Executive Resources

Gross, Rachel G.; Grossman, Murray

doi:10.1212/01.con.0000368266.46038.0e

Cited by 11 publications

(7 citation statements)

References 57 publications

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“…Still, poor academic performance in children may, in part, be driven by deficits in prefrontal cortex function, the part of the brain involved in executive function (Mamrot & Hanc, 2019; St Clair‐Thompson & Gathercole, 2006). Since executive functions are proposed to underlie the initiation of flexible, adaptive, and goal‐directed behavior, goal‐setting may help students develop, execute and maintain the necessary steps to realize a particular goal (Gross & Grossman, 2010; McKenzie, 2019). With that said, it is clear that we need a better understanding of the mechanisms through which early‐childhood environmental deprivation embeds biologically to influence brain structure and function (Lund et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Child obesity moderates the association between poverty and academic achievement

Kranjac

2021

Psychology in the Schools

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Childhood overweight and obesity are major public health problems in the United States. Children who experience poverty are 1.5 times more likely to suffer with overweight and 1.6 times more likely to have obesity. The extent to which overweight or obesity exacerbates the negative influence of socioeconomic inequality on child academic outcomes has not yet been examined. We estimated the effect of poverty on math and reading achievement trajectories using the Early Childhood Longitudinal Study (ECLS) Kindergarten class of 1998−1999 survey data and multilevel growth curve modeling techniques. Our findings indicate that the impact of obesity status is more pronounced for children from low socioeconomic backgrounds in both reading and math achievement, as well as for children with overweight in reading achievement scores. Thus, we see evidence that overweight and obesity moderate the pathway through which early‐childhood poverty affects school performance. Given that we identified overweight and obesity as putative mechanisms through which socioeconomic deprivation affects academic achievement, focusing on overweight and obesity prevention may alter students’ academic trajectories. Taken together, we see evidence that the combined negative effect of increased weight status and poverty, beyond the independent effects of each, has far‐reaching consequences for educational outcomes.

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Section: Discussionmentioning

confidence: 99%

Child obesity moderates the association between poverty and academic achievement

Kranjac

2021

Psychology in the Schools

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“…Consequently, regions associated with cognition or emotion were selected bilaterally. The following were included as regions predominantly influencing cognition: the middle frontal and lateral frontal gyri, the parietal cortex, and the medial and lateral gyri of the temporal lobes [ 25 – 29 ]. The following were included as regions predominantly influencing emotion: amygdala, rostral anterior cingulate cortex, insula, orbitofrontal cortex (medial and lateral orbitofrontal cortex) and nucleus accumbens [ 30 – 35 ].…”

Section: Methodsmentioning

confidence: 99%

Comparing Volume Loss in Neuroanatomical Regions of Emotion versus Regions of Cognition in Healthy Aging

et al. 2016

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Many emotional functions are relatively preserved in aging despite declines in several cognitive domains and physical health. High levels of happiness exist even among centenarians. To address the hypothesis of whether preservation of emotional function in healthy aging may relate to different rates of age-related volume loss across brain structures, we performed two volumetric analyses on structural magnetic resonance neuroimaging of a group of healthy aging research participants using Freesurfer version 5.1. Volumes selected as supporting cognition included bilateral midfrontal and lateral frontal gyri, lateral parietal and temporal cortex, and medial temporal lobes. Volumes supporting emotion included bilateral amygdala, rostral anterior cingulate, insula, orbitofrontal cortex, and nucleus accumbens. A cross-sectional analysis was performed using structural MRI scans from 258 subjects. We found no difference in proportional change between groups. A longitudinal mixed effects model was used to compare regional changes over time in a subset of 84 subjects. Again, there was no difference in proportional change over time. While our results suggest that aging does not collectively target cognitive brain regions more than emotional regions, subgroup analysis suggests relative preservation of the anterior cingulate cortex, with greater volume loss in the nucleus accumbens. Implications of these relative rates of age-related volume loss in healthy aging are discussed and merit further research.

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“…These abilities include basic cognition, social cognition, and motivational states. Basic cognition largely refers to executive functions, including working memory, initiation, inhibition, cognitive flexibility, task completion, attention, planning, organizing, and monitoring (99,(101)(102)(103)(104)(105)(106)(107). Social cognition includes how people think about themselves, others, social situations, and interactions (so-called theoryof-mind deficits), plus emotional information processing, understanding complex social-emotional scenarios such as irony and sarcasm, and social drive limitations (99,(108)(109)(110)(111)(112)(113).…”

Section: Human-specific Cognitionmentioning

confidence: 99%