No description available.

No description available.

This study explores the relationship between acute sugar consumption and its effect on executive function (EF). Specifically, this study examines the effect of both acute and chronic sugar consumption on EF. An epidemiological survey was given on an online work distribution platform, where participants finished cognitive tasks of EF after completing questionnaires assessing sugar consumption both in the last year and last 24 hours (n = 273). It was hypothesized that acute and chronic sugar intake would significantly predict scores on measures of aspects of EF. Additionally, it was hypothesized that chronic sugar intake would significantly moderate the relationship between acute sugar intake and EF. Neither acute nor chronic sugar consumption predicted EF. This effect was not changed by including chronic sugar consumption as a moderating variable upon acute sugar consumption and EF. This research provides greater evidence about what effect sugar consumption has on EF.

Executive Function (EF) comprises general purpose control processes that regulate thoughts and behaviours. Underlying core skills have been identified, including Shift: the ability to move between mental states, operations, or tasks. Research implicates EF (and Shift specifically) in academic achievement and broader life functioning throughout the life span. Most attempts to develop EF skills directly have focused on memory aspects and/or younger children. Reported benefits are controversial and perhaps limited. This research tackles a particular gap: intervention with adolescent core EF skills, with a focus on Shift, in a typical educational setting. All participant sampling was by convenience. Two experts in EF and three local stakeholders guided intervention development. 22 mainstream Year 8 students (one tutor group) trialled the resulting intervention prototype. A teaching assistant facilitated the implementation, with the form tutor present to occasionally assist. Being an exploratory evaluation, this research used mixed methods with an emphasis on qualitative data. Semi-structured group interviews with experts and a stakeholder focus group were used during the development phase. Standardised baseline and retest data were collected up to three weeks before and four weeks after the implementation phase respectively: a half term's trial during morning form-time. This was complemented by semi-structured feedback interviews with the participating adults and eight students. Transcripts were analysed with Thematic Analysis and the researcher's diary with Content Analysis. The quantitative data were summarised with descriptive statistics and additionally analysed with nonparametric inferential statistics. The study extends available data describing the near benefits of EF intervention. It explores the likely utility of EF intervention both theoretically and from an implementation perspective.

Executive functions (EF) are higher-level control processes that regulate lower-level processes to shape complex performance. Although remaining an elusive construct, researchers have dichotomized EF into “cool” cognitive processes, such as cognitive flexibility, and “hot” emotional processes, such as decision-making. The current study investigated both “cool” and “hot” EF as moderators of the relation between provocation and aggression. Undergraduate participants (N = 224) completed measures of “cool” and “hot” EF. Aggression was measured using a modified version of the Taylor Aggression Paradigm in which participants blasted an ostensive “partner” after receiving positive or negative feedback. The Wisconsin Card Sorting Task was associated with aggression for males, but not for females; the Trail Making Test- Part B was not related to aggression; the Iowa Gambling Task was the strongest predictor of aggression for both genders. Findings highlight the importance of including measures of “cool” and “hot” EF in the assessment of aggression.

No description available.

Research indicates that executive functioning is a multidimensional construct in school-age children (Korkman, Kemp, & Kirk, 2001; Welsh & Pennington, 1988). Executive dysfunction is primarily associated with Attention-Deficit/Hyperactivity Disorder (ADHD; Barkley, 2003). This association is because of a `core' deficit in inhibitory control found in ADHD-Combined Type (ADHD-C; Barkley, 1997); however, inhibitory control is only one component of executive functioning. Children with dyslexia are thought to demonstrate a `core' deficit in phonological awareness (Wagner & Torgesen, 1987). However, little consideration is given to the potential executive deficits that may exist in children with dyslexia. Therefore, the purpose of the present study was to test for convergent and divergent executive functioning deficits in 8-to 12-year-old children with ADHD or dyslexia using a comprehensive battery of executive measures. On neuropsychological measures when intelligence (IQ) was used as a covariate, the ADHD group did not demonstrate divergent deficits while children with dyslexia had deficits in nonverbal fluency. No convergent deficits were found. When IQ was not used as a covariate, children with ADHD and dyslexia were found to have convergent deficits in nonverbal fluency and problem-solving. Furthermore, children with dyslexia had divergent deficits in processing speed and phonological short-term storage. On a behavioral rating measure (BRIEF) children with ADHD-C and Attention-Deficit/Hyperactivity Disorder-Predominantly Inattentive (ADHD-PI) had convergent deficits in behavioral regulation while children with ADHD-C, ADHD-PI, and dyslexia were all rated more poorly on a metacognitive factor compared to controls. An exploratory analysis was conducted to further understand convergent and divergent abilities on the Behavior Rating Inventory of Executive Functioning (BRIEF). Results indicated that ADHD-C and ADHD-PI shared deficits on the metacognitive subscales, but that ADHD-C demonstrated divergent deficits on subscales of behavioral regulation, particularly Inhibit, and on a Monitor subscale. Children with dyslexia were rated comparably to controls on all subscales of the BRIEF. Overall, it was found that executive deficits were not exclusive to ADHD. Rather, children with ADHD and dyslexia demonstrated convergent and divergent executive functioning deficits. The convergent deficits warrant further investigation as to whether they are a source of the comorbidity between dyslexia and ADHD. The limitations of the present study, recommendations for future directions, and clinical implications are discussed.

abstract: This study examines cognitive and motor function in typical older adults following acute exercise. Ten older adults (Mage = 65.1) completed a single session of assisted cycling (AC) (i.e., exercise accomplished through the use of a motor), voluntary cycling (VC) (self-selected cadence), and a no cycling (NC) control group. These sessions were randomized and separated by approximately one week. Both ACT and VC groups rode a stationary bicycle for 30-minutes each session. These sessions were separated by at least two days. Participants completed cognitive testing that assessed information processing and set shifting and motor testing including gross and fine motor performance at the beginning and at the end of each session. Consistent with our hypothesis concerning manual dexterity, the results showed that manual dexterity improved following the ACT session more than the VC or NC sessions. Improvements in set shifting were also found for the ACT session but not for the VC or NC sessions. The results are interpreted with respect to improvements in neurological function in older adults following acute cycling exercise. These improvements are balance, manual dexterity, and set shifting which have a positive effects on activities of daily living; such as, decrease risk of falls, improve movements like eating and handwriting, and increase ability to multitask. / Dissertation/Thesis / Masters Thesis Exercise and Wellness 2015

abstract: Poor executive cognitive functioning (ECF) is associated with a variety of alcohol-related problems, however, it is not known whether poor ECF precedes the onset of heavy drinking. Establishing the temporal precedence of poor ECF may have implications for our understanding of the development of Alcohol Use Disorder (AUD). The present study tests associations between early-adolescent ECF and young-adult risky drinking and alcohol-related problems in a prospective study of youth followed to young adulthood. Participants completed three ECF tasks at ages 11-14 and reported on their risky drinking and alcohol-related problems at ages 18-24. A latent ECF factor was created to determine whether early-adolescent ECF was associated with drinking outcomes after controlling for relevant covariates (e.g., age, sex, family history of AUD). Early-adolescent ECF, as measured by a latent factor, was unrelated to young-adult alcohol misuse and alcohol-related problems. However, sensitivity analyses revealed that an individual ECF task tapping response inhibition predicted young-adult peak drinks in a day. Present findings suggest that ECF is not a robust predictor of risky drinking or alcohol-related problems, and that this relation may be specific to the ECF component of response inhibition. / Dissertation/Thesis / Masters Thesis Psychology 2017

archives@tulane.edu / Musical experience is associated with a host of benefits to self-regulatory processes across multiple psychological domains. The purpose of the studies presented in this dissertation was to examine relationships between musical experience and cognitive, emotional, and physiological self-regulation. Cognitive regulation was measured with tasks of executive functions; emotional regulation was measured by self-efficacy, incidences of mental illness, depressive symptoms, and perceived chronic stress; and physiological regulation was measured by cortisol levels in response to an acute psychological stressor. Findings on cognitive regulation showed that enrollment in music programming during childhood was associated with enhanced working memory maintenance and updating, and musical experience in early adulthood was associated with enhanced cognitive flexibility. Among musically experienced adults, the ability to create a four-part harmonization was also associated with enhanced cognitive flexibility. With respect to emotional regulation, continued enrollment in music programming was associated with higher regulatory self-efficacy in children, and musically trained adults demonstrated lower incidences of mental illness, depressive symptoms, and perceived chronic stress. No physiological differences were found in acute cortisol reactivity between musicians and non-musicians, despite lower levels of perceived chronic stress in musicians. Taken together, these results suggest that cognitive and emotional self- regulation are impacted by music training, but not physiological regulation. However, divergent findings may depend on the type of musical experience measured, and the age of musical engagement. / 1 / Jenna Winston