Academic literature on the topic 'Cognitive executive functions; Socio‑emotional executive functions; Schizophrenia'

Abstract Background Cognitive deficits (both neuro & social Cognition) play a vital role in determining functional status in schizophrenia. It has been noted that functional outcomes are relatively better in Indian rural settings. This suggests that cognition might be better in rural patients. Considering the prevailing vast cultural differences there is paucity of research which delineates the differences in social cognition and its impact on the functional outcomes between rural and urban setups. Hence, we aim to explore differential impairment in social cognition in patients with schizophrenia residing in rural versus urban settings and their impact on real-world functioning. Methods 122 patients diagnosed with either schizophrenia or schizoaffective disorder from the rural taluk of Thirthahalli and Turuvekere were compared with 97 patients with similar diagnosis visiting a teaching hospital with urban residence. All the 219 patients met the standardized criteria for remission from positive and disorganized symptoms and were compared on culturally validated tests of SC—Social Cognition Rating Tool in Indian Setting (SOCRATIS) & Tool for Recognition of Emotions in Neuropsychiatric Disorders (TRENDS) to assess theory of mind, social perception and emotion recognition and NC—(attention/vigilance, speed of processing, visual and verbal learning, working memory and executive functions). Groningen Social Disabilities Schedule (GSDS) was used for the assessment of social dysfunction of the patients. Based on past factor analytical studies on these tests, social cognition dimensions were grouped into inferential social cognition which comprised of 1st order theory of mind & 2nd order theory of mind Index & socio-emotional cognition which included faux pas recognition, emotional recognition & social perception indices. These were compared using analysis of covariance after controlling for neurocognitive composite performance and other confounders Correlation between social-cognition and functioning among the two groups was assessed using Pearson correlation. Results Patients from rural population had significantly better inferential social cognition whereas patients form urban population had significantly better socio-emotional cognition. ANCOVA showed that even after controlling for effects of age, gender, duration of illness, family history, number of hospitalization & neuro-cognition composite scores the differences were significant. Social cognition composite score was significantly (negatively) correlated with functional disability. The socio-emotional cognition component had a stronger association (proportion of variance explained) with functioning in both rural & urban samples (r= -0.411, r= -0.403 respectively). Inferential Social cognition from both rural & urban samples (r= -0.212, r= -0.238) also has significant association with functioning but of lesser magnitude as compared to the former Discussion The two distinct components of social cognition - inferential and socio-emotional- were differentially impaired among rural & urban patients. With respect to its relationship with functioning, the socio-emotional cognition had a stronger association with functioning in both the groups. The reasons for the difference need to be explored by studying the socio-cultural characteristics of rural & urban dwelling patients which can moderate their expression of social cognition. These observations are critical in understanding how our micro- and macro-level environments can influence cognitive performance

Early childhood emotional dysregulation is critical in recognizing and preventing psychological well-being disorders, laying the groundwork for developing healthy emotional behaviors early on. This study aims to determine the direct influence of smartphone addiction, executive function, and the mother-child relationship on emotional dysregulation in early childhood in West Sumatra. This research method is a quantitative survey. The data collection technique in this research uses a questionnaire design on 309 parents who were selected using a simple random sampling method. This data processing tool uses the SmartPLS software. The results of the study indicate that smartphone addiction has a significant impact on emotional dysregulation in early childhood, executive function has a positive and significant effect on emotional dysregulation in early childhood, and the mother-child relationship has a positive and significant influence on emotional dysregulation in early childhood. The findings of this research can offer valuable insights into improving the understanding of the factors that influence emotional dysregulation in early childhood and intervention strategies to address the issues that arise as a result.
 Keywords: smartphone addiction, executive function, mother-child relationship, emotional dysregulation, early childhood
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Cognitive dysfunction has been recognized as a key aspect of schizophrenia evident even during remission of symptoms. During the previous decade, interest in cognitive deficits has increased due to the recognition of their key importance for the functional outcome and degree of social adaptation. Prominent cognitive deficits are disorders of memory, attention and executive functions that manifest themselves as a disorder of verbal fluency, problems with serial learning, difficulty in problem solving, and disturbance of executive functions. The observed cognitive deficit is attributed to the dysfunction of cortical-cerebellar-thalamic circuits. Social cognition is the ability to construct an image of relationships between oneself and others and the ability to use flexible mental constructs as a guide to social interactions. The data from previous studies strongly support the association of neurocognitive and socio-cognitive deficits with the performance of independent functioning and quality of life, emphasizing the need for prevention and treatment of cognitive deficits.

Executive functions development has received a considerable amount of attention in the literature and is known to predict a range of social, cognitive and emotional outcomes in both children and adults; however, little is known about factors that contribute to its development in the Zambian context due to the fragmented literature available in Zambia. A literature review was conducted using five electronic databases (University of Zambia Institutional repository, Google scholar, PubMed, BioMed Central and EBSCO Host) to identify factors that affected executive functions in preschool and primary school children in Zambia. This review established that early childhood education, socio-economic status, physical health, and culture as factors that fall under three categories namely research, environmental and biological affect the development of executive functions among children in Zambia. This review suggests that teachers, caregivers and early childhood stakeholders in Zambia need to pay attention to both environmental and biological factors when designing executive function interventions for preschool children. A focus on improving early childhood education, nutrition, access to good quality health care, intensifying appropriate cognitive stimulating parenting and teaching practices that boost EF in public preschool and primary schools is required

Abstract Background Schizophrenia is a severe mental disorder that usually manifests cognitive dysfunction in the early stages. These disorders have a significant impact on patients’ daily life, work and social functioning. Cognitive dysfunction is one of the core symptoms of schizophrenia and is often difficult to completely alleviate with conventional drug treatment. In recent years, television media, as a popular multi-sensory stimulation method, has been gradually introduced into the field of mental health intervention. Through dual visual and auditory stimulation, television media helps enhance patients’ emotional resonance, cognitive abilities, and social adaptability. The study aims to evaluate the impact of television media-based auxiliary treatment on the recovery of cognitive functions in patients with schizophrenia, and to provide new ideas for future rehabilitation treatment of schizophrenia. Methods The study selected 60 patients diagnosed with schizophrenia and randomly divided them into experimental groups and control groups, with 30 people in each group. The experimental group received TV media-assisted treatment for 8 weeks, 3 times a week, 60 minutes each time. The treatment content includes emotional expression, cognitive training, situation simulation, etc. By watching specially designed programs, the patient’s cognitive and emotional responses are stimulated, aiming to improve the patient’s social skills, emotional regulation and cognitive function. The control group continued to receive conventional medication and cognitive training. All patients were evaluated through the cognitive function scale and clinical symptom scale before and after the intervention. The evaluation content included the improvement of attention, memory, executive function and clinical symptoms to ensure the comprehensiveness and representativeness of various indicators. Results The experimental group showed significant improvements in all evaluation indicators after the intervention. Specifically, the attention score increased from 24.5 before intervention to 33.7 after intervention, with an improvement of 9.2 points (P < 0.05). The memory score increased from 25.3 to 34.2, an improvement of 8.9 points (P < 0.05). The executive function score increased from 26.1 to 35.1, an improvement of 9.0 points (P < 0.05). The clinical symptom score dropped from 48.3 to 32.5, an improvement of 15.8 points (P < 0.05). The improvement in the control group was smaller, with attention, memory, and clinical symptom scores improving by 1.6 points, and executive function improving by 1.4 points, both of which did not reach statistical significance. Patients in the experimental group showed more significant changes in symptom improvement, indicating that television media-assisted treatment has a better impact on cognitive function recovery and symptom relief than conventional treatment. Discussion Studies have shown that auxiliary treatment based on television media can significantly improve the cognitive functions of patients with schizophrenia, especially in attention, memory and executive functions. As a non-drug treatment method, TV media-assisted therapy has good clinical application potential and can provide strong auxiliary support for the treatment of schizophrenia. Future research could explore the effects of different television program types on the treatment of schizophrenia, as well as the possibility of combining television media with other nonpharmacological treatments to optimize rehabilitation programs.

Background Schizophrenia (SCZD) is a mental disorder characterized by cognitive dysfunction, impaired decision-making abilities, abnormalities in brain functioning, and specific genetic markers. Ethnic and racial factors influence the development and presentation of schizophrenia, with different groups experiencing different levels of risk and exhibiting different patterns of mental disorders. Objective We sought to investigate the executive function and decision-making profile of Schizophrenia participants from Barranquilla, Colombia, which have a high genetic mixture and significant ethnic and racial diversity. Methods The sample consists of 40 individuals, 20 diagnosed with paranoid schizophrenia and 20 controls. We use the BANFE neuropsychological battery and the Iowa Gambling task to measure executive function and decision-making processes. Results The study found differences in cognitive performance, measured by the Neuropsychological Battery of Executive Functions and Frontal Lobes, in the medial orbit, anterior prefrontal, dorsolateral, and total executive function measures. In decision-making, as measured by the Iowa Gambling Test, there were also differences between the two groups, with those with schizophrenia performing worse and showing a preference for disadvantageous options. The study also found that there were no significant differences in socio-demographic characteristics between the two groups but that there were differences in terms of socio-economic status and educational level. Conclusion This study found that individuals with paranoid schizophrenia had significant differences in their prefrontal cortex compared to those without the condition, specifically in the dorsolateral and orbital-prefrontal cortex. These differences may be linked to difficulties adjusting to their environment and processing reinforcement, leading to impaired learning and arousal disturbances.

Executive functions (EFs) are essential cognitive processes involved in concentration, planning, decision-making, and impulse control during adolescence. Executive Dysfunction (ED) can lead to significant academic and socio-emotional difficulties, particularly with impairments in emotion regulation (ER). This study aims to assess a virtual reality (VR) cognitive training intervention on EFs, ER, and internalizing symptoms in adolescents at risk for ED. Thirty-eight adolescents aged 12–14 years, identified as being at moderate to high risk for ED, were randomly assigned to two groups. The experimental group (n = 22) received gamified VR cognitive training, while the control group (n = 16) received VR nature-based relaxation training. Both interventions lasted five weeks, twice a week for 30 min each. Pre- and post-assessments included ER skills, internalizing symptoms, and cognitive performance measures. Two-way mixed ANOVAs showed significant group × time interactions (p < 0.05) in measures of depression and internalizing symptoms. The experimental group showed significant reductions in these symptoms compared with the control group. Significant main effects of time (p < 0.05) were also found on some measures. Both groups experienced reduced anxiety, improved emotional control and cognitive functioning, and VR cognitive training was particularly effective in reducing internalizing symptoms, while both interventions showed promising results in improving some ER skills and cognitive performance. The findings demonstrate the preliminary effects of VR-based cognitive training in improving the psychological and cognitive well-being of adolescents at risk for ED and suggest that integrating VR technologies into educational settings can effectively address the cognitive and emotional challenges faced by these students.

IntroductionImpairment of neurocognitive functions, such as attention, memory or executive functions, as well as of social cognition, particularly of affect recognition and theory of mind, are frequently observed in people with Schizophrenia or other psychotic disorders. These dysfunctions are associated with poor real-life functioning. Social cognition deficits mediate in part the impact of neurocognitive dysfunction on functional outcome.AimsTo review literature findings on prevalence, severity and association with functional outcome of neurocognitive and social cognitive deficits in schizophrenia and other psychotic disorders.MethodsWe searched PubMed for English/Italian or French full-text publications with the keywords.schizophr*/psychosis/psychot*/AND neurocognitive/cognitive/neuropsychological/memory/attention/”executive function”/learning/”social cognition”/”theory of mind”/”affect recognition”/”acial emotion recognition”/”emotional intelligence”/”emot* recognition”. Furthermore, we manually searched the reference lists of relevant papers, systematic reviews and meta-analyses.ResultsIn people with schizophrenia, schizoaffective disorder or bipolar disorder with psychotic features, neurocognitive and social cognition deficits were observed in all phases of the disorders, even after symptom remission. Some of these deficits were observed in subjects at high-risk to develop schizophrenia before psychotic onset. In all these subjects, cognitive deficits are associated with worse psychosocial functioning and poor quality of life. Pharmacological treatments do not alleviate cognitive deficits, which can also limit the benefit of other psychological or psychosocial interventions.ConclusionsNeurocognitive and social cognition deficits need to be targeted by specific interventions to improve real-life functioning and quality of life of people with schizophrenia or psychotic disorders.Disclosure of interestAM received honoraria or advisory board/consulting fees from the following companies: Janssen Pharmaceuticals, Otsuka, Pfizer and Pierre Fabre.SG received honoraria or advisory board/consulting fees from the following companies: Lundbeck, Janssen Pharmaceuticals, Hoffman-La Roche, Angelini-Acraf, Otsuka, Pierre Fabre and Gedeon-Richter.

Introduction The high cognitive abilities named executive functions (EF) are responsible for emotional regulation and for goal-oriented behavior. EF are frequently disrupted in anxiety disorders and negatively affect daily function and quality of life (QoL). Nevertheless, EF evaluation is usually performed in the laboratory using neuro-psychological assessments that refer to specific components (such as working memory, inhibition), but lacks a comprehensive profile of EF and the expressions in real life context.ObjectivesTo elaborate the knowledge about EF in daily life of children/youth with psychiatric disorders, by comparing their EF to those of healthy controls, using an ecological measure that imitates daily life scenarios; To examine the relationship between EF and QoL in the study group.MethodsParticipants were 49 children and youth aged 8-18 years: 25 subjects with psychiatric (mainly anxiety) disorders and 24 healthy controls. The children’s parents completed a socio-demographic questionnaire, the Child Behavior Checklist (CBCL) to profile emotional difficulties; The Behavior Rating Inventory of Executive Functions (BRIEF) which examines EF components related to meta-cognition and behavioral regulation; and the Pediatric Quality of Life Inventory (Peds-QoL).ResultsThe study group had more EF difficulties [reduced behavioral regulation (F=31.81; p<.001) and metacognition (F=26.25; p<.001)], and lower QoL. In the study group, EF difficulties correlated with reduced physical, emotional, social, and school-related QoL.ConclusionsEF should be evaluated in children/youth with psychiatric disorders, by ecological evaluation that reflect the difficulties in daily life. This may focus intervention on child’s specific needs and improve the outcomes in terms of better function, development and QoL.

Abstract Background In recent years, more and more attention has been paid to the exploration of non-drug treatment for schizophrenia. Among them, color therapy, as a new treatment method, shows a positive impact on the possible treatment of schizophrenia. Color therapy uses the psychological effect of color on emotion and behavior to improve patients’ mental health by triggering emotional response and regulating behavior. Therefore, the purpose of this study is to evaluate the effect of color therapy on cognitive function of schizophrenic patients in fashion design. By examining the influence of specific color matching in clothing, we hope to provide more scientific basis for the role of environmental stimulation in mental health management and rehabilitation. Methods 120 patients diagnosed as schizophrenia were included in the study, and were randomly assigned to the control group or the experimental group. The control group received routine mental health care, including medication, psychosocial intervention and regular medical monitoring. The experimental group received routine nursing care and additionally introduced color therapy. Participants in the experimental group were provided with a set of specially designed colorful clothes, and the color selection of these clothes was based on the color psychology principle that was proved in previous studies to stimulate positive emotions and alleviate anxiety. The cognitive function of the two groups was evaluated by using the MATRICS Consensus Cognitive Battery (MCCB), including the tests of attention, memory and executive function. Data were collected at baseline, immediately after intervention and three months later. Results The experiment showed that the cognitive function of the experimental group was significantly improved compared with the control group (P<0.05). In the experimental group, the attention (P<0.05) and working memory (P<0.05) were significantly improved. This improvement was maintained during the three-month follow-up, indicating the lasting effect of color therapy intervention. Visual scanning path analysis shows that compared with the control group, the patients in the experimental group are more focused and efficient in visual attention mode. The specific results are shown in Table 1. Discussion The results show that the color therapy applied in fashion design can significantly improve the cognitive function of schizophrenic patients. The use of specific colors in clothing may provide a non-invasive and cost-effective way to improve cognitive performance. The results support the integration of color therapy into the treatment plan of schizophrenia, which may supplement traditional drug and psychological intervention. Future research should explore the long-term effect of color therapy and its influence on all aspects of schizophrenia, including emotional symptoms and social functions. Funding No. 18YJC760091; No. 22BGL067; No. 23FYSB011.

Extensive research on the development of self-regulation has demonstrated that better executive functioning and effortful control during the preschool years are associated with greater kindergarten and early school achievement. Recent findings suggest that self-regulation tasks differ in their assessment of “hot” and “cool” regulation, how these processes map onto effortful control and executive functioning, and may predict school readiness. However, only a few studies have examined the validity of hot and cool regulation tasks (Allan & Lonigan, 2014; Di Norcia, Pecora, Bombi, Baumgartner, & Laghi, 2015; Willoughby, Kupersmidt, Voegler-Lee, & Bryant, 2011), and how they predict socio-emotional competence (Di Norcia et al., 2015) and academic performance (Kim, Nordling, Yoon, Boldt, & Kochanska, 2013). The current study examined the validity of hot and cool tasks as measures of self-regulation and predictive measures of school readiness within a low-income sample. The sample consisted of 64 preschoolers between the ages of three (n= 38) and four (n= 26) who were enrolled in a blended Head Start program. The Preschooler Self-Regulation Assessment, Woodcock Johnson subtests (Letter Word, Applied Problem, and Picture Vocabulary), and teacher ratings of social competence (Social Competence and Behavioral Evaluation) and emotional competence (Emotion Regulation Checklist) were collected in the fall and spring of the school year. Results indicated that performance on the Cool and Hot tasks was moderate to highly correlated with academic performance and teacher ratings of socio-emotional competence respectively. Developmental differences in selfregulation performance suggested that cool regulation begins to develop later in the preschool period and may depend on earlier development of hot regulatory processes. There were also gains in academic achievement and socio-emotional competence from fall to spring. Regression analyses indicated that Hot and Cool tasks did not predict socio-emotional competence and academic achievement as distinctively as expected. Hot and cool regulation seemed to predict socio-emotional competence and academic achievement in parallel, with the exception of math performance, which was strongly predicted by Cool task performance above and beyond Hot tasks. Results suggest that hot and cool regulation overlap in predicting school readiness.

This chapter will describe parental styles and competencies and introduce those designed or adapted tests in Argentina to evaluate these constructs. It will include theoretical development and empirical results on how parental styles and competencies influence children’s socio-emotional and cognitive development, specifically in prosociality, empathy, coping, aggression, depression, executive functions, etc. It will also examine how parental skills act as moderators or protective factors in crises, such as the COVID-19 pandemic. In addition, it will include findings on how parenting styles and competencies are affected depending on socioeconomic status. Finally, general guidelines will be introduced to design intervention programs promoting higher positive parenting, eventually enabling better children’s development.