Journal articles: 'Executive function'

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Banich, Marie T. "Executive Function." Current Directions in Psychological Science 18, no. 2 (April 2009): 89–94. http://dx.doi.org/10.1111/j.1467-8721.2009.01615.x.

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Gilbert, Sam J., and Paul W. Burgess. "Executive function." Current Biology 18, no. 3 (February 2008): R110—R114. http://dx.doi.org/10.1016/j.cub.2007.12.014.

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Fatwikiningsih, Nur. "Rehabilitasi Neuropsikologi Dalam Upaya Memperbaiki Defisit Executive Function (Fungsi Eksekutif) Klien Gangguan Mental." Journal An-Nafs: Kajian Penelitian Psikologi 1, no. 2 (December 31, 2016): 320–35. http://dx.doi.org/10.33367/psi.v1i2.296.

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Executive function is responsible for directing self behavior in order to purposive and aims such as planning, organizing, problem solving, self-monitoring skills and self regulation. This function is associated with frontal lobe (center of think). The main components of executive function are anticipation (set realistic expectations, understanding the consequences), planning (organization), execution or implementation (maintain flexibility), self-monitoring (emotional control, error recognition). Dysfunction executive (deficit of executive functions) is one cause of disability in the client's mental disorders so that clients of mental disorders commonly have difficulty in performing activities of complex psychological like behavior of complex, purposeful, targeted and selective attention, decision-making, judgment, selection, planning, and flexibility. Neuropsychological rehabilitation efforts can be used to improve executive function (executive function) thus will significantly improve emotional health, social functioning, and independent skill. The rehabilitation program consists of a variety of techniques that include Cognitive Adaptation Training (CAT), verbalization, goal setting and cognitive remediation.

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Chinchai, Supaporn, Thanasak Kalaysak, Piyawan Jareontonyakorn, Natwipa Wanicharoen, and Kalyanee Makarabhirom. "Executive function performance in persons with non-syndromic cleft lip and palate." Journal of Associated Medical Sciences 57, no. 3 (September 4, 2024): 36–42. http://dx.doi.org/10.12982/jams.2024.045.

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Background: Executive functions (EFs) are crucial cognitive functions that mature from birth to adolescence. They are vital for daily task execution and overall success and also influence language and communication development. Children with EFs deficits often experience delays in language and speech abilities. These impairments are particularly prevalent among individuals with cleft lip and palate. Consequently, speech and language pathologists must address these impairments through assessments and interventions. Despite this urgent need for action, there is a scarcity of research on executive function performance in this population in Thailand, prompting an investigation to address this issue. This study explores executive function performance in this population to enhance the quality of life for individuals with cleft lip and palate. Materials and methods: Using a survey-based approach, executive function performance was assessed in 5- to 15-year-old volunteer with non-syndromic cleft lip and palate attending the speech therapy camp provided by the Princess Sirindhorn IT Foundation Craniofacial Center at Chiang Mai University in April 2024. Parents completed the Behavior Rating Inventory of Executive Function (Parent form), with scores ≥65 indicating executive function difficulties. Results: The study involved 29 participants, 14 males (48.28%) and 15 females (51.72%), with a mean age of 8 years and 9 months. Average scores for executive function abilities in BRI, MI, and GEC were 52.21, 56.48, and 58.90, respectively. There are several participants with abnormal executive function in each age group, along with their average T-scores across different domains. Children aged 5, 6-8, and 9-11 have T-scores for executive function performances falling into problematic levels for 1, 2, and 5 individuals, respectively. Conclusion: Most of the sample group demonstrated executive function skills within the normal range. However, a certain number of individuals experienced issues with executive function. These findings offer guidance for speech and language pathologists and emphasize the importance of executive function in individuals with cleft palates.

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Román, Gustavo C., and Donald R. Royall. "Executive Control Function." Alzheimer Disease & Associated Disorders 13, Supplement (December 1999): S69–80. http://dx.doi.org/10.1097/00002093-199912001-00012.

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Royall, Donald R., Edward C. Lauterbach, Jeffrey L. Cummings, Allison Reeve, Teresa A. Rummans, Daniel I. Kaufer, W. Curt LaFrance, Jr., and C. Edward Coffey. "Executive Control Function." Journal of Neuropsychiatry and Clinical Neurosciences 14, no. 4 (November 2002): 377–405. http://dx.doi.org/10.1176/jnp.14.4.377.

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Chevalier, Nicolas. "Executive Function Development." Current Directions in Psychological Science 24, no. 5 (October 2015): 363–68. http://dx.doi.org/10.1177/0963721415593724.

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Blair, Clancy. "Educating executive function." Wiley Interdisciplinary Reviews: Cognitive Science 8, no. 1-2 (December 2016): e1403. http://dx.doi.org/10.1002/wcs.1403.

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SPINELLA, MARCELLO. "SELF-RATED EXECUTIVE FUNCTION: DEVELOPMENT OF THE EXECUTIVE FUNCTION INDEX." International Journal of Neuroscience 115, no. 5 (January 2005): 649–67. http://dx.doi.org/10.1080/00207450590524304.

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Galioto, R., K. Britton, J. Gunstad, L. Rathier, V. Pera, and G. Tremont. "Executive Function - 1 Executive Function Training to Improve Weight Loss." Archives of Clinical Neuropsychology 33, no. 6 (September 1, 2018): 692–702. http://dx.doi.org/10.1093/arclin/acy060.16.

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Poland, Sarah. "Cool vs. Hot Executive Function: The rise of hot executive function." PsyPag Quarterly 1, no. 91 (June 2014): 20–23. http://dx.doi.org/10.53841/bpspag.2014.1.91.20.

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Lee, Hei-wai, and Crystal J. Scott. "Marketing or sales: the executive decision." Journal of Business Strategy 36, no. 5 (September 21, 2015): 43–49. http://dx.doi.org/10.1108/jbs-07-2014-0084.

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Purpose – The purpose of this paper is to explore and analyze the differences in organizations that choose to have a sales executive versus a marketing executive on the leadership team. Design/methodology/approach – Our study examined 315 marketing and sales executives across 246 US firms taken from the S & P 1500. Findings – Our findings suggest that the company choice of marketing or sales executive positions is driven by its customer base, branding strategy, investment in product development, and industry. The choice of executive is also associated with its firm valuation and cash flow performance. Research limitations/implications – Further research might want to examine companies that include both a sales and marketing executive as part of the leadership team and explore industry characteristics and customer base surrounding that decision. Originality/value – Research has looked at the relationship between the marketing and sales functions but has rarely taken into account the performance of companies that emphasize sales and/or marketing leadership in its executive team. This paper analyzes the differences in organizations that choose among marketing versus sales executives or an executive overseeing the dual sales and marketing function.

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Horne, Jim. "Testing of ‘Executive Function’." Chronobiology International 29, no. 9 (September 24, 2012): 1284. http://dx.doi.org/10.3109/07420528.2012.719970.

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Colvin, Molly. "Executive Function and Dysfunction." Journal of Clinical Psychiatry 75, no. 08 (August 26, 2014): e825. http://dx.doi.org/10.4088/jcp.14bk09151.

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Sekerina, Irina A., and Lauren Spradlin. "Bilingualism and executive function." Linguistic Approaches to Bilingualism 6, no. 5 (October 17, 2016): 505–16. http://dx.doi.org/10.1075/lab.16031.sek.

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Perry, Richard. "EXECUTIVE FUNCTION AND ADHD." Journal of the American Academy of Child & Adolescent Psychiatry 40, no. 5 (May 2001): 501. http://dx.doi.org/10.1097/00004583-200105000-00001.

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Barkley, Russell A. "EXECUTIVE FUNCTION AND ADHD." Journal of the American Academy of Child & Adolescent Psychiatry 40, no. 5 (May 2001): 501–2. http://dx.doi.org/10.1097/00004583-200105000-00002.

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Qi, Jingyi. "The Importance and Training of Executive Functions among Children and Children with Autism Spectrum Disorder." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1886–91. http://dx.doi.org/10.54097/ehss.v8i.4608.

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Executive function is a set of higher-order cognitive processes in which people control their thoughts and behaviors to accomplish goals. This paper explores whether executive functions are similar important for children and children with autism spectrum disorder, and whether existing training methods are efficient. Executive function is important for children because they can use the function to improve their academic and social performance. When children lack executive functions, they are vulnerable to mental disorders including the autism spectrum disorder. To reduce the risk of mental disorders, children should be provided with executive function training, which usually includes behavioral, movement-based and mindfulness training methods. Behavioral training can effectively help children with attention deficiency. Movement-based training is supposed to strengthen children’s muscles, in particular the brain development, and enhance children’s inhibitory control and attention. Mindfulness training aims at removing judgmental experiences at a given moment in terms of feelings, thoughts, and behaviors. It can reduce stress and anxiety, as well as improve children’s cognitive control. Executive functions are more rampant among preschool children. Children with autism spectrum disorder need executive function training as it can improve their working memory, cognitive flexibility and response inhibition. However, executive function training can be highly individualized and require qualified trainers, and traditional executive function training methods may lack effectiveness, which requires future research to continue to develop and focus on advanced technologies to improve the effectiveness of executive function training. This paper can provide some reference for follow-up research.

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Walker, Sue, Marilyn Fleer, Nikolai Veresov, and Iris Duhn. "Enhancing executive function through imaginary play: A promising new practice principle." Australasian Journal of Early Childhood 45, no. 2 (April 22, 2020): 114–26. http://dx.doi.org/10.1177/1836939120918502.

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This paper presents the findings of a study conducted with preschool teachers trialling an intervention in which executive function activities are embedded in teachers’ daily practices and imaginary play is used to build meaningful problem situations that children solve using executive functions. The participants were 227 preschool children (53% male, M age = 55.5 months, SD = 4.2) in 10 preschool groups from Brisbane, Australia. The intervention consisted of educators and children creating and developing an imaginary situation (playworld) over an extended period (e.g. one school term). Executive function was assessed pre- and post-intervention. A repeated measures ANOVA demonstrated significant differences between Time 1 and Time 2 on all executive function measures. The study found that teachers can develop children’s executive functions when executive function activities are embedded in teachers’ daily practices, and when imaginary play is used to build meaningful problem situations that children solve using executive functions.

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Lee, Yoonjeong, Jiyoung Lim, and Sunjung An. "The Structural Relationships among Maternal Reflective Function, Preschoolers' Empathy, Executive Functions, and Caring Behaviors." Family and Environment Research 60, no. 2 (May 25, 2022): 177–86. http://dx.doi.org/10.6115/fer.2022.012.

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The purpose of this study was to explore the relationships among mothers’ reflective function, preschoolers’ empathy, executive function, caring behaviors. Subjects for this study were 498 preschoolers and their mothers. Mothers’ reflective function was assessed by the Parental Reflective Functioning Questionnaire(PRFQ). Preschoolers’ empathy was assessed by the Questionnaire of Cognitive and Affective Empathy(QCAE). Preschoolers’ executive function was assessed by the Behavioral Rating Inventory of Executive Functions-Preschool Version(BRIEF-P), and caring behaviors were assessed by the caring behaviors scale(Kim, 2015). Data were analyzed using descriptive statistics, confirmatory factor analysis(CFA), and structural equation model(SEM) with the SPSS 25.0 and AMOS 23.0 program. The major results of this study were as follows. First, mothers’ reflective function showed direct effects on preschoolers’ empathy, executive function, and caring behaviors. Second, the preschoolers’ empathy and executive function showed direct effects on preschoolers’ caring behaviors. Third, preschoolers’ empathy mediated the effects of mothers’ reflective function on preschoolers’ caring behaviors. The findings of this study will contribute to designing intervention programs to improve preschoolers’ empathy, executive function, and caring behaviors.

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Girdzijauskienė, Sigita, and Lauryna Rakickienė. "VYKDOMOSIOS FUNKCIJOS RAIDA." Psichologija 45 (January 1, 2012): 42–45. http://dx.doi.org/10.15388/psichol.2012.45.3.

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Vykdomoji funkcija – tai grupė aukštesniųjų pažintinių gebėjimų, kurie kontroliuoja ir reguliuoja kitus gebėjimus bei elgesį. Pastarąjį dešimtmetį smarkiai pagausėjo vykdomosios funkcijos tyrimų iš raidos psichologijos ir psichopatologijos perspektyvos. Yra kelios to priežastys, tarp jų atradimas, kad vykdomosios funkcijos sunkumai būdingi keletui raidos sutrikimų, bei aptiktas vaikų vykdomosios funkcijos ir psichikos teorijos ryšys. Vis dėlto per šį dešimtmetį sukauptos žinios apie vykdomosios funkcijos raidą yra gana padrikos, tai galima aiškinti vykdomosios funkcijos konstrukto problemiškumu ir metodologiniais vykdomųjų funkcijų tyrimo sunkumais. Be to, kai kuriems klausimams skiriama nepagrįstai mažai dėmesio: pavyzdžiui, mažai diskutuojama apie vykdomosios funkcijos raidos mechanizmus ar socialinių veiksnių įtaką šios funkcijos raidai. Straipsnyje aptariami vykdomosios funkcijos raidos ypatumai ir analizuojamos sąsajos su psichikos teorija normalios raidos bei psichopatologijos (autizmo sutrikimo) atveju. Siekiant užpildyti esamą spragą, daug dėmesio skiriama psichosocialiniam vykdomosios funkcijos raidos kontekstui.Pagrindiniai žodžiai: vykdomoji funkcija, psichikos teorija, autizmo sutrikimas, ankstyvieji socialiniai santykiai.THE DEVELOPMENT OF EXECUTIVE FUNCTION Lauryna Rakickienė, Sigita Girdzijauskienė Summary Executive function is a group of the higher-order cognitive abilities that coordinate and monitor other abilities and behavior. As complex cognitive functioning is primarily attributed to adults, executive function in children has rarely been studied. However, research of executive function from the perspective of developmental psychology and psychopathology has become more frequent in recent decade. Several findings have attributed to this change, the discovery of an intriguing connection between children’s executive function and theory of mind among them. Several reviews have been published in the field, providing the detailed developmental map of most often studied components of executive function (Garon et al., 2008; Best et al., 2009). However, they touch less on the broader context of executive function development. The aim of this review paper is to discuss the main findings, new trends and unanswered questions associated with developmental research in executive function, hoping this will stimulate Lithuanian psychologists become more involved in the field. We start the first part of the paper by discussing the difficulties in developmental research of executive function associated with the theoretical ambiguity of the construct and methodological problems. Most authors have focused to three main executive functions in recent years: mental set shifting, working memory updating and response inhibition. However, none of the neuropsychological tests measure isolated component of executive function, which makes the interpretation of the findings complicated. Studying executive function in young children at least partly addresses this problem, as the neuropsychological tasks are less complex, so more “pure” in this group. We briefly describe the developmental trends of main executive functions, concluding that the development of these abilities starts as early as the first year of life, undergoes the biggest changes in preschool years and continues till late childhood and even adulthood. We finally outline the importance of studying psychosocial context of the development of executive function. There is evidence that early social interaction may affect the development of executive function (Bibok et al., 2009; Bernier et al., 2010), but much remains to be done to better understand the mechanisms of the development of these functions. The second part of the paper is devoted to the connection between the development of executive function and theory of mind. There are four main proofs of this connection: 1) positive correlation between the executive function and theory of mind test results; 2) matching developmental paths of these two psychic functions; 3) matching brain regions; 4) disorders of both psychic functions in case of psychopathology (autism disorder in particular). Although the connection between executive function and theory of mind development is well documented, little is known about the nature and direction of this connection. The most prominent hypothesis is that executive function development stimulates the emergence of executive function (Carlson et al., 2004; Hughes and Ensor, 2007), but alternative explanations exist. We suggest that the explanations taking into account the social context of the development of both psychic functions should be considered. Key words: executive function, theory of mind, autism, early social relationship.

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YAKOVETS, I. "Optimizing the activity of the criminal enforcement inspectorate." INFORMATION AND LAW, no. 2(8) (July 25, 2013): 142–48. http://dx.doi.org/10.37750/2616-6798.2013.2(8).272353.

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The article is dedicated to the question of justification of the system of aims, tasks and functions of criminally-executive inspections, and also delineation of the general approaches to the definition of criteria of efficiency evaluation of their realization. Specified that criminally-executive inspections are not the direct subject of execution of criminal punishments, but realize a control function exceptionally. The content of the control carried out by this service is expounded.

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Sarma, U. Arathi, and Tissy Mariam Thomas. "Breaking the limits of executive functions: Towards a sociocultural perspective." Culture & Psychology 26, no. 3 (January 7, 2020): 358–68. http://dx.doi.org/10.1177/1354067x19898673.

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Executive functions refer to the neurocognitive processes that enable conscious control of goal-directed behaviour. Executive functions lay the neural and cognitive foundation for civilisation and culture with its far reaching effects in day-to-day planning, problem-solving, creativity, self-regulation, empathy and cooperative social behaviour. Though a celebrated area of research for cognitive scientists, contemporary studies find that most of the interventions that target executive functions promote academic achievement in children, but fail to transfer to real-life interpersonal situations. This suggests the need for breaking its cognitive shell and conceiving executive function development in the larger sociocultural context. Thus, the present paper inquires into the cultural space that provides collaborative learning experiences for young children to become efficient problem-solvers and empathetic social beings. After reviewing certain theoretical perspectives and research findings, it is concluded that the early experiences of scaffolding by more competent individuals, specific to the social context and culture, are the crucial determinant of positive executive function development and its expression in everyday situations. The process of such sociocultural influences seems to be mediated by learning appropriate rules that guide executive functions. The paper puts forth the need for culture-specific value-based training for children that can potentially improve the internally motivated execution of control in practical situations. Revival of activities inherent in cultures is also found to be a promising option for devising effective training methods.

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Barnett, R., A. Vance, P. Maruff, E. Luk, J. Costin, and C. Pantelis. "Executive function and adhd: Stimulant medication and better executive function performance in children." Australian and New Zealand Journal of Psychiatry 34, s1 (January 2000): A5. http://dx.doi.org/10.1080/000486700542.

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Geronimi, Elena M. C., Brenda Arellano, and Janet Woodruff-Borden. "Relating mindfulness and executive function in children." Clinical Child Psychology and Psychiatry 25, no. 2 (March 11, 2019): 435–45. http://dx.doi.org/10.1177/1359104519833737.

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Despite the important role of cognitions in mindful awareness, research on the cognitive processes underlying mindfulness in young populations is scarce. This study explores the association between the core executive functions (i.e. inhibition, working memory, and shifting) and mindfulness within the same model in a sample of children. Seventy-two parent–child dyads participated in the study. Difficulties with executive functioning and child mindfulness level were assessed. Inhibition, working memory, and shifting were significantly correlated with mindfulness. Furthermore, moderate to good fit was found in a model testing the association between mindfulness and the latent executive function variable composed by the three executive functions, and individual executive functions demonstrated significant loadings in relation to the latent variable. In a model relating mindfulness to each individual executive function, mindfulness was uniquely associated with inhibition, working memory, and shifting. The application of current theoretical models of mindfulness to child populations and clinical implications are discussed.

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García-Pintor, Beatriz, Francisco Manuel Morales-Rodríguez, and José Manuel Pérez-Mármol. "The Association between Executive Function and Performing Instrumental Daily Activities in People with Intellectual Disabilities." Healthcare 11, no. 17 (August 23, 2023): 2374. http://dx.doi.org/10.3390/healthcare11172374.

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Institutionalized individuals with intellectual disabilities have few opportunities to participate in instrumental activities of daily living (IADLs), which probably affects higher cognitive functions, or vice versa. The objectives of this study were to evaluate the possible difference in the ability to perform IADLs and executive functioning between individuals with and without intellectual disabilities and to determine if executive functions are associated with the performance of IADLs in people with intellectual disabilities. This was a multi-center cross-sectional study, conducted between July 2019 and May 2020. Participants with intellectual disabilities were recruited from four centers for people with intellectual disabilities. Adults without these disabilities were gathered from several community centers. The sample consisted of 90 individuals with moderate intellectual disabilities and 79 individuals with no intellectual disability. Executive functions were evaluated using the Wechsler Adult Intelligence Scale—WAIS-IV, the INECO Frontal Screening test, the Semantic Verbal Fluency Test, and the Behavioural Assessment of the Dysexecutive Syndrome—BADS—Scale. The performance of the IADLs was assessed by the Lawton and Brody Scale. The results showed that the higher the function in instrumental activities, the lower the impairment of executive functions. Executive functions accounted for 81% of the total variance in the ability to perform the IADLs. In conclusion, individuals with moderate intellectual disabilities demonstrated limitations in executing the IADLs, which were partially associated with low performance in executive functions. This information could help in the development of evidence-based intervention programs and facilitate the formulation of appropriate support strategies to enhance participation in these activities.

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D'Esposito, Mark, and Murray Grossman. "The Physiological Basis of Executive Function and Working Memory." Neuroscientist 2, no. 6 (November 1996): 345–52. http://dx.doi.org/10.1177/107385849600200612.

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The term “executive function” has been used to capture the highest order of cognitive abilities, including the planning, flexibility, organization and regulation necessary for the execution of an appropriate behavior. Executive function, although an elusive cognitive domain, may be highly dependent on working memory, which refers to the temporary storage and manipulation of information. The physiology of working memory is beginning to be mapped in both monkey and human studies at the neuroanatomical and neurochemical levels. Working memory is likely subserved by a distributed network of brain regions in which the prefrontal cortex is critical, subserving the process of maintaining representations across time. There is also a relationship between dopaminergic projections in the brain and working memory. Improved understanding of the physiological basis of executive functioning and working memory will provide a narrower view of prefrontal cortical function and may lead to new therapies in patients with cognitive dysfunction.

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Acosta, Natalia Lozano, Yvette De Jesus, Krissy E. Smith, Isabel D. C. Munoz, Adriana Cuello Cancino, Mariam Gomez, Raymundo Cervantes, and Daniel W. Lopez Hernandez. "89 Depression and Executive Function in a Mexican Population." Journal of the International Neuropsychological Society 29, s1 (November 2023): 289–90. http://dx.doi.org/10.1017/s1355617723004071.

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Objective:Depression is a mood or emotional state that is characterized by feelings of sadness (i.e., a loss of interest in activities, low self-worth) for a minimum of two weeks. Executive function is a set of mental processes that are necessary for cognitive control of behavior to achieve and successfully execute a specific goal (e.g., inhibition). Researchers have reported that people with abnormal symptoms of depression (ASD) demonstrate worse executive functioning abilities (e.g., planning) compared to persons with normal symptoms of depression (NSD). Currently, there is a lack of research studies examining how depressive symptoms influence executive functioning in people that identify as Mexican. The purpose of the present study was to evaluate the influence of depression on executive functioning in a healthy Mexican Spanish speaking population. We hypothesized that participants with NSD would demonstrate better executive functioning abilities compared to participants with ASD.Participants and Methods:The sample in the present study consisted of 87 neurologically and psychologically healthy Mexican participants all residing in Mexico. Mean age was 24.71 (SD = 9.66) and 14.78 (SD = 4.50) years of education completed. Participants completed a neuropsychological battery in Spanish and were divided into two groups: NSD (n = 61) and ASD (n = 26). The Stroop Color Word Test - Color-Word (SCWT-CW) task, phonemic verbal fluency task consisting of three trials, and semantic verbal fluency task consisting of one trial were used to evaluate executive functioning. In addition, participants completed the Hospital Anxiety and Depression Scale in Spanish to report the current level of depression. ANCOVAS, controlling for age were used to examine executive functioning performance. We used a threshold of p < .05 for statistical significance.Results:ANCOVAS revealed the NSD group outperformed the ASD group on the SCWT-CW task, p = .004, np2 = .10. We also found the NSD group outperformed the ASD group on the phonemic verbal fluency task, p = .045, np2 = .05. Finally, no significant differences were found between depression groups on the semantic verbal fluency task.Conclusions:As we predicted, the NSD group demonstrated better executive functioning abilities compared to the ASD group, except on the semantic verbal fluency task. Our data suggests that the current level of depression have a significant influence on verbal executive functioning abilities in a Spanish speaking population. Future studies with larger sample size should evaluate if current symptoms of depression influence non-verbal executive functioning abilities in a Spanish speaking Mexican population.

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Friedman, Laura, and Audra Sterling. "A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder." Seminars in Speech and Language 40, no. 04 (July 16, 2019): 291–304. http://dx.doi.org/10.1055/s-0039-1692964.

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AbstractDifficulties with both executive functions and language skills are common but variable in autism spectrum disorder (ASD). Executive functions and language skills are related to one another, such that vocabulary, syntax, and pragmatics are related to domains of working memory, shifting, and inhibition in ASD, although the directionality of these relationships remains unclear. Moreover, interventions that target pragmatic ability have been found to improve executive function skills, and conversely, executive function interventions are linked with improvements in social skills in children with ASD. We review the literature on executive functions, language skills, and their relationship in ASD; discuss factors that may be driving inconsistent findings; and explore clinical applications from the research thus far.

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KEMPTON, S., A. VANCE, P. MARUFF, E. LUK, J. COSTIN, and C. PANTELIS. "Executive function and attention deficit hyperactivity disorder: stimulant medication and better executive function performance in children." Psychological Medicine 29, no. 3 (May 1999): 527–38. http://dx.doi.org/10.1017/s0033291799008338.

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Background. Executive function deficits have been reported repeatedly in children with Attention Deficit Hyperactivity Disorder (ADHD). Stimulant medication has been shown to be effective in improving cognitive performance on most executive function tasks, but neuropsychological tests of executive function in this population have yielded inconsistent results. Methodological limitations may explain these inconsistencies. This study aimed to measure executive function in medicated and non-medicated children with ADHD by using a computerized battery, the Cambridge Neuropsychological Test Automated Battery (CANTAB), which is sensitive to executive function deficits in older patients with frontostriatal neurological impairments.Methods. Executive function was assessed in 30 children with ADHD: 15 were stimulant medication naïve and 15 were treated with stimulant medication. These two groups were compared to 15 age, sex and IQ matched controls.Results. The unmedicated children with ADHD displayed specific cognitive impairments on executive function tasks of spatial short-term memory, spatial working memory, set-shifting ability and planning ability. Impairments were also seen on spatial recognition memory and delayed matching to sample, while pattern recognition memory remained intact. The medicated children with ADHD were not impaired on any of the above executive function tasks except for deficits in spatial recognition memory.Conclusions. ADHD is associated with deficits in executive function. Stimulant medication is associated with better executive function performance. Prospective follow-up studies are required to examine these effects.

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Verma, Maansi. "Agenda Control in the Indian Parliament and the Impact on its Oversight Function – Analysis and Evidence." Socio-Legal Review 18, no. 1 (December 1, 2022): 23. http://dx.doi.org/10.55496/zdjy7222.

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Separation of powers is understood as the diffusion of powers among different branches of the government, with each branch acting as a check on the other. This principle is considered an anti-thesis to totalitarianism, preventing the absolute concentration of power and thus protecting liberty. The Cabinet-style parliamentary form of government, with its genesis in Britain, fused together the executive with the legislature. This resulted in powerful executives and weakened legislatures with limited oversight capabilities. As institutions evolved over time, internal rules and procedures also evolved both as constraints and enablers of executive dominance, by distributing the powers of agenda control. Agenda control, understood as the power to decide what gets on the agenda, is a contested notion between the executive and the legislature. While there have been studies exploring agenda control in the context of the United States Congress and parliaments in several European countries, a similar study in the context of the Indian Parliament is yet to emerge. This paper attempts to examine the rules and procedures of the Indian Parliament to determine who controls the agenda, and what impact this control has on the oversight function of Parliament. For this purpose, the paper will limit itself to procedures pertaining to convening and proroguing a session, deciding the time and agenda for legislative discourse, and controlling deliberations on financial matters. The paper ends by making some recommendations on the reform of these rules and procedures, so as to ensure a greater sharing of the power of agenda control between the executive and the legislature in India.

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De Waelle, Silke, Felien Laureys, Matthieu Lenoir, Simon J. Bennett, and Frederik J. A. Deconinck. "Children Involved in Team Sports Show Superior Executive Function Compared to Their Peers Involved in Self-Paced Sports." Children 8, no. 4 (March 30, 2021): 264. http://dx.doi.org/10.3390/children8040264.

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Children’s motor and cognitive functions develop rapidly during childhood. Physical activity and executive function are intricately linked during this important developmental period, with physical activity interventions consistently proving to benefit children’s executive function. However, it is less clear which type of physical activity shows the strongest associations with executive function in children. Therefore, this study compared executive function performance of children aged 8 to 12 that either participated in team sports or self-paced sports or were not involved in any kind of organized sports (non-athletes). Results demonstrate that children participating in team sports show superior executive function compared to children participating in self-paced sports and non-athletes. Importantly, children participating in self-paced sports do not outperform non-athletes when it comes to executive function. This study is the first to show that even at a very young age, team sports athletes outperform athletes from self-paced sports as well as non-athletes on a multifaceted and comprehensive test battery for executive function. Furthermore, our findings support the hypothesis that cognitively engaging physical activity, such as participation in team sports, might show stronger associations with executive functioning compared to other types of sports and physical activity.

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Fisher, Mark, David L. Franklin, and Jerrold M. Post. "Executive dysfunction, brain aging, and political leadership." Politics and the Life Sciences 33, no. 2 (2014): 93–102. http://dx.doi.org/10.2990/33_2_93.

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Decision-making is an essential component of executive function, and a critical skill of political leadership. Neuroanatomic localization studies have established the prefrontal cortex as the critical brain site for executive function. In addition to the prefrontal cortex, white matter tracts as well as subcortical brain structures are crucial for optimal executive function. Executive function shows a significant decline beginning at age 60, and this is associated with age-related atrophy of prefrontal cortex, cerebral white matter disease, and cerebral microbleeds. Notably, age-related decline in executive function appears to be a relatively selective cognitive deterioration, generally sparing language and memory function. While an individual may appear to be functioning normally with regard to relatively obvious cognitive functions such as language and memory, that same individual may lack the capacity to integrate these cognitive functions to achieve normal decision-making. From a historical perspective, global decline in cognitive function of political leaders has been alternatively described as a catastrophic event, a slowly progressive deterioration, or a relatively episodic phenomenon. Selective loss of executive function in political leaders is less appreciated, but increased utilization of highly sensitive brain imaging techniques will likely bring greater appreciation to this phenomenon. Former Israeli Prime Minister Ariel Sharon was an example of a political leader with a well-described neurodegenerative condition (cerebral amyloid angiopathy) that creates a neuropathological substrate for executive dysfunction. Based on the known neuroanatomical and neuropathological changes that occur with aging, we should probably assume that a significant proportion of political leaders over the age of 65 have impairment of executive function.

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Rodríguez Poncelas, Antonio. "Executive function impairment in diabetics." Alzheimer. Realidades e investigación en demencia, no. 56 (January 1, 2014): 37–42. http://dx.doi.org/10.5538/1137-1242.2014.56.37.

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Padbury, James F. "Executive function at school age." Journal of Pediatrics 238 (November 2021): 1–4. http://dx.doi.org/10.1016/j.jpeds.2021.09.050.

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Haslacher, H., T. Perkmann, I. Lukas, A. Barth, E. Ponocny-Seliger, M. Michlmayr, V. Scheichenberger, O. Wagner, and R. Winker. "Myeloperoxidase Levels Predict Executive Function." International Journal of Sports Medicine 33, no. 12 (August 1, 2012): 1034–38. http://dx.doi.org/10.1055/s-0032-1304637.

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Aron, Adam R. "Progress in Executive-Function Research." Current Directions in Psychological Science 17, no. 2 (April 2008): 124–29. http://dx.doi.org/10.1111/j.1467-8721.2008.00561.x.

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Timpe, Kevin. "Executive Function, Disability, and Agency." Res Philosophica 93, no. 4 (2016): 767–96. http://dx.doi.org/10.11612/resphil.1451.

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DePoy, Elizabeth, Kathleen Maley, and Joanne Stranraugh. "Executive Function and Cognitive Remediation." Occupational Therapy In Health Care 7, no. 1 (January 1990): 101–14. http://dx.doi.org/10.1080/j003v07n01_09.

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Wasserman, Theodore. "Designing Pedagogy Incorporating Executive Function." Applied Neuropsychology: Child 2, no. 2 (July 2013): 150–57. http://dx.doi.org/10.1080/21622965.2013.748392.

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Hopfinger, Joseph B., and Scott D. Slotnick. "Attentional Control and Executive Function." Cognitive Neuroscience 11, no. 1-2 (November 18, 2019): 1–4. http://dx.doi.org/10.1080/17588928.2019.1682985.

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Ballantyne, Angela O., Amy M. Spilkin, and Doris A. Trauner. "Executive Function in Nephropathic Cystinosis." Cognitive And Behavioral Neurology 26, no. 1 (March 2013): 14–22. http://dx.doi.org/10.1097/wnn.0b013e31828b9f11.

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Lyon, G. Reid, Norman A. Krasnegor, and Susan McMenamin. "Attention, Memory, and Executive Function." Journal of Developmental & Behavioral Pediatrics 17, no. 4 (August 1996): 278. http://dx.doi.org/10.1097/00004703-199608000-00014.

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Illa, Lourdes. "Executive Function & Child Development." Journal of Nervous and Mental Disease 201, no. 11 (November 2013): 1005–6. http://dx.doi.org/10.1097/nmd.0000000000000044.

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Povroznik, Jessica M., Jenny E. Ozga, Cole V. Haar, and Elizabeth B. Engler-Chiurazzi. "Executive (dys)function after stroke." Behavioural Pharmacology 29, no. 7 (October 2018): 638–53. http://dx.doi.org/10.1097/fbp.0000000000000432.

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DePoy, Elizabeth, Kathleen Maley, and Joanne Stranraugh. "Executive Function and Cognitive Remediation." Occupational Therapy In Health Care 7, no. 1 (December 21, 1990): 101–14. http://dx.doi.org/10.1300/j003v07n01_09.

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Catale, Corinne, Thierry Meulemans, and Lisa B. Thorell. "The Childhood Executive Function Inventory." Journal of Attention Disorders 19, no. 6 (January 25, 2013): 489–95. http://dx.doi.org/10.1177/1087054712470971.

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Ylvisaker, Mark, and David DeBonis. "Executive Function Impairment in Adolescence." Topics in Language Disorders 20, no. 2 (February 2000): 29–57. http://dx.doi.org/10.1097/00011363-200020020-00005.

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Anderson, Vicki. "Executive Function in Children: Introduction." Child Neuropsychology 8, no. 2 (July 2002): 69–70. http://dx.doi.org/10.1076/chin.8.2.69.8725.

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Raye, Carol L., Marcia K. Johnson, Karen J. Mitchell, Erich J. Greene, and Matthew R. Johnson. "Refreshing: A Minimal Executive Function." Cortex 43, no. 1 (January 2007): 135–45. http://dx.doi.org/10.1016/s0010-9452(08)70451-9.

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Journal articles on the topic 'Executive function'

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