This study examined the relationship between executive function and externalizing behaviors within a student population that was assessed for special education services. Executive function was measured by using the Comprehensive Executive Function Inventory (CEFI). Externalizing behaviors and school problems was measured using the Behavior Assessment System for Children, Third Edition (BASC-3). Four separate structural equation models were produced and analyzed to examine this relationship. The results from this study indicate that there is a significant direct effect from executive function on externalizing behaviors and school problems, such that higher scores in executive function yielded lower externalizing behavior and school problems scores. Differences in average full scale CEFI scores were noted between types of special education placements and between various groupings of students in regards to what category they qualified in. The data indicates programs that facilitated more environmental supports and services had students with lower full scale CEFI scores, while students that qualified under Other Health Impairment and Emotional Disturbance shared comorbid features with other distinct processing deficits.

This dissertation investigates self-projection (i.e., future and past preferences reasoning) and possible underlying mechanisms [Theory of Mind (ToM), executive function (EF)] in early development. All children were tested in person prior to the COVID-19 pandemic. Our first objective was to explore preschoolers' understanding that the preferences they may hold in the future (Future Preferences task, adapted from Bélanger, Atance, Varghese, Nguyen, & Vendetti, 2014; Experiment 1), and likely held in the past (Past Preferences task; Experiment 2), differ from their current preferences. To do so, we implemented a novel continuous measure of children's preferences (faces rating scale; Kopp et al., 2017; adapted from; Wong & Baker, 1988) in addition to the more standard categorical response measure (item selection) used in children's future preferences reasoning research (Bélanger et al.). In addressing our second objective to investigate children's past preferences reasoning, we designed a new task (Past Preferences task) to complement our Future Preferences task. In Chapter 2 (Experiments 1 & 2), we found 3-, 4-, and 5-year-olds' success in reasoning about their future and past preferences generally improved with age. Results from our continuous preferences measure further revealed subtle developments in preschoolers' preferences reasoning not gleaned from our categorical data alone. We found that, around age 4, children demonstrate some understanding that they will prefer child items less and adult items more in the future (as an adult) than they do now and, around age 3, children similarly demonstrate some understanding that they preferred child items less in the past (as a baby) than they do now. While cross-experiment comparison in Chapter 2 revealed asymmetry in preschoolers' preferences reasoning (future, relative to past, preferences reasoning was more challenging), this asymmetry was not replicated in Chapter 3 using a more rigorous within-subjects design. Besides clarification of asymmetry in preferences reasoning, our final objectives were to confirm the relation between preschoolers' reasoning about changes in their future and past preferences and explore possible mechanisms underlying children’s self-projective abilities. In Chapter 3, children's ability to reason about their future and past preferences were significantly correlated - but not after controlling for their receptive language ability. Unexpectedly, we did not find support for asymmetry in children's self-projection abilities; that is, children did not find it more difficult to reason about their future as compared to their past preferences. Finally, children's future and past preferences reasoning were not related to or predicted by their performance on the ToM and EF tasks after controlling for age, language ability, and sex. Taken together, this dissertation provides unique and timely contributions to the literature on self-projection and, specifically, how this capacity develops, as well as children’s reasoning about how preferences change over time.

Widespread availability of digital tools has changed the daily lives of college students. Yet, the intricacies underlying these digital ecosystems and their relationship to psychological functioning, particularly among these younger ‘digital native’ age cohorts, are still unclear. A growing body of work points to associations between digital media behaviors and the capacity for top-down self-regulatory control over thoughts, emotions, and behavior. Behavioral scientists often subdivide this skillset into separate psychological constructs with different labels (e.g., cognitive control, executive functioning, emotion regulation), and use a varied array of tasks and surveys to index its subcomponents. The general finding from across behavioral studies is that groups (and individuals) with weaker executive functioning (EF) skills also tend to exhibit heavier and more problematic digital media habits (e.g., excessive, or addiction-like use). This is presumably because the inability to reliably exert control makes one more prone to impulsive engagement with digital media (e.g., frequent phone-checking), greater attentional distractibility in response to media-associated cues (e.g., notifications), and more difficulty with sustaining goal-relevant behaviors in the presence of digital media. However, there has also been empirical work suggesting null and even positive or nonlinear relationships between digital media use and EF. The current study aimed to address these seemingly opposing sets of findings by examining how, and to what extent, individual differences in one’s self- and mobile-reported smartphone habits relate with specific facets of higher-order cognition. In our examination of the interplay between these factors, we found consistent patterns emerge between subjective measures of everyday and problematic smartphone use and common non-social executive functioning skills. Furthermore, we also found evidence indicating an overlapping pattern of findings highlighting the relationships between one’s cognizance toward their actual mobile usage habits and specific facets of socially oriented self-regulation. / Psychology

Yes / Background: The aim of this study was to investigate whether the prior consumption of 200mg of pure caffeine affected neuropsychological test scores in a group of elderly participants aged over 60 years. Method: Using a double blind placebo vs. caffeine design, participants were randomly assigned to receive 200mg of caffeine or placebo. A neuropsychological assessment testing the domains of general cognitive function, processing speed, semantic memory, episodic memory, executive function, working memory and short-term memory was carried out. Results: Significant interaction effects between age, caffeine and scores of executive function and processing speed were found; participants who had received caffeine showed a decline in performance with increasing age. This effect was not seen for participants who received placebo. Conclusion: The results highlight the need to consider and control prior caffeine consumption when scoring neuropsychological assessments in the elderly which is important for accuracy of diagnosis and corresponding normative data.

Bilinguals have been posited to have, compared to monolinguals, enhanced cognitive control, consequently exhibiting greater cognitive reserve, which is thought to subsequently delay the onset of clinical expression of dementia. Based on recent evidence suggesting that the more languages one manages the greater cognitive reserve, and that trilinguals undergo greater exercise in language control than bilinguals, this thesis investigated the effects of trilingualism and ageing on cognitive control, in young adults to older adults. As the thesis investigated the novel field of trilingualism and cognitive control, task complexity, the age of second and third language acquisition, language use, and physical and cognitive activity were also, importantly, assessed, as these are possible influencing factors in test performance. The participants completed several cognitive tasks; namely the Simon task, the Inhibition of return task, the Stroop task (inhibition) and the N-back task (working memory). The novel discovery of a trilingual (and bilingual) disadvantage was observed, which could explain some previous inconsistent findings in the bilingualism literature, where trilingualism may influence bilinguals’ test performance, as trilinguals and multilinguals are often mixed in with the bilingual group. Furthermore, the results suggest that second language acquisition and language use does not consistently predict performance in trilinguals (and bilinguals), nor does cognitive activity, although physical activity may modulate language group differences. Importantly, the results from this novel investigation of the effects of trilingualism and ageing on cognitive control suggest that trilingualism (and bilingualism) can, in some cases, be detrimental to cognitive control.

While it has been established that postural control is affected by executive function, research is lacking in identifying if specific executive function components are most responsible or if certain aspects of postural control are more affected than others (e.g., proprioception, vestibular, visual). The current study examined the role of inhibition, processing speed, and visuospatial ability in postural control under conditions affecting visual, proprioceptive, and vestibular sensory input. Cognitive assessments consisted of the Flanker Inhibitory Control and Attention Test, Digit Symbol Substitution Test, Clock Drawing Test, Trail Making Test – Part B, and simple reaction time. Standing Balance was used to assess postural sway. Analyses revealed that average balance was significantly associated with simple reaction time (r(88) = -0.31, p < .01) and the clock drawing test (r(88) = -0.25, p< .05). Further analyses revealed a significantly stronger relationship between pose #1 (eyes opened, firm) and average balance (r(88) = -0.845, p< 0.1) when compared to pose #2 (eyes closed, firm), and pose #3 (eyes opened, foam) and average balance r(88) = -0.8015, p< 0.1) when compared to pose #4 (eyes closed, foam). The significantly stronger relationship between these two measures demonstrates that visual input in both conditions #1 and #3 was associated with better postural control. The findings of this study demonstrate that reaction time and visuospatial abilities are associated with overall postural control in healthy older adults. Results suggest that reaction time should be more thoroughly researched to determine the extent of its influence on EF and physical function.

Many of the shifts in our identity are as surprising as they are inevitable. As with our bodies and our minds, it’s easy to forget that our identities are in a constant state of change — that is, until a situation forces us to face ourselves and examine who we’ve become. For adolescents, college students included, reckonings with their sense of self come frequently; they feel seismic each time they occur. My thesis will be a short screenplay in which the central character is recovering from severe executive dysfunction, the impairment of basic skills that include working memory, mental flexibility, and inhibitory control. She will confront the question at the heart of the Ship of Theseus: have I changed enough that I am now an entirely different person than I used to be? And if so, what now? As part of the story development process, I viewed films that told compelling stories about the impact physical changes can have one one's identity. I intend for my screenplay to explore the ability of a change in mental health to do the same.

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