The early development of executive function and its relation to social interaction: a brief review

Executive function (EF) refers to the ability to execute appropriate actions and to inhibit inappropriate actions for the attainment of a specific goal. Research has shown that this ability develops rapidly during the preschool years. Recently, it has been proposed that research on EF should consider the importance of social interaction. In this article, recent evidence regarding the early development of EF and its relation to social interaction has been reviewed. Research consistently showed that social interaction can influence EF skills in young children. However, the development of EF may facilitate the cognitive skills that are important for social interaction. Taken together, there might be functional dependency between the development of EF and social interaction

Neural basis of learning from television in young children

This is the author\u27s version of a work that was accepted for publication in . Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms, may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Trends in Neuroscience and Education, VOLUME 3, ISSUE 3, 2014,DOI http://dx.doi.org/10.1016/j.tine.2014.07.001

Socioeconomic disparity in prefrontal development during early childhood

Socioeconomic status (SES) has a powerful influence on cognitive, social and brain development. Children from low-SES backgrounds show poor executive function (EF). However, it is unclear if there is a SES-dependent disparity in functional brain development. The present study examined whether the SES of preschool children (N = 93) is associated with prefrontal activation during cognitive shifting tasks as measured by near-infrared spectroscopy. Low-SES children did not show activation in lateral prefrontal regions during the tasks, whereas middle- and high-SES children showed prefrontal activations, although no differences were found in terms of behavioural performance. These results suggest that SES can affect the functional development of the prefrontal regions. In this study, we discuss the practical implications of the results

The neurobehavioral relationship between executive function and creativity during early childhood

Increasing evidence from behavior and neuroimaging research indicates that executive function (EF) is related to creativity. However, most of these studies focused on adult and adolescent populations. The relationship between EF and creativity is unknown when EF undergoes rapid development during early childhood, due to the preschoolers’ marginal skills of expressing their ideas, orally or in writing. Using a nonverbal, open-ended test, the present study examined whether creative thinking was related to cognitive flexibility in young children. Preschool children (N = 26) performed the Dimensional Change Card Sort (DCCS) and the Unusual Box Test (UBT), while their brain activation was recorded using functional near-infrared spectroscopy (fNIRS). We did not find any significant correlation between children's cognitive flexibility and creative thinking. However, fNIRS analyses showed that children's brain activation in the lateral prefrontal regions was significantly greater during the test phases of the UBT. Additionally, children who strongly recruited their ventrolateral prefrontal regions during the post-switch phases of the DCCS recruited the same regions while performing the UBT. Taken together, these findings suggest that children recruit their lateral prefrontal regions when expressing creative thinking, and that such creative thinking could be partially supported by cognitive flexibility in early childhood

Cognitive and neural underpinnings of goal maintenance in young children

Active maintenance of goal representations is an integral part of our mental regulatory processes. Previous developmental studies have highlighted goal neglect, which is the phenomenon caused by a failure to maintain goal representations, and demonstrated developmental changes of the ability to maintain goal representations among preschoolers. Yet, few studies have explored the cognitive mechanisms underlying preschoolers' development of goal maintenance. The first aim of this study was to test whether working memory capacity and inhibitory control contribute to goal maintenance using a paradigm for measuring goal neglect. Moreover, although recent studies have shown that preschoolers recruit lateral prefrontal regions in performing executive functions tasks, they could not specify the neural underpinnings of goal maintenance. Thus, the second aim was to examine whether lateral prefrontal regions played a key role in maintaining goal representations using functional near-infrared spectroscopy. Our results showed that developmental differences in inhibitory control predicted the degree of goal neglect. It was also demonstrated that activation in the right prefrontal region was associated with children's successful avoidance of goal neglect. These findings offer important insights into the cognitive and neural underpinnings of goal maintenance in preschoolers

Level III Reliability Based Design employing Numerical Analysis - Application of RBD to FEM -

Risk and Reliability in Geotechnical Engineerin

Immediate impact of the COVID-19 pandemic on the socio-emotional and digital skills of Japanese children

A novel coronavirus, SARS-CoV-2, has spread widely throughout the world. To reduce the spread of infection, children are prevented from going to school and have fewer opportunities for in-person communication. Although the pandemic has impacted the everyday lives of children, its impact on their development is unknown. This cross-sectional study compared Japanese children’s socio-emotional behaviors before and during the pandemic. Parents completed a web-based questionnaire before and during the pandemic for children ages 4-9. Children’s socio-emotional development in an everyday context was assessed using the Strengths and Difficulties Questionnaire (SDQ). The results indicated that during the pandemic, children were more prosocial and experienced more problems in their peer relationships, but no differences were found in emotional symptoms, conduct problems, hyperactivity between before and during the pandemic. Overall, our results suggest the pandemic may have immediate impact on children’s socio-emotional behaviors. We discussed the results in terms of behavioral immune system

Level III Reliability Based Design employing Numerical Analysis - Application of RBD to DEM -

Risk and Reliability in Geotechnical Engineerin