Executive Function In Children Research Articles

Associations of prenatal stress with 5-year-old children's executive function in a low socioeconomic status population.

Prenatal stress has a significant, but small, negative effect on children's executive function (EF) in middle and high socioeconomic status (SES) households. Importantly, rates and severity of prenatal stress are higher and protective factors are reduced in lower SES households, suggesting prenatal stress may be particularly detrimental for children's EF in this population. This study examined whether prenatal stress was linked to 5-year-old's EF in a predominantly low SES sample and child sex moderated this association, as males may be more vulnerable to adverse prenatal experiences. Participants were 132 mother-child dyads drawn from a prospective prenatal cohort. Mothers reported on their depression symptoms, trait anxiety, perceived stress, everyday discrimination, and sleep quality at enrollment and once each trimester, to form a composite prenatal stress measure. Children's EF was assessed at age 5 years using the parent-report Behavior Rating Inventory of Executive Function - Preschool (BRIEF-P) Global Executive Composite subscale and neuropsychological tasks completed by the children. Mixed models revealed higher prenatal stress was associated with lower BRIEF-P scores, indicating better EF, for females only. Higher prenatal stress was associated with lower performance on neuropsychological EF measures for both males and females. Results add to the limited evidence about prenatal stress effects on children's EF in low SES households.

Executive Functions Rehabilitation in Premature Children Using an Adaptive Motion-Interaction Videogame Platform: A Randomized Controlled Trial.

Background: Premature children are at increased risk of executive functions (EF) deficits and these difficulties persist into adolescence and adulthood, potentially undermining their development and academic achievements. The aim of the present randomized controlled trial (RCT) is to evaluate the efficacy of the Intendu trainer, an adaptive virtual reality platform, at ameliorating EF in preterm children. Methods: A single-center, RCT was conducted. The intervention group was exposed to game session with the Intendu software in addition to the standard of care in use in our center. The main outcome was the proportion of children with a 10-point increase in the processing speed quotient as measured by WPPSI-III after 4 weeks from the baseline assessment. Results: Forty-seven children born before 36 + 5 weeks were randomized to the experimental (n = 24) or control arm (n = 23). Five children were lost to follow-up. Thirteen of 23 children (56%) reached the main outcome in the experimental group and 5 of 19 (26%) in the control group (P = 0.049, per-protocol analysis) with an absolute benefit increase (ABI) of 30% reconfirmed by the intention-to-treat analysis (P = 0.022, ABI of 32%). Conclusion: Intendu brain-trainer showed promising short-term results on EF in pre-term children, however, larger studies with longer periods of follow-up are warranted to better investigate the role of this or similar technology in promoting better EF in preterm children.

Evaluating Effectiveness of Group Intervention Working on Executive Function for Children with Attention Deficit Hyperactivity Disorder: A Prospective Observational Cohort Study

Introduction:  The objective of this study is to evaluate the effectiveness of Simon says program (SSP), a strategy-based group intervention program working on executive function (EF) for children with attention deficit hyperactivity disorder (ADHD). Methods:  A prospective observational cohort study was conducted from December 2021 to July 2022 recruiting 21 SSP participants, either they were on stimulant or not on stimulants, and 12 other ADHD patients who are on stimulant medication only without prior participation in SSP, using convenience sampling method, from Child Development Clinic Hospital Sultan Ismail.  NICHQ Vanderbilt Assessment Follow Up Scales (VAS) were used to measure its effectiveness and the significance of score differences before and after SSP were assessed using paired sample t-test of Statistical Package for Social Science (SPSS) version 28.0 software. Results: Total of 33 children participated in the study. From our study, only those participants on behavioural therapy alone showed statistically significant reduction in inattentive score, hyperactivity score and total symptoms score at the third month and sixth month after joining SSP from parents-rated VAS. There were no statistically significant differences in the average VAS performance score for both groups. Conclusion: SSP could be an effective behavioral intervention for children with ADHD children. Limitations included lacking clear generalizability due to the convenience sampling method and potential inter-rater variability.

Relationships between type of sport played and hot and cold executive functions in children and adolescents: a systematic review.

In recent years a division of executive functions into hot and cold has been proposed. Cold ones refer to cognitive functioning in decontextualized and affectively neutral situations, evaluating dimensions such as working memory, inhibitory control, and cognitive flexibility. Instead, hot ones would refer to the capacity for self-regulation in contexts with emotional and motivational implications. Several studies have highlighted, the impact of sports on the development of executive functioning, although few studies have jointly analyzed both dimensions. This systematic review aimed to analyze existing studies that jointly analyze the impact of sport on both dimensions of executive functioning in adolescents. A systematic review using the PRISMA method has been carried out to achieve this objective. The databases consulted were Web Of Science (WOS), Scopus, PubMed, PsycINFO, and CSIC indexes, between 2000 and 2023. Finally, 8 articles were included in the review. The results revealed significant relationships between sports and executive functions, especially in open sports such as soccer or field hockey being more relevant than closed modalities such as athletics or martial arts. These findings are of great interest as they could be significant to promoting a particular type of sport like open sports during cognitive development of children and adolescents En los últimos años, se ha propuesto una división de las funciones ejecutivas en frías y calientes. Las frías se refieren al funcionamiento cognitivo en situaciones descontextualizadas y afectivamente neutras, evaluando dimensiones como la memoria de trabajo, el control inhibitorio y la flexibilidad cognitiva. En cambio, las funciones calientes se refieren a la capacidad de autorregulación en contextos con implicaciones emocionales y motivacionales. Varios estudios han destacado el impacto del deporte en el desarrollo de las funciones ejecutivas, aunque pocos estudios han analizado conjuntamente ambas dimensiones. El objetivo de esta revisión sistemática fue analizar los estudios existentes que analizan conjuntamente el impacto del deporte en ambas dimensiones de las funciones ejecutivas en adolescentes. Se llevó a cabo una revisión sistemática utilizando el método PRISMA para lograr este objetivo. Las bases de datos consultadas fueron Web Of Science (WOS), Scopus, PubMed, PsycInfo e índices del CSIC, entre 2000 y 2023. Finalmente, se incluyeron 8 artículos en la revisión. Los resultados revelaron relaciones significativas entre el deporte y las funciones ejecutivas, especialmente en deportes abiertos como el fútbol o el hockey sobre césped, siendo más relevantes que las modalidades cerradas como el atletismo o las artes marciales. Estos hallazgos son de gran interés ya que podrían ser significativos para promover un tipo particular de deporte como los deportes abiertos durante el desarrollo cognitivo de niños y adolescentes. Nos últimos anos, foi proposta uma divisão das funções executivas em quentes e frias. As frias referem-se ao funcionamento cognitivo em situações descontextualizadas e afetivamente neutras, avaliando dimensões como memória de trabalho, controle inibitório e flexibilidade cognitiva. Em vez disso, as quentes referem-se à capacidade de autorregulação em contextos com implicações emocionais e motivacionais. Vários estudos destacaram o impacto dos esportes no desenvolvimento das funções executivas, embora poucos tenham analisado conjuntamente ambas as dimensões. O objetivo desta revisão sistemática foi analisar estudos existentes que investigam o impacto do esporte em ambas as dimensões do funcionamento executivo em adolescentes. Foi realizada uma revisão sistemática utilizando o método PRISMA para atingir esse objetivo. As bases de dados consultadas foram Web Of Science (WOS), Scopus, PubMed, PsycInfo e índices CSIC, entre 2000 e 2023. Finalmente, foram incluídos na revisão 8 artigos. Os resultados revelaram relações significativas entre esportes e funções executivas, especialmente em esportes abertos como futebol ou hóquei de campo, sendo mais relevantes do que modalidades fechadas como atletismo ou artes marciais. Esses achados são de grande interesse, pois podem ser significativos para promover um tipo específico de esporte como esportes abertos durante o desenvolvimento cognitivo de crianças e adolescentes.

Improving executive functions at school. Integrating metacognitive exercise in class and computerized training at home to ensure training intensity and generalization. A feasibility pilot study

AbstractPrevious research has demonstrated the effectiveness of executive functions (EFs) training, both in computer‐based and school‐based formats. However, there is limited research on the combined effects of these training modalities. This study aims to assess the feasibility and preliminary efficacy of an EFs training programme for primary school children. The programme includes computerized training sessions for home use and school activities with metacognitive elements. The study included a sample of 53 second‐grade children, with 21 children in the training group and 32 children in the control group. Feasibility questionnaires were completed by children, parents and teachers. The children also underwent an EFs evaluation. The results indicate that the training was enjoyable for children and feasible for parents and teachers. Furthermore, preliminary efficacy analysis revealed significant improvements in working memory. These findings suggest that the training model holds promise for enhancing EFs in children in the school context. Practitioner notesWhat is already known about this topic Individual differences in executive functions influence acquisitions, behaviours and competencies in several specific domains from infancy to adulthood. Enhancing executive functions during school‐age years can contribute to reducing or preventing academic, behavioural and social difficulties. Among interventions targeting executive functions in school‐aged children, school‐based interventions have shown the highest effectiveness, followed by metacognitive interventions and computer‐based interventions. What this paper adds This paper presents the implementation of an innovative school‐based training programme designed to improve executive functions (EFs). The programme combines metacognitive sessions conducted at school with computer‐based sessions carried out at home. The goal was to enhance the effectiveness and generalizability of the training. The training programme was found to be enjoyable for children and feasible for both parents and teachers. Preliminary efficacy data indicate promising results, suggesting that the training programme is effective in achieving its intended goals. Implications for practice and/or policy Integrating school‐based metacognitive training with computerized sessions delivered at home can provide a high‐intensity training programme that may not be achievable in the school context alone. The school activities, conducted in group settings with teachers and peers, were found to be the most appreciated by the children, indicating that computer sessions alone cannot replace the value of metacognitive sessions at school, within a meaningful social context for the child. It is crucial to actively involve families in the training process to ensure good adherence. Additionally, the availability of technological resources in each family should be evaluated before implementing the training programme.

The implication of sleep disturbances on daily executive functioning and learning problems in children with autism without intellectual disability

BackgroundIndividuals with autism spectrum disorder (ASD) often have sleep disturbances, executive functioning difficulties, and learning problems. The aim of this study was twofold. First, to examine the quality of sleep in children with ASD without intellectual disability and typically developing (TD) children. Second, to explore the implication of sleep disturbances in the association between daily executive functioning and learning problems in children with ASD without intellectual disability. MethodThe sample included 47 children with autism without intellectual disability and 32 TD children. Parent-reported questionnaires were used to assess participants' sleep disturbances, daily executive functions, and learning problems. All statistical analyses performed were adjusted for age, IQ, and medication. ResultsAs expected, the prevalence of sleep disturbances was significantly higher in the ASD group than in the TD group. Regarding the second aim of the study, the total score of sleep disturbances was significantly associated with learning problems and the metacognition subdomain of executive functioning in children with autism without intellectual disability. In turn, executive functions and learning problems were also significantly associated. Finally, sleep disturbances were found to mediate the relationship between global executive functioning and learning problems in children with ASD without intellectual disability. ConclusionsThe findings suggest that sleep disturbances are common in children with autism, and that they play a mediating role in the association between executive functions and learning problems. Therefore, sleep should be a crucial aspect of interventions to improve the learning and academic performance of school-aged children with ASD without intellectual disability.

The relationships between motor skills and executive functions in children with and without autism spectrum disorder.

To date, information on associations between motor skills and executive functions (EF) in autistic children is limited. The purpose of this study was to compare motor skills and EF performance between autistic children and typically developing (TD) children and to examine the relationships between motor skills and EF in these two groups. Forty-eight autistic children and 48 TD children aged 6 to 12 years were recruited for this study. Motor skills were measured with the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). EF was assessed with the Stroop Color and Word Test, the Wisconsin Card Sorting Task (WCST), and the Test of Attentional Performance: Go/No-go test. Independent sample t-tests were used to compare the BOT-2 scores and EF measures between autistic children and TD children. Pearson product-moment correlation and regressions were conducted to assess the relationships between the BOT-2 scores and the EF measures for each group. Results showed that autistic children scored significantly lower than TD children on all four BOT-2 composite scores and a total motor composite. Autistic children also demonstrated significantly lower levels of performance on all EF measures than TD children. Further, autistic children showed more significant associations between motor skills and EF than TD children, particularly pronounced in the domains of fine manual control and manual coordination to cognitive flexibility, as well as manual coordination and inhibitory control. Continued development of motor skills and EF in autistic children is important. The relationships between motor skills and EF were significant among autistic children, suggesting future research on promoting EF through motor skill interventions in autistic children is required.

Comparing Executive Functions in Children and Adolescents with Autism and ADHD-A Systematic Review and Meta-Analysis.

Two neurodevelopmental conditions, autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD), have been associated with executive function (EF) impairments but the specificity of their impairments is still controversial. The present meta-analysis aimed to identify the differences in EF profiles of ASD, ADHD, and ASD+ADHD in relation to a control group of individuals with typical development (TD) and to understand whether the EF performance could change depending upon the type of measure used to assess EF (performance tests vs. questionnaires). Results from 36 eligible studies revealed that ADHD and ASD showed more difficulties than the TD group in tests and, particularly, in questionnaires. No significant differences in the EF profile emerged between ASD and ADHD when assessed through neuropsychological tests (d = 0.02), while significant differences emerged when assessed through questionnaires, with ADHD having higher ratings than ASD (d = -0.34). EF questionnaires and neuropsychological tests may catch two different constructs of EF, with the former being more predictive of everyday life EF impairments. The comparison between the double diagnosis group (ADHD+ASD) and the clinical groups pointed out that the former has a more similar EF profile to the ADHD-alone one and that it shows more difficulties than ASD-alone.

Carer-reported sleep disturbance and carer- and teacher-rated executive functioning in children with prenatal alcohol exposure and Fetal Alcohol Spectrum Disorder

ABSTRACT Children with prenatal alcohol exposure (PAE) and Fetal Alcohol Spectrum Disorder (FASD) have high rates of sleep disturbance and marked difficulties with executive functioning (EF). Sleep disturbance has been associated with poorer EF across development in typically developing children. The contribution of insomnia symptoms and nightmares to EF difficulties in children with PAE and FASD is unclear. The current study examined whether caregiver-reported insomnia symptoms and nightmares predicted difficulties with EF in children with PAE who were assessed at FASD diagnostic clinics. Archival data on 116 children with PAE assessed at FASD diagnostic clinics were extracted from databases. Children were assigned to a preschool-age group (3.1 to 5.9 years, n = 40) and a school-age group (5.9 to 10.9 years, n = 76). Insomnia symptoms and nightmares were measured using items extracted from the Child Behavior Checklist (CBCL) while EF was measured using the caregiver and teacher Behavior Rating Inventory of Executive Function (BRIEF) rating forms. Bootstrapped regression models were used examine the effects of insomnia symptoms and nightmares on domains of EF in each group while adjusting for potential confounds. For preschool children, insomnia symptoms were associated with greater daytime tiredness while nightmares were associated with greater difficulties with Emergent Metacognition according to their teachers. For school-age children, insomnia symptoms predicted greater EF difficulties across most domains according to their caregivers but not teachers. Sleep disturbance may compound EF impairments in children with PAE and should be screened for as part of FASD diagnostic assessment.

An experimental study on the impact of Wushu routine learning on executive functions of 7 - 8 years old female children

Executive function is one of the essential components of human cognitive function. Studies have found that improving executive function has a better impact on children’s academic achievement, behavioral performance, and mental health. This study employed an experimental design to investigate the effects of different types of motor learning on the development of 7-8-year-old children's executive functions. The intervention was the Wushu routine learning; sample size was 37 female children (experimental group 23, control group14), mean age was 7.38 years. The study applied the psychological experimental research software E-prime 2.0 developed by Psychology Software Tools, Inc. to evaluate the experimental groups' inhibitory function, refreshing function, and conversion function level by completing the Flanker task, 1-back task, and more-odd shifting task. The results showed that the intervention effect of motor learning was mainly manifested in the conversion function, while it had no significant effect on the inhibitory function and refreshing function. Different intervention duration of motor learning did not have significantly different effects on executive function.

Parenting style and young children's executive function mediate the relationship between parenting stress and parenting quality in two-child families

This study explored the relationship between parenting stress, parenting style, parenting quality, and young children's executive function. In total, 243 firstborns aged 2–9 years old (SD = 3.82) and their parents from two-child families in Beijing participated in the study, which used executive function tasks and parenting questionnaires. The results found that (1) parenting stress negatively predicted parenting quality; (2) parenting style partially mediated the relationship between parenting stress and parenting quality; (3) children's executive function partially mediated the relationship between parenting stress and parenting quality; and (4) the spoiled, democratic, permissive, and authoritarian parenting styles each play a chain mediating role with young children's executive function between parenting stress and parenting quality. Taken together, these findings provide implications for scientific parenting of children with different psychological characteristics (such as executive function) in multiple-child families under Parenting stress.

An experimental study on the impact of Wushu routine learning on executive functions of 7 - 8 years old female children

Executive function is one of the essential components of human cognitive function. Studies have found that improving executive function has a better impact on children’s academic achievement, behavioral performance, and mental health. This study employed an experimental design to investigate the effects of different types of motor learning on the development of 7-8-year-old children's executive functions. The intervention was the Wushu routine learning; sample size was 37 female children (experimental group 23, control group14), mean age was 7.38 years. The study applied the psychological experimental research software E-prime 2.0 developed by Psychology Software Tools, Inc. to evaluate the experimental groups' inhibitory function, refreshing function, and conversion function level by completing the Flanker task, 1-back task, and more-odd shifting task. The results showed that the intervention effect of motor learning was mainly manifested in the conversion function, while it had no significant effect on the inhibitory function and refreshing function. Different intervention duration of motor learning did not have significantly different effects on executive function.  

Research on the effect of different aerobic activity on physical fitness and executive function in primary school students

To evaluate the effect of 16 weeks of different aerobic activity on physical fitness and executive functions in primary school students. 90 right-handed students from China (Boys = 46; Girls = 44) participated in our study and were randomly separated into four groups: 20 in the control group (Con), 23 in the physical activity group (PA), 25 in the intellectual activity group (IA), 22 in the physical activity and intellectual activity group (PA + IA). The students in PA, IA and PA + IA group received aerobic exercise program lasted 40 min daily, 4 days a week for 16 weeks, regular physical activity in the PA group, intellectual activity in the IA group, physical activity couple with intellectual activity in the PA + IA group, respectively. All the students participate the experiment for body composition, physical fitness (cardiopulmonary fitness, muscle strength, speed sensitivity, flexibility quality), executive functions and saliva analysis test before and after 16 weeks. There was no significant effect of 16 weeks different aerobic exercise interventions on body composition before and after exercise interventions among four groups in children (p > 0.05). The results were obtained by inter-group and intra-group comparisons that different exercise interventions (physical activity, intellectual activity, physical combine with intellectual activity), all can significantly improve physical fitness parameters (cardiopulmonary fitness, muscle strength, speed sensitivity and flexibility quality), and executive functions parameters (inhibitory control, working memory, reaction time cognitive flexibility), as well as the concentration of saliva GH and IGF-I (p < 0.05) in children. Our experiment further demonstrated that the improvement effect of the two exercises together is more significant than that of the single exercise ways. Both physical and intellectual activity can effectively improve physical fitness and executive function in children, and the improvement effect of the two exercises together is more significant than that of the single exercise ways.

Cognitive enrichment through art: a randomized controlled trial on the effect of music or visual arts group practice on cognitive and brain development of young children

BackgroundThe optimal stimulation for brain development in the early academic years remains unclear. Current research suggests that musical training has a more profound impact on children's executive functions (EF) compared to other art forms. What is crucially lacking is a large-scale, long-term genuine randomized controlled trial (RCT) in cognitive neuroscience, comparing musical instrumental training (MIP) to another art form, and a control group (CG). This study aims to fill this gap by using machine learning to develop a multivariate model that tracks the interconnected brain and EF development during the academic years, with or without music or other art training.MethodsThe study plans to enroll 150 children aged 6-8 years and randomly assign them to three groups: Orchestra in Class (OC), Visual Arts (VA), and a control group (CG). Anticipating a 30% attrition rate, each group aims to retain at least 35 participants. The research consists of three analytical stages: 1) baseline analysis correlating EF, brain data, age, gender, and socioeconomic status, 2) comparison between groups and over time of EF brain and behavioral development and their interactions, including hypothesis testing, and 3) exploratory analysis combining behavioral and brain data. The intervention includes intensive art classes once a week, and incremental home training over two years, with the CG receiving six annual cultural outings.DiscussionThis study examines the potential benefits of intensive group arts education, especially contrasting music with visual arts, on EF development in children. It will investigate how artistic enrichment potentially influences the presumed typical transition from a more unified to a more multifaceted EF structure around age eight, comparing these findings against a minimally enriched active control group. This research could significantly influence the incorporation of intensive art interventions in standard curricula.Trial registrationThe project was accepted after peer-review by the Swiss National Science Foundation (SNSF no. 100014_214977) on March 29, 2023. The study protocol received approval from the Cantonal Commission for Ethics in Human Research of Geneva (CCER, BASEC-ID 2023-01016), which is part of Swiss ethics, on October 25, 2023. The study is registered at clinicaltrials.gov (NCT05912270).

Executive functioning in child victims of sexual abuse: A multi-informant comparative study

BackgroundResearch examining the association between child sexual abuse and executive functions is limited. Yet, exposure to traumatic situations at a young age has been associated with changes in the prefrontal cortex, which hosts executive functions (Wesarg et al., 2020). These functions are crucial for social adaptation, as they make it possible to inhibit maladaptive behavior and respond flexibly to the demands of the environment. As middle childhood is a sensitive period for the development of self-regulatory abilities, exploring executive functioning in school-age children could provide potential intervention targets (Dajani & Uddin, 2015). ObjectiveUsing multiple informants, this study compared executive functioning of sexually abused children to that of non-sexually victimized children and examined whether the differences were moderated by sex. MethodsThe sample consisted of 225, 6-to-12 years old children with a history of child sexual abuse (CSA) and 97 children without a history of CSA. Children completed two executive functioning tasks measuring cognitive flexibility and inhibition. Parents and teachers completed questionnaires evaluating children's executive functioning. ResultsIn comparison to non-abused children, children with a history of CSA displayed greater executive functioning difficulties as assessed by both informant-reported questionnaires and self-completed tasks. Significant interaction effects were found, such as CSA predicting lower inhibition and executive functions at school in boys but not in girls. ConclusionThis study is a first step in understanding the association between CSA and executive functioning and offers a clearer picture of the differential impact of sexual trauma according to children's sex.

Transcranial random noise stimulation (tRNS) improves hot and cold executive functions in children with attention deficit-hyperactivity disorder (ADHD)

Children with attention deficit-hyperactivity disorder (ADHD) have impaired hot and cold executive functions, which is thought to be related to impaired ventromedial and dorsolateral prefrontal cortex (vmPFC and dlPFC) functions. The present study aimed to assess the impact concurrent stimulation of dlPFC and vmPFC through transcranial random noise stimulation (tRNS), a non-invasive brain stimulation tool which enhances cortical excitability via application of alternating sinusoidal currents with random frequencies and amplitudes over the respective target regions on hot and cold executive functions. Eighteen children with ADHD received real and sham tRNS over the left dlPFC and the right vmPFC in two sessions with one week interval. The participants performed Circle Tracing, Go/No-Go, Wisconsin Card Sorting, and Balloon Analogue Risk Tasks during stimulation in each session. The results showed improved ongoing inhibition, prepotent inhibition, working memory, and decision making, but not set-shifting performance, during real, as compared to sham stimulation. This indicates that simultaneous stimulation of the dlPFC and the vmPFC improves hot and cold executive functions in children with ADHD.

Localized alterations in cortical thickness and sulcal depth of the cingulo-opercular network in relation to lower reading fluency skills in children with dyslexia

The traditional models of reading development describe how language processing and word decoding contribute to reading comprehension and how impairments in word decoding, a defining feature of dyslexia, affect reading comprehension outcomes. However, these models do not include word and sentence reading (contextual reading) fluency, both of which engage executive functions, with notably decreased performance in children with dyslexia. In the current study, we compared cortical thickness and sulcal depth (CT/SD) in the cingulo-opercular (CO) executive functions brain network in children with dyslexia and typical readers and examined associations with word vs. contextual reading fluency. Overall, CT was lower in insular regions and higher in parietal and caudal anterior cingulate cortex regions in children with dyslexia. Children with dyslexia showed positive correlations between word reading fluency and CT/SD in insular regions, whereas no significant correlations were observed in typical readers. For sentence reading fluency, negative correlations with CT/SD were found in insular regions in children with dyslexia, while positive correlations with SD were found in insular regions in typical readers. These results demonstrate the differential relations between word and sentence reading fluency and anatomical circuitry supporting executive functions in children with dyslexia vs. typical readers. It also suggests that word and sentence reading fluency, relate to morphology of executive function-related regions in children with dyslexia, whereas in typical readers, only sentence reading fluency relates to morphology of executive function regions. The results also highlight the role of the insula within the CO network in reading fluency. Here we suggest that word and sentence reading fluency are distinct components of reading that should each be included in the Simple View of Reading traditional model.

Effects of aerobic exercise on children's executive function and academic performance: A systematic review and meta-analysis

ObjectiveTo investigate the effects of exercise on executive function in children, providing an evidence-based foundation to inform future research in school physical education and health education. MethodsWe searched ten databases: Cochrane Library, Scopus, OVID, Web of Science, PubMed, EBSCOhost, SPORTDiscus, PsycINFO, CNKI, WANFANG DATA, VIP, and SinoMed, and eight articles were included. Applying the revised Cochrane Risk of Bias Tool for Randomized Trials (RoB2), funnel plots and Egger regression analysis were integrated with R meta-analysis to screen for publication bias. The quality of the evidence was appraised using the Grading system. ResultsThe included literature contained 2655 participants, with 1308 in the experimental group and 1347 in the control group. The results indicated that the aerobic exercise group considerably improved inhibitory control in children compared to the control group [SMD = 0.29, 95% CI (0.05, 0.54), P = 0.018]; working memory [SMD = 0.25, 95% CI (0.07, 0.42), P = 0.005]; and cognitive flexibility [SMD = 0.36, 95% CI (0.17, 0.54), P < 0.001]. However, the findings indicated that only aerobic exercise interventions extending beyond 50 weeks positively influenced academic performance in children [SMD = 1.19, 95% CI (0.34, 2.04), P = 0.006]. The results of an Egger regression analysis revealed that the p-values for inhibitory control, working memory, cognitive flexibility, and academic performance were more significant than 0.1. The Grade system said that the quality of evidence was all low regarding the level of evidence. ConclusionAerobic exercise enhanced executive function but only aerobic exercise interventions extending beyond 50 weeks demonstrated a significant effect on the academic performance of children. Due to the low quality of evidence presented in this study, additional high-quality randomized controlled trials are needed to confirm these findings.

A short executive functioning questionnaire in the context of early childhood screening: psychometric properties

ABSTRACT Early childhood executive functioning (EF) predicts later adjustment and academic achievement. However, measuring EF consistently and efficiently across settings in early childhood can be challenging. Most researchers use task-based measures of EF, but these methods present practical challenges that impede implementation in some settings. The current study of 380 3–5-year-old children in the United States evaluated the psychometric properties of a new 14-item parent-reported measure of EF in a diverse urban school district. This questionnaire aimed to capture a normative range of EF skills in ecologically valid contexts. There was evidence for two specific subscales – one that measures children’s EF challenges and another that measures children’s EF skills. Results suggested that several items demonstrated differential item functioning by age and race. After adjusting for measurement differences across demographic groups and controlling for age at screening, the EF challenges subscale was more strongly related to task-based measures of EF than was the EF skills subscale. EF challenges predicted third-grade math achievement, controlling for demographic variables and a performance-based measure of children’s early cognitive and academic skills. Results suggest that this parent report of EF could be a useful and effective early childhood screening tool.

Importance of cultural context in the study of children's executive functions: Advances in Latin America research

AbstractAlthough executive functions (EFs) have been identified as a cornerstone of cognitive development, knowledge of this fundamental ability in children is based primarily on research with North American and Western European samples of middle to high socioeconomic status (SES). In this article, we highlight advances in research on developmental EFs from Latin American regions, an understudied area that provides a unique context important to understanding EFs. Our narrative review suggests the potential for both universality (e.g., increasing cohesion and longitudinal stability among EFs' task performance, general positive associations with age, and other social and cognitive abilities) and cultural specificity in EF development (i.e., contributions of SES, educational environments, parenting styles, and cultural values). It is important to consider the development of EFs outside of typically examined samples—and specifically within Latin American countries—to understand more thoroughly these abilities and to generate interventions that consider cultural context.