Journal articles 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.

Rationale; The study of the possible effects of early life stress (ELS) on later human behavior and neurobiology is a rapidly growing field. While epidemiological and neurobiological studies paint a grim picture of negative consequences, little attention has been paid to integrating the diverse evidence on possible cognitive and emotional deficits associated with ELS. Longitudinal studies examining the effects of perinatal mental disorders such as schizophrenia provide a new framework for understanding the mechanisms underlying ELS sequelae ranging from psychopathology to alterations in brain morphology. Objective: The aim of this review was threefold. The first was to summarize the results of longitudinal data on the effects of perinatal stress on the development of mental illness in children. The second goal was to interpolate the effects of parental psychopathology on cognition. Third, to use this framework of normative brain development to interpret changes in developmental trajectories associated with deficits in cognitive and affective functioning after ELS. Results: While ELS is associated with a variety of effects later in life, five normative principles of brain development were identified and used in this review to discuss the behavioral and neural consequences of ELS. Early adversity has been associated with deficits in a variety of cognitive (cognitive performance, memory, and executive functions) and affective (reward processing, processing of social and affective stimuli, and emotion regulation) functions. Conclusion; we reached three general conclusions: (1) complex higher-order cognitive and affective functions associated with brain regions that have undergone prolonged postnatal development are particularly vulnerable to the deleterious effects of ELS (2) astrocytes in the hippocampus and orbital frontal cortices are particularly sensitive to early ELS; and (3) several deficits, particularly in the affective domain, appear to persist years after the end of ELS. However, there is no clear correlation between parental psychopathology during the perinatal period and the other two domains, cognitive and psychomotor, which may further explain the increased risk for later psychopathology.

Abstract: Adaptive development and executive functioning in children with diagnosis of conduct disorder and attention-deficit/hyperactivity disorder hyperactive/impulsive type. Adaptive development allows the subject emotional control, disposition towards new challenges and the expected socio-cognitive adjustment contextually, facilitating learning and executive and social functioning. The objective of the study was to determine executive-adaptive development in children with diagnostic criteria or conduct disorder (CD) or attention deficit hyperactive-impulsive type disorder (ADHD-I). With clinical instruments to identify diagnostic criteria for each nosology, 80 children were classified in control group (30), CD (34) or ADHD-I (16). Based on multinomial logistic regression, Kruskal Wallis, and χ2 tests, we found that an appropriate sleep, persistence in tasks, and academic achievement seem to act as protective factors for the clinical samples. Difficulties were observed in sequential planning, where the CD group presented better metacognitive control than ADHD-I. It was concluded that school environment provides factors to improve clinical symptomatology.Keywords: Adaptive factors; executive functions; attention deficit/hyperactivity disorder; conduct disorder; adaptive development.Resumen: El desarrollo adaptativo permite al sujeto el control emocional, la disposición hacia nuevos retos y el ajuste socio-cognitivo esperado contextualmente, facilitando el aprendizaje, funcionamiento ejecutivo y social. El objetivo del estudio fue determinar el desarrollo adaptativo-ejecutivo en niños con criterios diagnósticos para trastorno disocial (TD) o trastorno de déficit de atención/hiperactividad con predominio hiperactivo-impulsivo (TDAH-I). Con los instrumentos clínicos para identificar criterios diagnósticos de cada nosología, se seleccionaron 80 niños clasificados en el grupo de control (30), TD (34) o TDAH-I (16). Basándonos en pruebas de regresión logística multinomial, Kruskal Wallis, y χ2, encontramos que el sueño adecuado, la persistencia en las tareas y el logro académico parecían actuar como factores protectores para las muestras clínicas. Se observaron dificultades en planeación secuencial, donde el grupo TD presentó mejor control metacognitivo que el TDAH-I. Se concluyó que el ambiente escolar provee factores para mejorar la sintomatología clínica.Palabras clave: Factores adaptativos; funciones ejecutivas; trastorno de déficit de atención/hiperactividad; trastorno disocial; desarrollo adaptativo.

Introduction. Along with a high intensity emotional distress, cancer patients often face neurocognitive changes that are particularly pronounced after chemotherapy. Clinical features of neurocognitive deficits in non-central nervous system cancer patients. So far, studies have demonstrated that neurocognitive changes most often occur in domains of executive functions, attention and concentration, working memory, information processing speed and visuospatial abilities, but there is still no definite protocol for the diagnosis and management of this condition. Potential causal mechanisms and risk factors. Apart from chemotherapy, there are other factors associated with the development and manifestation of neurocognitive deficits in cancer patients: genetic, biological, psychological and socio-demographic. Assessment of cancer-related cognitive impairments. When assessing potential cognitive impairments, it is beneficial to combine neuropsychological test battery and self-report questionnaires for the assessment of cognitive and affective status, as well as modern neuroimaging methods that will indicate neural (structural and functional) changes underlying neurocognitive deficit. The role of psychosocial factors: implications for future research. In addition to cognitive reserve and emotional status, the patient?s personal characteristics may very likely play an important role in explaining neurocognitive functioning and neurocognitive adaptation of cancer patients upon completion of treatment. Conclusion. Further studies are needed to elucidate the mechanisms underlying neurocognitive changes in cancer patients, with special emphasis on the contribution of psychosocial factors. Based on the novel findings, adequate and timely cognitive rehabilitation treatment will be provided for patients suffering from malignant diseases.

IntroductionFrontotemporal Demential (FTD) is a neurodegenerative disorder evolving the frontal or temporal brain lobes. They have been described six variants. Behaviour variant (BvFTD) is the most common, and is characterized by changes in social behaviour and conduct, with loss of social awareness and poor impulse control. Hebephrenic schizophrenia (HSz), or disorganized schizophrenia, was recognized as a schizophrenia subtype, characterized by desorganized behaviour and a cognitive deteriorization. Subtypes of schizophrenia are no longer recognized as separate conditions neither in the Diagnostic and Statistical Manual of Mental Disorders, nor in the new International Statistical Classification of Diseases.ObjectivesTo review the literature about the concepts of hebephrenic schizophrenia and their similarities with the concept of frontotemporal dementiaMethodsNarrative review of the literature on PubMed/MEDLINE, using the keywords “hebephrenic szchizophrenia” AND “frontotemporal dementia”. Only articles in English were included.ResultsSome authors described dificulty in establish a diferential diagnosis between HSz and BvFTD. HSz has an earlier onset. However, BvFTD is an early age dementia. The fenomenology of both diseases is similar, and schizophrenia was historical conceptualized as praecox dementia. Frontotemporal abnormalities are common neuroimagiological findings in schizophrenia. Clinically, FTD shows a profound alteration in personality and social conduct, emotional blunting and loss of insight. Memory, intellectual functions, executive and attentional abilities may be disturbed in both.ConclusionsA diferential diagnosis between HSz and BvFTD is dificult to establish (clinically and imagiologically). The response to treatment is weak in both. It should be investigated the possibility they could be the same syndrome, onseting in diferent ages.DisclosureNo significant relationships.

The aim of this study was to investigate whether Trail Making Test (TMT) performance is associated with the severity of psychopathological symptoms related to psychosis among young adults with elevated level of psychotic-like experiences (PLEs), and whether this relationship is mediated by cognitive biases and socio-occupational functioning. A total of 187 subjects from a larger population of 6722 young adults participated in this 1-year follow-up study. The inclusion criteria were an elevated level of PLEs (the highest score of the Prodromal Questionnaire) and a lack of schizophrenia diagnosis. Eventually, 134 subjects (71.6%) completed the TMT, as well as the DACOBS scale (cognitive biases), at baseline and were examined twice using the CAARMS (psychopathology) and SOFAS (socio-occupational functioning) scales. In the first (I) and second (II) measurements, the calculated effects indicate indirect-only mediations, which explained 35 and 38% of the variance of the CAARMS. The TMT B execution time was positively associated with the DACOBS scale (β = 0.19, p = 0.028), which was negatively related to the SOFAS I (β = −0.37, p < 0.001) and SOFAS II (β = −0.20, p = 0.016) measurements. A lower score on the SOFAS I predicted a higher score on the CAARMS I (β = −0.50, p < 0.001), and a lower SOFAS II predicted a higher score on the CAARMS II (β = −0.61, p < 0.001). Subtle EF dysfunctions may, over time, translate into a greater severity of symptoms related to psychosis in people with elevated PLEs, and this is mediated by a deterioration of their metacognition and socio-occupational functioning.

IntroductionMindfulness-based interventions (MBIs) held within an academic context continue to develop at an international scale, and continue to show benefits for children, specifically on cognitive functioning and emotional regulation (Theurel, Gimbert, Gentaz, 2018).ObjectivesThe aim of this study is to demonstrate the relevance of implementing MBIs within French elementary school settings, in order to promote mental health, positive pedagogy and quality of life.MethodsThis study utilizes the Belgian program “Gestion des émotions par la pratique de la Pleine Conscience” (Emotional regulation using Mindfulness practices) (Deplus, 2015) and compares an experimental group participating in 9 MBI sessions to a control group “waiting list”. An interpretative phenomenological analysis at post-test investigates participant’s perception on the effects of the intervention on familial and school climates.ResultsThe results of this study have been highly impacted by COVID19 (confinement).Quantitative results reveal that 33% of the participants (n=6) show a decrease in depressive symptoms, 33% show no change and 33% show a slight increase, post-intervention (T2). Results also suggest a decrease in anhedonia in 50% of the participants. 50% of participants show an improvement with regards to worrying and hypersensitivity. Qualitative analysis puts forth perceived improvements on emotional regulation and mindfulness abilities of participants, which has shown to have positive effects on familial climate.ConclusionsWe estimate that the implementation of such a MBI in a school setting will favour the development of executive functions and emotional regulation, allowing children to develop resilience towards stress and anxious-depressive affects. We also expect the intervention to help develop socio-emotional abilities and well-being in French schools.

Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development.

Introduction: This paper investigates indicators of STEM career expectations among middle school children in Chile, with a focus on the roles of parental career expectations and children’s early skills (communication, cognitive, socio-emotional skills, and executive functions), and the moderating effects of gender and family socioeconomic status. Method: Using data from the Chilean ‘Encuesta Longitudinal de la Primera Infancia’ 2017 wave, the study involved 2959 children from 10 to 12 years of age. Both children’s and parents’ career expectations were measured through open questions. The assessment of the same children’s early skills was conducted in the 2012 wave when the children were from five to seven years of age, using the Battelle Developmental Inventory and the Backward Digit Span tests. Results: Findings revealed that boys, especially those with mothers with higher educational levels who have STEM expectations for their children, are more likely to expect to continue STEM careers in the future. A significant moderation effect was also found, indicating that parental expectations have a stronger association with girls’ and lower-middle SES children’s STEM career preferences. No significant results were observed for children’s early skills on later STEM career expectations.Conclusions: The study suggests that educational strategies involving family engagement are important for fostering equitable STEM career opportunities.

Giftedness can be interpreted as a multifactorial set of special abilities and skills, that the individual begins to express from an early developmental age. Many believe that the concept of giftedness goes beyond and includes not only IQ but also other factors. The purpose of this literature review is to collect recent data according to factors other than socio/cultural and economic that may influence the expression of giftedness in children. In the introduction giftedness is discussed according to several elements that may intervene in the acceptance of a universal definition and identification of this specific population and the main part explores several factors that may prevent giftedness through inhibition of cognitive and emotional aspects of daily living of children including children with Neurodevelopmental Disorders.

The article presents a review of 60 works researches carried out within the period from 2007 to 2021. The purpose of the review was to summarize current research on the relationship between the use of digital devices and the quality of sleep, physical activity and eating behavior in preschoolers. These aspects of development were chosen in connection with their proven influence on the cognitive and socio-emotional development of preschoolers. The analysis of studies has shown that screen time is associated with the risk of overweight and obesity in preschoolers. Also, the review has shown that long screen time and digital devices presence in bedroom negatively affect sleep duration and sleep quality. Additionally, excessive screen media use in preschoolers is associated with poor motor skills and physical activity. But on the opposite side there are special active videogames, apps and exergames which can promote physical activity and eating behavior. An analysis of the studies led to the conclusion about the important role of executive functions that mediate the relationship between screen time and the amount of sleep, physical activity and eating behavior. This review allows to articulate the recommendations for further investigations in this direction according to analyzed researches limitations. The review also confirms the importance of recommendations for parents on the safe use of digital devices by preschoolers.

IntroductionThe studies about developmental bases of attachment in healthy children with high intellectual potential (HIP) are rare.Moreover, the literature underline socio-emotional disorders in HIP and difficulties with behavioral adjustment of parents.ObjectivesWe aimed to explore the developmental trajectory of attachment in HIP children without psychological or learning disorders.MethodsThe french version of the Adolescent-Unresolved-Attachment-Questionnaire (QANRA: internal consistency=0.74-0.82; test-retest =0.58-0.83) was analyzed in 80 healthy children (50 HIP with IQ>130 vs. 30 non-HIP), aged 7-to-13-years-old (mean 10y; SD 1.8). All children were recruited in private and public schools in Paris.ResultsThere was no significant difference between the groups. However, when we looked at the developmental trajectory by distinguishing the period of adolescence [7-10 years (56% in the HIP group vs. 53% in the non-HIP); 11-13 years (44% in the HIP group vs. 47% in the non-HIP)], we have noted a significantly early integration of resolved attachment in the HIP children that seems to remain stable in adolescence.ConclusionsOur findings highlight the early onset of attachment with a harmony of intellectual/psycho-affective development in HIP children without skipping stages, but more quickly and effectively. This could potentially be explained by their cognitive abilities, particularly the theory of mind and the executive functions, known to be significantly more efficient in HIP children without neurodevelopmental disorders.Disclosure of InterestNone Declared

Aim. To analyze current sources regarding the clinical and neuroimaging aspects of formal thought disorder (FTD) in patients with schizophrenia to create an up-to-date pathogenetic model of its main forms. Materials and methods. English-language publications in the Medline database (PubMed) were analyzed for this review. We analyzed only structural magnetic resonance imaging (MRI) studies in which a clear clinical assessment of FTD in schizophrenia is provided and the neuroimaging protocol meets generally accepted standards (as in the ENIGMA Schizophrenia Working Group). For the clinical division of FTD, positive and negative FTD were distinguished according to the positive and negative syndrome scale (PANSS). Results. From a clinical point of view, FTD includes at least 30 phenomena. For clinical and neuroimaging studies, division into positive and negative FTD is used according to the PANSS. Positive FTD is manifested by the disorganization of thinking processes and exhibits mainly in violations of its purposeful sequence. Negative FTD is manifested by violations of the abstract-symbolic way of thinking, lack of spontaneity, and stereotyping. According to morphometric MRI data, atrophic changes in brain regions related to neuronal networks of cognition and impulse control (prefrontal and anterior cingulate cortex), emotional processing (amygdala), abstract thinking, and imagination (lateral occipital cortex) are important for the development of both forms of FTD. Negative FTD is mainly associated with damage to the prefronto-cingulate circles, which are the anatomical and functional substrates of executive functions. A unique feature of positive FTD is atrophy of the structures of the left temporal lobe, which leads to language disorders at the semantic level. Using the method of virtual histology, it was established that both forms of FTD are associated with bilateral changes in astrocytes and dendritic spines in the involved anatomical regions. A positive FTD is also associated with pathological changes in microglia in two hemispheres, while with a negative FTD, microglial damages are present only in the right hemisphere. Conclusions. Positive FTD in schizophrenia is mainly associated with atrophic (astroglial-microglial) processes of cognitive control networks, negative – with the atrophy of networks of semantic processing of verbal information. In both forms, networks of emotional processing, abstract thinking, and imagination are involved. Treatment strategies for FTD should include effects on astroglial and microglial dysfunction.

Background: Borderline intellectual functioning (BIF) is associated with deficits in cognitive functions and effective communication or interpersonal skills, impacting socio-occupational functioning in adulthood. Aims: The current study compared individuals with BIF and average intellectual functioning (AIF) on executive functioning, emotion dysregulation, and interpersonal communication competence in relation to the quality of life. Settings and Design: The data were collected via a face-to-face interview conducted in the tertiary care hospital in an urban locality. A cross-sectional and comparative matched-group research design using purposive sampling was used. Materials and Methods: An estimated sample size of 80 was split into BIF and AIF groups. The participants were recruited as per the defined criteria. The measures used were Raven’s Standard Progressive Matrices, General Health Questionnaire, Mini-International Neuropsychiatric Interview, Stroop Test (ST), Difficulties in Emotion Regulation Scale (DERS), Interpersonal Communication Competence Scale (ICCS), and World Health Organization Quality of Life- Brief (Qol). Statistical Analysis: The differences, between BIF and AIF groups as well as males and females within each group, on measures, namely, ST, DERS, ICCS, and QoL were compared using the independent t-test. Further, the relationship among the measures was examined using Pearson correlation and regression analysis. Results: Independent t-test analysis revealed significant differences between groups on execution functioning (t = 11.83, P = 0.000), all domains of emotional dysregulation (P < 0.000), and many domains of interpersonal communication, and quality of life (P < 0.000). Significant correlations were found between domains of DERS and ICCS, DERS and QOL; ICCS and QOL. Conclusions: Emotional dysregulation predicted physical and psychological health and the environment, while interpersonal communication predicted social relations.

The aim. To analyze anamnestic data, clinical and laboratory parameters, and psychoneurological manifestations in patients in the post-COVID period.Materials and methods. After the initial survey of 1,200 respondents who had suffered from a new coronavirus infection (COVID-19), a group of 170 patients was identified based on the presence of complaints about the state of somatic and mental health that have a temporary relationship with the SARS-CoV-2 disease. As part of the study, this group of patients underwent a comprehensive laboratory examination with an assessment of general clinical and biochemical parameters, inflammatory markers and the blood coagulation system. All patients were examined by an infectious disease specialist, a neurologist, a psychiatrist-narcologist and a medical psychologist. The main socio-demographic and clinical laboratory data in the post-COVID period, as well as neurological and psycho-emotional characteristics obtained from 130 participants in 2024, were assessed. In order to study cognitive and executive functions, psycho-emotional state, the following methods were used: Montreal Cognitive Assessment (MoCA), Hospital Anxiety and Depression Scale (HADS) and SCL-90 Symptomatic Questionnaire. In addition, each respondent was asked to determine the presence and severity of the main psychopathological, neurological, cognitive and general somatic symptoms using the «Not bothered-Weakly-Moderately-Extremely» scale specially developed for the study, which included up to 38 symptoms.Results and discussion. The majority of the sample were women (80%). Over 2⁄3 of the respondents were of working age, with an average age of 38.2±11.3 years, and 65.3% had mild forms of COVID-19. Repeated cases of COVID-19 were associated with a high risk of blood saturation decrease to ≤93% (p<0.01), while severe COVID-19 was associated with the absence of vaccination (p<0.05). Ferritin levels below 30 μg/L were recorded in 34.1% of women and 9.15% of men, which may indicate a deficiency of iron stores in the body. Hypercholesterolemia was noted in 54.9% of cases, with average total cholesterol levels of 5.52±1.19mmol/L. The total number of NCI cases (2 or more) is associated with a decrease in the number of leukocytes, an increase in the number of platelets in the blood, the percentage of monocytes, a decrease in the level of total protein, an increase in the level of total cholesterol (p<0.05). Neurological symptoms are characterized by pronounced polymorphism, with 15.3% of respondents having exhaustion or absence of superficial abdominal reflexes, 26.9% having mild cognitive impairment, and 7.7% having a significant general decline in cognitive functions. 49.5% of respondents showed signs of anxiety, and 29.4% had depressive phenomena, expressed at the subclinical or clinical level. The severity of distress caused by sensations of bodily dysfunction of a somatic, painful and/or neuromuscular nature is characteristic, as well as mild hypochondriacal tendencies in a separate group of respondents.Conclusion. Comparison of the results of the questionnaire and in-depth study showed that cognitive and psychoneurological disorders are widespread among patients of different age groups, regardless of the severity of the COVID-19. Given the mechanism of direct and indirect effects of SARS-CoV-2 on the brain, it is the symptoms of damage to the nervous system, including cognitive functions and the psychoemotional sphere, that largely determine the clinical symptoms of post-COVID disorders. The complexity and versatility of clinical and laboratory manifestations of post-COVID syndrome require the involvement of specialists of various profiles in working with patients, the need to develop protocols and recommendations for working with people with manifestations of post-COVID syndrome.

The publication highlights the scientific, theoretical and practical aspects of the development of ecotourism within the National Nature Park "Podilsky Tovtry". The territory of the National Park "Podilskyi Tovtry" is a reference territory for regional studies of the development of ecotourism, thanks to the peculiarities of the nature management system, the available resource potential and the strong demand of the domestic tourist market for innovative tourist products and formats of recreational activities.
 Ecotourism originated and is developing in the world's specially protected natural territories, which have the appropriate resource potential. Ecotourism is an integrating direction of recreational activities aimed at harmonizing relations between tourists, tour operators, the natural environment and local communities, which is realized through the greening of all types of tourist activities, nature protection, environmental education and upbringing. Tourists are primarily attracted to ecologically clean regions, where they can fully relax and get emotional satisfaction from communicating with nature.
 The feasibility of the development of ecological tourism in Ukraine is determined not only by economic factors - the creation of new jobs, the development of local communities in remote regions, but also by social needs - the desire of the population for a more holistic and systematic approach, to the problems of health care and the use of free time. According to the experts of the World Tourism Organization, ecological tourism has become the most popular in the last ten years and is one of the tools of sustainable development of any state.
 Ecological tourism is implemented primarily in the territories of national natural parks, nature reserves, sanctuaries, and natural monuments. There is an administrative, scientific, and executive staff capable of competently organizing recreational activities, providing environmental education for tourists, calculating the maximum permissible loads in this area, organizing monitoring of the state of recreational areas, etc. Opportunities for the development of ecological tourism in specially protected areas in different regions of the world have significant differences. In today's realities of the development of the world economy, each country strives to maintain the ratio of its technical and economic development with a share of the territory that is specially protected. Protection of 10-15% of its territory is considered optimal for the well-being of the country.
 The main legal, socio-economic, resource and infrastructural development conditions and their regional features are revealed. In particular, the legal conditions for the development of ecotourism as a component of recreation on the territory of the National Park determine the principle possibility and formats of its development, as well as its priority compared to other types of nature use. The analysis of the existing specialized ecotourism offer demonstrates the development of green tourism in the Transnistria region and individual manifestations of active and educational and cognitive formats.
 It is proven that the basis of the development of ecotourism is the cooperation of subjects, in particular the National Park with specialized travel agents and tour operators directed to the studied region. The most effective format of cooperation is cluster, based on the experience of cooperation and the reputation of the participants. It is limited by significant inertia in the initial stages, which is compensated by a stable increase in demand due to the synergistic advertising effect and autonomous distribution of functions.
 The state of practical implementation of the main areas of ecotourism activity is characterized. Priority local ecotourism destinations within the studied territory are highlighted, their specificity and resource base are indicated, as well as modern directions of ecotourism use. Reasonable factors that contribute to or limit the development of ecotourism within the studied territory.
 Keywords: ecotourism, nature conservation areas, national natural park "Podilskyi Tovtry".


 The age period of 0-8 years is the most important moment for every human being to develop all the developmental features supported by parents at home and teachers / tutors at the Early Childhood Education Institute (ECE). In parenting, six main aspects must be known and applied by each parent. Lack of education, nutritional knowledge, care and care, and aspects of clean-living habits in the family can have an impact on children's growth and development processes. This study aims to develop a module 6 aspects of child development for parental guidance. This study uses a research and development approach to test the effectiveness of the posttest design. Respondents in this study are parents who have children up to 5 years and early childhood educators. The findings show that from these six main aspects, it seems that parents and ECE tutors do not yet understand the ECE concept. In another perspective, there is still a lack of knowledge about these 6 main aspects which require training and parenting modules to develop the 6 aspects of child development.
 Keywords: Early Childhood Education, Child Development Aspect, Parenting Training Module
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Abstract Background: Fearful and anxious behaviour is especially common in children, when they come across new situations and experiences. The difference between normal worry and an anxiety disorder is in the severity and in the interference with everyday life and normal developmental steps. Many longitudinal studies in children suggest that anxiety disorders are relatively stable over time and predict anxiety and depressive disorders in adolescence and adulthood. For this reason, the early diagnostic and treatment are needed. Researchers supposed that anxiety is a result of repeated stress. Additionally, some genetic, neurobiological, developmental factors are also involved in the aetiology. Methods and subjects: The aim of this article is to summarize and to present our own results obtained with the assessment and treatment of different forms of anxiety disorders in children and adolescents such as: Posttraumatic Stress Disorder (PTSD), Obsessive Compulsive Disorder (OCD), Dental anxiety, General Anxiety Disorder (GAD), and Anxious-phobic syndrome. Some results are published separately in different journals. a) Post Traumatic Stress Disorder (PTSD) in 10 young children aged 9 ± 2, 05 y. is evaluated and discussed concerning the attachment quality. b) The group with OCD comprises 20 patients, mean age 14,5 ± 2,2 years, evaluated with Eysenck Personality Questionnaire (EPQ), Child behaviour Checklist (CBCL), K-SADS (Schedule for Affective Disorders and Schizophrenia for School age children), Beck Depression Inventory (BDI), SCWT (Stroop Colour Word task), WCST (Wisconsin Card Scoring test). c) Dental stress is evaluated in a group of 50 patients; mean age for girls 11,4 ± 2,4 years; for boys 10,7 ± 2,6 years, evaluated with (General Anxiety Scale (GASC), and Eysenck Personality Questionnaire (EPQ). d) Minnesota Multiphasic Personality Inventory (MMPI) profiles obtained for General Anxiety Disorder in 20 young females and 15 males aged 25,7± 5,35 years, and a group with Panic attack syndrome N=15 aged 19,3±4,9 years are presented and discussed by comparison of the results for healthy people. e) Heart Rate Variability (HRV) was applied for assessment and treatment in 15 anxious-phobic patients, mean age 12, 5±2,25 years and results are compared with other groups of mental disorder. Results: Children with PTSD showed a high level of anxiety and stress, somatization and behavioural problems (aggression, impulsivity, non-obedience and nightmares), complemented by hypersensitive and depressed mothers and misattachment in the early period of infancy. Consequently, the explanation of the early predisposition to PTSD was related to be the non-developed Right Orbital Cortex. The later resulted from insecure attachment confirmed in all examined children. The obtained neuropsychological profile of children with OCD confirmed a clear presence of obsessions and compulsions, average intellectual capacities, but the absence of depressive symptoms. Executive functions were investigated through Event Related Potentials on Go/NoGo tasks. Results showed that no significant clinical manifestations of cognitive dysfunction among children with OCD in the early stage of the disorder are present, but it could be expected to be appearing in the later stage of the disorder if it is no treated. In a study of 50 children randomly selected, two psychometric instruments were applied for measuring general anxiety and personal characteristics. It was confirmed that there was presence of significant anxiety level (evaluated with GASC) among children undergoing dental intervention. The difference in anxiety scores between girls and boys was also confirmed (girls having higher scores for anxiety). Results obtained with EPQ showed low psychopathological traits, moderate extraversion and neuroticism, but accentuated insincerity (L scale). L scales are lower by increasing of age, but P scores rise with age, which can be related to puberty. No correlation was found between personality traits and anxiety except for neuroticism, which is positively correlated with the level of anxiety. The obtained profiles for MMPI-201 in a group of patients with general anxiety are presented as a figure. Females showed only Hy peak, but in the normal range. However, statistics confirmed significant difference between scores in anxiety group and control (t= 2, 25164; p= 0, 038749). Males showed Hs-Hy-Pt peaks with higher (pathological) scores, related to hypersensitivity of the autonomic nervous system, as well as with manifested anxiety. Calculation confirmed significant difference between control and anxiety in men (t= 15.13, p=0.000). Additionally, MMPI profiles for patients with attack panic syndrome are also presented as a figure. Control scales for females showed typical V form (scales 1 and 3) related to conversing tendencies. In addition, females showed peaks on Pt-Sc scales, but in normal ranges. Pathological profile is obtained in males, with Hy-Sc peaks; this profile corresponds to persons with regressive characteristics, emotionally instable and with accentuated social withdraw. Heart rate variability (HRV) is a measure of the beat to beat variability in heart rate, related to the work of autonomic nervous system. It may serve as a psychophysiological indicator for arousal, emotional state and stress level. We used HRV in both, the assessment and biofeedback training, in a group of anxious-phobic and obsessive-compulsive school children. Results obtained with Eysenck Personality Questionnaire showed significantly higher psychopathological traits, higher neuroticism and lower lie scores. After 15 session HRV training very satisfying results for diminishing stress and anxiety were obtained.

The article examines "cool" (cognitive) and "hot" (emotional) executive functions in patients with a predominance of negative schizophrenic symptoms. Using experimental tasks, it explores specific deficits in both dimensions and their relationship to dysexecutive syndrome. The results reveal significant impairments in both cognitive and emotional executive functions, emphasizing the need for therapeutic interventions that incorporate cognitive and socio-emotional components for effective rehabilitation.

The relationship between positive symptoms of schizophrenia, such as hallucinations and delusions, and deficits in cognitive and socio-emotional executive functions is explored. The study included 54 participants divided into two groups: 27 patients with predominant positive symptoms and 27 healthy controls, matched for age, gender, and educational level. Specific tasks were used to evaluate these functions alongside the three main fronto-subcortical syndromes: dorsolateral, orbitofrontal, and anterior cingulate. The results showed that patients exhibited significant deficits in both areas, as well as a high prevalence of alterations associated with the three syndromes. This finding underscores the need to develop neuropsychological interventions aimed at improving both the cognitive abilities and socio-emotional functioning of patients, to promote their overall well-being.

Abstract Background Positive symptoms of schizophrenia are associated with significant difficulties in daily functioning, and these difficulties have been associated with impaired executive functions (EEFF). However, specific cognitive and socio-emotional executive deficits have not been fully established. Objective The present study has several objectives. First, we aimed to examine the specific deficits in cognitive and socio-emotional EEFF in a group of patients with schizophrenia with a predominance of positive symptoms, as well as to determine if these patients present clinically significant scores in any of the three fronto-subcortical behavioral syndromes: Dorsolateral, Orbitofrontal, or Anterior Cingulate. Method The sample consisted of 54 patients, 27 with a predominance of positive symptoms, and 27 healthy controls matched for gender, age, and education. The two groups completed four cognitive and three socio-emotional EEFF tasks. In the group of patients, positive symptoms were evaluated using the scale for the Evaluation of Positive Symptoms (SANS), while the behavioral alterations associated with the three fronto-subcortical syndromes were evaluated using the Frontal System Behavior Scale (FrSBe). Results The patients, in comparison with a control group, presented specific deficits in cognitive and socio-emotional EEFF. In addition, a high percentage of patients presented clinically significant scores on the three fronto-subcortical syndromes. Conclusion The affectation that these patients present, in terms of both cognitive and emotional components, highlights the importance of developing a neuropsychological EEFF intervention that promotes the recovery of the affected cognitive capacities and improves the social and emotional functioning of the affected patients.

This article aims to analyze the contribution of neuroscience to understand the academic performance of middle school students, with a special focus on executive functions. Based on a literature review, central concepts such as brain plasticity, structures involved in learning, adolescent cognitive processes, memory, attention, emotions and motivation are discussed. The relationship between executive functions and academic skills are explored deeply, presenting neuroscience-based teaching strategies to foster the development of these functions. Finally, the importance of the partnership between school and family in enhancing school performance and socio-emotional development is highlighted. The findings point to the need for educational practices aligned with brain functioning, respecting the uniqueness of each student and promoting meaningful learning. &nbsp; <strong>Keywords</strong>: neuroscience; executive functions; learning; adolescence; academic performance.

Mapping of cortical functions is critical for the best clinical care of patients undergoing epilepsy and tumor surgery, but also to better understand human brain function and connectivity. The purpose of this review is to explore existing and potential means of mapping higher cortical functions, including stimulation mapping, passive mapping, and connectivity analyses. We examine the history of mapping, differences between subdural and stereoelectroencephalographic approaches, and some risks and safety aspects, before examining different types of functional mapping. Much of this review explores the prospects for new mapping approaches to better understand other components of language, memory, spatial skills, executive, and socio-emotional functions. We also touch on brain-machine interfaces, philosophical aspects of aligning tasks to brain circuits, and the study of consciousness. We end by discussing multi-modal testing and virtual reality approaches to mapping higher cortical functions.

AbstractSocio-emotional school behavior and learning are both fundamental aspects of children’s development influenced by cognitive control processes named Executive Functions (EF). Yet, research on school-age children has often focused on the relationship between EF and learning skills overlooking that of EF and school behavior, which has usually been examined among preschoolers. The current study investigated the contribution of EF in both school behavior and learning in school-age children. One hundred forty-six III–V graders were assessed using text comprehension and EF tasks and evaluated by teachers-rated inventories on behavioral difficulties and EF within the school context. The results suggested a different involvement of direct and indirect EF measures in the two domains considered: controlling for socioeconomic level and age, an EF direct measure, predicted reading comprehension whereas teacher-reported EF related to both behavior and text comprehension. The results contribute to defining the role of cognitive control processes on school behavior and learning in school-age children.

Previous studies on the development of executive functions (EFs) in middle childhood have traditionally focused on cognitive, or “cool,” EFs: working memory, inhibitory control and cognitive flexibility. However, knowledge of the development of socio-emotional, or “hot,” EFs, such as delay of gratification, decision-making and theory of mind, is more limited. The main aims of this systematic review were to characterize the typical development of both the primary cool and hot EFs in middle childhood, and to identify the main tools for evaluating EFs as a whole. We conducted a systematic search on studies of cognitive and socio-emotional EFs published in the last 5 years in Pubmed, PsycInfo, and WoS databases. Of 44 studies selected, we found a variety of tasks measuring cool EFs, while measures of hot EFs were limited. Nevertheless, the available data suggest that cool and hot components follow distinct, but related, developmental trajectories during middle childhood.

Background: Memory dysfunction, deficits in attention and executive functions as well impairment in cognition is found among patient suffering from Schizophrenia and Mood Disorder throughout the course of illness. All these significantly impact various domains of life in them. It also affects the patient’s insight into the illness and thus impairs therapeutic compliance.&#x0D; Objectives: &#x0D; &#x0D; To evaluate Cognitive functions in patients with Schizophrenia and Mood Disorder.&#x0D; To compare both groups to see whether cognitive dysfunction varies between them.&#x0D; &#x0D; Methodology:&#x0D; Study Design: Cross-sectional study which is Hospital-based.&#x0D; Study-Setting: The IPD and OPD of Psychiatry Department, AVBRH, Sawangi (M), Wardha.&#x0D; Sample Size: 240 (120 patients with Schizophrenia and Mood Disorder each).&#x0D; Patients clinically diagnosed having Schizophrenia and Mood disorder using ICD-10 criteria of age group 18-55 years, with at least 8 years of schooling will be included in the study after taking written informed consents. After collecting socio-demographic data and screening the patients with the Brief Psychiatric Rating Scale, the PGI Battery of Brain Dysfunction will be applied to the patients.&#x0D; Results: This study will assess of impairment of Cognitive functions Schizophrenia as well as Mood Disorder patients would tell whether the cognitive impairment is the same or different in both groups.&#x0D; Conclusion: Comparison of impairment in cognitive functions in Schizophrenia as well as Mood Disorder patients would be done. Co-relation of Cognitive impairment with Metabolic syndrome in both groups can be established.

Growing old involves changes in physical, psychological, and cognitive functions. Promoting physical and mental health has become one of the priorities for an aging population. Studies have demonstrated the benefits of engaging in regular physical activity. Here, we aimed to understand the relationships between physical activity and working memory complaints in attention, memory storage, and executive functions. We hypothesized that physical activity was negatively associated with complaints in working memory domains after controlling for socio-demographics and distress factors, such as anxiety, stress, and depression. Two hundred and twenty-three individuals aged between 65 and 100 years (74.84; SD = 7.74; 133 males) without self-reported neurological and/or psychiatric disorders completed a questionnaire on socio-demographic, with questions on physical activity and the Italian version of the working memory questionnaire (WMQ) and the DASS-21 measuring anxiety, stress, and depression. Results from three linear regression models showed that low physical activity was associated with complaints in attention (R2 = 0.35) and executive functions (R2 = 0.37) but not in memory storage (R2 = 0.28). Notably, age, gender, and total emotional distress (DASS score) were significant in all regression models. Our results suggested regular physical activity, even just walking, is crucial for maintaining efficient cognitive function. Theoretical and practical implications for engaging in physical activity programs and social aggregation during exercise are considered. Limitations are also presented.

Abstract Background The high prevalence of female breast cancer is a global health concern. Breast cancer and its treatments have been associated with impairments in general cognition, as well as structural and functional brain changes. Considering the social challenges that some of these patients face, it is important to understand the socio-emotional effects of breast cancer as well. Nevertheless, the impact of breast cancer on social cognition has remained underexplored. The objective of this study was to assess social cognition domains and other relevant cognitive and emotional variables (executive functions, anxiety, or depression) in females with breast cancer. Methods The participants were 29 female patients diagnosed with breast cancer and 29 female healthy controls. We assessed emotion recognition, theory of mind, empathy, and moral emotions. We also included measures of general cognitive functioning, quality of life, anxiety, and depression. Linear multiple regressions were performed to assess whether the group (patients or controls), GAD-7 scores, emotional and social subscales of EORTC QLQ-C30, and IFS scores predicted the social cognition variables (EET, RMET, MSAT). Results Patients with breast cancer showed impairments in emotion recognition and in affective theory of mind. In addition, patients had lower scores in some executive functions. Only theory of mind between group differences remained significant after Bonferroni correction. Emotion recognition was associated with executive functioning, but anxiety levels were not a significant predictor of the changes in social cognition. Conclusions Social cognition impairments, especially in theory of mind, may be present in breast cancer, which can be relevant to understanding the social challenges that these patients encounter. This could indicate the need for therapeutic interventions to preserve social cognition skills in patients with breast cancer.

Cognitive abilities are closely related to social emotional competences (SEC). These abilities are important foundations in order to adapt to school, interact with peers and adults, as well as to navigate the wider socio-cultural context in which one develops. Further, young children are also acquiring and deepening their language and preliteracy skills which are important for later academic learning. Central to cognitive abilities are the processes that enable deliberate and goal-oriented actions, which fall under the conceptual umbrella of executive functions (EFs). In this study, we applied a conceptually broad perspective to examine cognitive abilities, preliteracy and SEC in preschool aged children. Children were participants in an intervention trial of the preschool edition of Promoting Alternative Thinking Strategies (PATHS®) conducted in preschools located in three municipalities within a large city in Sweden. Pre-test data were used to examine cognitive abilities and SEC in this sample of Swedish 4 to 5-year-old children (N = 247). We first performed an exploratory factor analysis including the wide range of examined abilities, and found that measures of abilities typically viewed as SEC, did not group with measures of preliteracy skills and abilities typically considered as EFs. Second, we performed confirmatory factor analyses on remaining relevant indicators of cognitive abilities, which indicated a two-factor model best fit the data, with one factor involving inhibitory control and one factor involving more complex and high-demanding skills (working memory, cognitive flexibility, and preliteracy skills). Results indicated that more complex EFs and preliteracy skills were closely linked, and can be differentiated from inhibitory control, already in the preschool years. Findings also point to the importance of including a broad range of cognitive abilities (e.g., pre-literacy skills) in order to gain a nuanced description of possible interrelations between cognitive and social emotional development. Furthermore, this study contributes to the theoretical discussion on EF structure during childhood, and provides a sound empirical rationale for the further development of early interventions that consider young children’s executive functions and preliteracy skills.

The heart and brain have bi-directional influences on each other, including autonomic regulation and hemodynamic connections. Heart rate variability (HRV) measures variation in beat-to-beat intervals. New findings about disorganized sinus rhythm (erratic rhythm, quantified as heart rate fragmentation, HRF) are discussed and suggest overestimation of autonomic activities in HRV changes, especially during aging or cardiovascular events. When excluding HRF, HRV is regulated via the central autonomic network (CAN). HRV acts as a proxy of autonomic activity and is associated with executive functions, decision-making, and emotional regulation in our health and wellbeing. Abnormal changes of HRV (e.g., decreased vagal functioning) are observed in various neurological conditions including mild cognitive impairments, dementia, mild traumatic brain injury, migraine, COVID-19, stroke, epilepsy, and psychological conditions (e.g., anxiety, stress, and schizophrenia). Efforts are needed to improve the dynamic and intriguing heart-brain interactions.

Abstract Background It is becoming widely recognized that emotion regulation difficulties are an essential feature present along the continuum from subclinical to clinical Attention Deficit/Hyperactivity Disorder (ADHD). Yet, it remains unclear whether and how specific processes related to emotion regulation contribute to daily life impairments, across different domains of functioning. The aim of this cross-sectional study in community adolescents was to investigate whether three processes commonly implicated in adaptive emotion regulation—emotion recognition, emotion reactivity and use of cognitive emotion regulation strategies—uniquely contribute to adolescent-rated functional impairment, above and beyond the effects of age and gender, ADHD symptoms, and individual differences in verbal ability and executive functions. Methods 161 adolescents from the general population (mean age = 15.57; SD = 1.61) completed the Weiss Functional Impairment Scale, the Emotion Reactivity Scale, the Cognitive Emotion Regulation Questionnaire and the Geneva Emotion Recognition Test. Hierarchical regression analysis examined the unique contributions of candidate predictors to impairment scores. Results Total impairment scores were best predicted by older age, inattention symptoms, higher emotion reactivity, and higher use of maladaptive cognitive emotion regulation strategies. Emotion regulation processes were associated with interpersonal difficulties and self-concept impairments, whereas inattention symptoms were associated with school and life skills impairments. Conclusions This study stresses that emotion reactivity and maladaptive cognitive emotion regulation represent major sources of perceived social and emotional difficulties in community adolescents. Our results also support the continuum hypothesis of attention difficulties, where emotion regulation abilities may at least partially explain the association between ADHD symptoms and social impairments. Together, these findings highlight the vital importance of targeting emotion regulation in psychotherapeutic interventions aiming to improve socio-emotional outcomes in adolescents.

Abstract Background Schizophrenia and deficit schizophrenia are accompanied by neurocognitive impairments. The aim of this study was to examine whether a general factor underpins impairments in key Cambridge Neuropsychological Test Automated Battery (CANTAB) probes, verbal fluency test (VFT), world list memory (WLM), True Recall, and mini mental state examination (MMSE). Methods We recruited 80 patients with schizophrenia and 40 healthy controls. All patients were assessed using CANTAB tests, namely paired-association learning, rapid visual information processing, spatial working memory, one touch stockings of Cambridge, intra/extradimensional set-shifting (IED), and emotional recognition test. Results We found that a general factor, which is essentially unidimensional, underlies those CANTAB, VFT, WLM, True Recall, and MMSE scores. This common factor shows excellent psychometric properties and fits a reflective model and, therefore, reflects a general cognitive decline (G-CoDe) comprising deficits in semantic and episodic memory, recall, executive functions, strategy use, rule acquisition, visual sustained attention, attentional set-shifting, and emotional recognition. Partial least squares analysis showed that 40.5% of the variance in G-CoDe is explained by C-C motif ligand 11, IgA to tryptophan catabolites, and increased oxidative toxicity, and that G-CoDe explains 44.8% of the variance in a general factor extracted from psychosis, hostility, excitation, mannerism, negative symptoms, formal thought disorders, and psychomotor retardation, and 40.9% in quality-of-life scores. The G-CoDe is significantly greater in deficit than in nondeficit schizophrenia. Conclusions A common core shared by a multitude of neurocognitive impairments (G-CoDe) mediates the effects of neurotoxic pathways on the phenome of (deficit) schizophrenia.

The Italian school legislation supports the educational use of music from preschool to lower secondary school for the improvement of skills included in the student’s profile at the end of the first cycle of education. In the framework of inclusive education, musical teaching is part of the school’s commitment to promote the development of academic skills, executive functions, self-regulation as well as emotional, affective, and social dimensions. All those elements are needed for improving learning and developing attitudes towards the consideration of the differences. This work presents an umbrella review of the evidence on the effectiveness of educational musical activities for the improvement of cognitive skills, socio-emotional skills, and school performance from pupils attending K-12 as well as the factors that are relevant for improving the quality of music interventions in school. The review includes meta-analyses already conducted on the effectiveness of music and presents the method adopted for searching, selecting, and coding the studies. By reviewing the evidence, it emerges the need to carry out new research in the field of music teaching that should be more rigorous in the method than the ones included in this umbrella review.

AbstractBackgroundThe prevalence of dementia in Peru’s northern regions is poorly documented, largely due to the scarcity of studies employing validated assessment tools for the elderly. Notably, this area is marked by pronounced disparities, encompassing a wide range of socioeconomic statuses and predominantly low educational attainment. The confluence of risk factors, including educational and socioeconomic deprivation, prevalent diseases, suboptimal health conditions, chronic stress, and lifelong malnutrition, poses a significant risk of escalating dementia cases over the next two decades.ObjectiveThis study aims to ascertain the prevalence of cognitive impairment among a socioeconomically diverse cohort of individuals aged 50 and above in Chiclayo, attending various community settings such as Senior Centers, Nursing Homes, and neighborhood groups. It zeroes in on the northern region, notorious for its pronounced cognitive disparities largely attributed to educational variances.MethodsEmploying a descriptive epidemiological approach with a cross‐sectional design, this study utilizes a two‐stage cluster sampling methodology. To date, over 400 participants from the northern region have been evaluated. The assessment includes cognitive screenings to pinpoint cognitive deficits and functionality issues, alongside the exclusion of potential emotional disorders.ResultsInitial findings from 99 qualifying participants reveal the Rowland Universal Dementia Assessment Scale ‐ Peru (RUDAS‐P) as an effective tool for identifying cognitive impairment and dementia in populations with limited education. Despite varied educational backgrounds, 25% exhibited cognitive impairment, and 16% showed dementia signs, aligning with findings from other national studies. The evaluation of executive functions unveiled significant inter‐group variances. However, a universally diminished executive performance score across all participants, including the control group, was observed, likely attributable to an amalgamation of risk factors such as malnutrition and unmanaged chronic conditions like diabetes and hypertension.ConclusionThis research strives to generate prevalence data on cognitive impairment and dementia among Chiclayo’s elderly, mirroring the area’s socio‐economic diversity. By spotlighting the challenges of pathological aging and prevalent risk factors, the study underscores the critical need for heightened public awareness and proactive brain health maintenance to thwart dementia onset.

Awake surgery for brain gliomas improves resection while minimizing morbidity. Although intraoperative mapping was originally used to preserve motor and language functions, the considerable increase of life expectancy, especially in low-grade glioma, resulted in the need to enhance patients’ long-term quality of life. If the main goal of awake surgery is to resume normal familial and socio-professional activities, preventing hemiparesis and aphasia is not sufficient: cognitive and emotional functions must be considered. To monitor higher-order functions, e.g., executive control, semantics or mentalizing, further tasks were implemented into the operating theater. Beyond this more accurate investigation of function-specific neural networks, a better exploration of the inter-system communication is required. Advances in brain connectomics led to a meta-network perspective of neural processing, which emphasizes the pivotal role of the dynamic interplay between functional circuits to allow complex and flexible, goal-directed behaviors. Constant multi-tasking with time constraint in awake patients may be proposed during intraoperative mapping, since it provides a mirror of the (dys)synchronization within and across neural networks and it improves the sensitivity of behavioral monitoring by increasing cognitive demand throughout the resection. Electrical mapping may hamper the patient to perform several tasks simultaneously whereas he/she is still capable to achieve each task in isolation. Unveiling the meta-network organization during awake mapping by using a more ecological multi-demand testing, more representative of the real-life conditions, constitutes a reliable way to tailor the surgical onco-functional balance based upon the expectations of each patient, enabling him/her to resume an active life with long-lasting projects.

The five senses have specific ways to receive environmental information and lead to central nervous system. The perception of time is the sum of stimuli associated with cognitive processes and environmental changes. Thus, the perception of time requires a complex neural mechanism and may be changed by emotional state, level of attention, memory and diseases. Despite this knowledge, the neural mechanisms of time perception are not yet fully understood. The objective is to relate the mechanisms involved the neurofunctional aspects, theories, executive functions and pathologies that contribute the understanding of temporal perception. Articles form 1980 to 2015 were searched by using the key themes: neuroanatomy, neurophysiology, theories, time cells, memory, schizophrenia, depression, attention-deficit hyperactivity disorder and Parkinson’s disease combined with the term perception of time. We evaluated 158 articles within the inclusion criteria for the purpose of the study. We conclude that research about the holdings of the frontal cortex, parietal, basal ganglia, cerebellum and hippocampus have provided advances in the understanding of the regions related to the perception of time. In neurological and psychiatric disorders, the understanding of time depends on the severity of the diseases and the type of tasks.

AbstractBackground and AimsEducational neuroscience has emerged as an interdisciplinary field aimed at elucidating the neurobiological underpinnings of learning and educational outcomes. By synthesizing findings from diverse research endeavours, this Editorial aims to delineate the intricate interplay between neural processes and educational experiences, shedding light on the factors that shape cognitive development and learning trajectories in children.ResultsThis Editorial highlights significant advancements, spanning investigations into neural mechanisms, cognitive development and educational interventions on the basis of four exemplary topics and their effects on academic learning and achievement: student's academic self‐concept, (cyber‐)bullying, reading skills/dyslexia and a growth mindset intervention. Summaries of the four empirical contributions in this special issue are presented and discussed in relation to how they provide insight into the dynamic interplay between neural mechanisms and environmental influences, underscoring the role of early experiences in sculpting brain development and shaping educational outcomes. Furthermore, the integration of neuroscientific techniques (e.g., fMRI, eye‐tracking) with educational research methodologies has provided novel insights into the neural correlates of learning processes, executive functions and socio‐emotional development during childhood.ConclusionsIn conclusion, the pivotal role of Educational Neuroscience in bridging the gap between neuroscience and education is highlighted. By elucidating the neurobiological foundations of learning, this interdisciplinary field offers valuable insights for informing evidence‐based educational practices and interventions tailored to individual learning profiles. Moving forward, continued collaboration between researchers, educators and policymakers is essential to harnessing the full potential of Educational Neuroscience in promoting cognitive growth and academic success across diverse learner populations.

Aims and objectives/purpose/research questions: Language brokering (LB) is an informal translation experience where bilinguals serve as linguistic and cultural intermediaries for family members. LB may have long-term socio-emotional and cognitive outcomes, yet little is known about its effects on executive functions (EFs). This study examines how first language (L1) proficiency and negative emotions tied to language brokering experiences affect EF performance on a Simon task (ST). Design/methodology/approach: Fifty-three Mexican American Spanish–English bilinguals with LB experience performed a ST, and reported their feelings towards LB for their mother. Data and analysis: Mean reaction times (RTs) and accuracy rates for correct ST trials were analyzed using linear mixed effects modeling, with trial type, proficiency and negative emotions tied to LB experience as factors and their interactions as additional predictors. Findings/conclusions: The L1 proficiency and negative emotions tied to brokering experiences have divergent, but combined effects on EF. Contrary to our hypotheses, low L1 proficiency predicted better performance and the smallest Simon effect was found for brokers with low L1 proficiency and low negative emotional brokering experiences. However, high L1 proficiency predicted better performance (smallest RTs) regardless of negative emotions tied to brokering experiences. Originality: This study takes a different perspective on the examination of individual differences among bilinguals, in which we examine how negative emotions tied to brokering experiences coupled with L1 proficiency relates to EF performance. Significance/implications: Our results provide support for the need to understand how individual differences in bilingual language experiences, such as L1 proficiency and negative emotions tied to LB, interact with performance on the ST.

AbstractBackgroundOver the past years, social cognition has been envisaged as a promising domain to distinguish behavioral variant frontotemporal degeneration (bvFTD) from its main differential diagnoses that is primary psychiatric disorders (PPD). The core‐processes approach, which has emphasized the importance of emotion recognition and mentalizing, has been particularly useful to better characterize each condition and enhance the earliness of FTD’s diagnosis. However, new findings evidencing conflicting results regarding the ability of social cognition to distinguish bvFTD from PPD have underlined the importance of moving beyond the core processes approach.MethodWe reviewed all cases with a suspission of bvFTD in the last 8 years in the Lille memory clinic, at least followed‐up for 24 months with a neuropsychological assessment and an MRI and/or PET‐scan. We then applied a quantitative comparison approach based on total scores, then a qualitative approach, based on responses and errors types. Then, neuroimaging analyses were run, and biomarkers were analyzed.ResultData of 56 patients with a probable to certain bvFTD and 47 patients with a primary psychiatric disorders (late major depression, bipolar disorders, schizophrenia…) were analyzed at classical and social cognitive (mini‐SEA) tests. Overall, clinical groups were not different on executive functionning, attention, motor &amp; perceptual functions. Minor differences were retrieved in memory and langage processing. Important differences were retrieved in social cognition. Qualitative differences were retrieved in facial emotion recognition (inter &amp; intra valence errors) and mentalizing (type of mental inference, emotional labelling), as well as memory functioning (primacy/recency ratio, intrusions). Anatomical and functional brain networks involved showed a combination of overlaping and distincts areas. Regarding biomarkers, NFLs showed promising results with AUC = 0.88).ConclusionWhile the usual approach (considering general or subscores scores) may not be the more efficient way, a more qualitative neuropsychological approach has the potential to provide relevant cognitive markers for the clinical distinction between bvFTD and PPD, particularly regarding social cognition.

Abstract Human musicality might have co-evolved with social cognition abilities, but common neuroanatomical substrates remain largely unclear. In behavioural variant frontotemporal dementia, social cognitive abilities are profoundly impaired, whereas these are typically spared in Alzheimer’s disease. If musicality indeed shares a neuroanatomical basis with social cognition, it could be hypothesized that clinical and neuroanatomical associations of musicality and social cognition should differ between these causes of dementia. We recruited 73 participants from the Amsterdam Dementia Cohort (n = 30 female; aged 50–78), of whom 23 had behavioural variant frontotemporal dementia, 22 Alzheimer’s disease and 28 were healthy controls. Musicality was assessed using a music–emotion recognition test, melody, tempo, accent and tuning subscores, a musicality summed score, the identification of auditory hedonic phenotypes and music emotion induction using skin conductance responses. Social cognition was assessed across multiple levels, including emotion recognition, theory of mind, socio-emotional sensitivity and understanding of social norms. We used ANCOVA to investigate subgroup differences in musicality and social cognition and linear regressions to investigate associations between musicality and social cognition. All analyses were adjusted for age, sex, musical training and mini mental state examination. Finally, we performed voxel-based morphometry analyses on T1-weighted MRI to study whether regions for musicality and social cognition overlapped anatomically. We found that patients with behavioural variant frontotemporal dementia performed worse on music–emotion recognition (all P &amp;lt; 0.001) and tempo recognition (all P &amp;lt; 0.05) compared with Alzheimer’s disease and on musicality summed score (all P = 0.02) compared to controls only. Furthermore, patients with behavioural variant frontotemporal dementia had lower mean skin conductance responses during emotion-inducing music, compared to Alzheimer’s disease (all P &amp;lt; 0.045). Worse music emotion recognition scores were associated with worse facial emotion recognition (P &amp;lt; 0.0001), worse theory of mind (P = 0.0005) and worse understanding of social norms (P = 0.01). Melody and tempo recognition were associated with facial emotion recognition and theory of mind, and accent recognition was associated with the theory of mind. Music emotion recognition and tempo recognition were also associated with executive functions. Worse music emotion recognition, melody recognition, tempo recognition, facial emotion recognition and theory of mind scores were all related to atrophy in the anterior temporal regions and the fusiform gyri, which play a role in multisensory integration, and worse tempo recognition was associated with atrophy of the anterior cingulate cortex. These results support the idea that musicality and social cognition may share a neurobiological basis, which may be vulnerable in behavioural variant frontotemporal dementia.