Cognitive predictors of vaccine hesitancy and COVID-19 mitigation behaviors in a population representative sample

With the continued threat of COVID-19, predictors of vaccination hesitancy and mitigation behaviors are critical to identify. Prior studies have found that cognitive factors are associated with some COVID-19 mitigation behaviors, but few studies employ representative samples and to our knowledge no prior studies have examined cognitive predictors of vaccine hesitancy. The purpose of the present study, conducted among a large national sample of Canadian adults, was to examine associations between cognitive variables (executive function, delay discounting, and temporal orientation) and COVID-19 mitigation behaviors (vaccination, mask wearing, social distancing, and hand hygiene). Findings revealed that individuals with few executive function deficits, limited delay discounting and who adopted a generally future-orientation mindset were more likely to be double-vaccinated and to report performing COVID-19 mitigation behaviors with high consistency. The most reliable findings were for delay discounting and future orientation, with executive function deficits predicting mask wearing and hand hygiene behaviors but not distancing and vaccination. These findings identify candidate mediators and moderators for health communication messages targeting COVID-19 mitigation behaviors and vaccine hesitancy.

An impairment in brain function

ADHD is usually due to a depletion of certain chemical messengers in the front part of the brain. The major cause of this depletion relates to a number of defective genes. ADHD shares some of its causative genes with certain other conditions, so having ADHD makes also having these other conditions more likely. To help many children with learning and behavioural difficulties, we need to treat an impairment in their brain function. This chapter discusses impairment in brain function as a cause of ADHD, including executive function deficits, frontal lobe underactivity, neurotransmitter depletion, gene defects, and non-genetic factors. It also describes the mechanism of comorbidity.

Executive Function Deficits Among ADHD Students in Classroom Learning

Attention deficit hyperactivity disorder (ADHD) is one of the widely prevalent externalizing disorders from the category of neurodevelopmental disorders. With the constant rise in the diagnosis of a number of cases presenting ADHD or ADHD-like symptoms, the need to understand issues as experienced by the student requires the right interventions for effective management. The core challenges in the area of academics and overall presentation lie with the executive function deficits that the child has. Hence, addressing those and working on skills like attention, working memory, response inhibition, goal setting, planning, problem solving, and organization has to be considered as part of the management plan. The current chapter explores evidence-based issues and strategies to be targeted in the classroom set up for students with ADHD. It also highlights some classroom-specific strategies, which can be focused by the teachers and remedial therapists.