Development of hot and cool executive functions in middle childhood: Three-year growth curves of decision making and working memory updating

Lensing, Nele; Elsner, Birgit

doi:10.1016/j.jecp.2018.04.002

Cited by 45 publications

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“…EF and Effortful Control were mostly researched separately due to the different research directions. Only few studies have investigated both aspects together in a sporting context (Hongwanishkul et al, 2005;Prencipe et al, 2011;Lensing and Elsner, 2018;O'Toole et al, 2018), or they focus on special populations outside the sport context (e.g., ADHD: Geurts et al, 2006;Antonini et al, 2015;Skogli et al, 2017;Autism Spectrum Disorder: Zimmerman et al, 2016;Kouklari et al, 2017; childhood obsessive-compulsive disorder: Hybel et al, 2017). While measures of Cool EF are strongly correlated, Poon (2018) found no significant relationship between Hot and Cool EF measures in a group of 12 to 17-year-old boys and girls outside the sports context.…”

Section: Hot and Cool Executive Functions: Whatmentioning

confidence: 99%

Hot and Cool Executive Function in Elite- and Amateur- Adolescent Athletes From Open and Closed Skills Sports

et al. 2020

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Background: Executive functions (EFs) not only play an important role in shaping adolescent's goal-directed, future-oriented cognitive skills under relatively abstract, non-affective conditions (Cool EF), but also under motivationally significant, affective conditions (Hot EF). Empirical evidence suggest a link between EF, exercise and physical activity, specifically elite adult athletes appear to outperform amateur athletes in Cool EF; however, no previous studies have examined the relationship between Hot and Cool EFs and impulsivity during the developmentally sensitive period of adolescence comparing different types of sport (open-vs. closed-skills), and levels (elite athletes vs. amateurs). Methods: A total 86 boys and girls between 13 and 15 years of age (mean: 14.0, SD: 0.79) from different sports (track-and-field; team handball) were recruited. Participants were further divided into two groups: (a) 40 elite, and (b) 46 amateur athletes. They completed four Cool EF tasks including Trail-Making Test, Trail-Walking-Test, Flanker task, n-back-task, and one Hot EF task on Game of Dice task. Data on subjective impulsivity (UPPS Impulsive Behavior Scale; Barratt Impulsiveness Scale-15) was also collected. Results: There was a significant overall effect for expertise in favor of elite athletes (Wilks' Lambda = 0.61, F(14,69) = 3.19, p = 0.001,η 2 p = 0.393), but no overall main effect for type of sport or an interaction for expertise by type of sport. Specifically, elite athletes showed significantly better performances on dual tasks. For Hot EF, there were no main effects for type of sport, expertise level, training experience or training duration. We also found positive correlations among Cool EF and impulsivity measures, and between Hot EF and Impulsivity, but no significant relationship between Cool and Hot EF. Conclusion: The current understanding of the decisive cognitive abilities does not correspond to sporting reality, so that the tests frequently used are not sensitive enough to distinguish between elite and amateur athletes or different sports. However, it should also be remembered that the factors underlying complex sporting performance are multidimensional and are obviously difficult to trace back to selected partial

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Section: Hot and Cool Executive Functions: Whatmentioning

confidence: 99%

Hot and Cool Executive Function in Elite- and Amateur- Adolescent Athletes From Open and Closed Skills Sports

et al. 2020

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“…Al contrario, Diamond y Lee (2011) consideran que la capacidad de planear se encuentra presente a partir de los 12 años y que efectivamente alcanza su desarrollo al final de la adolescencia, alrededor de los 21 años. explorar si existen diferencias debido al sexo como ya se reportó anteriormente (Boelema et al, 2014;Lensing & Elsner, 2018).…”

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“…Asimismo, es importante considera otras variables que se relacionan positivamente con la edad en el desarrollo de las funciones ejecutivas como la velocidad de procesamiento, el estado socieconómico y la habilidad verbal (Lensing & Elsner, 2018).…”

Section: Orozco Zevada María Elena -Téllez Alanís Bernardaunclassified

“…Adicionalmente, estos resultados proporcionan información para el diagnóstico e intervención en casos de retrasos en el desarrollo de las funciones evaluadas. Westenberg & Crone, 2008;Lensing & Elsner, 2018).…”

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“…Existen estudios que se han enfocado en etapas tempranas del desarrollo, en especial en los primeros tres años de vida; otros se han enfocado a la etapa preescolar, entre los 3 y los 5 años (Carlson, 2005;Garon, Bryson, & Smith, 2008;Isquith, Gioia & Espy, 2004) mientras que otros se han dirigido a la etapa escolar que abarca de los 6 a los 11 años (Best & Miller, 2010;Lensing & Elsner, 2018).…”

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Inhibición conductual, memoria de trabajo y planificación en adolescentes entre 12 y 14 años

Zevada

Téllez²

2018

RICC

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El objetivo del presente estudio fue comparar la ejecución de adolescentes entre los 12 y los 14 años en tres tareas asociadas a funciones ejecutivas: inhibición conductual, memoria de trabajo y planificación. Se trabajó con tres grupos (12, 13 y 14 años) cada uno con 62 participantes. Se empleó la tarea Stop signal para la inhibición conductual, para la memoria de trabajo la tarea N-Back (1,2) y para la planeación la Torre de Londres modificada. Se encontró mayor número de aciertos a los 14 años que a los 12 años en la tarea de inhibición y en la de memoria de trabajo, mientras que en la planificación no hubo diferencias. Estos hallazgos deben considerarse al realizar investigaciones del desarrollo para no agrupar esas edades sólo por un criterio aritmético. Adicionalmente, estos resultados proporcionan información para el diagnóstico e intervención en casos de retrasos en el desarrollo de las funciones evaluadas.

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Social motives in children: Greed and fear in a social bargaining game

Zhen

2022

Behavioral Decision Making

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Cooperation often coexists with defection in social interactions. Individuals may choose non‐cooperation in social dilemmas either out of fear (fear of being exploited by a non‐cooperative player) or out of greed (the desire to increase private payoff by defecting from a cooperative player). However, the developmental trajectories of such motives in social interactions remain unclear. In order to find out how fear and greed influence children's cooperative behaviors differentially, children aged 7 to 11 were tested in Study 1 using a modified repeated one‐shot prisoner's dilemma game (PDG) in which the incentives to be greedy or fearful were parametrically and independently manipulated. Results showed that children were sensitive to the greed effect at age 7 and their sensitivity was stable across middle childhood, while only 11‐year‐old children were significantly affected by fear when the greed level was low. These findings suggest that in the context of PDG, sensitivity to social threat increases with age across middle childhood especially under low temptation to exploit others, and the greed motive may be less influenced by age in this period. By continuing to use the same experiment with young adults, Study 2 revealed that young adults also demonstrated a diminished fear motive when the greed level was low in the PDG. Moreover, the sensitivity to social motives of 11‐year‐olds was comparable to the levels of young adults. Together, the present findings confirm that two different social motives underlie the development of cooperation in middle childhood.

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Development of hot and cool executive functions in middle childhood: Three-year growth curves of decision making and working memory updating

Cited by 45 publications

References 41 publications

Hot and Cool Executive Function in Elite- and Amateur- Adolescent Athletes From Open and Closed Skills Sports

Hot and Cool Executive Function in Elite- and Amateur- Adolescent Athletes From Open and Closed Skills Sports

Inhibición conductual, memoria de trabajo y planificación en adolescentes entre 12 y 14 años

Social motives in children: Greed and fear in a social bargaining game

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