Specific Cognitive Skills Research Articles

A novel ACT-based video game to support mental health through embedded learning: a mixed-methods feasibility study protocol

IntroductionIn recent years, serious video games have been used to promote emotional regulation in individuals with mental health issues. Although these therapeutic strategies are innovative, they are limited with respect...

Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education

Abstract The study investigated 1) relationships and explanatory models of mental health indicators from cognitive abilities and 2) relationships between mental health indicators and academic performance one year later. Participants were 86 children, students of the 1st year of Elementary Education, evaluated in intelligence, inhibitory control (IC) and language. Parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ). One year later, the children were re-evaluated in word recognition (WR) and arithmetic. The IC measures were related and could explain up to 21.9% of the variance in the SDQ indices completed by parents and teachers. The SDQ indices completed by teachers were related to WR and arithmetic performances, predicting up to 16.3% of the variance in school performance measures the following year. There was no IC mediation effect on the models generated. The findings suggest an interaction between specific cognitive skills, mental health indicators and academic performance.

Update on the developmental consequences of cannabis use during pregnancy and lactation.

There is a strong increase in prevalence trends for cannabis use during pregnancy and lactation as more states legalize use of this drug. Information on the teratogenic risk of cannabis is limited but some important themes can be gleaned. Studies have not found a unique phenotypic signature of prenatal exposure but an increased risk of congenital anomalies, particularly gastroschisis, has been reported. Changes in fetal growth have been described in some epidemiological studies but long-term patterns of physical growth appear unaffected. Prenatal exposure to cannabis is not generally associated with reductions in global IQ but specific cognitive skills, especially attention and memory, can be negatively impacted. Long-term impacts on psychological health include increased rates of depressive symptoms and anxiety as well as delinquency. Relatively little is known about the risk of maternal cannabis use during lactation but data suggest that infant exposure is relatively low compared to maternal exposure. As delta-9-tetrahydrocannabinol (THC) levels increase to meet consumer demand and routes of exposure diversify, there is a strong need for prospective birth-cohort studies that collect biological samples to quantify exposure. Data from such studies will be critical to overcoming the weaknesses of past cannabis research and are essential to establishing reliable information on the risks of maternal use. Until that time, health care providers should be encouraged to talk about the risks and benefits associated with cannabis use during pregnancy and lactation with their patients, emphasizing that fetal and neonatal risks cannot be excluded at this time.

The Influence of Sleep Quality, Vigilance, and Sleepiness on Driving-Related Cognitive Abilities: A Comparison between Young and Older Adults.

Background: Driving performance is strongly vulnerable to drowsiness and vigilance fluctuations. Excessive sleepiness may alter concentration, alertness, and reaction times. As people age, sleep undergoes some changes, becoming fragmented and less deep. However, the effects of these modifications on daily life have not been sufficiently investigated. Recently, the assessment of sleepiness became mandatory in Europe for people at risk who need the driving license release. Moreover, considering the expectation that people around the world are rapidly aging, it is necessary to investigate the relationships between senescence sleep changes, vigilance levels, and driving-related cognitive skills. Method: 80 healthy subjects (40 young adults and 40 elders) participated in the study. Sleep quality, sleepiness, and vigilance levels were assessed through the Pittsburgh Sleep Quality Index, the Karolinska Sleepiness Scale, the Epworth Sleepiness Scale, and the Psychomotor Vigilance Task (PVT). Driving-related cognitive abilities were assessed through Vienna Test System TRAFFIC, investigating selective attention, tachistoscopic perception, and risk assumption. Results: 2 × 2 between-subject ANOVAs showed less habitual sleep efficiency and worse performances in PVT in the older group. Unexpectedly, younger subjects show higher self-rated sleepiness. Moreover, older adults have lower performance in attention and perception tests, but they appear to be more cautious in situations involving traffic. Finally, the multiple regressions show age to be the only robust predictor of cognitive driving-related abilities. Conclusions: This is the first study that investigates the relationships among sleepiness/vigilance and specific driving-related cognitive skills on a sufficiently large sample. Nevertheless, the study should be considered preliminary and does not allow us to understand how specific changes in sleep architecture impact performances in the elders’ everyday life and, specifically, on driving skills.

Cognitive functions mediate the effect of preterm birth on mathematics skills in young children

ABSTRACT Children born preterm are at risk for cognitive deficits and lower academic achievement. Notably, mathematics achievement is generally most affected. Here, we investigated the cognitive functions mediating early mathematics skills and how these are impacted by preterm birth. Healthy children born preterm (gestational age at birth < 33 weeks; n = 51) and children born full term (n = 27) were tested at ages 5, 6, and 7 years with a comprehensive battery of tests. We categorized items of the TEMA-3: Test for Early Mathematics Abilities Third Edition into number skills and arithmetic skills. Using multiple mediation models, we assessed how the effect of preterm birth on mathematics skills is mediated by spatial working memory, inhibitory control, visual-motor integration, and phonological processing. Both number and arithmetic skills showed group differences, but with different developmental trajectories. The initial performance gap observed in the preterm children decreased over time for number skills but increased for arithmetic skills. Phonological processing, visual-motor integration, and inhibitory control were poorer in children born preterm. These cognitive functions, particularly phonological processing, had a mediating effect on both types of mathematics skills. These findings help define and chart the trajectory of the specific cognitive skills directly influencing math deficit phenotypes in children born very preterm. This knowledge provides guidance for targeted evaluation and treatment implementation.

Comparing student nurse knowledge and performance of basic life support algorithm actions: An observational post-retention test design study

This study aims to identify which basic life support skills of student nurses deteriorate in a period of four months. Secondly, it investigates the link between a specific cognitive skill and its corresponding motor skill in BLS. The population for this study consisted of 169 general nursing students within the first year cohort of a three-year undergraduate nursing education program. Following a BLS course, a multiple-choice questionnaire and a BLS performance test on a manikin was administered two weeks (post) and four months (retention) after the course. Seven BLS subcomponents were compared. In both the post and retention test, knowledge was better than the corresponding motor skill for five of the seven subcomponents. Two weeks after training, more than 50% of the students failed to perform ‘time to check respiration’, ‘ventilation volume’, ‘compression depth’ and ‘compression frequency’ correctly. Four months after training, significantly more students reached a correct ‘ventilation volume’ but performed it incorrectly. Nurse educators are recommended to spend more time on hands-on skills practice than on theory. Special attention should be given to the performance of a correct ventilation technique, a sufficiently deep chest compression and a correct compression frequency.

The Color-Word Stroop Task Does Not Differentiate Cognitive Inhibition Ability Among Esports Gamers of Varying Expertise

This study set out for the first time to identify whether gamers of low, intermediate, and elite skill level in a prominent esports game, Counter-Strike: Global Offensive, demonstrated increasingly superior performance on a test of a specific cognitive skill (cognitive inhibition). Here we tested low, intermediate, and high ranked gamers and compared their performance on a color-word Stroop Task and also compared the performance of players in each gaming rank group to non-gamers. Contrary to our hypothesis, the Stroop Task did not differentiate significantly gamers of varying expertise. Although, we found that when considering both accuracy and response times, elite gamers performed significantly better than both intermediate and low ranked gamers on the simple choice reaction time condition and both elite and novice gamers performed significantly better than intermediate ranked gamers on the incongruent condition (a measure of cognitive inhibitory ability).

424 POEM Training and Skills Evaluation Tool: A Pilot Study

INTRODUCTION: Hands-on training for Per-Oral Endoscopic Myotomy (POEM) in the United States is limited and without a structured curriculum and assessment tool. Training to competency in POEM is critical and POEM trainees must acquire multiple cognitive and technical skills to achieve proficiency. METHODS/METHODS AND AIM: The aim of this study was to develop a POEM training and skills evaluation tool. This pilot study was performed at a tertiary academic medical center in the US from 5/2018 – 11/2018. The training protocol included initial swine explant models followed by live human cases, proctored by a single endoscopist experienced in POEM who graded trainees for each task on a 5-point scale (1 = trainer had to take over, 2 = trainer provided technical assistance, 3 =trainer provided substantial verbal guidance, 4 =trainer provided minimal verbal guidance, and 5 =trainee performed completely independently). Three trainees were prospectively graded on specific cognitive (identification of GE junction, incision site selection, identification of esophageal wall layers, recognition of planes during tunneling, identifying structures at GEJ and cardia in the tunnel, and identification of circular and longitudinal muscles) and technical skills (entry into the submucosal space, submucosal tunneling, myotomy and hemostasis) essential for successful POEM completion. Competency was considered at skill level ≥ 4 for each skill. RESULTS: Three trainees (interventional endoscopy fellows) completed a total of 18 cases (8 cases on animal explant models and 10 human cases) and were evaluated by one expert supervisor. Cognitive skills were acquired early in training with trainee scores of ≥ 4 by the 3rd swine explant case and 3rd human case. Technical skills required more cases and direction. Level ≥ 4 in technical skills was achieved by the 8th human case. Entry of the endoscope into the submucosal space was the most difficult step. No adverse events occurred in the human cases. CONCLUSION: This pilot study introduces a POEM training and skills evaluation tool for training to competency. Submucosal entry, tunneling and myotomy were the most challenging to learn while cognitive skills were learned early in training. The main limitations of this study include single site study with small number of trainees and procedures, and a single instructor. Evaluation of POEM procedures performed by more trainees at multiple sites will be necessary to further validate the utility of this tool.

Hot topics in interventional cardiology: Proceedings from the Society for Cardiovascular Angiography and Interventions (SCAI) 2019 Think Tank.

The society for cardiovascular angiography and interventions (SCAI) think tank is a collaborative venture that brings together interventional cardiologists, administrative partners, and select members of the cardiovascular industry community for high-level field-wide discussions. The 2020 think tank was organized into four parallel sessions reflective of the field of interventional cardiology: (a) coronary intervention, (b) endovascular medicine, (c) structural heart disease, and (d) congenital heart disease (CHD). Each session was moderated by a senior content expert and co-moderated by a member of SCAI's emerging leader mentorship program. This document presents the proceedings to the wider cardiovascular community in order to enhance participation in this discussion, create additional dialogue from a broader base, and thereby aid SCAI and the industry community in developing specific action items to move these areas forward.

Cognitive and Academic Outcomes Following Childhood Cortical Stroke.

The majority of pediatric neuropsychological stroke research has focused on perinatal stroke outcomes given its relative frequency. Meanwhile, childhood-onset stroke is under-represented in the literature, resulting in limited knowledge about its neurocognitive sequelae. This retrospective study examined cognitive outcomes in children and youth (n = 27) with childhood arterial ischemic stroke (stroke occurring between 29 days and 18 years of life) isolated to the cortical region. Intellectual, academic, language, visual-perception, visual-motor integration, fine motor coordination, and executive function scores were examined relative to normative means. Results indicate that although these children are doing well in terms of general intellectual ability, they demonstrate lower scores on tasks of processing speed and fine motor coordination. Exploratory analysis also revealed that of the personal and neurologic factors examined, age at stroke was positively correlated with perceptual reasoning and fine motor control, age at assessment was negatively correlated with math calculation abilities, and maternal education was positively correlated with working memory and parent-reported behavioral regulation and impulse inhibition abilities. While neurologic variables were not predictive of cognitive neuropsychological outcomes, those with significant poorer performance had higher rates of medium/large, right-sided lesions with frontal lobe involvement. Our results highlight the overall resilience of the injured developing brain but also the vulnerability of specific cognitive skills within this unique population.

B-18 Executive Functioning Best Predicts Performance-Based Financial Skills in Non-Demented Parkinson’s Disease

Abstract Individuals with Parkinson’s disease (PD) frequently experience cognitive and functional difficulties, even in the absence of dementia. However, there is limited understanding of the relationship between specific cognitive abilities and functional skills, such as financial management, in these individuals. Understanding the potential impact of cognition on financial skills in non-demented PD will help discern neuropsychological predictors of real-world performance. 171 non-demented PD patients were administered a comprehensive neuropsychological battery including a measure of financial skills (University of California San Diego Performance-Based Skills Assessment; UPSA). Composite scores were created for five cognitive domains: [1] memory, [2] language, [3] executive function, [4] attention, and [5] visuospatial function. Bivariate correlations and hierarchical regressions were conducted to evaluate the associations between UPSA and cognition. There was a significant, positive association between financial skills performance and executive function, memory, attention, and language (r = .165 – .265; all p’s &lt; .04), but not visuospatial function (r = .071, p = .37). Controlling for demographic factors, multiple linear regressions revealed that higher levels of executive function significantly predicted better UPSA performance (B = .323, p &lt; .01). Findings suggest that several cognitive abilities are associated with adequate financial management, but that executive function, above and beyond other cognitive abilities, is the best predictor of this particular skill in non-demented PD. The assessment of cognition – specifically executive function – may be useful in identifying PD patients who may be at risk for financial management difficulties. Furthermore, findings have implications for the implementation of executive function-based interventions for the enhancement of everyday financial tasks in non-demented PD.

Cognitive Control along the Language Spectrum: From the Typical Bilingual Child to Language Impairment.

Cognitive control refers to the ability to perform goal-directed behaviors in the presence of other compelling actions or in the face of habitual practices. Cognitive control functions play a critical role in children's language processing and literacy development. In recent years, many clinicians have expanded their assessment and treatment to target specific cognitive skills. Our goal is to provide a review of recent findings on cognitive control functions in children with different language status (i.e., monolingual and bilingual children with and without language impairment). While children with language impairment show performance deficits in specific cognitive functions (e.g., working memory updating and interference control), typically developing bilingual children often outperform their monolingual peers in cognitive control tasks. However, the relationship between bilingualism and cognitive control has been controversial. Several factors that influence these variations are discussed. Given the findings on the joint impact of bilingualism and language impairment on cognitive control functions, we identify conditions in which bilingualism attenuates the negative effects of the language deficit and conditions in which language impairment has a stronger effect than bilingualism. Critical issues of bilingual assessment, suggestions, and future directions are discussed.

COGNITIVE AND METACOGNITIVE SKILLS OF STUDENTS IN THE CONTEXT OF SMART-EDUCATION

Introduction. Smart education, which has already become in many countries the standard of vocational training, is associated not only with the new technological format of education using Internet programs and smart gadgets, but also with the emergence of special styles and ways of carrying out educational activities. This entails the development of specific cognitive skills of students and methodological practices of teachers. At the same time, in modern theory of smart education, not enough attention is paid to the problem of formation of cognitive and metacognitive skills of students relevant to the format of smart learning. The aimof the research was to conduct a complex analysis of cognitive and metacognitive skills of students which are formed in the context of smart education; a critical analysis of modern concepts of cognitive and metacognitive development of students online.Methodology and research methods. The research methodology is based on competency-based, cognitive and system-activity approaches to the implementation of educational process. Scientific methods involve: analysis and synthesis of the content of sociological, socio-psychological, pedagogical and methodological literature.Results and scientific novelty. The methodological contradictions between the cognitive attitudes of smart education and the real cognitive and metacognitive competencies of students online are revealed. The focus of smart education on electronic learning formats poses risks of deformation of students’ cognitive skills and narrowing the range of perception of information, which can be reduced by combining traditional education and e-learning in blended learning. Smart learning is aimed at the development of online trans-active memory, oriented towards the accumulation and passive use of ready-made electronic content. Cultivation of memory of this type is caused by supply of the ready electronic records of lectures and presentations, which students get without any effort and quite often remain not updated within pupils’ / students’ motivation deficiency, lack of the control and “live” pedagogical influence stimulating and coordinating thought processes. The orientation of smart-education on the transmission of information and mechnical reproduction can prevent the development of students’ professional competencies, rather than on the formation of knowledge. The combination of online learning with practices of active listening and note-taking of auditory information (where there is a "face to face" communication with a teacher) can correct the deficiencies mentioned and contribute to the development of students’ active memory, which can be initialized at any time. The critical view on metacognitive aspects of smart-education reveals its restrictions, which prevent proper acquisition of educational programmes in a similar format and which particularly express the underdevelopment of skills of students online, such as self-control and self-monitoring of the effectiveness of the learning process (as evidenced by the data of sociological and psychological research). In this regard, it is required to study and differentiate those concrete cognitive and metacognitive abilities, which can be acquired in the process of smarteducation, and those which are not developed in its borders. Additional verification has to be conducted in order to justify the assumption that educational activity in internet-space does not allow metacognitive skills to be developed and can be successful only through their preliminary formation in the conditions of students’ and teachers’ mutual cooperation. Practical significance. The research results and materials can be used in the preparation of educational methodological programmes aimed at the development of cognitive and metacognitive competencies of students online, as well as for correcting of the smart-education content.

Refining the ecological brain: Strong relation between the ventromedial prefrontal cortex and feeding ecology in five primate species

To survive in complex and seasonal environments, primates are thought to rely upon cognitive capacities such as decision-making and episodic memory, which enable them to plan their daily foraging path. According to the Ecological Brain hypothesis, feeding ecology has driven the expansion of the brain to support the corresponding development of cognitive skills. Recent works in cognitive neurosciences indicate that cognitive operations such as decision-making or subjective evaluation (which are contextual and dependent upon episodic memory), relied critically upon a small part of the frontal lobe, often referred to as the ventromedial prefrontal cortex (VMPFC). Several authors suggested that this area might be important for foraging, but this has never been tested. In the present study, we quantified the relation between the size of the VMPFC (along with other cerebral measures: the whole brain, the gyrus rectus and the somatosensory cortex) and key socio-ecological variables in five primate species (Macaca mulatta, Macaca fuscata, Gorilla gorilla, Pan troglodytes and Homo sapiens). We hypothesized that the size of the VMPFC would be greater in primates with a large dietary spectrum and complex foraging strategies. We also hypothesized that the impact of feeding ecology would be stronger on this specific region than on other regions (somatosensory cortex) or on more global cerebral measures (e.g., whole brain). In line with these hypotheses, we found that all cerebral measures were more strongly related to feeding ecology than group size, a proxy for social complexity. As expected, the VMPFC volume is more precisely related to feeding ecology than the whole brain, and appears to be critically related to dietary quality. Thus, combining a comparative approach with predictions coming both from behavioral ecology and cognitive neurosciences, our study provides evidence that feeding ecology played a key role in the development of specific cognitive skills, which rely upon the expansion of a specific cortical area.

Developmental trajectories of motor skills during the preschool period.

Children with developmental coordination disorder also manifest difficulties in non-motor domains (attentional, emotional, behavioral and socialization skills). Longitudinal studies can help disentangle the complex relationships between the development of motor skills and other cognitive domains. This study aims to examine the contribution of early cognitive factors to changes in motor skills during the preschool period. Children (N = 1144) from the EDEN mother-child cohort were assessed for motor skills with the Copy Design task (NEPSY battery) and the parent-rated Ages and Stages Questionnaire (fine and gross motor skills scores) at ages 3 and 5-6years. At 3years, language skills were evaluated using tests from the NEPSY and ELOLA batteries. Emotional problems, conduct problems, inattention and hyperactivity symptoms, peer relationships and pro-social behavior were assessed with the Strengths and Difficulties Questionnaire (SDQ) also at 3years. Linear and logistic regression models were performed to examine whether positive and negative changes in motor skills between 3 and 5-6years are associated with specific cognitive skills at 3years, while adjusting for a broad range of pre- and postnatal environmental factors. In the linear regression model, the SDQ Inattention symptoms score at 3years was associated with negative changes in motor skills (standardized β = - 0.09, SD = 0.03, p value = 0.007) and language skills at 3years were associated with positive changes in motor skills (standardized β = 0.05, SD = 0.02, p value = 0.041) during the preschool period. In logistic regression models, the SDQ Inattention symptoms score at 3years was associated with a higher likelihood of a declining trajectory of motor skills (OR [95% CI] = 1.37 [1.02-1.84]). A higher language skills score at 3years was associated with an increased likelihood of a resilient trajectory (1.67 [1.17-2.39]). This study provides a better understanding of the natural history of developmental coordination delays by identifying cognitive factors that predict changes in motor skills between the ages of 3 and 5-6years.

SARCOPENIA, SARCOPENIC OBESITY AND FRAILTY; LINKS TO COGNITIVE PERFORMANCE IN ELDERS: Session 412

Background: According to 2011 CDC data, more than 2.6 million adults aged 60 and older with cognitive impairment reported difficulty performing one or more ADLs. There are studies that link cognitive decline and physical impairment in terms of low-level chronic inflammation, oxidative stress, and depression. Skeletal muscle can produce IL-1, IL-6 and other important myokines that have been implicated in cognitive and physical functional degenerative processes. Oxidative stressors have been linked to physical frailty and sarcopenia as well as neurodegenerative processes further worsening cognitive impairment. What are Sarcopenia and Sarcopenic Obesity and its impacts on elders? Sarcopenia is a primary disease of the elderly population, characterized by loss of skeletal muscle mass and function. Sarcopenia is correlated with physical disability, poor quality of life, frailty, cognitive impairment, and death. Age, gender, and level of physical activity are the risk factors for the Sarcopenia. In addition to aging, malignancy and rheumatoid arthritis causes loss of lean body mass and even increase in body fat mass. The loss of muscle mass associated with increased body fat mass i.e. sarcopenic obesity causes weakness in aging. Sarcopenia, with or without obesity, results in impairment of IADL (Instrumental Activity of Daily Living) and eventually ADLs (Activities of Daily Living) among elders and results in need for long-term care and increased cost of health care. What is the link between Sarcopenia and Cognitive Impairment? Sarcopenia has not only has a greater effect on survival but also on cognitive impairment. Sarcopenia has been linked to global cognitive impairment and dysfunction in specific cognitive skills including memory, speed, and executive functions. While obesity may impair the executive functions of aging, the exact mechanism linking obesity to cognitive dysfunction is not clear. Improvement in muscular function of obese older adults has been linked to improvement of executive functions. Obesity and Sarcopenia were associated with the lower executive function such as working memory, mental flexibility, self-control and orientation when assessed independently and even more so when they occurred together. Sarcopenia is highly correlated with frailty and risk of falls in elders; it also represents an important risk factor for disability and mortality. Frailty is an independent predictor of dementia. How do you assess for the Sarcopenia? Sarcopenia with or without obesity can be used in clinical practice to assess the potential risk of cognitive impairment in elders. There are several ways to measure Sarcopenia – DEXA (Dual-Energy X-ray Absorptiometry), biometric impedance analysis (BIA), CT (Computed Tomography) scan and MRI (Magnetic Resonance Imaging). However, assessing BMI and testing grip strength by dynamometry can be easily administered during annual wellness visits to assess the risk of sarcopenic related cognitive impairments. Sarcopenia can be assessed using parameters such as 1) Measure walking speed in elderly (>65 years). If the walking speed is below 0.8 m/s at the 4-m walking test, measure the muscle mass. 2) Hand- grip strength if this value is lower than 20kg in women and 30kg in man then muscle mass must be analyzed. 3) Defining Fat mass and lean body mass using BIA 4) Muscle Mass assessment by DEXA or CT. What is the significance of assessing the Sarcopenia? It is important to identify the risk of cognitive impairment by assessing for the onset of this condition. Preventing or delaying onset will likely enhance survival and reduce the demand for long-term care. Increasing resistance physical training will help to improve physical deconditioning, strengthen skeletal muscle hypertrophy, overcome the pain syndrome and enhance overall mental well-being. Interventions such as resistance exercise and nutritional therapy need to be developed specifically to delay the onset of Sarcopenia. What is the need in the future? Team-based approach including multidisciplinary model involving primary care physicians, geriatric psychiatrists, pain management physicians and physical therapists is required to combat the complex interlinked Sarcopenia associated cognitive impairment. Screening programs that include identification of cognitive and functional impairment in the office setting will serve as the starting point for specific interventions. The training regimen that includes supervision and correct equipment with resistance exercise will be necessary to get proper training and delay the muscle loss in elderly.

Clinical and Cognitive Correlates of Insight in Bipolar Disorder.

Insight is greatly impaired in Bipolar Disorder (BD), especially during mania. Cognitive impairment is also present in BD. Despite that, few studies have investigated a possible association between these two aspects. The main goal of the current study is to compare BD affective states regarding performance in cognitive testing and investigate clinical and cognitive predictors for insight loss in BD. The study investigated a sample of 65 patients who were evaluated in one of the BD phases (mania, euthymia or depression). All the subjects underwent neuropsychological evaluation and completed the Insight Scale for Affective Disorders (ISAD). The relationship between level of insight and clinical/cognitive variables was analyzed through multiple regression models. No significant differences were found among BD phases regarding performance on cognitive testing. Insight was more impaired in mania then in depression or euthymia. Predictors for loss of insight were: severity of manic symptoms and impairments in selective attention (Symbol search test), divided attention (Trail making test) and inhibition (Stroop test). The sample size is a potential limitation of the current study. Nevertheless, the results suggest this had limited impact, with group differences being detected for a number of variables. The results found have important clinical importance, suggesting, for example, that rehabilitation of specific cognitive skills may improve insight in BD.

Childhood Executive Function Predicts Later Autistic Features and Adaptive Behavior in Young Autistic People: a 12-Year Prospective Study

Longitudinal studies of autistic people show that the behavioral features of autism generally endure into adulthood. Yet the prognostic indicators remain far from certain, especially for cognitively able individuals. Here, we test the predictive power of specific cognitive skills, namely theory of mind and executive function, measured in childhood, on young people’s autistic features and adaptive behavior 12 years later. Twenty-eight young autistic people (2 female) were seen twice within the space of 12 years. At Time 1 (M = 5 years; 7 months, SD = 11 months), participants were assessed on components of executive function (planning, inhibition and cognitive flexibility) and theory of mind (false-belief understanding). At Time 2, 12 years later (M = 17 years 10 months, SD = 1 year; 2 months), we measured participants’ autistic features and adaptive behavior. Only Time 1 executive function skills predicted significant variance in autistic adolescents’ autistic features, over and above variance attributable to early age, intellectual ability and theory of mind skills. Furthermore, early EF skills, in addition to early verbal ability and nonverbal ability, predicted significant variance in young people’s adaptive behavior at the 12-year follow-up. These long-term longitudinal findings clearly demonstrate that executive function measured in early childhood has prognostic significance in a sample of young autistic people approaching emerging adulthood and underscore their importance as a key target for early intervention and support.

Putting the C into CBT: Cognitive challenging with adults with mild to moderate intellectual disabilities and anxiety disorders.

Individuals with intellectual disabilities (ID) are more vulnerable to mental health difficulties than the general population, yet there are limited evidence-based treatments available for this group. There has been a growing interest in adapting cognitive behaviour therapy (CBT) for this population; however, a framework describing how to modify cognitive challenging for a group characterized by cognitive impairment is lacking. The aim of this paper is threefold: (a) to describe how to implement cognitive challenging for adults with ID; (b) to report results from a pilot evaluation of a manualized, modified CBT-ID programme for anxiety; and (c) to compare participants with mild versus moderate ID on post-treatment cognitive challenging competencies. Results showed that the broad CBT-ID programme significantly reduced anxiety in adults with ID as measured by self, informant, and clinician ratings. In addition, adults with mild but not moderate ID demonstrated competence across a range of specific cognitive challenging skills following treatment. These findings contribute to the growing evidence base for the use of CBT with people with ID. In addition, the framework described offers practitioners specific therapeutic methods to effectively challenge maladaptive thoughts that maintain anxiety in this population.

Looking for intoolligence: A unified framework for the cognitive study of human tool use and technology.

Humans have considerably modified their environment by making and building a number of tools, technologies, and constructions. This unique ability compared to other animals is the focus of researchers in different fields of psychology. However, there is confusion about the definitions proposed, generating difficulties in making connections between those different fields. This article presents the first unified framework (i.e., intoolligence) aiming to overcome these issues by focusing on the cognitive processes involved in the different forms taken by human tool use and technology, rather than on the overt behavior. To lay the foundation for intoolligence, we first address a series of epistemological misconceptions, which are the root cause for the current confusion. Particularly, we discuss the limitations of the widespread idea that tool use relies on specific cognitive skills, centered on the manipulative aspect of tool use. We develop, based on this analysis, details concerning our framework, which is based on the key principle that making and using are 2 independent cognitive steps. This distinction allows us to redefine tool use by breaking it down into 3 modes: assistive tool use, arbitrary tool use, and free tool use. This article opens a new chapter on the topic of human tool use and technology. (PsycINFO Database Record