Consciousness Quotient As a Predictor of Executive Functioning

2021 ◽  
pp. 212-224
Author(s):  
Sadhna Sharma ◽  
Sona Ahuja
Keyword(s):  
Executive Functioning ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Conscious Experience ◽  
Empirical Studies ◽  
Self Regulation ◽  
Functional Aspect ◽  
Future Prospects ◽  
Educational Implications ◽  
The Relationship

The present paper is an empirical account of the relationship between conscious experience and executive functioning. Over the years, there has been a long debate but no common consensus on the functional aspect of consciousness has been arrived at. This may be due to lack of empirical studies in this direction. The present descriptive study on 200 adolescents examines the relationship between two executive functions (self-regulation and cognitive flexibility) and conscious experience, which were explored with the Consciousness Quotient inventory (CQI). The findings reveal a significant positive correlation between the consciousness quotient and the two executive functions. Through regression analysis, it has been shown that consciousness quotient is a predictor of both self-regulation and cognitive flexibility. Future prospects and educational implications in light of the results have been discussed.

scholarly journals Severity of Anxiety During COVID-19 Outbreak and Its Relationship with self-related skills of Executive Functions in Children

2020 ◽  
Author(s):  
sakineh soltani ◽  
maryam bordbar ◽  
Somayeh Zarenejhad ◽  
Seyedeh Manizheh arabi
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Executive Functions ◽  
Self Regulation ◽  
Disease Outbreak ◽  
Self Organization ◽  
Self Management ◽  
Healthy Children ◽  
Situational Anxiety ◽  
The Relationship

Abstract Background: Some children experience a greater deal of anxiety during the outbreak of COVID-19. Behavioral dimensions of executive function appear to be linked to situational anxiety experience. Therefore, the primary aim of the present study is to investigate the relationship between self-related skills of executive functions before the outbreak of COVID-19 and the level of physical and mental anxiety in children during this pandemic. Also, the secondary goal of this study is to predict the level of anxiety based on self-related skills of executive functions. Methods: Information were obtained from Barkley Deficits in Executive Functioning Scale (BDEFS), which was collected from 300 healthy children over two months before the COVID-19 outbreak. The children anxiety was measured based on parent’s reposes to an online anxiety scale when the disease outbreak. Results: The results showed that the total score of self-related skills of executive functions was negatively and significantly related to the anxiety level (r =- .53). In general, the results also demonstrated that self-related skills of executive functions can predict 28% of anxiety. The subscales of self-management (p<0.015, t= 5.56), self-regulation (p<0.011, t= 6.37), self-restraint (p<0.035, t = 4.29) and emotional self-organization (p <0.042, p=0.222) predicted coronavirus anxiety, except self-motivation (p<0.05, p = 0.894). Conclusions: Given that most subscales of executive function predict anxiety tied to critical situations such as the prevalence of coronavirus, it seems that greater attentions should be allocated to the fostering and development of children's executive functions by teaching such skills via playing.

scholarly journals INTERCONNECTION OF METACOGNITION AND EXECUTIVE FUNCTIONS IN CHILDHOOD: CULTURAL-HISTORICAL CONTEXT

2021 ◽  
pp. 79-113
Author(s):  
A.N. Veraksa ◽  
N.E. Veraksa
Keyword(s):  
Academic Success ◽  
Executive Functions ◽  
Emotional Regulation ◽  
Behavioral Control ◽  
Self Regulation ◽  
Historical Context ◽  
Social Aspect ◽  
The Social ◽  
The Relationship

The review is devoted to the relationship between executive functions and metacognition in the context of a cultural-historical perspective. On the basis of the research carried out over the past 15 years, the commonality and differences of these constructs are shown. Special attention is paid to the development of executive functions and metacognition, their connection with the academic success of children, the role of the social aspect in their formation. The importance of an adult in the directed formation of metacognition and self-regulation is shown, which confirms the provisions of the cultural-historical theory. Within the framework of the cultural-historical paradigm, several mechanisms for the development of executive functions are considered: imitation based on understanding; sign mediation; as well as communication in a social developmental situation. L.S. Vygotsky noted that higher mental functions arise on the basis of real interactions of people, are interiorized, turning into psychological functions. The review showed that one of the most common models of the structure of executive functions is a model that includes such components as “working memory”, “inhibitory control” and “cognitive flexibility”. Based on the analysis, it is possible to assert the influence of J. Piaget’s concept on the development of executive functions. A certain difficulty is caused by the explanation of emotional regulation in the context of metacognitive problems. At the same time, L.S. Vygotsky spoke about the unity of affect and intellect, which suggests the existence behavioral control and, in particular, of emotional processes at the level of metacognitive processes.

scholarly journals School performance at the end of elementary school: Contributions of intelligence, language, and executive functions

2017 ◽  
Vol 34 (2) ◽  
pp. 315-326 ◽  
Author(s):  
Natália Martins DIAS ◽  
Alessandra Gotuzo SEABRA
Keyword(s):  
Elementary School ◽  
Executive Functions ◽  
School Performance ◽  
Cognitive Flexibility ◽  
Explanatory Models ◽  
Intervention Programs ◽  
School Year ◽  
Several Variables ◽  
The Relationship ◽  
5Th Grade

Abstract There are several variables that are associated with and that can influence school performance. The present study investigated the following: 1) the relationship between school performance and intelligence, language, and executive functions; 2) explanatory models for school performance. A total of 87 students in 5th grade of elementary school, attending a public school in São Paulo State, Brazil (mean age = 9.72, standard deviation = 0.58), participated in this study. The participants were evaluated in terms of intelligence, language (phonological awareness and vocabulary), and executive functions (attention, cognitive flexibility, and working memory). Bimonthly grades were collected at the end of the school year. Results revealed significant correlations between school performance and all measures, except for attention. Students’ performance on the cognitive tests explained up to 66% of their grades. Intelligence, language, and executive functions are associated with school performance, but language and executive functions, especially cognitive flexibility, can be considered as stronger predictors of performance in 5th grade. These findings can assist in the design and implementation of intervention programs to promote these skills.

scholarly journals Developmental Differences in the Relationships Between Sensorimotor and Executive Functions

2021 ◽  
Vol 15 ◽  
Author(s):  
Chloe Gordon-Murer ◽  
Tino Stöckel ◽  
Michael Sera ◽  
Charmayne M. L. Hughes
Keyword(s):  
Young Adults ◽  
Regression Analysis ◽  
Executive Function ◽  
Executive Functioning ◽  
Executive Functions ◽  
Developmental Differences ◽  
Sensorimotor Function ◽  
Hand Coordination ◽  
The Relationship ◽  
Sensorimotor Performance

BackgroundThere is evidence that sensorimotor and executive functions are inherently intertwined, but that the relationship between these functions differ depending on an individual’s stage in development (e.g., childhood, adolescence, adulthood).ObjectiveIn this study, sensorimotor and executive function performance was examined in a group of children (n = 40; 8–12 years), adolescents (n = 39; 13–17 years), and young adults (n = 83; 18–24 years) to investigate maturation of these functions, and how the relationships between these functions differ between groups.ResultsAdults and adolescents outperformed children on all sensorimotor and executive functions. Adults and adolescents exhibited similar levels of executive functioning, but adults outperformed adolescents on two sensorimotor functioning measures (eye-hand coordination spatial precision and proprioceptive variability). Regression analysis demonstrated that executive functions contribute to children’s sensorimotor performance, but do not contribute to adolescent’s sensorimotor performance.ConclusionThese findings highlight the key role that developmental stage plays in the relationship between sensorimotor and executive functions. Specifically, executive functions appear to contribute to more successful sensorimotor function performance in childhood, but not during adolescence. It is likely that sensorimotor functions begin to develop independently from executive functions during adolescence, and therefore do not contribute to successful sensorimotor performance. The change in the relationship between sensorimotor and executive functions is important to take into consideration when developing sensorimotor and executive function interventions.

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.

Self-Regulation Mindsets: Relationship to Coping, Executive Functioning, and ADHD

2020 ◽  
Vol 39 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Jeni L. Burnette ◽  
Alexandra D. Babij ◽  
Lauren E. Oddo ◽  
Laura E. Knouse
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Negative Affect ◽  
Self Regulation ◽  
Growth Mindset ◽  
Avoidant Coping ◽  
Adhd Diagnosis ◽  
Diagnostic Status ◽  
The Stability ◽  
The Relationship

Introduction: We examined if mindsets about the stability (fixed mindset) or malleability (growth mindset) of self-regulation predicted coping with setbacks. We also investigated relations with Executive Function (EF) deficits and ADHD status. Methods: In two correlational studies (Study 1, N = 204; Study 2, N = 184, ADHD, n = 34, Non-ADHD, n = 150), participants reported on their mindsets, self-regulatory abilities, and responded to assessments related to a setback about which they wrote. Results: Across both studies, growth mindsets predicted less negative affect, greater efficacy, and less avoidant coping. The relationship between mindsets and these responses did not depend on EF deficits (Study 1 and Study 2) nor ADHD diagnostic status (Study 2), but participants with greater EF deficits and an ADHD diagnosis reported weaker growth mindsets of self-regulation. Discussion: Findings support the evaluation and development of growth mindset interventions to help individuals with disorders of self-regulation to cope more effectively.

Executive Functions and Academic Outcomes of Low Birthweight Infants: A Prospective Longitudinal U.S. Cohort

2019 ◽  
Author(s):  
Sarah E. Miller ◽  
Mark D. DeBoer ◽  
Rebecca J. Scharf
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Executive Functioning ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Academic Outcomes ◽  
Low Birthweight ◽  
Cognitive Outcomes ◽  
Second Grade ◽  
Prospective Longitudinal

Abstract Objective Executive functions such as working memory and cognitive flexibility are key to lifelong learning. Our hypothesis was that children born low birthweight (LBW), defined as weight < 2,500 g, would have lower cognitive outcomes than those born normal weight, and children with poor executive functioning would be at risk for poor academic outcomes. Study Design We evaluated data from 12,656 children followed prospectively in the Early Childhood Longitudinal Study, Kindergarten Class 2010–2011, assessing outcomes from kindergarten, first grade, and second grade. Multivariable linear and logistic regressions were run evaluating the relationship between birthweight and cognitive outcomes, and the odds of infants with poor executive functioning having poor academic outcomes. Results Compared with children with normal birthweight, those born LBW had lower mean z-scores for academic and directly assessed executive functions from kindergarten through second grade. LBW children were at an increased risk of scoring in the bottom 20% of children at all time points: second-grade reading odds ratio (OR) = 1.60 (95% confidence interval [CI:] 1.23–2.09), math OR = 1.49 (95% CI: 1.21–1.84), science OR = 1.41 (95% CI: 1.11–1.81), cognitive flexibility OR = 1.61 (95% CI: 1.27–2.02), and working memory OR = 1.40 (95% CI: 1.10–1.77). Conclusion LBW infants remain at risk of poor cognitive outcomes in second grade. Early difficulties with executive functioning can increase the risk of a child's academic performance years later.

scholarly journals Executive Functions Training and Giftedness (Capacitatión en funciones ejecutivas y superdotación)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 1005-1014
Author(s):  
Eirini Zoi Kontostavlou ◽  
Athanasios Drigas
Keyword(s):  
Executive Functions ◽  
Cognitive Skills ◽  
Training Programs ◽  
Self Regulation ◽  
Brain Training ◽  
Positive Effects ◽  
Brain Functions ◽  
Mental Abilities ◽  
Executive Function Training ◽  
The Relationship

  The purpose of this article is to clarify the relationship between Executive Functions (EF) training and giftedness. In this paper we provide a literature review of condemnatory literature. Executive Functions are a set of cognitive skills considered as necessary for the cognitive control of behavior and they are important for self- regulation and adaptation. The proper functioning of the executive functions is associated with high IQ. Moreover, executive function training can be achieved by brain training programs, that aim to improve basic brain functions. Through education, various tasks are improved. Techniques that improve cognitive skills can benefit individuals with superior mental abilities and can be used as intervention techniques to improve and develop giftedness. The training of executive functions can be achieved through brain training. Brain training is a scientific field that has highly progressed over the last years and has offered extremely interesting results that lead to new developments in the field of giftedness. After analyzing what brain training is, we refer to the executive functions that can improve through brain training. Afterwards, we refer to brain training programs, which have had positive effects on the training of executive functions. Resumen: El propósito de este artículo es aclarar la relaciόn entre la formaciόn de funciones ejecutivas y la superdotación. En este artículo proporcionamos una revisión de la literatura condenatoria. Las funciones ejecutivas son un conjunto de habilidades cognitivas consideradas necesarias para el control cognitivo de la conducta y son importantes para la autorregulación y adaptación. El buen funcionamiento de las funciones ejecutivas está asociado a un alto coeficiente intelectual. Además, el entrenamiento de la función ejecutiva se puede lograr con programas de entrenamiento cerebral, que tienen como objetivo mejorar las funciones cerebrales básicas. A través de la educación, se mejoran varias tareas. Las técnicas que mejoran las habilidades cognitivas pueden beneficiar a las personas con capacidades mentales superiores y pueden utilizarse como técnicas de intervención para mejorar y desarrollar la superdotación. El entrenamiento de las funciones ejecutivas se puede lograr mediante el entrenamiento del cerebro. El Brain Training es un campo científico que ha avanzado mucho en los últimos años y ha ofrecido resultados sumamente interesantes que conducen a nuevos desarrollos en el campo de la superdotación. Tras analizar qué es el entrenamiento cerebral, nos referimos a las funciones ejecutivas que pueden mejorar mediante el entrenamiento cerebral. Posteriormente, nos referimos a los programas de entrenamiento cerebral, que han tenido efectos positivos en el entrenamiento de las funciones ejecutivas.

The significance of conscious self-regulation and labor motivation in adapting to the situation of changing the type of professional activity

2020 ◽  
Author(s):  
T. N. Banshchikova ◽  
◽  
M. L. Sokolovskii
Keyword(s):  
Significant Contribution ◽  
Work Motivation ◽  
Empirical Studies ◽  
Self Regulation ◽  
Professional Activity ◽  
The Subject ◽  
The One ◽  
The Relationship ◽  
Adaptive Abilities

Data on the types of labor motivation, features of conscious selfregulation and adaptive abilities of subjects who are in a situation of changing the type of professional activity are presented. The role of these indicators in adapting to the situation of changing the type of professional activity is revealed. The purpose of the series of empirical studies is to test the model of the relationship between regulatory and motivational predictors of successful adaptation. The hypothesis of the research is the assumption that conscious self-regulation makes a significant contribution to the adaptation of the subject to a change in the type of professional activity and mediates the influence of motivational predictors. We discuss the empirical materials collected on a sample of subjects in a situation of changing the type of professional activity (unemployed, students of professional retraining programs, undergraduates) (N = 137). The analysis of the obtained data showed that the respondents, in the situation of changing the type of professional activity, have a predominant instrumental type of motivation (the validity of the labor price is important) and a predominantly low level of adaptive abilities. Conscious self-regulation is a system-forming factor in the system of predictors of adaptation. On the one hand, it allows you to compensate and overcome some limitations of work motivation, on the other — to act as a mediator of the influence of motivation on the results of adaptation

A Review of Relationship between Self-regulation and Reading Comprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 835
Author(s):  
Sanaz Nejadihassan ◽  
Ali Arabmofrad
Keyword(s):  
Academic Achievement ◽  
Reading Comprehension ◽  
Language Skills ◽  
Empirical Studies ◽  
Self Regulation ◽  
Self Regulated Learning ◽  
The Past ◽  
Effective Role ◽  
The Relationship ◽  
Made In

Over the past three decades, researchers have found that motivational variables have an effective role in language skills and in academic achievement and success (Khajavi & Abbasian, 2013). An attempt was made in the present research to review the relationship between self-regulation as one of the motivational variables and reading comprehension. Moreover, the present paper is organized in the way that some of the significant notions of self-regulation and cyclical phases, and some models of self-regulated learning Pintrich’s model and characteristics of self-regulated learners will be explained. Then, the notion of reading comprehension and different purposes of reading will be defined. Finally, some empirical studies on the relationship between self-regulation and reading comprehension will be elaborated.

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