Episodic memory is a critical component of human cognition. Episodic memory involves recollection of the contextual details surrounding an event, the capacity for mental time travel of past and future events, and is characterized by the subjective awareness that an event has been personally experienced. It is fundamental to our understanding of this complex memory system to examine how episodic memory emerges during the course of development. The present investigation explored the developmental improvement in episodic memory processing assessing recollection of factual information and the source of this information (i.e., source memory) between early to middle childhood. The electrophysiological (EEG) correlates of fact and source memory processing and measures of executive function were also examined as potential sources of variation in episodic memory. The focus of Study 1 was to examine source memory development in early childhood in a sample of 4- and 6-year-olds. Results revealed that older children were better able to recall both fact and source information. Source memory measures were correlated to early executive ability, namely measures of working memory, inhibitory control and set-shifting. Frontal EEG accounted for unique variation in fact recall but not source recall, whereas temporal EEG did not predict fact or source recall performance. The focus of Study 2 was to examine source memory development in middle childhood in a sample of 6- and 8-year-olds. Older children were better on fact recall, but both ages were comparable on source recall. Frontal EEG uniquely predicted fact recall performance beyond the contribution of age and language. Both frontal and parietal EEG and executive function predicted variation in source recall performance. In contrast, temporal EEG did not uniquely predict fact or source recall performance. Lastly, Study 3 was a longitudinal investigation of source memory between early and middle childhood. Although age-related increases in performance were evident, Time 1 and Time 2 source memory measures were not correlated. This investigation contributes to our understanding of the developmental changes in source memory processing between early and middle childhood, and identifies that patterns of frontal and parietal brain activity and executive function skills contribute to early episodic memory formation. / Ph. D.

Inhibitory control is vital to typical development and matures rapidly throughout early childhood. Inhibitory control deficits are seen in both autism spectrum disorders and attention-deficit/hyperactivity disorder and, along with other executive functions, inhibitory control contributes to school success. The tasks used to measure and stress these skills in children have not been fully explored. Even given the cognitive development levels of young children, the current inhibitory control tasks for preschoolers are not completely comparable to the tasks used with adults. For my thesis study, I added a mixed condition to the day/night inhibitory control task in preschool children using methodological design features from the Dimensional Change Card Sort (DCCS) Task. This addition allowed the day/night task to serve as a better analogue to the Stroop task, which is an inhibitory control task commonly used with adults. In addition, electroencephalogram (EEG) illuminated the neural patterns of the task in children at age four. This study demonstrated that the borders condition of the day/night task is an appropriate executive function task that can be used with preschool aged children. / Master of Science

Using neutral and emotional faces as stimuli, the Emotional Continuous Performance Task (EMO-CPT) was designed to measure both “cold” and “hot” executive functions. It was predicted that neutral stimuli would be associated with “cold” circuit functions such as sustained attention and response speed, while emotionally-laden EMO-CPT stimuli would be associated with “hot” circuit functions such as emotional judgement and response inhibition. Twenty-one male and 56 female university students (M = 21.57 years; SD = 3.15) completed the EMO-CPT, Counting Stroop (CS), Balloon Analogue Risk Task (BART), Behaviour Rating Inventory of Executive Function (BRIEF), and a demographic survey. The EMO-CPT consisted of 240 trials counterbalanced into 8 separate blocks of neutral, happy, and angry faces, with 1500ms and 3000ms stimulus intervals. Principle axis factor analysis with orthogonal (varimax) rotation revealed “Sustained/Speed” (SS; Eigenvalue = 4.26) and “Accuracy/Inhibition” (AI; Eigenvalue = 2.49) factors accounting for 48.75% of the total variance. The SS factor was modestly correlated with the BRIEF Metacognitive Index (MI; r=.25), and both the Sustained/Speed factor (r=.27) and the Accuracy/Inhibition factor (r=.25) were modestly correlated with the BRIEF Behavioural Regulation Index (BRI). As predicted, “cold” Counting Stroop reaction time variables were related to the Sustained/Speed factor (r’s .30 to .36), and the “hot” BART adjusted inflations SD were related to the Accuracy/Inhibition factor (r = -.22). Correlated with the CS and BRIEF MI, the Sustained/Speed factor appeared to tap “cold” dorsal circuit functions, while the Accuracy/Inhibition factor appeared to be related to “hot” ventral circuit functions. / Graduate

The purpose of this study was to examine the effect of yoga on children’s executive function and selective attention. There were three primary aims of this study. The first aim was to examine whether yoga would have a positive effect on children’s selective attention in a school setting. Another aim was to explore if teachers will report an improved change in children’s executive function in the classroom. The final aim was to determine if yoga would be a socially acceptable intervention to teachers and students. Participants included three fifth grade students and two teachers. Mixed methods were used to visually analyze selective attention data using a Multiple Probe Across Participants Multiple Baseline design, as well quantitative analysis of executive functioning data and qualitative analysis of social validity data. Results indicated that no functional relations were found between selective attention and yoga and no significant differences were found on pre-post measures of executive functioning. Improvements were seen when descriptive data was analyzed for dependent variables and the intervention was determined to be socially acceptable to teachers and students. Implications from the findings and recommendations for future research are presented.

Introduction: Eating is a highly motivated and reinforced behaviour, therefore human eating behaviour is not a passive response or merely physiological drives providing nutrients for survival; it is about cognitive and emotional processes based choice. Obesity is a condition in which the natural energy reserve, stored in the fatty tissue of humans is increased to a point where it is associated with certain health conditions or increased mortality. Anorexia nervosa is a condition of self initiated weight loss characterised by a profound disturbance of the body image, distorted self-perception, and obsessive fear of gaining weight and problem in the cognitive and the emotional functioning. Continuum model proposed that eating disorders from restriction to overeating can be placed on a linear dimension. Aim: The main goal of the doctorate thesis is to examine the existence of certain common dysfunction related to the two extreme sides of the dimension of the eating disorders (restrictive anorexia and stable obesity). Therefore we compared cognitive profile, emotion functioning (explicit and early categorization of facial emotions) and attitudes (explicit and implicit) towards body image both in obesity and anorexia. Results: The neuropsychological tasks show attentional deficit and distractibility in obesity and anorexia nervosa. In obesity we have found perseveration, deficit on the shifting and inhibition capacity, while in anorexia nervosa perseveration was linked to anxiety. These findings suggest that the PFC based executive function can be associated with modified brain dopamine turnover in the PFC area in obesity. Beside, the higher level of depression in both patient groups; our findings proved that obese patients were more sensitive to the positive emotions and the same time they ignored the negative emotions. In contrary to obesity, anorexic patients were more sensitive to negative emotions specifically those one which represent possible threats such as anger. Obese patients evaluated implicitly more positive the overweight body figures than controls. There was an attitudinal discrepancy between the explicit, socially exposed “ideal body” and the internal (implicit) body shape preference. The anorexic group did not evaluate positively the underweight body shape as we expected either implicitly or explicitly. Based on these findings we suggest that not the underweight body preference is a key issue in anorexia, but the obsessive fear for the obesity. Conclusion: We have found different psychological mechanisms in the pathology of restrictive anorexia nervosa and stable obesity. Our results did not confirm the idea of the continuum model about the linear spectrum based on eating behaviour (from the restriction to overeating), and from body weight (from underweight to obese). Our results suggest that restrictive anorexia nervosa has several common features with anxiety disorder or affective disorders, while obesity most probably can be associated with addictive pathologies.

<p>Higher-order cognitive functions, such as executive function (EF) and intelligence, are crucial to the everyday functioning of human beings. Gaining knowledge about these functions is important for our general understanding of human nature as well as for our ability to help those who may not develop these processes optimally. The present thesis focused particularly on the EF component working memory (WM), described as the ability to maintain informa-tion in consciousness during short time periods with the purpose of using that information in complex cognition. The major aims of the thesis were to increase our understanding of higher-order cognition in children as well as of deficiencies in intelligence found in children with Attention Deficit Hyperactivity Disorder (ADHD). We approached these aims by studying the interrelations among EF-related components in terms of their independent contributions to intellectual functioning. We also studied whether the lower intelligence in children with ADHD was mediated by fundamental EF-related components or whether these deficiencies went beyond the weaknesses in these specific cognitive functions.</p><p>Interpreting the present data, we suggest that intellectual functioning in children is best viewed as representing a system of primarily independent parts that may be accompanied by an overarching common mechanism. The multiple components involve, but are surely not limited to, WM functions, inhibitory functions, sustained attention, and processing speed. One of these functions, WM, was found to be further partitioned into domain-specific executive WM processes and domain-specific short-term storage processes, all of which constitute important aspects of higher-order cognitive functioning. We have further learned that deficits in fluid intelligence in children with ADHD may entail more than weaknesses in specific central cognitive functions. This additional deficit is cautiously interpreted as involving supe-rior executive attention functions setting the stage for the development and integration of the EF system as well as the “intelligence system”.</p>

In New Zealand, approximately 10% of births are considered premature, that is less than 37 weeks gestation. With advances in medical technology, young infants are surviving gestation periods as few as 23 weeks. It is expected that many of these severely premature infants will demonstrate some problem in their academic, or cognitive function including language functioning. It is agreed that children who are born severely premature often present with language problems, the nature of the difficulties are not clear. Research examining language abilities that involve cognitive functions such as inference generation have demonstrated that children born prematurely exhibit difficulties with phonologic short-term memory and executive function. Language tasks such as inference understanding require children to integrate real-world knowledge with the linguistic information to generate and produce language that is more complex. The aim of this study was to discover if the language of children born severely premature differs from that of language-age matched peers. This study examined high-level language abilities of school-age children born severely prematurely, specifically, language tasks that involved executive functions including working memory, story inferencing, and recognising absurdities. Six children who were born less than 28 weeks gestation participated in this study. Their results on the above measures were compared to a language-aged matched comparison group, determined by performance on a standardised test. It was hypothesised that the children born severely premature would not differ from their language-age matched peers on measures of general language ability but differences would exist on measures of language processing and inferencing. The findings overall showed little difference between the preterm group and their language-age matched peers on measures except for the measure of chronological age. Although no group difference was found for the measure of working memory, a larger variance on this measure was observed in the preterm group.

Impairments in executive function have been posited to account for some of the poor cognitive and educational outcomes associated with very preterm birth. As part of a prospective, longitudinal study, this research examined executive function in a regionally representative sample of 103 children born very preterm and/or very low birth weight (<33 weeks GA / <1500g) and a comparison sample of 108 full term children at age 6 years (corrected for prematurity). The specific aims of the study were 1) to describe the performance of children born very preterm and full term on a range of executive function measures, 2) to identify the antecedent medical, neurological and socio-familial factors associated with executive function performance within the very preterm group, and 3) to examine linkages between children’s executive function performance and their academic achievement at age 6 years. Children underwent a comprehensive developmental assessment, including standardised tests of IQ and academic achievement in mathematics, reading and receptive language. Additionally, they completed a number of executive function tasks selected to assess verbal working memory (Digit Span), spatial working memory (Corsi Blocks), planning and problem-solving (Tower of Hanoi), selective attention (Visual Search), shifting and inhibitory control (Detour Reaching Box) and sustained attention and inhibition (Kiddie-Conner’s Continuous Performance Task; K-CPT). Parents and teachers of these children also completed the Behavioural Rating Inventory of Executive Function and teachers rated children’s performance in reading, arithmetic and comprehension in relation to their classroom peers. Results revealed a pervasive pattern of impairment across multiple measures of executive function in children born very preterm relative to their full term peers. Specifically, children born very preterm were less likely to be able to complete any backward Digit Span trials (p<0.05) and showed lower raw scores on this task (p<0.1) than children in the full term group. Children born very preterm showed lower spatial span scores on the Corsi Blocks Task (p<0.01). They also showed lower planning performance, as assessed by the Tower of Hanoi (p<0.05). Children born very preterm made more inhibitory control/shift errors on the Detour Reaching Box and demonstrated less accuracy in their Visual Search (p<0.001) than children born full term. Finally, they showed lower levels of sustained attention on the K-CPT (p<0.001). Parents, teachers and examiners rated these children as having greater difficulties across multiple areas of executive function. These differences remained significant after controlling for group differences in socioeconomic status and after exclusion of children with severe cognitive and motor impairments. Within the very preterm group, antecedent predictors of poorer working memory and planning performance included male gender (p<0.001), intrauterine infection (p<0.05) and severity of cerebral white matter abnormality on term-equivalent MRI (p<0.05). Lower gestational age (p<0.05) and male gender (p<0.001) were related to poorer executive attention performance. Familial predictors of poorer executive performance included instability in parenting (p<0.05), higher levels of parental intrusiveness (p<0.1) and lower levels of interactional synchrony (p<0.05) between parent and child, recorded at earlier follow-up points. Finally, children’s executive function performance was highly correlated with school achievement in reading, arithmetic and language comprehension (p<0.001). Findings suggest a global pattern of executive impairment amongst children born very preterm, with these difficulties placing children at risk for poor academic performance and learning difficulties. Findings also suggest that both neurological pathology and early parenting experiences are important mediators of the relationship between very preterm birth and poor executive function, highlighting the importance of these areas for early intervention.

Oestrogen decline during the menopause leads to decline in cognitive performance because oestrogen receptor sites are found in the prefrontal cortex and hippocampus of the female brain, areas associated with memory and attention functions. Extensive research over the past two decades has tested the effects of administering Hormone Replacement Therapy (HRT) to maintain oestrogen levels. MRI studies have shown improvements in hippocampal volume and frontal functions with HRT, but evidence for associated improvements in verbal memory performance has been mixed. Some studies have even found detrimental effects of HRT, leading to the suggestion of a critical period for HRT administration relative to menopause. Oestrogen receptor sites are found in frontal brain regions associated with working memory (WM) functions including attention. These functions have been researched less than verbal memory, but with similarly mixed findings. The research reported in this thesis tested the critical period hypothesis in relation to WM. Study one tested the prediction that HRT will benefit WM if the therapy is initiated during the peri-menopause, and will harm it if initiated post-menopause. A naturalistic sample of 121 women were recruited, comprising women who varied in the time they had begun taking HRT, and menopausal status-matched controls who had never taken HRT. Participants completed three tests of WM span and the Sustained Attention to Response Task (SART) on two occasions 12 months apart. WM performance supported the critical period hypothesis, with women who had begun the therapy after the menopause displayed worsened WM capacity when compared to peri-menopausal initiators and post-menopausal women with no history of HRT use. At one year follow up, postmenopausal HRT users were still underperforming compared to peri-HRT initiators and those in the post-menopausal stage with no history of HRT use. No significant differences were identified between groups on the SART. The effects of natural supplements on physical symptoms of the menopause have been researched, but there is little research on their effects on cognitive symptoms and none specifically testing the critical period hypothesis. Study two tested the effects of soya isoflavones on WM during peri- and post-menopausal stages. One hundred and twelve peri- and post-menopausal women were randomly allocated to receive either placebo or 100mg soya supplement in capsules daily for three months. Participants and researcher were blind to this allocation. Participants completed two tests of WM span and two Sustained Attention (SA) tasks at baseline, after three months of soya/placebo, and after a further three months without supplement. There was no effect of isoflavones on cognition, regardless of time of initiation of the supplement. This thesis offers a unique contribution to the literature, by establishing empirically that HRT may have long-lasting benefits for WM if administered in the peri-menopause period, and detriments if taken post-menopause. There was no evidence that administration of soya-based phytoestrogens for three months peri- or post-menopause replicated these effects of HRT on cognition.

Thesis advisor: Eric Dearing / Increasing evidence indicates that exposure to poverty in early childhood may undermine neural growth that is critical to developing executive functions (EF) and, in turn, emotional and behavioral regulation (Blair et al. 2011; Kim et al., 2013; Raver et al., 2013). There is, however, also increasing evidence indicating that high-quality Early Childhood Education (ECE) (a) buffers children from risks associated with early exposure to poverty and (b) supports healthy socio-emotional development (Bierman et al., 2008; Raver, 2002; Yoshikawa et al., 2013). One line of this intervention work has focused on two-generation programs that pair high-quality ECE with supports for parents that are designed to improve parenting and the home environment. Although evidence on two-generation programs is mixed (Grindal et al., 2016; Neville et al., 2013), it is clear that much of the risk of poverty is relayed to children through their homes, and parenting is among the most critical influences on child emotional and behavioral self-regulation in infancy and early childhood (Bradley & Corwyn, 2004; Calkins & Johnson, 1998; Calkins et al., 1998). The present study builds on existing theoretical and empirical prior work indicating that children’s EF skills are important precursors to emotional and behavioral regulation that may be best promoted when addressed in both classroom and home contexts. Specifically, the present study uses a randomized design to evaluate the effects of classroom-based activities that target children’s executive functioning and the value added by training parents to better support their children’s EFs. Children were evaluated pre- and post-intervention on EF skills and prosocial and adaptive problem-solving behavior. In general, few significant effects of either the child training or the added parent component were evident. These findings are discussed with special attention to the fact that fidelity of implementation of the classroom and parent trainings was low, with less than half of teachers incorporating games at least once a week and only 13 percent of parents attending the trainings. In addition, implications for future empirical work as well as policy and practice are discussed with special attention given to further inquiry into the malleability of EF. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.