Executive Function In Relation Research Articles

Examining Food-Specific and General Inhibitory Control and Working Memory as Moderators of Relations Between Emotion Regulation Difficulties and Eating Pathology in Adults With Overweight/Obesity: A Preregistered, Cross-Sectional Study.

Empirical research and theory support the interaction of executive functions (e.g., inhibitory control, working memory) and emotion regulation in guiding goal-oriented behavior; however, applications to eating pathology (e.g., binge eating) are limited. Such research is scant with adults with overweight/obesity (AwO/O), a population reporting high levels of binge eating, emotion regulation difficulties, and deficits in inhibitory control and working memory. We tested interactions between emotion regulation and executive functioning in relation to eating pathology in AwO/O while considering stimuli-specific deficits (e.g., food-specific deficits) in behavioral task performance. AwO/O (N = 204; MBMI = 32.11; Mage = 38.30 [SD = 12.16]) completed a preregistered, online study assessing demographics and emotion regulation difficulties (Difficulties in Emotional Regulation Scale), inhibitory control (go/no-go task, food and general stimuli), working memory (N-Back Task, food and general stimuli), binge eating (Binge Eating Scale), and disordered eating (Eating Disorder Examination-Questionnaire). There was limited evidence of moderation in models examining food-specific and general inhibitory control and working memory, emotion regulation difficulties, and binge eating. Preliminary support was found for emotion regulation difficulties to be more strongly associated with more disordered eating in AwO/O reporting more food-specific and general working memory deficits. Consistent, positive associations between emotion regulation difficulties and eating pathology were observed. Among adults with AwO/O, emotion regulation difficulties are closely related to eating pathology, regardless of performance on working memory and inhibitory control tasks. Clinicians and researchers working with AwO/O may consider how emotion regulation difficulties and working memory deficits work together to influence disordered eating.

Processing speed and executive functioning in relation to off-topic verbosity among young adults and older adults

Purpose Off-topic verbosity (OTV) is a tendency towards excessive, off-topic speech and has been linked with age-related deficits in executive functioning, particularly inhibition. However, there are numerous disagreements within the literature on what constitutes OTV, and there is a further lack of investigation into alternative cognitive explanations for the link between inhibition and OTV. The purpose of this study was to investigate the speech characteristics of OTV in young and older adults as well as to examine whether variations in OTV are better explained by diminished executive functioning or processing speed, as measured by the D-KEFS Stroop test. Methods Young adults (n = 65; age 18–28) and older adults (n = 85; age 60–98) completed the D-KEFS Color-Word Interference Test and provided verbal samples of autobiographical episodic and procedural speech. These speech samples were rated on three facets of OTV: tangentiality, egocentrism and quantity of speech. Results Procedural autobiographical speech was found to best measure age cohort variations in OTV, and higher OTV was associated with poorer Stroop test performance in older adults but not in young adults. In fact, young adults only displayed associations between poorer Stroop performance and a reduction in speech quantity. Finally, processing speed deficits were more associated with increased OTV in older adults than executive functioning. Conclusion These results provide support for links between age-related cognitive decline and OTV, but the results suggest that processing speed may be more implicated than executive functioning.

Subjective Executive Functioning in Relation to Physical Distancing Compliance

Objectives: In this study, we assessed whether college students' social norm compliance (i. e., COVID-19 physical distancing compliance) predicted executive functioning (EF) after controlling for socioeconomic and mental health factors. Methods: Undergraduate students (N=302; age ≥ 18 years) from the University of California, Riverside participated in the study by completing an online survey assessing subjective EF, mental health (loneliness, depressive symptoms, anxiety), and physical distancing compliance. Results: A linear mixed-effects regression model yielded statistically significant main effects of subjective EF (p = .004) and perceived loneliness (p = .013) on physical distancing compliance; participants with poorer EF and who felt lonelier also reported less compliance with physical distancing. Conclusions: EF contributes to willingness to comply with new social behaviors. Core cognitive processes share neurocognitive mechanisms with social norm compliance; therefore, this study highlights the necessity of interdisciplinary research that bridges cognitive, social, and clinical psychology.

Nonverbal Executive Functioning in Relation to Vocabulary and Morphosyntax in Preschool Children With and Without Developmental Language Disorder.

Developmental language disorder (DLD) is characterized by persistent and unexplained difficulties in language development. Accumulating evidence shows that children with DLD also present with deficits in other cognitive domains, such as executive functioning (EF). There is an ongoing debate on whether exclusively verbal EF abilities are impaired in children with DLD or whether nonverbal EF is also impaired, and whether these EF impairments are related to their language difficulties. The aims of this study were to (a) compare nonverbal performance of preschoolers with DLD and typically developing (TD) peers, (b) examine how nonverbal EF and language abilities are related, and (c) investigate whether a diagnosis of DLD moderates the relationship between EF and language abilities. A total of 143 children (nDLD = 65, nTD = 78) participated. All children were between 3 and 6.5 years old and were monolingual Dutch. We assessed nonverbal EF with a visual selective attention task, a visuospatial short-term and working memory task, and a task gauging broad EF abilities. Vocabulary and morphosyntax were each measured with two standardized language tests. We created latent variables for EF, vocabulary, and morphosyntax. Analyses showed that children with DLD were outperformed by their TD peers on all nonverbal EF tasks. Nonverbal EF abilities were related to morphosyntactic abilities in both groups, whereas a relationship between vocabulary and EF skills was found in the TD group only. These relationships were not significantly moderated by a diagnosis of DLD. We found evidence for nonverbal EF impairments in preschool children with DLD. Moreover, nonverbal EF and morphosyntactic abilities were significantly related in these children. These findings may have implications for intervention and support the improvement of prognostic accuracy. https://doi.org/10.23641/asha.24121287.

Dynamic Interplay between Social Brain Development and Nutrient Intake in Young Children.

Myelination of the brain structures underlying social behavior in humans is a dynamic process that parallels the emergence of social-emotional development and social skills in early life. Of the many genetic and environmental factors regulating the myelination processes, nutrition is considered as a critical and modifiable early-life factor for establishing healthy social brain networks. However, the impact of nutrition on the longitudinal development of social brain myelination remains to be fully understood. This study examined the interplay between childhood nutrient intake and social brain development across the first 5 years of life. Myelin-sensitive neuroimaging and food-intake data were analyzed in 293 children, 0.5 to 5 years of age, and explored for dynamic patterns of nutrient-social brain myelin associations. We found three data-driven age windows with specific nutrient correlation patterns, 63 individual nutrient-myelin correlations, and six nutrient combinations with a statistically significant predictive value for social brain myelination. These results provide novel insights into the impact of specific nutrient intakes on early brain development, in particular social brain regions, and suggest a critical age-sensitive opportunity to impact these brain regions for potential longer-term improvements in socio-emotional development and related executive-function and critical-thinking skills.

Unraveling the neuropsychological underpinnings of self-regulation problems in individuals convicted of sexual offenses against children: A look into reinforcement learning

Self-regulation problems are critically involved in the onset and the maintenance of sexual offending behavior against children. Studying the neuropsychological underpinnings of these problems could help deepen our understanding of this contributing factor and, thus, of sexual offending behavior. Whereas most studies have examined executive functioning in relation to self-regulation problems in individuals convicted of sexual offenses against children (ISOCs), this review aimed to provide an overview of what is known about another process that is involved in self-regulation, that is reinforcement learning. The results of this review suggested that ISOCs are impaired in their ability to acquire and reverse stimulus-reward and stimulus-punishment associations relative to nonoffender controls, but similar to a control group of individuals convicted of nonsexual violent offenses. These reinforcement learning impairments were found to be more pronounced in nonpedophilic ISOCs than in pedophilic ISOCs. By paving the way towards a deeper understanding of the self-regulation problems seen in ISOCs, this review can help guide treatment strategies for ISOCs.

Associations of Executive Function With Diabetes Management and Glycemic Control in Adolescents With Type 1 Diabetes.

The aims of this study were to assess domains of executive function in relation to diabetes management and glycemic control in adolescents with type 1 diabetes and to compare adolescent self-report and parent proxy-report of adolescent executive function. Adolescents with type 1 diabetes (N = 169, 46% female, age 15.9 ± 1.3 years) and their parents completed self-report and parent proxy-report versions of the Behavior Rating Inventory of Executive Function (BRIEF). Self-report and parent proxy-report BRIEF T scores were moderately to strongly correlated; parent proxy scores were significantly higher than self-report scores. Executive function problems (Global Executive Composite T score ≥60) occurred in 9% of adolescents by self-report and 26% by parent proxy-report. For almost all Metacognition Index scales, elevated (T score ≥60) parent proxy scores were associated with lower adherence, lower adolescent diabetes self-efficacy, and more parent involvement in diabetes management. Elevated scores on several Metacognition Index scales were associated with less pump use (Plan/Organize by self-report, Initiate by parent proxy-report, and Monitor by parent proxy-report) and higher A1C (Plan/Organize by self-report and parent proxy-report and Organization of Materials by parent proxy-report). The only significant associations for the Behavioral Regulation Index scales occurred for adherence (by parent proxy-report) and diabetes self-efficacy (by self-report and parent-report). Adolescents with type 1 diabetes who have problems with metacognition may need additional support for diabetes self-management.

Individual differences in media multitasking ability: The importance of cognitive flexibility

Previous research on media multitasking has often focussed on the frequency with which people perform this type of behaviour. Heavy media multitaskers have been found to differ from light media multitaskers in their performance of tasks involving executive functioning (although these differences have not always been found consistently). The aim of the present study was to explore individuals’ executive functioning in relation to their ability to media multitask (i.e., their ability to retain information presented during the session), rather than their propensity to media multitask. Participants (N ​= ​116, aged 18–25, male N ​= ​32) completed an executive function task battery, inclusive of working memory, inhibition and cognitive flexibility tasks, followed by a studious media multitasking situation. Individual executive function task performance scores were correlated with media multitasking ability scores. Greater cognitive flexibility was significantly associated with greater ability to media multitask, in terms of retention of information from a media multitasking situation. Furthermore, media multitasking influenced mood, reducing levels of self-reported arousal. Thus, the present study provides some elucidation as to what cognitive characteristics are involved in being able to media multitask, whilst also indicating a possible cognitive mechanism for negative associations found between media multitasking and academic performance.

Função executiva, coordenação motora e composição corporal, na infância: o papel da prática esportiva

O objetivo do estudo foi verificar a influência da prática esportiva individual e coletiva sobre a composição corporal, coordenação motora, atenção e função executiva. Participaram do estudo 85 estudantes de escolas do Distrito Federal com idades entre 7 e 11 anos, sendo 41 praticantes de modalidades esportivas individuais, 16 praticantes de modalidades esportivas coletivas e 28 não praticantes de modalidades esportivas. Avaliou-se a atenção e função executiva por meio dos testes de atenção por cancelamento e de trilhas A e B (aplicados de forma coletiva). O teste Körperkoordination für Kinder (KTK) foi aplicado para avaliar a coordenação motora. Os principais resultados do presente estudo demonstraram que a prática de esporte não foi suficiente para provocar alterações sobre a composição corporal. No entanto, as crianças que praticam esportes coletivos e individuais obtiveram melhor coordenação motora e capacidade da função executiva em relação as crianças não praticantes. Somente o grupo de crianças dos esportes individuais obtiveram maiores resultados de flexibilidade cognitiva e velocidade de processamento cognitivo em comparação ao grupo controle, não foi evidenciado diferenças entre os grupos de esporte coletivos e individuais em nenhuma variável. Demonstrando assim, um potencial papel da prática esportiva sobre a coordenação motora e função executiva.

Relations among Executive Function, Decoding, and Reading Comprehension: An Investigation of Sex Differences

ABSTRACT In the current investigation, we used structural equation mediation modeling to examine the relations between executive function (indexed by measures of working memory, shifting, and inhibition), decoding ability, and reading comprehension in a sample of 298 children aged 6 to 8 years (132 boys and 166 girls). Results indicated that executive function was mediated by decoding ability. When sex was examined as a moderator of these associations, a trend suggested that direct relations between executive function and reading comprehension were stronger for girls compared with boys; no significant differences were found for other direct and indirect relations. Taken together, these findings highlight the importance of executive function in supporting underlying integrative processes associated with reading comprehension and emphasize the need to further consider the role of executive function in relation to reading.

Depressive symptoms and executive function in relation to survival in patients with glioblastoma.

Depression and neurocognitive function, particularly executive functioning (EF), have been associated with overall survival (OS) in patients with glioblastoma (GBM). However, the combined effect of depressive symptoms and impaired EF upon OS has not been reported. Patients with GBM (N = 102) completed neuropsychological assessment postoperatively, including the Beck Depression Inventory-Second Edition (BDI-II) and the Trail Making Test Part B (TMTB). Median splits were used to determine cut-points denoting elevated depressive symptoms on the BDI-II and impaired EF on TMTB. Patients were stratified into four groups: low depressive symptoms/low EF impairment (- Dep/- Imp; N = 23), high depressive symptoms/low EF impairment (+ Dep/- Imp; N = 28), low depressive symptoms/high EF impairment (- Dep/+Imp; N = 28), and high depressive symptoms/high EF impairment (+ Dep/+Imp; N = 23). The Kaplan-Meier method, log-rank test, and Cox regression were used to examine differences in survival between groups. Relative to - Dep/- Imp patients (median OS = 22.8months), median OS in all other patient groups was shorter (+ Dep/- Imp OS = 16.6; - Dep/+Imp OS = 14.8; +Dep/+Imp OS = 10.8; all p < .05). With the exception of KPS and age, groups did not differ in distribution of clinical and demographic characteristics. Neither KPS nor age modified the independent effect of BDI-II and TMTB on OS in Cox regression models. The presence of depressive symptoms and impaired EF are independently associated with shorter OS in patients with GBM. These results suggest that routine neuropsychological assessment of mood and cognition may help refine prognosis and facilitate initiation of psychological and cognitive interventions, which can improve patient quality of life, and warrants further investigation.

Cognitive deficits including executive functioning in relation to clinical parameters in paediatric MS patients.

BackgroundA number of studies have investigated cognitive impairment in paediatric patients with multiple sclerosis (MS) but deficits regarding executive functions have not been comprehensively assessed up to now. This study was meant to explore cognitive impairment in German paediatric MS patients with a focus on deficits in executive functions and relate these to clinical disease parameters.Methods and findingsForty paediatric MS patients, which presented at the German centre for MS in childhood and adolescence, were assessed for cognitive deficits applying a very comprehensive battery of cognitive tests including the Wechsler Intelligence scale and subtests of the D-KEFS for executive functions. The performance of MS patients was compared with a group of age and sex matched healthy controls using between-subjects ANOVAs. Paediatric MS patients performed worse in tests assessing verbal comprehension and fluency, processing speed, memory, calculation skills and other executive functions. Arranged by the cognitive domain, group differences were most pronounced regarding verbal comprehension and fluency for the WISC subtests Comprehension (p = 0.000), Vocabulary (p = 0.003) and Information (p = 0.005); regarding processing speed for the written SDMT (p = 0.001) and the WISC subtest Coding (p = 0.005); regarding memory for the VLMT training (p = 0.007) and the BASIC MLT pattern learning training (p = 0.009); regarding executive functions including working memory for the WISC subtest Arithmetics (p = 0.002), the D-KEFS Design Fluency (p = 0.003) and the Corsi block tapping backward task (p = 0.003). Fluid reasoning was largely intact. Relations of cognitive performance and clinical parameters were assessed in MS patients. Disease duration was associated with a reduced performance in tests belonging to the domains verbal comprehension and fluency (WISC Vocabulary: p = 0.034, WISC Information: p = 0.015) and fluid reasoning (WISC Picture Completion: p = 0.003) as well as the WISC Working Memory Index (p = 0.047). Patients with a disease onset between 11 and 14 years performed better in fluid reasoning (WISC matrix reasoning: p = 0.024) than patients with a disease onset at an age above 14. The number of relapses negatively influenced the visual spatial memory performance (BASIC MLT pattern learning training: p = 0.009).ConclusionsThe distribution of cognitive deficits in a representative group German of paediatric MS patients was similar to the pattern known from other European and North-American cohorts. Paediatric MS patients do have cognitive deficits in executive functions and key qualities necessary for successful school performance. Disease duration, age of onset and the number of relapses influence cognitive performance. Cognitive screenings should be implemented on a regular basis for paediatric MS patients, enabling early intervention.

Executive functioning in relation to coping in mild versus moderate-severe traumatic brain injury.

To examine associations between executive functioning (EF) and coping styles, separately for mild and moderate-severe traumatic brain injury (TBI) in the chronic phase postinjury. Patients with mild (n = 47) and moderate-severe TBI (n = 59) were included, in addition to healthy controls (HCs; n = 51). Assessment consisted of EF tests (Trail Making Test, Zoo Map Test, Controlled Oral Word Association Test) and questionnaires examining EF (Dysexecutive Questionnaire) and coping styles (Utrecht Coping List). Moderate-severe TBI patients showed significant more EF deficits, lower active coping and higher passive coping than mild TBI patients and HCs, whereas mild TBI patients did not differ from HCs. In the moderate-severe TBI group, a higher number of self-reported EF problems was related to lower levels of active coping, r = -.43, p < .01 and higher levels of passive coping, r = .58, p < .001, with proxy-reports relating to lower levels of active coping, r = -.33, p < .05. For mild TBI, a higher amount of self-reported EF problems was related to lower levels of active coping, r = -.38, p < .05 and higher levels of passive coping, r = .55, p < .001, with proxy-reports relating to higher levels of passive coping, r = .39, p < .05. Except for mental flexibility, EF performances were not associated with coping. This study shows strong associations between reported EF problems in daily life and coping styles. For moderate-severe TBI, proxy-reports may reflect EF impairments that complicate active problem-solving. However, reported EF problems by mild and moderate-severe TBI patients are also likely to reflect a psychological distress related to the way patients are inclined to deal with stressing situations that put a demand on their executive abilities. (PsycINFO Database Record

Trauma, Adversity, and Parent–Child Relationships Among Young Children Experiencing Homelessness

This study examined experiences of adversity and potentially traumatic life events among 138 young children (56% female) residing with their families in emergency housing. Experiences of these children were examined from a developmental perspective, testing the impact of cumulative adversity on trauma symptoms, other emotional/behavior problems, and executive functioning in relation to the quality of observed parent-child interactions. Cumulative adversity was related to children’s trauma symptoms and total problem scores. Quality of observed parentchild interactions related to fewer child symptoms, congruent with a promotive role. Quality of parent-child interactions also moderated the associations between adversity and both specific trauma symptoms and broad emotional/behavior problems, consistent with an expected protective effect. Parenting quality was generally associated with better child executive functioning, consistent with a promotive rather than a protective effect among homeless children. Findings are discussed in the context of family homelessness, including chronic poverty and acute or ongoing adversity.

Executive function in children with intellectual disability – the effects of sex, level and aetiology of intellectual disability

Executive function is very important in the children's overall development. The goal of this study was to assess the executive function in children with intellectual disability (ID) through the use of the Behavior Rating Inventory of Executive Function (BRIEF) teacher version. An additional goal was to examine the differences in executive function in relation to child's sex, level and aetiology of ID. The sample consisted of 90 children with ID attending two special education schools in Sarajevo, Bosnia and Herzegovina. There were 42 children with mild ID and 48 children with moderate ID. Of those, 54 were boys and 36 were girls. Children were classified into three etiological categories: 30 children with Down syndrome, 30 children with other genetic cause or organic brain injury and 30 children with unknown aetiology of ID. Special education teachers, who knew the children for at least 6 months filled the BRIEF. Children with ID had a significant deficit in executive function as measured by the BRIEF. There were no statistically significant differences in executive function in relation to the child's sex. Level of ID had a significant effect on executive function. In relation to the aetiology of ID, the only significant difference was on the Shift scale of the BRIEF. Knowing what executive function is most impaired in children with ID will help professionals design better intervention strategies. More attention needs to be given to the assessment of executive function and its subsequent intervention in the school settings.

Introduction and empirical assessment of executive functioning as a predictor of job performance.

The primary purposes of this study were (a) to introduce the concept of executive functioning (higher-level cognitive processes which monitor events, actions, and outcomes) to the employee selection literature and (b) to provide an empirical assessment of executive functioning in relation to key selection variables. Two of the three main components of executive functioning (set shifting and inhibition) appear to have considerable potential for selection because of their unique nature (e.g., self-directed, goal-oriented) and because they appear to be only modestly associated with general mental ability. While our empirical results were inconsistent, there may be underlying reasons for this, such as the unstable nature of the retail job sector. We believe there is considerable justification for continued exploration of this unique and potentially promising construct, and identify a number of directions for future research.

Visual scanning patterns and executive function in relation to facial emotion recognition in aging

ABSTRACT Objective: The ability to perceive facial emotion varies with age. Relative to younger adults (YA), older adults (OA) are less accurate at identifying fear, anger, and sadness, and more accurate at identifying disgust. Because different emotions are conveyed by different parts of the face, changes in visual scanning patterns may account for age-related variability. We investigated the relation between scanning patterns and recognition of facial emotions. Additionally, as frontal-lobe changes with age may affect scanning patterns and emotion recognition, we examined correlations between scanning parameters and performance on executive function tests. Methods: We recorded eye movements from 16 OA (mean age 68.9) and 16 YA (mean age 19.2) while they categorized facial expressions and non-face control images (landscapes), and administered standard tests of executive function. Results: OA were less accurate than YA at identifying fear (p < .05, r = .44) and more accurate at identifying disgust (p < .05, r = .39). OA fixated less than YA on the top half of the face for disgust, fearful, happy, neutral, and sad faces (p values < .05, r values ≥ .38), whereas there was no group difference for landscapes. For OA, executive function was correlated with recognition of sad expressions and with scanning patterns for fearful, sad, and surprised expressions. Conclusion: We report significant age-related differences in visual scanning that are specific to faces. The observed relation between scanning patterns and executive function supports the hypothesis that frontal-lobe changes with age may underlie some changes in emotion recognition.

Parent–child attachment and executive functioning in relation to ADHD symptoms in middle childhood

This study investigated attachment representations and executive functioning (i.e., response inhibition and working memory) at age 8½ in relation to ADHD symptoms one year later. Well-validated laboratory measures of both executive functioning and attachment representations were used. Additive, interaction, as well as mediation effects were investigated. The results showed that attachment disorganization and executive functioning were independently related to ADHD symptoms, even when using conduct problems as a covariate. No significant interaction effects were found, and executive functioning was not found to act as a mediator between attachment disorganization and ADHD symptoms. In conclusion, attachment disorganization had a significant effect on ADHD symptoms, independent of both executive functioning and conduct problems, which suggests that the parent–child attachment is a factor that needs to be included if we are to more fully understand the development of ADHD.

Assessing executive function in relation to fitness to drive: A review of tools and their ability to predict safe driving

The assessment of executive functions is an integral component in determining fitness to drive. A structured review was conducted to identify assessment tools used to measure executive function in relation to driving and to describe these tools according to: (i) specific executive function components assessed; (ii) the tool's validity in predicting safe driving; and (iii) clinical utility. Sixty-nine articles were reviewed, identifying 53 executive function tools/assessments used in driving research. Each tool was critically appraised and the findings were compiled in a Driving Executive Function Tool Guide. Among the 53 tools, there were 27 general assessments of cognition, 19 driving-specific and seven activities of daily living/instrumental activities of daily living assessments. No single tool measured all executive function components: working memory was the most common (n = 20/53). Several tools demonstrated strong predictive validity and clinical utility. For example, tools, such as the Trail Making Test and the Maze Task, have the shortest administration time (i.e. often less than 10 minutes) and the most easily accessible method of administration (i.e. pen and paper or verbal). Driving-specific tools range from short questionnaires, such as the 10-minute Manchester Driving Behaviour Questionnaire, to more complex tools requiring about 45 minutes to administer. CONCLUSIONS AND SIGNIFICANCE OF THE STUDY: The appropriateness of a tool depends on the individual being assessed and on practical constraints of the clinical context. The Driving Executive Function Tool Guide provides useful information that should facilitate decision-making and selection of appropriate executive function tools in relation to driving.

Relation of Measures of Executive Function to Aggressive Behavior in Children

This study investigated the role of executive function in relation to aggression in a sample of children (N = 93) aged 9 to 15 years. Based on parent ratings of aggression, the sample was divided into low- (n = 66) and high- (n = 27) aggression groups. Although the groups did not differ significantly on laboratory measures of executive function, significant differences emerged on behavioral regulation and metacognition ratings by parents. Notably, a high level of behavioral dysregulation was predictive of placement in the high-aggression group; both good metacognitive skills and behavior regulation served as significant predictors of prosocial and adaptive skills.