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Executive functions and social cognition competences are associated with many important areas of life, such as school readiness, academic success or sociability. Numerous intervention programs aiming to improve these capacities have emerged and have been shown to be effective. As inhibition in particular, is closely related with social cognition co...
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Teaching practice plays an important role in the development of self-efficacy believes in student-teachers, but there are many instances that can low self-efficacy level in student-teachers. Bandura contends, "task of creating learning environment conducive to development of cognitive competencies rests heavily on the talents and self-efficacy of t...
Citations
... More generally, researchers have explored whether training on inhibitory control tasks can improve mathematics outcomes, which can also help to understand the extent to which inhibitory control processes are context-specific. Some researchers have investigated whether training on standard inhibitory control paradigms, such as the go/no-go, stop-signal and flanker paradigms improves performance on mathematics tests (Honoré et al., 2020;Thorell et al., 2009). Transfer of these training effects would indicate that similar inhibitory control processes are applied across many domains. ...
... There has been increasing interest in the potential of inhibitory control training to support children's learning and academic achievement in mathematics and other subjects. However, most attempts to use inhibitory control training to improve academic skills have failed to show significant transfer (Honoré et al., 2020;Thorell et al., 2009). These studies used standalone practice with inhibitory tasks as the training mechanism. ...
... Interventions adopting this approach were characterised by their explicit approach to teaching social-emotional skills (two used the CASEL framework; Kats Gold et al., 2020;Wu et al., 2020) and their application in the classroom on an ongoing basis. To implement this, studies were teacher led, with one exception (Honoré et al., 2020) was led by an external facilitator in the presence of the class teacher, who was expected to embed new knowledge and skills into the daily practice between sessions. All interventions emphasised the importance of inhibitory control to manage emotions. ...
This systematic literature review sought to reconcile the evidence of efficacy for interventions and approaches to enhancing self-regulation and/or executive function in preschool settings. Following PRISMA methodology, a comprehensive search of 20 years of intervention research identified 85 studies that met inclusion criteria. Interventions were categorised by intervention approach and coded for their characteristics (e.g. sample size, dose, duration, interventionist, intervention activities), outcomes (e.g. significance, size of effects) and study quality (i.e. risk of bias). Reconciliation of intervention results indicated (1) within intervention approaches, some approaches had more consistent and robust evidence of efficacy (e.g. mindfulness, mediated play, physical activity) and (2) across intervention approaches, characteristics that had greater (or exclusive) presence amongst the higher efficacy interventions (e.g. cognitive challenge, movement, as well as interventionist, fidelity and dose considerations). Implications for future intervention (re)design, and for theorising about mechanisms of self-regulation and executive function change, are discussed.
... It is discussed in the literature that the ability to understand emotions can be effective in academic development. 15,16 Research shows that learning may be about understanding the other person's feelings and thoughts. 15,16 Our second hypothesis is that for individuals who have difficulty recognizing facial emotions, the time to learn to read and write will be slower. ...
... 15,16 Research shows that learning may be about understanding the other person's feelings and thoughts. 15,16 Our second hypothesis is that for individuals who have difficulty recognizing facial emotions, the time to learn to read and write will be slower. ...
... Considering that learning processes are based on social interaction, the individual's difficulty in understanding emotions may affect learning and school success in various areas. 15,16 Some studies showed emotion recognition and academic achievement through executive functions. 15 Late literacy learning is very common in children with SLD. 29 In order to enhance the clarity of the results, we evaluated all 3 groups separately. ...
Objective:
Social difficulties can affect both academic and relational-social functioning in common neurodevelopmental disorders such as attention-deficit hyperactivity disorder and specific learning disorder. It is known that social cognitive skills directly affect social functioning. The aim in this study is to examine the social cognitive skill of facial emotion recognition in children with attention-deficit hyperactivity disorder and specific learning disorder and to investigate whether literacy learning is related to emotion recognition.
Methods:
In the study, we compared the emotion recognition skill of 41 children with attention-deficit hyperactivity disorder, 50 with specific learning disorder, and 43 typically developed children using the Reading Mind in the Eyes Test. In addition, we evaluated the relationship between children's emotion recognition ability and literacy learning time.
Results:
Attention-deficit hyperactivity disorder and specific learning disorder groups did not show a statistically significant difference in terms of Reading Mind in the Eyes Test scores, but both groups had lower scores than their typically eveloped peers (P < .001). In addition, we found that low Reading Mind in the Eyes Test scores were associated with late learning in reading and writing (P < .001, r = -.033).
Conclusion:
This study found that the specific learning disorder and attention-deficit hyperactivity disorder groups showed similar but poorer impact recognition skills than their typically developed peers. In addition, we showed that literacy learning speed is related to emotion recognition.
... Os delineamentos adotados nos estudos foram os seguintes: 100% dos estudos foram quantitativos (Camerota et al., 2019;Fenesy & Lee, 2018;Grineski et al., 2018;Herbers et al., 2014;Honoré et al., 2020;Hughes & Ensor, 2011;Lafavor et al., 2020;Lafavor, 2018;Mata et al., 2017;Monette et al., 2011;Perry, Braren et al., 2018;Perry, Dollar et al., 2018;Rhoades et al., 2011;Sabol & Pianta, 2012;Sasser et al., 2015;Zorza et al., 2016). 62% foram estudos longitudinais (Camerota et al., 2019;Fenesy & Lee, 2018;Honoré et al., 2020;Hughes & Ensor, 2011;Monette et al., 2011;Perry, Braren et al., 2018;Perry, Dollar et al., 2018;Rhoades et al., 2011;Sabol & Pianta, 2012;Sasser et al., 2015). ...
... Os delineamentos adotados nos estudos foram os seguintes: 100% dos estudos foram quantitativos (Camerota et al., 2019;Fenesy & Lee, 2018;Grineski et al., 2018;Herbers et al., 2014;Honoré et al., 2020;Hughes & Ensor, 2011;Lafavor et al., 2020;Lafavor, 2018;Mata et al., 2017;Monette et al., 2011;Perry, Braren et al., 2018;Perry, Dollar et al., 2018;Rhoades et al., 2011;Sabol & Pianta, 2012;Sasser et al., 2015;Zorza et al., 2016). 62% foram estudos longitudinais (Camerota et al., 2019;Fenesy & Lee, 2018;Honoré et al., 2020;Hughes & Ensor, 2011;Monette et al., 2011;Perry, Braren et al., 2018;Perry, Dollar et al., 2018;Rhoades et al., 2011;Sabol & Pianta, 2012;Sasser et al., 2015). Os demais estudos (37%) foram estudos transversais (Grineski et al., 2018;Herbers et al., 2014;Lafavor et al., 2020;Lafavor, 2018;Mata et al., 2017;Zorza et al., 2016). ...
... Quanto à amostra estudada, de forma geral, observou-se que quatro estudos mediram a predição das habilidades em crianças do jardim de infância/ pré-escolar em relação à primeira série, segunda série, terceira série e quinto ano (Grineski et al., 2018;Perry, Braren et al., 2018;Sabol & Pianta, 2012;Sasser et al., 2015) e nos demais estudos notou-se prevalência de estudos de crianças em idade entre 4 até 13 anos (Camerota et al., 2019;Fenesy & Lee, 2018;Herbers et al., 2014;Honoré et al., 2020;Hughes & Ensor, 2011;Lafavor et al., 2020;Lafavor, 2018;Mata et al., 2017;Monette et al., 2011;Perry, Dollar et al., 2018;Rhoades et al., 2011;Zorza et al., 2016). ...
The present study refers to a systematic review of the literature that aimed to analyze the scientific production on the characterization and associations of executive functions, academic performance and social skills of schoolchildren aged 6 to 11 years. By consulting the search indexes in the electronic databases PubMed, PsycINFO, BVS and Web of Science, a bibliographic survey was carried out in the period between 2011 and 2021, using the descriptors academic achievement, educational achievement, student achievement, academic success, school performance, academic test performance, executive function, executive functioning, social skill, interpersonal competence, social competence, child, childs, students and student. Sixteen articles were selected, which constituted the corpus of the review. The articles were organized into five categories, namely: a) impact of parental behavior on children's executive functions, academic performance and social skills; b) students in vulnerability and associations with executive functions, academic performance and social skills; c) prediction studies on executive functions, academic performance and social skills; d) instruments to assess executive functions, academic performance and social skills and; e) associations between executive functions, academic performance and social skills. In conclusion, the literature highlights the importance of parental behaviors, context vulnerability and experiences in school assessments as impact variables on the development of executive functions, academic performance and social skills of schoolchildren, as well as the gap in studies on this topic in the Brazilian context.
... Given that the prefrontal cortex also mediates social behavior (58), interventions that improve executive functions could, in theory, also indirectly support improved quality of life via improved social behavior, which may reciprocally enhance executive function. Support for this theory has been demonstrated through a 6-month executive function and social information intervention administered in the classroom (e.g., preschoolers without SCD) that showed improved inhibition, visual attention, and flexibility along with improved social processing skills (59). ...
Pediatric patients with sickle cell disease (SCD) experience a range of medical complications that result in significant morbidity and mortality. Recent advances in prophylactic and curative treatment approaches have highlighted the need for sensitive and clinically-meaningful trial endpoints. The detrimental effects of cognitive and psychological difficulties on social and economic mobility are well described. Although numerous reviews have assessed cognitive outcomes in other rare genetic disorders, SCD has not received the same focus. This review describes the cognitive (i.e., executive function and processing speed) and psychological domains (i.e., depression and anxiety) that are consistently associated with SCD pathology and, therefore, may be of particular interest as clinical trial endpoints. We then discuss corresponding well-validated and reliable cognitive tests and patient-reported outcomes (PROs) that may be appropriate for clinical trials given their robust psychometric properties, ease of administration, and previous use in the SCD population. Further, we provide a discussion of potential pitfalls and considerations to guide endpoint selection. In line with the move toward patient-centered medicine, we identify specific tests (e.g., NIH Toolbox Cognition Module, Wechsler Cancellation Test) and psychological PROs (e.g., PROMIS depression and anxiety scales) that are sensitive to SCD morbidity and have the potential to capture changes that are clinically meaningful in the context of patients' day to day lives. In particularly vulnerable cognitive domains, such as executive function, we highlight the advantages of composite over single-test scores within the context of trials. We also identify general (i.e., practice effects, disease heterogeneity) and SCD-specific considerations (i.e., genotype, treatment course, and disease course, including degree of neurologic, pain, and sleep morbidity) for trial measures. Executive function composites hold particular promise as trial endpoints that are clinically meaningful, amenable to change, relatively easy to collect, and can be incorporated into the routine care of patients with SCD in various settings and countries.
... For research and prevention purposes, multi-informant assessment may help to detect strengths or weaknesses in empathy profiles and social adjustment in children. Future research could test whether specific prevention or interventions in classroom targeting SIP or theory of mind and adapted to preschool age (e.g., such as ToM and SIP program conceived by Honoré et al., 2020) improve empathy profiles beyond social adjustment. ...
Preschoolers face new challenges in their social life: the development of social and emotional abilities in order to have positive relationships with peers and adults. Empathy, the ability to share and understand the emotions of others, contributes to this socio-emotional adjustment. This exploratory study examines mothers and fathers' perceptions of their child's empathy and individual factors, such as age, gender, and personality, which are related to cognitive and affective empathy in 63 typically developing preschoolers. Links between children's individual characteristics (empathy and personality) and their social adjustment on the one hand and risk of developing internalized vs. externalized behaviors on the other were also investigated. Parents completed four questionnaires about their child's empathy, personality, and social (mal)adjustment. The results showed that mothers and fathers perceived their children's cognitive and affective empathy, attention to others' feelings, and social actions (such as helping), in the same way, except for emotion contagion. Gender differences appeared specifically for some components of empathy: girls were said to pay more attention to others' emotions while boys had better cognitive empathy. Moreover, children's empathy as perceived by mothers or fathers was positively linked with their age, and with personality factors (extraversion, emotional stability, agreeableness, and openness to experience). Cognitive empathy and personality were found to be partly related to higher social skills and lower externalized and internalized behaviors. The results nuanced specific links between cognitive and affective empathy and social adjustment as well as behavior problems at preschool age. These results may have some implications for future research and prevention in childhood.
Introduction. Inhibitory control is one of the components of executive functions in children. Through the ability of inhibition, a child can control attention and stop his or her automatic reactions. The results of numerous studies demonstrate the relationship between inhibition and music lessons. However, the role of inhibition in the development of musical ability in children taking music lessons remains incompletely understood. Therefore, the purpose of this study was to identify the relationship between inhibitory control and musical ability and the role of inhibition in teachers' assessment of musical ability in children taking music classes. Methods. The study involved 198 children aged from 64 to 108 months (M=79.28; SD=6.46), studying music in children's music and art schools in Moscow and Krasnodar. To test the level of development of cognitive inhibitory control we used the "Inhibition" subtest of the NEPSY-II complex. To test the level of physical inhibitory control, the "Statue" subtest of the same diagnostic complex was used. To assess children's musical abilities, teachers completed the questionnaire "Assessment of Children's Musical Abilities". Correlation analysis and linear regression were applied to process the obtained data. Results. The Spearman's correlation analysis revealed significant interrelations between inhibition and teachers' estimates of children's musical abilities such as sense of rhythm (r=0,200, p<0,01), pitch hearing (r=0,394; p<0,01), harmony sense (r=0,167; p<0,05) and emotional sensitivity (r=0,282; p<0,01). In addition, the results of regression analysis demonstrate a significant effect of the ability to inhibit spontaneous intentions and follow instructions on the assessments of musical ability. Conclusion. The conducted study confirmed that the children have better skills of response to meaningful tasks and rejection of insignificant ones, the higher teachers evaluate in such children the ability to identify melody's intonational and rhythmic characteristics, as well as the sensitivity to changes in its mood.
This study examines the effectiveness of a program based on mental imagery on improvement working memory in children with Autism spectrum disorder (ASD) in inclusion classroom. 30 children (both sexes; 20 boys and 10 girls) with ASD aged 7-8 years old in primary one from school for inclusion were recruited. T-tests analyses were performed to determine whether there were differences between pretest and posttest measures for both the intervention and control groups. Quantitative data obtained at the beginning and end of the experimental process were analyzed in the SPSS 23.00 package program. Then, the necessary tests were conducted to determine the difference in the working memory performance level children in the experimental and control groups. T-test analysis for the differences in post- test mean scores between control and treatment groups in working memory(WM) shows that the intervention group outperformed the control group in numerical, verbal, and visual memory.
There is ongoing debate on the relationship between intra-individual variability (IIV) of cognitive processes and task performance. While psychological research has traditionally assumed that lower intra-individual variability (IIV) aids consistent task performance, some studies suggest that greater IIV can also be adaptive, especially when flexible responding is required. Here we selectively manipulate inhibitory control (Stopping) and response speed (Going) by means of a training paradigm to 1) assess how this manipulation impacts Stopping IIV and its relationship to task performance, and 2) replicate previous findings showing that reductions in Going IIV are adaptive. A group of 208 6-13-year-old children were randomly allocated to an 8-week training targeting Stopping (experimental group) or Going (control group). The stop signal task was administered before and after training. Training Stopping led to adaptive increases in Stopping IIV, where greater flexibility in cognitive processing may be required to meet higher task demands. In line with previous studies, training Going led to adaptive reductions in Going IIV, which allows more consistent and efficient Going performance. These findings provide systematic and causal evidence of the process-dependent relationship of IIV and task performance in the context of Stopping and Going, suggesting a more nuanced perspective on IIV with implications for developmental, ageing and intervention studies.