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Brain Sciences
Special Issues
Executive Functioning Development—Measurements and Promotion in Naturalistic Setups
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Special Issue "Executive Functioning Development—Measurements and Promotion in Naturalistic Setups"

A special issue of Brain Sciences (ISSN 2076-3425). This special issue belongs to the section "Behavioral Neuroscience".

Deadline for manuscript submissions: 11 November 2023 | Viewed by 1615

Special Issue Editors

Dr. Juan E. Kamienkowski

E-Mail Website
Guest Editor
Department of Computing, Faculty of Exact and Natural Sciences, University of Buenos Aires, Pabellón 1, Ciudad Universitaria, (1428) Autonomous City of Buenos Aires, Buenos Aires 1428, Argentina
Interests: EEG; neuroimaging; eye movements; naturalistic settings; real-life measurements
Dr. Andrea P. Goldin

E-Mail Website
Guest Editor
Laboratorio de Neurociencia, Universidad Torcuato Di Tella, Av. Figueroa Alcorta 7350 (C1428BCW), Buenos Aires, Argentina
Interests: cognitive training; transfer; executive functions; real-life Interventions; learning & memory
Dr. Marcos L. Pietto

E-Mail Website
Guest Editor
Applied Neurobiology Unit, "Norberto Quirno" Center for Medical Education and Clinical Research - CONICET, Galván 4102, Autonomous City of Buenos Aires, Buenos Aires 1431, Argentina
Interests: developmental cognitive neuroscience; attention; experimental psychology; EEG/ERP

Special Issue Information

Dear Colleagues,

Childhood experiences build the foundations for the rest of our lives. Reasoning, recalling information, solving problems, and controlling and regulating emotions and behaviors are tasks that depend on cognitive abilities that are developed through life, but whose foundations are laid in the early years. Among them, the most essential ones are executive functions, a set of purposeful, goal-directed capabilities that can be fostered by proper activities.

In this Special Issue, we explore the most current strategies to measure and promote the development of executive functions in real-life scenarios, both at behavioral and brain levels. The mind is not static. Cognitive capabilities change (and can be changed), and a child who is properly stimulated will have better tools to deal with his/her education, and to be better prepared as an adult integrated in society. We need to know what works better, and why.

Dr. Juan E. Kamienkowski
Dr. Andrea P. Goldin
Dr. Marcos L. Pietto
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Brain Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • executive functions
  • development
  • behavior
  • EEG
  • neuroimaging
  • naturalistic settings
  • real-life measurements

Published Papers (2 papers)

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Article
Walking Ability Associated with Executive Dysfunction in Patients with Stroke: A Cross-Sectional Study
by
Katsuya Sakai
,
Yuichiro Hosoi
and
Yusuke Harada
Brain Sci. 2023, 13(4), 627; https://doi.org/10.3390/brainsci13040627 - 06 Apr 2023
Viewed by 624
Abstract
Previous studies have shown an association between executive dysfunction and walking ability. However, it remains unclear whether the degree of executive dysfunction is associated with differences in walking ability in patients with stroke. The aim of this study was to investigate whether there [...] Read more.
Previous studies have shown an association between executive dysfunction and walking ability. However, it remains unclear whether the degree of executive dysfunction is associated with differences in walking ability in patients with stroke. The aim of this study was to investigate whether there are differences in walking ability according to executive dysfunction in patients with stroke. A total of 51 patients with stroke were enrolled in this study. Executive function was measured using the Trail Making Test (TMT) Part B, and walking ability was assessed using the 10 m walk test and the Timed Up and Go Test (TUGT). Cluster analysis was performed using the TMT Part B and compared within each cluster. TMT Part B was categorized into three groups (cluster 1: n = 20, cluster 2: n = 24, and cluster 3: n = 7). Cluster 1 was significantly better than clusters 2 and 3, and cluster 2 was significantly better than cluster 3. The 10 m walk time and TUGT of cluster 1 were significantly better than those of cluster 3. However, the 10 m walk time and TUGT of clusters 1 and 2 did not differ significantly. In conclusion, these findings may indicate differences in walking ability according to executive dysfunction. Full article
(This article belongs to the Special Issue Executive Functioning Development—Measurements and Promotion in Naturalistic Setups)
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Article
EEG Dynamics of Error Processing and Associated Behavioral Adjustments in Preschool Children
by
Marcos Luis Pietto
,
Federico Giovannetti
,
María Soledad Segretin
,
Sebastián Javier Lipina
and
Juan Esteban Kamienkowski
Brain Sci. 2023, 13(4), 575; https://doi.org/10.3390/brainsci13040575 - 29 Mar 2023
Viewed by 725
Abstract
Preschool children show neural responses and make behavioral adjustments immediately following an error. However, there is a lack of evidence regarding how neural responses to error predict subsequent behavioral adjustments during childhood. The aim of our study was to explore the neural dynamics [...] Read more.
Preschool children show neural responses and make behavioral adjustments immediately following an error. However, there is a lack of evidence regarding how neural responses to error predict subsequent behavioral adjustments during childhood. The aim of our study was to explore the neural dynamics of error processing and associated behavioral adjustments in preschool children from unsatisfied basic needs (UBN) homes. Using EEG recordings during a go/no-go task, we examined within-subject associations between the error-related negativity (ERN), frontal theta power, post-error slowing, and post-error accuracy. Post-error accuracy increased linearly with post-error slowing, and there was no association between the neural activity of error processing and post-error accuracy. However, during successful error recovery, the frontal theta power, but not the ERN amplitude, was associated positively with post-error slowing. These findings indicated that preschool children from UBN homes adjusted their behavior following an error in an adaptive form and that the error-related theta activity may be associated with the adaptive forms of post-error behavior. Furthermore, our data support the adaptive theory of post-error slowing and point to some degree of separation between the neural mechanisms represented by the ERN and theta. Full article
(This article belongs to the Special Issue Executive Functioning Development—Measurements and Promotion in Naturalistic Setups)
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