EF Science

relevant information in WM, such that even a highly disruptive state is not

sufficient to corrupt this relationship.

These data suggest a tangible role of trait Positive Affect in the cognitive ability of maintaining goal-

Sleep problems in children diagnosed with attention-deficit/hyperactivity disorder are treated with a variety of medications, many off label for sleep and unstudied for safety and effectiveness in children, a study of Medicaid prescriptions has found.

The aim of this study is to investigate motor and cognitive effects of a 9-week exercise intervention in children aged 6–10 years.

It is hypothesised that all groups gain motor and cognitive effects, but highest benefits are expected for the combination of automatised coordination exercises with mental tasks.

Abstract 1 Introduction 2 Methods and analysis 2.1 Study design and setting 2.2 Population 2.3 Recruitment 2.4 Screening and consent procedures 2.5 Study interventions 2.6 Safety considerations 2.7 Study assessments 2.7.1 Screening assessments 2.7.2 Primary outcomes 2.7.3 Secondary outcomes 2.7.4 Posited mediators 2.7.5 Covariates and moderators 2.8 Statistical analyses 2.9 Quality control and monitoring 2.10 Ethics and dissemination 3 Discussion 3.1 Strengths and limitations 4 Conclusion Author contributions References

These data indicate enhanced neural responses during the detection and resolution of conflicting stimuli. Although previous research has supported the individual beneficial effects of aerobic exercise and meditation for depression, these findings indicate that a combination of the two may be particularly effective in increasing cognitive control processes and decreasing ruminative thought patterns.

Brain training products are becoming increasingly popular for children and adolescents. Despite the marketing aimed at their use in the general population, these products may provide more benefits for specific neurologically impaired populations. A review of Brain Training (BT) products analyzing their efficacy while considering the methodological limitations of supporting research is required for practical applications.

Overall, few independent studies have found far transfer and long-term effects. The majority of independent results found only near transfer. There is a lack of double-blind randomized trials which include an active control group as well as a passive control to properly control for contaminant variables. Based on our results, Brain Training Programs as commercially available products are not as effective as first expected or as they promise in their advertisements.

Childhood ADHD cases scored from 3 to 5 grade equivalents lower on all academic tests compared to referents, with mean (SD) standard scores of 95.7 (8.4) versus 101.8 (8.1) in Basic Reading; 95.0 (9.3) versus 101.9 (8.5) in Letter-Word Identification; 98.2 (8.6) versus 103.2 (9.2) in Passage Comprehension; 95.7 (9.1) versus 100.9 (9.0) in Word Attack; and 87.8 (12.9) versus 98.0 (12.0) in Arithmetic

This is the first prospective, population-based study of adult academic outcomes of childhood ADHD. Our data provide evidence that childhood onset ADHD is associated with long term underachievement in reading and math that may negatively impact ultimate educational attainment and occupational functioning in adulthood.

Physical activity (PA) is known to maintain and improve neurocognitive health. However, there is still a poor understanding of the mechanisms by which PA exerts its effects on the brain and cognition in humans.

Consistent with the cross-sectional work, RCTs also support the argument that changes in brain structure and function may be mechanisms underlying the relationship between PA and cognitive performance. Specifically, the majority of RCTs have reported changes in brain structure or function, as well as in cognition following the exercise intervention. However, of the 13 RCTs including both cognitive and neuroimaging measures conducted to date, only 1 has used a statistical mediation model. Thus, it has not been possible in the majority of RCTs to rule out the possibility that another, unmeasured factor that covaries with both the treatment and outcome is underlying the intervention effects observed in the brain and/or cognitive performance.

Along these lines, if PA is thought to enhance cognition by improving brain structure and function, then eliminating PA should have the opposite effect. Examination of the effects of PA cessation has been comparatively unexplored to date. However, there have been two recent studies on this topic that support this idea (Alfini et al., 2016; Thomas et al., 2016). Alfini et al. (2016), showed that cortical and hippocampal resting brain perfusion decreases following PA cessation after just 10 days in older adult athletes. In addition, Thomas et al. (2016) found that hippocampal volume gains following an exercise intervention in young-middle aged adults, were abolished following 2-weeks of exercise cessation. These results are interesting and important for the field because they support PA as the causal variable in mechanistic models (i.e., removing PA reverses the brain effects attributed to this behavior).

Glossary Cognitive function: ↑ The way we process and think about the world around us. Cognitive functions include attention, memory, and ability to solve problems. Neuroplasticity: ↑ Changes that happen in the brain as the result of our experiences. Alzheimer’s disease: ↑ A disease that affects the brain in older age. The main characteristic of Alzheimer’s disease is a problem with cognitive functions, especially memory.

Luria's concept of three functional units (blocks) of the brain (Luria, 1973) permits an understanding of the many problems associated with abnormal child development. The last unit that is maturated is the brain, providing the control and voluntary regulation of activities, later called executive function. The voluntary regulation of mental activity includes the following: (i) an objective setting, in accordance with motivation and the purpose of actual or planned activity, (ii) planning a program and the best ways to achieve a goal, (iii) monitoring the implementation of the program and the timely correction of inadequate actions and associations, and (iv) comparisons of objectives with intermediate and final results.

Broadly defined, executive function refers to a complex set of cognitive abilities that underlie adaptive, goal-directed behaviors and enable individuals to override more automatic or established thoughts and responses (Garon, Bryson, & Smith, 2008; Diamond, 2013). At a more fine-grained level, a set of cognitive control skills (e.g., attention, inhibitory control, self-monitoring, and flexibility) is defined as specific interrelated information-processing abilities that are involved in the control and coordination of information in the service of goal-directed actions and has been studied in the cognitive development literature

Dutch elite and sub-elite table tennis players are characterized by above-average scores on higher-level cognitive functions compared to norm scores. A relation with performance level has been shown, which may be explained by the greater exposure to table tennis for elite compared to sub-elite players. However, longitudinal research is needed to indicate the direction of this association.

Granular approaches are likely to be most productive for linking EF to psychopathology, whereas response speed has underutilized potential as an endophenotype for psychopathology liability. Results are discussed in terms of an integrated conceptualization of neuropsychological processes and putative neural systems involved in general and specific aspects of psychopathology.

Contemporary definitions emphasize a set of at least partially independent top-down functions that support goal-directed action (Marie T. Banich, 2009; Blair, Raver, & Finegood, 2016; Diamond, 2013; Friedman & Miyake, 2016; Miyake et al., 2000) as well as complex cognition (Barkley, 1997; Diamond, 2013). EF are invoked when automatized routines will not work or are not possible (e.g., novel situations).

(1) set-shifting (and maintenance), (2) interference control, (3) response inhibition, and (4) working memory.

I define executive function as “the ability to get things done - and not punch someone in the nose while doing it.” Executive function is a set of mental skills that help you get things done. It’s located in the frontal lobe of the brain, and can help you manage time, pay attention, multitask, and more. It’s also involved in a teen’s mental health, which we know is critically important to understand,