Monitoring and control processes within executive functions: Is post-error slowing related to pre-error speeding in children?

Both pre-error speeding and post-error slowing reflect monitoring and control strategies. Post-error slowing is relatively well-established in children, whereas pre-error speeding is much less studied. Here we investigated (a) whether kindergarten and first-grade children show pre-error speeding in a cognitive control task (Hearts and Flowers) and, if so, (b) whether post-error slowing is associated with pre-error speeding. We analyzed the data from 153 kindergartners and 468 first-graders. Both kindergartners and first-graders showed significant pre-error speeding and post-error slowing, with no differences between the two samples in the magnitude of each. The magnitude of pre-error speeding and post-error slowing was correlated within individuals in both samples and to a similar extent. That is, children who sped up more extremely toward an error also slowed down more extremely after an error. These findings provide evidence that pre-error speeding and post-error slowing are related in children as early as kindergarten age and may in concert reflect how optimal children's monitoring and control of their performance is in a cognitive control task.

The internal structure of handwriting proficiency in beginning writers.

Fluent and automatized handwriting frees cognitive resources for more complex elements of writing (i.e., spelling or text generation) or even math tasks (i.e., operating) and is therefore a central objective in primary school years. Most previous research has focused on the development of handwriting automaticity across the school years and characteristics of handwriting difficulties in advanced writers. However, the relative and absolute predictive power of the different kinematic aspects for typically developing beginning handwriting remains unclear. The purpose of the present study was to investigate whether and to what extent different kinematic aspects contribute to handwriting proficiency in typically developing beginning handwriters. Further, we investigated whether gender, socioeconomic background, or interindividual differences in executive functions and visuomotor integration contribute to children's acquisition of handwriting. Therefore, 853 first-grade children aged seven copied words on a digitized tablet and completed cognitive performance tasks. We used a confirmatory factor analysis to investigate how predefined kinematic aspects of handwriting, specifically the number of inversions in velocity (NIV), pen stops, pen lifts, and pressure on the paper, are linked to an underlying handwriting factor. NIV, pen stops, and pen lifts showed the highest factor loadings and therefore appear to best explain handwriting proficiency in beginning writers. Handwriting proficiency was superior in girls than boys but, surprisingly, did not differ between children from low versus high socioeconomic backgrounds. Handwriting proficiency was related to working memory but unrelated to inhibition, shifting, and visuomotor integration. Overall, these findings highlight the importance of considering different kinematic aspects in children who have not yet automatized pen movements. Results are also important from an applied perspective, as the early detection of handwriting difficulties has not yet received much research attention, although it is the base for tailoring early interventions for children at risk for handwriting difficulties.

Foundations for future math achievement: Early numeracy, home learning environment, and the absence of math anxiety.

BACKGROUND: Mathematics achievement is pivotal in shaping children's future prospects. Cognitive skills (numeracy), feelings (anxiety), and the social environment (home learning environment) influence early math development. METHOD: A longitudinal study involved 85 children (mean age T1 = 6.4 years; T2 = 7.9) to explore these predictors holistically. Data were collected on early numeracy skills, home learning environment, math anxiety, and their impact on various aspects of math. RESULTS: The study found that early numeracy skills, home learning environment, and math anxiety significantly influenced math school achievement. However, they affected written computation, sequences, and comparisons differently. Early numeracy skills strongly predicted overall achievement and comparison subtest performance. CONCLUSION: These findings underscore the substantial role of math anxiety and home learning environment in children's math achievement. The study emphasizes the need to consider the selective impacts of these factors in future research, shedding light on the multifaceted nature of mathematics achievement determinants.

The Relationship between Executive Functions, Working Memory, and Intelligence in Kindergarten Children.

Executive functions (EF), working memory (WM), and intelligence are closely associated, but distinct constructs. What underlies the associations between these constructs, especially in childhood, is not well understood. In this pre-registered study, along with the traditional aggregate accuracy and RT-based measures of EF, we investigated post-error slowing (PES) in EF as a manifestation of metacognitive processes (i.e., monitoring and cognitive control) in relation to WM and intelligence. Thereby, we aimed to elucidate whether these metacognitive processes may be one underlying component to explain the associations between these constructs. We tested kindergarten children (Mage = 6.4 years, SDage = 0.3) in an EF, WM (verbal and visuospatial), and fluid (non-verbal) intelligence task. We found significant associations of mainly the inhibition component of EF with fluid intelligence and verbal WM, and between verbal WM and intelligence. No significant associations emerged between the PES in EF and intelligence or WM. These results suggest that in the kindergarten age, inhibition rather than monitoring and cognitive control might be the underlying component that explains the associations between EF, WM, and intelligence.

Stop and think: Additional time supports monitoring processes in young children.

When children evaluate their certainty, monitoring is often inaccurate. Even though young children struggle to estimate their confidence, existing research shows that monitoring skills are developing earlier than expected. Using a paired associates learning task with integrated monitoring, we implemented a time window to-"Stop and Think"-before children generated their answers and evaluated their confidence in the chosen response. Results show that kindergarten and second grade children in the-"Stop and Think"-condition have higher monitoring accuracy than the control group. Implementing a time window thus seems to support children in their evaluation of different certainty levels. Relating individual differences in independently measured inhibitory control skills revealed a correlation between monitoring and inhibition for kindergarteners.

Six- to eight-year-olds' performance in the Heart and Flower task: Emerging proactive cognitive control.

The Heart and Flower task is used worldwide to measure age-dependent and individual differences in executive functions and/or cognitive control. The task reliably maps age and individual differences and these have consistently been found to be predictive for different aspects of school readiness and academic achievement. The idea has been put forward that there is a developmental shift in how children approach such a task. While 6-year-olds' tend to adapt their task strategy ad hoc and reactively, older children increasingly engage in proactive cognitive control. Proactive cognitive control entails finding the right response speed without risking errors, always dependent on the cognitive conflict. The main goal of the present contribution was to examine children's adjustments of response speed as a function of age and cognitive conflict by addressing RTs surrounding errors (i.e., errors and post-error trials). Data from a large sample with three age groups was used (N = 106 6-year-olds' with a mean age of 6 years; 3 months; N = 108 7-year-olds' with a mean age of 7 years; 4 months; N = 78 8-year-olds' with a mean age of 8 years; 1 month). Response speed adjustments and the development thereof were targeted both across the Flower and Mixed block, respectively, and within these blocks focusing on errors and post-error slowing. Results revealed evidence for a developmental shift toward more efficient proactive cognitive control between 6 and 8 years of age, with the older but not the younger children strategically slowing down in the Mixed block and smoother post-error slowing. At the same time, we found that even the youngest age group has emerging proactive cognitive control skills at their disposal when addressing post-error slowing in the Flower block. The present study thus tracks the early roots of later efficient executive functions and cognitive control, contributes to a better understanding of how developmental progression in cognitive control is achieved, and highlights new avenues for research in this domain.

Adversity in early childhood: Long-term effects on early academic skills.

BACKGROUND: The dimensional adversity model (McLaughlin & Sheridan, 2016) proposes that deprivation and threat affect child development differently. However, empirical support for the dimensional adversity model stems predominately from adolescent samples. OBJECTIVE: We aimed to examine if deprivation and threat experiences in infancy have differential effects on pre-academic skills in early childhood. Furthermore, we addressed the effect of chronic vs. temporary adversity exposure in infancy. PARTICIPANTS AND SETTING: The population-based sample consisted of 3481 infants (49% girls). New-borns and their families were followed longitudinally (6 months to 6 years of age). METHODS: Based on parental information, we computed four deprivation variables and three threat variables. Pre-academic cognitive and social-emotional skills were measured with a math and a vocabulary test and parental questionnaires on emotion regulation and behavioral problems. RESULTS: Results showed that infant deprivation (but not threat) is negatively associated with math scores (ß = -0.06) and language skills (ß = -0.04) in kindergarten. However, infant threat and deprivation were both associated with behavioral problems (ß = 0.06; ß = 0.04) and emotion-regulation difficulties (ß = 0.04; ß = 0.03) in kindergarten. Analyses comparing chronic vs. temporary adversity exposure showed that chronic exposure was strongly related to all cognitive and social-emotional outcomes. CONCLUSIONS: We found partial support for the differential effects of deprivation and threat on pre-academic skills. Furthermore, the results suggest that particularly chronic adversity poses a potential risk for development - across domains of cognition and emotions.

Age-related qualitative differences in post-error cognitive control adjustments.

Detecting an error signals the need for increased cognitive control and behavioural adjustments. Considerable development in performance monitoring and cognitive control is evidenced by lower error rates and faster response times in multi-trial executive function tasks with age. Besides these quantitative changes, we were interested in whether qualitative changes in balancing accuracy and speed contribute to developmental progression during elementary school years. We conducted two studies investigating the temporal and developmental trajectories of post-error slowing in three prominent cognitive conflict tasks (Stroop, Simon, and flanker). We instructed children (8-, 10-, and 12-year-old) and adults to respond as fast and as accurately as possible and measured their response times on four trials after correct and incorrect responses to a cognitive conflict. Results revealed that all age groups had longer response times on post-error versus post-correct trials, reflecting post-error slowing. Critically, slowing on the first post-error trial declined with age, suggesting an age-related reduction in the orienting response towards errors. This age effect diminished on subsequent trials, suggesting more fine-tuned cognitive control adjustments with age. Overall, the consistent pattern across tasks suggests an age-related change from a relatively strong orienting response to more balanced cognitive control adaptations.

Connecting teachers' classroom instructions with children's metacognition and learning in elementary school.

Many children have difficulties with accurate self-monitoring and effective regulation of study, and this may cause them to miss learning opportunities. In the classroom, teachers play a key role in supporting children with metacognition and learning. The present study aimed to acquire insights into how teachers' cognitive and metacognitive strategy instruction, as well as teacher-directed and child-centered instructional practices are related to children's self-monitoring accuracy, regulation of study, and learning performance. Twenty-one teachers and 308 children (2nd and 4th grade elementary school) participated. Teachers instructed a secret code task, children had to learn the match between letters of the alphabet and corresponding symbols. Teachers were observed and audio-recordings were made of their instructions. Then, children were asked to (a) make restudy selections, (b) complete a test, and (c) self-monitor test performance. Although teachers both addressed cognitive and metacognitive strategies, they more often instructed children about cognitive strategies. Further, teaching practices were more often teacher-directed than child-centered. Although there were no relations between teachers' instructions for metacognitive strategies and children's outcome measures, teaching cognitive strategies was positively associated with children's performance and self-monitoring accuracy. However, teaching cognitive strategies did not predict effective restudy selections. Rather, child-centered instructions (i.e., giving children autonomy to regulate their own learning) positively predicted children's restudy, and further, children's self-monitoring was more accurate in classrooms where teachers more often used child-centered instructional practices. This seems to imply that not only the content of the instructions itself, but particularly the way these are given, affects children's metacognition.

Comparing metacognitive monitoring between native and non-native speaking primary school students.

Metacognitive monitoring is a significant predictor of academic achievement and is assumed to be related to language competencies. Hence, it may explain academic performance differences between native and non-native speaking students. We compared metacognitive monitoring (in terms of resolution) between native and non-native speaking fourth graders (~ 10 year olds) in two studies. In Study 1, we matched 30 native and 30 non-native speakers and assessed their monitoring in the context of a paired-associates task, including a recognition test and confidence judgements. Study 1 revealed that recognition and monitoring did not differ between native and non-native speaking children. In Study 2, we matched 36 native and 36 non-native speakers and assessed their monitoring with the same paired-associates task. Additionally, we included a text comprehension task with open-ended questions and confidence judgments. We replicated the findings of Study 1, suggesting that recognition and monitoring do not necessarily differ between native and non-native speakers. However, native speaking students answered more open-ended questions correctly than non-native speaking students did. Nevertheless, the two groups did not differ in monitoring their answers to open-ended questions. Our results indicate that native and non-native speaking children may monitor their metacognitive resolution equally, independent of task performance and characteristics. In conclusion, metacognitive monitoring deficits may not be the primary source of the academic performance differences between native and non-native speaking students.

The effect of video games, exergames and board games on executive functions in kindergarten and 2nd grade: An explorative longitudinal study.

We examined the relation between different kinds of play behavior (video games, exergames, board games) in kindergarten (T1) and components of executive function (EF; inhibition, switching, verbal and visuospatial updating) in kindergarten and second grade (T1 and T2). Ninety-seven children participated in this longitudinal study. Parents were asked to complete a questionnaire regarding children's play behavior, reporting frequency, duration, and game type. The results indicate that play behavior is associated with EF development in children; however, only exergames, electronic puzzle games, and board games predicted EF at T2. Additionally, the time spent on electronic games was negatively related to visuospatial updating at T1 but did not predict EF at T2. The results support further investigation of a potential link between board game and exergame play behavior and EF development.

Exploring psychometric properties of children' metacognitive monitoring.

Two independent data sets assessing children's metacognitive monitoring abilities were used to explore the psychometric properties of classical and often-used monitoring measures in primary school age. Theoretically, monitoring is an overarching skill that helps individuals evaluate task mastery, strategy use, and correctness of performance. Monitoring skills are increasingly targeted when addressing individual differences in scholastic achievement and intervention approaches to foster students' self-regulated learning early on. In such contexts, knowledge about central psychometric properties is essential. Results of both studies revealed high internal consistency of prospective and retrospective monitoring judgments. When equivalent item sets (in terms of item difficulty) were considered (Study 1), split-half reliabilities were also satisfying. However, analyses revealed that the monitoring judgments' reliability depends on the reliability of the first-order task (recognition memory test). Retesting children of Study 2 after six months revealed considerable fluctuations in the monitoring measures. Among the included monitoring measures, reliabilities of within-person correlations (Gammas) between performance and confidence and recognition response times and confidence were poorest. Results are discussed in the context of the underlying theoretical construct and implications for research and practice.

Metacognition and self-concept: Elaborating on a construct relation in first-grade children.

Self-evaluations play an important role in various fields of study, specifically in research on metacognition and self-concept. Although the assumption that self-evaluations as known from metacognitive monitoring and academic self-concept are related has received wide agreement, the nature of such a relationship has only rarely been investigated. In the current study, the individual-differences approach that has occasionally addressed this association is discussed and extended twofold. For one, a novel way to compare metacognition and self-concept is presented by computing a self-concept bias-analogous to metacognition research. For another, the study targeted a younger population, namely first-grade children. In line with previous studies, the results confirmed a weak relation between metacognitive monitoring and academic self-concept when relating the two constructs at the absolute level of confidence. However, relating the constructs by means of the respective biases revealed a more substantial association. Thus, while previous studies have assumed the common thread between metacognition and self-concept to be best explained by a general confidence trait, the present study suggests the accuracy of self-evaluations to be at stake instead. Hence, by introducing a method to quantify a bias in self-concept, the current study proposes a new and promising way to compare and relate the constructs of metacognition and self-concept.

Cortical Morphometry and Its Relationship with Cognitive Functions in Children after non-CNS Cancer.

Background: Childhood cancer survivors (Ccs) are at risk for cognitive late-effects, which might result from cortical alterations, even if cancer does not affect the brain. The study aimed to examine gray and white matter volume and its relationship to cognition. Methods: Forty-three Ccs of non-central nervous system cancers and 43 healthy controls, aged 7-16 years, were examined. Cognitive functions and fine motor coordination were assessed and T1-weighted images were collected for voxel-based morphometry. Results: Executive functions (p = .024, d = .31) were poorer in Ccs than controls, however still within the normal range. The volume of the amygdala (p = .011, ŋ2 = .117) and the striatum (p = .03, ŋ2 = .102) was reduced in Ccs. No significant structure-function correlations were found, neither in patients nor controls. Conclusion: Non-CNS childhood cancer and its treatment impacts on brain structures relevant to emotion processing.

Developmental Improvements and Persisting Difficulties in Children's Metacognitive Monitoring and Control Skills: Cross-Sectional and Longitudinal Perspectives.

This study investigated age-dependent improvements of monitoring and control in 7/8- and 9/10-year-old children. We addressed prospective (judgments of learning and restudy selections) and retrospective metacognitive skills (confidence judgments and withdrawal of answers). Children (N = 305) completed a paired-associate learning task twice, with a 1-year delay. Results revealed improvements in retrospective, but not in prospective monitoring and control. Furthermore, control remained suboptimal, seemingly a consequence of overoptimistic monitoring. Both age groups showed stronger monitoring-based control at the second compared to the first assessment. The comparison with a cross-sectional sample (N = 144) revealed that improvements in retrospective monitoring can be mainly attributed to naturally occurring development, whereas retrospective control seemed to improve due to increased task familiarity.

Motor ability, physical self-concept and health-related quality of life in pediatric cancer survivors.

BACKGROUND: Cancer survivorship is frequently associated with severe late effects. However, research into pediatric cancer survivors on late effects in motor ability, physical self-concept and their relationship to quality of life is limited. METHODS: Using multiple regression analyses, 78 pediatric cancer survivors and 56 typically developing children were compared in motor ability, physical self-concept and health-related quality of life. In addition, mediational multi-group analyses between motor ability (independent variable), physical self-concept (mediator) and quality of life (dependent variable) were calculated. RESULTS: Pediatric cancer survivors had a lower motor ability (gHedges  = 0.863), a lower physical self-concept with regard to several scales of the PSDQ-S (gHedges  = 0.318-0.764) and a higher relative risk for a below average quality of life than controls (RR = 1.44). Children with a history of cancer involving the central nervous system showed poorer motor ability compared to those without central nervous system involvement (gHedges  = 0.591). Furthermore, the physical self-concept significantly mediated the relationship between motor ability and quality of life in pediatric cancer survivors but not in typically developing children. CONCLUSIONS: Results show the importance of monitoring and supporting the development of motor ability in the aftercare of pediatric cancer survivors. Physical activity interventions may be advisable to prevent physical activity-related late effects and potentially improve related psychosocial variables such as quality of life.

Impact of non-CNS childhood cancer on resting-state connectivity and its association with cognition.

INTRODUCTION: Non-central nervous system cancer in childhood (non-CNS CC) and its treatments pose a major threat to brain development, with implications for functional networks. Structural and functional alterations might underlie the cognitive late-effects identified in survivors of non-CNS CC. The present study evaluated resting-state functional networks and their associations with cognition in a mixed sample of non-CNS CC survivors (i.e., leukemia, lymphoma, and other non-CNS solid tumors). METHODS: Forty-three patients (off-therapy for at least 1 year and aged 7-16 years) were compared with 43 healthy controls matched for age and sex. High-resolution T1-weighted structural magnetic resonance and resting-state functional magnetic resonance imaging were acquired. Executive functions, attention, processing speed, and memory were assessed outside the scanner. RESULTS: Cognitive performance was within the normal range for both groups; however, patients after CNS-directed therapy showed lower executive functions than controls. Seed-based connectivity analyses revealed that patients exhibited stronger functional connectivity between fronto- and temporo-parietal pathways and weaker connectivity between parietal-cerebellar and temporal-occipital pathways in the right hemisphere than controls. Functional hyperconnectivity was related to weaker memory performance in the patients' group. CONCLUSION: These data suggest that even in the absence of brain tumors, non-CNS CC and its treatment can lead to persistent cerebral alterations in resting-state network connectivity.

Task persistence in kindergarten children: Disentangling age from schooling effects.

The aim of the present study was to examine age effects and schooling effects on task persistence. Four- and 5-year-old (N = 120) kindergarten children were observed while working on a persistence task. Since children attend kindergarten for 2 years in Switzerland, age and schooling effects could be examined in a cut-off research design. To examine age effects, task performance was compared between 4- and 5-year-olds, all enrolled in their first kindergarten year. To address schooling effects, performance between 5-year-olds enrolled in their first vs. 5-year-olds enrolled in their second kindergarten year was compared. Age differences were found for two different persistence measures. No effect was found for schooling. Overall, the present results suggest that 1 year of formal kindergarten schooling, as a structuring environmental factor, does not affect the ability to persist. Age and inhibitory skills, however, do.

Is the fine motor-executive functions link stronger for new compared to repeated fine motor tasks?

Although the motor-executive function (EF) link is actively being investigated, there remain open questions surrounding why some studies found associations between specific motor and specific EF tasks, while others did not. Furthermore, it is also yet unknown which factors impact the magnitude of the motor-EF link. Findings from neuroimaging studies have proposed that neural activity in networks that are important for motor and cognitive tasks is especially strong when a task is new. In the present behavioral study, we systematically investigated the impact that task novelty had on the motor-EF link. In our study, n = 124 kindergarten children aged five to six administered in a within-subject design three fine motor tasks of the Movement Assessment Battery for Children-2 (Posting Coins, Threading Beads, and Drawing Trail) twice in succession (new vs. repeated), and three EF tasks (adapted versions of a Flanker, a N-back, and the Advanced Dimensional Chance Card Sort task). Results not only replicated the fine motor-EF link, but also showed a significantly stronger association between EF and the new task compared to the repeated Drawing Trail task. However, for the time-based task of Posting Coins and Threading Beads, motor-EF associations did not differ between the new task and the repeated task. Future investigations of more than two repetitions will provide further insights into the assumption that the motor-EF link is mainly driven by the EF processes triggered when a task is new, demands attention, and requires fast and flexible adaptation.

Effects of Cognitive Training and Exergaming in Pediatric Cancer Survivors-A Randomized Clinical Trial.

PURPOSE: Although most pediatric cancer patients survive, those who undergo anticancer treatments like chemotherapy and/or radiotherapy are at a high risk for late effects, such as cognitive deficits. To counteract these deficits, feasible and effective interventions are needed. The aim of this study was to compare the effects of working memory training, exergaming, and a wait-list control condition on cognitive functions in pediatric cancer survivors. METHODS: In a parallel-group randomized trial, 69 pediatric cancer survivors aged 7-16 yr (mean = 11.35, SD = 3.53) were randomly assigned to 8-wk working memory training, exergaming, or a wait-list control group. Each training course consisted of three 45-min training sessions per week. The primary outcome comprised the core executive functions (visual working memory, inhibition, switching), and the secondary outcomes included other cognitive domains (intelligence, planning, memory, attention, processing speed), motor abilities, and parent rating on their children's executive functions. Assessments were conducted both before and immediately after the interventions, and at 3-month follow-up. RESULTS: Linear mixed models revealed that participants in the working memory training group showed a linear improvement in visual working memory after training and at follow-up compared with the control group. No other intervention effects of either type of training could be detected. CONCLUSION: This study presents evidence that working memory training improves visual working memory in pediatric cancer survivors. Results show that near-transfer, but no far-transfer effects can be expected from working memory training. Multiple-component interventions tailored to fit the individual's cognitive profile are needed to best support cognitive development after cancer and its treatment.