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1
Wong, Sin-man, i 黃倩雯. "Executive functioning of students with high functioning autism". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589689.
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Hutchinson, Amanda Dianne. "Executive functioning in Parkinson's disease /". Title page, table of contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsh975.pdf.
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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.
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Executive Functioning (EF) such as planning, organization, attention, and self-control, has a high impact on quality of life, but is vulnerable to aging. One factor that may help to maintain and strengthen EF is Occupational Complexity (OC), the degree of complexity in one’s primary occupation in life. Higher OC has been associated with higher EF performance in old age. However, few of these findings were based on the latest occupational taxonomy (Occupational Network Information; O*NET) that may best reflect todays jobs. The current study adds to this scarce body of knowledge by examining EF, as conceptualized by Miyake, et al. (2000), and OC, using O*NET. Data from the Umeå Healthy Aging longitudinal study database was analyzed using Structural Equation Modeling to test the relationship between EF, OC, and their component constructs. Results from 227 participants showed that individuals with higher OC had higher EF in late life, but this association was not statistically significant (nearly all p values <.05), suggesting that there was no such association in the current sample.Executive 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.
4
Cotton, Sarah May. "Executive functioning in methamphetamine psychosis". Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/8714.
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Includes bibliographical references.An association between methamphetamine dependence and neurocognitive impairment has long been established. However, there are a number of research gaps. First, while evidence suggests that the primary cognitive domains affected in methamphetamine dependence are executive functions; previous research fails to employ a comprehensive battery of executive functioning tests. Second, there is little research investigating the specific neuropsychological impairments associated with methamphetamine psychosis in particular. Third, ADHD is highly co-morbid with substance dependence. Symptoms of ADHD were therefore investigated as possible confounders in this study. Fourth, few studies of methamphetamine dependence have explored relationships between neuropsychological data and cortical thickness data; the current study therefore investigated this further. The current study employed a neuropsychological test battery to compare executive functioning across three groups; a methamphetamine dependent group without psychosis (n = 20), a methamphetamine dependent group with psychosis (n =19) and a healthy control group (n = 20); demographically matched. Brain images were acquired using a Siemens Magnetom Allegra 3T system with a high-resolution, T1-weighted, 3D-multiecho MPRAGE sequence with the following scan parameters: TR=2530ms; graded TE=1.53, 3.21, 4.89, 6.57ms; flip angle=7°; FOV=256mm; slice thickness=1mm; 160 slices; and acquisition duration of 10.49 min. Cortical thickness was assessed employing a surface-based cortical reconstruction and automatic labelling tool in the FreeSurfer software package. Four executive domains were identified and evaluated, namely decision making and impulsivity; inhibitory control and setshifting; attention and working memory; and verbal fluency. One-way ANOVAs were conducted in order to assess differences between groups. Analyses indicated significant between group differences on most tasks of executive functioning. Overall the methamphetamine psychosis (MA+) group performed more poorly than the methamphetamine non-psychosis (MA-) group and the controls (NC). Statistically significant between-group differences were observed on inhibitory control and set-shifting (p < .001), attention and working memory (p = .006), and on tasks of generativity (p < .001). Spearman's correlational analyses revealed that in general, executive impairment was associated with cortical thinning of frontal regions in the MA+ group and cortical thickening of frontal regions in the MA- group. This may be reflective of a compensatory response to methamphetamine toxicity in the MA- group. In conclusion, executive functioning was significantly impaired in the MA- group and even more so in the MA+ group. Symptoms of ADHD were not found to be significantly correlated with executive functioning data. Therefore executive dysfunction is more likely the result of MA toxicity than a pre-existing ADHD disorder. An improved understanding of the neuropsychology and neuroanatomy of methamphetamine dependence may ultimately contribute to the clinical management of these individuals.
5
Burnett, Hollie. "Executive dysfunction in high functioning autism". Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25825.
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Background: There is presently a lack of consistency in research designed to measure executive functioning (EF) in autism that may be attributable to lack of homogeneity or comorbid conditions (i.e. learning disability or additional diagnosis) in test samples. Aim: A systematic review focused on a subset of EF (verbal fluency: VF) was conducted, using only studies of high-functioning individuals with autism (HFA) without an additional diagnosis or learning disability. An empirical study was conducted comparing the executive functioning profile of individuals with HFA and typically developed (TD) individuals. Method: For the systematic review, 16 studies met the specified inclusion criteria, depicting 15 semantic (category), 14 phonological (letter), and 6 switching (categories) VF tasks. In order to assess potential bias, the available VF information of the included papers was scrutinised by the author and an independent clinical practitioner. For the empirical paper, 22 HFA and 22 TD participants (mean age = 28, range = 17-73, 52% male) without a comorbid condition, learning disability or brain injury completed three subtests from the WAIS-IV (vocabulary, block design and digit span) and all subtests of the Delis–Kaplan Executive Functioning System (D-KEFS). Results: For the systematic review, a minority of semantic and phonological VF studies reported a significant difference between typically developed and HFA populations. Five of the six semantic switching studies reported a significant difference between groups. All papers included were of good or adequate quality and inter-rater reliability was high. For the empirical paper, the HFA group performed significantly poorer on the switching condition of the design fluency task, semantic conditions of the verbal fluency task and on the word context task overall. No other significant differences were observed. Summary: Although the systematic review concluded that there was insufficient evidence to support that disfluency can be attributed to autistic symptomology, the empirical study found that the HFA group performed poorer than TD in semantic VF and other subtests designed to measure generating novel ‘imaginative’ ideas, without visual cues to aid performance. The deficit on these subtests was increased when there was the added condition requiring the participant to switch between newly formed concepts. Conclusions: Although in VF, results are mixed, the empirical study demonstrates that even in a group of high-functioning individuals there are still measurable differences in EF between TD and HFA samples that may not be apparent through more general cognitive testing. Implications for using a neuropsychological profile for adults with HFA are discussed.
6
Liu, Ying Galen, i 劉穎. "Reading ability and executive functioning of adolescents with high-functioning autism". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/212560.
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Background: Regarding the research on individuals with autism, more focus was on the behavioral and social aspects, whereas relatively limited attention has received in the domain of learning of this population. As the development of assessments in assessing the needs of the population is getting more comprehensive and sophisticated in recent years, there is a trend of increase in the number of children being identified with Autistic Spectrum Disorder (ASD) and were placed in general educational settings and engaged in mainstream academic curricula.
To survive in the mainstream education setting, proficiency in reading is essential. However, there are evidences suggested that people with ASD show difficulties in reading, especially in reading comprehension. Therefore, it would be valuable to investigate the potential factors that might hinder the reading performance of people with ASD and develops corresponding strategies to cater their needs.
In this paper, the role of executive functioning and metacognitive awareness towards reading performance of adolescents with ASD was examined and compared with their typically developing peers, so as to explore the potential factors affecting the reading performance of the group.
Methods: Forty high functioning adolescents with ASD (HFA, aged 12 to 15) and forty matched typically developing (TD) counterparts (aged 12 to 15) participated in this research. There were one main study and one follow-up study. For the main study (Study One), there were three study focuses of investigation. Firstly, it was aimed at investigating the reading performance profile of the two groups (HFA vs TD) and to explore the pattern of reading deficits of students with HFA. Secondly, the EF profile of the two groups was compared to see whether distinct features of impairments were noted in the HFA group. Thirdly, from the results revealed in the profiles on reading performance and EF of the two groups, the association between the impairment of reading performance and the profile of executive dysfunctions was examined, so as to attest the proposition that deficits in EF skills played a role in reading difficulties of individuals with ASD. For the follow-up study (26 participants for the HFA group and 27 participants for the TD group), it was interested to explore the reading metacognitive awareness of the HFA and TD groups, to see whether there was a differentiated pattern on the aspect, and how it might explain the difference in reading performance of the two groups.
Results: For the reading performance, the performance of the two groups was comparable in word reading, reading fluency, word knowledge as well as general knowledge, whereas participants with HFA performed significantly worse than TD peers in reading comprehension and distinct weakness was noted in the ability of inference making and generating novel ideas in the HFA group. For the ability in EF skills, participants with HFA were found to be performed poorer only in the Higher-order EF domain (i.e. self-monitoring and generativity) as compared to the TD group. In which, associations were found between reading comprehension performance and some of the EF skills, suggesting that reading comprehension performance was affected by the proficiency of specific EF skills. Moreover, the follow-up study also highlighted the difference in preferences on repair strategies and reading strategies adopted as well as perceived reading difficulties of the HFA and TD group, which further support the findings of Study One.published_or_final_version
Educational Psychology
Doctoral
Doctor of Psychology
7
Hennessy, Maria Jeanette Therese. "Executive functioning : the development of theoretical bases /". St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17863.pdf.
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Nelson, Jeffrey. "Executive functioning and the adaptation to novelty". University of Western Australia. School of Psychology, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0157.
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[Truncated thesis] This thesis is concerned with executive functioning in two different but related ways. The first is as an information processing construct in cognitive psychology. There are many different conceptualisations of the information processing basis of executive functioning but this thesis will pursue the notion that executive functioning is best thought of as adaptation to novelty. In the thesis, this will be operationalised using performance indices (principally reaction time) from a number of information processing tasks. These tasks have typically been used in the literature to index either executive functioning or speed of information processing. Both kinds of tasks are used to tackle the second concern of this thesis, namely, how executive functioning is measured. The data analytic techniques developed in this thesis are based on the hypothesis that executive functioning is the process or processes involved in resolving task novelty and consequently measurement will be enhanced through an analysis of performance changes within tasks as the task changes from novel to familiar. The analysis methods will be based largely on the computation of coefficient of variation of reaction time in successive performance windows across the information processing tasks. An elderly sample was chosen for this thesis because of a history of research that has attempted to determine whether cognitive deficits in the elderly are the consequence of the slowing of information processing speed or to impairment in executive functioning. ... The analysis was driven by the hypothesis that a significant shift in the coefficient of variation would mark a transition from novelty to familiarity in task performance and hence from executive to non-executive phases. Three methods were applied to individual performance curves to determine the point at which for each task this transition occurred. Using criterion measures of variability to separate the task data into two stages, analyses showed, contrary to the hypothesis, that later task performance was more highly associated with executive functioning than in initial task performance. The fourth stage of analysis (Chapter 7) applied confirmatory factor analysis to the newly-formed pre- and post transition data. Evidence was found that the magnitude of the contributions of EF across the pre- and post-criterion phases was stable, failing to support the hypothesis. Finally, structural equation modelling was used to examine how age and intelligence in this elderly sample exerts its influence on task performance and whether EF or IPS was the primary cause of age-related cognitive decline. The results showed that the age and intelligence effects on performance were mediated by the requirement to adapt to novelty. Although there was limited evidence to claim that EF is the primary cause of age-related cognitive decline, ageing effects were only apparent when the participants were adapting to novelty. The thesis concludes that there is some support for the hypothesis that executive functioning is best thought of as the processes underpinning adaptation to novelty. While not a panacea, the analytic techniques developed show promise for future research.
9
Scott, G. T. "Executive functioning and relevent in problem drinkers". Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517514.
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Stylianou, Maria Savvas. "Does executive functioning training improve mentalising ability?" Thesis, University of Liverpool, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441891.
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Reid, Donna. "Executive functioning in Cornelia de Lange Syndrome". Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1170/.
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Cornelia de Lange Syndrome (CdLS) is a genetic disorder caused by mutations to Chromosomes 5, 10 or X. In addition to mild to profound intellectual disability and the distinctive physical phenotype, emerging evidence has suggested a number of age-related changes in behaviour occurring during adolescence and early adulthood. including an increase in preference for routine and repetitive behaviours. Research into executive functioning and behaviour in other neurodevelopmental disorders, suggests that behaviours that are phenotypic of a syndrome are underpinned by specific executive functioning impairments. This study aims to examine the executive functioning profile in adolescents and adults with CdLS. Twenty-four participants with CdLS aged 13-42 years (M = 22), and a comparable contrast group of 21 individuals with Down syndrome aged 15-33 years (M = 24), participated in the study. A range of measures were selected to test executive functioning ability. The group of participants with CdLS showed significantly more impairment in generativity, flexibility and inhibition tasks. These relative deficits may be important in understanding the behavioural phenotype of CdLS. Longitudinal research of participants with CdLS from early childhood is needed to examine how changes in executive functioning map onto changes in behaviour. Limitations and future research directions are discussed.
12
Dillon, Jessica A. "Play, Creativity, Emotion Regulation and Executive Functioning". Cleveland, Ohio : Case Western Reserve University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1259873634.
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Thesis(M.A.)--Case Western Reserve University, 2010Title from PDF (viewed on 2010-01-28) Department of Psychology Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
13
Kudlicka, Aleksandra Katarzyna. "Executive functioning in early stage Parkinson's disease". Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/executive-functioning-in-early-stage-parkinsons-disease(4985b570-fd51-48ba-8c39-f377b5e2edf0).html.
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Background: Cognitive decline is commonly reported in Parkinson’s disease (PD), with some deficits evident even at the onset of PD. Executive functions (EF) are extensively studied in PD and emerge as the domain involving the most profound deficits. Nevertheless, there are some inconsistencies in the literature with regard to the exact pattern of executive deficits and their impact on everyday life in PD. The aim of the literature review presented in this thesis was to synthesise and clarify existing research evidence on EF in early stage PD, and to explore what are the possible factors affecting the consistency of research findings. The empirical studies had three distinct aims: to clarify the pattern of EF deficits in PD; to determine how accurately PwPD appraise potential EF-related difficulties; and to identify how executive deficits impact on people with PD (PwPD) and their families. Method: Studies of EF in PD were systematically reviewed and the findings were synthesised in a series of meta-analyses. Three empirical studies drew on cross-sectional data collected from PwPD and their caregivers, and from healthy older controls. Sixty-five PwPD in mild to moderate stages of PD completed an assessment of EF, awareness, quality of life, and health status, and 43 healthy older controls completed assessment of EF and awareness. Fifty caregivers of PwPD rated the EF of the PwPD and their own burden associated with caring for a PwPD. A sub-group of 34 PwPD, identified as having potential EF deficits, completed a more extensive neuropsychological assessment of executive abilities. Results: The systematic review included 33 studies of EF in early stage PD, and metaanalysis of data from 5 commonly-used tests of EF revealed consistent evidence for executive deficits. The review suggested that the consistency of the research evidence may be improved by more precision in defining EF and more careful selection and interpretation of EF measures. A data-driven analysis examining the pattern of EF impairment distinguished differences between two groups of standard tests of EF, with attentional control tests more frequently compromised than abstract thinking in early stage PD. PwPD were found to be accurate when making general evaluative judgments about their own functioning, but in specific tasks PwPD with executive deficits overestimated their performance in comparison to PwPD without EF deficits and healthy controls. EF-related behavioural difficulties were shown to impact on subjective quality of life in PwPD and on burden in their caregivers. Conclusions: The results of this thesis suggest that EF-related difficulties are frequently present in early stage PD, with attentional control aspects of EF particularly affected, that it may be difficult for PwPD to accurately appraise their own ability to carry out specific activities, and that EF-related difficulties have a significant impact on quality of life in PwPD and their families. A thorough understanding of executive deficits in PD is important in the provision of adequate person-centred care for PwPD and their family members, and could help to inform the development of PD-specific rehabilitative interventions aimed at reducing activity limitation and restrictions on social participation and supporting PwPD in living well with the condition.
14
Almenaye, Nasser. "Memory and executive functioning in Arabic literacy skills". Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/804433/.
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Godlaski, Aaron John. "IRRITABILITY, EXECUTIVE FUNCTIONING, AND THE ALCOHOL-AGGRESSION RELATION". UKnowledge, 2008. http://uknowledge.uky.edu/gradschool_theses/545.
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The purpose of this investigation was twofold. First, to test the hypothesis that irritability and executive functioning (EF), two previously established risk factors for alcohol-related aggression, would interact to conjointly confer multiplicative risk for intoxicated violence that is not observed when testing either variable alone. Second, to test the hypothesis that irritability would mediate the relation between EF and alcohol-related aggression. EF was measured using seven well-established neuropsychological tests. Irritability was measured using the Caprara Irritability Scale-CIS. Participants were 310 male and female social drinkers between the ages of 21 – 35 years old. After consuming an alcohol or placebo beverage, participants were tested on a laboratory aggression task in which electric shock are given to and received from a fictitious opponent under the guise of a competitive reaction time task. Aggression was operationalized as shock intensities administered to the fictitious opponent. Results indicated that irritability successfully mediated the relation between EF and intoxicated aggression for men only. No support was found to suggest that EF and irritability together confer multiplicative risk for intoxicated aggression. Results are discussed within a cognitive neoassociationistic framework for aggressive behavior.
16
Pond, Clair. "Executive Functioning and the Emergence of Conversational Understanding". Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521834.
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Dennison, Lisa Kim. "The relationship between temperament, character and executive functioning". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/27486.
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Despite emergent attempts to connect temperament to a neurobiological etiology there has been little research that focuses on the relationship between temperament and character and neuropsychological test performance. Therefore, the aim of this study is to explore the relationship between temperament, character and performance on neuropsychological tests of executive functioning. Temperament and character dimensions were operationalized according to the Temperament and Character Inventory (TCI), a 240-item measure that is based on the psychobiological theory of personality. Neuropsychological performance was measured on the University of Pennsylvania Computerized Neuropsychological Test Battery (PennCNP), which is a test of executive functioning and abstract reasoning. The PennCNP comprised a test of Motor Praxis (MPRAXIS), the Penn Abstraction, Inhibition and Working Memory Task (AIM), the Letter-N-Back (LNB2), the Penn Conditional Exclusion Task (PCET), the Penn Short Logical Reasoning Task (SPVRT) and the Short Raven’s Progressive Matrices (SRAVEN). The sample comprised 422 first year psychology students at a residential university in South Africa. The results from this explorative study showed a moderate relationship between temperament, character and executive functioning. The temperament dimensions Novelty Seeking and Reward Dependence were positively related to AIM-NM, AIM and SPVRT, and inversely related to MPRAXIS. These results validate the importance of research that investigates the relationship between temperament and character dimensions and neuropsychological performance.Dissertation (MA)--University of Pretoria, 2012.
Psychology
unrestricted
18
Weeks, Terri-Lee. "The effects of sleep loss on executive functioning". Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/13778.
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Most sleep loss research has concentrated on long duration, repeated measures performance of low-level, monotonous tasks, such as vigilance and reaction time, in support of the theory that sleep loss induces a decline in Non-Specific arousal while having no specific effects on functioning. Numerous studies have shown the beneficial effects of caffeine on this type of performance measure. Recent studies have been conducted on executive functioning tasks that are short, novel, and stimulating. These measures display a sensitivity to sleep loss after 36h that is not compensated by waking countermeasures such as motivation and caffeine. These findings suggest Specific effects of sleep loss, contrary to the Non-Specific theory, particularly on tasks associated with frontal lobe activation. Similarities between performance deficits following brain lesions and those observed in sleep loss subjects form the basis of a neuropsychological model of sleep function. This thesis was an endeavour to document the findings of executive functioning sensitivity following 27 and 36 hours of sleep loss, testing the effect of two common countermeasures, caffeine and a nap. It was established that the critical period of sleep loss for executive functioning performance is at 36 hours. Sleep deprivation effects for periods shorter than 36 hours can be countered by a waking countermeasure, caffeine. It was further established that a 2-hour prophylactic nap opportunity inhibited sleep deprivation effects at 36-hr performance testing for executive functions. The systematic analysis of the effects of sleep loss on language skill, a complex task which is possibly an executive functioning task associated with frontal lobe activation but largely neglected in the literature, detected an increase in variability in language skill, and a propensity towards production errors in speech, but not writing, at 36 hours without sleep. This effect was not observed at 27 hours. The findings are discussed in support of a hypothetical consolidated model of Specific and Non-Specific Effects of sleep loss.
19
Lamar, Lauren R. "The Relationship and Consistency in Ratings Between the Conners 3 Executive Functioning Scale and the Behavior Rating Inventory of Executive Functioning". TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1584.
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Broadband behavior rating scales are commonly used in schools to gain data to help make critical decisions about a student’s educational programming and whether he or she is eligible to receive special education services. Several broadband behavior rating scales are beginning to include a scale that assesses executive functioning. This study investigated how scores from an executive functioning scale on a broadband behavior rating scale (Conners 3, Conners, 2008) compared to an established scale that only measures executive functioning (Behavior Rating Inventory of Executive Function [BRIEF], Gioia, Isquith, Guy, & Kenworthy, 2000). Teachers completed both scales at the same point in time on students receiving academic interventions or special education services. Results indicated that the Conners 3 executive functioning scale primarily measures one scale on the BRIEF related to planning and organization skills. These results suggest that those using the Conners 3 executive functioning scale should be aware of the limited range of skills assessed and that they should be cautious in their interpretation of the scale when evaluating a student’s executive functioning skills.
20
Farvolden, Peter G. "Hypnosis and memory, effort, dissociation, and frontal executive functioning". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq38238.pdf.
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Whelan, Jennifer M. "Alterations in executive functioning induced by repeated amphetamine exposure". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1296.
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Chronic exposure to psychostimulants such as amphetamine (AMPH) can induce long-term disruptions in cognition via actions on prefrontal cortex dopamine. Previous work has shown that two types of executive functions, set shifting and working memory (WM), are disrupted by AMPH sensitization and that these cognitive domains are impaired in schizophrenics and stimulant abusers. We assessed the effects of AMPH sensitization on behavioural flexibility using a cross-maze set shifting task and a WM task using the delayed spatial win-shift (SWSh) task in Long Evans (LE) and Sprague Dawley (SD) rats. Rats were exposed to an AMPH sensitization regimen (15 AMPH or saline injections: 1-5 mg/kg every 2nd day, increasing the dose by 1 mg every 3rd injections) following habituation on the mazes. In experiment 1, LE and SD rats were initially trained on a visual cue discrimination. During the set shift, rats were required to shift from the previously acquired visual-cue-based strategy to a response strategy (e.g.; always turn left, ignore the visual cue). For the reversal, rats were trained to reverse their turn direction. AMPH treatment did not impair learning of the initial cue discrimination in either strain. However, AMPH treated rats learned the response discrimination faster than controls during the set shift and AMPH treated LE rats were faster than controls to reach acquisition criterion during the response reversal. AMPH treatment neither impaired nor improved reversal learning in SD rats. In experiment 2, rats were tested on the SWSh task in which spatial information acquired during a training phase was used 30 minutes later during the testing phase in order to retrieve food pellets on the maze. In this task, AMPH treated rats were faster to re-attain criterion than control rats. Correlational analysis further revealed that AMPH sensitized rats that required more days to reach criterion before AMPH treatment (i.e. slow learners) tended to make more errors during re-acquisition of the memory task. Viewed collectively, these results suggest that chronic AMPH treatment can enhance behavioural flexibility and WM assessed in this manner. However, repeated AMPH exposure may have exacerbated pre-existing cognitive deficits in slow learning rats.
22
Peters, Elizabeth. "Neuropsychological executive functioning and psychosocial well-being / Elizabeth Peters". Thesis, North-West University, 2005. http://hdl.handle.net/10394/865.
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The aim of this study was to come to a better understanding of possible
neuropsychological mechanisms underlying psychosocial well-being and therefore to
determine whether a relationship between neuropsychological executive functions and
psychosocial well-being does indeed exist. Research was conducted in the domains of
neuropsychology and positive psychology. This thesis consists of three articles,
namely I ) Neuropsychological executive functions and psychosocial well-being: A
review, 2) Attentional switching and psychosocial! well-being, and 3) The relationship
between generativity as neuropsychological process and psychosocial well-being.
The first article argued the possibility of a relationship between neuropsychological
and psychosocial aspects, with reference to a pluralistic ecosystems perspective,
neuropsychological and other positive psychological theories, such as Miller's
neuropsychodynamic model and Frederickson's broaden-and-build theory, as well as
existing empirical studies. Numerous neuropsychological studies have indicated that
the prefrontal cortex is involved in executive functions, with its main function to
regulate both cognitive and affective functioning. Analyses of existing empirical
studies indicated an established relationship between prefrontal lobe / executive /
regulatory dysfunction and psychopathology, but also that the relationship between
normal or optimal prefrontal executive functions and psychosocial well-being is still
unclear. The first article concluded that evidence correlating neuropsychological
functioning with human flourishing, or indicating possible neuropsychological
mechanisms involved in psychosocial well-being, is sparse, presenting a serious
lacuna in scientific knowledge.
The following two articles focused on contributing to filling this lacuna.
"Attentional switching and psychosocial well-being" and "The relationship between
generativity, as neuropsychological process and psychosocial well-being" focused on
attentional switching and generativity, as part of neuropsychological executive
functions, as potential mechanisms associated with psychosocial well-being. These
studies aimed to determine whether the capacity to switch attention, as measured by
the Color Trails Test (CTT) and Wisconsin Card Sorting Test (WCST), and the
capacity to generate novelty, as measured by the Controlled Verbal Fluency Task
(CVFT) (Benton, 1967) and Uses of Objects Test (UOT) (Getzels & Jackson, 1962),
are related to the degree of psychosocial well-being experienced. As part of the interdisciplinary
POWIRS (Profiles of Obese Women with Insulin Resistance Syndrome)
project, black African women (article 2 n=66; article 3 n=72) completed the above
mentioned neuropsychological measures, as well as indices of psychosocial wellbeing,
in a cross-sectional design. The psychosocial measures included the
Affectometer (AFM) 2 (Kammann & Flett, 1983); Constructive Thinking Inventory
(CTI) abbreviated version (Epstein & Meier, 1989); Sense of Coherence Scale (SOC-
29) (Antonovsky, 1987, 1993); The Fortitude Questionnaire (FORQ) (Pretorius,
1998); JAREL Spiritual Well-being Scale (SWS-H) (Hungelman et al., 1989);
Psychological Well-being Scales (SPW-B) (Ryff & Singer, 1998); and the Cognitive
Appraisal Questionnaire (CAQ) (Botha & Wissing, 2003).
The main findings of these studies were hat the ease of attentional switching and
generativity correlates statistically (p<0.5) and practically significantly with higher
levels of psychosocial well-being. From a micro-deterministic perspective it can be
concluded that frontal lobe executive functions may play a role in the regulation
higher-order adjusting psychosocial functions related to quality of life. From a micro-deterministic
perspective it can be concluded that psychosocial well-being, while
being influenced by executive functions, may also influence the continuous
development of neuropsychological executive functions.Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2005.
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Burns, John. "Self awareness and executive functioning following traumatic brain injury". Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/365/.
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This thesis is submitted in part fulfilment for the degree of Doctor of Clinical Psychology (ClinPsychD) at the University of Birmingham. It contains both the research component and five clinical practice reports of clinical work that was undertaken during the three years of the course. Volume One of the thesis contains three papers. The literature review examines evidence on interventions for the rehabilitation of executive functioning. It has been written with the intention to submit to the journal: Neuropsychological Rehabilitation. The empirical study is the second paper. This examines the impact of verbal and visual/verbal feedback on awareness of errors and performance on a planning task. This has been written with the intention to submit to the journal: Neuropsychological Rehabilitation. The third paper is the public domain briefing paper which gives an overview of the literature review and empirical paper. Volume Two contains five clinical practice reports. The first report describes a 31year-old man with depression, formulated from a cognitive and psychodynamic framework. The second report is a small-scale service related project which evaluates the process of setting up a personality disorder service by a local PCT. The third is a single-case experimental design, with a man with severe learning disabilities, displaying agitated behaviour. The fourth is a case study report of a psychological intervention with a woman experiencing loss, adjustment and relationship difficulties. The final report is the abstract from an oral presentation of a small-scale service related project on a community psychology child placement.
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Roberts, C. A. "Neurophysiological correlates of ecstasy/MDMA use on executive functioning". Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4524/.
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The purpose of this thesis was to assess the integrity of the serotonin system, by measuring the neurophysiological response to tasks that measure executive functions, and neuroendocrine function in ecstasy users and non-users. Each of the proposed executive functions outlined in Miyake et al.’s (2000) conceptual framework (inhibition, switching and updating) as well as the addition of access to semantic/long term memory made by Fisk and Sharp (2004), was assessed using behavioural tasks in combination with EEG and fNIRS. Behavioural performance between ecstasy users and various controls (polydrug and drug naive) was equivalent throughout the thesis. However ERP analysis revealed ecstasy-related atypicalities in cognitive processing during inhibitory control, switching and access. Ecstasy users displayed increases in P2 and N2 components during these tasks that reflect recruitment of additional resources. A diminished P3 response during the switching task was evident for ecstasy users and polydrug users relative to controls. Regression analyses suggest that lifetime cannabis use may be an important factor for this function. Results from fNIRS suggest that ecstasy users show an increased haemodynamic response during all four executive functions relative to non-users, which suggests that ecstasy users are engaged in more effortful cognition than controls. Increases in neuronal activation whilst performing at a similar level behaviourally are understood as recruitment of additional resources. Again during switching cannabis use may have been an important factor. Another aim of this thesis was to assess neuroendocrine function. Ecstasy users displayed elevated basal cortisol levels relative to polydrug controls and drug naive controls. The results suggest that ecstasy is detrimental to the integrity of the HPA-axis. This thesis provides support for ecstasy-related damage to the serotonergic system and should be used in educating prospective ecstasy users of relative harms.
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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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Wasylyshyn, Christina V. "Individual differences in task switching, executive functioning, and cognition". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2007. http://wwwlib.umi.com/cr/syr/main.
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Valcan, Debora S. "Executive Functioning at school entry: Outcome, mediator and predictor". Thesis, Valcan, Debora S. (2019) Executive Functioning at school entry: Outcome, mediator and predictor. PhD thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/55915/.
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Executive Functioning (EF) in early childhood is relevant to important developmental outcomes, including self-regulated learning (SRL) and academic achievement. However, questions remain about EF’s status as an outcome of parental behaviours (Study 1), mediator of the relation between family environment and SRL (Study 2) and predictor of academic achievement (Study 3) and SRL (Study 4). Therefore, four studies were conducted to explore the role of EF during the first two years of schooling.
For Study 1, a meta-analysis was conducted to determine the strength and direction of the relation between three categories of parental behaviour and EF in children aged 0 to 8 years. Forty-two studies, published between 2000 and 2016, were identified. Results revealed modest, but significant associations between EF and all three categories of parental behaviour: positive (r = .25), negative (r = -.22) and cognitive (r = .20).
To investigate EF as a possible domain-general mediator between family environment and SRL, Study 2 investigated whether aspects of the home environment and parental behaviours predicted children’s SRL via vocabulary or EF, and whether such associations flowed through to children’s academic outcomes. Home and parenting variables, child EF, vocabulary, SRL and academic achievement were assessed at Time 1 (T1). Academic achievement was re-assessed one year later (T2). Structural equation modelling was conducted on a complete matched data set of 98 child-parent dyads. EF was found to mediate the relation between family income and SRL. In addition, SRL was predicted directly by frequency of shared activities, female gender, and age. Vocabulary did not predict SRL, but was predicted by parental negative affect and control. SRL, EF, and vocabulary all predicted academic achievement (R2 = .43), fully mediating the home and parenting variables’ effects. Consistent with prior research, Study 2 demonstrated that EF predicts academic achievement. Nevertheless, few studies have investigated the potential causal pathways through which this might occur. Therefore, Study 3 compared two models representing how this might occur, namely, the immediate effects model (EF predicts future academic achievement via concurrent academic achievement), and the growth potential model (EF predicts future academic achievement directly). Structural equation modelling analyses were conducted on a longitudinal dataset of 176 children at Time 1 (T1) and one year later (T2). For mathematics, results supported the immediate effects model, with T1 EF predicting T2 mathematics only via T1 mathematics, whereas for reading and writing, paths consistent with both models were found: T1 EF directly predicted T2 academic achievement, and also indirectly predicted T2 academic achievement via T1 academic achievement.
Like EF, SRL is considered important for academic achievement. Recently, researchers have proposed theoretical links between EF and SRL. However, very few studies have investigated empirically the relation between EF and SRL, particularly in early childhood. Study 4 investigated the longitudinal association between EF and SRL in 176 children, during the transition from kindergarten (T1) to Year 1 (T2), through cross-lagged structural equation models. EF predicted SRL longitudinally (r = .43, controlling for kindergarten SRL), but SRL did not predict EF. In addition, evidence for a common factor model was also found. In conclusion, EF in early childhood may be somewhat predicted by family environment (EF as an outcome), partially explain family environment’s association with children’s SRL and academic achievement (EF as a mediator) and support future SRL and academic achievement (EF as a predictor). Together, these findings highlight EF’s importance in relation to developmental outcomes, and point to ways of cultivating early learning.
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Grozdanovic, Shana. "Theory of mind (beyond false-belief) and executive functioning in children with high-functioning autism /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16883.pdf.
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Moore, Jessica. "Childhood aggression and executive functioning : variations across boys and girls". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58879.
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Childhood aggression has long been a significant concern for researchers, practitioners and policy makers alike, due to its ominous connection to psychological maladjustment in both its perpetrators and victims. As modern theories of the origins of aggression shift to incorporate the role of neuropsychological risk factors, increasing empirical attention has been paid to executive functioning and its link to childhood aggression. Recent developmental research has documented links between executive functioning deficits and physical aggression, but the role of executive functioning in physical aggression’s more cognitively complex counterpart, relational aggression, is less established and may differ across boys and girls. The current study attempted to replicate and extend recent findings regarding sex differences in the associations between executive functioning and physical versus relational aggression in preschool-aged children, as well as examine differences in parent and teacher ratings of executive functioning and aggression. The results of a standard multiple regression indicated several key and significant findings. Replicating previous findings, boys were found to be more physically aggressive than girls, but there were no sex differences in levels of relational aggression. Also consistent with previous research, children who were high in physically aggressive behaviors were found to display elevated deficits in executive functioning according to both teachers and parents, especially “hot” EFs - inhibition, shifting and emotional control. In terms of relational aggression, parent ratings of poor emotional control predicted relational aggression in both boys and girls. Teacher ratings indicated marginal sex differences. Specifically, for girls, deficits in inhibition and shifting and working memory were associated with higher ratings of relational aggression, but for boys, poor inhibition predicted higher relational aggression. The results of the current study lend some support for a sex-specific model of EF and aggression.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Patry, 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.
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Miller, Julie M. J. "Relationship of human figure drawing with executive functioning and achievement /". Online version of thesis, 2007. http://hdl.handle.net/1850/5404.
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Brett, Matthew Colin John. "The structure of executive functioning and its relation to intelligence". Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409597.
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Vadnais, Sarah A. "Executive Functioning as a Predictor of College Student Writing Ability". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1639.
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Researchers have found executive functioning (EF) to be important for reading and math performance but have paid less attention to their role in writing. Van Dijk and Kintsch (1983) identified three levels of writing: microstructure, macrostructure, and superstructure. The existing work on EF and writing has several limitations: researchers have primarily focused on microstructural writing in children, studied a limited range of EF, not included measures of self-reported EF to compare to laboratory-/lab-based-based measures of EF and not examined the differential contributions of multiple EF to the different levels of writing. Hence, the purpose of this study was to better understand the differential involvement of various laboratory and self-reported EF across various levels of micro- and macrostructural writing measures in emerging adult writing. Results indicated that inhibition was a significant predictor of microstructural writing, such that working carefully increases the accuracy of spelling and mechanics skills. Working memory was related to microstructural grammar and mechanics sentence formulation, potentially through processing the sentences, mentally manipulating the sentence structure, and recording the response while maintaining the sentence information in mind. Verbal fluency was related to microstructural spelling and grammar and mechanics accuracy, as well as macrostructural essay organization, possibly through the ability to efficiently retrieve knowledge critical to perform these tasks. The main analyses did not yield significant results for macrostructural theme development, likely due to methodological issues, but an exploratory analysis demonstrated that organization and problem solving skills predicted theme development, potentially through the ability to think critically about, and organize, the arguments made. Finally, lab-based EF measures were better predictors of the writing measures than the self-reported EF measure, suggesting that these two methods captured different aspects of EF, and that the lab-based predictors were more appropriate to use with lab-based outcome variables, likely due to their narrower and less environmentally-influenced constructs. The results of this study help inform the factors that contribute to writing skills, and this knowledge can be used to improve the detection of writing difficulties and to target writing interventions.
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CHAPMAN, LEAH A. "The Effect of Seizures on Working Memory and Executive Functioning". University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212503986.
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Dickson, Kelsey S. "THE ROLE OF EXECUTIVE FUNCTIONING IN ADOLESCENT RUMINATION AND DEPRESSION". Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1436223205.
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Kelly, Nichole. "ASSOCIATIONS BETWEEN BINGE EATING AND EXECUTIVE FUNCTIONING AMONG YOUNG WOMEN". VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2734.
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Binge eating is a pervasive disordered eating behavior associated with numerous psychological and physical comorbidities. Preliminary research indicates that emotion regulation difficulties, behavioral impulsivity, and executive dysfunction may contribute to the onset and/or maintenance of these behaviors. However, few studies have utilized neuropsychological measures to examine this link, and the assessment of behavioral and cognitive emotion regulation strategies are limited in scope. The purpose of the current study was to gain a deeper understanding of the emotional, behavioral and cognitive processes associated with binge eating behavior. Greater clarity regarding how these factors relate to binge eating is critical to the development of effective treatment and prevention efforts. To address these aims, the current study examined the executive functioning, depression, behavioral impulsivity, distress tolerance, and emotion regulation strategies of 50 women engaging in weekly binge eating in the absence of compensatory behaviors; their outcomes were compared to 66 women with no history of binge eating. Hierarchical regression analyses revealed that groups did not significantly differ in executive functioning after controlling for depression, state anxiety, body mass, psychopharmaceutical use, and general intelligence; nonetheless, correlation analyses suggest that, among the binge eating group, individuals endorsing more frequent binge eating might have greater difficulties thinking flexibly or shifting attention. Secondary analyses indicated that individuals who binge eat are more depressed, are more likely to engage in impulsive behavior (but only when distressed), have more difficulties tolerating distress, are more likely to engage in rumination, self-blame, and catastrophizing, and less likely to focus on the positive. Although the current study is unable to determine whether these cognitive, emotional, and behavioral factors precede or follow binge eating episodes, outcomes have clinical implications. Specifically, programs focused on the prevention and treatment of binge eating should help individuals learn to better identify and tolerate difficult affective states and to utilize more adaptive means of coping. Outcomes also provide important directions for future research, including longitudinal designs to better understand the temporal associations of the current study’s variables, as well as suggestions to broaden and standardize neuropsychological assessment and scoring procedures to facilitate comparisons across studies.
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LaVigne, Timothy. "The Influence Of Television Pacing On Attention And Executive Functioning". ScholarWorks @ UVM, 2018. http://scholarworks.uvm.edu/graddis/790.
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Television shows, especially cartoons, are one of the most common types of media in children’s lives. Although there is a well-established connection between television exposure and difficulties with attention, it is unclear if all types of television are equally impactful. Given the amount of time children are exposed to television, there is a need to better understand which components of shows may or may not impact one’s attentional and executive functioning abilities. One such factor is the pace of the content. The current study expands on this limited area of the literature by utilizing a 9-minute 30-second long cartoon video, which has been edited at both a fast and slow pace, to examine the influence of pace on measures of attention and executive functioning (the Stop Signal Task and the Attentional Network Test) in both Typically Developing children (N = 24) and children with Attention-Deficit/Hyperactivity Disorder (ADHD; N = 17). Two (group; children with ADHD vs. Typically Developing children) x two (pace; fast vs. slow) ANCOVAs were conducted separately with each outcome measure as the dependent variable, group (ADHD and Typically Developing) and pace (fast and slow) as the independent variables, and IQ and Internalizing Problems as covariates. Findings suggested that although the majority of results were non-significant, effect sizes for group and pace (and associated covariates) varied across outcome measures. The Alerting and Executive Control ANT Networks also had non-significant but small effect sizes for the group by pace interactions. Planned comparisons of estimated marginal means revealed a non-significant and small effect of pace for children with ADHD, but no effect for Typically Developing children, for both interactions. Implications for those who work with and care for children are reviewed, and study limitations and future research directions are discussed.
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Chaytor, Naomi S. "Improving the ecologicical [i.e. ecological] validity of executive functioning assessment". Online access for everyone, 2004. http://www.dissertations.wsu.edu/Dissertations/Summer2004/n%5Fchaytor%5F070604.pdf.
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Degl'Innocenti, Alessio Andrea. "Source memory and executive functioning in normal aging and depression". Göteborg : Vavastadens Bokbinderi AB, 1998. http://catalog.hathitrust.org/api/volumes/oclc/44092461.html.
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Fitton, Lucy. "Childhood trauma and executive functioning in violent and criminal samples". Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:3f9903b3-df44-4023-9ad2-65b6c0898c65.
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Violent and criminal behaviours have significant economic and psychological costs to society that contribute to substantial pain and suffering. It is important to understand the processes involved in such behaviours in order to implement preventative strategies and interventions. The first paper is a meta-analytic review exploring the association between childhood trauma and violent outcomes in prospective studies. A systematic search yielded 18 eligible papers, all of which defined childhood trauma in terms of child maltreatment and witnessing domestic violence. Overall, childhood trauma was found to increase the risk of violent outcomes with a random-effects odds ratio of 1.8 (95% CI 1.4-2.4) and substantial heterogeneity (I2 = 92%). It is concluded that childhood trauma is associated with violent outcomes, and the clinical and forensic implications are discussed together with recommendations for future research. The second paper presents a quantitative study investigating aspects of executive functioning in older probationers. Executive dysfunction is considered to have a role in offending behaviour but to date no studies have specifically examined the executive functioning of older probationers. Thirty-two males aged fifty years and over were recruited and completed the Verbal Fluency and Stroop tests to assess mental flexibility and response inhibition. They also completed measures of mental health, substance use and cognitive impairment. In comparison to normative data older probationers did not present with deficits in executive functioning although they did display high rates of mental health and substance use difficulties. These preliminary findings can be used to guide future research with older probationers. The study strengths and limitations, service implications, and suggestions for future research are discussed.
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Miller, Julie Johnson. "Assessing Executive Functioning in Young Children with Autism Spectrum Disorder". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5380.
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This study examined the inconsistency within research surrounding the relationship between executive functioning skills and autism symptomology in those being assessed for autism in early childhood (e.g., 34 to 60 months of age). Inconsistencies in current research connecting autism symptomology and executive dysfunction affect the best practice of practitioners that assess for disabilities. This study aimed to identify correlations between autism symptomology and executive functioning skills and whether combining autism symptomology and executive functioning skills assessments provide a more reliable classification as autism or non-autism. The framework foundation drew upon research that determined connections between those suffering from traumatic brain injury to the frontal lobe and those with autism. Autism and executive functioning testing outcomes (N = 42) were provided by an early childhood assessment center and entered in to multiple linear and logistic regression models. The results of the multiple linear regression indicated that there is a significant relationship between executive function skills and autism symptoms, and the results of the multiple logistic regression showed that together executive functioning skills and autism symptomology are strong predictors of classification. There is a positive social impact in the results of this study as it provides further knowledge of the best practice for practitioners who assess for disabilities due to the established connections between executive function deficits and autism in early childhood and determined some predictors when assessing for autism. The results may affect how autism and recommendations are identified in early childhood.
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Dawson, Erica Lind. "Impulsivity and Social Functioning in Healthy Young Adults". University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1217511984.
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Brieant, Alexis E. "Growth Trajectories of Neurocognitive Self-Regulation and Adolescent Adjustment". Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/82232.
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Adolescence is a period of social, physical, and neurobiological transitions that may leave individuals more vulnerable to the development of adjustment problems such as internalizing and externalizing symptomatology. Extant research demonstrates how self-regulation can predict adjustment outcomes in adolescence; however, it has yet to be examined how longitudinal growth in self-regulation may predict individual differences in symptomatology. That is, adolescents who develop self-regulatory capacities such as executive functioning (EF; including shifting, working memory, and inhibitory control) more slowly than their peers may be at increased risk for maladjustment. Data were collected from 167 adolescents and their primary caregiver over approximately three years. At each time point, adolescents completed three behavioral tasks that capture the underlying dimensions of EF, and both adolescents and their primary caregiver completed measures of adolescent symptomatology. Parallel process growth curve modeling was used to test the associations between initial levels and trajectories of both EF and adjustment. Results did not reveal any significant associations between initial levels of EF and adjustment or between growth in EF and growth in adjustment. Furthermore, there were no differential associations between the different EF dimensions. However, post-hoc analyses revealed that longitudinal increases in growth of EF predicted lower externalizing (but not internalizing) symptomatology at Time 3 (controlling for Time 1). Findings suggest that those with more rapid EF development may be better able to regulate behavioral and affective states and thus be less likely to develop externalizing symptoms, and that both early levels and growth in EF may be important predictors of adolescent outcomes.Master of Science
Adolescence is a period of social, physical, and neurobiological transitions that may leave individuals more vulnerable to the development of symptoms such as anxiety, depression, aggression, and delinquency. Self-regulation affects these outcomes in adolescence; however, individuals demonstrate growth in self-regulation abilities at different rates. Thus, the current study sought to examine how differences in self-regulation (specifically, executive functioning (EF)) development over time may contribute to different behavioral and emotional symptoms in adolescence. Data were collected from 167 adolescents and their primary caregiver over approximately three years. At each time point, adolescents completed three behavioral tasks that capture EF, and both adolescents and their primary caregiver completed measures of adolescent symptoms. Results showed that there were no significant associations between initial levels of EF and symptoms, or between growth in EF and growth in symptoms. Furthermore, different aspects of EF (such as memory, attention, and inhibitory control) did not differentially predict symptomatology. However, additional analyses revealed that increases in growth of EF over time predicted lower symptoms of aggression and delinquency at Time 3. Findings suggest that those with more rapid EF development may be better able to regulate behavioral and emotional states and thus be less likely to develop these types of symptoms, and that both early levels and growth in EF may be important predictors of adolescent outcomes.
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Molnar, Andrew Elmer. "Relations Between Factors of Intelligence and Multiple Components of Executive Functioning in an Undergraduate Sample". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/554.
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Intelligence and executive functioning are multidimensional, related constructs (Decker, Dean, & Hill, 2007; Miyake, Friedman, Emerson, Witzki, & Howerter, 2000). Research suggests that fluid intelligence and certain components of executive functioning are related, with an emphasis in the literature placed on the relations between fluid intelligence and working memory (Salthouse, 2005; Salthouse & Davis, 2006). However, limited published research exists about the relations between fluid intelligence and other components of executive functioning. There also is debate in the literature about the relations between crystallized intelligence and executive functioning (Friedman et al., 2006). Some researchers suggest that the two are not related (Pennington, 1994), whereas others propose that there are relations between the constructs (Cowan, 1995). However, beyond working memory, limited information exists about the relations between crystallized intelligence and other executive functioning components. Denckla (1996) proposed that the relations between fluid intelligence and components of executive functioning are gradated; however, this area of research is limited. Furthermore, no study was found that reported gradated relations between multiple components of executive functioning and crystallized intelligence. Therefore, the primary purpose of this study was to examine the potentially gradated relations between fluid and crystallized intelligence with multiple components of executive functioning with the same sample. Findings from my study indicated that the relations between fluid and crystallized intelligence and components of executive functioning are gradated. Some executive skills shared similar relations with the intelligence constructs, whereas other relations were unique. It was found that Working Memory/Shifting shared similar relations with fluid and crystallized intelligence constructs. In addition, unique relations also were found between Problem Solving/Planning and fluid intelligence and between Nonverbal Fluency/Inhibition and crystallized intelligence constructs. This indicates that there are common and unique neurocognitive relations between aspects of executive skills and intelligence. Furthermore, the relations between fluid and crystallized intelligence and components of Baddeley's working memory model also were tested. Relations were found between visuospatial working memory and fluid intelligence; however, no other relations were found. To provide some clinical insight, the relations between multiple executive skills and a standardized academic achievement measure (ACT) also were examined while controlling for fluid and crystallized aspects of intelligence. It was found that controlling for crystallized intelligence yielded better understanding about the relations between executive functioning and academic achievement. Overall, across the analyses conducted within this study some findings replicated existing information in the literature and new findings were found that contribute to the literature. The benefits, clinical implications, and limitations of this study are discussed. Suggestions for future research also are provided.
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Moeller, Juliana Lynne. "Evaluation of a Small Group Executive Functioning Intervention with Fourth Grade Students". University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1548256183261965.
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Berlin, Lisa. "The Role of Inhibitory Control and Executive Functioning in Hyperactivity/ADHD". Doctoral thesis, Uppsala University, Department of Psychology, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3292.
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This thesis examined inhibition, executive functioning and their possible relation to childhood problems of hyperactivity and inattention, in its clinical form referred to as Attention Deficit Hyper-activity Disorder (ADHD). Concurrent as well as longitudinal relations were of interest, and both clinical and non-clinical samples were studied.
Study I demonstrated concurrent relations between executive inhibition and both hyperactivity and conduct problems in preschool. However, the relation between inhibition and conduct problems could be attributed to the large overlap between hyperactivity and conduct problems.
In Study II, linear relations were found between executive inhibition and hyperactivity, whereas inhibition to the unfamiliar was related to hyperactivity, social initiative, as well as social anxiety. Non-linear analyses showed that children with high levels of both types of inhibition were at risk for developing low social initiative and social anxiety, whereas children with low levels of inhibition were at risk for developing hyperactivity, but at the same time protected from social anxiety.
In Study III, executive inhibition was longitudinally related to ADHD symptoms in both school and at home for boys, but only in the school context for girls. Executive inhibition was also related to more general executive functioning deficits, and concurrent relations were found between executive functioning and ADHD symptoms, although in both cases only for boys. Inhibition and executive functioning made independent contributions to the understanding of ADHD symptoms for boys, and together explained about half the variance in inattention problems.
In Study IV, group differences were found between ADHD children and controls for both inhibition and various other executive function measures. These measures also discriminated well between groups. The best model, which included measures tapping inhibition, working memory and emotion regulation, classified 86% of the children correctly.
In summary, the results of the present thesis were mostly supportive of Barkley’s hybrid model of ADHD, although it should be noted that the question of whether inhibition should be regarded as primary to other executive functions requires further investigation.
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Wells, Eleanor. "Executive functioning and self-management in adolescents with Type 1 diabetes". Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/60982/.
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Background Deterioration in Type 1 diabetes self-management and glycaemic control has been identified during adolescence, at a time when individuals begin to adopt greater responsibility for their diabetes care. Emerging literature has started to explore the association between executive function and self-management in adolescents with Type 1 diabetes. However, this literature is limited by the variability in the age ranges investigated and an over-reliance upon parent-report measures. Aims This research study explored whether adolescent executive function and responsibility for diabetes care are associated with self-management and glycaemic control. The study also explored if executive function and responsibility for diabetes care are associated. Method A cross-sectional design was adopted. Participants were aged 11-18 years with a diagnosis of Type 1 diabetes (n = 67) and accompanying parents/caregivers (n = 41). All participants completed self-report questionnaires measuring adolescent executive function, diabetes self-management and responsibility for diabetes care. HbA1c values provided a measure of glycaemic control. Results Better adolescent executive function was associated with better diabetes selfmanagement, but not glycaemic control. Metacognitive components of executive function were identified as the strongest predictor of self-management. Adolescent responsibility for diabetes care did not predict self-management or glycaemic control. No association was found between responsibility for diabetes care and executive function. Adolescent-completed and parent-completed measures were positively associated. Adolescents reported better executive function and elevated responsibility for diabetes care than their parents/caregivers. Conclusion The results suggest that executive functioning abilities are important to consider when addressing adolescents’ diabetes self-management. Metacognitive aspects of executive function were suggested to be of greater importance for adolescents in achieving effective self-management than behavioural components. The absence of a relationship between executive functioning, responsibility for diabetes care and glycaemic control suggests that other factors may be involved in predicting this outcome. Theoretical and clinical implications of these findings are discussed.
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Yocum, Amanda A. "Employing Strategy in Measures of Executive Functioning: Young Versus Old Adults". Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1210296951.
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Thesis (M.A.)--Cleveland State University, 2008.Abstract. Title from PDF t.p. (viewed on July 7, 2008). Includes bibliographical references (p. 31-36). Available online via the OhioLINK ETD Center. Also available in print.
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Chapman, Leah A. "The effect of seizures on working memory and executive functioning performance". Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1212503986.
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Thesis (M.A.)--University of Cincinnati, 2008.Advisor: Bruce K. Schefft. Title from electronic thesis title page (viewed Sep. 8, 2008). Includes abstract. Keywords: epilepsy; PNES; working memory; executive functioning; neuropsychological tests; seizures. Includes bibliographical references.
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Tucker, Adrienne. "The effects of sleep loss on dissociated components of executive functioning". [Pullman, Wash.] : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/a_tucker_081408.pdf.
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