Getting the right grasp on executive function

Abstract

Executive Function (EF) refers to important socio-emotional and cognitive skills that are known to be highly correlated with both academic and life success. EF is a blanket term that is considered to include self-regulation, working memory, and planning. Recent studies have shown a relationship between EF and motor control. The emergence of motor control coincides with that of EF, hence understanding the relationship between these two domains could have significant implications for early detection and remediation of later EF deficits. The purpose of the current study was to investigate this relationship in young children. This study incorporated the Behavioral Rating Inventory of Executive Function (BRIEF) and two motor assessments with a focus on precision grasping to test this hypothesis. The BRIEF is comprised of two indices of EF: (1) the Behavioral Regulation Index (BRI) containing three subscales: Inhibit, Shift, and Emotional Control; (2) the Metacognition Index (MI) containing five subscales: Initiate, Working Memory, Plan/Organize, Organization of Materials, and Monitor. A global executive composite (GEC) is derived from the two indices. In this study, right-handed children aged 5–6 and 9–10 were asked to: grasp-to-construct (Lego® models); and grasp-to-place (wooden blocks), while their parents completed the BRIEF questionnaire. Analysis of results indicated significant correlations between the strength of right hand preference for grasping and numerous elements of the BRIEF including the BRI, MI, and GEC. Specifically, the more the right hand was used for grasping the better the EF ratings. In addition, patterns of space-use correlated with the GEC in several subscales of the BRIEF. Finally and remarkably, the results also showed a reciprocal relationship between hand and space use for grasping and EF. These findings are discussed with respect to: (1) the developmental overlap of motor and executive functions; (2) detection of EF deficits through tasks that measure lateralization of hand and space use; and (3) the possibility of using motor interventions to remediate EF deficits.

Revealing hot executive function in children with motor coordination problems: What’s the go?

“…Data reported in this paper underscore the importance of assessing EF in DCD as a standard protocol and then designing interventions that target both motor and cognitive skills, hopefully mitigating the adverse consequences of each (Gonzalez et al, 2014). There is some evidence to show that action simulation (observation plus imagery) using video-based modeling can help remediate DCD.…”

“…Among other strategies, part-whole learning, providing more opportunities for rehearsal, and increasing task complexity in a gradual manner may also help scaffold the learning process for children with DCD. Taken together, our data underscore the importance of assessing EF in DCD as a standard protocol and then designing interventions that target both motor and cognitive skills, hopefully mitigating the adverse consequences of each (Gonzalez et al, 2014).…”

The Influence of Levetiracetam in Cognitive Performance in Healthy Individuals: Neuropsychological, Behavioral and Electrophysiological Approach

“…We recognize the complexity of the brain, in particular, the various brain regions that only belong to the cortex and its multiple communications at varying frequencies. Although this complexity is recognized, initially, we will analyze the frontal region associated with executive functions of high hierarchy, 44 – 46 ) and theta frequency by its relation to attentional processes, working memory and visuospatial aspects. 47 – 49 ) Theta activity has been associated with problem solving, several mental activities related to concentration and attentional focus.…”

Coupling online control and inhibitory systems in children with Developmental Coordination Disorder: Goal-directed reaching

“…Of some importance in developmental terms is how predictive (online) control and executive function (EF) are coupled in the service of goal-directed action. This issue has also emerged as a focus in recent developmental studies (Gonzalez et al, 2014) with data showing that motor control and EF emerge along similar timelines and share overlapping neural networks (Pangelinan et al, 2011). We addressed here in relation to the neurocognitive underpinnings of DCD, enlisting a double-jump paradigm performed with and without inhibitory constraints.…”