Components Of Executive Function Research Articles

Do executive functions and processing speed mediate the relationship between socioeconomic status and educational achievement? Analysis of an observational birth cohort study

BackgroundThere are large and persistent social inequalities in children’s educational attainment, with children from more socioeconomically disadvantaged families consistently having lower attainment. Despite this being widely reported, the mechanisms underlying the association between socioeconomic disadvantage and educational attainment are not well understood. It is important to understand the potential mechanisms by which socioeconomic disadvantage may impede on educational outcomes, as this knowledge could then be used to help target possible interventions to improve educational outcomes for socioeconomically disadvantaged children. Children’s executive functions (including working memory and inhibition) and processing speed abilities may underlie these inequalities, however, the previous literature regarding this is limited. This study examined longitudinal mediating mechanisms between socioeconomic status (SES) and educational achievement, using a socioeconomically deprived and ethnically diverse cohort.MethodsData from the Born in Bradford longitudinal cohort study was analysed using Structural Equation Modelling (n = 4201; 28% White British, 56% Pakistani heritage, 16% Other; 54% Female). SES was measured before birth, executive functions and processing speed were measured in middle childhood (Mage=8.45 years), and educational achievement was obtained through educational records (Mage=10.85 years). All models adjusted for child gender, age, language ability, ethnicity, and mother immigration status.ResultsExecutive functions significantly mediated the association between SES and educational achievement (B = 0.109), whilst processing speed did not. Examination of executive function components revealed that working memory significantly mediated the associated between SES and educational achievement (B = 0.100), whilst inhibition did not. Working memory appeared to account for a large proportion (39%) of the total effect of SES on educational achievement.ConclusionsThese results, and the theoretical mechanisms linking working memory to educational achievement, both indicate the importance of finding ways to support children with working memory difficulties in the classroom. This is an important avenue for future research and may be useful for closing the socioeconomic gap in educational achievement.

Executive function among adults with autism spectrum disorder: An eye-tracking study.

Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by social communication deficits and repetitive behaviors. Eye movement abnormalities are common in ASD, suggesting underlying cognitive impairments such as working memory and response inhibition. However, several investigations suggest deficits in inhibitory control and working memory among individuals with ASD, whereas others indicate performance levels similar to typically developing individuals. The variability observed in executive function (EF) profiles across various tasks and age cohorts underscores the intricate interplay between ASD and cognitive functioning. Therefore, to bridge these gaps and gain a comprehensive understanding of the specific components of EF affected by ASD, this study used eye-tracking technology to analyze cognitive processing. In the working memory task, the clinical group comprised adults with ASD (N = 52), aged between 25 and 47 years (M = 31.65 years, SD = 6.05), while the control group (non-ASD) included individuals (N = 53), aged between 25 and 55 years (M = 33.15 years, SD = 5.92). For the response inhibition task, the clinical group consisted of adults with ASD (N = 50), aged between 25 and 47 years (M = 31.66 years, SD = 6.153), and the control group comprising individuals (N = 56), aged between 25 and 55 years (M = 33.03 years, SD = 5.80). The study revealed that individuals with ASD demonstrate notable impairments and increased errors in EF, encompassing inhibitory control and working memory when compared to non-ASD individuals. Additionally, individuals with ASD exhibited differences in fixation duration, saccade count, and fixation count compared to their non-ASD counterparts, further highlighting the distinct cognitive profile associated with ASD. Analyzing EF in adults with ASD through eye movement patterns provides valuable insights into the underlying cognitive processes and attentional mechanisms at play.

The effect of playing Onigokko on children’s executive function and cardiovascular endurance in the early elementary school grades

This study investigated whether continuously playing Onigokko, a game similar to tag, could enhance children’s cognitive flexibility, a component of executive function, and improve cardiovascular endurance. The intervention group comprised 34 students enrolled in the second-grade A class of H elementary school in Y prefecture. The control group comprised 34 students enrolled in the second-grade B class at the same school. Cognitive flexibility was assessed using the Trail Making Test Task B (TMT-B), while cardiovascular endurance was measured using a 20-meter shuttle run. These measurements were taken for both groups before and after four weeks playing Onigokko with the intervention group. A two-way ANOVA was applied for each measurement item, considering the group (intervention and control groups) and measurement period (pre and post). A significant interaction was found between cognitive flexibility (TMT-B response time) and cardiovascular endurance (20-meter shuttle run count and maximal oxygen consumption [VO2Max]); thereafter, a simple main effect test (Bonferroni method) was conducted. The results revealed that the intervention group’s cognitive flexibility (TMT-B response time) and cardiovascular endurance (20-meter shuttle run count and VO2Max) significantly improved post-intervention compared to the control group. These findings suggest that continuously playing Onigokko can significantly enhance both cognitive flexibility and cardiovascular endurance among early elementary school students.

Development of a digital Creative Figural Design Test (CFDT): An approach to integrating divergent and convergent processes

Traditional design fluency tests assess an individual's fluency in figural thinking. This fluency is considered a component of executive function, but is also an indicator of divergent thinking in creative thinking tests. However, few studies have examined the creative potential in design fluency tests. In addition, traditional tests are typically administered using pen and paper, making scoring relatively cumbersome and time-consuming; and, other indicators of divergent thinking (such as flexibility and originality) can be developed in traditional tests. Therefore, this study aims to develop a digital Creative Figural Design Test (CFDT) and use digital scoring methods to explore the creative processes and potential within design fluency tests. In phase one, the CFDT was developed, establishing norms for design fluency, design flexibility, and design originality based on 428 participants’ responses to 200 correct designs. Design flexibility was classified into nine categories through the feature detection rules. For design originality, participants’ responses to the 200 correct designs were scored based on frequency. In phase two, digital scoring of the CFDT was established, allowing for instant calculation of three indicators and comparison with norms. 143 participants were invited to finish the CFDT and validity tests (including divergent thinking test and remote associates test). Reliability analysis showed an acceptable test-retest reliability for three indicators. Validity analysis indicated that the design fluency was positively correlated with the two creative tests, while design flexibility and design originality were only correlated with divergent thinking. We have developed a new open-source tool that further understands the relationship between executive function and creativity.

The relationships between balanced-bilingual proficiency, executive function, and rational thinking: a dissociative finding

ABSTRACT The cognitive advantages of bilingualism have accumulated significant support in various domains, and executive function is suggested to be one of their operative mechanisms. However, empirical evidence of the relationships among bilingualism, executive function, and rational thinking is still lacking. The present study extends this understanding. With a refined operational definition of bilingualism and by controlling for possible confounding variables, we recruited 114 university participants to perform a balanced bilingual proficiency task; a modified Simon executive function (EF) task (to assess inhibition and updating components of EFs); a syllogism task; a critical thinking test; and measures of intelligence, socioeconomic status (SES), and the openness-to-experience personality trait. The results showed that balanced bilingual proficiency positively and robustly predicted participants’ performance in syllogism and critical thinking tasks after we controlled for other variables. The relationships between EF components and rational thinking showed a dissociative result: Inhibition and updating ability contributed to syllogistic and critical thinking differently. These results shed further light on the educational application needs of bilingual learning and concluded in a discussion of future investigations of the theoretical accounts and mechanisms of bilingual advantages.

Higher eigenvector centrality in grooming network is linked to better inhibitory control task performance but not other cognitive tasks in free-ranging Japanese macaques.

The Social Intelligence Hypothesis predicts that complex social environments promote higher cognitive capacities. This hypothesis is often tested by comparing species or conspecific groups with varying group sizes or social structures. However, individual social environments differ not only among species or groups but also within the same group. We examined the relationship between social centrality and cognitive ability in wild Japanese macaques (Macaca fuscata). We created a grooming network using data from 196 adult macaques and calculated social centrality for each individual. We then tested the macaques with a cognitive test battery to assess their abilities in social, physical, and inhibitory control domains. Our findings revealed that social centrality was uniquely associated with inhibitory control performance, particularly in the behavioral inhibition task, but not with other cognitive domains. This suggests that inhibitory control, a key component of executive functions, plays a pivotal role in the social lives of wild Japanese macaques.

Controlling the narrative: the relationship between narrative ability and executive functioning in children with developmental language disorder.

Children with developmental language disorder (DLD) experience problems in language comprehension and/or production. In particular, storytelling or narrative ability is often impaired, as this type of discourse involves all domains of language. These problems may lead to a lower quality of social interaction and mental health. Moreover, problems in oral narrative ability during early development have a negative effect on later literacy. However, telling a story involves more than language alone. Executive functioning is thought to play an important part in stimulating narrative ability, as linguistic utterances need to be planned in a temporal and causal order, and switching is needed between multiple characters and events in the story. Research has shown that children with DLD experience problems with executive functioning, independent of their language ability. Thus, the difficulties in storytelling may be caused by both impaired language and executive functioning, as both domains follow hierarchical developmental paths during the early childhood years. In this review, we discuss three components of narrative ability (comprehension, production of macrostructure and production of microstructure) and how they may be interconnected to the three core components of executive functioning (working memory, switching and inhibition) and attention. This review shows that updating and monitoring information in working memory plays an important part in all three components of narrative ability, across multiple studies. This result may give direction in the development of narrative assessment and intervention, and urge further research to disentangle the interplay between language and executive control in DLD.

Multilingualism impacts children's executive function and core autism symptoms.

Autism spectrum disorder (ASD) is associated with marked heterogeneity in executive function (EF) abilities. EF components including inhibition and shifting are related to ASD core symptoms such as perspective taking, social communication, and repetitive behavior. Recent research suggests that multilingualism may have a beneficial impact on EF abilities, especially in children with ASD. However, there remains a lack of comprehensive understanding regarding the relationships between multilingualism, EF, and core symptoms in children with ASD. Here, we examined these associations in 7-12-year-old children with and without ASD (N = 116; 53 ASD, Mean age = 9.94 years). Results suggest that multilingual children have stronger parent-reported inhibition, shifting, and perspective-taking skills than monolingual children. Furthermore, we found a significant interaction between diagnosis and multilingual status on inhibition, such that the effects of multilingualism were stronger for children with ASD than typically developing (TD) children. Finally, we found indirect effects of multilingualism on perspective taking, social communication, and repetitive behaviors mediated by EF skills. These results demonstrate the supportive influences multilingual experience might have on bolstering EF and reducing ASD-related symptoms.

Effects of Frontal-Midline Theta Neurofeedback with Different Training Directions on Goal-Directed Attentional Control.

As a significant component of executive function, goal-directed attentional control is crucial for cognitive processing and is closely linked to frontal-midline theta (FMT) rhythms. However, how up-regulation and down-regulation of FMT through neurofeedback training (NFT) impact goal-directed attention control remains unclear, especially for both short-term and long-lasting effects. Therefore, this study employed a single-blind sham-controlled between-subject design to answer this question. Forty-seven healthy adults were randomly assigned to the up-regulation, down-regulation, or sham control groups. Each group underwent one NFT session per day at the Fz electrode site for four consecutive days. All participants completed a visual search task before, immediately after the first, after the final, and one week following the last NFT session. The down-regulation group significantly reduced FMT activity during NFT and in the resting state (p < = 0.038), while the up-regulation group only showed an upward trend during the training phase (r = 0.721, p = 0.002). The behavioral performance showed no significant improvement in any group (p > 0.05). Importantly, the FMT learning efficacy in the up-regulation group revealed a significantly negative correlation with the change in switch cost (r = -0.602, p = 0.046). These findings suggest a close link between the up-regulation efficacy of FMT rhythms and goal-directed attentional control. In educational or clinical settings, it would be desirable to improve goal-directed attention through enhancement of FMT up-regulation efficacy of NFT in future work.

Transcranial low-level laser stimulation in the near-infrared-II region (1064 nm) for brain safety in healthy humans

BackgroundThe use of near-infrared lasers for transcranial photobiomodulation (tPBM) offers a non-invasive method for influencing brain activity and is beneficial for various neurological conditions. However, comprehensive quantitative studies on its safety are lacking. ObjectiveThis study aims to investigate the safety of 1064-nm laser-based tPBM across brain structure, brain function, neural damage, cognitive ability and tolerance. MethodsWe employed a multimodal approach, using magnetic resonance imaging (MRI), electroencephalogram (EEG), biochemical analyses, and cognitive testing to quantitatively assess the potential adverse effects of tPBM on brain structure or function, neurons, glial cells, and executive function (EF). Additionally, a detailed questionnaire was used to evaluate subjective tolerance. ResultsAt the whole-brain structural level, no significant variations in gray matter, white matter, or cerebrospinal fluid volume or density were observed as a result of tPBM. There was no increase in neuron-specific enolase (NSE) or S100β levels suggesting no neuronal damage, but an unexpected significant reduction in NSE was detected which requires further study to assess its implications. EEG, analyzed through power spectra and expert evaluation, revealed no potential disease-inducing effects. A series of cognitive tests demonstrated no impairment in any of the EF components. Furthermore, the questionnaire data revealed minimal discomfort across fatigue, itching, pain, burning, warmth, dizziness, and drowsiness. ConclusionsOur data indicate that 1064 nm laser tPBM does not induce adverse effects on brain structure or function, nor does it impair cognitive abilities. tPBM is safe for specific parameters, highlighting its good tolerability.

Prenatal risk factors for child executive function at 3–5 years of age: the roles of maternal mood, substance use, and socioeconomic adversity in a prospective cohort study

BackgroundA growing body of literature links prenatal mood and substance use to children's cognitive and behavioral development. The relative contribution of these risk factors on children's executive function (EF) in the context of socioeconomic adversities needs further evaluation. To address this gap, we investigated the role of prenatal maternal anxiety and depression on childhood EF, specifically inhibitory control and working memory, within the context of socioeconomic adversities and prenatal substance use. We hypothesized that higher maternal mood symptoms, higher persistent prenatal drinking and smoking, and lower socioeconomic status would be associated with lower EF skills during early childhood.MethodsWe used data from 334 mother–child dyads followed prospectively through pregnancy and the offspring’s childhood. Prenatal maternal depression and anxiety were assessed via standardized questionnaires. Prenatal alcohol and tobacco consumption were assessed via a timeline follow-back interview. The EF touch battery assessed child inhibitory control and working memory at 3–5 years of age (4.76 ± 0.58 years, 171 females). Separate linear regression models were used to estimate the association of prenatal tobacco, alcohol, anxiety, and depression exposure with our two components of child EF, inhibitory control and working memory, while adjusting for gestational age, sex, and age at assessment. The following variables were also included as covariates: maternal educational achievement, employment status, parity, and household crowding index.ResultsChildren of mothers with high trait anxiety scores had reduced inhibitory control compared to children of mothers without trait anxiety or depression (β = -0.12, 95% CI:-0.22,-0.01). Children of mothers in the moderate to high continuous smoking group showed lower inhibitory control (β = − 0.19, 95% CI:-0.38,-0.01) compared to children of mothers in the none smoking group. Additionally, lower maternal education and higher household crowding were each associated with reduced inhibitory control. We found no significant association between prenatal maternal depression, anxiety, or socioeconomic factors with working memory.ConclusionsThese results underscore the need for comprehensive context-specific intervention packages, including mental health support for women to promote healthy inhibitory control development in children.

Exploring Working Memory in Context Sensitivity

ABSTRACT Context sensitivity refers to the ability to identify cues regarding the nature of stressor situations. This skill is a necessary precursor to successful emotion regulation and may involve detecting the presence or absence of stressor cues. Previous research has suggested that context sensitivity relies in part on working memory (WM), one component of cognitive control or executive functioning. We explored this potential relationship in an empirical study (N = 112) that assessed WM via WAIS-IV Digit Span as well as the ability to detect the presence or absence of stressor cues via the Context Sensitivity Index. Results demonstrated that detection of both cue presence and absence were significantly associated with the ability to apply semantic knowledge to information held in WM. Our findings expand upon a potential cognitive mechanism for context sensitivity.

Is monitoring in executive functions related to metacognitive monitoring?

Executive functions (EF) and metacognition (MC) have so far been investigated separately, yet, on the theoretical level, they share commonalities. It remains unclear whether these skills correlate in young children, and more importantly, whether monitoring processes within each may be associated. Here, we tested 6- to 8-year-old children's (N = 312) EF with the Hearts and Flowers task and MC with a paired associates memory task and focused on monitoring as a potential associated process. We examined children's accuracy and reaction time (RT) in the Hearts and Flowers task, as well as their post-error slowing as an indicator of monitoring. We measured children's accuracy and the latency of their confidence judgments for their answers in the paired associates task as an indicator of explicit and implicit metacognitive monitoring, respectively. Results showed that, for both inhibition and shifting components of EF, there was a significant positive correlation between children's RT in the Hearts and Flowers and the latency of memory monitoring judgments. That is, children who were faster in self-evaluations of their memory performance (i.e., metacognitive monitoring) were also faster in executive functioning. Evidence for the relationship between accuracy in the Hearts and Flowers task and memory monitoring was inconclusive. Post-error slowing was not associated with any measure of memory monitoring. Together, these findings suggest that EF and memory monitoring are rather weakly associated in 6- to 8-year-old children although both can be considered as higher-order cognitive processes. Although children show indications of monitoring within both EF and MC, monitoring is unlikely to explain their link.

People with HIV exhibit spectrally distinct patterns of rhythmic cortical activity serving cognitive flexibility

Despite effective antiretroviral therapy, cognitive impairment remains prevalent among people with HIV (PWH) and decrements in executive function are particularly prominent. One component of executive function is cognitive flexibility, which integrates a variety of executive functions to dynamically adapt one's behavior in response to changing contextual demands. Though substantial work has illuminated HIV-related aberrations in brain function, it remains unclear how the neural oscillatory dynamics serving cognitive flexibility are affected by HIV-related alterations in neural functioning. Herein, 149 participants (PWH: 74; seronegative controls: 75) between the ages of 29–76 years completed a perceptual feature matching task that probes cognitive flexibility during high-density magnetoencephalography (MEG). Neural responses were decomposed into the time-frequency domain and significant oscillatory responses in the theta (4–8 Hz), alpha (10–16 Hz), and gamma (74–98 Hz) spectral windows were imaged using a beamforming approach. Whole-brain voxel-wise comparisons were then conducted on these dynamic functional maps to identify HIV-related differences in the neural oscillatory dynamics supporting cognitive flexibility. Our findings indicated group differences in alpha oscillatory activity in the cingulo-opercular cortices, and differences in gamma activity were found in the cerebellum. Across all participants, alpha and gamma activity in these regions were associated with performance on the cognitive flexibility task. Further, PWH who had been treated with antiretroviral therapy for a longer duration and those with higher current CD4 counts had alpha responses that more closely resembled those of seronegative controls, suggesting that optimal clinical management of HIV infection is associated with preserved neural dynamics supporting cognitive flexibility.

Adolescent Executive Function Measurements in Indonesia : Systematic Review and Implications in Educational Settings

This study examines the landscape of executive function (EF) assessments for Indonesian adolescents, focusing on their psychometric properties. The adolescent development phase, marked by cognitive growth, presents opportunities and risks, especially in education settings where well-developed EF is beneficial. This research used a qualitative approach, with a systematic literature review method using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis), analyzing peer-reviewed empirical studies from databases such as SCOPUS and others, focusing on EF measurements for adolescents in Indonesia from 2014 to 2024. Nine studies met the inclusion criteria, highlighting tools like the Behavior Rating Inventory of Executive Function (BRIEF)-Indonesian version, Executive Skills Questionnaire-Revised (ESQ-R), Executive Function Questionnaire (EFQ), and performance-based measures like the Wisconsin Card Sorting Test and Stroop Test. Using content analysis, this study reveals that while the BRIEF is widely used in clinical studies, its applicability in educational settings requires improvement. The findings highlight the importance of adapting EF tools with cultural sensitivity and developing new comprehensive assessments with clear psychometric properties regarding all critical EF components. In recommendations, the study pinpoints a multi-method approach combining inventory-based and performance-based measures to provide a thorough understanding of EF while maintaining practicality for educational settings. The implications for advancing EF research and practice in Indonesia, particularly in education, are discussed, emphasizing the need for reliable, valid, culturally sensitive, and accessible assessment tools.

Direct and Indirect Effects of Inhibition, Working Memory and Cognitive Flexibility on Reading Comprehension of Narrative and Expository Texts: Same or Different Effects?

Reading skills are essential adaptive skills for daily life, enabling individuals to function effectively in society. This study examines the relations between executive functions components - including inhibition, working memory, and cognitive flexibility - and reading comprehension in both narrative and expository texts. A total of 263 fourth grade elementary school students participated in this study, who were evaluated on their reading comprehension skills, as well as on their executive functions and reading variables such as word reading, fluency and vocabulary. The results of this study suggest that inhibition, working memory and cognitive flexibility have direct and indirect effects on reading comprehension of narrative and expository texts. Especially, the direct effect of working memory is highlighted, both for reading comprehension of expository and narrative texts. Additionally, academic vocabulary is an important mediating variable between executive functions, especially inhibition, and reading comprehension in students of this age. These findings underscore the relevance of strengthening executive functions to improve reading comprehension, especially in middle school students.

B - 122 A Preliminary Analysis of the Neuropsychological Evaluation of the UPSA (NEUPSA)

Abstract Objective The UCSD Performance Skills Assessment (UPSA) is a well-established performance instrument created to evaluate functional outcomes. We applied a neuropsychological framework to the UPSA and created the Neuropsychological Evaluation of the UPSA (NEUPSA), assessing the cognitive processes that underlie the functional tasks in the UPSA. The study aimed to compare the executive function and attention components of the NEUPSA with a validated computerized cognitive assessment. Methods Participants were 86 adults drawn from the San Diego community. Participants completed the UPSA, 5 Choice CPT (5CCPT) which evaluates attention by calculating a d-prime score that assesses sustained attention, and the Iowa Gambling Task (IGT) which assesses risky decision making. We employed a Spearman’s correlation analysis with a 95% confidence interval to assess the strength of the relationship between NEUPSA attention scores and 5CCPT and IGT performance. Results NEUPSA subscores were significantly correlated with performance on computerized cognitive assessments. 5CCPT scores were positively correlated with NEUPSA attention scores (r = 0.24, p = 0.03). IGT scores were positively correlated with NEUPSA executive functioning scores (r = 0.23, p = 0.04). Conclusion These findings provide preliminary evidence that the NEUPSA assesses aspects of attention (i.e., sustained attention) and executive function (i.e., risky decision making). Further research, however, needs to be conducted on the validity of this measure and the utility in assessing neuropsychological function in clinical populations. Next steps include assessing NEUPSA performance in various non-healthy comparison populations. In this study, we emphasize the fundamental cognitive principles necessary for performance, offering a promising avenue for comprehending impaired functioning.

The association between school bullying and executive functions in children and adolescents: A three-level meta-analysis.

Even though existing amounts of results have shown that school bullying could be related to the main components of executive functions (EFs) (inhibitory control, working memory, and cognitive flexibility), research focused on this association yields inconsistent results. To address this research gap, the current study conducted a three-level meta-analysis approach and simultaneously considered the two perspectives of the bully and victim to clarify the relationship between school bullying experienced by children and EFs. It also explored the moderating variables that affect the relationship between school bullying and EFs. Based on 18 studies reporting 73 effect sizes (N = 21,725), the results revealed that the overall effect size for the association between both the bullies and victims of school bullying incidents with EFs (rbullies = -0.154, p < .05; rvictims = -0.187, p < .001). Moderator analyses revealed that the negative correlation between bullies of school bullying and EFs was moderated by EF components, but it was not affected by gender, age, and the EF measurement method. Moreover, the negative correlation between victims of school bullying and EFs was not affected by the form of bullying, source of report, facet of EFs, EF measurement, gender, age, and culture. The present meta-analysis revealed a relationship between school bullying and EFs. Both bullies and victims appear to have lower EF levels. The results also emphasized that lower inhibitory control was more likely to be a crucial risk factor for bullying behavior.

Preadolescents' executive functions and resilience development: A cascade model of resilience resources and resilient functioning.

Executive functions (EF), encompassing inhibition, updating, and shifting, are widely acknowledged as cognitive factors that promote resilience. However, prior research examining the association between EF and resilience has been hampered by inconsistent conceptualizations of resilience and an overreliance on cross-sectional designs. We embraced a process-oriented conceptualization of resilience and employed a longitudinal approach to investigate how EF components interplay with the dynamic processes of resilience resources and resilient functioning. A total of 144 Chinese preadolescents (aged 10-12, 53.5% male) completed computer-based EF assessments at baseline and self-reported their resilience at three intervals during 2019-2020. The resilience evaluations encompassed resilience resources at individual, familial, and social levels, as measured by the Resilience Scale for Chinese Adolescents, and resilient functioning, operationalized as the residuals of socioemotional difficulties after accounting for stressful life events. The findings emphasized the dynamic nature of resilience, unveiling a developmental cascade from resilience resources to resilient functioning and back to resilience resources. Furthermore, distinct effects of EF components on resilience development were found. Specifically, inhibition was associated with both concurrent and long-term resilience resources and functioning, while updating predicted long-term resilience resources, and shifting predicted long-term resilient functioning. These results underscored the pivotal role of EF as a cognitive foundation in comprehending the dynamic resilience processes during preadolescence.

Language and executive functions in patients with transcortical motor aphasia and Broca’s aphasia

ABSTRACT This study investigated language and executive functions (EF) in people with transcortical motor aphasia (TMA) and Broca’s aphasia (BA). Participants included 19 patients with TMA, 19 patients with BA, and 25 healthy controls. Verbal Fluency tests, Stroop tests and Trail-Making tests were administered to all participants, and the Boston Diagnostic Aphasia Examination (BDAE) was administered to participants with aphasia. Results showed that (1) both groups of patients with aphasia had poorer performance on Verbal Fluency tests, Stroop tests and Trail-Making tests than healthy controls; (2) participants with BA had superior performance on Stroop tests and Trail-Making tests, but not on Verbal Fluency tests, than participants with TMA, and (2) the performance on Verbal Fluency tests, Stroop tests and Trail-Making was significantly correlated with the performance on BDAE for participants with TMA, but not for participants with BA. These results suggest that EF deficits are present in both patients with TMA and those with BA. They also show that the relationship between EF deficits and language impairments in people with aphasia might depend on the type of aphasia, aspects of language, and the components of EF measured.