A comparison of executive function in very preterm and term infants at 8 months corrected age

Sun, Jing; Mohay, Heather; O’Callaghan, Michael

doi:10.1016/j.earlhumdev.2008.10.005

Cited by 98 publications

(87 citation statements)

References 43 publications

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“…Studies have shown that EF emerge in infancy and continue to develop in adolescence (Sun, Mohay, & O'Callaghan, 2009). The ages of 5-8 years and 11-12 years appear to be milestones in the development of executive components.…”

Section: Introductionmentioning

confidence: 99%

Hayling Test - Adult Version: Applicability in the assessment of executive functions in children.

Siqueira

Scherer

Reppold

et al. 2010

Psychology & Neuroscience

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Childhood neuropsychology is a growing scientific area in Brazil. Regarding cognitive function in infancy, executive function (EF) has been the main focus of several studies because of its importance for and complexity in human cognition and behavior. Executive functions can be considered a set of cognitive processes related to control and integration devoted to the execution of goal-directed behaviors. Research has shown that these abilities begin in infancy and progressively develop until adulthood. Although some studies on EF development in children have already been conducted, our knowledge on this topic is still incipient. Because of the relevant role of age in cognition and EF development, the present study investigated whether differences exist between children aged 6 to 12 years concerning their performance on the Hayling test-adult version, an instrument that assesses the EF components of initiation and inhibition. Pilot data are presented that verify the applicability of this test to children. Significant differences were found between comparable age groups only in three of the seven main Hayling test scores, suggesting that the adult version may not be appropriate for children, and an adaptation of the test for child assessment is necessary. The study may lead to an initial reflection on the development of these components and thus contribute to improvements in the field of child neuropsychology.

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Section: Introductionmentioning

confidence: 99%

Hayling Test - Adult Version: Applicability in the assessment of executive functions in children.

Siqueira

Scherer

Reppold

et al. 2010

Psychology & Neuroscience

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show abstract

“…The age difference may have influenced performance on executive function tasks, as these cognitive processes are still undergoing development during adolescence, and are only fully mature by the end of this period (Lee & Hoaken, 2007;Sun, Mohay, & O'Callaghan, 2009). Therefore, older participants may have an advantage in executive function tasks.…”

Section: Discussionmentioning

confidence: 99%

Stressful Events and Executive Functioning, Working Memory and Academic Performance in Adolescents

et al. 2017

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A number of studies have investigated the association between psychiatric disorders and alterations in cognitive development, academic performance, and learning ability. However, few studies have explored the relationship between stressful events and grade repetition. Therefore, the main goal of the present study was to compare the frequency of exposure to stressful events, academic performance, executive functioning, and performance on working memory tasks between adolescents with and without a history of grade repetition. This was a cross-sectional study. The sample was composed of 83 adolescents divided into two groups: (1) individuals with a history of grade repetition (n = 39) and (2) participants who had never repeated a grade (n = 44). Participants were administered tests to assess executive functions, intelligence, exposure to stressful events, and academic performance. Results showed that individuals with a history of grade repetition reported to experiencing a higher number of stressful events in adolescence, had worse academic performance, and obtained lower scores on executive functioning and working memory tasks than non-repeaters.

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“…4 There are also modified versions designed to be administered with neuroimaging. 5,6 Considering that executive functions (EF) are a set of higher-order processes that serve to organize behavior and adapt it to context and to individual aims 7,8 and that these functions emerge in infancy and continue to develop through adolescence, 9 there is unquestionably a need for verbal tools to asses EF for clinical and research purposes.…”

Section: Introductionmentioning

confidence: 99%

Development of the Brazilian version of the Child Hayling Test

Siqueira

Gonçalves

Hübner

et al. 2016

Trends Psychiatry Psychother.

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Introduction: The Hayling Test assesses the components of initiation, inhibition, cognitive flexibility and verbal speed by means of a sentence completion task. This study presents the process of developing the Brazilian version of the Child Hayling Test (CHT) and reports evidence of its content validity. Methods: 139 people took part in the study. The adaptation was performed by seven translators and 12 specialist judges. An initial sample of 92 healthy children was recruited to test a selection of sentences adapted from previous adult and pediatric versions of the instrument, and a sample of 28 healthy children was recruited for pilot testing of the final version. The instrument was developed in seven stages: 1) translation, 2) back-translation, 3) comparison of translated versions, 4) preparation of new stimuli, 5) data collection with healthy children to analyze comprehension of the stimuli and analyses by the authors against the psycholinguistic criteria adopted, 6) analyses conducted by judges who are specialists in neuropsychology or linguistics, and 7) the pilot study. Results: Twenty-four of the 72 sentences constructed were selected on the basis of 70-100% agreement between judges evaluating what they assessed and level of comprehensibility. The pilot study revealed better performance by older children, providing evidence of the instrument's sensitivity to developmental factors. Conclusions: Future studies employing this version of CHT with clinical pediatric populations who have frontal lesions and dysfunctions and in related areas are needed to test functional and differential diagnoses of preserved or impaired executive functions.

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A comparison of executive function in very preterm and term infants at 8 months corrected age

Abstract: Very preterm infants performed more poorly than full-term infants on measures of EF. Further follow up studies are required to investigate whether EF measures in infancy can predict learning and attention outcome at school age.

Cited by 98 publications

References 43 publications

Hayling Test - Adult Version: Applicability in the assessment of executive functions in children.

Hayling Test - Adult Version: Applicability in the assessment of executive functions in children.

Stressful Events and Executive Functioning, Working Memory and Academic Performance in Adolescents

Development of the Brazilian version of the Child Hayling Test

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