Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study

One Score to Rule Them All? Comparing the Predictive and Concurrent Validity of 30 Hearts and Flowers Scoring Approaches

The Hearts and Flowers (H&F) task is a computerized executive functioning (EF) assessment that has been used to measure EF from early childhood to adulthood. It provides data on accuracy and reaction time (RT) across three different task blocks (hearts, flowers, and mixed). However, there is a lack of consensus in the field on how to score the task that makes it difficult to interpret findings across studies. The current study, which includes a demographically diverse population of kindergarteners from Boston Public Schools (N = 946), compares the predictive and concurrent validity of 30 ways of scoring H&F, each with a different combination of accuracy, RT, and task block(s). Our exploratory results provide evidence supporting the use of a two-vector average score based on Zelazo et al.'s approach of adding accuracy and RT scores together only after individuals pass a certain accuracy threshold. Findings have implications for scoring future tablet-based developmental assessments.

Head-Toes-Knees-Shoulders task and EF in two samples of adolescents in Brazil and United States

Executive function (EF) is a foundational cognitive construct, which is linked to better cognitive and physical health throughout development. The present study examines the construct validity of an EF task, the Head-Toes-Knees-Shoulders task (HTKS) that was initially developed for young children, in a sample of adolescents. We investigate the initial validity and range in scores between 54 adolescents from Brazil (mean age 12.58) and 56 US adolescents (mean age 12.48) from different socioeconomic contexts. Results indicated that the HTKS showed sufficient variability in both samples, especially for a measure of HTKS efficiency (completion time divided by the total score). The US sample performed better on all cognitive measures. For the Brazilian sample, regression models controlling for age and sex showed a significant relationship between the digit span working memory task, the HTKS total score, and the HTKS efficiency score. The Heart and Flowers cognitive flexibility measure was also included as an independent variable only for the Brazil sample, showing a significant relationship with both HTKS scores. For the US sample, results showed that only the HTKS efficiency score was significantly related to the digit span working memory task. This study highlights the importance of cognitive efficiency measures to achieve greater validity, as they can assess a broader range of performance with different populations. The HTKS showed good ecological validity with two adolescent samples, as it differentiated between populations with high and low socioeconomic status from different cultural contexts.

WISC-V Measurement Invariance According to Sex and Age: Advancing the Understanding of Intergroup Differences in Cognitive Performance

This study sought to verify whether the constructs measured on the WISC-V are equivalent according to sex and age group in Chilean students to substantiate intergroup comparisons. For this, the measurement invariance of two variants of the five-factor intelligence model was explored with the ten primary subtests (hierarchical and oblique) using multigroup confirmatory factor analysis. Seven hundred and forty participants between 6 and 16 years of age from the Chilean standardization sample were assessed. The results show complete invariance according to sex, but incomplete according to the age group. The implications of these findings in both the professional area of psychology and future research are discussed.

Potential impact of extra education on the development of executive functions within a year in preschool children: an exploratory research

Executive functions have been shown to develop through various extra classes in preschool age. But the optimal for executive functions development system of such classes has not yet been explored. The present exploratory study aimed to examine the difference in the executive functions development within a year between children attending the system of extra classes (music, choreography, art, foreign language, literacy, math, computer science, and science) twice a week for 4 h in a preschool education center and children who did not take no extra classes. There were 60 children who attended extra classes and 64 children who did not take extra classes. In each group, approximately 17% were boys. The first assessment of executive functions was performed in the penultimate year of kindergarten, when the children were 5-6 years old. The second was performed 1 year later. The executive function level was assessed using NEPSY-II subtests "Inhibition," "Statue," "Memory for Designs," "Sentences Repetition," and "Dimensional Change Card Sort." Mothers also reported about their children's attendance in extra classes, their children's screen time, the level of maternal education, and the level of family income. The study revealed that children attending the system of the extra classes showed a higher verbal working memory development within a year than the children taking no extra classes. The obtained data plays an important role for the design of further research of the topic and for the practical recommendations for parents and teachers.

The Relationship between Executive Functions, Working Memory, and Intelligence in Kindergarten Children

Executive functions (EF), working memory (WM), and intelligence are closely associated, but distinct constructs. What underlies the associations between these constructs, especially in childhood, is not well understood. In this pre-registered study, along with the traditional aggregate accuracy and RT-based measures of EF, we investigated post-error slowing (PES) in EF as a manifestation of metacognitive processes (i.e., monitoring and cognitive control) in relation to WM and intelligence. Thereby, we aimed to elucidate whether these metacognitive processes may be one underlying component to explain the associations between these constructs. We tested kindergarten children (M_age = 6.4 years, SD_age = 0.3) in an EF, WM (verbal and visuospatial), and fluid (non-verbal) intelligence task. We found significant associations of mainly the inhibition component of EF with fluid intelligence and verbal WM, and between verbal WM and intelligence. No significant associations emerged between the PES in EF and intelligence or WM. These results suggest that in the kindergarten age, inhibition rather than monitoring and cognitive control might be the underlying component that explains the associations between EF, WM, and intelligence.

Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review

This systematic literature review sought to reconcile the evidence of efficacy for interventions and approaches to enhancing self-regulation and/or executive function in preschool settings. Following PRISMA methodology, a comprehensive search of 20 years of intervention research identified 85 studies that met inclusion criteria. Interventions were categorised by intervention approach and coded for their characteristics (e.g. sample size, dose, duration, interventionist, intervention activities), outcomes (e.g. significance, size of effects) and study quality (i.e. risk of bias). Reconciliation of intervention results indicated (1) within intervention approaches, some approaches had more consistent and robust evidence of efficacy (e.g. mindfulness, mediated play, physical activity) and (2) across intervention approaches, characteristics that had greater (or exclusive) presence amongst the higher efficacy interventions (e.g. cognitive challenge, movement, as well as interventionist, fidelity and dose considerations). Implications for future intervention (re)design, and for theorising about mechanisms of self-regulation and executive function change, are discussed.

Six- to eight-year-olds’ performance in the Heart and Flower task: Emerging proactive cognitive control

The Heart and Flower task is used worldwide to measure age-dependent and individual differences in executive functions and/or cognitive control. The task reliably maps age and individual differences and these have consistently been found to be predictive for different aspects of school readiness and academic achievement. The idea has been put forward that there is a developmental shift in how children approach such a task. While 6-year-olds’ tend to adapt their task strategy ad hoc and reactively, older children increasingly engage in proactive cognitive control. Proactive cognitive control entails finding the right response speed without risking errors, always dependent on the cognitive conflict. The main goal of the present contribution was to examine children’s adjustments of response speed as a function of age and cognitive conflict by addressing RTs surrounding errors (i.e., errors and post-error trials). Data from a large sample with three age groups was used (N = 106 6-year-olds’ with a mean age of 6 years; 3 months; N = 108 7-year-olds’ with a mean age of 7 years; 4 months; N = 78 8-year-olds’ with a mean age of 8 years; 1 month). Response speed adjustments and the development thereof were targeted both across the Flower and Mixed block, respectively, and within these blocks focusing on errors and post-error slowing. Results revealed evidence for a developmental shift toward more efficient proactive cognitive control between 6 and 8 years of age, with the older but not the younger children strategically slowing down in the Mixed block and smoother post-error slowing. At the same time, we found that even the youngest age group has emerging proactive cognitive control skills at their disposal when addressing post-error slowing in the Flower block. The present study thus tracks the early roots of later efficient executive functions and cognitive control, contributes to a better understanding of how developmental progression in cognitive control is achieved, and highlights new avenues for research in this domain.

Effects of In-Classroom Physical Activity Breaks on Children's Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Trials

In-Classroom physical activity breaks (IcPAB) are a promising way to promote children’s health behaviors, while contributing to the development of their academic and cognitive ability and health outcomes. Yet the effect of the activity breaks, which are exclusive to classroom settings, are still mixed and unclear. Hence, this review was conducted to identify the characteristics and the effects of IcPAB among primary school children. The review protocol was registered on PROSPERO (CRD42021234192). Following the Cochrane guidelines, PubMed, PsycINFO (ProQuest), MEDLINE (EBSCOhost), Embase/Ovid, SportDISCUS (EBSCOhost), Web of Science, Scopus and Academic Search Premier (EBSCOhost) databases were searched to collect data on randomised control trials without a time restriction. The final database search was conducted on the 8 November 2021. Random effects models were used to calculate the effect sizes. The systematic review identified ten eligible studies, nine of which were also included in the meta-analysis. Few studies used the theoretical frameworks and process evaluations. IcPAB showed mixed effectiveness on academic outcomes: i.e., IcPAB had effects on spelling performance (p < 0.05) and foreign language learning (p < 0.01) but not on mathematics and reading performance. Health behaviors such as moderate-to-vigorous physical activity levels were improved (p < 0.01), but IcPAB did not have an impact on cognition outcomes and health outcomes. Given these mixed results, further research is needed underpinned by strong methodological quality, theoretical underpinnings and reliable process evaluation methods.

A Randomized Multiple Micronutrient Powder Point-of-Use Fortification Trial Implemented in Indian Preschools Increases Expressive Language and Reduces Anemia and Iron Deficiency

BACKGROUND

Anemia is a global public health problem that undermines childhood development. India provides government-sponsored integrated nutrition/child development preschools.

OBJECTIVES

This double-masked, cluster-randomized controlled trial examines whether point-of-use multiple micronutrient powder (MNP) compared with placebo fortification of preschool meals impacts child development and whether effects vary by preschool quality (primary outcome) and biomarkers of anemia and micronutrients (secondary outcomes). We also measured growth and morbidity.

METHODS

We randomly assigned 22 preschools in rural India to receive MNP/placebo fortification. We administered baseline and endline blood sampling and measures of childhood development (Mullen Scales of Early Learning, inhibitory control, social-emotional), anthropometry, and morbidity to preschoolers (aged 29-49 mo). Preschools added MNP/placebo to meals 6 d/wk for 8 mo. We conducted linear mixed-effects regression models accounting for preschool clustering and repeated measures. We evaluated child development, examining effects in high- compared with low-quality preschools using the Early Childhood Environment Rating Scale-Revised and the Home Observation for the Measurement of the Environment Inventory, modified for preschools.

RESULTS

At baseline, mean age ± SD was 36.6 ± 5.7 mo, with 47.8% anemic, 41.9% stunted, and 20.0% wasted. Baseline expressive/receptive language scores were higher in high-quality compared with low-quality preschools (P = 0.02 and P = 0.03, respectively). At endline (91% retention, n = 293/321), we found MNP compared with placebo effects in expressive language (Cohen's standardized effect d = 0.4), inhibitory control (d = 0.2), and social-emotional (d = 0.3) in low-quality, not high-quality, preschools. MNP had significantly greater reduction of anemia and iron deficiency compared with placebo (37% compared with 13.5% and 41% compared with 1.2%, respectively). There were no effects on growth or morbidity.

CONCLUSIONS

Providing multiple micronutrient-fortified meals in government-sponsored preschools is feasible; reduced anemia and iron deficiency; and, in low-quality preschools, increased preschoolers' expressive language and inhibitory control and reduced developmental disparities. Improving overall preschool quality by incorporating multiple components of nurturing care (responsive care, learning, and nutrition) may be necessary to enhance preschoolers' development. This trial was registered at clinicaltrials.gov as NCT01660958.

Parental Education, Household Income, Race, and Children's Working Memory: Complexity of the Effects

Background. Considerable research has linked social determinants of health (SDoHs) such as race, parental education, and household income to school performance, and these effects may be in part due to working memory. However, a growing literature shows that these effects may be complex: while the effects of parental education may be diminished for Blacks than Whites, household income may explain such effects. Purpose. Considering race as sociological rather than a biological construct (race as a proxy of racism) and built on Minorities' Diminished Returns (MDRs), this study explored complexities of the effects of SDoHs on children's working memory. Methods. We borrowed data from the Adolescent Brain Cognitive Development (ABCD) study. The total sample was 10,418, 9- and 10-year-old children. The independent variables were race, parental education, and household income. The primary outcome was working memory measured by the NIH Toolbox Card Sorting Test. Age, sex, ethnicity, and parental marital status were the covariates. To analyze the data, we used mixed-effect regression models. Results. High parental education and household income were associated with higher and Black race was associated with lower working memory. The association between high parental education but not household income was less pronounced for Black than White children. This differential effect of parental education on working memory was explained by household income. Conclusions. For American children, parental education generates unequal working memory, depending on race. This means parental education loses some of its expected effects for Black families. It also suggests that while White children with highly educated parents have the highest working memory, Black children report lower working memory, regardless of their parental education. This inequality is mainly because of differential income in highly educated White and Black families. This finding has significant public policy and economic implications and suggests we need to do far more than equalizing education to eliminate racial inequalities in children's cognitive outcomes. While there is a need for multilevel policies that reduce the effect of racism and social stratification for middle-class Black families, equalizing income may have more returns than equalizing education.

Promotion of Street-Dance Training on the Executive Function in Preschool Children

Executive function is the center of cognitive function, emotional function, and social function, and plays an important role in children’s cognitive development. Previous studies used music, sports, and other training methods to promote the development of children’s executive function. but researchers are still exploring more comprehensive and effective training methods. Street-dance, as a comprehensive dance form integrating the characteristics of movement, music, rhythm, and so on, needs the coordination of individual sensory systems and a sense of musical rhythm and action. These are the same activity elements found in previous studies that can improve the individual executive function of children. In order to investigate the promoting effect of street-dance training on children’s executive function, this study designed a street-dance training program integrating the characteristics of each component of executive function. Sixty preschool children around the age of four (M = 52.4, SD = 3.95) participated using the pretest-posttest experimental design. The dancing group conducted street-dance training 3 times a week, 40–50 min each time for a total of 24 times; the control group did not train. We discovered that 8 weeks of street-dance training can promote the development of executive function in preschool children, and we discussed about the potential mechanism of the street dance training effects and the implications of intervention programs.

First Demonstration of Double Dissociation between COMT-Met158 and COMT-Val158 Cognitive Performance When Stressed and When Calmer

We present here the first evidence of the much-predicted double dissociation between the effect of stress on cognitive skills [executive functions (EFs)] dependent on prefrontal cortex (PFC) by catechol-O-methyltransferase (COMT) genotype. The COMT gene polymorphism with methionine (Met) at codon 158 results in more dopamine (DA) in PFC and generally better EFs, while with valine (Val) at codon 158 the result is less PFC DA and generally poorer EFs. Many have predicted that mild stress, by raising PFC DA levels should aid EFs of COMT-Vals (bringing their PFC DA levels up, closer to optimal) and impair EFs of COMT-Mets (raising their PFC DA levels past optimal). We tested 140 men and women in a within-subject crossover design using extremely mild social evaluative stress. On trials requiring EFs (incongruent trials) of the Flanker/Reverse Flanker task, COMT-Val158 homozygotes performed better when mildly stressed than when calmer, while COMT-Met158 carriers performed worse when mildly stressed. Two other teams previously tried to obtain this, but only found stress impairing EFs of COMT-Mets, not improving EFs of COMT-Vals. Perhaps we found both because we used a much milder stressor. Evidently, the bandwidth for stress having a facilitative effect on EFs is exceedingly narrow.

An Exploratory Study of Executive Function Development in Children with Autism, after Receiving Early Intensive Behavioral Training

Objective: To examine the development of executive functions, in preschool children with autism spectrum disorders (ASD), receiving early intensive behavioral training (EIBI). Method: Executive functions (EF) were assessed with The Behavior Rating Inventory of Executive Function - Preschool Version (BRIEF-P), by parents and preschool teachers at the time of diagnostic assessment and after 15 months of EIBI intervention. Ten children with ASD (M = 2.9 years, nine males) participated in the study. Reliable Change Index scores were computed for each of the participants in order to investigate any significant change in BRIEF-P T-scores. Results: Three children showed a significant improvement in EF, based on parent ratings. Four children showed a significant improvement in EF based on preschool teacher ratings. Conclusion: Findings indicating a reliable improvement in one third of preschool children with ASD receiving EIBI are encouraging but need to be replicated in larger scale controlled studies.