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

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

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

Everyday executive function and adaptive skills in children and adolescents with Autism Spectrum Disorder: Cross-sectional developmental trajectories

Background and aims: The development of Executive Function (EF) in Autism Spectrum Disorder (ASD) has been investigated using mainly performance-based EF measures. Less is known about the development of everyday EF skills. The present study aimed to identify the developmental patterns of everyday EF of children and adolescents with ASD compared to neurotypical controls. The association between EF and adaptive skills was also investigated. Methods: The present study used a cross-sectional developmental trajectory approach and data were collected from 57 children and adolescents with ASD, matched to 63 controls of the same age (7-15 years). Results: Results showed age-related performance declines in most everyday EF domains (e.g. inhibition, working memory, planning) in ASD, whereas for EF emotional control and shift, non-significant differences emerged across age in ASD. Everyday EF predicted adaptive skills over and above age and IQ, in participants overall. Conclusions and Implications: These results suggest that several everyday EF problems increase in adolescence in ASD and that these everyday EF developmental patterns deviate to a great extent from those of typical development. Shedding more light on the developmental course of all types of EF processes as well as their association with crucial social outcomes in ASD could contribute to a better theoretical understanding of the heterogeneity of the neurocognitive development in ASD

Hot and cool executive function and its relation to theory of mind in children with and without autism spectrum disorder

Previous research has clearly demonstrated that Autism Spectrum Disorder (ASD) involves deficits in multiple neuropsychological functions, such as Executive Function (EF) and Theory of Mind (ToM). A conceptual distinction is commonly made between cool and hot EF. In ASD, continued attention has been paid to the cool areas of executive dysfunction. Cool EF has been strongly related to ToM but research has not taken into account the association between hot EF and ToM in ASD. The present study investigates the associations between hot and cool EF and ToM in 56 school-aged children with ASD and 69 controls on tasks tapping cool EF (i.e. working memory, inhibition, planning), hot EF (i.e. affective decision making, delay discounting), and ToM (i.e. mental state/ emotion recognition and false belief). Significant group differences in each EF measure support an executive dysfunction in both domains in ASD. Strong associations between delay discounting and ToM mental state/ emotion recognition are reported suggesting that hot EF makes a unique contribution to ToM above and beyond cool EF in typical development and ASD. This study improves understanding of the profile of higher-order cognitive deficits in children with ASD, which may inform diagnosis and intervention

Motion and pattern cortical potentials in adults with high-functioning autism spectrum disorder

Purpose: Autism spectrum disorder (ASD) is a condition in which visual perception to both static and moving stimuli is altered. The aim of this study was to investigate the early cortical responses of subjects with ASD to simple patterns and moving radial rings using visual evoked potentials (VEPs). Methods: Male ASD participants (n = 9) and typically developing (TD) individuals (n = 7) were matched for full, performance and verbal IQ (p > 0.263). VEPs were recorded to the pattern reversing checks of 50′ side length presented with Michelson contrasts of 98 and 10 % and to the onset of motion—either expansion or contraction of low-contrast concentric rings (33.3 % duty cycle at 10 % contrast). Results: There were no significant differences between groups in the VEPs elicited by pattern reversal checkerboards of high (98 %) or low (10 %) contrast. The ASD group had a significantly larger N160 peak (1.85 x) amplitude to motion onset VEPs elicited by the expansion of radial rings (p = 0.001). No differences were evident in contraction VEP peak amplitudes nor in the latencies of the motion onset N160 peaks. There was no evidence of a response that could be associated with adaptation to the motion stimulus in the interstimulus interval following an expansion or contraction phase of the rings. Conclusion: These data support a difference in processing of motion onset stimuli in this adult high-functioning ASD group compared to the TD group

The Influence of Gender and Resource Holding Potential on Aggressive and Prosocial Resource Control Strategy Choice in Early Childhood

Through the lens of resource control and resource holding potential theory, an investigation was conducted into the effect of resource opponent characteristics on frequency of aggressive and prosocial resource control strategy selection in 4–5-year-old boys and girls. Children (N = 92; 4–5 years old) were asked how they would respond to 12 hypothetical resource holding potential (RHP) vignettes, in which resource control opponents varied in ‘toughness,’ ‘physical size’ and whether or not they were accompanied by friends. Girls gave significantly more prosocial responses to the vignettes than boys, and boys provided significantly more coercive responses compared to girls with some differences with age. Prosocial vignette responses were given significantly more frequently when the opponent was ‘not very tough’ as opposed to when they were ‘very tough.’ Findings suggest that both boys and girls utilise some form of discrimination when deciding on how to respond to resource competition scenarios and that there are some age and gender differences in their reported response strategies. Findings are discussed in terms of resource control and RHP theory. Future study should investigate whether such differences translate into real-world observed resource control behaviour. © Copyright © 2020 Roberts, Monks and Tsermentseli

Retrospective Accounts of Bullying Victimization at School: Associations with Post-Traumatic Stress Disorder Symptoms and Post-Traumatic Growth among University Students

This retrospective study investigated the association between bullying victimization experiences at school, current post-traumatic stress disorder (PTSD) symptoms and post-traumatic growth (PTG) among Greek university students. A sample of 400 university students aged 17 to 40 years (M age = 20.33, SD = 3.18) completed self-reported scales measuring school bullying victimization experiences, post-traumatic stress disorder symptoms and post-traumatic growth. Results showed that victims of school bullying reported mild levels of PTSD and moderate feelings of post-traumatic growth. Females presented higher scores of post-traumatic growth. Duration and frequency of victimization of school bullying were found to present a significant effect on PTSD symptoms and PTG, respectively. Post-traumatic growth as a result of school-bullying victimization was related to PTSD symptom severity and this relationship was curvilinear. The findings have implications in terms of informing prospective interventions targeting the enhancement of students’ sense of growth for handling peer aggression effectively. © 2020, Springer Nature Switzerland AG