Cool versus hot executive function: a new approach to executive function

Executive function (EF) refers to the higher order thought processes, including inhibitory control, working memory, and attention considered essential to problem-solving and future oriented behaviour. Traditionally, research on EF has focused on cool cognitive aspects, elicited by relatively abstract tasks. More recently there has been growing interest in the development of hot aspects of EF, seen in situations that are emotionally and motivationally significant. In this paper, we first describe the emergence of hot executive function and its distinction to cool executive function. We then examine whether there is enough evidence to support distinct cool and hot EF subcomponents. The implications of how this distinction can be used to make sense of abnormal child development are also considered. We propose that more research in this area will increase understanding of how cognitive development affects development and inform more targeted interventions in children with behavioural difficulties

A Qualitative Exploration of Practitioners' Understanding of and Response to Child-to-Parent Aggression.

There has been limited research and policy directed toward defining and understanding child-to-parent aggression (CPA), resulting in inconsistent definitions, understandings, and responses, which has a detrimental impact on families. In particular, there have been limited qualitative studies of those working on the frontline of CPA, hindering the development of effective policy. The present qualitative study therefore aimed to explore practitioner perspectives of CPA. Twenty-five practitioners from diverse fields (e.g., youth justice, police, charities) participated in four focus groups relating to their experiences of working with CPA in the United Kingdom. Thematic analysis of focus groups revealed three key themes: definitions of CPA, understanding of CPA risk factors, and responding to CPA. Practitioners understood CPA to be a broad use of aggression to intimidate and control parents and highlighted a range of individual (e.g., mental health, substance abuse) and social (e.g., parenting, gangs) risk factors for CPA. Further, practitioners felt that current methods of reporting CPA were ineffective and may have a detrimental impact on families. The findings of this study have implications for CPA policy and support the need for a multiagency and coordinated strategy for responding to CPA

The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour

The primary aim of this study was to examine whether individual differences in cool and hot executive functions (EF) were associated with children’s transition to school, in terms of both academic performance and classroom behaviour. Children between 5- and 7-years-of-age (N = 90) completed performance based assessments of cool and hot EF as well as verbal ability. Teachers reported on children’s reading and numeracy performance, learning-related behaviours, hyperactivity, and aggression. Results revealed that EF, in particular working memory, was associated with reading and numeracy performance and that this relation was mediated by learning-related behaviours. EF was not associated with hyperactive or aggressive behaviour. The findings strengthen the evidence base for the importance of EF in early academic performance and underscore its potential to be a beneficial part of early education curriculum and a target for early intervention for successful transition to school

The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour

The primary aim of this study was to examine whether individual differences in cool and hot executive functions (EF) were associated with children’s transition to school, in terms of both academic performance and classroom behaviour. Children between 5- and 7-years-of-age (N = 90) completed performance based assessments of cool and hot EF as well as verbal ability. Teachers reported on children’s reading and numeracy performance, learning-related behaviours, hyperactivity, and aggression. Results revealed that EF, in particular working memory, was associated with reading and numeracy performance and that this relation was mediated by learning-related behaviours. EF was not associated with hyperactive or aggressive behaviour. The findings strengthen the evidence base for the importance of EF in early academic performance and underscore its potential to be a beneficial part of early education curriculum and a target for early intervention for successful transition to school

Analgesic effects of alcohol: A systematic review and meta-analysis of controlled experimental studies in healthy participants

Despite the long-standing belief in the analgesic properties of alcohol, experimental studies have produced mixed results. This meta-analysis aimed to clarify whether alcohol produces a decrease in experimentally-induced pain and to determine the magnitude of any such effect. PubMed, PsycINFO and Embase databases were searched from inception until 21/4/2016 for controlled studies examining the effect of quantified dosages of alcohol on pain response to noxious stimulation. Eighteen studies involving 404 participants were identified providing alcohol vs. no-alcohol comparisons for 13 tests of pain threshold (N=212) and 9 tests of pain intensity ratings (N=192). Random effects meta- analysis of standardized mean differences (SMD) provided robust support for analgesic effects of alcohol. A mean blood alcohol content (BAC) of approximately 0.08% (3-4 standard drinks) produced a small elevation of pain threshold (SMD=0.35[0.17, 0.54], p=.002), and a moderate-large reduction in pain intensity ratings, (SMD=0.64[0.37, 0.91], p<.0001), or equivalently, a mean reduction of 1.25 points on a 0-10 point pain rating scale. Furthermore, increasing BAC resulted in increasing analgesia, with each .02% BAC increment producing an increase of SMD=.11 for pain threshold and SMD=.20 for reduced pain intensity. Some evidence of publication bias emerged, but statistical correction methods suggested minimal impact on effect size. Taken together, findings suggest that alcohol is an effective analgesic that delivers clinically- relevant reductions in ratings of pain intensity, which could explain alcohol misuse in those with persistent pain despite its potential consequences for long- term health. Further research is needed to corroborate these findings for clinical pain states

Impact of child factors on parenting stress of mothers of children with autism spectrum disorder and intellectual disability: a UK school-based study

Parents of children with autism spectrum disorder (ASD) are at risk for high stress levels. Multiple child factors have been identified as predictors of stress in parents of children with ASD, but factors associated with stress in parents of children with ASD and comorbid intellectual disability (ASD-ID) are not well understood. This study examined the role of child’s age, social impairment, executive functions and adaptive skills on parenting stress in mothers of children with ASD-ID. Mothers of 133 children with ASD-ID (aged 4–11 years) completed the Parenting Stress Index–Short Form, the Behaviour Rating Inventory of Executive Function, the Vineland Adaptive Behaviour Scales, and the Social Responsiveness Scale. Mothers’ stress varied according to the child’s educational stage and associated with poor metacognition. No associations were found between parenting stress, age and adaptive skills of children. Social impairment also predicted parenting stress above and beyond child factors. Theoretical implications are discussed

Assessing the factorial structure of the internet addiction test in a sample of Greek adolescents

Although many studies have documented the psychometric properties of the Internet Addiction Test (IAT) in adults, its factorial structure has not adequately been investigated in adolescents. The aim of this study was to investigate the psychometric properties of the Internet Addiction Test, specifically testing its factorial structure in a sample of adolescents. A modified version of the Greek IAT, adapted for adolescents, was administered to 725 Greek secondary-school students. To determine the factorial structure underlying the questionnaire, both traditional and bifactor modelling approaches were applied to derive the optimal measurement structure of the IAT for adolescents. The bifactor model supported the single and three distinct factors, with stronger support for the unidimensionality of the instrument. The present study supports the stability of the three-factor structure of the Greek IAT from adolescence to adulthood, yet a longitudinal study is warranted to confirm this suggestion

Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood

Executive function (EF) and theory of mind (ToM) are related to children's social interactions, such as aggression and prosocial behavior, as well as their peer acceptance. However, limited research has examined different forms of aggression and the moderating role of gender. This study investigated links between EF, ToM, physical and relational aggression, prosocial behavior and peer acceptance and explored whether these relations are gender specific. Children (N = 106) between 46‐ and 80‐months‐old completed tasks assessing cool and hot EF and ToM. Teaching staff rated children's aggression, prosocial behavior, and peer acceptance. EF and ToM predicted physical, but not relational, aggression. Poor inhibition and delay of gratification were uniquely associated with greater physical aggression. EF and ToM did not predict prosocial behavior or peer acceptance. Added to this, gender did not moderate the relation between either EF or ToM and social outcomes. The correlates of aggression may therefore differ across forms of aggression but not between genders in early childhood

Executive function predicts theory of mind but not social verbal communication in school-aged children with autism spectrum disorder

Background: The association between Executive Function (EF) and Theory of Mind (ToM) in Autism spectrum disorder (ASD) has been mainly investigated using false belief tasks, whilst less is known about the EF effect on other ToM facets. Furthermore, the role EF plays in social communication in ASD is mainly assessed using parent-report EF ratings rather than direct assessment. Aims: The aim of this study was to shed more light on the effect of performance-based EF measures on ToM and social communication in middle childhood in ASD relative to neurotypical controls. Methods and Procedures: Cross-sectional data were collected from 64 matched, school-aged children with and without ASD (8-12 years old), tested on measures of EF (inhibition, working memory, cognitive flexibility), ToM mental state/emotion recognition and social verbal communication. Outcomes and Results: Significant group differences were observed only in selective EF skills (inhibition & cognitive flexibility) and social verbal communication. EF working memory contributed to the explained variance of ToM but not social verbal communication in middle childhood. Conclusions and Implications: These findings suggest that EF and ToM are still associated in middle childhood and EF may be a crucial predictor of ToM across childhood in ASD. Implications are discussed regarding the social-cognitive impairment relationship in ASD