Individual Differences In Executive Function Research Articles

Individual differences in executive function partially explain the socioeconomic gradient in middle-school academic achievement.

Children from families with low socioeconomic status (SES) earn lower grades, perform worse on achievement tests, and attain less education on average than their peers from higher-SES families. We evaluated neurocognitive mediators of SES disparities in achievement in a diverse sample of youth whose data were linked to administrative records of performance on school-administered tests of 7th grade reading and math proficiency (N=203). We used structural equation modeling to evaluate whether associations between SES (measured at ages 8-9) and achievement (measured at age 13) are mediated by verbal ability and executive function (measured at age 10), a suite of top-down mental processes that facilitate control of thinking and behavior. Children from relatively higher-SES families performed better than their lower-SES peers on all neurocognitive and achievement measures, and SES disparities in both reading and math achievement were partially mediated by variation in executive function, but not verbal ability. SES disparities in executive function explained approximately 37% of the SES gap in math achievement and 17% of the SES gap in reading achievement. Exploratory modeling suggests that SES-related variation in working memory may play a particularly prominent role in mediation. We discuss potential implications of these findings for research, intervention programming, and classroom practice.

Attentional Flexibility Predicts A-Not-B Task Performance in 14-Month-Old-Infants: A Head-Mounted Eye Tracking Study.

Early individual differences in executive functions (EFs) are predictive of a range of developmental outcomes. However, despite the importance of EFs, little is known about the processes underlying these early individual differences. Therefore, we investigated the association between 14-month-old infants’ attention on a reaching version of the A-not-B task and task success. We hypothesized that both strategic focused attention (measured as percentage looking time towards the correct location during delay) and attentional flexibility (measured as number of looks per second to available stimuli during delay) would relate positively to task performance. Infants performed the A-not-B task wearing a head-mounted eye tracker (N = 24). Results were trial-dependent and partially supported the hypotheses: (1) infants who were better able to flexibly shift attention between available stimuli on the first pre-switch trial showed better task performance overall; and (2) strategic focused attention to the hiding location during the first switch trial was positively related to performance on that particular trial only (trend-level effect). Thus, the study shows preliminary evidence that particularly attentional flexibility is a key factor underlying EF performance in young children. Advantages and challenges of working with head-mounted eye tracking in infants are discussed.

Don’t forget your lunch: Age and individual differences in how children perform everyday tasks

Performing everyday tasks well is important for children’s success in the home and classroom and thought to rely on cognitive processes as studied in lab-based paradigms. There has been much interest in the link between executive function (EF) and children’s achievements in real world settings. Little is known about how children’s EF is related to their capacity to complete everyday tasks typical in real world settings. There is no gold standard for measuring how children complete everyday tasks. We developed a real world paradigm in which a group of 6- to 7-year-old and a group of 8- to 10-year-old children (N = 50) were provided instructions to complete routine tasks typical of daily life in a “lab house”, such as gathering homework to prepare for a day at school. To examine the link between EF and performance on the everyday tasks, we measured children’s EF using the Minnesota Executive Function Scale (MEFS). To examine the role of attention to the instructions to performance on the everyday tasks, children were fitted with a mobile eye tracker and looking time to the visual aids the instructions were displayed upon was extracted. Results showed children completed the everyday tasks more accurately and efficiently with age. Individual differences in EF and more looking time to visual aids while instructions were provided accounted for children’s performance above and beyond age. The real world paradigm provides a new platform for investigating how EF is used while completing everyday tasks and developing new methods to foster success.

Individual Variation in Functional Topography of Association Networks in Youth

The spatial distribution of large-scale functional networks on the cerebral cortex differs between individuals and is particularly variable in association networks that are responsible for higher-order cognition. However, it remains unknown how this functional topography evolves in development and supports cognition. Capitalizing on advances in machine learning and a large sample imaged with 27min of high-quality functional MRI (fMRI) data (n= 693, ages 8-23 years), we delineate how functional topography evolves during youth. We found that the functional topography of association networks is refined with age, allowing accurate prediction of unseen individuals' brain maturity. The cortical representation of association networks predicts individual differences in executive function. Finally, variability of functional topography is associated with fundamental properties of brain organization, including evolutionary expansion, cortical myelination, and cerebral blood flow. Our results emphasize the importance of considering the plasticity and diversity of functional neuroanatomy during development and suggest advances in personalized therapeutics.

Differentiating Symptoms of ADHD in Preschoolers: The Role of Emotion Regulation and Executive Function

Objective: This study examined the extent to which individual differences in executive function (EF) and emotion regulation (ER) were uniquely associated with inattention and hyperactivity symptoms of ADHD, respectively. Method: Participants included 249 preschool children with at-risk or clinically elevated levels of externalizing behavior problems (EBPs). Results: Regression analyses were conducted examining the association between EF and ER—as reported by parents/teachers and assessed via child task performance—and hyperactivity and inattention. Even after accounting for IQ, age, sex, and severity of oppositional defiant disorder, greater levels of parent/teacher-reported EF problems and worse EF performance were associated with greater inattention. In addition, better observed ER was associated with lower inattention. Conversely, greater levels of parent/teacher-reported EF problems and worse parent/teacher-reported ER were associated with greater hyperactivity. Conclusion: Our findings suggest that underlying deficits in EF and ER do differentially relate to ADHD symptoms.

Parenting and Children's Executive Function Stability Across the Transition to School.

When children transition to school between the ages of 4 and 6 years, they must learn to control their attention and behavior to be successful. Concurrently, executive function (EF) is an important skill undergoing significant development in childhood. To understand changes occurring during this period, we examined the role of parenting in the development of children's EF from 4 to 6 years old. Participants were mother and child dyads (N = 151). Children completed cognitive tasks to assess overall EF at age 4 and age 6. At both time points, mothers and children completed interaction tasks which were videotaped and coded to assess various parenting dimensions. Results indicated that children with high EF at age 4 were more likely to have high EF at age 6. In addition, results suggested that higher levels of positive parenting across the transition to school promote stability of individual differences in EF.

The effect of executive function on adherence with a cardiac secondary prevention program and its interaction with an incentive-based intervention

Participation in secondary prevention programs such as cardiac rehabilitation (CR) reduces morbidity, mortality, and hospitalizations while improving quality of life. Executive function (EF) is a complex set of cognitive abilities that control and regulate behavior. EF predicts many health-related behaviors, but how EF interacts with interventions to improve treatment adherence is not well understood. The objective of this study is to examine if EF predicts CR treatment adherence and how EF interacts with an intervention to improve adherence. Data were collected from 2013 to 2018 in Vermont, USA. 130 Medicaid-enrolled individuals who had experienced a qualifying cardiac event were enrolled in a controlled clinical trial and randomized 1:1 to receive financial incentives for completing secondary prevention sessions or to usual care. In this secondary analysis, effects of EF on CR adherence (defined as completing ≥30/36 sessions) were examined in 112 participants (57 usual care, 55 intervention) who completed an EF battery. Delay-discounting, a measure of impulsivity, predicted CR adherence (p = 0.01) and interacted with the incentive intervention, such that those who exhibited greater discounting of future rewards benefitted more from the intervention than those who discounted less (F(1, 104) = 5.23, p = 0.02). Better cognitive flexibility, measured with the trail-making-task, also predicted CR adherence (p = 0.02). While EF has been associated with adherence to a variety of treatment regimens, this interaction between an incentive-based intervention to promote treatment adherence and EF is novel. This work illustrates the value of considering individual differences in EF when designing and implementing interventions to promote health-related behavior change.

Developmental transformations in the structure of executive functions

Comparisons of results from studies of executive function (EF) in early childhood to those of EF in middle and late childhood suggest that individual differences in EFs may differentiate from a unitary factor in early childhood to an increasingly multidimensional structure in middle childhood and adolescence. We tested whether associations among EFs strengthened from middle childhood to adolescence using cross-sectional data from a population-based sample of 1019 children aged 7–15 years (M = 10.79 years). Participants completed a comprehensive EF battery consisting of 15 measures tapping working memory, updating, switching, and inhibition domains. Moderated factor analysis, local structural equation modeling, and network modeling were applied to assess age-related differences in the factor structure of EF. Results from all three approaches indicated that working memory and updating maintained uniformly high patterns of covariation across the age range, whereas inhibition became increasingly differentiated from the other three domains beginning around 10 years of age. However, consistent with past research, inhibition tasks were only weakly intercorrelated. Age-related differences in the organization of switching abilities were mixed.

Children's Individual Differences in Executive Function and Theory of Mind in Relation to Prejudice Toward Social Minorities.

Executive function (EF) and theory of mind (ToM) are key cognitive skills for socio-emotional adjustment. Executive function develops considerably between 3 and 7 years of age, and fosters the development of social cognition skills such as ToM. Studies with adults have shown a link between EF and prejudice, as well as between empathy and prejudice. Moreover, the relationship between EF, cognitive and affective ToM and prejudice has barely been studied in children. In this study, we aimed at examining the relationship between individual differences in EF, cognitive and affective ToM and prejudice toward the Romany ethnic minority. We expected a positive association between EF and ToM skills, and a negative association between EF and prejudice. We also predicted a negative association between ToM and prejudice. A total of 86 preschool (5–6 years old, N = 43) and third-grade (8–9 years old, N = 43) children participated in the study. Results showed a negative relationship between EF and prejudice, as well as between affective ToM and prejudice, after controlling for intelligence. Moreover, we found that EF significantly predicted prejudice. Exploratory correlational analyses suggested age-related differences in the EF skills underlying prejudice regulation. These findings suggest a distinctive contribution of cognitive and affective components of ToM to prejudice, and highlight the central role of EF in social behavior regulation.

The association between individual differences in executive functioning and resting high-frequency heart rate variability

Both resting high-frequency heart rate variability (HF-HRV) and executive functioning (EF) are individual differences implicated in vulnerability to a wide range of adverse outcomes. The overlapping set of associations, along with theoretical models positing connections between the brain regions subserving the executive functions and the parasympathetic nervous system, suggest that the two factors should be correlated. Seeking to address limitations in prior research, the current study examined the association between EF, measured comprehensively with individually-administered neuropsychological tests and controlling for lower-order cognitive processes, and resting physiology, measured with impedence cardiography, in healthy, community participants (68% female; mean age = 27, SD = 6.5). Results confirmed a significant association between EF and resting HF-HRV, but no association with resting state sympathetic nervous system activation (pre-ejection period). These findings may inform future investigation of transdiagnostic mechanisms related to these two individual difference factors.

Does interference between self and other perspectives in theory of mind tasks reflect a common underlying process? Evidence from individual differences in theory of mind and inhibitory control

Theory of mind (ToM), the ability to understand that other agents have different beliefs, desires, and knowledge than oneself, has been extensively researched. Theory of mind tasks involve participants dealing with interference between their self-perspective and another agent’s perspective, and this interference has been related to executive function, particularly to inhibitory control. This study assessed whether there are individual differences in self–other interference, and whether these effects are due to individual differences in executive function. A total of 142 participants completed two ToM (the director task and a Level 1 visual perspective-taking task), which both involve self–other interference, and a battery of inhibitory control tasks. The relationships between the tasks were examined using path analysis. Results showed that the self–other interference effects of the two ToM tasks were dissociable, with individual differences in performance on the ToM tasks being unrelated and performance in each predicted by different inhibitory control tasks. We suggest that self–other differences are part of the nature of ToM tasks, but self–other interference is not a unitary construct. Instead, self–other differences result in interference effects in various ways and at different stages of processing, and these effects may not be a major limiting step for adults’ performance on typical ToM tasks. Further work is needed to assess other factors that may limit adults’ ToM performance and hence explain individual differences in social ability.

The Unique Contributions of Verbal Analogical Reasoning and Nonverbal Matrix Reasoning to Science and Maths Problem-Solving in Adolescence.

ABSTRACTRelational reasoning, the ability to detect meaningful patterns, matures through adolescence. The unique contributions of verbal analogical and nonverbal matrix relational reasoning to science and maths are not well understood. Functional magnetic resonance imaging data were collected during science and maths problem‐solving, and participants (N = 36, 11–15 years) also completed relational reasoning and executive function tasks. Higher verbal analogical reasoning associated with higher accuracy and faster reaction times in science and maths, and higher activation in the left anterior temporal cortex during maths problem‐solving. Higher nonverbal matrix reasoning associated with higher science accuracy, higher science activation in regions across the brain, and lower maths activation in the right middle temporal gyrus. Science associations mostly remained significant when individual differences in executive functions and verbal IQ were taken into account, while maths associations typically did not. The findings indicate the potential importance of supporting relational reasoning in adolescent science and maths learning.

Genome-Wide Association Study of Latent Cognitive Measures in Adolescence: Genetic Overlap With Intelligence and Education.

ABSTRACTIndividual differences in executive functions (EF) are heritable and predictive of academic attainment (AA). However, little is known about genetic contributions to EFs or their genetic relationship with AA and intelligence. We conducted genome‐wide association analyses for processing speed (PS) and the latent EF measures of working memory (WM) and inhibitory control (IC) in 4,611 adolescents from the Avon Longitudinal Study of Parents and Children. While no loci reached genome‐wide significance, common genetic variants explained 30% of the variance in WM and 19% in PS. In contrast, we failed to find common genetic contributions to IC. Finally, we examined shared genetic effects between EFs and general intelligence, AA and ADHD. We identified significant genetic correlations between WM, intelligence, and AA. A more specific pattern was observed for PS, with modest genetic overlap with intelligence. Together these findings highlight diversity in the genetic contributions to specific cognitive functions and their genetic relationship with educational and psychiatric outcomes.

Preschoolers Flexibly Shift Between Speakers' Perspectives During Real-Time Language Comprehension.

In communicative situations, preschoolers use shared knowledge, or "common ground," to guide their interpretation of a speaker's referential intent. Using eye-tracking measures, this study investigated the time course of 4-year-olds' (n=95) use of two different speakers' perspectives and assessed how individual differences in this ability related to individual differences in executive function and representational skills. Gaze measures indicated partner-specific common ground guided children's interpretation from the earliest moments of language processing. Nonegocentric online processing was positively correlated with performance on a Level 2 visual perspective-taking task. These results demonstrate that preschoolers readily use the perspectives of multiple partners to guide language comprehension and that more advanced representational skills are associated with the rapid integration of common ground information.

Processing speed, working memory, and executive functions: Independent or inter-related predictors of general intelligence

Both working memory capacity (WMC) and processing speed (PS) have been discussed as important covariates of individual differences in intelligence. Recent results indicated that especially latencies of ERP components associated with higher-order processing (P2, N2, and P3) may share up to 80% of variance with individual differences in intelligence. WMC has a similar predictive power and thus these two processes cannot explain individual differences in intelligence independently. The current study explores in how far individual differences in executive functions (EFs) may bridge the gap between WMC and PS as predictors of intelligence. We recruited 101 participants who completed three EF tasks – one for each of the three executive functions shifting, updating, and inhibition. Additionally, we assessed participants' intelligence, WMC, and PS. Results showed that only variance of behavioral RTs consistent across manipulations in the EF tasks was related to WMC, PS, and intelligence. The variance specific to the manipulations in EF tasks was small and showed no consistent correlations with each other or with any of the three covariates. These results suggest that EF tasks capture mostly manipulation-unspecific cognitive processes. Hence, individual differences in the impairment due to additional executive processing demands cannot explain why WMC and PS are related predictors of individual differences in intelligence.

Trait-like vulnerability of higher-order cognition and ability to maintain wakefulness during combined sleep restriction and circadian misalignment.

Determine stability of individual differences in executive function, cognitive processing speed, selective visual attention, and maintenance of wakefulness during simulated sustained operations with combined sleep restriction and circadian misalignment. Twenty healthy adults (eight female), aged 25.7 (±4.2 SD), body mass index (BMI) 22.3 (±2.1) kg/m2 completed an 18-day protocol twice. Participants maintained habitual self-selected 8-hour sleep schedules for 2 weeks at home prior to a 4-day laboratory visit that included one sleep opportunity per day: 8 hours on night 1, 3 hours on night 2, and 3 hours on mornings 3 and 4. After 3 days of unscheduled sleep at home, participants repeated the entire protocol. Stability and task dependency of individual differences in performance were quantified by intra-class correlation coefficients (ICC) and Kendall's Tau, respectively. Performance on Stroop, Visual Search, and the Maintenance of Wakefulness Test were highly consistent within individuals during combined sleep restriction and circadian misalignment. Individual differences were trait-like as indicated by ICCs (0.54-0.96) classified according to standard criteria as moderate to almost perfect. Individual differences on other performance tasks commonly reported in sleep studies showed fair to almost perfect ICCs (0.22-0.94). Kendall's rank correlations showed that individual vulnerability to sleep restriction and circadian misalignment varied by task and by metric within a task. Consistent vulnerability of higher-order cognition and maintenance of wakefulness to combined sleep restriction and circadian misalignment has implications for the development of precision countermeasure strategies for workers performing safety-critical tasks, e.g. military, police, health care workers and emergency responders.

Does executive function moderate the relation between momentary affective and physical states and subsequent dietary lapse? An EMA investigation.

The study explored whether baseline individual differences in executive function (EF) affect the relation between elevations in internal states and subsequent likelihood of lapsing from a dietary prescription. Participants were 189 adults with overweight/obesity in a behavioral weight loss treatment who completed a neuropsychological EF task at intake and a 2-week EMA protocol measuring internal states and dietary lapses at start of treatment. Generalized estimating equations found relations between momentary elevations in tiredness (b = .06, p = .01) and deprivation (b = .06, p = .047) and subsequent likelihood of lapsing were more robust for participants with lower EF, whereas the relation between momentary elevations in boredom and subsequent likelihood of lapsing (b = .04, p = .03) was more robust for participants with higher EF. Results provide support for EF impacting the relation between elevations in internal states and likelihood of dietary lapse, informing the development of personalized behavioral weight loss treatments.

A cognitive assessment tool designed for data collection in the field in low- and middle-income countries

The Rapid Assessment of Cognitive and Emotional Regulation (RACER) is a tablet-based assessment tool for children that measures executive function (EF) skills. Instructions that are brief and visually presented; game-like tasks are designed to easily engage children regardless of literacy level and variable test administration settings. RACER measures inhibitory control and working memory. This study presents the theoretical rationale and empirical evidence for tablet-based assessments of EF, the process of administering the RACER assessments. The current sample consists of students in Lebanon (N=1900) and Niger (N=850). The results indicate that individual differences in EF can be assessed by the RACER tablet tasks. Specifically, we demonstrate that EF scores are associated in expected ways with age and that tasks function similarly to what has been observed in high-income countries. The feasibility and utility for researchers, practitioners, and clinicians, of this cognitive assessment tool is discussed.

Measuring and Predicting Individual Differences in Executive Functions at 14Months: A Longitudinal Study.

This study of 195 (108 boys) children seen twice during infancy (Time 1: 4.12 months; Time 2: 14.42 months) aimed to investigate the associations between and infant predictors of executive function (EF) at 14 months. Infants showed high levels of compliance with the EF tasks at 14 months. There was little evidence of cohesion among EF tasks but simple response inhibition was related to performance on two other EF tasks. Infant attention (but not parent‐rated temperament) at 4 months predicted performance on two of the four EF tasks at 14 months. Results suggest that EF skills build on simpler component skills such as attention and response inhibition.

Executive Function, Eating Behavior, and Preoperative Weight Loss in Bariatric Surgery Candidates: An Observational Study

Background: Individual differences in executive function may influence eating behavior, weight loss (WL), and WL maintenance in obesity treatment. Executive function, which designates top-down cognitive control processes, has been related to eating behaviors which may impact weight, and has been found to be predictive of WL in both behavioral WL programs and after bariatric surgery. Currently, we lack knowledge on the role of executive function in the period before bariatric surgery. If executive function impacts eating behavior and WL in the preoperative period, it may be a target for clinical attention in this stage. Objectives: We aimed to examine the relationship between objective performance-based measures of executive function, eating patterns, and WL in the preoperative period. Method: Baseline data in an ongoing observational longitudinal study of bariatric surgery patients were used. Eighty patients completed neuropsychological testing and self-report questionnaires 4 weeks prior to surgery. Results: We found that working memory predicted WL before surgery and inhibitory control predicted adherence to dietary recommendations. Conclusion: Our study indicates that executive function may play a role in short-term WL and dietary adherence prior to surgery, suggesting that executive function in the preoperative period deserves an extended research focus.