جستجوی مقالات مرتبط با کلیدواژه "کارکرد اجرایی" در نشریات گروه "علوم تربیتی"

Executive functions are a set of higher order cognitive processes that manifest in purposeful behaviors and are widely used in everyday activities. These skills significantly develop in childhood, especially during preschool years. Therefore, their accurate recognition at this stage of life is really important. This review study was conducted with the aim to investigate the concept of executive functions with a focus on preschool ages. To this end, related theories, assessment tools, and their developmental characteristics in childhood were collected. For this descriptive study, we selected and reviewed 3939 English papers related to executive functions in the Scopus database. Our findings revealed two general views on executive functions. Furthermore, researchers agree on the importance of the formation and development of these cognitive processes in childhood.

Childhood is called the golden age of one’s life. Researchers believe that one of the components that emerge in early childhood and develops rapidly in the preschool years is executive functions (EFs) (Zelazo & Carlson, 2012; Serpel & Esposito, 2016). EFs are high-level cognitive processes such as reasoning, problem solving, and planning that are used to voluntarily control thought and action. This cognitive capacity grows slowly during childhood, peaks in adulthood, and declines in middle age (Overton & Lerner, 2010; Zelazo & Carlson, 2012). Attention to EFs during childhood and its outcomes for children’s preparation for school, adaptation to school, and future educational success has been extensively researched, which emphasizes the importance of this influential cognitive component more than ever. Also, because of the emphasis on the importance of measuring EFs in children for diagnosing childhood disorders and subsequent adult problems (Carlson, 2005) and that the development of these skills is influenced by the environment (Serpel & Esposito, 2016; Carlson, 2005), one can take a step toward children’s greater success by measuring EFs in preschool ages, promoting them, and enriching activities appropriate for these years.The importance of accurate recognition of this basic cognitive component and the dramatic and increasing growth of various related research raised the need for a comprehensive study of this concept. Furthermore, there is a lack of accurate introduction and a coherent review of theories related to EFs among domestic research on EFs, especially in the early years of life, which is one of the most effective and golden periods for EFs. Therefore, this study sought to review the research on EFs and introduce this concept to better understand it in preschool age, and to answer these questions: What are the theories in this area? What tools are there to measure EFs? How does this cognitive component develop during childhood?

This was a descriptive survey study. The statistical population comprised English papers on EFs. The keyword of “executive function*” was searched for in the Scopus database in the title of articles and the results were limited to the field of psychology. Of the 3939 articles found, those which received the most citations or were more recent, directly related to the study objectives, and focused on preschool were selected for analysis in the review study. 

The nature of EFs is controversial. Some believe in the unity of EF processing, while others argue for its dissociated components. In general, there are two developmental views on the EF framework.Representational modelsIn this view, EF is considered a unified structure. Theorists in this group include Vygotsky, Zelazo, and Munakata. At the beginning of the emergence of executive functions, there was an agreement on the unity of its structure; but over time, theorists have come up with a different form of this fact through various studies.Componential modelThe second theoretical approach related to EF emphasizes its separate processes. Working memory, response control/inhibition, and cognitive flexibility are listed as the three cores of EF (Diamond, 2006; Miyake et al., 2000). Baddely (1986) defines working memory as a system that temporarily stores and manipulates information during cognitive activities such as comprehension, learning, and reasoning. Response inhibition includes the ability to control one’s attention, behavior, thoughts, and feelings to overcome an inner desire or external temptation that leads to doing what is necessary or appropriate (Overton & Lerner, 2010; Diamond, 2013; Serpel & Esposito, 2016; Miyake et al., 2000). Cognitive flexibility is the third component of executive functions, which means the ability to switch between tasks or mental sets (Diamond, 2013; Serpel & Esposito, 2016).Major age-related changes in executive functions occur between the ages of 3 and 5 years, with several activities defined to measure its various dimensions. Performance-based tasks and rating scales are the two main categories of these activities. In general, theories suggest EF development as an increase in conflict resolution capabilities (Overton & Lerner, 2010; Best and Miller, 2010). This conflict is either between hierarchical rules (Zelazo et al., 2003), between latent and active representations (Munakata, 2001), or between current representations and preset mental behaviors (Diamond, 2006), and they often emphasize the underlying role of neural network change. 

EFs help keep information specific to an issue active in the working memory, ignore misleading data, and inhibit responses that hinder work-related goals. EF skills are activated in complex or new activities because they require the application of new strategies and monitoring their effectiveness, while simple or routine activities are performed instinctively without activating executive processes. This study had some limitations, including the fact that addressing all theories and aspects of EF in a review article is really difficult given the extensive number of studies. Thus some theories or aspects related to EF could have been addressed insufficiently or could have been overlooked. It can be said that this research has provided useful and practical information for future research on EFs, especially in preschool age. Given the lack of related review studies, the present review provides a basis for progression in this field. It is recommended that further studies examine other theories, including neuroscience EF-related papers. It is necessary for educators, teachers, and those involved in educational settings to be aware of this important cognitive ability and to consider the requirements for strengthening EF components, to provide a rich environment to promote this higher order cognitive ability leading to the more academic and social success of children.

The aim of present study was to investigate the The effectiveness of rhythmic motor exercises on visual perceptual coordination and executive function in children with learning disabilities in 2020.

This semi-experimental study was conducted as pre-test and post-test with control group. Statistical population included all children with learning disabilities in the city of Dezful. From among these children with learning disabilities, 30 children were randomly selected and put into the experimental and control groups of 15 persons each. The parenting Visual Critical Scale of the Gastalt and Coolidge Neuropsychological Inventory was the instrument of this study. First, the pretest was conducted on the two groups. Then, the experimental group was exposed to an eight-session of rhythmic motor exercises these sessions were weekly held in group. At the end, the post-test was applied on both groups.

The results of Covariance analysis indicated that rhythmic motor exercises has significantly decreased and executive function disorder and increasing visual perceptual coordination and there is a significant difference between the experimental and control groups in the visual perceptual coordination and executive function in children with learning disabilities (P<0.001).

Based on the results of the effect of rhythmic motor exercises on visual perceptual coordination and executive function, it can be concluded that rhythmic motor exercises is an effective treatment to reduce executive function and improve visual perceptual coordination.

The aim of this study was to determine the effect of  train with tactical game modele in Basketball on cognitive and motor skills

The subjects were (n=12) females PE student of Islamic Azad University of Marvdasht who got Basketball course. They were trained with tactical game model in a group. They were trained for 8 weeks, 2 sections in each weeks and 90 minutes in each section. The research was conducted in three phases: pre-test, training and post-test (retention) and used Trail Marking Test and Strop test for evaluation  executive function of cognitive skills. Also motor skill was evaluated with motor performance tool.  The descriptive statics and t-test were utilized to analyze datas.

Results show that there isn’t any significant differential (p< 0/05) between pre-test and post-test in executive function; whereas a significant differential (p< 0/0001) was observed between pre-test and post-test in motor skills.

Generally the result of this study show that tactical game instructional model doesn’t improve executive function but also motor performance in Basketball function.

The aim of this research was to investigate The effect of teaching phenographix method on the level of executive function and reading performance of students with reading difficulties. The study was a quasi experimental pretest-posttest with control group. The statistical population includes all students (boys and girls) with reading difficulties, fourth and fifth grades of elementary school in Aligudarz, who are studying in the academic year 2019-2020, of which 30 students (15 in the experimental group and 15 in the control group was selected as the sample size and randomly. Research tools included The executive functions questionnaire of Koolij et al. (2002) and the reading and dyslexia test (Nema) Kormi Nouri and Moradi (2005). Data using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) were analyzed. research results show that teaching phenographix techniques increased reading performance and improving the executive function in students with reading difficulties (p<0/001). Therefore, it can be said that reading is one of the main skills identifying lower elementary students with reading difficulties is essential to solving their problem.

The purpose of this study was to investigate the relationship between the use of computer games and executive functions in children aged 5 to 6 years old in Karaj 4th district. A sample of this study included 31 and 30 pre-school boys who were selected and tested availability. The test was performed using a researcher-made questionnaire on the use of computer games. Then, through the Coolidge test, the executive functions of pre-school children were examined. Pearson, ANOVA and t test were used to obtain data. The results of this study showed that there is a direct and significant relationship between the amount of computer games used and the executive functions (p <0.05). This result was obtained by Pearson test. Also, using Pearson test, the relationship between the rate Using computer games with decision-making function is a meaningful program for preschool children that shows a moderate correlation (p <0.05), but there was not a significant relationship between the amount of computer games used for organizing and inhibition. (P> 0.05); also, using t test, the difference between the group was There is no use of computer games for girls and boys, and at the end of the one-way ANOVA test, there is not a meaningful relationship between the amount of history of using computer games with pre-school children's executive functions (p> 0.05).

The aim of this study was to compare the components of the London-based Tower Test Planning-Organization organization's activities in students with special learning disabilities, "dysfunction, dyslexia, and math disorders" with their normal counterparts. The method of this study was descriptive of causal-comparative type. The statistical population includes male primary school pupils with special learning disorder in Mashhad, who were studying at the centers of learning disability in the academic year of 97-96. Accordingly, 150 students from the elementary school of the Learning Disabilities Center in the city of Mashhad were selected as a targeted sample and compared with 42 normal students. Data were collected using Wechsler's IQ and London Tower test and analyzed through multivariate variance (MANOVA). The results of this study showed that children with learning disabilities, "dyslexia, dyslexia and motility disorder" had a significant difference in the components of executive planning-organizing activities with normal students, and in these components were significantly lower than their normal counterparts. It seems that this weakness leads to problems in decision making and inadequate judgment, problems with innovations and changes, distraction and problems in various aspects of memory.

 

This study aimed to compare the executive functions (, response inhibition, sustained attention and working memory) in students with learning disabilities are dysgraphia normal counterparts.

This descriptive study is causal-comparative. The study population included all male students in primary Mqth with and without learning disabilities in the city of Mashhad. To measure the variables of CPT and subscale of Wechsler Digit was used. Data using multivariate analysis of variance (MANOVA) were analyzed.

The results showed that children with disabilities disorder, dysgraphia than normal children have lower performance in executive function (response time, response inhibition, sustained attention and working memory) are. There was a significant difference between the two groups.

It seems that this weakness will lead to problems in decision-making and lack of proper judgment, problems with innovation and change, distraction and problems in various aspects of memory. nse inhibition, sustained attention and working memory) are. There was a significant difference between the two groups.

It seems that this weakness will lead to problems in decision-making and lack of proper judgment, problems with innovation and change, distraction and problems in various aspects of memory.

The goal of this study was to examine the effectiveness of neurofeedback treatment in brainwave, executive function and math performance of children with specific learning disorder with mathematics specifier. The research was a case study, with multiple baseline design in one behavior of different people. The population included 7 to 9 years old pupils with dyscalculia in Tehran city. To select the participants, 3 pupils, who referred to psychological clinic, were selected in a purposive sampling. In this study, pupils have received 20 sessions of neurofeedback therapy, two sessions in a week. Neurofeedback training was in the frontal area that was the center of cognitive activity and executive functions. In order to assess the brain waves, executive function and math performance, all the pupils were examined by clinical CAS test and math test; before and after of treatment. The results showed that neurofeedback training was effective on high beta/beta ratio, theta/beta ratio, beta balance, alpha push (clinicalQ) and attention, successive processing, simultaneous processing (CAS test), and mathematics skills (math test).

This study intends to evaluate sustained attention and response inhibition as two components of executive functions in 5 to8 years’ old children with specific language impairment and comparing the results with their age match peers.
In this cross sectional-comparative and analytic- descriptive study¡ 76 children aged 5 to 8 (20 SLI and 56 aged matched) were evaluated using Continuous Performance Tests (CPT) (sustained attention)¡ Go No Go (response inhibition) and Persian Specific Language Impairment Battery. The data were analyzed using SPSS-18.
The score of children with SLI were significantly different (P Deficiency of children with SLI is not limited to different levels of language¡ but they are also limited in cognitive skills such as executive functions. Therefore¡ it is recommended that clinicians pay attention to other skills such as executive functions during assessment and intervention of SLI children.