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The contributions of executive functions to reading comprehension have been well studied in the general population. Additionally, many studies have examined executive functioning in children with Attention-Deficit/Hyperactivity Disorder (ADHD). However, few studies have examined the relationship between the three concepts. Hence, this study examined the relationship between executive functions and reading comprehension within the context of ADHD and its symptoms. Data from children with ADHD and controls were obtained from larger, grant-funded studies. Both lab-administered and questionnaire measures were utilized. It was hypothesized that verbal working memory, planning, shift, and proactive interference would contribute to reading comprehension, both in the total sample and in ADHD. Behavioral inhibition was not expected to contribute to the relationship. Results suggest that verbal working memory is related to reading comprehension, both in controls and children with ADHD. However, no other executive functions were related to reading comprehension when controlling for basic reading and language comprehension. These control variables made significant contributions in the analyses, which suggests they are important to consider when examining the relationship between executive functions and reading comprehension. Hence, future research should examine verbal working memory in relation to basic reading and oral language when studying its contribution to reading comprehension.

Bilinguals have repeatedly shown to have better results than monolinguals in non-verbal cognitive tasks that require inhibition of distracting stimuli. Evidence suggests that this enhanced performance is due to training effects of non domain specific executive functions, and that this gain in cognitive performance can contribute to a cognitive reserve in old age. One of the most frequently used methods when studying the relationship between second language proficiency and cognitive abilities is the Simon task in the visual sensory modality. The present study aimed to determine if the advantage found in the visual Simon task also could apply to a tactile Simon task. The sample consisted of 40 individuals aged 43 to 64 with different levels in their second language. An operational span test (OSPAN) was used to control for working memory capacity. No significant correlation was found between bilingualism and the Simon effect in either modality. Since the study has low statistical power and a small range in second language proficiency, it was concluded that further research investigating whether the bilingual advantage found in the visual Simon task can be found across modalities is necessary before any conclusions regarding a relationship between bilingualism and cognitive control can be made.

Recent research has shown mindfulness practices to be correlated with traits frequently associated with high Executive Functioning (EF) individuals such as greater attention to specific tasks, greater working memory capacity, and the improved ability to inhibit behaviors or emotions. These three traits are highly correlated with each other, and provide an accurate assessment of an individual’s level of Executive Functioning. This study was designed to examine how individual traits associated with Mindfulness such as ‘non-judgement’ can influence attention, working memory and inhibition. This study used three self-administered questionnaires to assess traits associated with mindful individuals and three EF tests to measure performance in inhibition, task shifting and updating working memory tasks. Results showed that certain mindfulness variables from the Freberg Mindfulness Inventory and Five Facet Mindfulness Questioniare, were correlated with performance on working memory tasks while mindfulness experience was not. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

lobjectif principal de ce travail est de contribuer à une meilleure compréhension du fonctionnement exécutif chez l'enfant dans une perspective développementale et neuropsychologique. Ce travail sarticule dès lors en deux parties. Lobjectif principal de la première partie est de viser à une meilleure compréhension du développement de certaines fonctions exécutives chez des enfants dâge préscolaire et scolaire (Etudes 1 et 2) et de déterminer la structure factorielle de ces fonctions dans le développement (Etude 2). La troisième étude vise quant à elle à mieux comprendre linfluence de lenvironnement socio-culturel, et plus spécifiquement du niveau éducationnel parental, sur le développement de certaines fonctions cognitives (en ce compris les fonctions exécutives). Lobjectif principal de la deuxième partie est, quant à lui, de déterminer le profil attentionnel et exécutif denfants victimes dun traumatisme crânien ou qui présentent un trouble de lattention avec/sans hyperactivité. Dans cette optique, nous évaluerons dune part différentes fonctions attentionnelles et exécutives, et dautre part les changements comportementaux chez des enfants victimes dun traumatisme crânien léger (Etude 4). Enfin, et de façon plus spécifique, nous tenterons de mieux comprendre les difficultés dinhibition présentées par des enfants qui ont été victimes dun traumatisme crânien modéré à sévère (Etude 5) ou qui présentent un trouble de lattention avec/sans hyperactivité (Etude 6).

The current study evaluated individual differences in factors that both facilitate (narcissism) and inhibit (self-regulation) the expression of aggression upon provocation. The overarching goal of the study was to examine the integration of two models of aggression: the threatened egotism model and the self-regulation model. An undergraduate sample of participants (N=323) were assigned to receive either positive or negative (provocative) feedback from a fictitious opponent. After receipt of the feedback a competitive reaction time task, in which the participant was allowed to subject the ostensible opponent to sound lasts of white noise, was employed as a behavioural measure of aggression. Consistent with previous research, negative feedback elicited aggression compared to positive feedback, especially among narcissistic males compared to females. Self-regulation was assessed using a battery of executive functioning measures. Results indicated that males with higher perseveration were more aggressive in the negative feedback condition. When the influence of narcissism and self-regulation were assessed simultaneously, a moderating model (i.e., narcissism X self-regulation) was not supported but there was evidence in support of an additive model for males only. Self-regulation predicted a unique portion of variance in aggression (7%) over an above the variance accounted for by narcissism (16%) for males who received negative feedback. These results are discussed in terms of a risk factor model for aggression.

The implementation of school-wide behavior supports is considered typical educational practice. A main component of school-wide behavior support is the systematic screening for behavioral and emotional problems. Students' ability to utilize executive functions greatly affects both academic and social success and it is associated with behavior and emotional problems (Lehto, Juujarvi, Kooistra, & Pulkkinen, 2003). This study uses a sample of fourth grade students to analyze the relationship between executive function skills and a screening measure of behavior. This study will examine if deficits in executive function may account for variance in the first level of behavior support screening systems. This may help educators understand the relationship between behavior screening results and executive functions, and possibly explain how social and emotional difficulties may be affected by deficits in executive functions. / School of Education / School Psychology / PhD / Dissertation

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Reading comprehension is crucial for academic achievement. While word-level reading and oral language comprehension skills are well-established predictors of reading comprehension, emerging research has been investigating the role of executive function (EF) processes in reading comprehension. The role of shifting – one of the core EF processes – still is underexplored. The purpose of this study was to examine the relation between reading comprehension, shifting, and well-established components of reading comprehension in grade 3 students, across three different shifting tasks. Thirty-six children, ages 8 to 9 years, completed a collection of word-level reading, reading comprehension, receptive vocabulary and EF tasks (working memory and shifting). Results indicated that reading comprehension was significantly and moderately associated with all shifting tasks, word-level reading skills, and receptive vocabulary, but not with WM. In addition, each shifting task explained unique variance in reading comprehension after accounting for word-level reading skills. When receptive vocabulary was added to the regression analyses, shifting tasks did not explain significant variance in reading comprehension performance. Results of this study are discussed in relation to existing models of reading comprehension. / Graduate

The present study examined the neuropsychological relevance of poor sleep in a sample of community dwelling healthy older adults and a clinical sample of patients with untreated obstructive sleep apnea (OSA) between 40 and 90 years of age. The cognitive performance of 67 patients with obstructive sleep apnea (OSA) was compared to those of 46 controls screened for OSA using a portable device called ApneaLinkTM. The current study identified common neuropsychological variables associated with poor sleep quality in general (i.e., as a result of daytime sleepiness) and neuropsychological variables unique to only OSA patients (i.e., manifesting oxygen desaturation at night in addition to daytime sleepiness). Results indicated executive functions were related to hypoxemia and sustained attention was related to sleep fragmentation in the current study. A medical sequelae model and a neuropsychological sequelae model were tested. The neuropsychological sequelae model predicted whether one was a control or an OSA patient 70% accurately based on the predictors (scores on Wisconsin Card Sorting Test perseverance error, vigilance task, WAIS III forward digit span, WAIS III Block Design, phonemic and semantic fluency, and WAIS III backward digit span). The medical sequelae model predicted OSA status 89% accurately based on the predictors (BMI, depression, subjective sleep quality, age, hypertension, diabetes, total mood disturbance, gender, and general health). The current study provides further justification for OSA screening in the general population during middle age and late adulthood especially in those most at risk (i.e., overweight, male, hypertensive, and poor subjective sleep quality).