Executive functions and play

Harnessing Daily Routines for Early Detection of Cool Executive Delays: Validating the EFORTS Questionnaire

Bakground: The early identification of executive function (EF) delays should involve parental reports on children's executive control in daily activities, capturing both "hot" and "cool" executive functions. This study aimed to revalidate the reliability and validity of the Executive Functions and Occupational Routines Scale (EFORTS) and examine whether it represents both hot and cool EFs Methods: Parents of 971 children (469 boys) aged 3 to 11 years (M = 6.08, SD = 1.8) completed the EFORTS and the Behavior Rating Inventory of Executive Functions/Preschool version (BRIEF/P). Exploratory and confirmatory factor analysis led to re-reestablishing the EFORTS daily functional routines with high internal consistency values (0.82-0.93). Results: Significant correlations were revealed between the EFORTS daily function subscales and various BRIEF/P "hot" and "cool" executive scales. Again, divided into three executive subscales, the EFORTS items showed medium-high internal reliability (α = 0.79-0.93). Significant age-related differences were demonstrated in the children's EFs in three age groups: 3.0-5.11, 6.0-7.11, 8.0-11.11. Conclusions: The results suggest that EFORTS effectively assesses children's executive control over daily functions, capturing both "cool" and "hot" EFs, making it a reliable tool for early detection of executive delays prior to formal schooling.

Association between soybean product consumption and executive function in Chinese Tibetan children and adolescents

Objective

This sought to explore the association between soybean product consumption and executive function (EF) in Chinese Tibetan adolescents in high-altitude areas.

Methods

A total of 1,184 Tibetan children and adolescents were tested on demographic variables, soybean product consumption, and executive function in Lhasa and Nagchu regions of Tibet, China, using stratified whole population sampling. One-way ANOVA, linear regression analysis, and logistic regression analysis were used to analyze the associations existing between soybean product consumption and executive function.

Results

The proportions of Hardly ever, Occasionally, and Often in Soy Consumption among Tibetan children and adolescents in high altitude areas of Tibet, China were 21.7, 50.3, and 28.0%, respectively. The difference in 2 back reaction time among Tibetan children and adolescents with different soybean product consumption was statistically significant (F = 6.374, p = 0.002). The difference in conversion function reaction time was also statistically significant (F = 8.129, p < 0.001). Taking the soybean product consumption ≥6 t/w group as the reference group, after adjusting the relevant factors, those with soybean product consumption ≤1 t/w showed a statistically significant increase in Inhibit Function Dysfunction (OR = 1.844, 95% CI: 1.152, 2.951) and Conversion Function Dysfunction (OR = 2.008, 95% CI: 1.106, 3.646) had an increased risk of Conversion Function Dysfunction (OR = 2.008, 95% CI: 1.106, 3.646), which was significantly different (p < 0.05).

Conclusion

There is an association between soybean product consumption and inhibitory control and translational flexibility of brain executive functions in Chinese Tibetan children and children and adolescents at high altitude.

Foundations for future math achievement: Early numeracy, home learning environment, and the absence of math anxiety

BACKGROUND

Mathematics achievement is pivotal in shaping children's future prospects. Cognitive skills (numeracy), feelings (anxiety), and the social environment (home learning environment) influence early math development.

METHOD

A longitudinal study involved 85 children (mean age T1 = 6.4 years; T2 = 7.9) to explore these predictors holistically. Data were collected on early numeracy skills, home learning environment, math anxiety, and their impact on various aspects of math.

RESULTS

The study found that early numeracy skills, home learning environment, and math anxiety significantly influenced math school achievement. However, they affected written computation, sequences, and comparisons differently. Early numeracy skills strongly predicted overall achievement and comparison subtest performance.

CONCLUSION

These findings underscore the substantial role of math anxiety and home learning environment in children's math achievement. The study emphasizes the need to consider the selective impacts of these factors in future research, shedding light on the multifaceted nature of mathematics achievement determinants.