Dissertations / Theses on the topic 'Executive functions'
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McCrea, Simon. "Development of executive functions in children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0023/MQ31362.pdf.
Full textStricker, John Larry. "Executive functions and constructive neural networks /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3123669.
Full textBiecheler, Jamie N. "Executive Functions in the Schools: Teacher Awareness, Knowledge, and Beliefs of Executive Functions in Relation to Academics." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay15649365057556.
Full textBORGNIS, FRANCESCA. "EXECUTIVE-FUNCTIONS INNOVATIVE TOOL - EXIT 360: DEVELOPMENT AND VALIDATION OF A NEW 360-VIDEO INSTRUMENT FOR EXECUTIVE FUNCTIONS." Doctoral thesis, Università Cattolica del Sacro Cuore, 2023. http://hdl.handle.net/10280/134700.
Full textThis thesis offers a broad overview of EXecutive-functions Innovative Tool 360° (EXIT 360°) development from its concept to validation as a sensitive instrument for evaluating executive functionality (EF). Identifying early strategies to detect executive impairments appears a priority since executive dysfunction represents a significant health problem due to its high negative impact on daily activities. Therefore, we conceptualized and developed EXIT 360°, a new 360°-based instrument for an ecologically valid assessment of EF. It consists of a new task delivered via smartphone and a comfortable head-mounted display, where participants must perform seven everyday subtasks in 360° domestic environments. The three main psychometric properties of EXIT 360°—usability, convergent and construct validity—have been the focus of the studies discussed in this thesis. Usability studies involving patients and healthy subjects showed EXIT 360° is a straightforward, usable, and easy-to-learn technological instrument. Convergent validity study displayed a correlation between EXIT 36o° scores and standardized paper-and-pencil tests for EF. Finally, the construct validity study showed the effectiveness of EXIT 360° in discriminating between pathological and control groups with high precision, displaying its higher diagnostic accuracy compared to traditional tests. Overall, findings offer clear evidence that EXIT 360° must be seen as a valuable and innovative instrument for an ecologically valid evaluation of EF, highly usable for prompt diagnosis and early patient enrolment in focused rehabilitation.
Lawrence, Andrew David. "Executive functions and memory in Huntington's disease." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627315.
Full textMarcato, Sonia. "Empathy and executive functions in neuromuscular diseases." Doctoral thesis, Università degli studi di Padova, 2017. http://hdl.handle.net/11577/3426336.
Full textObiettivo: la relazione tra Funzioni Esecutive (EFs) ed Empatia, in particolare la Teoria della Mente (ToM), è ben nota, sia se si considerano le evidenze neuropsicologiche e se si pensa ai correlati neurali che sottostanno a questi costrutti. Oggigiorno sono presenti numerose ricerche, in patologie come la Sclerosi Laterale Amiotrofica (ALS) e la Distrofia Miotonica (DM1), che evidenziano che deficit nelle capacità di ToM sono legati alla compromissione delle EFs. Lo scopo del presente studio è la valutazione delle abilità legate alla ToM e la sua associazione con le EFs in quattro patologie neuromuscolari in cui le EFs possono essere compromesse, quindi la distrofia muscolare di Duchenne (DMD), la distrofia muscolare di Becker (BMD), la distrofia facioscapolomerale (FSHD) e l’atrofia muscolare spinale e bulbare (SBMA). Inoltre, sono state valutate anche le abilità legate all’empatia affettiva. Metodo: lo studio ha previsto il reclutamento di 25 pazienti DMD, 21 pazienti BMD, 21 pazienti FSHD, 64 pazienti SBMA e 145 controlli sani abbinati per età, scolarità e genere. Sia i pazienti che i controlli hanno completato test e questionari allo scopo di valutare le EFs, la ToM e l’empatia affettiva. Risultati: sono stati rilevati deficit nelle EFs solamente nei pazienti affetti da DMD. La compromissione delle EFs è risultata essere associata alla compromissione della ToM e dell’empatia affettiva. Conclusioni. Pazienti affetti da DMD senza ritardo mentale hanno manifestato problemi nelle EFs. Inoltre, questi deficit sono risultati essere legati a problemi nella ToM e nelle abilità di empatia affettiva. Questi risultati possono offrire un importante contributo alla pratica clinica: conoscere la abilità empatiche dei pazienti può essere utile al personale sanitario al fine di creare una buona alleanza con il paziente, cosa estremamente utile se si pensa alla compliance ai trattamenti e alle scelte terapeutiche.
McGuigan, Brian. "The Effects of Stress and Executive Functions on Decision Making in an Executive Parallel Task." Thesis, Umeå universitet, Institutionen för psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-124398.
Full textMendes, Rui Manuel Sousa. "Informação e retorno de aprendizagem-influência da informação de retorno sobre o resultado amplificada sobre o nível de aquisição e retenção de aprendizagem em duas tarefas motoras." Phd thesis, Instituições portuguesas -- UTL-Universidade Técnica de Lisboa -- -Faculdade de Motricidade Humana, 1998. http://dited.bn.pt:80/29656.
Full textBayless, Sarah Jessica. "Executive functions and behaviour in prematurely born children." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412228.
Full textOLIVEIRA, MARIA CLARA VELOSO DE. "NEUROPSYCHOLOGICAL ASSESSMENT OF EXECUTIVE FUNCTIONS IN PRESCHOOL CHILDREN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35072@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O entendimento de que o desenvolvimento infantil acontece de maneira dinâmica entre fatores biológicos e ambientais sugere que essa fase constitui um período flexível, que pode ser aprimorado através de intervenções. Desta maneira, crianças em idade pré-escolar são simultaneamente vulneráveis às influências do meio e capazes de se beneficiar com intervenções precoces, apontando para a importância do estudo do desenvolvimento cognitivo nesta etapa da vida. Na literatura, as funções executivas são apresentadas como habilidades cognitivas flexíveis, necessárias para a adaptação do ser humano frente às novas situações, articuladas àquelas ações necessárias para alcançar determinado objetivo. Desta forma, o objetivo deste trabalho foi realizar uma revisão bibliográfica referente aos estudos que investigam os estágios iniciais do desenvolvimento destas funções e, a partir disto, elaborar uma proposta para medir as funções executivas de crianças em idade pré-escolar, apontando os benefícios dessas investigações para a área do desenvolvimento infantil. A partir da revisão de literatura, verificou-se a necessidade de publicações nacionais visando à adaptação e validação de instrumentos de avaliação neuropsicológica direcionados às etapas iniciais do desenvolvimento no ciclo vital. O presente estudo apresenta uma ferramenta alternativa que sirva de instrumento para a investigação destas funções ainda na primeira infância.
The understanding that child development occurs through a dynamicinteraction between biological and environmental factors suggests that this phase is a flexible and amenable to improvements through interventions. In this context, pre-school children are simultaneously vulnerable to environmental influences and able to benefit from early interventions, pointing to the importance of understanding cognitive development at this stage of life. In the literature, executive functions are presented as flexible cognitive skills, necessary for the adaptation of the human being to the new situations, articulated to those actions necessary to reach a certain goal. Thus, the goal of this study was to carry out a bibliographic review of studies that investigate the initial stages executive function development and, from this, elaborate a proposal aiming to measure executive functions in pre-school children, pointing out the benefits of these studies in the area of child development. Results indicated the need for national publications aiming at the adaptation and validation of neuropsychological assessment instruments targeting the initial stages of human development.
Strobach, Tilo. "Executive functions modulated by context, training, and age." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2014. http://dx.doi.org/10.18452/13980.
Full textThe present review aims at a systematization of findings in the field of executive functions and their modulation due to different operational parameters (i.e., dimensions). This systematization is realized in the form of the Framework on modulations of executive functions. Basically, this framework illustrates how different types of executive functions (i.e., Shifting, Inhibition, Updating, Dual tasking) are modulated by their context (Context dimension), training (Training dimension), age (Age dimension), and combinations of these dimensions. The present review includes examples of studies that demonstrate a realization of each of these dimensions and their effects on executive function types. In detail, the Context dimension modulates the executive function type Dual tasking (i.e., due to task order predictability in dual tasks; Hendrich et al., 2012 ) and Inhibition (i.e., due to the level of concurrent working memory demand in a Stroop task; Soutschek et al., 2013); however, Töllner et al. (2012) demonstrated that Context also affects processes that are not related with executive functioning (i.e., perception and motor processes) in a dual-task situation. The framework’s Training dimension was realized when (1) Strobach et al. (2012a) investigated effects of training on the executive function Shifting in a task switching situation and (2) Salminen et al. (2011, 2012), Schubert and Strobach (2012), as well as Strobach et al. (2012b) investigated transfer effects on executive functioning of Dual tasking and Shifting after video game and working memory training. Finally, Strobach et al. (2012c, 2012d) illustrated modulation effects of age and training (i.e., the combination of Age and Training dimension) on the executive function type Dual tasking. In sum, this framework helps to systematize research gaps and future studies in this field (i.e., executive functions).
Rushe, Richard. "Ventromedial prefrontal cortex functions/ecological validity and the Delis-Kaplan Executive Function System." Thesis, Bangor University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431748.
Full textBerg, Valeska. "Measuring executive functions and problem solving in an engaging new way in students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2564.
Full textWilson, Jennifer Susan. "Hot and Cool Executive Functions in Middle Childhood: Development and Relationships with Cognitive and Emotional Processes, and Functional Outcomes." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367127.
Full textThesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
Full Text
Saydam, Reyhan. "Executive Functions In Children With Attention Deficit / Hyperactivity Disorder." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608885/index.pdf.
Full textand thirty seven children (4 girls and 33 boys) were classified as ADHD-Comorbide group (ADHD-C with Oppositional Defiant Disorder consists of 4 girls and 31 boys, and/or Conduct Disorders consists of 2 boys). Thirty six children (6 girls and 30 boys
age range: 7- 12) were assigned as control group by matching with the ADHD groups according to the WISC-R Full Scale IQ score, sex and age. Conner&rsquo
s Parental and Teacher Rating Scales, Child Behavior Check List and Wechsler Intelligence Scale Revised, Tower of London Test, Wisconsin Card Sorting Test, Stroop Color Word Test, Cancellation Task, Trail Making Test, California Verbal List Test for Children, Verbal Fluency Test, Continuous Performance Test, Go-No-Go Task and Bender-Gestalt Test were used for the assessment of children. The data were analyzed by one-way within subject ANOVA for all dependent variables measured by the assessment tools. Additionally discriminant function analyses were conducted to determine the variables that differentiate the three ADHD groups and control group. Outcome of study indicated that subjects in ADHD-Comorbid group had more severe Executive Function (EF) deficits than subjects in ADHD-I and ADHD-C group. The findings were discussed in the light of the literature.
Hofweber, Julia Elisabeth. "The effects of code-switching on bilinguals' executive functions." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/74119/.
Full textDalen, Lindy. "Executive functions and delay aversion in preschool hyperactive children." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252390.
Full textArchambeau, Kim. "Impact of Aging on Executive Functions and Arithmetic Abilities." Doctoral thesis, Universite Libre de Bruxelles, 2019. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/283961.
Full textDoctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Berger, Natalie. "The effects of emotion on executive functions in ageing." Thesis, Birkbeck (University of London), 2017. http://bbktheses.da.ulcc.ac.uk/281/.
Full textBailey, Tom James. "Executive functions as moderators of the neuroticism-burnout relationship." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42041/.
Full textBrander, Löf Caroline, and Sanna Lindblom. "The effects of acute aerobic exercise on executive functions." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38993.
Full textRahman, Shibley. "Executive and mnemonic functions in the frontal lobe dementias." Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621411.
Full textDrury, H. M. "Social-emotional processing and executive functions in Tourette's syndrome." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1318075/.
Full textSavla, Gauri Nayak. "Executive functions in schizophrenia defining and refining the constructs /." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3349662.
Full textTitle from first page of PDF file (viewed April 16, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 85-94).
Wagner, Clara Anita. "TRAIT RUMINATION, DEPRESSION, AND EXECUTIVE FUNCTIONS IN EARLY ADOLESCENCE." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216581.
Full textPh.D.
This study examined the association between executive functions (EF), trait rumination, and symptoms and diagnosis of unipolar depression in early adolescence. In addition, the current study examined associations between executive functions and risk for depression due to maternal history of depression. Participants were 486 early adolescents (230 males, 256 females; M age = 12.88 years; SD = .62) and their mothers, who were recruited through local schools as part of the Temple University (TU) Adolescent Cognition and Emotion (ACE) Project. Measures included (a) a semi-structured diagnostic interview of mother and adolescent, (b) youth self-report forms assessing depressive symptoms and trait rumination, (c) mother-report forms assessing demographic information and offspring pubertal status, and (d) behavioral tests of EF (sustained, selective and divided attention, attentional set shifting, and working memory). Deficits in executive function were not associated with higher levels of trait rumination. Better sustained attention was marginally significantly positively associated with higher levels of trait rumination after controlling for concurrent depressive symptoms. Conversely, poorer sustained attention was significantly associated with depressive symptoms after controlling for rumination. Gender moderated the set shifting-rumination association, such that better set shifting accuracy was significantly associated with higher levels of trait rumination in boys only. Diagnosis did not moderate EF-rumination associations. No association was found between EF deficits and adolescent lifetime history of unipolar depression. Likewise, no association was found between EF deficits and maternal lifetime history of unipolar depression. In conclusion, findings do not provide evidence that EF deficits are associated with trait rumination in early adolescence, either alone or in interaction with diagnosis or gender. Rather, findings suggest dissociable patterns of association between EF and depression versus rumination and are more consistent with theories postulating that trait rumination is associated with enhanced performance on some tests of EF. In addition, findings do not provide evidence for an association between EF deficits and lifetime history of depression in early adolescence and do not suggest that deficits are present in adolescents at high risk (due to maternal history of disorder) of depression prior to first onset of disorder. Implications and directions for future research are discussed.
Temple University--Theses
Latzman, Robert David. "Interrelations among youth temperament, executive functions, and externalizing behaviors." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/306.
Full textSousa, Silvia Godoy de. "Avaliação de funções executivas e não-executivas em adolescentes e sua relação com a inteligência." Universidade Presbiteriana Mackenzie, 2012. http://tede.mackenzie.br/jspui/handle/tede/1765.
Full textFundo Mackenzie de Pesquisa
Executive functions refer to the individual capacity of engage in objective oriented behaviors, that is, to carry out autonomous and auto-organized actions, oriented for specific goals. Abilities related to the executive functions overlap the psychological concept of intelligent behavior; however, some studies have revealed inconsistency in the relation between those functions and intelligence. Based on this, the proposed study investigated the relation between executive and non-executive functions with intelligence. Specifically, this study analyzed the difference between groups with medium, higher and much higher intelligence concerning the executive and non-executive functions; possible gender effects over performance in executive, non-executive functions and intelligence; the relation among executive functions, non-executive functions and intelligence; and if the relation between intelligence and executive functions is more evident than the relation between intelligence and non-executive functions as the intelligence level increases. The participants were 120 students, boys and girls at age 15 and 16, attending High School in one public and three private schools in the state of São Paulo. They were divided in three groups which are medium, higher, and much higher intelligence. The material utilized were Raven Progressives Matrices General Scale, Wechsler Intelligence Scale for Children (WISC-III), Computerized Stroop Test, FAS Verbal Fluency Test, Trail Making Test part B, Peabody Picture Vocabulary Test, Pseudowords and Words Repetition Test and Rey Complex Figure Test. Variance and Tukey posthoc analyses revealed significant differences in performance among the groups in the measure of verbal IQ and execution IQ in the WISC-III, verbal fluency, cognitive flexibility, vocabulary and visospatial processing. Student s t-Test evidenced that the girls performance were superior comparing to the boys on the Vocabulary sub-test from WISC-III, while the boys showed superior performance in the Information and Cubes sub-tests from WISC-III and in the selective attention measure evaluated by Stroop comparing to the girls. Pearson s Correlation Analysis evidenced correlations among intelligence, executive and non-executive functions most of them in a low to moderate level confirming literature regarding the executive functions multidimensionality and to the need of differenciating such construct regarding intelligence. There were no evidences that the relation between tests of intelligence and executive functions increases according to the intelligence level. So, this investigation tried to support the comprehension of the relation among executive, non-executive functions and intelligence.
As funções executivas referem-se, de forma geral, à capacidade do sujeito de engajar-se em comportamentos orientados a objetivos, ou seja, à realização de ações voluntárias, independentes, autônomas, auto-organizadas e orientadas para metas específicas. Habilidades relacionadas às funções executivas sobrepõem-se ao conceito psicológico de comportamento inteligente, porém alguns estudos têm revelado inconsistências na relação entre tais funções e inteligência. Nesse sentido, o presente estudo investigou a relação das funções executivas e não-executivas com a inteligência. Especificamente, foram analisadas as diferenças entre grupos com inteligência média, inteligência superior e inteligência muito superior nas funções executivas e não-executivas; possíveis efeitos de gênero sobre o desempenho em funções executivas, não-executivas e inteligência; a relação entre funções executivas, não-executivas e inteligência; e se a relação entre inteligência e funções executivas é mais evidente do que entre inteligência e funções não-executivas conforme aumenta o nível de inteligência. Participaram 120 adolescentes de 15 e 16 anos, alunos do Ensino Médio, de ambos os sexos, de uma escola pública e três particulares do Estado de São Paulo, divididos em três grupos, quais sejam, inteligência média, inteligência superior e inteligência muito superior. O material utilizado para a coleta de dados se constituiu das Matrizes Progressivas de Raven Escala Geral, da Escala de Inteligência Wechsler para Crianças (WISC-III), do Teste de Stroop Computadorizado, do Teste de Fluência Verbal, do Teste de Trilhas B, do Teste de Vocabulário por Imagens Peabody, do Teste de Repetição de Palavras e Pseudopalavras e do Teste Figuras Complexas de Rey. Análises de Variância e de comparação de pares de Tukey revelaram diferenças significativas de desempenho entre os grupos nas medidas de QI verbal e de execução do WISC-III, fluência verbal, flexibilidade cognitiva, vocabulário e processamento visoespacial. Test t de Student evidenciou que o desempenho das meninas foi superior em relação ao desempenho dos meninos no subteste Vocabulário do WISC-III, enquanto os meninos apresentaram desempenho superior nos subtestes Informação e Cubos do WISC-III e na medida atenção seletiva avaliada pelo Stroop quando comparados com as meninas. Análises de Correlação de Pearson evidenciaram correlações entre os testes de inteligência, funções executivas e funções não-executivas, a maioria delas de baixas a moderadas, corroborando a literatura no que tange à multidimensionalidade das funções executivas e à necessidade de diferenciar tal construto em relação à inteligência. Não houve evidências de que a relação entre inteligência e funções executivas aumenta em função do nível de inteligência. Desta forma, essa investigação tentou auxiliar na compreensão da relação entre funções executivas, não-executivas e inteligência.
Kawa, Kevin Hideyuki, and Kevin Hideyuki Kawa. "Genetic and Neuroanatomic Factors that Influence Executive Functions in Aging." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622974.
Full textHyatt, Ritter Anne. "Mindfulness in an Elementary School for Improving the Executive Functions." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/670577.
Full textObjetivos: El entrenamiento de la conciencia plena es un enfoque didáctico práctico y aceptado, dirigido a mejorar las funciones ejecutivas de los alumnos de Educación Primaria. Sin embargo, los estudios realizados hasta ahora sobre alumnos de enseñanza primaria han estado dirigidos mayoritariamente por instructores externos, ajenos al aula y a su rutina escolar. Se necesitan más proyectos de investigación sobre la conciencia plena, liderados por docentes e integrados en los planes de estudio. Mind Yeti es un programa de intervención basado en la conciencia plena que cumple con estos requisitos. En el presente estudio se evalúan los efectos que tienen los programas de entrenamiento de la conciencia plena sobre los componentes administrativos del Mind Yeti, los cuales afectan a las funciones ejecutivas de los estudiantes de Educación Primaria. Asimismo, hemos analizado la forma en que los alumnos interpretaron su propia experiencia en el programa de intervención. Planteamos la hipótesis de que este programa de intervención, integrado en el plan de estudios, tendría efectos positivos sobre todas las funciones ejecutivas: inhibición, control emocional, flexibilidad cognitiva, atención sostenida, memoria de trabajo y organización. Metodología: Un variado grupo de estudiantes de 3º, 4º y 5º de Educación Primaria (n = 177; con edades comprendidas entre los 8 y los 11 años) participó en un programa de intervención de Mind Yeti que se llevó a cabo en su aula habitual a lo largo de seis sesiones semanales distribuidas en seis semanas. Los estudiantes autoevaluaron sus funciones ejecutivas a través de los cuestionarios que realizaron con anterioridad y posterioridad a la prueba. Los participantes incluidos en este breve programa de intervención basado en la conciencia plena, llamado Mind Yeti, se establecieron en toda la escuela. Los profesores siguieron un calendario específicamente adaptado con el fin de poder incorporar las sesiones de Mind Yeti a sus clases durante 45 minutos semanales. Los alumnos respondieron a dos cuestionarios, uno previo al programa de intervención y otro posterior al mismo, para que pudiéramos conocer sus niveles de percepción de las funciones ejecutivas. Las puntuaciones obtenidas se utilizaron para calcular la puntuación compuesta correspondiente a cada función ejecutiva. Los alumnos también respondieron a una encuesta posterior a la prueba, en la cual compartieron su opinión sobre el programa de intervención basado en la conciencia plena. Resultados: Los resultados revelaron que los estudiantes habían mejorado significativamente la puntuación previamente obtenida en cuanto a inhibiciones, memoria de trabajo y flexibilidad cognitiva. Asimismo, los alumnos de 5º curso respondieron mejor al Mind Yeti que los alumnos de 3er año. Sorprendentemente, no se produjeron cambios significativos en lo que respecta al control emocional, la atención sostenida y la organización. El aspecto cualitativo del estudio generó tres temas y siete categorías que demostraron que los estudiantes tenían preferencia por las actividades relacionadas con la respiración, la escucha y la imaginación. Además, los hallazgos cualitativos pusieron de manifiesto que las actividades de conciencia plena los mantuvieron tranquilos, relajados y centrados. Los alumnos también recomendaron realizar sesiones de conciencia plena con mayor frecuencia. Conclusión: Los resultados coincidieron parcialmente con la hipótesis, lo cual parece indicar que el Mind Yeti constituye un instrumento de intervención apropiado y eficaz en lo que respecta a la mejora de las funciones ejecutivas de los alumnos y, por tanto, puede ser una aportación positiva a los programas de enseñanza primaria. Se necesitan nuevas investigaciones que permitan replicar estos hallazgos.
Objectives: Mindfulness training is an accepted and practical didactic approach to improve the executive functions of elementary school students. However, previous mindfulness studies that were conducted on elementary school students have been primarily led by external instructors, outside of the natural classroom and school-day routine. More teacher-led, curriculum-embedded mindfulness research is needed. The Mind Yeti program is a mindfulness intervention that fulfils these requirements. This study evaluates the effects of mindfulness training programs on the administrative components of Mind Yeti, impacting the executive functions of elementary school students. We also looked how students interpreted their experience with the intervention. We hypothesize that this curriculum-embedded intervention would have positive effects on each executive function: inhibition, emotional control, cognitive flexibility, sustained attention, working memory, and organization. Method: A diverse sample of 3rd, 4th, and 5th-grade elementary school students (n = 177; aged 8 to 11 years old) participated in a Mind Yeti intervention in their general education classroom, with six sessions per week for six weeks. Students self-reported their executive functions on pretest and posttest questionnaires. The participants in the brief mindfulness intervention program, Mind Yeti, were implemented on a school-wide basis. Teachers followed a specifically tailored calendar to play Mind Yeti sessions to their classes for a total of 45 minutes weekly. Students completed a pretest questionnaire before the intervention, and posttest questionnaire after the intervention to report on their perceived levels of executive functions, and their scores were used to calculate the composite score for each executive function. Students also completed posttest surveys to share their opinion of their perception of the mindfulness intervention program. Results: The results indicated that students significantly improved scores of inhibitions, working memory, and cognitive flexibility. Additionally, students in 5th grade responded better to Mind Yeti than students in 3rd grade. Unexpectedly, changes in emotional-control, sustained attention, and organization were not significant. The qualitative aspect of the study generated three themes and seven categories showing that students preferred the breathing, listening, and imagining activities. Additionally, the qualitative findings showed that the mindfulness activities made them calm, relaxed, and focused. Students also recommended having more frequent mindfulness sessions than were offered. Conclusion: Results were partially consistent with the hypothesis, suggesting that Mind Yeti is an appropriate and effective intervention for improving students’ executive functions, and thus may be a positive addition to elementary schools’ curriculum. Future research is required to replicate these findings.
Falk, Louise, and Anna Rickardsson. "Executive Functions and Adolescent Risk Taking : A dual system approach." Thesis, Umeå universitet, Institutionen för psykologi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-39398.
Full textPatry, Brigitte N. "Temporal memory and executive functions in high-functioning Parkinsonian patients." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36869.pdf.
Full textThorpe, Kiaran Kay. "The influence of monitoring and executive functions on prospective memory /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09HS/09hst518.pdf.
Full textChase, E. Alexander. "Forms of flexibility : associations between executive functions in the rat." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/3365.
Full textKozey, Michelle Lynne. "Executive Functions and subtypes of childhood aggression in young children." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46540.
Full textESTEFAN, ANNA CAROLINA TARDIN A. "RELATIONSHIP BETWEEN PARENTING AND EXECUTIVE FUNCTIONS OF CHOOL-AGED CHILDREN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34448@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
As funções executivas (FEs) são um conjunto de habilidades cognitivas envolvidas no controle consciente da ação e do pensamento. Seu desenvolvimento acompanha o processo prolongado de mielinização do córtex pré-frontal e, por isso, estaria exposto não só a fatores biológicos, mas também ambientais. Sendo a figura dos pais um importante fator no desenvolvimento infantil, a presente dissertação investigou as relações entre parentalidade e funções executivas de crianças em idade escolar. Para tanto, foi constituída de dois estudos. O primeiro baseia-se em uma revisão sistemática que a partir de uma seleção criteriosa elegeu 10 artigos que foram estudados no que tange a: aspectos gerais e metodológicos, parentalidade, FEs e resultados apresentados sobre influência da parentalidade nas FEs. Todos os artigos mostraram relações diretas ou indiretas entre parentalidade e o funcionamento executivo infantil. Já o segundo estudo teve como objetivo investigar as relações entre estilos parentais, práticas educativas maternas e funções executivas de crianças de 8 a 11 anos de idade. Ainda, considerou o papel da escolaridade da mãe e a renda familiar nessas relações. A amostra foi composta por 75 crianças que foram avaliadas no que tange à memória operacional, controle inibitório, fluência verbal e planejamento. Como resultados a prática educativa de disciplina relaxada foi associada ao desempenho no controle inibitório e o comportamento moral associou-se positivamente com a memória operacional. Já a escolaridade da mãe e a renda foram correlacionadas positivamente com controle inibitório, planejamento e fluência verbal. Em suma, nas duas pesquisas foram encontradas relações entre parentalidade e funções executivas, destacando a importância da consistência parental nessa dinâmica.
The executive functions (EFs) are a range of cognitive skills involved in the conscious control of action and thought. The development of these functions follows the extended myelination process of the prefrontal cortex and, because of that, it is exposed, not only to biological factors but also to environmental ones. Being the parent figure an important agent in children s environment, this academic work intended to investigate the relationships between parental behavior and executive functions in school-age children. This work is formed by two studies: the first one is based on a systematic review that, from a detailed selection, elected 10 articles that were analyzed considering general and methodological aspects, parenting, EFs and results found on the influence that prental behaviours perform on EFs. All articles presented direct or indirect relationships between parental behavior and child executive functioning. The second study aimed to investigate the relationships between parenting style, maternal practices and executive functions in 8-11-year-old children. Furthermore, it investigated the role of the mother s education and the family income in these relationships. The sample consisted of 75 children that were assessed regarding working memory, inhibitory control, verbal fluency, and planning. As results, the parenting practice of a lenient discipline by the parents was associated with inhibitory control s performance, and moral behavior was positively associated with working memory. In turn, mother s education and income were po-sitively correlated with inhibitory control, planning, and verbal fluency. In conclusion, some relationships between parenting and executive functions were found, highlighting the importance of parental consistency in this dynamics.
Heapy, Connor. "Investigating the relationship between obsessive-compulsive symptomatology and executive functions." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21208/.
Full textZahedi, Anoushiravan. "Hypnotic Suggestions: Their Nature and Applicability in Studying Executive Functions." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22949.
Full textExecutive functions (EF) are a group of top-down processes used in novel situations to develop or adapt existing responses to the task at hand. Even though EFs are studied exhaustively, several important questions remain unanswered: (a) Are EFs entirely separated, or do they rely on a common system? (b) What do different versions of the Stroop task measure? (c) Does inhibition always need to be effortful? To address these questions, I investigated neurocognitive correlates of EFs and their enhancements by means of posthypnotic suggestions (PHS) and event-related potentials (ERP). However, before one can use PHSs, it must be elucidated whether and how they affect EFs. Although PHSs are used repeatedly for improving inhibition, it is unclear whether their effects are mediated by bottom-up or top-down processes. By using an updating task, I showed that effects of PHSs can be attributed to top-down processes. Accordingly, a new theory of hypnosis was proposed and empirically tested by modeling hypnotizability scores with structural equation modeling. In short, the simulation-adaption theory suggests that several top-down processes are employed for responding to suggestions. After elucidating the driving mechanism of PHSs is mentally practicing a novel strategy, PHSs were used for addressing the questions regarding EFs. Summarizing (a) the psychometric and ERP results from several studies indicated that different EFs rely on both function-specific and shared neurocognitive processes. (b) Even though different versions of the Stroop task are tapping into inhibition, the vocal compared to the manual version has at least an extra response-production-related locus of interference. (c) Using PHSs for increasing preferences for low-calorie food items, it is shown that resolve is effortful to implement, as indicated by increased P300 amplitudes. Together, this project shows how PHSs, along with neuroimaging techniques, can provide a novel approach for investigating EFs.
Ramezani, Arash. "Occupational Complexity and Executive Functioning." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173528.
Full textExecutive Functioning (EF) som planering, organisation, uppmärksamhet och självkontroll har stor inverkan på livskvaliteten, men är sårbara för åldrande. En faktor som kan bidra till att upprätthålla och stärka EF är Occupational Complexity (OC), graden av komplexitet i ens främsta yrke i livet. Högre OC har förknippats med högre EF-prestanda i ålderdom. Emellertid var få av dessa resultat baserade på den senaste yrkes taxonomin (Occupational Network Information; O*NET) som bäst kan återspegla dagens jobb. Den nuvarande studien ökar denna knappa kunskapskomponent genom att undersöka EF, som konceptualiserats av Miyake, et al. (2000) och OC med O*NET. Data från Umeå Healthy Aging longitudinell studiedatabas analyserades med hjälp av strukturell ekvationsmodellering för att testa förhållandet mellan EF, OC och deras komponentkonstruktioner. Resultat från 227 deltagare visade att individer med högre OC hade högre EF under sent liv, men denna förening var inte statistiskt signifikant (nästan alla p-värden <0,05), vilket tyder på att det inte fanns någon sådan associering i det aktuella urvalet.
Due to the Coronavirus crisis, in-person meetings were replaced with video conferences, via a computer program called Zoom.
Jacobson, Jessica Gail. "What Processes Promote Resilience? The Role of Positive Emotion, Cognitive Flexibility and Reappraisal." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_theses/152.
Full textHatchard, Taylor. "Impact of Regular Low-Level Alcohol Consumption on Cognitive Interference and Response Inhibition: An fMRI Investigation in Young Adults." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36336.
Full textHlaing, EiEi. "Neuropsychological Sequelae of Obstructive Sleep Apnea in Later Adulthood." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1043.
Full textJansiewicz, Eva Mashock. "The Relationship between Executive Functions and Metacognitive Strategy Learning and Application." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_diss/42.
Full textStephens, Claire. "An exploration of repetitive negative thinking, executive functions and depressive symptoms." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31655.
Full textClausén, Gull Ingela. "The relation between Executive Functions and Emotion Regulation in Preschool Children." Thesis, Stockholms universitet, Personlighets-, social- och utvecklingspsykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131987.
Full textXia, Shuang. "The contribution of the subthalamic nucleus to executive functions in rat." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5545.
Full textOpasanon, Nattaporn. "The relationship between fine motor skill and executive functions in ADHD." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231661.
Full textRyan, Anna. "Can measures of executive functions and spatial ability predict multitasking performance?" Thesis, Stockholms universitet, Psykologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144372.
Full textMoses, Aida. "The relationship between autobiographical memory and executive functions in older adults." Thesis, University of Central Lancashire, 2005. http://clok.uclan.ac.uk/19003/.
Full textNaylor, Gregory Ian. "The Executive Functions of Rejected Children in an Urban Elementary School." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214777.
Full textPh.D.
The relationship between Executive Functions and Peer Rejection was explored. Thirty-Five students in an urban elementary school, (mean 10.7 years of age (sd=2.8), 34% male, and 88% African American) completed measures of executive functions: KABC-II Rover, The Wisconsin Card Sort and NEPSY-II Statue (below age 9) or The Iowa Gambling Task (age 9 and up). Classmates reported who was not a preferred play mate: a measure of rejection. Executive Functions were not significantly related to Rejection across the sample, but among the children with the lowest Executive Functions, The Wisconsin Card Sort was significantly negatively related to Rejection (-0.61, p = .04) suggesting poor Cognitive Flexibility may be a risk factor for Rejection. Performance on the Iowa Gambling Task was found to be positively correlated with Rejection (0.4, p = .008) suggesting that high impulse control may also be a risk factor for rejection among adolescents. This was consistent with a finding of a positive correlation between Office Discipline Referrals and popularity (.4, p = .008) among the sample. Implications for practice are also discussed including the difficulty of managing behavior when bad behavior is related to popularity. Keywords: Iowa Gambling Task, Wisconsin Card Sort, Peer Rejection, Executive Functions, Urban children.
Temple University--Theses
Himes, Samantha. "An Examination of the Executive Functioning of Juvenile Offenders." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1395662657.
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