The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

Brock, Laura L.; Rimm‐Kaufman, Sara E.; Nathanson, Lori; Grimm, Kevin J.

doi:10.1016/j.ecresq.2009.06.001

Cited by 459 publications

(473 citation statements)

References 55 publications

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“…Research by Andrews-Espy, Sheffield, Wiebe, Clark, and Moehr (2011) confirmed the link between executive control deficits and disinhibition, reduced ability to regulate emotions, attention disorders, and hyperactivity. Studies indicate that the level of development of executive functions is essential for a child's school readiness (Brock et al, 2009). To a large extent, it determines not only the educational success (Biederman et al, 2004;Yeniad, Malda, Mesman, van IJzendoorn, & Pieper, 2013), but also functioning in adulthood, career, even health (a review of research by Diamond & Lee, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…The pencil tap and balance beam tasks were used to measure the cool aspect of executive functions. The hot aspect were assessed with the toy sort, toy wrap, and toy wait tasks (Brock et al, 2009). Although Brock and colleagues (2009) confirmed that a two-factor model is a better fit than a conventional approach of a one-factor model (Zelazo et al, 1997).…”

Section: Executive Functionsmentioning

confidence: 99%

“…Although Brock and colleagues (2009) confirmed that a two-factor model is a better fit than a conventional approach of a one-factor model (Zelazo et al, 1997). Raters in the research by Brock et al (2009) administered the tasks during a piloting phase of the battery and dual coded them to collect reliability data. The intraclass correlation coefficient between the two raters (twoway random model) across nine children equaled .99.…”

Section: Executive Functionsmentioning

confidence: 99%

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Hot and cool executive functions in very and extremely preterm preschool children

Walczak¹,

Chrzan-Dętkoś²

2017

Health Psychology Report

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Background In most countries, premature deliveries constitute 5% to 18% of births. Some preterm children, especially those born before 32 weeks of pregnancy, experience serious medical complications, which can affect their subsequent development and functioning. Even those who have an IQ within the normal range can be at risk of worse functioning. This study aimed to investigate the differences in development of hot and cool aspects of executive functions in children born prematurely in comparison to those born on time. It is also focused on evaluating relationships between executive functions in premature children and their socio-emotional competences. Participants and procedure All children participating in the study were preschoolers. The sample consisted of 20 children born before 32 weeks of gestation and 28 term controls (children born on time). Hot and cool aspects of executive functions were examined in both groups using tasks extracted from the Preschool Self-Regulation Assessment (PSRA). Parents of children born prematurely also completed the Strengths and Difficulties Questionnaire (SDQ), which is a brief behavioral screening questionnaire that consists of five scales: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior. Results Premature children scored lower for both hot and cool executive functions in comparison to the children born at term in two of the five tasks. In addition, an association between worse executive functioning and more severe problems was found in the preterm group. This link applies to both general and specific problems, such as hyperactivity/inattention and behavioral problems. Conclusions Prematurely born children may have larger deficits both in hot and cool aspects of executive functions compared to their peers born at term. Deficits in hot aspect may be reflected in hyperactivity/inattention symptoms and conduct problems, whereas difficulties in cool aspect may be more related to the general picture of problems in prematurely born children.

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Section: Introductionmentioning

confidence: 99%

Section: Executive Functionsmentioning

confidence: 99%

Section: Executive Functionsmentioning

confidence: 99%

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Hot and cool executive functions in very and extremely preterm preschool children

Walczak¹,

Chrzan-Dętkoś²

2017

Health Psychology Report

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“…Cold components are considered to demand greater use of rationality and logic, such as reasoning, and planning. Hot components are those that involve emotion, such as decision making (DM; Ardila, 2008;Brock, Rimm-Kaufman, Nathanson, & Grimm, 2009;Chan et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Neuropsychological assessment of executive functions in traumatic brain injury: Hot and cold components.

Fonseca¹,

Zimmermann²,

Cotrena³

et al. 2012

Psychology & Neuroscience

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The present study compared decision-making processing between patients with traumatic brain injury (TBI) and healthy controls. The study also sought to identify dissociations in the frequency of deficits in executive functions (EF) tasks that mainly assess decision making (DM; hot component) and inhibition (cold component) following TBI. The sample was composed of 16 post-TBI adults aged between 18 and 68 years and 16 healthy controls matched by age and education. Decision-making was assessed with the Iowa Gambling Task (IGT), and inhibitory control was assessed with the Trail Making Task (TMT) and Hayling Test. No differences were found between groups in total scores and block scores on the IGT. However, TBI patients preferred the disadvantageous decks, with no evidence of learning during the task. Seven patients presented dissociations between deficient DM on the IGT and accurate inhibition on the Hayling Test and TMT. Conversely, five patients presented partial dissociations between deficits in the IGT and TMT and opposite performance in the Hayling Test. Only three patients exhibited deficits on all of the instruments. These results indicate that patients can maintain comparable performance on the IGT after TBI. Therefore we found dissociations in hot and cold executive components.

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“…Nízká úroveň autoregulace bývá často spojována s rizikovými projevy chování (Eisenberg et al, 2005;Finkenauer, Engels, & Baumeister, 2005;Tangney, Baumeister, & Boone, 2004) a se školním neúspěchem (selháním). Selhání v seberegulač-ních mechanismech (autoregulaci chování nebo autoregulaci emocí) se ná-sledně projevuje vyšším rizikem výskytu problémů ve škole (v edukačním prostředí) (Brock, Rimm-Kaufman, Nathanson, & Grimm, 2009;Raver, 2002). Domníváme se, že v této souvislosti hraje klíčovou roli mnohdy nepozorovaná proměnná, která na tento vztah působí nepřímo, a tou je sociál-ní prostředí (škola, rodina, vrstevníci nebo širší sociální kontext).…”

Section: úVodunclassified

Autoregulace žáků v závislosti na vnímaných projevech rizikového chování

Hrbáčková¹,

Hladík²

2018

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The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

Cited by 459 publications

References 55 publications

Hot and cool executive functions in very and extremely preterm preschool children

Hot and cool executive functions in very and extremely preterm preschool children

Neuropsychological assessment of executive functions in traumatic brain injury: Hot and cold components.

Autoregulace žáků v závislosti na vnímaných projevech rizikového chování

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