Improvements in executive functions by domain-specific cognitive training in youth elite soccer players.

This study examined the impact of sport-specific cognitive training (CT) on executive functions (EFs) in youth soccer players. Thirty-one athletes (13-15 years) participated, 13 in the intervention group (IG) and 18 in the control group (CG). The IG underwent an 8-week soccer-focused CT program, while the CG maintained regular training. The assessments included working memory, inhibition, and cognitive flexibility tasks. The results revealed no significant improvements in EFs in the IG compared to those in the CG. Both groups showed enhanced cognitive flexibility, possibly due to general cognitive development or learning effects. The study suggested that an 8-week sport-specific CT may not enhance EFs in young soccer players, potentially due to a ceiling effect in highly skilled athletes. These findings should be considered when designing cognitive training programs for athletes, and future research could explore the optimal duration of such programs.

Structural Learning in Autistic and Non-Autistic Children: A Replication and Extension.

The hippocampus is involved in many cognitive domains which are difficult for autistic individuals. Our previous study using a Structural Learning task that has been shown to depend on hippocampal functioning found that structural learning is diminished in autistic adults (Ring et al., 2017). The aim of the present study was to examine whether those results can be replicated in and extended to a sample of autistic and non-autistic children. We tested 43 autistic children and 38 non-autistic children with a subsample of 25 autistic and 28 non-autistic children who were well-matched on IQ. The children took part in a Simple Discrimination task which a simpler form of compound learning, and a Structural Learning task. We expected both groups to perform similarly in Simple Discrimination but reduced performance by the autism group on the Structural Learning task, which is what we found in both the well-matched and the non-matched sample. However, contrary to our prediction and the findings from autistic adults in our previous study, autistic children demonstrated a capacity for Structural Learning and showed an overall better performance in the tasks than was seen in earlier studies. We discuss developmental differences in autism as well as the role of executive functions that may have contributed to better than predicted task performance in this study.

Adolescents' use and perceived usefulness of generative AI for schoolwork: exploring their relationships with executive functioning and academic achievement.

In this study, we aimed to explore the frequency of use and perceived usefulness of LLM generative AI chatbots (e.g., ChatGPT) for schoolwork, particularly in relation to adolescents' executive functioning (EF), which includes critical cognitive processes like planning, inhibition, and cognitive flexibility essential for academic success. Two studies were conducted, encompassing both younger (Study 1: N = 385, 46% girls, mean age 14 years) and older (Study 2: N = 359, 67% girls, mean age 17 years) adolescents, to comprehensively examine these associations across different age groups. In Study 1, approximately 14.8% of participants reported using generative AI, while in Study 2, the adoption rate among older students was 52.6%, with ChatGPT emerging as the preferred tool among adolescents in both studies. Consistently across both studies, we found that adolescents facing more EF challenges perceived generative AI as more useful for schoolwork, particularly in completing assignments. Notably, academic achievement showed no significant associations with AI usage or usefulness, as revealed in Study 1. This study represents the first exploration into how individual characteristics, such as EF, relate to the frequency and perceived usefulness of LLM generative AI chatbots for schoolwork among adolescents. Given the early stage of generative AI chatbots during the survey, future research should validate these findings and delve deeper into the utilization and integration of generative AI into educational settings. It is crucial to adopt a proactive approach to address the potential challenges and opportunities associated with these emerging technologies in education.

Single session and repeated anodal transcranial direct current stimulation over the right dorsolateral prefrontal cortex increases reflective thinking but not working memory updating performance.

Background: Anodal transcranial direct current stimulation (tDCS) over the right dorsolateral prefrontal cortex (DLPFC) has shown to have effects on different domains of cognition yet there is a gap in the literature regarding effects on reflective thinking performance. Objective: The current study investigated if single session and repeated anodal tDCS over the right DLPFC induces effects on judgment and decision-making performance and whether these are linked to working memory (updating) performance or cognitive inhibition. Methods: Participants received anodal tDCS over the right DLPFC once (plus sham tDCS in a second session) or twice (24 h apart). In the third group participants received a single session of sham stimulation only. Cognitive characteristic measures were administered pre-stimulation (thinking disposition, impulsivity, cognitive ability). Experimental tasks included two versions of the Cognitive Reflection Test (numeric vs verbal-CRT), a set of incongruent base-rate vignettes, and two working memory tests (Sternberg task and n-back task). Forty-eight participants (mean age = 26.08 ± 0.54 years; 27 females) were recruited. Results: Single sessions of tDCS were associated with an increase in reflective thinking performance compared to the sham conditions, with stimulation improving scores on incongruent base rate tasks as well as marginally improving numeric CRT scores (compared to sham), but not thinking tasks without a numeric component (verbal-CRT). Repeated anodal stimulation only improved numeric CRT scores. tDCS did not increase working memory (updating) performance. These findings could not be explained by a practice effect or a priori differences in cognitive characteristics or impulsivity across the experimental groups. Conclusion: The current results demonstrate the involvement of the right DLPFC in reflective thinking performance which cannot be explained by working memory (updating) performance or general cognitive characteristics of participants.

Executive functions as predictors of learning prerequisites in preschool: A longitudinal study.

INTRODUCTION: This study focuses on 'learning prerequisites', cognitive and non-cognitive skills crucial for school success, often measured in preschoolers. Executive Functions (EF), like inhibition and cognitive flexibility, are vital among these prerequisites. While EF's role in early literacy and numeracy is acknowledged, some components are often overlooked. OBJECTIVE: The study aims to longitudinally explore the link between EF, assessed at the beginning of the preschool year and the learning prerequites, measured at the end of the same preschool year. METHOD AND RESULTS: Evaluating 70 preschoolers (62.30 months, SD 4.55), results showed that certain EF measures predicted performance in literacy and numeracy tasks. Specifically, response inhibition predicted rhyme and syllable recognition, series completion, and cognitive flexibility predicted rhyme recognition. Moreover, EF, particularly response inhibition, correlated with overall metaphonology and pre-math abilities. CONCLUSION: The findings suggest the importance of integrating EF enhancement in early educational interventions, aiding in selecting and optimizing EF skills crucial for later academic success.

Deepening the decisional processes under value-based conditions in patients affected by Parkinson's disease: A comparative study.

Patients affected by Parkinson's disease (PD) display a tendency toward making risky choices in value-based conditions. Possible causes may encompass the pathophysiologic characteristics of PD that affect neural structures pivotal for decision making (DM) and the dopaminergic medications that may bias choices. Nevertheless, excluding patients with concurrent impulse control disorders, results are few and mixed. Conversely, other factors, such as individual differences (e.g., emotional state, impulsivity, consideration for future consequences) and cognitive functioning, in particular executive functions (EFs), are involved, even though few studies investigated their possible role. The present study investigated (1) the differences in value-based DM between 33 patients with PD without impulse control disorders and 33 matched healthy controls, and (2) the relationships among decisional performances, EFs, and individual differences in a group of 42 patients with PD who regularly undertake dopaminergic medications. All participants underwent an individual assessment to investigate value-based DM, cognitive abilities, and individual differences associated with DM. Nonparametric analyses showed the presence of riskier decisions in patients compared with healthy controls, depending on the characteristics of the decisional situation. Moreover, parameters of the decisional tasks involving the number of risky choices were significantly related to the posology of dopaminergic medications, EFs, and individual differences. Findings were discussed, highlighting possible clinical implications.

Executive functions and theory of mind associations in middle childhood: Does social interaction act as a mediator?

This study explored the interplay of executive functions (EFs), social interactions, and theory of mind (ToM) in middle childhood. The first aim was to examine how specific EFs-shifting, inhibition, and working memory (WM)-predict social-perceptual and social-cognitive ToM. The second aim was to explore the potential mediating role of social interactions in the EF-ToM relationship. A total of 98 children aged 8 to 11 years completed three computerized EF tasks (task switching, flanker, and running span) and two ToM tasks (Strange Stories and Reading the Mind in the Eyes). The quality and quantity of social interactions were self-reported by using questionnaires. First, multiple regression analyses with age-adjusted scores examined how specific EFs predict ToM scores. The regression model was significant for social-cognitive ToM, but not for social-perceptual ToM. WM accuracy was the only significant, positive predictor for performance on the Strange Stories task. Second, mediation analyses assessed whether social interactions mediate this EF-ToM relationship. There were no significant mediation effects of the quality and quantity of social interactions on the relationship between WM and social-cognitive ToM. In conclusion, EFs play a significant role in explaining social-cognitive ToM variability in middle childhood. WM is relevant for understanding others' mental states, in contrast to shifting and inhibition that lacked predictive value. The results also suggest different cognitive processes associated with social-perceptual versus social-cognitive ToM in this developmental stage.

Immediate and delayed effects of fantastical content on children's executive functions and mental transformation.

Watching fantastical content has been shown to negatively affect young children's executive function (EF) skills. No study has investigated how long these negative effects persist and whether they extend to other cognitive skills. The current experimental study aimed to (1) detect how long fantastical content affects children's EF performance and (2) examine whether watching fantastical content negatively affects children's other (non-EF) cognitive task performance, namely mental transformation. A total of 120 5- and 6-year-old children (M = 66 months, SD = 5.52) were randomly assigned to one of the four following conditions: (a) immediate testing after watching an 8-min non-fantastical cartoon, (b) immediate testing after watching an 8-min fantastical cartoon, (c) 10-min delayed testing after watching a fantastical cartoon, and (d) immediate testing after an 8-min free play (control condition). After exposure to each condition, children were tested on EF and mental transformation measures. Results showed that children watching a fantastical cartoon performed worse on working memory and inhibitory control tasks than children watching a non-fantastical cartoon or playing. However, the 10-min delay between the watching and testing sessions eliminated the negative impact observed on inhibitory control. Groups did not differ on cognitive flexibility and mental transformation. As in previous studies, watching fantastical content negatively affected children's EFs, but this negative impact disappeared in a few minutes and seems unique to EFs. These results suggest that fantastical content may temporarily affect attentional and information processing systems related to EFs.

Executive dysfunction, negative pre-sleep cognitions, and sleep problems: examining a cyclical model.

Sleep is integral to cognitive functioning, and disturbances in sleep patterns can impair cognition. This study investigated the relationships between executive functions, sleep problems, and negative pre-sleep cognitions, proposing a model for their interaction. We assessed 107 adults using the Bedtime Counterfactual Processing Questionnaire and the Glasgow Content of Thoughts Inventory for negative pre-sleep cognitions, the Insomnia Severity Index and the Pittsburgh Sleep Quality Index for sleep problems, and the Free Research Executive Evaluation test battery for executive functions. Regression and mediation analyses were conducted to examine both direct and indirect relationships between these variables. Higher executive functions were associated with fewer negative pre-sleep cognitions, which in turn predicted fewer sleep problems. However, the anticipated direct effect of sleep problems on executive functioning was not supported, indicating a more complex interplay. Notably, pre-sleep cognition mediated the relationship between executive functions and sleep problems, indirectly affecting sleep problems through its connection with executive functions. While the findings support the mediation model of executive functions, negative pre-sleep cognitions, and sleep problems, the proposed cyclical model was not fully substantiated. This suggests that additional factors may influence the dynamics of this relationship, offering potential avenues for future research and interventions targeting sleep disorders and cognitive well-being enhancement.

Corrigendum: Lateral prefrontal cortex thickness is associated with stress but not cognitive fatigue in exhaustion disorder.

[This corrects the article DOI: 10.3389/fpsyt.2023.1314667.].

AB072. Intraoperative mapping and preservation of executive functions in awake craniotomy: a systematic review.

BACKGROUND: Awake craniotomy (AC) allows intraoperative brain mapping (ioBM) for maximum lesion resection while monitoring and preserving neurological function. Conventionally, language, visuospatial assessment, and motor functions are mapped, while assessment of executive functions (EFs) is uncommon. Impaired EF may lead to occupational, personal, and social limitations, thus, a compromised quality of life. METHODS: A comprehensive literature search was conducted through Scopus, Medline, and Cochrane Library using a pre-defined search strategy. Articles were selected after duplicates removal, initial screening, and full-text assessment. The demographic details, ioBM techniques, intraoperative tasks, and their assessments, the extent of resection (EOR), post-op EF and neurocognitive status, and feasibility and potential adverse effects of the procedure were reviewed. The correlations of tumor locations with intraoperative EF deficits were also assessed. RESULTS: A total of 13 studies with intraoperative EF assessment of 351 patients were reviewed. Awake-asleep-awake protocol was most commonly used. Most studies performed ioBM using bipolar stimulation, with a frequency of 60 Hz, pulse durations ranging 1-2 ms, and intensity ranging 2-6 mA. Cognitive function was monitored with the Stroop task, spatial-2 back test, line-bisection test, trail-making-task, and digit-span tests. All studies reported similar or better EOR in patients with ioBM for EF. When comparing the neuropsychological outcomes of patients with ioBM of EF to those without it, all studies reported significantly better EF preservation in ioBM groups. Most authors reported EF mapping as a feasible tool to obtain satisfactory outcomes. Adverse effects included intraoperative seizures which were easily controlled. CONCLUSIONS: AC with ioBM of EF is a safe, effective, and feasible technique that allows satisfactory EOR and improved neurocognitive outcomes with minimal adverse effects.

Effects of different exercise interventions on executive function in children with autism spectrum disorder: a network meta-analysis.

Background: A large body of research has identified the positive effects of physical activity on children with autism spectrum disorders (ASD). However, the specific benefits of different types of sports on executive functioning in children with ASD remain unclear. The aim of this study was to further analyze the effects of different sports on executive functioning in children with ASD using reticulated meta-analysis and to establish their effectiveness ranking. Methods: This study conducted a comprehensive online search in Web of Science, PubMed, Cochrane, Embase, and CNKI databases. It included randomized controlled trials and quasi-experimental studies, and synthesized the data using a Bayesian framework. Results: Several relevant studies were included. The results showed that physical activity significantly improved all three dimensions of executive functioning (inhibitory control, cognitive flexibility, and working memory) in children with ASD. The improvement in cognitive flexibility and inhibitory control both reached a medium effect size. However, the improvement in inhibitory control was better than that in cognitive flexibility, while the improvement in working memory did not reach the level of a medium effect. Mini Basketball was effective in improving inhibitory control and cognitive flexibility, but not working memory. Ping Pong was more effective in cognitive flexibility and working memory, but weaker in inhibitory control. Fixed Bicycle was less effective in all three dimensions. Among other interventions, Learning Bicycles, Animal-assisted therapy, and Exergaming performed better in cognitive flexibility. SPARK, Neiyang Gong, and Martial Arts were also effective in improving inhibitory control. However, SPARK and Fixed Bicycle were not significant in improving working memory. Conclusion: Physical activity as an intervention can significantly improve the executive function of children with ASD. The intervention effects of different sports on different dimensions of executive function vary. Mini Basketball was outstanding in improving inhibitory control and cognitive flexibility. Ping Pong was effective in improving cognitive flexibility and working memory. Fixed Bicycle was not effective in any dimension.

Neurodivergent students. A continuum of skills with an emphasis on creativity and executive functions.

This study analyses Executive Functions (EF) and Creativity among neurodivergent students -including students with Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Intellectual Disability (ID), Giftedness-, and a group with Neurotypical development. A sample of 181 secondary school students participated in the study. Creativity was assessed by using the PIC-J test, focusing on verbal and figural components of divergent thinking, while EF were evaluated through Nesplora Ice-Cream, a virtual reality tool assessing flexibility, working memory, and inhibition. Results showed statistically significant differences in Verbal Creativity, especially in Originality: students with ADHD outperformed their Neurotypical peers, while those with ID showed the lowest scores. Although no statistically significant differences emerged in Figural Creativity, students with ADHD showed the lowest scores in Elaboration or Figural details, whereas those with Dyslexia exhibited high levels of Figural Originality, similar to their Neurotypical peers. Concerning EF, students with ID had the highest scores in Interference and Perseveration, indicating poorer Flexibility. In contrast, Gifted students performed better than the other groups in Working Memory, while students with ADHD did not exhibit special difficulties in EF. These findings emphasize the importance of personalized interventions for Neurodivergent students, that recognize and capitalize on their unique strengths while addressing specific challenges.

Comparison of executive functions in people with high and low resilience.

BACKGROUND: The purpose of the present study was to compare executive functions in people with high and low resilience. METHODS: Based on the results of a structured clinical interview and Connor- Davidson resilience Scale (CD-RISC), a total of 140 adults were assigned to high resilience (n = 70) and low resilience (n = 70) groups. Working memory, inhibition and cognitive flexibility were assessed by N-Back, Go/No-Go and Wisconsin Card Sorting task, respectively. RESULT: The results showed that individuals with high resilience compared to individuals with low resilience scored significantly higher on inhibition and cognitive flexibility, but there were no significant differences on working memory. CONCLUSION: The current findings suggest a role of high-level cognitive processes in resilience, which in turn may contribute to mental health. Also, the results of this research may be important in the design of therapeutic interventions based on executive functions.

Inhibitory control and academic achievement - a study of the relationship between Stroop Effect and university students' academic performance.

While previous research has identified executive functions as predictors of academic performance in school children, similar studies conducted among adults show mixed results. One of the reasons given for executive functions having a limited effect on academic achievements in adulthood is that they are usually fully developed by that time. Since these executive functions are at their peak at that age, the individual differences in these as well as their influence on academic performance in adults are harder to trace. The paper describes a study conducted among 107 university students the goal of which was to find out whether there is any relationship between the adult students' inhibitory control values measured with the Stroop Test and their academic achievements. Although the results indicate a weak correlation between the Stroop Effect and the students' academic performance of low statistical significance, which seems to confirm the outcomes of the previous studies focusing on adults, the study reveals an unexpected statistically significant correlation between the students' grade averages and the number of their incorrect color identifications. This phenomenon appears to be worth pursuing in future research since it suggests the existence of another, relatively quickly measurable, variable possibly reflecting other predictors of academic performance in adults such as a degree of their manifested conscientiousness, their ability to concentrate on an assigned, relatively short, one-off task and their attitude to fulfilling this task. The Stroop Test, despite not being originally designed for this purpose, might thus be used as a simple tool suitable for providing information about these variables via the subject's number of color identification errors. Such information can subsequently inform the activities that educators may include in their curricula to foster conscientiousness and concentration in the students lacking these.

A Virtual Reality Platform for Evaluating Deficits in Executive Functions in Deaf and Hard of Hearing Children-Relation to Daily Function and to Quality of Life.

Background: Childhood hearing loss is a common chronic condition that may have a broad impact on children's communication and motor and cognitive development, resulting in functional challenges and decreased quality of life (QoL). Objectives: This pilot study aimed to compare executive functions (EFs) as expressed in daily life and QoL between deaf and hard-of-hearing (D/HH) children and children with typical hearing. Furthermore, we examined the relationship between EFs and QoL in D/HH children. Methods: The participants were 76 children aged 7-11 yr: 38 D/HH and 38 with typical hearing. Parents completed the Behavior Rating Inventory of Executive Function (BRIEF) and Pediatric Quality of Life Inventory (PedsQL), while the child performed a shopping task in the virtual action planning supermarket (VAP-S) to reflect the use of EFs in daily activity. Results: D/HH children showed significantly poorer EFs (as measured by BRIEF and VAP-S) and reduced QoL. Difficulties in EFs were correlated with lower QoL. BRIEF scores were significant predictors of QoL domains. Conclusions: Difficulties in EFs may characterize children with D/HH and reduce their QoL. Therefore, EFs should be screened and treated. VAP-S and BRIEF are feasible tools for evaluating EFs that reflect children's challenges due to EF difficulties in real-life contexts.

Bridging the Connection between Fluency in Reading and Arithmetic.

This study examines the contribution of early executive functions (EFs) in the association between fluency in reading and arithmetic. Kindergarten children (N = 1185) were assessed on executive functions skills and on reading and arithmetic fluency in Grade 1 and Grade 3. The analysis revealed that beyond the connection within each domain there is a unidirectional effect between fluency measures, with Grade 1 reading fluency significantly influencing the development of arithmetic fluency in Grade 3. Furthermore, the findings indicate that kindergarten EFs significantly contribute to arithmetic fluency at both time points and to reading fluency in the first grade. Early EF skills also emerged as significant contributors to the associations between fluency performance in reading and arithmetic, suggesting that the influence of EFs extends beyond individual academic domains. These findings have implications for understanding the cognitive mechanisms that underlie the relations between these academic skills.

Impact of VR-Based Cognitive Training on Working Memory and Inhibitory Control in IDD Young Adults.

BACKGROUND: Young people with intellectual developmental disabilities have a persistent delay in the development of executive functions. Virtual reality (VR) is increasingly being used as a cognitive intervention tool, with significant effectiveness demonstrated in different types of populations. METHODS: This pilot study aims to investigate the impact of a cognitive training program utilizing VR on young adults diagnosed with intellectual developmental disabilities (IDDs). The participants (N = 15) served as their own control group and were assessed three times: weeks 0, 8, and 16, with a rest period (0-8 weeks) and an intervention period (8-16 weeks). The assessments included measures of cognitive function provided by E-Prime® (Version 3). RESULTS: Overall, an improvement in working memory and inhibitory control was found after the intervention, but not in sustained attention. CONCLUSIONS: These findings suggest that VR-based cognitive training holds promise as an effective intervention for enhancing cognitive abilities in young adults with intellectual developmental disabilities. This study provides a foundation for future investigations into VR's role in cognitive rehabilitation and its potential to support daily living skills and overall quality of life for individuals with IDDs. Further research is needed to explore the long-term effects and broader applicability of VR interventions.

Inhibitory Control Partially Mediates the Relationship between Metalinguistic Awareness and Perspective-Taking.

Increased metalinguistic awareness (MLA) has been associated with improved performance in tasks of theory of mind; researchers have proposed that individuals with increased MLA, such as bilinguals, rely on metalinguistic skills when completing tasks that require taking other people's perspective into account compared to other individuals who mostly rely on general executive control to complete the same tasks. MLA would, therefore, act as a less effortful path to understanding other perspectives, especially when they differ from one's own. However, the evidence underlying this claim is scant and largely limited to children's theoretical frameworks. In this study, we investigated whether individual differences in MLA predict perspective-taking Theory of Mind above and beyond inhibitory control in a sample of diverse adults across a wide range of linguistic, socioeconomic, and cognitive factors. Bootstrapped mediation analyses revealed that inhibitory control partially, but not fully, mediated the relationship between MLA and perspective-taking. In addition, when differences in language, education and culture were controlled for, the effects of both MLA and inhibitory control were reduced. Overall, the findings emphasize the need to consider multivariate approaches towards understanding the mechanisms underlying theory of mind.

Comparison of executive functions in Russian and Japanese preschoolers.

This study analyzed differences in level of main executive function (EF) components (such as inhibition, working memory, and cognitive flexibility) among Russian and Japanese preschoolers. The study involved 102 children of 5-6.9 years old: 51 child from Russia and 51 child from Japan. Out of 102 children 48 were boys and 54 girls. It was found that the cognitive flexibility level in Russian children is higher and inhibition level is lower than in Japanese children. The results of the boys' EF comparison showed that boys from Russia have lower cognitive and physical inhibition levels than boys from Japan. Also it was shown that cognitive flexibility in Russian girls is significantly higher and cognitive inhibition is lower than in Japanese girls. The results obtained are discussed from the point of view of possible cultural differences in the two countries studied, which are manifested in the expectations of adults from children.