

Autism Spectrum ◽

Cognitive Screening ◽

Card Sorting ◽

High Functioning

IntroductionThe term executive functions (EFs) includes a set of cognitive processes such as planning, working memory, attention, problem solving, inhibition, mental flexibility, multi-tasking, and initiation and monitoring of actions. EFs are the higher order control processes to guide behaviour.Some studies on the relationship between EFs and autism spectrum disorder (ASD) showed deficit in the cognitive flexibility and speed processing, particularly with Asperger syndrome. Recently, Merchán-Naranjo et al. [1] supported that children's and adolescents with autism without intellectual disability are insufficient in at least 5 domains: attention, working memory, cognitive flexibility, inhibitory control and problem-solving.AimsOur work is aimed at verifying if the presence of a dysexecutive syndrome significantly impacts on the adaptive functioning of people with high functioning autism.MethodsA group of young adults with ASD were administered traditional neuropsychological assessment, specific assessment, focusing on the planning strategies for solving problems (Test Tower of London), abstraction and categorization (Wisconsin Card Sorting Test), and the Dysexecutive Questionnaires.ResultsThe results showed the presence of a specific deficit in the executive functioning in an average cognitive functioning.ConclusionsIntegrate the standard cognitive screening with a specific EFs assessment resulted to be very useful for the clinician to realize neuropsychological and psychotherapeutic individualized treatment.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Linking inhibitory control to math achievement via comparison of conflicting decimal numbers

10.31234/osf.io/qsuz9 ◽

2020 ◽

Cited By ~ 1

Author(s):

Linsah Coulanges ◽

Roberto A. Abreu-Mendoza ◽

Sashank Varma ◽

Melina Uncapher ◽

Adam Gazzaley ◽

...

Keyword(s):

Working Memory ◽

Executive Functions ◽

Inhibitory Control ◽

Cognitive Flexibility ◽

Math Achievement ◽

Academic Learning ◽

Whole Number ◽

Calculation Skills ◽

The Relationship ◽

Number Knowledge

The relationship between executive functions (EF) and academic achievement is well-established, but leveraging this insight to improve educational outcomes remains elusive. Here, we propose a framework for relating the role of specific EF on specific precursor skills that support later academic learning. Specifically, we hypothesize that executive functions contribute to general math skills both directly – supporting the online execution of problem solving strategies – and indirectly – supporting the acquisition of precursor mathematical content. We test this hypothesis by examining the contribution of inhibitory control on processing rational numbers pairs which conflict with individual’s prior whole number knowledge and on general math knowledge. In 97 college students (79 female, age = 20.63 years), we collected three measures of EF: working memory (backwards spatial span), inhibition (color-word Stroop) and cognitive flexibility (task switching), and timed and untimed standardized measures of math achievement. Our target precursor skill was a decimals comparison task where correct responses were inconsistent with prior whole number knowledge (e.g. 0.27 vs. 0.9). Participants performed worse on these trials relative to the consistent decimals pairs (e.g. 0.2 vs. 0.87). Individual differences on incongruent Stroop trials predicted performance on inconsistent decimal comparisons, which in turn predicted performance on both timed and untimed measures of math achievement. With respect to relating inhibitory control to math achievement, incongruent Stroop performance was an independent predictor of untimed calculation skills after accounting for age, working memory and cognitive flexibility. Finally, we found that inconsistent decimals performance partially mediated the relationship between inhibition and untimed math achievement, consistent with the hypothesis that mathematical precursor skills can explain the relationships between executive functions and academic outcomes, making them promising targets for intervention.

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A Review of Cognitive Changes During Acute Aerobic Exercise

Frontiers in Psychology ◽

10.3389/fpsyg.2021.653158 ◽

2021 ◽

Vol 12 ◽

Author(s):

Julie A. Cantelon ◽

Grace E. Giles

Keyword(s):

Working Memory ◽

Response Time ◽

Executive Functions ◽

Aerobic Exercise ◽

Cognitive Flexibility ◽

Cognitive Domain ◽

Moderate Intensity ◽

Motor Speed ◽

Cognitive Changes ◽

Vigorous Intensity

A growing body of work has investigated the effects of acute, or single bouts of, aerobic exercise on cognitive function. However, review of this research has largely focused on changes following exercise, with less focus on cognitive changes during exercise. The purpose of this review is to discuss the critical characteristics of this literature to date, including: (1) what has been done, (2) what has been found, and (3) what is next. Furthermore, previous meta-analytic reviews have demonstrated there is a small positive effect on cognition when measured during exercise, with executive functions showing the largest effects. However, these reviews group executive functions together. Here we explore how inhibition, working memory and cognitive flexibility are individually impacted by factors such as exercise intensity or duration. Searches of electronic databases and reference lists from relevant studies resulted in 73 studies meeting inclusion criteria. Studies were grouped by executive and non-executive cognitive domains, intensity and duration of exercise bouts. Within the executive domain, we found that effects on working memory and cognitive flexibility remain mixed, effects on inhibition are clearer. Moderate intensity exercise improves response time, vigorous intensity impairs accuracy. Moderate to vigorous intensity improves response time across non-executive domains of attention, motor speed and information processing, with no significant effects on accuracy. Memory processes are consistently improved during exercise. Effects of exercise duration on response time and accuracy are nuanced and vary by cognitive domain. Studies typically explore durations of 45 min or less, extended exercise durations remain largely unexplored. We highlight factors to consider when assessing exercise-cognition relationships, as well as current gaps and future directions for work in this field.

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Performance and belief-based emotion regulation capacity and tendency: Mapping links with cognitive flexibility and perceived stress

10.31234/osf.io/3wsa2 ◽

2017 ◽

Author(s):

Joao F Guassi Moreira ◽

Razia Sahi ◽

Emilia Ninova ◽

Carolyn Parkinson ◽

Jennifer A Silvers

Keyword(s):

Working Memory ◽

Emotion Regulation ◽

Cognitive Flexibility ◽

Perceived Stress ◽

Cognitive Skills ◽

Cognitive Reappraisal ◽

Healthy Adults ◽

Emotion Regulation Strategies ◽

Regulation Strategies ◽

The Relationship

Cognitive reappraisal is among the most effective and well-studied emotion regulation strategies humans have at their disposal. Here, in 250 healthy adults across two preregistered studies, we examined whether reappraisal capacity (the ability to reappraise) and tendency (the propensity to reappraise) differentially relate to perceived stress. In Study 1, we also investigated whether cognitive flexibility, a skill hypothesized to support reappraisal, accounts for associations between reappraisal capacity and tendency, and perceived stress. Intriguingly, cognitive flexibility was unrelated to reappraisal and perceived stress. Both Studies 1 and 2 showed that reappraisal tendency was associated with perceived stress, whereas the relationship between reappraisal capacity and perceived stress was less robust. Further, Study 2 suggested that self-reported beliefs about one’s emotion regulation capacity and tendency were predictive of wellbeing, whereas no such associations were observed with performance-based assessments of capacity and tendency. That associations between reappraisal capacity and tendency and perceived stress were not accounted for by cognitive flexibility or working memory, core cognitive skills, alone, suggests that reappraisal’s links to wellbeing cannot be sufficiently explained by its underlying cognitive parts. Moreover, these data suggest that self-reported perceptions of reappraisal skills may be more predictive of wellbeing than actual reappraisal ability.

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Musical Activities, Prosocial Behaviors, and Executive Function Skills of Kindergarten Children

Music & Science ◽

10.1177/20592043211054829 ◽

2021 ◽

Vol 4 ◽

pp. 205920432110548

Author(s):

Beatriz Ilari ◽

Susan Helfter ◽

Tina Huynh ◽

Alice Bowmer ◽

Kathryn Mason ◽

...

Keyword(s):

Working Memory ◽

Executive Function ◽

Public Schools ◽

Cognitive Flexibility ◽

The United States ◽

Kindergarten Children ◽

Prosocial Behaviors ◽

Prosocial Skills ◽

Music Program

Prosocial behaviors and executive function are staples of child development. Engagement in music has been associated with enhanced prosocial behaviors and executive function skills in children and youth. Yet, research concerning the role of formal music programs in the development of these important behaviors and skills remains elusive. The aim of this exploratory study was to investigate the role of a 5-week music program on prosocial behaviors (instrumental helping and sharing) and executive function skills (cognitive flexibility and working memory/inhibition control) of 103 kindergarten children from two public schools in a large urban center in the United States, serving predominantly Latinx children from underserved communities. Our data suggested that the short music program positively influenced children's cognitive flexibility, but not working memory, nor prosocial skills (sharing and helping). Findings are discussed in light of earlier studies, methodological issues, and limitations, and in relation to developmental and cultural issues surrounding child participants. Implications for future research and practice are outlined.

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The effects of cognitive training on executive functions and reading in typically-developing children with varied socioeconomic status in Brazil

Ilha do Desterro A Journal of English Language Literatures in English and Cultural Studies ◽

10.5007/2175-8026.2019v72n3p85 ◽

2019 ◽

Vol 72 (3) ◽

pp. 85-100 ◽

Cited By ~ 1

Author(s):

Janaina Weissheimer ◽

Renata Callipo Fujii ◽

Juliana Geizy Marques Souza

Keyword(s):

Socioeconomic Status ◽

Working Memory ◽

Executive Functions ◽

Low Socioeconomic Status ◽

Cognitive Skills ◽

Transfer Effect ◽

General Effect ◽

Attention And Executive Control ◽

Effectiveness Of Training ◽

The Impact

Recent findings show that children from low-socioeconomic status (SES) tend to have reduced performance on several tasks involving working memory, attention and executive control. In addition, researchers argue for the effectiveness of training of these same cognitive skills as a way to ameliorate children’s EF skills as well as scholastic outcomes. To investigate possible training effects and to study the impact of SES on scholastic achievement in Brazilian children, we trained 61 children for 5-7 weeks and compared their performance with that of 60 age-matched peers on measures of executive functions and reading. Our results demonstrate a general effect of SES for the dependent variables. Furthermore, our findings demonstrate a positive near transfer effect on a working memory and a selective attention test and a far transfer effect on the words and pseudowords reading measure.

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P03.05 The use of subcortical intraoperative electrical stimulation mapping for assessment of executive functions: A summary of the evidence so far

Neuro-Oncology ◽

10.1093/neuonc/noab180.057 ◽

2021 ◽

Vol 23 (Supplement_2) ◽

pp. ii17-ii18

Author(s):

M J F Landers ◽

M M Sitskoorn ◽

G J M Rutten ◽

E Mandonnet ◽

W De Baene

Keyword(s):

Working Memory ◽

Electrical Stimulation ◽

Executive Functions ◽

Inhibitory Control ◽

Cognitive Flexibility ◽

Future Research ◽

Superior Longitudinal Fasciculus ◽

Neurosurgical Planning ◽

The Right ◽

Intraoperative Electrical Stimulation

Abstract BACKGROUND Over the past years, the functional subcortical architecture of the brain has been increasingly acknowledged in neurosurgical planning. A method to study anatomo-functional correlations is direct electrical stimulation (DES). DES is widely used by neurosurgeons and considered as a reliable tool to minimize the occurrence of permanent postoperative motor, language and visual deficits. In recent years, DES has also been used for mapping of other cognitive functions, such as executive functions. MATERIAL AND METHODS We systematically summarized the evidence so far from DES studies on subcortical pathways that are involved in the following three executive functions: (1) inhibitory control, (2) working memory and (3) cognitive flexibility. RESULTS We only found twelve articles that reported on intraoperative electrical stimulation of white matter pathways to map executive functions and explicitly clarified which subcortical tract was stimulated. The results indicate that the second branch of the right superior longitudinal fasciculus (SLF-II) is involved in inhibitory control, the first branch of the right superior longitudinal fasciculus (SLF-I) and the third branch of the left superior longitudinal fasciculus (SLF-III) are involved in working memory and the cingulum is involved in cognitive flexibility. CONCLUSION We were unable to draw any specific conclusions, nor unequivocally established the pathways involved in executive functions due to heterogenous study characteristics, methods and tasks, and the limited number of studies that assessed these relationships. Clearly, neurosurgical groups are exploring novel methods to assess cognition during awake neurosurgery, but are far from consensus on indications and protocols, which complicated the comparison and summarization of findings. We will discuss possible approaches for future research to obtain converging and more definite evidence for the involvement of subcortical pathways in specific executive functions.

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Influences of executive function, language comprehension, and fluency on young children’s reading comprehension

Journal of Early Childhood Research ◽

10.1177/1476718x19875768 ◽

2019 ◽

Vol 18 (1) ◽

pp. 44-57

Author(s):

Isabelle Chang

Keyword(s):

Working Memory ◽

Reading Comprehension ◽

Executive Function ◽

Reading Instruction ◽

Cognitive Flexibility ◽

Language Comprehension ◽

Reading Skills ◽

First Grade ◽

Function Language ◽

Kindergarten Class

The purpose of this study was to examine the extent to which children’s executive function predicted their reading comprehension performance. Participants were approximately 18,000 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. The results suggest that individual differences in reading comprehension were influenced by variations in executive function. Cognitive flexibility, inhibitory control, and working memory all accounted for unique variance in reading comprehension. Language comprehension and fluency mediated the relations between children’s executive function and their reading comprehension. Working memory accounted for the highest total effect among the three core aspects of executive function. Children’s first-grade language comprehension contributed the most indirect effect, while fluency had the reading comprehension. The importance of considering ways to improve executive function, language comprehension, and fluency when implementing reading instruction and what the parents can do to help their children’s executive function and reading skills are discussed.

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