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This study investigated the relations among executive functions and cognitive abilities througha joint exploratory factor analysis and joint confirmatory factor analysis of 25 test scores fromthe Delis–Kaplan Executive Function S...
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This study investigated the relations among executive functions and cognitive abilities througha joint exploratory factor analysis and joint confirmatory factor analysis of 25 test scores fromthe Delis–Kaplan Executive Function System and the Woodcock–Johnson III Tests of CognitiveAbilities. Participants were 100 children and adolescents recruited from general education class-rooms. Principal axis factoring followed by an oblique rotation yielded a six-factor solution. TheSchmid–Leiman transformation was then used to examine the relations between specific cognitiveability factors and a general factor. A variety of hypothesis-driven models were also tested usingconfirmatory factor analysis. Results indicated that all tests measure the general factor, and 24 testsmeasure at least one of five broad cognitive ability factors outlined by the Cattell–Horn–Carrolltheory of cognitive abilities. These results, with limitations considered, add to the body of evidencesupporting the confluence of measures of executive functions and measures of cognitive abilitiesderived from individual testing.
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In program testing and maintenance, correspondence between the specification and the program is the important element. Symbolic execution is an effective technique for extracting specification elements from programs. However, it w...
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In program testing and maintenance, correspondence between the specification and the program is the important element. Symbolic execution is an effective technique for extracting specification elements from programs. However, it would lead to complicated results when programs with so many numbers of paths are applied. This paper proposes an approach of reducing paths by dividing a program into functions and considering relations of functions to paths. In this way, iterations and selections are functionalized, then paths are reduced.
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This study explored the development of cool and hot EF skills across early childhood. Children 4.5- to 5.5-years-old (N=80) completed performance-based assessments of cool EF (inhibition and working memory), hot EF (affective deci...
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This study explored the development of cool and hot EF skills across early childhood. Children 4.5- to 5.5-years-old (N=80) completed performance-based assessments of cool EF (inhibition and working memory), hot EF (affective decision-making and delay of gratification) at three time points across 12months. Cool EF task performance was consistently correlated with early childhood, but hot EF task performance was not. Performance on cool EF tasks showed significant improvements over early childhood, but performance on hot EF tasks did not. During early childhood performance on delay of gratification and affective decision-making tasks may therefore be unrelated and show limited sensitivity to improvement.
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Background: Physiotherapy intervention following stroke includes the performance of physical exercises that require both physical and cognitive resources. In addition to physical impairments after stroke, there also is a high prev...
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Background: Physiotherapy intervention following stroke includes the performance of physical exercises that require both physical and cognitive resources. In addition to physical impairments after stroke, there also is a high prevalence of executive function impairment among this patient group. Traditionally, executive function has been associated with the domains of occupational therapy and neuropsychology. More recently, it has formed one of the defined domains of 'functional cognition', i.e. cognition required for daily activities which includes impairments that may be influential on the initiation and performance of exercise - an integral component of physiotherapy intervention following stroke. One aim of this review was to provide a description of commonly used measures of executive function after stroke which may be useful for physiotherapists. In addition, an examination of the prevalence of executive function impairment after stroke and its associations with physical performance and other variables was considered and will be discussed. Method: Five databases (CINAHL, PubMed, Embase, MEDLINE, and PsyclNFO) were searched, using the keywords:executive function, stroke, physiotherapy, and executive function assessment. References in the articles identified were further screened for additional citations. The methodological quality of the articles included was evaluated using an adapted version of the Checklist for the Evaluation of Research Articles and the Physiotherapy Evidence Database (PEDro) scale. Major findings: Fourteen studies were included in this review. The randomized controlled trial was of moderate-to-high quality and the cross-sectional and longitudinal studies demonstrated substantial methodological shortcomings. The most commonly used tests of executive function were: Trail Making Test (n=6), Stroop Task (n=6), Digit Span Test (n=4), Wisconsin Card Sorting Test (n=4), and Verbal Fluency Test (n=4). Six studies reported percentage of executive...
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In this article we review the current status of executive function as a concept, its development, and its assessment during development. Following the review of key issues, we make recommendations for improved conceptualization an...
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In this article we review the current status of executive function as a concept, its development, and its assessment during development. Following the review of key issues, we make recommendations for improved conceptualization and definition-the precursors to improved models of assessment of executive functioning.
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Executive skills are brain-based skills that develop across childhood and that take a minimum of 25 years to reach full maturation. They are skills that support goal-directed behavior and although essential to school success, they...
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Executive skills are brain-based skills that develop across childhood and that take a minimum of 25 years to reach full maturation. They are skills that support goal-directed behavior and although essential to school success, they are typically not explicitly listed in local, state, or national curriculum standards. When the pandemic closed schools in the USA in March 2020, the resulting reliance on remote-learning instruction exposed how much support teachers and in-person learning provide to students with immature executive skills. This paper will describe those supports and will build the case that in the absence of the kind of scaffolding teachers provide for students with weak executives, many students have struggled. Three strategies for strengthening executive skills will be outlined. These include: modifying the environment to make it more supportive and less punishing for students with weak executive skills; explicitly teaching executives by embedding them in daily routines; and offering incentives or motivators to entice students to practice skills which are laborious in their early stages of acquisition. Focusing on strengthening students’ executive skills will address the problem of “learning loss” that has resulted from the disruption the pandemic has caused.
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The study analyses the dimensionality of executive functions (EF) and its relationship with behavior in typically developing 3- and 4-year-old children. In study 1, confirmatory factor analysis (CFA) was used to investigate the va...
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The study analyses the dimensionality of executive functions (EF) and its relationship with behavior in typically developing 3- and 4-year-old children. In study 1, confirmatory factor analysis (CFA) was used to investigate the validity of a one-factor model in 117 preschoolers. Since this model was not confirmed, a two-factor model was identified through exploratory factor analysis. In study 2, the validity of the new two-factor versus one-factor model was tested on a new sample of 128 children through a series of CFAs. The relationship between the models and specific behavioral aspects of the children was investigated. The results suggest that a bidimensional structure showed a better fit to the data and more ecological validity than a unitary structure.
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Executive functions (EFs) serve as an umbrella term to describe a set of higher-order cognitive abilities that include working memory, inhibitory control, cognitive flexibility, planning, reasoning, and problem-solving. Various st...
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Executive functions (EFs) serve as an umbrella term to describe a set of higher-order cognitive abilities that include working memory, inhibitory control, cognitive flexibility, planning, reasoning, and problem-solving. Various studies suggest that foreign language learning likely promotes executive functions, but others suggest that executive functions could improve foreign language learning. The aim of this study is to investigate the relationship between executive functions and foreign language learning and how these processes could interact. The sample included 64 children from kindergarten, aged 4–5 years, with no documented neuropsychiatric disorders, and from the middle–high literacy group. They were divided into three groups based on the level of their knowledge of the foreign language. A significant effect of the group on the executive tasks is shown in the comparison of the groups. Children who belonged to a group that had advanced foreign language proficiency had better results in executive tasks. Our results suggest that the higher the level of foreign language proficiency, the higher the performance of the executive tasks. However, we do not know if there is a causal effect between these variables.
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Executive control (EC) ability is increasingly emerging as an important predictor of post-stroke aphasia recovery. This study examined whether EC predicted immediate treatment gains, treatment maintenance and generalization after ...
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Executive control (EC) ability is increasingly emerging as an important predictor of post-stroke aphasia recovery. This study examined whether EC predicted immediate treatment gains, treatment maintenance and generalization after naming therapy in ten adults with mild to severe chronic post-stroke aphasia. Performance on multiple EC tasks allowed for the creation of composite scores for common EC, and the EC processes of shifting, inhibition and working memory (WM) updating. Participants were treated three times a week for five weeks with a phonological naming therapy; difference scores in naming accuracy of treated and untreated words (assessed pre, post, four- and eight-weeks after therapy) served as the primary outcome measures. Results from simple and multiple linear regressions indicate that individuals with better shifting and WM updating abilities demonstrated better maintenance of treated words at four-week follow-up, and those with better common EC demonstrated better maintenance of treated words at both four- and eight-week follow-ups. Better shifting ability also predicted better generalization to untreated words post-therapy. Measures of EC were not indicative of improvements on treated words immediately post-treatment, nor of generalization to untreated words at follow-up. Findings suggest that immediate treatment gains, maintenance and generalization may be supported by different underlying mechanisms.
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Background: Findings from a number of researchers have suggested that many individuals with aphasia demonstrate concomitant, non-linguistic cognitive deficits, particularly affecting executive function, and that such deficits are ...
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Background: Findings from a number of researchers have suggested that many individuals with aphasia demonstrate concomitant, non-linguistic cognitive deficits, particularly affecting executive function, and that such deficits are not directly related to nor predictable from the primary linguistic deficit. These impairments are an important component of aphasia management, given that they not only may underlie or exacerbate aphasia symptoms, but also hamper language reacquisition and learning and use of communication support strategies. Aims: This paper provides a review of procedures in the recent aphasia literature designed to address executive function deficits. Additionally, a case study is presented in which a self-management treatment protocol was provided to an individual with aphasia. The protocol was based on existing metacognitive strategies successfully utilised with non-aphasic patient populations presenting with executive dysfunction.Main Contribution: Three general intervention approaches addressing executive dysfunction were identified across the aphasia literature, with negligible examination of strategy training approaches. To address this research gap, the Brain Budget protocol presented in our case study offers collaborative, dynamic metacognitive strategy training in the context of traditional aphasia therapy, is consistent with best practices for cognitive rehabilitation, and reflects the realities of current medical reimbursement policies.Conclusions: Despite the prevalent co-occurrence of non-linguistic cognitive deficits and aphasia, relatively few aphasia studies describe evidence-based, executive function treatment approaches. Future research should explore the application of such paradigms under controlled conditions and with a variety of aphasia profiles.
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