Development Of Executive Functions In Children Research Articles

Effect of short-term intensive design-based STEM learning on executive function: an fNIRS study of the left-behind children.

Design-based STEM learning is believed to be an effective cross-disciplinary strategy for promoting children's cognitive development. Yet, its impact on executive functions, particularly for disadvantaged children, still need to be explored. This study investigated the effects of short-term intensive design-based STEM learning on executive function among left-behind children. Sixty-one Grade 4 students from a school dedicated to the left-behind children in China were sampled and randomly assigned to an experimental group (10.70 ± 0.47years old, n = 30) or a control group (10.77 ± 0.43years old, n = 31). The experimental group underwent a two-week design-based STEM training program, while the control group participated in a 2-week STEM-related reading program. Both groups were assessed with the brain activation from 4 brain regions of interest using functional near-infrared spectroscopy (fNIRS) and behavioral measures during a Stroop task before and after the training. Analysis disclosed: (i) a significant within-group time effect in the experimental group, with posttest brain activation in Brodmann Area 10 and 46 being notably lower during neutral and word conditions; (ii) a significant between-group difference at posttest, with the experimental group showing considerably lower brain activation in Brodmann Area 10 and Brodmann Area 46 than the control group; and (iii) a significant task effect in brain activity among the three conditions of the Stroop task. These findings indicated that this STEM learning effectively enhanced executive function in left-behind children. The discrepancy between the non-significant differences in behavioral performance and the significant ones in brain activation implies a compensatory mechanism in brain activation. This study enriches current theories about the impact of Science, Technology, Engineering, and Mathematics (STEM) learning on children's executive function development, providing biological evidence and valuable insights for educational curriculum design and assessment.

Prenatal exposure to polycyclic aromatic hydrocarbons and executive functions at school age: Results from a combined cohort study

BackgroundExecutive functions develop rapidly in childhood, enabling problem-solving, focused attention, and planning. Exposures to environmental toxicants in pregnancy may impair healthy executive function development in children. There is increasing concern regarding polycyclic aromatic hydrocarbons (PAHs) given their ability to transfer across the placenta and the fetal blood-brain barrier, yet evidence from epidemiological studies is limited. MethodsWe examined associations between prenatal PAH exposure and executive functions in 814 children of non-smoking mothers from two U.S. cohorts in the ECHO-PATHWAYS Consortium. Seven mono-hydroxylated PAH metabolites were measured in mid-pregnancy urine and analyzed individually and as mixtures. Three executive function domains were measured at age 8–9: cognitive flexibility, working memory, and inhibitory control. A composite score quantifying overall performance was further calculated. We fitted linear regressions adjusted for socio-demographics, maternal health behaviors, and psychological measures, and examined modification by child sex and stressful life events in pregnancy. Bayesian kernel machine regression was performed to estimate the interactive and overall effects of the PAH mixture. ResultsThe results from primary analysis of linear regressions were generally null, and no modification by child sex or maternal stress was indicated. Mixture analyses suggested several pairwise interactions between individual PAH metabolites in varied directions on working memory, particularly interactions between 2/3/9-FLUO and other PAH metabolites, but no overall or individual effects were evident. ConclusionWe conducted a novel exploration of PAH-executive functions association in a large, combined sample from two cohorts. Although findings were predominantly null, the study carries important implications for future research and contributes to evolving science regarding developmental origins of diseases.

Echoing Parental Scaffolding Style in Co–Constructed Narratives: Its Impact on Executive Function Development in Diverse Early School-Age Children

ABSTRACT Research Findings: Early elementary school is a crucial time for the development of executive functions, but less is known about the impact of parent-child narratives on executive function development in children of this age group. This study aims to investigate the influence of parental scaffolding styles in parent-child co-constructed narratives in the development of transitional kindergartners’ executive function. The sample comprised 35 Hispanic and non-Hispanic parent-child dyads, who were video recorded discussing a past experience at home. Video recordings were transcribed and coded for parental scaffolding strategies. Through principal component analysis, three scaffolding styles were identified: elaborative, eliciting, and echoing. Children’s executive function was measured using the pencil tap task. Hierarchical linear regression analysis revealed that parents’ echoing scaffolding style was positively and significantly associated with children’s executive function outcomes, after controlling for child expressive language, maternal education, and parent dominant narrative languages. Practice or Policy: These findings highlight that the way parents scaffold their children’s narratives can have a positive impact on their development of executive function. It also emphasizes the need for educators and practitioners to recognize the role of parent-child language interactions in supporting children’s cognitive development, and to collaborate with families to promote positive developmental outcomes.

Associations between Executive Functions and Sensorimotor Performance in Children at Risk for Learning Disabilities.

Executive functions (EF) and sensorimotor skills play a critical role in children's goal-directed behavior and school readiness. The aim of the current study is to provide new insights into the relationship between executive functions and sensorimotor development by considering the risks associated with learning difficulties. Therefore, we investigate the predictive role of EF and sensorimotor skills in the development of learning difficulties during preschool years. Ninety-five preschool children (5-7 years old) were tested, comparing the performance of children that are at risk of learning difficulties (n = 55) to the performance of typically developing children (n = 40). Participants completed a battery for the assessment of sensorimotor skills (i.e., Southern California Sensory Integration Test: postural imitation, body midline crossing, bilateral motor coordination, and standing balance with eyes open) and executive functions (i.e., inhibition, cognitive flexibility, and verbal working memory). Our results show that children at risk for learning difficulties exhibited more impairments on sensorimotor and EF measures (inhibition and verbal working memory) when compared with TD children. We ran three separate binary logistic regression analyses to assess the relative influence of EF and sensorimotor functions on predicting risk for learning difficulties. Our findings demonstrated that verbal working memory as EF function (odd ratio (OR) = 0.91, 95% CI 0.78-0.91, P = 0.05) and standing balance skills as a sensorimotor skill (odd ratio (OR) = 0.86, 95% CI 0.81-0.98, P = 0.01) were the strongest predictors of risk for learning difficulties. The findings point to the importance of supporting children's executive function development and promoting sensorimotor development, as both fundamentally influence school readiness.

Influence of parental play on Taiwanese 3-year-olds' executive function: Through the path of motor skills.

Parenting is known to impact children's executive function (EF) skills. However, nearly all the evidence comes from analyses of mother-child interaction. Using the National Longitudinal Study of Child Development and Care Database in Taiwan, the relations between both mother-child and father-child interaction and 3-year-olds' EF were investigated in 2,164 families. The results showed that mothers interacted with their children differently from fathers in terms of time distribution. Mothers were more equally involved in all aspects of parental involvement, whereas fathers spent more time in play. In addition, both mother-child and father-child play contributed to children's EF; however, the mediating effect of child motor skills was more prominent for father-child play. This study not only suggests a potential distinct and complementary role of fathers in young children's EF development but also indicates a unique mediating effect of motor skills in the path from parent-child play to child EF. Implications for parent education are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The timing of executive function development is associated with growth in math achievement from preschool through second grade

We examined whether the timing of executive function (EF) development was associated with growth in children's math achievement across eight measurement occasions from preschool through second grade. Using a prospective longitudinal sample of 351 children, we found that children who developed EF later, entered preschool with the lowest levels of math performance and did not catch-up to their intermediate or early EF developing counterparts despite exhibiting a similar math growth rate through second grade. This trend was also observed after controlling for children's biological sex, early language skills, and socioeconomic background. These findings suggest that developing EF late might place children at a unique risk for math difficulties independent of important child and family level characteristics and can provide insights for instructional strategies that take into account differences in children's EF development.

Executive Functions in Children and Adolescents with Autism Spectrum Disorder in Family and School Environment.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by the presence of difficulties in communication and social interaction, often associated with deficits in executive functions (EF). The EF correct development is related to a more effective functioning in all its daily activities, while being associated with more efficient social relations. The objective of this research is to analyze the level of development of EF in children and adolescents with ASD in school and at home. This is a descriptive, cross-sectional, and multicenter study with 102 participants selected by non-probabilistic sampling, 32 parents of children with ASD, and 70 professionals in the field of education of students with ASD. The study confirms that although children and adolescents with ASD have problems in executive functioning, the perception of informants, parents, and education professionals is similar but not the same in the different contexts: school and home.

Differential Relations of Parental Behavior to Children's Early Executive Function as a Function of Child Genotype: A Systematic Review.

Child genotype is an important biologically based indicator of sensitivity to the effects of parental behavior on children's executive function (EF) in early childhood, birth to age 5. While evidence for gene × parental behavior interactions on children's early EF is growing, researchers have called the quality of evidence provided by gene × environment interaction studies into question. For this reason, this review comprehensively examined the literature and evaluated the evidence for gene × parental behavior interactions on children's early EF abilities. Psychology and psychiatry databases were searched for published peer-reviewed studies. A total of 18 studies met inclusion criteria. Twenty-nine of 89 (33%) examined interactions were significant. However, a p-curve analysis did not find the significant interactions to be of evidential value. A high rate of false positives, due to the continued use of candidate gene and haplotype measures of child genotype and small sample sizes, likely contributed to the high rate of significant interactions and low evidential value. The use of contemporary molecular genetic measures and larger sample sizes are necessary to advance our understanding of child genotype as a moderator of parental effects on children's EF during early childhood and the biopsychosocial mechanisms underlying children's EF development during this critical period. Without these changes, future research is likely to be stymied by the same limitations as current research.

Growth of Executive Functions in Preschool-Age Children During the COVID-19 Lockdown: Empirical Evidence.

During the lockdown for COVID-19, children were limited in a number of activities which are essential for the development of executive functions (play, social interaction, and organized sport). Earlier studies found an increase in executive function issues in children during the pandemic, based on caregivers' reports. The present study was a pioneer in exploring the dynamics of children's executive function development during the lockdown. Our purpose was to explore the effect of the lockdown on the growth of executive functions in children over a one-year period, as compared to their peers before the pandemic. The sample consisted of two cohorts of children. All the children had been attending the same kindergartens but in different periods of time. The executive functions of both groups were assessed twice, with a year's break in-between (the first group was assessed before the pandemic; the second, during the pandemic). These groups were comparable in gender composition, age, and family's place of residence. The results have confirmed concerns about the slower growth of executive functioning in children during the lockdown versus their peers before the pandemic, especially for cognitive flexibility and working memory. Inhibition was not significantly affected by the lockdown. Moderation analysis showed that the lockdown impacted girls differently than boys in terms of working memory. The negative effect of social restrictions on working memory was significantly higher in females. Our findings illuminate the negative effects the pandemic-related social restrictions had on the growth of children's cognitive flexibility and working memory. For working memory, the effect of social isolation varied depending on the child's gender.

The development of uncertainty monitoring during kindergarten: Change and longitudinal relations with executive function and vocabulary in children from low-income backgrounds.

Children's ability to monitor subjective feelings of uncertainty (i.e., engage in uncertainty monitoring) is a central metacognitive skill. In the current study, we examined the development of uncertainty monitoring as well as its relations with vocabulary and executive function development in children (N=137, 52% female) from predominately White and Latinx/Hispanic backgrounds when they were 4-6years old and enrolled in a Head Start preschool and kindergarten between 2018 and 2019. We found that children's uncertainty monitoring improved during the kindergarten year. Children's executive function and vocabulary in preschool and vocabulary growth from preschool to kindergarten predicted uncertainty monitoring at the end of kindergarten, which sheds new light on potential mechanisms supporting children's metacognitive development.

Self-directed dramatic and music play programs enhance executive function in Japanese children

Young children can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF. This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children. We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group. Daily play programs that focus on children's self-directedness can promote children's EF development.

The Relation between Electronic Game Play and Executive Function among Preschoolers

We examined the relation between electronic game play and executive function (EF) in Chinese preschoolers. One hundred and nineteen 3- to 6-year-old children participated. Children’s working memory, inhibition, and planning were assessed as measures of EF development. Parents completed a questionnaire regarding children’s electronic game play time and the game content. The results showed that time spent on electronic games (M = 0.30 h, SD = 0.41, ranging from 0 to 2.14 h per day) was positively related to EF when controlling for other relevant factors, such as children’s age, gender, and socioeconomic status. However, action content in electronic games was negatively related to one inhibition aspect of EF, but not two other aspects, namely working memory and planning. The results of the present study indicate time spent using media is associated with EF development in children but that evidence for content-related issues is inconclusive.

An Exploratory Study of Executive Function Development in Children with Autism, after Receiving Early Intensive Behavioral Training

ABSTRACT Objective: To examine the development of executive functions, in preschool children with autism spectrum disorders (ASD), receiving early intensive behavioral training (EIBI). Method: Executive functions (EF) were assessed with The Behavior Rating Inventory of Executive Function – Preschool Version (BRIEF-P), by parents and preschool teachers at the time of diagnostic assessment and after 15 months of EIBI intervention. Ten children with ASD (M = 2.9 years, nine males) participated in the study. Reliable Change Index scores were computed for each of the participants in order to investigate any significant change in BRIEF-P T-scores. Results: Three children showed a significant improvement in EF, based on parent ratings. Four children showed a significant improvement in EF based on preschool teacher ratings. Conclusion: Findings indicating a reliable improvement in one third of preschool children with ASD receiving EIBI are encouraging but need to be replicated in larger scale controlled studies.

Association of Sedentary Time and Physical Activity With Executive Function Among Children.

This study aimed to examine individual and combined associations between after-school sedentary time (ST) and daily physical activity (PA) with executive function development in children. The study included 4304 children aged 6 to 12 years. ST and PA were assessed using the International Physical Activity Questionnaire Short Form, and executive function was assessed using the Behavior Rating Inventory of Executive Function (Parent Version). Participants were classified as low (<2 h per day) or high (≥2 h per day) ST and low (not meeting guidelines) or high (meeting guidelines) PA. Resulting groups were defined as 1) low ST/high PA, 2) low ST/low PA, 3) high ST/high PA, and 4) high ST/low PA. Children in group 4 had the highest mean T-scores for BRIEF indices (48.23 ± 8.44, indicating increased symptoms of executive function dysfunction), followed by those in group 3 (47.10 ± 8.05), group 2 (45.81 ± 7.78), and group 1 (44.41 ± 7.31). ST was positively related to the T-score of all indices, independent of moderate-to-vigorous physical activity (MVPA). Significantly negative associations were observed between MVPA and Metacognition Index only in the high ST subgroup. Low ST and high PA were positively associated with executive function development in children. Notably, children with high ST and high PA demonstrated more significant deficits in executive function than those with low ST and low PA, suggesting that intervention efforts should focus on ST reduction in addition to promoting PA.

Socioeconomic status and executive function in early childhood: Exploring proximal mechanisms.

Although there is substantial evidence that socioeconomic status (SES) predicts children's executive function (EF), the mechanisms underlying this association are poorly understood. This study tested the utility of two theories proposed to link SES to children's EF: the family stress model and the family investment model. Data came from the Midwestern Infant Development Study (N=151). To measure SES, parental education and income were assessed during pregnancy, and income was also assessed when children were 6 and 36months old. Children's EF, operationalized as working memory/inhibitory control (WMIC) and self-control, was assessed at 36months of age, along with potential mediators including maternal psychological distress, harsh parenting, and cognitive stimulation. Using structural equation modeling, we tested simultaneous pathways from SES to EF: (a) via maternal psychological distress to harsh parenting (family stress model) and (b) via cognitive stimulation (family investment model). Of the SES measures, lower education predicted poorer WMIC directly and indirectly via greater maternal psychological distress. Lower education also predicted poorer self-control via greater maternal psychological distress. This effect was partially suppressed by an indirect path from lower education to better self-control via greater psychological distress and increased harsh parenting. Cognitive stimulation did not act as a mediator. Income was not directly or indirectly associated with EF. These findings provide partial support for the family stress model and suggest that family functioning is an important proximal mechanism for children's EF development. This study also highlights the importance of considering SES as a multidimensional construct.

Sibling presence, executive function, and the role of parenting

AbstractSiblings offer a unique context for practising skills such as executive function (EF). Further, siblings are influential agents in parenting practices, which may, in turn, be related to EF. The current study investigated the extent to which the presence of a sibling is related to parent‐reported EF in preschoolers and whether the presence of a sibling is indirectly related to EF through global parenting practices. Participants included children 30 to 60 months old and their caregivers (n = 505). Caregivers indicated that target children were predominately White (n = 354, 72%) and African American (n = 51, 10%), with the remaining participants representing multiple other racial categories (23%). Caregivers reported on parenting characteristics, their child's EF, and demographic information. Analyses revealed a negative association between sibling presence and parent‐reported EF. Initial analyses suggested that sibling presence was indirectly related to EF through a broad measure of global parenting practices; however, Follow‐up analyses indicated that when the global parenting practices scale was broken down into distinct parenting practices (e.g., warmth), indirect effects were not significant. These findings begin to clarify the influence of parenting behaviours and sibling presence in the home on young children's EF, suggesting that continued research is necessary to further elucidate these relations.Highlights Researchers investigated the relation between sibling presence and executive function and if global parenting practices were important in the association. Caregivers reported on their child, revealing that having a sibling was associated with lower executive function. Executive function is an important predictor of numerous developmental outcomes; research must replicate our findings and continue to explore the mechanisms through which siblings may be impacting children's executive function development.

Martial Arts Research: Prudent Skepticism

A. Diamond and K. Lee's review “Interventions shown to aid executive function development in children 4 to 12 years old” (special section on Investing Early in Education, 19 August, p. [959][1]) leaves the impression that martial arts training as usually delivered enhances executive functions.

Martial Arts Research: Weak Evidence

The Review “Interventions shown to aid executive function development in children 4 to 12 years old” by A. Diamond and K. Lee (special section on Investing Early in Education, 19 August, p. [959][1]) cited work that close examination shows to be weak. Some of the studies ([ 1 ][2], [ 2 ][3]) were randomized, but they failed to meet other criteria such as blinding of teachers and parents to pupils' treatment groups. Studies involving martial arts and physical exercise were particularly weak on isolation of variables. One study on martial arts training for children ([ 1 ][2]) compared a treatment group who wore special uniforms, meditated, bowed to their instructor, and were reminded of self-awareness and self-control, to a control group who continued with their ordinary physical education activities; these authors concluded that when some improvement on some scales occurred for the treatment group, the change was caused by the self-awareness and self-control messages, rather than by other ways the two groups differed. Another study ([ 2 ][3]) compared children who did “sport stacking,” a bimanual physical task, with a control group that did not experience any exciting new activity, and concluded that improvement on one of two reading measures was caused by the stacking task. ![Figure][4] CREDIT: STUART MONK/ISTOCKPHOTO.COM A relevant volume dealing with treatments for developmental disabilities ([ 3 ][5]) stressed the weakness of evidence for special education interventions and described some such conditions as “fad magnets.” Unfortunately, early educational interventions seem to be similarly weak in evidence. The stakes are high and the resources scarce in both cases. 1. [↵][6] 1. K. D. Lakes, 2. W. T. Hoyt , Appl. Dev. Psychol. 25, 283 (2004). [OpenUrl][7][CrossRef][8] 2. [↵][9] 1. T. A. Uhrich, 2. R. L. Swalm , Percept. Mot. Skills 104, 1935 (2007). [OpenUrl][10] 3. [↵][11] 1. J. W. Jacobson, 2. R. M. Foxx, 3. J. A. Mulick , Controversial Therapies for Developmental Disabilities (Erlbaum, Mahwah, NJ, 2005). [1]: /lookup/doi/10.1126/science.1204529 [2]: #ref-1 [3]: #ref-2 [4]: pending:yes [5]: #ref-3 [6]: #xref-ref-1-1 View reference 1 in text [7]: {openurl}?query=rft.jtitle%253DAppl.%2BDev.%2BPsychol.%26rft.volume%253D25%26rft.spage%253D283%26rft_id%253Dinfo%253Adoi%252F10.1016%252Fj.appdev.2004.04.002%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [8]: /lookup/external-ref?access_num=10.1016/j.appdev.2004.04.002&link_type=DOI [9]: #xref-ref-2-1 View reference 2 in text [10]: {openurl}?query=rft.jtitle%253DPercept.%2BMot.%2BSkills%26rft.volume%253D104%26rft.spage%253D1935%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [11]: #xref-ref-3-1 View reference 3 in text

Interventions shown to aid executive function development in children 4 to 12 years old.

To be successful takes creativity, flexibility, self-control, and discipline. Central to all those are executive functions, including mentally playing with ideas, giving a considered rather than an impulsive response, and staying focused. Diverse activities have been shown to improve children's executive functions: computerized training, noncomputerized games, aerobics, martial arts, yoga, mindfulness, and school curricula. All successful programs involve repeated practice and progressively increase the challenge to executive functions. Children with worse executive functions benefit most from these activities; thus, early executive-function training may avert widening achievement gaps later. To improve executive functions, focusing narrowly on them may not be as effective as also addressing emotional and social development (as do curricula that improve executive functions) and physical development (shown by positive effects of aerobics, martial arts, and yoga).

Hayling Test - Adult Version: Applicability in the assessment of executive functions in children.

Childhood neuropsychology is a growing scientific area in Brazil. Regarding cognitive function in infancy, executive function (EF) has been the main focus of several studies because of its importance for and complexity in human cognition and behavior. Executive functions can be considered a set of cognitive processes related to control and integration devoted to the execution of goal-directed behaviors. Research has shown that these abilities begin in infancy and progressively develop until adulthood. Although some studies on EF development in children have already been conducted, our knowledge on this topic is still incipient. Because of the relevant role of age in cognition and EF development, the present study investigated whether differences exist between children aged 6 to 12 years concerning their performance on the Hayling test-adult version, an instrument that assesses the EF components of initiation and inhibition. Pilot data are presented that verify the applicability of this test to children. Significant differences were found between comparable age groups only in three of the seven main Hayling test scores, suggesting that the adult version may not be appropriate for children, and an adaptation of the test for child assessment is necessary. The study may lead to an initial reflection on the development of these components and thus contribute to improvements in the field of child neuropsychology.