Role Of Executive Functions Research Articles

Cerebellar Gray Matter Volume and its Role in Executive Function, and Attention: Sex Differences by Age in Adolescents.

This research measures the regional GMV (rGMV) of the cerebellum, attention, Executive Function (EF) and we aimed to identify their correlation and sex differences in children and adolescents. Subjects comprised 114 children (male = 62, female = 52, 12.44 ± 2.99 years old) from South Korea. Participants were divided into three groups by age (age 6-9, 10-13, and 14-17). The Stroop Color and Word Test (SCWT), Wisconsin Card Sorting Test (WCST), and Advanced Test of Attention (ATA) were used to estimate executive function. Magnetic resonance imaging (MRI) images were analyzed with Regional Voxel-Based Morphometry Analysis. The correlations between cerebellar rGMV and SCWT, WCST, and ATA subcategories showed difference by age and sex. In 6-9 age group, girls showed more overall correlations with cerebellar regions than boys, in WCST Categories Completed and ATA results. In age 10-13 group, more regions of cerebellum corresponded to SCWT subcategories in girls. Nevertheless, more correlation between cerebellar rGMV, WCST subcategories and some ATA subtests were observed in boys in the same age group. In the adolescent group, aged 14-17, boys showed more correlation with cerebellar rGMV, while girls showed little correlation. This study highlights that sex-different cerebellum maturation in adolescence might be correlated with EF and attention. These results provides evidence that cerebellum modulates higher cognitive functioning during child development.

The role of executive functions, social cognition and intelligence in predicting social adaptation of vulnerable populations

This study sought to evaluate the roles of and interactions between cognitive processes that have been shown to exhibit impact from socioeconomic status (SES) and living conditions in predicting social adaptation (SA) in a population of adults living in socially vulnerable conditions. Participants included 226 people between the ages of 18 and 60 who have been living in vulnerable contexts throughout life in Santiago, Chile. Data was collected through a battery of psychological assessments. A structural equation model (SEM) was implemented to examine the interrelationships among cognitive and social variables. Results indicate a significant relationship between executive function (EF) and SA through both social cognition (SC) and intelligence. Theory of Mind (ToM), a component of SC, was shown to exhibit a significant relationship with affective empathy; interestingly, this was negatively related to SA. Moreover, fluid intelligence (FI) was found to exhibit a positive, indirect relationship with SA through crystallized intelligence (CI). Evaluation of these results in the context of research on the impacts of SES and vulnerable living conditions on psychological function may allow for the development of more effective clinical, political, and social interventions to support psychosocial health among socially vulnerable populations.

Dark personality traits and entrepreneurial intentions among Pakistani university students: The role of executive functions and academic intent to entrepreneurship

This study examined the mediating role of core Executive Functions (EF: working memory and inhibitory control) and moderating role of Perceived Academic Intent to Entrepreneurship (PAIE) in relationship between Dark Personality Traits (SDT) and Entrepreneurial Intentions (EI) of university students. A sample of 539 university students enrolled in various undergraduate and postgraduate programs completed the Short Dark Triad-3 (SD3), Adult Executive Functioning Inventory (ADEXI), and measures for assessing Entrepreneurial Intent and Perceived Academic Intent to Entrepreneurship. The results showed that of SDT, only Machiavellianism was significantly associated with EI. Both of the core executive functions and PAIE were also positively correlated with EI. Moreover, findings showed that EF positively mediated the relationship between Machiavellian disposition and entrepreneurial intention, while perceived academic intent to entrepreneurship moderated the relationship between executive functions and EI. A significant moderated mediation index was also reported. Findings offer useful insight to the interplay among above mentioned variables and guide educational and organizational psychologists to employ core cognitive strategies for promoting entrepreneurial thoughts and channelizing the productive energies of students with malevolent tendencies through academic coaching.

2.51 The Association of the Caudate Nucleus and Cingulate Cortex Connectivity With Executive Function in Children and Adolescents

During childhood and adolescence, the brain develops actively, and the development of the frontal lobe, in particular, is known to affect various executive functions (EFs). The dorsolateral prefrontal, the orbitofrontal, and the anterior cingulate cortex (ACC) play important roles in EF, but studies on how EFs are affected by connectivity with other brain regions are insufficient. Although there has been research on the association of the caudate nucleus (CN) and the ACC connectivity with EF in traumatic brain injury patients, the association between this connectivity and EF during brain development in children and adolescents is still unclear.

Age effects on processing spatial relations within different reference frames: The role of executive functions

Mental representations of space can be generated and communicated with respect to different reference frames and perspectives. The present study investigated the effects of age and individual differences in domain-general executive functions on people’s ability to process spatial relations as expressed in language within different spatial reference frames (SRFs). Healthy adults aged between 18 and 85 completed a novel task involving self-, third-person-, object-, and environment-centered judgements of spatial relations between two objects, as well as standard tests of working memory, inhibition, and mental flexibility. A psychometric evaluation confirmed the test-retest reliability and the convergent and divergent validity of the new task. Results showed that the lifespan trajectories varied depending on the SRF. Processing from a self-centered perspective or an object-centered frame remained intact throughout the adult-lifespan. By contrast, spatial processing from a third-person-centered perspective or within an environment-centered frame declined in late adulthood. Mediation regression models showed that mental flexibility accounted for a significant part of the age-related variance in spatial processing across all allocentric SRFs. The age effects on environment-centered processing were also partially mediated by age-related changes in visuospatial working memory capacity. These findings suggest that at least partially distinct systems are involved in mentally representing space under different SRFs, which are differentially affected by typical aging. Our results also highlight that people’s ability to process spatial relations across different SRFs depends on their capacity to employ domain-general effortful cognitive resources.

The Role of Executive Functions in Solving Geometry Problems

This article discusses the role of the three components of executive functions (EF) in geometric understanding. Discussing several examples of geometry problems, this article shows how EF are actively employed to solve geometry problems. Inhibition as the first component of EF helps the individual to suppress contextually-irrelevant information. This strengthen the degree of focus on what is relevant to the problem being solved. In some geometry problems, the individual needs to rotate or manipulate shapes in her/his mind. Working memory as the second component of EF keeps a mental image of various positions of the rotating shape before rotation, after rotation, and during rotation. Keeping a clear mental image of these positions and comparing them with each other could facilitate the process of relating inferences to each other throughout the process of solving a geometry problem. Cognitive flexibility as the third component of EF helps the individual in the process of shift of attention between various parts of geometric shapes. Finally, it is suggested that the components of EF are in active collaboration with other cognitive resources such as the motor system in the process of solving geometry problems.

Connecting residual depressive symptoms to self-reported executive functioning: A network analytical approach

Persisting executive functioning (EF) impairments following remission from depression form an important source of disability in daily life. However, little is known regarding how specific aspects of EF relate to residual depressive symptomatology. Using network analysis, the current study investigates unique associations between cognitive-, affective-, and somatic depressive symptoms (Beck Depression Inventory 2nd edition, BDI-II) and self-reported EF (Behavior Rating Inventory of Executive Function – Adult version, BRIEF-A) in a sample of 161 remitted depressed individuals. We identified three clusters of closely connected nodes, corresponding with the Metacognition- and Behavioral Regulation Index of the BRIEF-A, and one cluster consisting of cognitive, affective-, and somatic depressive symptomatology. Among the clusters consisting of EF domains, working memory and shifting difficulties emerged as bridging nodes. Depressive cognition most strongly connected the cluster of depressive symptoms with the EF clusters. Depressive symptom dimensions demonstrated both shared and unique associations with EF domains. Each depressive symptom dimension was directly related to emotional control impairments. In addition, multiple associations were observed between depressive symptomatology and complaints at the level of working memory, shifting, and planning/organizing. Depressive affect was uniquely related to difficulties initiating activity. The current findings provide insights into the relationship between perceived difficulties in EF and residual depressive symptomatology. EF domains were differentially related to depressive symptom dimensions, suggesting the need for further research into the role of EF following remission from depression.

The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD

The present study explored (a) whether differences between students with and without ADHD in reading comprehension are explained by their executive functions, and (b) the unique and shared contribution of the various executive functions to reading comprehension ability. To address these questions, ninety-six adolescents with and without ADHD completed open-ended question tests following the reading of two expository texts, and a series of tasks to assess five EF—planning, cognitive flexibility, updating, inhibition, and monitoring. Findings demonstrated significantly lower performance on reading comprehension tests and executive function tasks, including planning, cognitive flexibility, updating, and monitoring for the ADHD group relative to the control. Critically, these four executive functions, separately, were also found as significant mediators of the difference observed in the reading comprehension ability between groups. When analyzed jointly, only monitoring remained a significant mediator over and above all others. Contrary to expectations, inhibition skill did not differ between groups, nor was it found to be a significant mediator, separately or jointly with other executive functions. These findings support the importance of executive functions in general and monitoring skill in particular for reading comprehension ability. Moreover, they suggest implications for the development of effective reading comprehension training and strategies suited to students with ADHD.

The role of executive functions and ICTs in anxiety management of children with learning disabilities

Anxiety is a particular form of emotional distress which is frequently experienced by students with LD. Research has indicated that high levels of anxiety have negative effects on performance on cognitive and academic tasks. Also, findings suggest that children with LD present cognitive and neuropsychological deficits. The mindfulness function of MMA proved to be helpful in promoting calmness, tolerance and acceptance of distress, as well as self-understanding in youth. Youth with learning disabilities (LDs) have information processing challenges that place them at increased risk for emotion dysregulation and often rely on coping strategies that emphasize avoidance of challenging emotions, experiences or tasks. We highlight that cognitive interference may help in reducing the quality or efficiency of test-anxious students’ with LD performance during exams.

Parental Rejection and School-aged Children's Externalizing Behavior Problems in China: The Roles of Executive Function and Callous-unemotional Traits.

This study examined the mediating role of children's executive function (EF) in the relation between parental rejection and children's externalizing behavior problems and whether this mediation varies depending on their callous-unemotional (CU) trait levels. Two hundred and eighty-four Chinese school-aged children and their fathers and mothers participated. Both fathers and mothers reported on parental rejection, children's externalizing behavior problems, EF, and CU traits. The results showed that EF mediated the association between parental rejection and externalizing behavior problems. Moreover, the negative link between EF and externalizing behavior problems was moderated by CU traits; in particular, the combination of higher-level CU traits and lower-level EF predicted more externalizing behavior problems. Our findings point to the importance of considering family context and multiple personal factors simultaneously to decrease children's behavior problems.

Individual Differences in Germ Spreading Behaviors Among Children With Attention-Deficit/Hyperactivity Disorder: The Role of Executive Functioning.

ObjectiveInfectious diseases, such as coronavirus disease 2019 (COVID-19), are commonly transmitted by respiratory droplets and contact with contaminated surfaces. Individuals with attention-deficit/hyperactivity disorder (ADHD) are more likely to be infected with COVID-19 and experience more hospitalizations than individuals without ADHD. The current study investigated the role of ADHD symptomatology and executive functioning (EF) in germ spreading behavior frequency among young children with and without ADHD and parenting responses to these behaviors.MethodsParticipants included 53 children diagnosed with ADHD and 47 typically developing (TD) children between the ages of 4–5 years (76% male; Mage = 4.62; 86% Hispanic/Latinx). Parents and teachers reported on children’s ADHD symptomatology and children completed three EF tasks. Germ spreading behavior frequency (direct contact of hand to face and toy in mouth) and parenting responses (verbal and nonverbal behaviors) were observed during a 5-min parent–child play situation.ResultsNegative binomial regression analyses indicated that both ADHD diagnostic status and poor metacognition predicted both higher rates of toy to mouth (β = 1.94, p < .001; β = 0.03, p = .004) and face touching frequency (β = 0.60, p = .03; β = 0.03, p = .004), respectively. Additionally, poor attention and worse cognitive flexibility only predicted higher rates of toy to mouth frequency (β = 0.09, p < .001; β = −0.04, p = .001), respectively.ConclusionsYoung children with ADHD are at high risk for spreading germs via putting toys in their mouth and touching their face. Particularly, high levels of inattention and poor EF appear to be associated with higher rates of germ spreading behaviors.

Untangling the relationship between child maltreatment and criminal behavior: executive functioning as mediator

ABSTRACT There is evidence that childhood maltreatment (CM) is an important risk factor for adult criminal behavior. However, little is known about the cognitive processes mediating this relationship. This study examined the mediating role of executive functioning (EF) on the relationship between CM and history of criminal behavior on a sample of 334 male individuals in custody from Uruguay. Preliminary results showed that CM was significantly associated with past criminal behavior in all multivariate models. The mediation analysis found that behavioral regulation had a significant mediating role while the metacognition and EF total score did not. Finally, the inhibition domain was the strongest mediator. This suggests that CM is an important risk factor that needs to be considered in Uruguay, and addressing behavioral regulation may also help to address some of the long-term consequences of CM and targeting deficits in inhibition could be a potential target for treatment for individuals that commit criminal offenses.

Cross-language activation during word recognition in child second-language learners and the role of executive function

We investigated lexical retrieval processes in 4- to 6-year-old German–English bilinguals by exploring cross-language activation during second-language (L2) word recognition of cognates and noncognates in semantically related and unrelated contexts in young learners of English. Both button presses (reaction times and accuracies) and eye-tracking data (percentage looks to target) yielded a significant cognate facilitation effect, indicating that the children’s performance was boosted by cognate words. Nonetheless, the degree of phonological overlap of cognates did not modulate their performance. Moreover, a semantic interference effect was found in the children’s eye movement data. However, in these young L2 learners, cognate status exerted a comparatively stronger impact on L2 word recognition than semantic relatedness. Finally, correlational analyses on the cognate and noncognate performance and the children’s executive function yielded a significant positive correlation between noncognate performance and their inhibitory control, suggesting that noncognate processing depended to a greater extent on inhibitory control than cognate processing.

Associations among socioeconomic status and preschool-aged children’s, number skills, and spatial skills: The role of executive function

Extensive literature has documented socioeconomic status (SES) disparities in young children’s standardized math achievement, which primarily reflect differences in basic number and arithmetic skills. In addition, growing evidence indicates that direct assessments of executive function (EF) both predict standardized math achievement and mediate SES differences in standardized math tests. However, early spatial skills and children’s approximate number system (ANS) acuity, critical components of later math competence, have been largely absent in this past research. The current study examined SES associations with multiple direct assessments of early ANS, cardinality, and spatial skills, as well as standardized math achievement, in a socioeconomically diverse sample of 4-year-old children (N = 149). Structural equation modeling revealed SES effect sizes of .21 for geometric sensitivity skills, .23 for ANS acuity, .39 for cardinality skills, and .28 for standardized math achievement. Furthermore, relations between SES and children’s spatial skills, ANS acuity, cardinality, and standardized math skills were mediated by a composite measure of children’s EF skills. Implications of pervasive SES disparities across multiple domains of early math development, as well as the mitigating role of EF, are discussed.

Characterization of Mild and Moderate Dysarthria in Parkinson's Disease: Behavioral Measures and Neural Correlates.

PurposeAlterations in speech and voice are among the most common symptoms in Parkinson’s disease (PD), often resulting in motor speech disorders such as hypokinetic dysarthria. We investigated dysarthria, verbal fluency, executive functions, and global cognitive function in relation to structural and resting-state brain changes in people with PD.MethodsParticipants with mild-moderate PD (n = 83) were recruited within a randomized controlled trial and divided into groups with varying degrees of dysarthria: no dysarthria (noDPD), mild dysarthria (mildDPD), moderate dysarthria (modDPD), and also combined mildDPD and modDPD into one group (totDPD). Voice sound level and dysphonia, verbal fluency, motor symptoms, executive functions, disease severity, global cognition, and neuroimaging were compared between groups. Gray matter volume and intensity of spontaneous brain activity were analyzed. Additionally, regressions between behavioral and neuroimaging data were performed.ResultsThe groups differed significantly in mean voice sound level, dysphonia, and motor symptom severity. Comparing different severity levels of dysarthria to noDPD, groups differed focally in resting-state activity, but not in brain structure. In totDPD, lower scores on semantic verbal fluency, a composite score of executive functions, and global cognition correlated with lower superior temporal gyrus volume.ConclusionThis study shows that severity of dysarthria may be related to underlying structural and resting-state brain alterations in PD as well as behavioral changes. Further, the superior temporal gyrus may play an important role in executive functions, language, and global cognition in people with PD and dysarthria.

Shape and Rule Information Is Reflected in Different Local Field Potential Frequencies and Different Areas of the Primate Lateral Prefrontal Cortex.

The lateral prefrontal cortex (LFPC) plays a crucial role in executive function by adaptively storing behavior-relevant information as working memory. Neural mechanisms associated with local field potentials (LFPs) may underlie the adaptive properties of the LFPC. Here, we analyzed how LFPs recorded from the monkey LFPC are modulated by the crucial factors of a shape manipulation task. In this task, the test shape is transformed by manipulating a lever to match the size and orientation of the sample shape. The subject is required to temporarily memorize the rules such as the arm-movement-manipulation relationship and the sample shape to generate the sequential behavior of operations. In the present study, we focused on task variables about shape and rules, and examined among which aspects distinguish the ventral and dorsal sides of the LFPC. We found that the transformed shape in the sample period strongly affected the theta and delta waves in the delay period on the ventral side, while the arm-manipulation assignment influenced the gamma components on the dorsal side. These findings suggest that area- and frequency-selective LFP modulations are involved in dynamically recruiting different behavior-relevant information in the LFPC.

Executive functioning and divergent thinking predict creative problem-solving in young adults and elderlies

The role of executive functioning in creative thinking is under debate. Some authors suggested that increased inhibitory control, a component of executive functioning, is detrimental to creative solutions, whereas others argued that executive functions are central to creative problem-solving, thus questioning Guilford’s classical distinction between divergent and convergent thinking. Executive functions decline with age. In this study, we investigated the contributions of executive functioning and its age-related decline and divergent thinking to creative problem-solving. To this aim, we divided our sample of sixty healthy adults into two age groups of young adults (20–26 years) and elderly (60–70 years) and we assessed their creative problem-solving abilities (using the compound remote associate problems) as well as other potential cognitive predictors of creative problem-solving (i.e., impulsivity, divergent thinking, verbal working memory, and decision-making style). A linear regression model revealed that the ability to solve problems creatively is negatively predicted by older age and impulsivity, while positively predicted by divergent thinking and verbal working memory. These findings reveal a combined contribution of executive functions and divergent thinking to creative problem-solving, suggesting that both convergent and divergent processes should be considered in interventions to contrast age-related decline.

What Is the Role of Executive Function in the Early Elementary School Achievement of Latino Students?

ABSTRACT The early elementary years are foundational for future academic achievement, and, as the number of Latino students in U.S. schools continues to rise, more attention has been given to the academic performance of these young learners. Yet little is known about the cognitive skills, such as executive function (EF), that may underlie Latinos’ academic performance in the early grades. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011; N = 4,220), the current study examines the role that kindergarten EF plays in the second grade academic achievement of Latino students, after accounting for SES and English oral language skills. Specifically, it: (1) examines the influence of SES and English oral language skills on the growth of EF in the early elementary grades; and (2) investigates whether kindergarten EF predicts second grade academic achievement and mediates the influence of SES and English oral language skills. Results suggest that kindergarten EF plays a role in second-grade reading and math. Working memory, in particular, is predictive of future achievement, mediating the relationship between both kindergarten-entry English oral language skills and SES and second-grade achievement. Implications for practice and research are discussed.

Consequences of diabetes and pre-diabetes and the role of biochemical parameters of carbohydrate metabolism for the functioning of the prefrontal cortex in obese patients.

The role of executive functions (EF) is to maintain particular behaviours in order to achieve intended goals. EF are crucial in management of pre-diabetes, diabetes and obesity which are grievous diseases and can lead to severe complications. The aims of our study were to: assess EF in group of obese subject with carbohydrate disorders, evaluate whether biochemical factors and comorbidities related to metabolic disorders have adverse effect on EF in this group of patients. The study included 185 obese patients (146 women; 39 men) who were divided on three groups: pre-diabetic, diabetic and control subgroup. Patient underwent Wisconsin Card Sorting Test (WCST) to evaluate EF. Assessed biochemical factors included C-peptide, fasting plasma glucose (FPG) and glycosylated hemoglobin A1c (HbA1c). Diabetic patients showed the worst WCST scores among the rest of groups. Pre-diabetic individuals did not differ in EF performance from control subgroup. We observed significant correlations between FPG and HbA1c and worse WCST scores in pre-diabetic subgroup. In diabetic patients C-peptide correlated with poorer EF. Depressive symptoms and hypertension significantly correlated with non-perseverative errors in WCST. The subgroup of diabetic patients were the most obese and had the worst glycemia parameters. They also showed the worst EF in WCST. According to obtained results, hyperglycemia positively correlated with poor EF in pre-diabetes. However, in diabetic subjects cognitive deterioration may results from insulin resistance rather than hyperglycemia. In obese individuals with carbohydrate disorders both hypertension and depressive symptoms significantly contributed to EF dysfunction.

The role of executive functions in anxiety management of children with ADHD

Anxiety is a particular form of emotional distress which is frequently experienced by students with LD. Research has indicated that high levels of anxiety have negative effects on performance on cognitive and academic tasks. Also, findings suggest that children with LD and ADHD present cognitive and neuropsychological deficits. Cognitive behavioral therapy combined with martial arts training is an effective intervention for youth with ADHD symptoms as well as youth with high levels of anxiety.