Browsing by Subject "Executive functioning"
Now showing 1 - 6 of 6
Results Per Page
Sort Options
Item Anxiety and conduct problems in children and adolescents : the role of executive functioning in a dual-pathway model(2013-08) Mauseth, Tory Ann; Keith, Timothy, 1952-; Robillard, Rachel WestAlthough anxiety disorders and conduct problems often co-occur in children and adolescents, literature describing the effects of such co-occurrence is mixed. There is evidence that symptoms of anxiety disorders may mitigate symptoms of conduct problems (buffering hypothesis) or may exacerbate symptoms of conduct problems (multiple problem hypothesis). A dual-pathway model has been proposed that suggests several possible etiological or risk processes that may differentiate these pathways (i.e., the buffering hypothesis or the multiple problem hypothesis) (Drabick, Ollendick, & Bubier, 2010). Executive functioning is one factor that has been identified that may differentially confer risk to the proposed pathways; however, little research has been done investigating its role. The purpose of the present study was to evaluate the dual-pathway model by determining whether executive functioning abilities contribute to differentiating those youth for whom anxiety exacerbates conduct problems from those for whom anxiety mitigates conduct problems. Specifically, the study sought to examine if executive functioning moderated the effect of anxiety symptom severity on conduct problems. Latent variable structural equation modeling (SEM) was used to analyze the data of 221 youth aged 9 to 16 in a residential treatment center who completed a full neuropsychological evaluation. Results of the study failed to support the hypothesis that executive functioning moderates the effect of anxiety on conduct problems. Furthermore, a structural equation model without an interaction between executive functioning and anxiety was found to fit the data better than a model with an interaction between those variables. Overall, the study found that executive functioning abilities could not distinguish youth for whom anxiety exacerbates conduct problems from youth for whom anxiety mitigates conduct problems. Recommendations for future research in light of the limitations of the current study, as well as remaining gaps in the literature, are discussed.Item Becoming a gamer : cognitive effects of real-time strategy gaming(2012-05) Glass, Brian Daniel, 1981-; Maddox, W. Todd; Love, Bradley C.; Huk, Alexander C.; Miikkulainen, Risto; Schnyer, David M.Video gaming has become a major pastime in modern life, and it continues to accelerate in popularity. A recent wave of psychological research has demonstrated that core perceptual changes coincide with video game play. Video games incorporate highly complex and immersive experiences which invoke a range of psychological mechanisms. This complexity has led to intractability which precludes determining which specific attributes of video gaming lead to cognitive change. The current work represents a research initiative which uses real-time strategy (RTS) games to boost executive functioning. In order to establish a link between video game features, video game behavior, and cognitive changes, an attention-switching tests two different forms of the same RTS game. Additionally, a difficulty titration paradigm attenuates individual differences in gaming skill. Thus, this project represents a critical advancement over prior research in that aspects of the video game itself were controlled and used to experimentally examine resulting cognitive change. Participants completed a psychological task battery before and after video game training, as well as at a mid-test. The battery covered a range of cognitive abilities including long-term memory, working memory, several attention-related constructs, risk taking, visual search, task switching and multitasking. These tasks were divided into two groups depending on the level of executive functioning components associated with the task performance. This resulted in a group of executive tasks and a group of other tasks. Because the high-switching gaming condition involves control and maintenance over a larger spread of gaming situations, performance on the executive task cluster was expected to improve more for this condition relative to the low-switching gaming condition. To reduce the impact of practice effects and the peripheral aspects of video gaming in interpreting the results, the Sims group was used a control baseline. A meta-analytical Bayes factor technique was used to determine the strength of performance changes from pre-test to mid-test, post-test, and follow up. By post-test, there was evidence that RTS training in the high attention-switching condition had improved on executive functioning tasks but not on other tasks. These results provide further evidence that video game training leads to psychological benefits over time.Item The effect of internalizing symptomatology on executive functioning performance and processing speed in children with ADHD(2010-08) Christopher, Gina B.; Nussbaum, Nancy; Carlson, Cindy I., 1949-; Keith, Timothy Z.; Sander, Janay B.; Bunner, MelissaAttention Deficit Hyperactivity Disorder (ADHD) is one of the most common childhood psychological disorders with prevalence estimates ranging from 3%-7% (APA, 2000) and one of the most thoroughly studied child neurocognitive disorders. Children with ADHD have consistently shown executive functioning and processing speed deficits on a variety of measures (Berlin, Bohlin, Nyberg, & Janols, 2004; Geurts, Verté, Oosterlaan, Roeyers & Sergeant, 2004; Nigg, 1999; Nigg, Blaskey, Huang-Pollock & Rappley, 2002). The research on executive functioning deficits in other childhood disorders has been comparatively lacking. There is some research that suggests that internalizing disorders, such as anxiety and depression, can also have a detrimental effect on certain executive functioning domains (Airaksinen, Larsson, & Forsell, 2005; Christopher, & MacDonald, 2005; Emerson, Mollet, & Harrison, 2005). It is unclear how these internalizing symptoms will impact executive functioning, processing speed and fine motor control in children with ADHD. The purpose of this study is to determine whether the presence of internalizing symptoms impacts the ability of children with ADHD to perform executive functioning, processing speed, and fine motor control tasks. In order to assess this, the predictive ability of gender, ADHD subtype, parent ratings of anxiety, and parent ratings of depression were examined for processing speed, working memory, response inhibition, vigilance and fine motor control tasks. Gender was found to predict differences in working memory, response inhibition and fine motor control. ADHD subtype was found to predict differences in response inhibition. Parent ratings of anxiety were found to interact with ADHD subtype to predict some aspects of vigilance. Parent ratings of anxiety and of depression were found to predict differences in other aspects of vigilance looking across gender and subtype. Finally, teacher ratings of anxiety were found to predict differences in working memory.Item The impact of a blended cognitive remediation and cognitive behavioral group therapy for pediatric oncology survivors : a mixed methods approach(2013-08) Judd-Glossy, Laura Elizabeth; Stark, Kevin DouglasAdvances in cancer treatment have led to a significant increase in the number of pediatric oncology survivors. These survivors often have late effects in their cognitive, academic, executive, and psychological functioning subsequent to their chemotherapy and radiation treatment. In particular, executive functioning (EF), which is crucial for cognitive and academic functioning, has been recognized as an area that is impacted by treatment. Several studies have described cognitive remediation programs that seek to improve EF skills in pediatric oncology survivors. Although these programs have led to improvements in EF skills, they are often difficult to replicate due to the extensive time requirement. Many survivors also experience distress and anxiety and would likely benefit from cognitive behavioral therapy, which has been shown to be an effective intervention for children with internalizing disorders. Thus, a brief intervention that combines treatment for executive functioning and psychological distress is warranted. A mixed methods study was conducted to evaluate the impact of a nine-week blended cognitive remediation and cognitive behavior therapy group for pediatric oncology survivors and their parents. Participants were pediatric cancer survivors, age 9-14, and their parents who were referred through a local children's hospital that specialized in oncology treatment. Pre and post measures of EF, psychological functioning, and parental stress were examined. Semi-structured interviews with participants and their parents were completed and analyzed to learn more about the function of short-term group therapy for pediatric oncology survivors. Content analysis of the parent support group sessions was also conducted. Significant changes were found for youth internalizing symptoms, youth adaptive skills, youth executive functioning, and parental stress. There was also a positive correlation between parental stress and parent-rated youth internalizing problems as well as parent-rated youth behavioral symptoms and a negative correlation between parental stress and parent-rated youth adaptive behavior. Qualitative interviews indicated that participants felt that the intervention was helpful. Themes from the parent group included the challenge of managing late effects, balancing multiple roles, and coping with distress. Implications, limitations, and recommendations for further areas of research are presented.Item The moderating effects of executive functioning on the relationship between life stress and depression(2011-05) Lantrip, Crystal Marie; Rude, Stephanie Sandra; Drum, DavidDepression is a significant problem, which is often related to stressful life events. Individual responses to life stress can vary depending on vulnerability factors, such as ability to regulate emotions. Studies have demonstrated that emotion regulation involves executive functioning abilities. Executive functioning is not only associated with cognition, but also emotional and behavioral control. Difficulty with executive function is sometimes associated with depression. Though there is an established relationship in the literature between life stress and depression, the moderating effects of executive functioning on the relationship between life stress and depression remains unknown. This study will use multiple linear regression to test whether executive functioning moderates the influence of life stress on depression.Item Social functioning, social cognition, and executive functioning differences associated with Attention-Deficit/Hyperactivity Disorder subtypes(2012-08) Kerne, Valerie Van Horn; Nussbaum, Nancy; Sherry, Alissa René; McCarthy, Christopher J.; Keith, Timothy Z.; Bunner, Melissa R.ADHD is a well researched disorder in children and is associated with impairments in social functioning (Barkley, 2006). However, little is known about the etiology of social difficulties. An emerging body of literature is beginning to address the possible role social cognition may share in the social functioning outcomes in children with ADHD (Buitelaar et al., 1999; Corbett & Glidden, 2000; DaFonseca et al., 2009; Rapport et al., 2002; Sibley et al., 2010; Yuill & Lyon, 2007). Yet, research focusing on social cognition deficits in ADHD that accounts for subtype differences is limited. Some studies evaluated social cognition in CT children only (Corbett & Glidden, 2000; DaFonseca et al., 2009; Rapport et al., 2002) while other research utilized behavior ratings or sociometric studies (Matthys et al., 1999; Zentall et al., 2001). Another body of literature has examined the impact executive functioning deficits may have on social functioning (Barkley, 1997; Charman et al., 2001; Chhabildas et al., 2001). The purpose of the current study was to identify factors that predict social functioning impairments in children with ADHD as well as differentiate between ADHD subtypes. Participants included 89 youth with ages ranging from 6 to 16 years (M = 10.19, SD = 2.76). Forty-nine children met the diagnostic criteria for ADHD, Predominantly Inattentive Subtype (PI) and 40 for ADHD, Combined Type (CT). Results indicated CT youth demonstrated more aggressive and rule-breaking behavior than PI youth. Measures of social cognition did not predict ADHD subtype, and when compared to a normative sample, participants performed in the average range on affect recognition and theory of mind tasks. Performance-based measures of executive functioning largely associated with inattention (i.e., vigilance, processing speed, and working memory) best predicted subtype differences with CT youth being more impaired. Executive functioning, not social cognition, was predictive of social maladjustment in CT and PI youth. For CT youth, deficits in emotion control, shift, and initiate were related to anxiety, aggressive behavior, and depressed mood. Similarly, emotion control and shift were predictors of aggressive behavior, anxiety, and depressed mood in PI youth with deficits in self-monitoring, initiate, and inhibit as secondary predictors.