scholarly journals Relation between Motor and Cognitive Skills in Italian Basketball Players Aged between 7 and 10 Years Old

Sports ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 80 ◽  
Author(s):  
Francesca Policastro ◽  
Agostino Accardo ◽  
Roberto Marcovich ◽  
Giovanna Pelamatti ◽  
Stefania Zoia
Keyword(s):  
Working Memory ◽  
Regression Analysis ◽  
Executive Functions ◽  
Cognitive Skills ◽  
Spatial Working Memory ◽  
Manual Dexterity ◽  
Attention And Memory ◽  
Basketball Players ◽  
Motor Abilities ◽  
Cognitive Involvement

There is evidence supporting a correlation between motor, attention and working memory in children. This present study focuses on children aged between 7 and 10 years, who have been playing basketball in the last two years. The aim of this study is to verify the correlation between cognitive and motor abilities and to understand the importance of this correlation in basketball practice. A total of 75 children who were 7.2–10.99 years old were assessed in terms of their attention, motor manual sequences and visuo-spatial working memory. A regression analysis was provided. In this sample, the motor abilities of children were found to be correlated with attention (denomination task, R2 = 0.07), visuo-spatial working memory (R2 = 0.06) and motor manual sequencing (aiming and catching task, R2 = 0.05; and manual dexterity task, R2 = 0.10). These correlations justify the suggestion to introduce deeper cognitive involvement during basketball training. The development of executive functions could have an important impact on basketball practice and the introduction of attention and memory tasks could help coaches to obtain optimal improvement in performance during the training sessions.

scholarly journals Mathematics Skills and Executive Functions Following Preterm Birth: A Longitudinal Study of 5-to 7- Year Old Children

2019 ◽  
Author(s):  
Julia Anna Adrian ◽  
Frank Haist ◽  
Natacha Akshoomoff
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Processing Speed ◽  
Spatial Working Memory ◽  
Working Memory Capacity ◽  
Full Term ◽  
Healthy Children ◽  
Time Points ◽  
Mathematics Skills ◽  
Increased Risk

Early mathematics skills are an important predictor of later academic, economic and personal success. Children born preterm, about 10% of the US population, have an increased risk of deficits in mathematics. These deficits may be related to lower levels of executive functions and processing speed. We investigated the development of mathematics skills, working memory, inhibitory control and processing speed of healthy children born very preterm (between 25 and 32 weeks gestational age, n=51) and full-term (n=29). Children were tested annually from ages 5 to 7 years. We found persistent lower overall mathematics skills in the preterm group, driven by differences in more informal skills (e.g. counting) at earlier time points, and by differences in more formal skills (e.g. calculation) at later time points. We did not find significant differences between preterm and full-term born children in spatial working memory capacity or processing speed. However, these cognitive measures were significant predictors of mathematics skills in the preterm but not the full-term group, hinting towards the use of different strategies when solving problems.

scholarly journals Mapping the neuroanatomic substrates of cognition in familial attention deficit hyperactivity disorder

2018 ◽  
Vol 49 (4) ◽  
pp. 590-597 ◽  
Author(s):  
Rachel Muster ◽  
Saadia Choudhury ◽  
Wendy Sharp ◽  
Steven Kasparek ◽  
Gustavo Sudre ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Information Processing ◽  
Attention Deficit ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Spatial Working Memory ◽  
Medication History ◽  
Hyperactivity Disorder ◽  
Psychostimulant Medication

AbstractBackgroundWhile the neuroanatomic substrates of symptoms of attention deficit hyperactivity disorder (ADHD) have been investigated, less is known about the neuroanatomic correlates of cognitive abilities pertinent to the disorder, particularly in adults. Here we define the neuroanatomic correlates of key cognitive abilities and determine if there are associations with histories of psychostimulant medication.MethodsWe acquired neuroanatomic magnetic resonance imaging data from 264 members of 60 families (mean age 29.5; s.d. 18.4, 116 with ADHD). Using linear mixed model regression, we tested for associations between cognitive abilities (working memory, information processing, intelligence, and attention), symptoms and both cortical and subcortical volumes.ResultsSymptom severity was associated with spatial working memory (t = −3.77, p = 0.0002), processing speed (t = −2.95, p = 0.004) and a measure of impulsive responding (t = 2.19, p = 0.03); these associations did not vary with age (all p > 0.1). Neuroanatomic associations of cognition varied by task but centered on prefrontal, lateral parietal and temporal cortical regions, the thalamus and putamen. The neuroanatomic correlates of ADHD symptoms overlapped significantly with those of working memory (Dice's overlap coefficient: spatial, p = 0.003; verbal, p = 0.001) and information processing (p = 0.02). Psychostimulant medication history was associated with neither cognitive skills nor with a brain–cognition relationships.ConclusionsDiagnostic differences in the cognitive profile of ADHD does not vary significantly with age; nor were cognitive differences associated with psychostimulant medication history. The neuroanatomic substrates of working memory and information overlapped with those for symptoms within these extended families, consistent with a pathophysiological role for these cognitive skills in familial ADHD.

Executive functions in youths with autism spectrum disorder and their unaffected siblings

2020 ◽  
pp. 1-10 ◽  
Author(s):  
Guan-Jye Seng ◽  
Wan-Ling Tseng ◽  
Yen-Nan Chiu ◽  
Wen-Che Tsai ◽  
Yu-Yu Wu ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Working Memory ◽  
Executive Function ◽  
Executive Functions ◽  
Spatial Working Memory ◽  
Digit Span ◽  
Verbal Working Memory ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Planning Problem

Abstract Background Executive dysfunction is one of the main cognitive theories of autism spectrum disorder (ASD). Despite evidence of deficits in executive functions in individuals with ASD, little is known about executive dysfunctions as candidate cognitive endophenotypes for ASD. In this study, we investigated executive functions in youths with ASD, their unaffected siblings and typically developing controls (TDC). Methods We recruited 240 youths with a clinical diagnosis of ASD (aged 6–18 years), 147 unaffected siblings of ASD youths, and 240 TDC youths. TDC youths were recruited based on the age and sex distribution of the ASD youths. Participants were assessed using the verbal Digit Span test and four executive function tasks from the Cambridge Neuropsychological Test Automated Battery, including Intra-dimensional/Extra-dimensional Shift (I/ED), Spatial Span (SSP), Spatial Working Memory (SWM), and Stocking of Cambridge (SoC). Results ASD youths, relative to TDC, performed significantly worse in executive function tasks assessing verbal working memory (forward and backward digit span), set-shifting (I/ED), visuospatial working memory (SSP, SWM), and planning/problem solving (SoC). Furthermore, unaffected siblings, relative to TDC, performed worse in forward and backward digit recalls and made more errors in SWM. These results were independent of the effects of age, sex, IQ, and symptoms of attention-deficit/hyperactivity disorder. Conclusions Our findings support impaired executive functions in youths with ASD. However, unaffected siblings were mostly unimpaired except in the areas of verbal and spatial working memory, which may be potential cognitive endophenotypes for ASD.

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

2019 ◽  
Vol 72 (3) ◽  
pp. 85-100 ◽  
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.

scholarly journals A head-to-head randomized clinical trial of methylphenidate and atomoxetine treatment for executive function in adults with attention-deficit hyperactivity disorder

2013 ◽  
Vol 16 (9) ◽  
pp. 1959-1973 ◽  
Author(s):  
Hsing-Chang Ni ◽  
Chi-Yung Shang ◽  
Susan Shur-Fen Gau ◽  
Yu-Ju Lin ◽  
Hui-Chun Huang ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Executive Functions ◽  
Randomized Clinical Trial ◽  
Attention Deficit ◽  
Spatial Planning ◽  
Spatial Working Memory ◽  
Psychiatric Interview ◽  
Hyperactivity Disorder

Abstract Results regarding the effects of methylphenidate and atomoxetine on executive functions were inconsistent and no study has directly compared the efficacy of these two medications in improving executive functions in adults with attention-deficit hyperactivity disorder (ADHD). We conducted an 8–10 wk, open-label, head-to-head, randomized clinical trial involving adults with a clinical diagnosis of ADHD confirmed by psychiatric interview. The two treatment arms were immediate-release methylphenidate (IR-methylphenidate) (n = 31) and atomoxetine once daily (n = 32). Executive functions were assessed by the Cambridge Neuropsychological Test Automated Battery (CANTAB), including spatial working memory, spatial span, intra-extra dimensional set shifts, rapid visual information processing and Stockings of Cambridge (SOC). In addition to the symptom assessments at baseline (week 0), visit 2 (week 4–5) and visit 3 (week 8–10), they received CANTAB assessments at baseline and visit 3 (60.4 ± 6.3 d). Compared to baseline, adults treated with atomoxetine showed significant improvement in spatial working memory, spatial short-term memory, sustained attention and spatial planning at visit 3; adults treated with IR-methylphenidate showed significant improvement in spatial working memory at visit 3. Comparing the magnitude of improvement in executive functions between these two medications, the effect was generally similar for the two groups, although atomoxetine might have significantly greater efficacy than IR-methylphenidate in terms of improving spatial planning (SOC). Our results provide evidence to support that both IR-methylphenidate and atomoxetine improved various executive functions in adults with ADHD with greater improvement in atomoxetine than IR-methylphenidate in spatial planning.

Is it a Small World After All? Investigating the Theoretical Structure of Working Memory Cross-Nationally

2017 ◽  
Vol 17 (3-4) ◽  
pp. 331-353 ◽  
Author(s):  
Tracy Packiam Alloway ◽  
Robert Moulder ◽  
John C. Horton ◽  
Aaron Leedy ◽  
Lisa M. D. Archibald ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Skills ◽  
Cultural Context ◽  
Spatial Working Memory ◽  
Factor Model ◽  
Small World ◽  
Verbal Working Memory ◽  
Theoretical Models ◽  
Specific Model ◽  
Computerized Assessment

Abstract To our knowledge, this is one of the first studies to test different theoretical models of working memory in childhood based on a computerized assessment. We tested this across several countries: Argentina, Brazil, Canada, Italy, and uk. The present study addressed the wider macro-cultural context and how this impacts working memory. We used two economic indices (gdp and ppp) to characterize the participating countries and ranked the countries based on the Global Index of Cognitive Skills and Educational Attainment. Children between 5 and 10 years completed the same set of short-term and working memory tests. There were two main findings. First, there was a similar pattern in verbal working memory across countries, which suggests that this skill may be relatively consistent across different cultural groups. In contrast, the pattern for visuo-spatial working memory was different across countries, which may explained by cultural differences and educational rankings of the countries. The second main finding was that both a domain-general model (3-factor) and a domain-specific model (4-factor) provided a reasonably good fit with the data, there was the high relationship between the verbal and visuo-spatial working memory constructs across the countries in the latter model. Thus, it may be a more parsimonious choice to rely on a three-factor model. The data also suggest culture-similar patterns in a computerized assessment of working memory.

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

2020 ◽  
Author(s):  
Matthew H. Kim ◽  
Tracy Bousselot ◽  
Sammy F. Ahmed
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Cognitive Skills ◽  
Science Achievement ◽  
First Grade ◽  
The United States ◽  
Early Schooling ◽  
Nationally Representative ◽  
Bidirectional Associations

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.

scholarly journals Executive functions are impaired in adolescents engaging in non-suicidal self-injury

2010 ◽  
Vol 41 (3) ◽  
pp. 601-610 ◽  
Author(s):  
L. T. Fikke ◽  
A. Melinder ◽  
N. I. Landrø
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Spatial Working Memory ◽  
Neuropsychological Test ◽  
Group Differences ◽  
Control Group ◽  
High Severity ◽  
Self Injury ◽  
Diagnostic Characteristics ◽  
Males And Females

BackgroundThe aim of this study was to investigate three main aspects of executive functions (EFs), i.e. shifting, updating and inhibition, in adolescents engaging in non-suicidal self-injury (NSSI) as compared with healthy controls.MethodEFs were assessed using the Intra/Extradimensional Set Shift, the Spatial Working Memory (SWM) Test and the Stop Signal Test (SST) from the Cambridge Neuropsychological Test Automated Battery (CANTAB), in a high-severity NSSI group (n=33), a low-severity NSSI group (n=29) and a healthy control group (n=35). Diagnostic characteristics were examined using the Kiddie-Sads-Present and Lifetime Version.ResultsThere were group differences on the SWM Test. A trend towards an interaction effect of sex revealed that males in the high-severity NSSI group made significantly more errors than males and females in the control group. Both males and females in the high-severity NSSI group made poor use of an efficient strategy in completing the test. The low-severity NSSI group performed poorly on the SST, making more errors than the control group and showing an impaired ability to inhibit initiated responses, as compared with the high-severity NSSI group. There were group differences in frequencies of current and previous major depressive disorder. However, no effects of these diagnoses were found on any of the EF tests.ConclusionsThis study demonstrates that NSSI subgroups have distinct deficits in EFs. The high-severity NSSI group has working memory deficits, while the low-severity NSSI group has impaired inhibitory control. This supports the emotion regulation hypothesis.

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