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Dogs in Schools: Can Spending Time with Dogs Improve Executive Functioning in a Naturalistic Sample of Young Children?
Abstract
Recently, studies have begun to examine the educational and cognitive benefits of interacting with animals, specifically dogs. This study contributes to this research, with a focus on executive functioning abilities in six- to eight-year-old children. A naturalistic sample of 63 participants were allocated to one of three conditions, with varying levels of human–dog interactions, and participated in a four-week program hosted by a participating primary school. Participants completed the Opposite World test, a measure of inhibition and cognitive switching, and the Digit Span test, a measure of working memory, before and after the intervention. While there were no significant differences across condition, the analyses found that all participants improved in inhibition from baseline, with large effect sizes. It was also found that rates of improvement were greatest for participants with a lower starting ability, across inhibition, cognitive switching and working memory performance. This pattern was found in all three groups but was particularly marked for individuals who engaged in dog-intensive intervention conditions. This is an intriguing trend, as educational interventions often fail to target the individuals who need them the most. While limited by the lack of a true no-dog condition, our preliminary results can potentially inform future interventions targeting development of executive functions in children.
... In this category, we included studies with control conditions where subjects had contact with a live animal but where the degree of contact and interaction varied. For example, in one study, the animal in the control condition was only present (compared to training with the animal in the experimental condition) (Tepper et al., 2021), or some studies compared control conditions in which subjects interacted with an animal, such as by walking with a dog, to working with an animal in the experimental condition (Seivert, 2014). We found that 15 studies controlled for the presence, contact, or interaction with the animal as a non-specific factor. ...
... Some of the studies also controlled for specific elements of the interaction with the animal or the animal itself, for example, by defining the presence of an animal (Tepper et al., 2021) or simply walking with a dog (Syzmanski et al., 2018) as non-specific factors. One such study had a control group with an animal present during classroom activities and an experimental group where participants interacted with an animal to complete different tasks (Tepper et al., 2021). ...
... Some of the studies also controlled for specific elements of the interaction with the animal or the animal itself, for example, by defining the presence of an animal (Tepper et al., 2021) or simply walking with a dog (Syzmanski et al., 2018) as non-specific factors. One such study had a control group with an animal present during classroom activities and an experimental group where participants interacted with an animal to complete different tasks (Tepper et al., 2021). Another study defined walking with a dog as the control intervention, while the experimental intervention had participants train dogs to be more suitable for adoption (Syzmanski et al., 2018). ...
Research on animal-assisted interventions (AAIs) has increased massively in the last few years. But it is still not clear how AAIs work and how important the animal is in such interventions. The aim of this systematic review was to compile the existing state of knowledge about the working mechanisms of AAIs. We searched 12 major electronic databases for previous AAI studies with active control groups. Of 2001 records identified, we included 172 studies in the systematic review. We extracted previously published hypotheses about working mechanisms and factors that have been implicitly considered specific or non-specific in AAI research by categorizing control conditions using content analysis. We analyzed the categories using descriptive statistics. We found that 84% of the included studies mentioned a hypothesis of working mechanisms, but 16% did not define specific hypotheses. By analyzing their control conditions, we found that in most controlled studies, the animal or the interaction with the animal was implicitly considered as a specific factor for the effects of the AAI. Non-specific factors such as therapeutic aspects, social interactions, or novelty have also been controlled for. We conclude that AAI research still cannot answer the question of how and why AAIs work. To address this important research gap, we suggest using component studies with innovative control conditions and results from placebo research to address both the specific and non-specific, contextual factors of AAIs to disentangle its mechanisms.
Systematic Review Registration
https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=158103 , identifier: CRD42020158103.
... This supports previous research that found that horse-back riding and equine-assisted therapy can improve self-regulatory behaviours, with a previous review suggesting improvements in hyperactivity, irritability, and task engagement in autistic children and adolescents [82]. The research on therapeutic programs incorporating a dog was less consistent; in one study, participants with a poorer baseline demonstrated significant improvements in EFs [79], while two studies found no significant differences [71,76]. Interestingly, most of the studies that reported improvements in EFs were longer-term programs, taking place over more than seven weeks [70,[73][74][75]77,78], while a six-week program [72] and a four-week program [76] reported mixed and no significant findings, respectively. ...
There has been growing interest in the potential benefits of using human–animal interactions to improve executive functions: cognitive processes that allow individuals to plan, solve problems, and self-regulate behaviour. To date, no comprehensive review has been conducted. The purpose of this study was to evaluate existing literature, adopting broad inclusion criteria. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 16 papers were identified from peer-reviewed literature. Additional papers were identified from grey literature, including 6 dissertations and 1 thesis. A review of these 23 studies found that human–animal interactions and executive functions are investigated in three main ways: (1) exploring the potential benefits of the human–pet relationship, (2) exploring the impact of an animal’s presence during administration of executive function tests, and (3) evaluating the efficacy of animal-assisted services (e.g., animal-assisted therapy) on executive functions. Five of the included studies reported a significant improvement across all measured domains of executive functions, but effect sizes were underreported. Comparatively, 9 studies reported mixed findings, d = 0.32–0.55, while 8 studies reported no significant results. The overall rigour of the research was limited, with great heterogeneity between the study methodologies and outcome measures used. It is recommended that future studies utilise high-quality research methodologies through the use of randomisation, pre- and postmeasures, and appropriate control conditions, where possible.
... In this study, children diagnosed with neurodevelopmental disorders (N = 38; 7-15 years), including autism, performed significantly better on shifting, inhibition, and attention tasks when in the presence of the real dog. Research has also explored the use of a short-term program in improving executive functions, with a study by Tepper et al. (2021) suggesting that children with poorer executive functions benefitted the most from a four-week dog-training and reading-to-dog program (N = 63; 6-8 years), however this study did not target children with ASD. This remains a developing area of research, and it would be beneficial not only to explore executive functions using neuropsychological assessments, as done in the above studies, but also to explore the use of everyday executive function skills in the classroom. ...
The use of animal-assisted interventions as a method of improving symptoms of autism spectrum disorder (ASD) is becoming increasingly common, with a significant proportion of available literature suggesting improvements in social communication and interaction. Less is known about potential impacts on restricted and repetitive behaviors, motor skills, or executive functions. Furthermore, it is unknown what level of interaction with an animal, if any, is needed to produce improvements. In the current study, the behavior and skills of 16 children diagnosed with ASD, aged 2 to 4 years, were observed when a therapy dog, Muffin, was actively interacting with them, passively present in a classroom, or absent from the classroom. Contrary to expectations, the children actively interacted with the dog only infrequently, and there were no differences across conditions on numerous variables. Muffin’s presence and activity level was only associated with motor skills in the children, with results indicating that the participants were more likely to remain stationary than engage in physical activity when the therapy dog was present, perhaps indicating a global calming effect. The general lack of significant differences suggests that further studies may be necessary to determine exactly which symptoms of ASD respond to animal-assisted interventions, and also to determine optimal treatment dosage and frequency. We contend that the design of animal-assisted intervention may be critical in producing previously reported benefits.
... Positive interactions between humans and canines tend to elevate positive mood and can have a calming influence when children are engaged in academic tasks Hall et al., 2016) Preschoolers' speed and accuracy in completing a motor skills task were improved when they were in the company of a dog (Gee et al., 2007) In a study of 169 K-4th grade students, children were more motivated to read aloud and improved their reading proficiency when dogs were present. Effects were especially positive for children who struggled with reading for various reasons (Kirnan et al., 2016) With a dog in the classroom, preschoolers needed fewer instructional prompts to perform a memory task (Gee et al., 2010a(Gee et al., , 2010b In a study of 6-8-year-olds performing cognitive tasks, those who spent more time with the dog had lowered inhibition and children with the lowest starting levels appeared to have benefited the most (Tepper et al., 2021) The dog can be a calming influence while children are completing difficult tasks (e.g., taking a test, doing story problems in math, reading aloud) The presence of dogs in the school is a novelty that can capture children's attention and interest A visit from the dog becomes a reward and recognition for a job well done by students The dogs can encourage children to complete tasks; for example, practicing literacy skills by writing to their facility dog or serve as a model for the children's artwork Foster more positive attitudes toward school and learning A dog's placement in the classroom exerted a positive effect on students' attitudes toward school (Anderson & Olson, 2006) The German-speaking countries allow "teachers' dogs" who are trained and retested annually. The class that had a schooldog visit each week had significantly more positive attitudes toward school and emotions related to learning than a control group (Beetz, 2013) The opportunity to read with a dog improved literacy attitudes in second-grade students (Linder et al., 2018) Children's self-reported confidence as readers increased when they practiced reading aloud with handler/dog teams (Grove et al., 2020) The facility dog can be a calming presence when children are doing something for the first time-such as separating from parents to attend kindergarten Children report that the dog accepts them unconditionally ...
A facility dog in a school is a comparatively recent category of working dog. These dogs typically are trained at the assistance, or service dog, level and are thoroughly prepared for their role. The school facility dog accompanies an owner/handler, who is a professional employee of the school, to work on a regular basis. Research on human-canine interaction indicates that positive interactions between young children and dogs can improve learners’ academic performance, their attitudes toward school, the relationships they build with others, and their emotional wellbeing. This article begins with a definition for a facility dog, describes an exemplary dog training program that prepares facility dogs for schools, and explains the interprofessional partnerships that are essential for success. Next, we review the research to provide a rationale for bringing children and dogs together in educational contexts. The remainder of the article guides educators in planning for the facility dog’s arrival and involving the facility dog in a wide range of activities that support the school’s mission and goals.
... Kotrschal and Ortbauer (2003) similarly found that the presence of a dog in the classroom promoted social cohesion and reduced aggressive behaviors among students. More recently, Tepper et al. (2021) found that interactions with dogs were beneficial for the development of children's executive functions. Teachers also perceive that HAI helps to boost the SECs of their students (Daly & Suggs, 2010;Herbert & Lynch, 2017;Rud & Beck, 2003;Uttley, 2013). ...
Interest in human–animal interaction (HAI) research is burgeoning. It is suggested that participation in universal programs that incorporate HAI can promote the social and emotional competencies (SECs) of children and youth. However, there is a dearth of empirical evidence (i.e., outcome evaluations) attesting to the effectiveness of such programs. To address this knowledge gap and consolidate findings across studies, a scoping review was conducted. The aim was to provide an overview of the research that combined HAI and the promotion of SECs. Three academic databases were searched for relevant publications published between January 1, 1990 and December 31, 2020. The reference lists of the included publications were also screened for additional relevant publications. From an initial pool of 3,618 publications, 28 unique publications were selected for inclusion in the scoping review. Most authors reported positive outcomes in their evaluations. Across publications, variability was evident in the participating animals (dogs, horses, and wild birds were most common), the designs of programs, and the settings in which programs took place. A lack of methodological rigor was also found across all evaluations reported, including inconsistencies in the reporting of demographic information regarding human and animal participants, minimal use of randomization or control groups, lack of validity and reliability evidence to support outcome measures, and minimal attention to program implementation and animal welfare. The implications for future research are discussed, including the need to conduct rigorous evaluations of programs using reliable and validated measures and to address the inconsistencies in the descriptions of programs and in the reporting of outcome evaluations.
Educational Robotics (ER) is a new learning approach that is known mainly for its effects on scientific academic subjects such as science, technology, engineering, and mathematics. Recent studies indicate that ER can also affect cognitive development by improving critical reasoning and planning skills. This study aimed to quantify the ability of ER to empower Executive Functions (EF), including the ability to control, update, and program information, in 5- and 6-year-old children attending first grade, a crucial evolutionary window for the development of such abilities. A total of 187 typically developing children were enrolled and randomly allocated into two experimental conditions: A, for immediate ER training, and B, for waitlist. ER-Laboratories (ER-Lab) for small groups were organized at schools, using a child-friendly, bee-shaped robot called Bee-Bot® (Campus Store). Activities were intensive, enjoyable, and progressively more challenging over the 20 twice-weekly sessions. Outcome measures, based on standardized tests, were used to quantify the effects of ER on EF. Compared to the control group, the ER-Lab group showed significantly better ability to actively manipulate information in short-term memory and suppress automatic responses in favor of goal-appropriate actions. This RCT study provides the first quantitative evidence of the positive effects of ER activities for improving working memory and inhibition in the early school years.
Attention Deficit/Hyperactivity Disorder (ADHD), the most ubiquitous mental health problem in children, has been associated with poor self-esteem. Psychosocial interventions have aimed to improve self-esteem among this group, with the aim of reducing the development of comorbid depression and anxiety. The present study implemented a randomized control design to examine the possibility of Animal Assisted Interventions (AAI) as a viable approach to improving self-esteem among children with ADHD. Children's self-esteem across multiple domains as measured by the Self-Perception Profile for Children was evaluated (n = 80, ages 7–9, 71% male). To test the hypothesis that AAI improves self-esteem, stratified Wilcoxon Signed-Rank Tests (SAS NPAR1WAY procedure) were used to compare pre- to post-treatment ratings. Analyses indicated that scores of children's self-perceptions in the domains of behavioral conduct, social, and scholastic competence, were significantly increased from baseline to post-treatment in the AAI group (z = 2.320, p = .021, z = 2.631, p = .008, and z = 2.541, p = .011, respectively), whereas pre-post-treatment differences in self-perceptions were not found for the children in the control group without AAI. Findings suggest that AAI is a viable strategy for improving ratings of self-perceived self-esteem in children with ADHD.
Previous studies have reported that music training not only improves children's musical skills, but also enhances their cognitive functions. However, there is a disagreement about what domain(s) might be affected. Moreover, effects of short-term (<several months) instrumental training have not been examined, although more basic studies have suggested neuroplasticity within several weeks. Consequently, the present exploratory pilot study investigated the effect of a six-week instrumental practice program (i.e., playing the keyboard harmonica) on children's cognitive functions using a randomized controlled trial. Forty children (aged 6–8 years) were randomly assigned to either the experimental group (n = 20), which received a 6-week (12-session) keyboard harmonica curriculum, or an untrained control group (n = 20). Different from traditional instrumental training, the curriculum did not use musical scores to emphasize creating association between sound (auditory modality) and finger movement (somato-motor system). Cognitive measurements included verbal ability, processing speed, working memory, and inhibitory control, which were administered before and after the curriculum in both groups. After the 6-week training, only the experimental group showed a significant improvement in the Digit Span test (especially in the Digit Span Backward) that measures working memory. However, no significant influences were found on the other cognitive tests. The result suggests that several weeks of instrumental music training may be beneficial to improving children's working memory. In addition, we used an inexpensive and portable keyboard harmonica; therefore, our instructional method is easy to apply in classrooms or other circumstances. If the method is applied to music lessons in schools or in the community, it may help improve children's working memory.
The presence of a dog has been associated with reduced responses to stressors in several, but not all, previous studies. The presence of a dog has also been related to improved performance on some cognitive tasks. The current study was designed to evaluate the effect of touching a dog on stress responses to a working memory task (WMT). Heart rate variability (HRV) responses to a WMT while touching a dog were compared with responses while touching a stuffed dog and a person. HRV was recorded while 53 university students aged 18 to 41 years sat on the floor next to a randomly assigned co-participant (real dog, stuffed dog, or human) and listened to a reading before and after completing a WMT. This procedure was repeated with the two other co-participants, in a randomized block order. All participants wore an HRV monitor and placed their non-dominant hand on the co-participant throughout the appropriate phase. The WMT involved pointing to increasingly complicated sequences of geometric shapes until the participant failed three times at one level. Linear mixed models analysis for nested data revealed that the memory task was stressful, with parasympathetic nervous system arousal significantly lower during the memory task than the preor post-memory listening tasks (rMSSD: ps < 0.001, = 0.023; high frequency: ps < 0.001, = 0.001). Neither of the measures differed significantly among the three conditions. There also were no significant interactions, indicating that the stress response to the memory task did not differ when the participants were touching the three different co-participants. Touching a dog did not reduce arousal in response to a stressful memory task. This research suggests that a dog may not be effective at reducing stress responses to this type of stressor. Another possibility is that the presence of a dog is more effective than touching a dog at reducing stress responses. Further investigation will be required to evaluate these possibilities.
Children, indeed, people of all ages, arc affected in many positive ways by interacting with pets and companion animals. Human-animal interac· tion (HAI) can be socially, emotionally, physically, and cognitively beneficial. Our particular speciality happens to be executive functions (EFs), those vitally important mental processes that form the basis for strategizing, paying attention, prioritizing competing tasks, maintaining self-control, and adjust· ing co ever-changing situations. In this chapter, we examine the potential effects of HAl on EFs, scarring with a broad overview of what EFs are and factors that influence chem. Although there is currendy little, if any, research that specifically demonstrates the link between EFs and HAI, the potential benefits of HAl for EFs hold promise for enhancing EF functioning in both children and adults. http //dx.
The ‘Executive Functions’ (EFs) of inhibitory control, working memory, and cognitive flexibility enable us to think before we act, resist temptations or impulsive reactions, stay focused, reason, problem-solve, flexibly adjust to changed demands or priorities, and see things from new and different perspectives. These skills are critical for success in all life's aspects and are sometimes more predictive than even IQ or socioeconomic status. Understandably, there is great interest in improving EFs. It's now clear they can be improved at any age through training and practice, much as physical exercise hones physical fitness. However, despite claims to the contrary, wide transfer does not seem to occur and ‘mindless’ aerobic exercise does little to improve EFs. Important questions remain: How much can EFs be improved (are benefits only superficial) and how long can benefits be sustained? What are the best methods for improving EFs? What about an approach accounts for its success? Do the answers to these differ by individual characteristics such as age or gender? Since stress, sadness, loneliness, or poor health impair EFs, and the reverse enhances EFs, we predict that besides directly train EFs, the most successful approaches for improving EFs will also address emotional, social, and physical needs.
In this study the effectiveness of an equine-assisted therapy (EAT) in improving adaptive and executive functioning in children with autism spectrum disorder (ASD) was examined (children attending EAT, n = 15, control group n = 13; inclusion criteria: IQ > 70). Therapeutic sessions consisted in structured activities involving horses and included both work on the ground and riding. Results indicate an improvement in social functioning in the group attending EAT (compared to the control group) and a milder effect on motor abilities. Improved executive functioning was also observed (i.e. reduced planning time in a problem-solving task) at the end of the EAT program. Our findings provide further support for the use of animal-assisted intervention programs as complementary intervention strategies for children with ASD.
Animal-assisted therapy and animal-assisted activities involve a nonhuman animal as a key therapeutic agent in some kind of intervention that may range from highly specified, as in AAT, to more casual, as in AAA. In this review I address the question: How important is the animal
in animal therapy? In other words, does the recent literature strongly support the notion that a live animal, as opposed to another novel stimulating component, is specifically necessary for therapeutic success. Two meta-analyses and 28 single empirical studies were reviewed in order to address
this issue. I conclude that the effects of AAT and AAA are likely to be moderate and broad at best and that, although improving, the literature has not yet reached an experimentally rigorous enough level to provide a definitive robust conclusion about the effectiveness of these approaches,
particularly with regard to the question of whether a live animal is necessary for a therapeutic effect.
Working memory training programs have generated great interest, with claims that the training interventions can have profound beneficial effects on children’s academic and intellectual attainment. We describe the criteria by which to evaluate evidence for or against the benefit of working memory training. Despite the promising results of initial research studies, the current review of all of the available evidence of working memory training efficacy is less optimistic. Our conclusion is that working memory training produces limited benefits in terms of specific gains on short-term and working memory tasks that are very similar to the training programs, but no advantage for academic and achievement-based reading and arithmetic outcomes.
This study expands previous equine-assisted intervention research by evaluating the effectiveness of therapeutic horseback riding (THR) on self-regulation, socialization, communication, adaptive, and motor behaviors in children with autism spectrum disorder (ASD).
Participants with ASD (aged 6-16 years; N = 127) were stratified by nonverbal IQ standard scores (≤85 or >85) and randomized to 1 of 2 groups for 10 weeks: THR intervention or a barn activity (BA) control group without horses that used similar methods. The fidelity of the THR intervention was monitored. Participants were evaluated within 1 month pre- and postintervention by raters blinded to intervention conditions and unblinded caregiver questionnaires. During the intervention, caregivers rated participants' behaviors weekly.
Intent-to-treat analysis conducted on the 116 participants who completed a baseline assessment (THR n = 58; BA control n = 58) revealed significant improvements in the THR group compared to the control on measures of irritability (primary outcome) (p = .02; effect size [ES] = 0.50) and hyperactivity (p = .01; ES = 0.53), beginning by week 5 of the intervention. Significant improvements in the THR group were also observed on a measure of social cognition (p = .05; ES = 0.41) and social communication (p = .003; ES = 0.63), along with the total number of words (p = .01; ES = 0.54) and new words (p = .01; ES = 0.54) spoken during a standardized language sample. Sensitivity analyses adjusting for age, IQ, and per protocol analyses produced consistent results.
This is the first large-scale, randomized, controlled trial demonstrating efficacy of THR for the ASD population, and findings are consistent with previous equine-assisted intervention studies.
Trial of Therapeutic Horseback Riding in Children and Adolescents With Autism Spectrum Disorder; http://clinicaltrials.gov; NCT02301195.
Published by Elsevier Inc.
Nonhuman animals are ubiquitous to human life, and permeate a diversity of social contexts by providing humans with food and clothing, serving as participants in research, improving healing, and offering entertainment, leisure, and companionship. Despite the impact that animals have on human lives and vice versa, the field of psychology has barely touched upon the topic of human-animal relations as an important domain of human activity. We review the current state of research on human-animal relations, showing how this body of work has implications for a diverse range of psychological themes including evolutionary processes, development, normative factors, gender and individual differences, health and therapy, and intergroup relations. Our aim is to highlight human-animal relations as a domain of human life that merits theoretical and empirical attention from psychology as a discipline. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
We tested the effectiveness of an intensive, on average 17-session, adaptive and computerized working-memory training program for improving performance on untrained, paper and pencil working memory tasks, standardized school achievement tasks, and teacher ratings of classroom behavior. Third-grade children received either a computerized working memory training for about 30 minutes per session (n = 156) or participated in regular classroom activities (n = 126). Results indicated strong gains in the training task. Further, pretest and posttest transfer measures of working memory and school achievement, as well as teacher ratings, showed substantial correlations with training task performance, suggesting that the training task captured abilities that were relevant for the transfer tasks. However, effect sizes of training-specific transfer gains were very small and not consistent across tasks. These results raise questions about the benefits of intensive working-memory training programs within a regular school context.
Background: There is empirical evidence that the presence of a companion animal can have a positive impact on performance. The available evidence can be viewed in terms of differing hypotheses that attempt to explain the mechanisms behind the positive effects. Little attention has been given to motivation as a potential mode of action with regards to human-animal interactions. First we give an overview of evidence that animals might promote motivation. Second we present a study to examine the effect of a therapy dog on exercise performance in children with obesity.
Methods: Twelve children, aged 8–12 years old, were randomly assigned to two groups in a crossover design: dog-group and human confederate group. Several types of physical activities via accelerometer and subjective ratings of wellbeing, satisfaction, and motivation were assessed. Data were analyzed using analysis of variance for repeated measures on one factor.
Results: The main effect of condition was significant for all performance variables. There was less passive behavior and more physical activity for all performance variables in the presence of the dog than in that of the human confederate. Between dog- and human- condition there was no difference in the subjective rating of motivation, wellbeing, or satisfaction.
Discussion: The results demonstrate that the presence of a therapy dog has the potential to increase physical activity in obese children. Task performance as a declarative measure was increased by the presence of the dog in comparison to a human confederate, but self-report measures of motivation, satisfaction or wellbeing did not differ between the two conditions. Therefore, it stands to reason that a dog could trigger implicit motives which enhance motivation for activity. The results of our study indicate the potentially beneficial effect of incorporating dogs into outpatient training for obese children.
Executive functions (EFs; e.g., reasoning, working memory, and self-control) can be improved. Good news indeed, since EFs are critical for school and job success and for mental and physical health. Various activities appear to improve children’s EFs. The best evidence exists for computer-based training, traditional martial arts, and two school curricula. Weaker evidence, though strong enough to pass peer review, exists for aerobics, yoga, mindfulness, and other school curricula. Here I address what can be learned from the research thus far, including that EFs need to be progressively challenged as children improve and that repeated practice is key. Children devote time and effort to activities they love; therefore, EF interventions might use children’s motivation to advantage. Focusing narrowly on EFs or aerobic activity alone appears not to be as efficacious in improving EFs as also addressing children’s emotional, social, and character development (as do martial arts, yoga, and curricula shown to improve EFs). Children with poorer EFs benefit more from training; hence, training might provide them an opportunity to “catch up” with their peers and not be left behind. Remaining questions include how long benefits of EF training last and who benefits most from which activities.
The purpose of the present study was to determine how a dog's presence in a self-contained classroom of six children diagnosed with severe emotional disorders affected students' emotional stability and their learning. Across an eight-week period of time, the children were observed, the children and their parents were interviewed, and behavioral data were recorded when students went into emotional crisis. Qualitative analysis of all coded data indicated that the dog's placement in this self-contained classroom: a) contributed to students' overall emotional stability evidenced by prevention and de-escalation of episodes of emotional crisis; b) improved students' attitudes toward school; and c) facilitated students' learning lessons in responsibility, respect and empathy.
Research Findings: Executive function begins to develop in infancy and involves an array of processes, such as attention, inhibition, working memory, and cognitive flexibility, which provide the means by which individuals control their own behavior, work toward goals, and manage complex cognitive processes. Thus, executive function plays a critical role in the development of academic skills such as reading. This article describes the development of executive function in young children, describes the brain structures and changes associated with that development, and then reviews recent research on the critical role of executive function in early reading development and education. Practice or Policy: Because executive function and its associated brain developments parallel reading acquisition, work in executive function has profound implications for fostering the successful development of reading skills, including prereading skills, word reading, and reading comprehension. Instruction that helps children learn to manage the multiple features of spoken and printed language will help ensure that children develop the reading-specific executive functions that will enable them to manage the complexities of reading processes throughout their lives.
Executive functions (EFs) make possible mentally playing with ideas; taking the time to think before acting; meeting novel, unanticipated challenges; resisting temptations; and staying focused. Core EFs are inhibition [response inhibition (self-control-resisting temptations and resisting acting impulsively) and interference control (selective attention and cognitive inhibition)], working memory, and cognitive flexibility (including creatively thinking "outside the box," seeing anything from different perspectives, and quickly and flexibly adapting to changed circumstances). The developmental progression and representative measures of each are discussed. Controversies are addressed (e.g., the relation between EFs and fluid intelligence, self-regulation, executive attention, and effortful control, and the relation between working memory and inhibition and attention). The importance of social, emotional, and physical health for cognitive health is discussed because stress, lack of sleep, loneliness, or lack of exercise impairs EFs. That EFs are trainable and can be improved with practice is addressed, including diverse methods tried thus far. Expected final online publication date for the Annual Review of Psychology Volume 64 is November 30, 2012. Please see http://www.annualreviews.org/catalog/pubdates.aspx for revised estimates.
Computerized working memory and executive function training programs designed to target specific impairments in executive functioning are becoming increasingly available, yet how well these programs generalize to improve functional deficits in disorders, such as attention-deficit/hyperactivity disorder (ADHD), beyond the training context is not well-established. The aim of this study was to examine the extent to which working memory (WM) training in children with ADHD would diminish a core dysfunctional behavior associated with the disorder, "off-task" behavior during academic task performance. The effect of computerized WM training (adaptive) was compared to a placebo condition (nonadaptive) in a randomized, double-blind, placebo-controlled design in 26 children (18 males; age, 7 to 14 years old) diagnosed with ADHD. Participants completed the training in approximately 25 sessions. The Restricted Academic Situations Task (RAST) observational system was used to assess aspects of off-task behavior during the completion of an academic task. Traditional measures of ADHD symptoms (Conners' Parent Rating Scale) and WM ability (standardized WM tests) were also collected. WM training led to significant reductions in off-task ADHD-associated behavior on the RAST system and improvement on WM tests. There were no significant differences between groups in improvement on parent rating scales. Findings lend insight into the generalizability of the effects of WM training and the relation between deficits in WM and off-task behavioral components of ADHD. These preliminary data suggest WM training may provide a mechanism for indirectly altering academic performance in children with ADHD.
Self-regulation is a core aspect of adaptive human behavior that has been studied, largely in parallel, through the lenses of social and personality psychology as well as cognitive psychology. Here, we argue for more communication between these disciplines and highlight recent research that speaks to their connection. We outline how basic facets of executive functioning (working memory operations, behavioral inhibition, and task-switching) may subserve successful self-regulation. We also argue that temporary reductions in executive functions underlie many of the situational risk factors identified in the social psychological research on self-regulation and review recent evidence that the training of executive functions holds significant potential for improving poor self-regulation in problem populations.
Working memory (WM) is a cognitive system that strongly relates to a person's ability to reason with novel information and direct attention to goal-relevant information. Due to the central role that WM plays in general cognition, it has become the focus of a rapidly growing training literature that seeks to affect broad cognitive change through prolonged training on WM tasks. Recent work has suggested that the effects of WM training extend to general fluid intelligence, attentional control, and reductions in symptoms of ADHD. We present a theoretically motivated perspective of WM and subsequently review the WM training literature in light of several concerns. These include (a) the tendency for researchers to define change to abilities using single tasks, (b) inconsistent use of valid WM tasks, (c) no-contact control groups, and (d) subjective measurement of change. The literature review highlights several findings that warrant further research but ultimately concludes that there is a need to directly demonstrate that WM capacity increases in response to training. Specifically, we argue that transfer of training to WM must be demonstrated using a wider variety of tasks, thus eliminating the possibility that results can be explained by task specific learning. Additionally, we express concern that many of the most promising results (e.g., increased intelligence) cannot be readily attributed to changes in WM capacity. Thus, a critical goal for future research is to uncover the mechanisms that lead to transfer of training.
One possible reason for the continued neglect of statistical power analysis in research in the behavioral sciences is the inaccessibility of or difficulty with the standard material. A convenient, although not comprehensive, presentation of required sample sizes is provided. Effect-size indexes and conventional values for these are given for operationally defined small, medium, and large effects. The sample sizes necessary for .80 power to detect effects at these levels are tabled for 8 standard statistical tests: (1) the difference between independent means, (2) the significance of a product-moment correlation, (3) the difference between independent rs, (4) the sign test, (5) the difference between independent proportions, (6) chi-square tests for goodness of fit and contingency tables, (7) 1-way analysis of variance (ANOVA), and (8) the significance of a multiple or multiple partial correlation.
This study explored how attention control, working memory, reasoning, and awareness of cognitive processes from 4 to 6 years of age predict school performance four years later, in primary school. Both general cognitive ability and developmental momentum to change from first to second testing predicted school performance highly (42% of variance). Of the various processes in preschool, attention control, working memory, and change in the awareness of the origins of knowledge (perceptual/inferential awareness and ToM), but not reasoning, were strong predictors of academic performance in primary school. The results, in combination with other similar studies focusing on older age periods, support a developmental priority model postulating that cognitive predictors of school achievement vary with development, according to the dominant cognitive processes attained in each developmental phase.
The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children. Multilevel modeling results indicated that stronger EC predicted more focused engagement and fewer task management and competing responses, controlling for socioeconomic status, child sex, and age at observations. Results suggest that early EC may support subsequent classroom engagement behaviors that are critical for successful transition to elementary school and long-term learning trajectories. (PsycINFO Database Record
Homebound older adults are prone to depression, which is linked to systemic inflammation that promotes executive function decline. A companion animal may reduce the negative biobehavioral processes asso- ciated with depression, inflammation, and reduced executive function in homebound older adults. The primary aim of this study was to examine dif- ferences between homebound older adult pet owners and non-pet owners in depression, salivary C-reactive protein (CRP), and executive function. The secondary aim was to determine if the level of attachment to pets was as- sociated with depression, salivary CRP, and executive function. The study was cross-sectional and investigated homebound older adult pet owners and non-pet owners (n = 88) using psychometrically reliable and valid instru- ments (Geriatric Depression Scale Short Form and CLOX 1). Salivary CRP was assessed with immunoassay. Level of attachment to pets was measured using a Likert scale (0–10). Mean age for the total sample was 75 years (SD = 9). Forty-eight (55%) participants owned pets (56% dogs, 25% cats, 4% other pets, 15% both cats and dogs). Pet owners reported a high level of attachment to pets (Median = 10). Pet owners had significantly higher ex- ecutive function than non-pet owners (t = –2.07; p = 0.04) but there were no significant differences in executive function between cat owners and dog owners (t = 1.53; p = 0.14). Pet owners and non-pet owners were similar in depression (t = –1.80, p = 0.08) and salivary CRP levels (t = 0.27, p = 0.79). Level of attachment to pets was significantly and positively correlated with executive function (r = 0.30; p = 0.04) but was not significantly correlated with depression (r = 0.04, p = 0.77) or salivary CRP (r = –0.04, p = 0.80). Compared with non-pet owners, pet owners had better executive function but similar depression and salivary CRP levels. Reasons for these findings are unclear. Significant positive correlation be- tween pet attachment and executive function suggests further investigation in this area. Future studies with larger samples and a longitudinal design are needed to investigate the biobehavioral changes over time in relation to pet ownership, level of attachment to pets, and executive func- tion in homebound older adults.
Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project (N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen's ds = 0.9-2.7; odds ratios = 9.8-23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen's ds = 0.2-2.4; odds ratios = 3.9-5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so.
Working memory (VVM) plays a critical role in the execution of a wide variety of cognitive tasks and predicts academic success. This study was designed to compare the impact of the presence of a dog or a person, and physical contact with them, on the performance of a WM task. It also examined whether the impact differed for two dogs, and whether these factors impacted arousal during the WM task. College students (n = 31, aged 18-23 years) performed a WM task.in five counterbalanced conditions; dog-touch, dog-no-touch, person-touch, person-no-touch, and alone. Participants were randomly assigned to one of two dogs; Miniature Poodle (n = 16) or Border Collie (n = 15). The WM task involved replicating increasingly complicated sequences of colored lights by touching them on an iPacr. Linear mixed model analyses revealed there was a significant interaction between collaborator and touch (p = 0.05); best WM scores occurred without touch with either the person or the dog present, and worst WM scores occurred when the participant was touching a dog. Analyzing WM test during the dog conditions, touch (p = 0.027) and dog breed OD = 0.042) contributed independently to it; task completion was worse when the poodle was present and better without touch. Physiological measures [heart rate (HR) and heart rate variability] during the experiment indicated that the WM task was physiologically arousing (p <0.001) compared with listening, and HR was higher when touching a person than a dog during the task (p <0.046). These results are consistent with facilitation of performance by the presence of an observer. If there is a beneficial effect on cognition from a dog, physical contact with the dog might not be a necessary component. Aspects of the dog (e.g., breed) are also likely factors in WM task performance. This study highlights the importance of situational characteristics in studies evaluating the impact of companion animals.
The aim of this study was to investigate whether agility activity with dogs can be used to motivate less active children in physical activity and how such activity is experienced by parents and handlers. Data were collected through qualitative interviews with handlers and parents of the participating children. Agility with dogs appeared to motivate less active children to participate in, and endure, demanding physical activity. Joy and bonding with the dog appeared to be key elements in the motivational process. Motivation, initiation, and sustainment of activity over time are beneficial for children.
THE MATTHEW effect, which posits that the gap between good and pool readers widens over time, is now widely accepted as a model describing the developmental course of reading ability. This hypothesis is increasingly invoked both to explain and predict change in reading ability over time. Data from the Connecticut Longitudinal Study, a sample survey of Connecticut kindergarten children followed as a longitudinal cohort for 7 years, were examined to address this hypothesis. Results revealed evidence of a Matthew effect for IQ, though the effect was relatively small; there was no evidence to support the notion of a Matthew effect for reading decoding skills.
Previous research has shown that the presence of a dog can positively impact the speed at which preschoolers perform motor skills tasks and also their ability to adhere to instructions. The current study focused on the execution of a cognitive task-object categorization-by developmentally delayed and typical preschool children in the presence of a real dog, a stuffed dog, or a human. The real dog involved in this study was a Miniature Poodle. The children (n = 12) were asked to complete a match-to-sample task in which they had to choose a picture of an object that "goes with" another. Three categories of object exemplars were used: taxonomic, thematic, and irrelevant. The presence of the real dog resulted in significantly fewer irrelevant choices than either the stuffed dog or the human conditions. Additionally, results in this experiment were consistent with previous research, showing a developmental shift where younger children were more likely to make taxonomic than thematic choices, with the reverse true of the older children. These results indicate that the presence of the real dog does not appear to alter typical performance patterns seen in object categorization, but the fact that fewer errors were made in the presence of the dog indicates that the presence of the dog does have a positive impact on performance of this cognitive task. The authors discuss several possible explanations for this outcome.
An increasing amount of research has emerged in recent years regarding the benefits that household pets have for individuals, much of which focuses on child–pet relationships. A number of studies have explored the role of pets in elementary classroom settings and what advantages their presence might have. Current curricula aimed at promoting humane education are also related to the use of animals as teaching tools in classrooms. This study examined teachers' attitudes and experiences regarding the use of pets in the classroom. Both quantitative and qualitative data were collected from approximately 75 elementary classroom teachers, revealing the way in which animals were used in their teaching practices, as well as their views on some of the advantages of using pets in the classroom. The majority of teachers surveyed believed that the use of live pets in the classroom contributed positively to increased empathy, as well as socio‐emotional development, in students, much of which is supported by current research. Implications for further research are considered.
“Attention” is not a unitary brain process. Evidence from adult studies indicates that distinct neuroanatomical networks perform specific attentional operations and that these are vulnerable to selective damage. Accordingly, characterising attentional disorders requires the use of a variety of tasks that differentially challenge these systems. Here we describe a novel battery, the Test of Everyday Attention for Children (TEA-Ch), comprising nine subtests adapted from the adult literature. The performance of 293 healthy children between the ages of 6 and 16 is described together with the relationships to IQ, existing measures of attention, and scholastic attainment. This large normative sample also allows us to test the fit of the adult model of functionally separable attention systems to the observed patterns of variance in children's performance. A Structural Equation Modelling approach supports this view. A three-factor model of sustained and selective attention and higher-level “executive” control formed a good fit to the data, even in the youngest children. A single factor model was rejected.
There are behavioural and anatomical grounds to believe that Attention Deficit Disorder ADD) is particularly associated with poor self-sustained attention and behavioural control. The TEA-Ch performance of 24 boys diagnosed with ADD presented here is consistent with this view. When performance levels on WISC-I11 subtests were taken into account, specific deficits in sustained attention were apparent while selective attention performance was within the normal range.
This paper presents two experiments that examined memory performance and adherence to instructions for a group of preschool children (n = 12) in the presence of a well-behaved real dog, a stuffed dog, and a human confederate. The children were shown 10 objects in each condition. At test, the children were shown each original object along with a distracter and asked to select the one they had seen before. As we expected, object recognition performance was at ceiling and no effects were significant. Instructional prompts were recorded in two ways: General prompts included general instructions like "Face this way," whereas Task Specific prompts directed the child to perform specific aspects of the task like "Pick one of these objects." The first experiment involved the use of three-dimensional objects and we found that for both types of prompts, fewer prompts were needed in the Real Dog condition, followed by the Stuffed Dog condition, and the greatest number of prompts was needed in the Human condition. The second experiment involved the use of pictures of three-dimensional objects. Again, for both types of prompts, fewer prompts were needed in the Real Dog condition relative to the other two conditions. The results of these experiments indicate that the presence of a well-trained dog reduces the need for instructional prompts in a traditional cognitive task— object recognition—for preschool children. The common assumption that the presence of a dog can be distracting for children during the execution of cognitive tasks appears to be false.
Hospitalization is a major, stressful experience for children. The stress associated with children's hospitalization may lead to negative physiological and psychological sequelae. Pediatric healthcare professionals can develop interventions to decrease children's stress during hospitalization. Although Animal-Assisted Therapy (AAT) frequently is used to alleviate the stress of hospitalization, little scientific evidence exists on its efficacy in that situation. This study examined the effects of AAT on cardiovascular responses, state anxiety, and medical fear in hospitalized children. A quasi-experimental, repeated measures design was used. Children (8 girls, 7 boys, aged 7 to 17 years) participated in AAT and comparison visits on two consecutive days; they were assigned to AAT (n = 9) or comparison (n = 6) visits first. Children's systolic blood pressure (SBP), diastolic blood pressure (DBP), and heart rate (HR) were measured 18 times: 3 pre-, during, and post-visit measurements each. State anxiety and medical fear were measured after each visit. Repeated measures ANOVAs were used for data analysis. SBP decreased from before to during to after AAT, while SBP decreased from before to during the comparison visit and increased from during to after the comparison intervention. The decreases in SBP after AAT continued after the intervention was over. The findings suggest that the cardiovascular effect of AAT may continue for at least a few minutes after the AAT ends. Children's anxiety and medical fear did not differ after the AAT visit compared with the comparison intervention. This exploratory study indicates that AAT can decrease physiological arousal in hospitalized children and therefore may be useful in helping them cope better in a hospital setting.
Child-life therapy programs and pet-therapy programs are often used in pediatric hos-pital settings to provide emotional support and diversion; however there is little re-search about their efficacy. How play and pet therapy affect children was examined in this study of 70 hospitalized children. Self-reported mood, displayed affect, amount of touch, heart rate, blood pressure, and salivary cortisol were measured. Children and parents viewed both therapies as mood enhancing experiences for the child. Heart rates, parents' ratings of the child's mood, and display of positive affect were en-hanced in the pet-therapy group. Pet therapy likely provides an additional supportive activity for hospitalized children. Illness and hospitalization constitute a major stress in early childhood develop-ment. They effect a profound change in the children's lifestyle as they face separa-tion from parents and from the security of home routines (Petrillo & Sanger, 1980; Kurz, 1987). Play is one way in which children deal with the normative (e.g., devel-opmental stage) and non-normative (e.g., hospitalization) conflicts in their life. Play enables a child to master anxiety, externalize problems and conflicts, re-hearse new solutions, and turn from passive to active roles in conflict resolution (Sturner & Howard, 1997). Play can provide several methods of coping for the hos-pitalized child (McCue, 1988; Vessey & Mahon, 1990). Play may act as a diversion, refocusing attention away from stressors. It may enable the child to exert some con-trol over a situation by allowing some choices (e.g., which game to play, which dog to pet) to help compensate for the lack of control in other areas of hospitalization. Play may also enable the child to express, master, and ultimately better cope with CHILDREN'S HEALTH CARE, 31(4), 321–335 Copyright © 2002, Lawrence Erlbaum Associates, Inc.
It is known that pet dogs can act as catalysts for human social interactions, and it has been suggested that this may enhance feelings of well-being. Two studies were carried out to establish the robustness of this effect. In Study 1, a highly trained dog was used to ensure that the dog itself did not solicit attention from passers-by, and data were collected across a range of normal daily activities in which a dog could be included, not confined to conventional dog walking areas as in previous studies. Being accompanied by a dog increased the frequency of social interactions, especially interactions with strangers. In Study 2, also using a trained dog, a different (male) participant observer was dressed either smartly or scruffily. Although there were significantly more interactions when he was smartly dressed, the greatest effect was between the Dog present and No Dog conditions irrespective of the handler's dress. It is concluded that the social catalysis effect is very robust, which opens the way for investigating possible consequences of the effect for wellbeing and health.
Animal-Assisted programs with children are becoming increasingly popular in school and therapeutic settings. This article
provides an overview of the benefits accrued by children as well as the concerns with programs which involve animals, and
therapy dogs in particular, in these environments. Research over the past 30years indicates that therapy dogs may offer physiological,
emotional, social, and physical support for children. The distinguishing features of Animal-Assisted Therapy (AAT) are characterized
by the supplemental inclusion of a trained therapy dog in reaching an intervention goal in therapeutic environments, and as
a supplement to an educational objective in school contexts. The general assumptions underlying AAT with children are that
although therapy dogs are interactive, children seem to perceive them as non-judgemental participants who are outside of the
complications and expectations of human relationships. This unique interaction may offer children a valuable form of social
and emotional support in educational and therapeutic settings.
This article considers the effects of psychosocial stress on child development and describes mechanisms through which early stress in the context of poverty affects the functioning of neural networks that underlie executive functions and self-regulation. It examines the effects of early experience on glucocorticoid and catecholamine levels that influence neural activity in areas of the brain associated with executive functions, primarily as studied in animal models. Finally, it considers the strengths and limitations of this research, its relevance to understanding stress reactivity from the perspective of biological sensitivity to context, and the implications for the study of risk and resilience processes and early intervention to prevent developmental delays.
Fossil evidence indicates an association between human beings and animals dating back at least half a million years. Today, this relationship remains strong, as evidenced by millions of visits to zoos annually, high rates of pet ownership, and the economic prosperity of the pet industry. A review of the literature indicates that human-animal interactions can remarkably enhance human physical health and psychological well-being. Yet despite reported benefits and public enthusiasm for animal-related activities, human affiliation with animals and nature is rapidly on the decline largely owing to a shift toward industrialized city living. Future research should not only continue to examine the mental and physical health implications of companion animal ownership, but also the ways to most successfully incorporate them into modern lifestyles and communities. 2010 Elsevier Inc. All rights reserved.
There is a widespread belief that interaction with an animal is beneficial for the development of children, and several studies (most with methodological shortcomings) have investigated the influence of (companion) animals on the social-emotional and cognitive development of children. In this article, the 1984 model of Professor Jay Belsky has been used to describe which variables influence the development of children and how the companion animal-child interaction influences these variables. The value of the AAA/AAT (Animal Assisted Activities/Animal Assisted Therapy) programmes in children with a wide variety of clinical and social problems, such as behaviour problems and autistic spectrum symptoms, is discussed. The findings suggest that (companion) animals positively influence children's development and have a valuable role in therapy.
This review article examines theoretical and methodological issues in the construction of a developmental perspective on executive function (EF) in childhood and adolescence. Unlike most reviews of EF, which focus on preschoolers, this review focuses on studies that include large age ranges. It outlines the development of the foundational components of EF-inhibition, working memory, and shifting. Cognitive and neurophysiological assessments show that although EF emerges during the first few years of life, it continues to strengthen significantly throughout childhood and adolescence. The components vary somewhat in their developmental trajectories. The article relates the findings to long-standing issues of development (e.g., developmental sequences, trajectories, and processes) and suggests research needed for constructing a developmental framework encompassing early childhood through adolescence.
The prefrontal cortex (PFC) - the most evolved brain region - subserves our highest-order cognitive abilities. However, it is also the brain region that is most sensitive to the detrimental effects of stress exposure. Even quite mild acute uncontrollable stress can cause a rapid and dramatic loss of prefrontal cognitive abilities, and more prolonged stress exposure causes architectural changes in prefrontal dendrites. Recent research has begun to reveal the intracellular signalling pathways that mediate the effects of stress on the PFC. This research has provided clues as to why genetic or environmental insults that disinhibit stress signalling pathways can lead to symptoms of profound prefrontal cortical dysfunction in mental illness.
Studies examining the way in which cognitive impairment is associated with depression have produced inconsistent findings. Different severity of depressed mood across studies may account for such conflicting reports. However, inconsistent results have also been reported in relation to the specific association of depression severity with cognitive performance.
A meta-analysis was conducted to examine the relationship between severity of depression and cognitive function, using the correlation (Pearson's r) between depression severity scores and neuropsychological test performance. Individual meta-analyses were conducted for composite measures of cognitive functional domains (episodic memory, executive function, processing speed, semantic memory, and visuo-spatial memory). Analyses were also done across functional domains for timed and un-timed tests.
Significant correlations between depression severity and cognitive performance were found in the domains of episodic memory, executive function, and processing speed, but not for semantic memory or visuo-spatial memory. For both timed and un-timed cognitive measures there were equally significant correlations with depression severity.
There were few studies meeting inclusion criteria in some cognitive domains, papers had to be excluded due to insufficient data reporting, and there are limitations associated with the cross-sectional design.
The results suggest that previous inconsistent findings of the relationship between the severity of depression and cognitive function may be attributed to random variations and lack of power within studies.
To determine if limited ability to delay gratification (ATDG) at age 4 years is independently associated with an increased risk of being overweight at age 11 years and to assess confounding or moderation by child body mass index z score at 4 years, self-reported maternal expectation of child ATDG for food, and maternal weight status.
Longitudinal prospective study.
Ten US sites.
Participants in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Main Exposure Ability to delay gratification at 4 years, measured as pass or fail on a validated task.
Overweight at 11 years, defined as a body mass index greater than or equal to the 85th percentile based on measured weight and height.
Of 805 children, 47% failed the ATDG task. Using multiple logistic regression, children who failed the ATDG task were more likely to be overweight at 11 years (relative risk, 1.29; 95% confidence interval, 1.06-1.58), independent of income to needs ratio. Body mass index z score at 4 years and maternal expectation of child ATDG for food did not alter the association, but maternal weight status reduced the association significantly.
Children with limited ATDG at age 4 years were more likely to be overweight at age 11 years, but the association was at least partially explained by maternal weight status. Further understanding of the association between the child's ATDG and maternal and child weight status may lead to more effective obesity intervention and prevention programs.
This individual differences study examined the separability of three often postulated executive functions-mental set shifting ("Shifting"), information updating and monitoring ("Updating"), and inhibition of prepotent responses ("Inhibition")-and their roles in complex "frontal lobe" or "executive" tasks. One hundred thirty-seven college students performed a set of relatively simple experimental tasks that are considered to predominantly tap each target executive function as well as a set of frequently used executive tasks: the Wisconsin Card Sorting Test (WCST), Tower of Hanoi (TOH), random number generation (RNG), operation span, and dual tasking. Confirmatory factor analysis indicated that the three target executive functions are moderately correlated with one another, but are clearly separable. Moreover, structural equation modeling suggested that the three functions contribute differentially to performance on complex executive tasks. Specifically, WCST performance was related most strongly to Shifting, TOH to Inhibition, RNG to Inhibition and Updating, and operation span to Updating. Dual task performance was not related to any of the three target functions. These results suggest that it is important to recognize both the unity and diversity of executive functions and that latent variable analysis is a useful approach to studying the organization and roles of executive functions.
"Attention" is not a unitary brain process. Evidence from adult studies indicates that distinct neuroanatomical networks perform specific attentional operations and that these are vulnerable to selective damage. Accordingly, characterising attentional disorders requires the use of a variety of tasks that differentially challenge these systems. Here we describe a novel battery, the Test of Everyday Attention for Children (TEA-Ch), comprising nine subtests adapted from the adult literature. The performance of 293 healthy children between the ages of 6 and 16 is described together with the relationships to IQ, existing measures of attention, and scholastic attainment. This large normative sample also allows us to test the fit of the adult model of functionally separable attention systems to the observed patterns of variance in children's performance. A Structural Equation Modelling approach supports this view. A three-factor model of sustained and selective attention and higher-level "executive" control formed a good fit to the data, even in the youngest children. A single factor model was rejected. There are behavioural and anatomical grounds to believe that Attention Deficit Disorder (ADD) is particularly associated with poor self-sustained attention and behavioural control. The TEA-Ch performance of 24 boys diagnosed with ADD presented here is consistent with this view. When performance levels on WISC-III subtests were taken into account, specific deficits in sustained attention were apparent while selective attention performance was within the normal range.