scholarly journals Executive Function and Metacognition: Relations and Measure on High Intellectual Ability in Typical Schoolchildren

2021 ◽  
Vol 13 (23) ◽  
pp. 13083
Author(s):  
Lourdes Viana-Sáenz ◽  
Sylvia Sastre-Riba ◽  
Mª Luz Urraca-Martínez
Keyword(s):  
Working Memory ◽  
Executive Functioning ◽  
Verbal Working Memory ◽  
Educational Interventions ◽  
Intellectual Ability ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Metacognitive Regulation ◽  
The Relationship

The current understanding of high intellectual ability (HIA) involves considering the multidimensional nature of the skills that comprise it. In addition, conceptual advances related to how individuals manage the high intellectual resources available to them may help explain the possible gap between performance and high levels of competence. Understanding the role of executive functioning and metacognition in relation to the management of these resources is essential. Nonetheless, to date, the trajectory of their study is diverse, and empirical and measured evidence in this regard is limited. Thus, the objective of this work was to understand the relationship between executive functions and metacognition (and its components), as well as the measurement of these factors and their reliability. The study sample comprised schoolchildren (n = 43) with an HIA and a control group (n = 46) of schoolchildren with typical intelligence levels. Network analysis revealed differential intergroup connections between the executive functioning components as well as between those of metacognition and for each construct. The greatest relational weight was for metacognition components, with the most robust relationship being found in the group with HIA with metacognitive regulation, flexibility, and verbal working memory versus metacognitive awareness and inhibition in the typical group. Measurement derivations and their application in educational interventions to optimise the expression of high potential are also discussed.

The Impact of Working Memory Training on Cognitive Abilities in Older Adults: The Role of Cognitive Reserve

2020 ◽  
Vol 13 (1) ◽  
pp. 52-61
Author(s):  
Sara Mičič ◽  
Marina Horvat ◽  
Karin Bakracevic
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Executive Functioning ◽  
Cognitive Abilities ◽  
Cognitive Reserve ◽  
Control Group ◽  
Visual Spatial ◽  
The Impact ◽  
Experimental Group

Objectives: The aims of this study were to determine whether Working Memory (WM) training improves the cognitive functioning of older adults and to determine the role of cognitive reserve in WM training. Method: Twenty-one older adults, aged between 65 and 91 years were included in the study. Ten of them were in the experimental group and 11 in the passive control group. The experimental group underwent 15 training sessions of n-back training over a period of five weeks, whereas the control group remained passive. All participants (from the experimental and control group) were tested before the training, one week after the training, and three months after the training with Rey– Osterrieth/Taylor Complex Figure test (ROCF), Digit span, and TMT (part A and part B). Results and Conclusion: Results of our study suggest that although the experimental group slightly improved their performance on the trained task, the progress was not statistically significant. There was also no statistically significant transfer of training effects onto tasks of visual-spatial and verbal memory, as well as those related to executive functioning. However, the study did identify a statistically significant correlation between cognitive reserve and certain tests performed at the final testing: tasks measuring executive functioning and spatial ability. Results also revealed that the group that showed improvement in the training task was significantly better in the ROCF test in comparison with the group that had not improved their performance on the N-back task. Thus, visual-spatial abilities (visual perception, construction, and memory) were more connected with success in WM training, than other measured cognitive abilities (e.g. verbal and numerical memory).

scholarly journals Benefits of being bilingual? The relationship between pupils’ perceptions of teachers’ appreciation of their home language and executive functioning

2016 ◽  
Vol 20 (6) ◽  
pp. 700-713 ◽  
Author(s):  
Claire Goriot ◽  
Eddie Denessen ◽  
Joep Bakker ◽  
Mienke Droop
Keyword(s):  
Working Memory ◽  
Executive Functioning ◽  
Culturally Responsive ◽  
Verbal Working Memory ◽  
Home Language ◽  
Responsive Teaching ◽  
Primary School Pupils ◽  
Computer Tasks ◽  
The Relationship ◽  
Perceptions Of Teachers

Aims: We aimed to investigate whether bilingual pupil’s perceptions of teachers’ appreciation of their home language were of influence on bilingual cognitive advantages. Design: We examined whether Dutch bilingual primary school pupils who speak either German or Turkish at home differed in perceptions of their teacher’s appreciation of their HL, and whether these differences could explain differences between the two groups in executive functioning. Data and analysis: Executive functioning was measured through computer tasks, and perceived home language appreciation through orally administered questionnaires. The relationship between the two was assessed with regression analyses. Findings: German-Dutch pupils perceived there to be more appreciation of their home language from their teacher than Turkish-Dutch pupils. This difference did partly explain differences in executive functioning. Besides, we replicated bilingual advantages in nonverbal working memory and switching, but not in verbal working memory or inhibition. Originality and significance: This study demonstrates that bilingual advantages cannot be dissociated from the influence of the sociolinguistic context of the classroom. Thereby, it stresses the importance of culturally responsive teaching.

The relationship between listening comprehension of text and sentences in preschoolers: Specific or mediated by lower and higher level components?

2011 ◽  
Vol 34 (2) ◽  
pp. 395-415 ◽  
Author(s):  
ELENA FLORIT ◽  
MAJA ROCH ◽  
M. CHIARA LEVORATO
Keyword(s):  
Working Memory ◽  
Text Comprehension ◽  
Listening Comprehension ◽  
Sentence Comprehension ◽  
Verbal Working Memory ◽  
Word Knowledge ◽  
Not Given ◽  
Linguistic Context ◽  
The Relationship

ABSTRACTTwo studies explored the relation between listening comprehension of text and listening comprehension of sentences in preschoolers aged 4 to 5 years, 11 months. The first study analyzed this relationship taking into account the role of lower level components, namely, word knowledge and verbal working memory, as possible mediators. These components specifically accounted for listening text comprehension, whereas sentence comprehension did not. Given that sentences forming a text are not processed in isolation but in context, the second study explored the role of the ability to use linguistic context, a higher level component, in listening comprehension of text and sentences. Listening sentence comprehension was facilitated by the use of context, which accounted for individual differences in listening text comprehension. Overall, results showed that listening text comprehension is related to lower level as well as higher level components, whereas listening sentence comprehension does not play a specific role.

Development of a Program based on Goal Management Training for Adolescents with Executive Dysfunctions Complaints

2021 ◽  
Vol 24 ◽  
Author(s):  
Liana Garcia Nunes ◽  
Alessandra Gotuzo Seabra
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Execution Time ◽  
Management Training ◽  
Intellectual Ability ◽  
Control Group ◽  
Goal Management ◽  
Executive Dysfunctions ◽  
Goal Management Training

Abstract This study aimed to develop a program based on Goal Management Training (GMT) and to investigate its effectiveness on executive functions, through formal instruments and an ecological task. Participants were 25 adolescents with complaints of executive dysfunctions. They underwent neuropsychological assessment of working memory, inhibitory control, cognitive flexibility, planning, and intellectual ability. Participants also took part in a cooking activity and were evaluated for errors per action, of omission, activity performance time, recipe consultation. After, they were randomly allocated to an active control group (CG), which underwent psychoeducation sessions, and an experimental group (EG), stimulated through GMT in eight sessions. Then participants underwent another assessment and follow-up after 4 weeks. In post-intervention analyses, results showed an improvement in executive functions in EG, in the working memory measurement and time of the ecological activity (g = 1.78 and .93, respectively), IQ (g = −1.01), reasoning (g = −.89), flexibility (g = −1.21), and inhibition (g = −3.11). In follow-up evaluation, large-size effects were observed on flexibility (g = −2.95), inhibition (g = −5.78) and execution time of the ecological activity (g = .98). Significant interactions between assessment Time x Group revealed EG gains in IQ, scores in reasoning and flexibility. EG also had longer execution time in flexibility and inhibition tests. That is, EG had greater scores and probably was less impulsive in these tests. Furthermore, EG decreased the number of verifications and the time in the ecological task, that is, had a more efficient performance. Results suggest the intervention can be as instrument to promote executive function.

scholarly journals Successful Learning with Hypermedia: The Role of Epistemological Beliefs and Metacognitive Awareness

2003 ◽  
Vol 28 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Lisa D. Bendixen ◽  
Kendall Hartley
Keyword(s):  
Preservice Teachers ◽  
Epistemological Beliefs ◽  
Metacognitive Awareness ◽  
Hierarchical Regression ◽  
Hypermedia Learning ◽  
Posttest Performance ◽  
Cognitive Awareness ◽  
And Control ◽  
The Relationship

This study examined the relationship between epistemological beliefs, meta-cognition, and student achievement in a hypermedia learning environment. Epistemological beliefs refer to beliefs about the nature of knowledge and knowing (see review by Hofer & Pintrich, 1997) and metacognition refers to the ability to reflect upon, understand, and control one's learning (Schraw & Dennison, 1994). We predicted that the epistemological beliefs and meta-cognitive awareness of 116 preservice teachers would be significantly related to achievement in a hypermedia tutorial. Achievement was measured by a posttest based on the tutorial content. Results from a forced-order, hierarchical regression analysis indicated that reading comprehension, GPA, and three of the five epistemological beliefs (i.e., fixed ability, omniscient authority, and quick learning) significantly predicted posttest performance. Belief in omniscient authority and fixed ability being related to lower achievement supports previous research. Contrary to our expectations, a belief in quick learning was positively correlated with achievement. Educational and instructional design implications are discussed.

scholarly journals The Effects of Aerobic Versus Cognitively Demanding Exercise Interventions on Executive Functioning in School-Aged Children: A Cluster-Randomized Controlled Trial

2020 ◽  
pp. 1-13
Author(s):  
Anna Meijer ◽  
Marsh Königs ◽  
Irene M.J. van der Fels ◽  
Chris Visscher ◽  
Roel J. Bosker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Executive Functioning ◽  
Exercise Intervention ◽  
Controlled Trial ◽  
Vigorous Physical Activity ◽  
Verbal Working Memory ◽  
Control Group ◽  
Exercise Interventions ◽  
Randomized Controlled

The authors performed a clustered randomized controlled trial to investigate the effects of an aerobic and a cognitively demanding exercise intervention on executive functions in primary-school-age children compared with the regular physical education program (N = 856). They hypothesized that both exercise interventions would facilitate executive functioning, with stronger effects for the cognitively demanding exercise group. The interventions were provided four times per week for 14 weeks. Linear mixed models were conducted on posttest neurocognitive function measures with baseline level as covariate. No differences were found between the exercise interventions and the control group for any of the measures. Independently of group, dose of moderate to vigorous physical activity was positively related to verbal working memory and attention abilities. This study showed that physical exercise interventions did not enhance executive functioning in children. Exposure to moderate to vigorous physical activity is a crucial aspect of the relationship between physical activity and executive functioning.

scholarly journals Benefits of a Mindfulness-Based Intervention upon School Entry: A Pilot Study

2021 ◽  
Vol 18 (23) ◽  
pp. 12630
Author(s):  
Adam Koncz ◽  
Ferenc Köteles ◽  
Zsolt Demetrovics ◽  
Zsofia K. Takacs
Keyword(s):  
Working Memory ◽  
Academic Performance ◽  
Pilot Study ◽  
Executive Functioning ◽  
Short Story ◽  
First Graders ◽  
School Entry ◽  
Control Group ◽  
Mindfulness Intervention ◽  
Cortisol Levels

Background: mindfulness meditation is effective at fostering the executive functioning of children, i.e., the skills that play important roles in academic performance and social–emotional wellbeing. One possible mechanism for such an effect might be that meditation practices can decrease stress, especially if someone is at a risk for elevated cortisol levels, for instance, due to a stressful life event, such as starting school. Participants and methods: the present pilot study tested the effects of a six-session mindfulness intervention applied right after school entry compared to a passive control group. In total 61 first graders participated (Mage = 84.95 months, SD = 5.21) in this study from four classes of a primary school in Budapest. Repeated-measures ANOVA were performed to explore the effects on executive functioning skills and cortisol levels. Results: no effect was found on morning salivary cortisol levels, but the working memory capacities of girls significantly improved as a result of the intervention. Conclusions: a relatively short, story-based mindfulness intervention can improve the working memory capacities of first-graders; thus, it could potentially contribute to the academic performance and adaptation of children in schools.

scholarly journals Mental Lexicon, Working Memory and L2 (English) Vocabulary in Polish Students with and without Dyslexia

2015 ◽  
Vol 5 (1) ◽  
pp. 71-89
Author(s):  
Marta Łockiewicz ◽  
Martyna Jaskulska
Keyword(s):  
Working Memory ◽  
Word Reading ◽  
Learning Experience ◽  
Mental Lexicon ◽  
Verbal Working Memory ◽  
Educational Programme ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Word Knowledge ◽  
L2 Vocabulary

The aim of our study was to examine the relationship between access to the mental lexicon, working memory and knowledge of English (L2) vocabulary. Analyses were undertaken amongst monolingual speakers of Polish (26 with dyslexia, 24 without) who studied English as a second language as part of their compulsory educational programme at school.We assumed that students with dyslexia would manifest deficits in access to the mental lexicon and verbal working memory, and would have a limited L2 vocabulary. We also assumed that better access to the mental lexicon facilitates knowledge of English (L2) vocabulary, and that this relationship is present in both the criterion and the control group. All of the students participated in both parts of the assessment, the group part (i.e., questionnaire, IQ test, two vocabulary tasks) and the individual part (i.e., psychological measures: verbal working memory, RAN, verbal fluency, and single word reading in L1 task). We found that students with dyslexia exhibited deficits in the speed of access to data from the mental lexicon. The predictive function of memory for vocabulary was more conspicuous in the control group; in the criterion group, the result might constitute a risk factor for L2 vocabulary acquisition in dyslexia, which may manifest with increased proficiency in word knowledge. Poor vocabulary knowledge renders the L2 learning experience difficult, as it impairs students’ reading comprehension, writing and conversational skills.

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