scholarly journals The Similarities and Differences Between Glomerular vs. Non-glomerular Diagnoses on Intelligence and Executive Functions in Pediatric Chronic Kidney Disease: A Brief Report

2021 ◽  
Vol 12 ◽  
Author(s):  
Stephen R. Hooper ◽  
Rebecca J. Johnson ◽  
Marc Lande ◽  
Matthew Matheson ◽  
Shlomo Shinnar ◽  
...  
Keyword(s):  
Chronic Kidney Disease ◽  
Working Memory ◽  
Problem Solving ◽  
Kidney Disease ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Linear Mixed Model ◽  
Neurocognitive Functioning ◽  
Attention Regulation ◽  
Small Effect Size

Pediatric chronic kidney disease (CKD) appears to be a heterogeneous group of conditions, but this heterogeneity has not been explored with respect to its impact on neurocognitive functioning. This study investigated the neurocognitive functioning of those with glomerular (G) vs. non-glomerular (NG) diagnoses. Data from the North American CKiD Study were employed and the current study included 1,003 children and adolescents with mild to moderate CKD. The G Group included 260 participants (median age = 14.7 years) and the NG Group included 743 individuals (median age = 9.0 years). Neurocognitive measures assessed IQ, inhibitory control, attention regulation, problem solving, working memory, and overall executive functioning. Data from all visits were included in the linear mixed model analyses. After adjusting for sociodemographic and CKD-related covariates, results indicated no differences between the diagnostic groups on measures of IQ, problem solving, working memory, and attention regulation. There was a trend for the G group to receive better parent ratings on their overall executive functions (p < 0.07), with a small effect size being present. Additionally, there was a significant G group X hypertension interaction (p < 0.003) for inhibitory control, indicating that those with both a G diagnosis and hypertension performed more poorly than the NG group with hypertension. These findings suggest that the separation of G vs. NG CKD produced minimal, but specific group differences were observed. Ongoing examination of the heterogeneity of pediatric CKD on neurocognition, perhaps at a different time point in disease progression or using a different model, appears warranted.

Executive functions disorders in high functioning autism and rehabilitation implications

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.

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

2020 ◽  
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.

scholarly journals Executive Function Training in Chronic Traumatic Brain Injury Patients: Study Protocol

2019 ◽  
Author(s):  
Daniel Krawczyk ◽  
Kihwan Han ◽  
David Martinez ◽  
Jelena Rakic ◽  
Matthew Kmiecik ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Working Memory ◽  
Executive Function ◽  
Brain Injury ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Cognitive Rehabilitation ◽  
Daily Life ◽  
Chronic Phase ◽  
Post Injury

Abstract Background: Some individuals who sustain traumatic brain injuries (TBIs) continue to experience significant cognitive impairments chronically (months-to-years post-injury). Many tests of executive function are insensitive to these executive function impairments, as such impairments may only appear during complex daily life conditions. Daily life often requires us to divide our attention and focus on abstract goals. In the current study, we compare the effects of two one-month electronic cognitive rehabilitation programs for individuals with chronic TBI. The active program (Expedition: Strategic Advantage) focuses on improving goal-directed executive functions including working memory, planning, long-term memory, and inhibitory control by challenging participants to accomplish life-like cognitive simulations. The challenge level of the simulations increase in accordance with participant achievement. The control intervention (Expedition: Informational Advantage) is identical to the active; however, the cognitive demand level is capped preventing participants from advancing beyond a set level. We will evaluate these interventions with a military veteran TBI population. Methods: One hundred individuals will be enrolled in this double-blinded clinical trial (all participants and testers are blinded to condition). Each individual will be randomly assigned to one of two interventions. The primary anticipated outcomes are improvement of daily life cognitive function skills and daily life functions. These are measured by a daily life performance task, which tests cognitive skills, and a survey that evaluates daily life functions. Secondary outcomes are also predicted to include improvements in working memory, attention, planning, and inhibitory control as measured by a neuropsychological test battery. Lastly, neuroimaging measures will be used to evaluate changes in brain networks supporting cognition pre-intervention and post-intervention. Discussion: We will test whether electronically delivered cognitive rehabilitation aimed at improving daily life functional skills will provide cognitive and daily life functional improvements for individuals in the chronic phase of TBI recovery (greater than three months post-injury). We aim to better understand the cognitive processes involved in recovery and the characteristics of individuals most likely to benefit. This study will also address the potential to observe generalizability, or transfer, from a software-based cognitive training tool toward daily life improvement. Trial Registration: ClinicalTrials.gov Identifier: NCT03704116 (retrospectively registered) https://clinicaltrials.gov/ct2/show/NCT03704116?term=tbi+krawczyk&rank=1 Keywords: Cognitive rehabilitation, traumatic brain injury, executive functions, daily life functions, memory, attention, planning. Support: Joint Warfighter Program; U. S. Dept. of Defense W81XWH-16-1-0053

scholarly journals Executive functions in children with dyslexia

2019 ◽  
Vol 77 (4) ◽  
pp. 254-259
Author(s):  
Thais Barbosa ◽  
Camila Cruz Rodrigues ◽  
Claudia Berlim de Mello ◽  
Mariana Cristina de Souza e Silva ◽  
Orlando Francisco Amodeo Bueno
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Selective Attention ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Neuropsychological Tests ◽  
Memory Deficits ◽  
Typical Development ◽  
Phonological Skill ◽  
Memory Inhibition

ABSTRACT This study aimed to verify whether children with dyslexia have difficulties in executive functions (shifting, working memory, inhibition). Methods: A sample of 47 children (ages 8-13 years) participated in the study: 24 who were dyslexic and 23 controls with typical development. A battery of neuropsychological tests was used. Results: Results revealed executive function difficulties among the dyslexic children when compared with controls, encompassing selective attention modulation processes, shifting, and inhibitory control. These difficulties appeared to be affected by phonological working memory deficits, typically associated with dyslexia. Conclusion: Our findings support the consensus among scholars regarding the central involvement of phonological skill dysfunctions in dyslexia.

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

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.

Neurocognitive impairments in euthymic patients with bipolar disorder type II

2016 ◽  
Vol 33 (S1) ◽  
pp. S122-S122
Author(s):  
R.S. Ilhan ◽  
V. Senturk-Cankorur
Keyword(s):  
Bipolar Disorder ◽  
Working Memory ◽  
Executive Functions ◽  
Verbal Memory ◽  
Rating Scale ◽  
Neurocognitive Functioning ◽  
Type I ◽  
Neurocognitive Impairments ◽  
Perseverative Errors ◽  
Disorder Type

IntroductionMost of the studies have indicated that there have been neurocognitive impairments especially in the domains of executive functions, attention, verbal and working memory among euthymic patients with bipolar disorder type I (BD-I). However, there has been limited research investigating neurocognitive functioning in euthymic patients with BD- II.Objectives/aimsAim of this study was to investigate neurocognitive functions in euthymic BD-II patients. Our hypothesis was that euthymic BD-II patients would have neurocognitive impairments in the domains of executive functions, attention, verbal and working memory.MethodsEuthymic BD-II patients (n = 37) and healthy controls (HC) (n = 35) were compared in terms of their neurocognitive functioning in the domains of executive functions assesed by the number of perseverative errors, non-perseverative errors and category completed on the Wisconsin Cart Sorting Test (WCST); working memory assessed by Auditory Consonant Trigrams (ACT); immediate verbal memory assessed by the Logical Memory subscale of the Wechsler Memory Scale I (WMS I) and attention assesed by Stroop Colour-Word Interference Test (SCWIT). Euthymic state was confirmed by the low scores both on Hamilton Depression Rating Scale, Young Mania Rating Scale.ResultsSignificant differences were found between two groups in terms of WCST non-perseverative errors (Z = 3.8, P < 0.01) and category completed subtests (Z = 3.8, P < 0.01), ACT (t = 2.97, P < 0.01) WMSI (Z = 2.4, P = 0.01), SCWIT (t = 3.52, P < 0.01) performances.ConclusionsOur study indicated that euthymic BD-II patients had poorer performance on the domains of executive functions, attention, working memory and verbal memory than the HC group. But future studies with large samples are needed to support our results.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Listening Effort: Order Effects and Core Executive Functions

2018 ◽  
Vol 29 (08) ◽  
pp. 734-747 ◽  
Author(s):  
K. Jonas Brännström ◽  
Elisabeth Karlsson ◽  
Sebastian Waechter ◽  
Tobias Kastberg
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Response Times ◽  
Order Effects ◽  
Listening Effort ◽  
Core Executive ◽  
Babble Noise ◽  
Listening Task

AbstractListening effort seems to depend on input-related listening demands and several factors internal to the individual listener. Input-related demands may be listening in noise compared with listening in quiet, and internal factors may be cognitive functions.The purpose was to apply measures of listening effort and perceived listening effort in participants with normal hearing, to determine if there are any presentation order effects, and to explore the relationship between listening effort measured as accuracy, response times, efficiency of information encoding into long-term memory, perceived listening effort, and core executive functions.A within-subject design with repeated measures was used and a study of relationships between variables was made.Thirty-two healthy adults with normal hearing.Participants were tested individually by a listening task using a dual-task paradigm. The listening task was performed in quiet and in multitalker babble noise at 10 dB signal-to-noise ratio (SNR). Perceived listening effort and core executive functions (working memory, inhibitory control, and cognitive flexibility) were also assessed.The measures of listening effort (correct responses, response times, and immediate and delayed listening comprehension) failed to demonstrate increased listening effort in multitalker babble noise (10 dB SNR) compared with quiet, although a significant test order effect was seen for correct responses indicating that participants who first listened in noise did not improve in quiet. Perceived listening effort increased significantly in noise compared with quiet. No relationship was found between measures of listening effort and ratings of perceived listening effort. Working memory and cognitive flexibility were not related to ratings of perceived listening effort. In contrast, better inhibitory control was related to higher ratings in both quiet and in noise.It is possible that the SNR and measures used were not as sensitive as required to measure listening effort behaviorally. In the present experimental setup, prior noise exposure impedes the beneficial effects of performing a task in quiet. Self-reports seem to provide a valid measure of perceived listening effort that is related to the individual’s inhibitory control. The present findings suggest that participants with better inhibitory control are more susceptible to the task demand level both in quiet and in noise.

scholarly journals Executive Functions and Quality of Classroom Interactions in Kindergarten Among 5–6-Year-Old Children

2020 ◽  
Vol 11 ◽  
Author(s):  
Aleksander Veraksa ◽  
Daria Bukhalenkova ◽  
Olga Almazova
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Classroom Interaction ◽  
Preschool Education ◽  
High Quality ◽  
Classroom Organization ◽  
High Level

According to international longitudinal studies, the quality of preschool education is of great importance for children’s further development. The modern research’s greatest interest in the field of studying the quality of preschool education is precisely the assessment of the relationship between the teacher and children as well as the teaching quality in kindergarten groups. In this regard, the Classroom Assessment Scoring System (CLASS) seems to be the one of the most relevant for the educational environment quality evaluation. The CLASS methodology (which includes emotional support, classroom organization, and instrumental support) is based on the cultural-historical approach, which shows the interaction between students and adults as the main mechanism for child’s development. The aim of this study is to investigate the relationships between different aspects of the classroom organization quality in kindergarten groups and executive functions components (such as cognitive flexibility, inhibitory control, and working memory) in 5–6-year-old children. The quality of classroom interaction was measured by the CLASS. The study used the Dimensional Change Card Sort (DCCS) method to assess cognitive flexibility and the NEPSY-II subtests “Inhibition” to assess inhibitory control and “Memory for Designs” and “Sentences Repetition” to assess visuo-spatial and verbal working memory, respectively. The study was approved by the Ethics Committee of the Faculty of Psychology at Lomonosov Moscow State University. The study involved 26 kindergarten groups in Moscow. While conducting the research, extreme groups were identified (5 with low quality and 10 with high-quality levels of classroom interaction). Then, three kindergarten groups with low level (65 children) and three groups with high level (68 children) of interaction within classroom were selected and compared. The results revealed that children from groups with low level of classroom interaction have higher results in cognitive flexibility tasks when compared with children from groups with high level of interaction. Also, children from groups with high-quality classroom interaction demonstrated higher results in visuo-spatial working memory tasks and inhibitory control tasks as contrasted with children from low-quality groups. These findings attest to the importance of classroom interaction quality for the executive functions development in the preschool age.

scholarly journals The Effect of Transcranial Random Noise Stimulation on Cognitive Training Outcome in Healthy Aging

2021 ◽  
Vol 12 ◽  
Author(s):  
Michela Brambilla ◽  
Lars Dinkelbach ◽  
Annelien Bigler ◽  
Joseph Williams ◽  
Nahid Zokaei ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Training ◽  
Inhibitory Control ◽  
Cognitive Functions ◽  
Random Noise ◽  
Logical Reasoning ◽  
Performance Change ◽  
Transcranial Random Noise Stimulation

Background and Objective: Aging is associated with a decline in attentional and executive abilities, which are linked to physiological, structural, and functional brain changes. A variety of novel non-invasive brain stimulation methods have been probed in terms of their neuroenhancement efficacy in the last decade; one that holds significant promise is transcranial random noise stimulation (tRNS) that delivers an alternate current at random amplitude and frequency. The aim of this study was to investigate whether repeated sessions of tRNS applied as an add-on to cognitive training (CT) may induce long-term near and far transfer cognitive improvements.Methods: In this sham-controlled, randomized, double-blinded study forty-two older adults (age range 60–86 years) were randomly assigned to one of three intervention groups that received 20 min of 0.705 mA tRNS (N = 14), 1 mA tRNS (N = 14), or sham tRNS (N = 19) combined with 30 min of CT of executive functions (cognitive flexibility, inhibitory control, working memory). tRNS was applied bilaterally over the dorsolateral prefrontal cortices for five sessions. The primary outcome (non-verbal logical reasoning) and other cognitive functions (attention, memory, executive functions) were assessed before and after the intervention and at a 1-month follow-up.Results: Non-verbal logical reasoning, inhibitory control and reaction time improved significantly over time, but stimulation did not differentially affect this improvement. These changes occurred during CT, while no further improvement was observed during follow-up. Performance change in logical reasoning was significantly correlated with age in the group receiving 1 mA tRNS, indicating that older participants profited more from tRNS than younger participants. Performance change in non-verbal working memory was significantly correlated with age in the group receiving sham tRNS, indicating that in contrast to active tRNS, older participants in the sham group declined more than younger participants.Interpretation: CT induced cognitive improvements in all treatment groups, but tRNS did not modulate most of these cognitive improvements. However, the effect of tRNS depended on age in some cognitive functions. We discuss possible explanations leading to this result that can help to improve the design of future neuroenhancement studies in older populations.

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