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Executive Function Development and Stress Effects on Driving Performance: Preliminary Findings from a Young Adult Sample
Published in Mark Sullman, Lisa Dorn, Advances in Traffic Psychology, 2019
Melanie J. White, Ross McD. Young, Andry Rakotonirainy
The full experimental protocol is provided here, however only those selected measures for which preliminary data are presented in this chapter are described in detail. Participants were randomly allocated to either an acute stress or relaxation induction condition and were tested individually in a laboratory on the university campus, in two hour sessions held between 12 and 6 p.m. (to control for variations of cortisol levels over the circadian rhythm; Fan et al., 2009). in accordance with the salivette® saliva cortisol testing protocol, participants were asked not to eat or drink 30 minutes prior to their arrival. After providing informed consent, participants were fitted with EEG and ECG electrodes to their scalp and chest respectively, which remained attached for the duration of the experiment. Participants provided a saliva sample for DNA extraction and completed a pre-induction battery of questionnaires, which included questions about demographics, personality, chronic stress, general health and driving behaviour. Participants completed four performance-based measures of executive function. These included, in order, the paper-and-pencil timed Trail Making Test (TMT) Parts A and B, with Part B assessing set-shifting ability (Spreen and Strauss, 1998), and three computerized tasks assessing stop inhibition, working memory and emotional processing: the GoStop stop signal task (Dougherty et al., 2005; see also White et al., 2008), a digit 'identity match' n-back paradigm at n = 1, 2, and 3 levels (Knops et al., 2006) and an emotional faces go/no-go task (Sackler Institute for Developmental Psychobiology, 2007), respectively.
Learning Engineering Applies the Learning Sciences
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Jim Goodell, Janet Kolodner, Aaron Kessler
Kai has had some difficulty in the early grades. The policy and culture of the school tends to support a teach-to-the-middle approach; it doesn’t optimize the learning experiences based on the learner variability, and Kai isn’t an average student. His abilities and disabilities don’t fit the teach-to-the-middle approach. He takes longer to do writing assignments and is a slow reader. He developed faster than his peers in other areas such as executive function, deeper understanding of mathematics concepts, and critical thinking, but the grading system didn’t reflect those abilities. Executive function is the group of complex mental processes and cognitive abilities needed for goal-directed behavior.18
Brain Motor Centers and Pathways
Published in Nassir H. Sabah, Neuromuscular Fundamentals, 2020
There is mounting evidence for the involvement of the cerebellum in cognitive functions. Cerebellar lesions result in what is collectively described as the cerebellar cognitive affective syndrome (CCAS), manifested as (i) deficits in linguistic and social skills, (ii) executive function disorder, or impairment of the ability to analyze, plan, organize, schedule, and complete tasks; (iii) affective disorder, involving anxiety, depression, and extreme shifts in mood; (iv) disorders of attention and emotional control; and (v) other behavioral and psychotic disorders, including autism and schizophrenia.
A Preliminary Study of Voicebot to Assist ADHD Children in Performing Daily Tasks
Published in International Journal of Human–Computer Interaction, 2023
Do Eun Park, Junghan Lee, Jeehyun Han, Jinwoo Kim, Yee Jin Shin
Defective executive function is the main characteristic of children with ADHD (Pennington & Ozonoff, 1996; Willcutt et al., 2005). Executive function refers to a conscious cognitive process that controls goal-directed thinking, behavior, and emotions (Zelazo & Carlson, 2012). It is an essential process in problem-solving and adaptive behavior in everyday life (Clark et al., 2002). The problem among children diagnosed with ADHD with executive function is not knowing what to do but doing what is to be done (Barkley, 1997). When defective executive function impairs the process of regulating behavior by internally represented forms of information, it is helpful to obtain an externalized form of information (Barkley, 2011, 2015). Particularly, the physical representation of information should be externalized at the time of performing the task (Barkley, 2011).
Media multitasking is linked to attentional errors, mind wandering and automatised response to stimuli without full conscious processing
Published in Behaviour & Information Technology, 2023
Myoungju Shin, Dimitar Taseski, Karen Murphy
Media multitasking, a concurrent use of multiple forms of media, is prevalent especially in adolescents and young adults (Matthews, Mattingley, and Dux 2022). Frequent multitasking with media has been linked to executive function deficits (Moisala et al. 2016), impulsivity (Shin, Webb, and Kemps 2019) and preference for immediate rewards at the expense of more beneficial future rewards (Schutten, Stokes, and Arnell 2017). Executive functions refer to a broad set of higher-order cognitive processes that allow individuals to regulate their thoughts and actions, and engage in goal-directed behaviour (Diamond 2013). One of the key executive functions is inhibitory control, the ability to focus one's attention, thoughts and actions to override impulses and select a behaviour that is consistent with goal achievement (Diamond 2013). Inhibitory control is positively associated with sustained attention, which refers to the ability to sustain or maintain one's attention on a task for a length of time (Robertson et al. 1997). This is because individuals with poor inhibitory control are often unable to focus on stimuli within a task, as they have difficulty suppressing stimuli (internal or external) that are irrelevant to the task (Barkley 1997).
Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis
Published in Journal of Sports Sciences, 2020
Barbara Franca Haverkamp, Rikstje Wiersma, Karen Vertessen, Hanneke van Ewijk, Jaap Oosterlaan, Esther Hartman
Furthermore, the type of interventions that were delivered seem to differ between acute and chronic studies. In acute intervention studies only aerobic or resistance exercises were given, but in chronic studies also yoga and cognitively challenging exercises were given besides or instead of the aerobic exercises. In cognitively challenging interventions the motor-cognition network might play a role in the improvement of the executive functions. This network is supported by the recruitment of neural regions during performance of motor tasks, which are typically associated with cognitive operations such as the dorsolateral prefrontal cortex and the neo-cerebellum (Ludyga et al., 2016). During physical activity, cognition may or may not be challenged by performing (increasingly) difficult movements or by increasing rules or the number of objects to be handled in an exercise (Tomporowski et al., 2015). We assume that in particular these characteristics of exercises challenge the motor-cognition network and this might explain the different results found in working memory. There were too few studies to examine whether cognitively challenging interventions have a different effect on executive functions compared to other types of physical activity interventions, but results of meta-analyses in preadolescent children support this hypothesis (De Greeff et al., 2018; Vazou et al., 2019). In sum, chronic intervention studies seem more promising to improve working memory than acute interventions in adolescents, however, it is not clear what causes this difference.