In preschoolers, externalizing behavior problems are a primary cause of consultation. It is known that externalizing behavior (EB) could result from individual and environmental risk factors. Individual risk factors i...In preschoolers, externalizing behavior problems are a primary cause of consultation. It is known that externalizing behavior (EB) could result from individual and environmental risk factors. Individual risk factors included notably social cognition (SC) and executive functions (EF). A high level of EB has usually been related to dysfunction in SC and to poor skills in EF. The aim of the present experimental study is to compare the impact of two very targeted child-oriented trainings in the increasing of social competence and decreasing of EB in preschoolers. One training targeted SC abilities while the second one targeted EF capacities. These two trainings were compared on 48 preschoolers presenting clinically relevant levels of EB. The comparison of those results highlighted how each training could help preschoolers with EB in their behavior, emotion regulation and social adjustment. In comparison to a waiting-list control-group, the two trainings were effective in decreasing EB and differentiated impacts of the two trainings were obtained on different dimensions of profiles of social competence and emotion regulation. Results are discussed for their research and clinical implications.展开更多
Although plasticity in the neural system underlies working memory, and working memory can be improved by training, there is thus far no evidence that children with developmental dyslexia can benefit from working-memor...Although plasticity in the neural system underlies working memory, and working memory can be improved by training, there is thus far no evidence that children with developmental dyslexia can benefit from working-memory training. In the present study, thirty dyslexic children aged 8-11 years were recruited from an elementary school in Wuhan, China. They received working-memory training including training in visuospatial memory, verbal memory, and central executive tasks. The difficulty of the tasks was adjusted based on the performance of each subject, and the training sessions lasted 40 minutes per day, for 5 weeks. The results showed that working-memory training significantly enhanced performance on the nontrained working memory tasks such as the visuospatial, the verbal domains, and central executive tasks in children with developmental dyslexia. More importantly, the visual rhyming task and reading fluency task were also significantly improved by training. Progress on working memory measures was related to changes in reading skills. These experimental findings indicate that working memory is a pivotal factor in reading development among children with developmental dyslexia, and interventions to improve working memory may help dyslexic children to become more proficient in reading.展开更多
Individual executive function improvement through physical and cognitive training is a research hotspot in physical education and cognitive science.However,few studies have evaluated whether combined physical and cogn...Individual executive function improvement through physical and cognitive training is a research hotspot in physical education and cognitive science.However,few studies have evaluated whether combined physical and cognitive training(CPCT)has greater benefits for executive function performance and cerebral oxygenation in adolescent athletes than cognitive training alone.This study randomly assigned 33 adolescent shooting athletes to a CPCT(n=17)or computerized cognitive training(CCT,n=16)group and compared their executive function after six weeks of training.All subjects were assessed using the 2-back,task-switching,and Stroop tests before and after training.The prefrontal cortex oxygenated hemoglobin(Oxy-Hb)activation level was monitored while executing the three tasks using functional near-infrared spectroscopy.Our results showed that the CPCT and CCT groups similarly improved their updating function as indicated by the 2-back task accuracy.The CPCT group significantly improved the switching function in the task-switching test accuracy,while the CCT group did not.However,both groups did not improve in behavioral performance as indicated by the inhibition function in the Stroop task.Cerebral oxygenation,indicated by the oxy-Hb activation level in the frontal pole area of the prefrontal lobe,significantly improved in the CPCT group during the three cognitive tasks,whereas the CCT group showed no change.These findings indicated that CPCT endowed greater advantages in task-switching in the behavioral performance of the executive function than CCT.Moreover,CPCT was superior to CCT in increasing task-efficient cerebral oxygenation during the activation of the prefrontal cortex in adolescent shooting athletes.展开更多
目的探讨计算机辅助执行功能训练联合言语训练的康复效果。方法采用随机数字表法将纳入的150例脑卒中后构音障碍患者分为语言训练组、计算机组和联合组各50例。语言训练组行言语-语言疗法干预,计算机组接受计算机辅助执行功能训练,联合...目的探讨计算机辅助执行功能训练联合言语训练的康复效果。方法采用随机数字表法将纳入的150例脑卒中后构音障碍患者分为语言训练组、计算机组和联合组各50例。语言训练组行言语-语言疗法干预,计算机组接受计算机辅助执行功能训练,联合组进行言语-语言疗法和计算机辅助执行功能训练联合干预。比较3组疗效和治疗前后Frenchay构音障碍评价量表分级、言语功能、声学指标含最长发声时间(MPT)、音调、音量和平均发声气流量变化,采用卒中生存质量量表(stroke-specific qualley of life,SS-QOL)评价治疗前后患者生活质量变化。结果联合组治疗总有效率显著高于语言训练组和计算机组(96.00%vs.74.00%/76.00%,P<0.05)。3组患者治疗后Frenchay构音障碍评价量表分级、言语功能分级显著改善,MPT显著延长,SS-QOL评分显著提高(P<0.05)。联合组患者治疗后言语功能分级、MPT、SS-QOL评分显著优于语言训练组和计算机组(P<0.05)。结论计算机辅助执行功能训练联合言语-语言疗法能够显著提高脑卒中后构音障碍患者的康复效果,改善生活质量、延长发声时间。展开更多
Background： As medication does not normalize outcomes of children with attention deficit hyperactivity disorder （ADHD）, especially in real-life functioning, nonpharmacological methods are important to target this f...Background： As medication does not normalize outcomes of children with attention deficit hyperactivity disorder （ADHD）, especially in real-life functioning, nonpharmacological methods are important to target this field. This randomized controlled clinical trial was designed to evaluate the effects of a comprehensive executive skill training program for school-aged children with ADHD in a relatively large sample. Methods： The children （aged 6-12 years） with ADHD were randomized to the intervention or waitlist groups. A healthy control group was composed of gender- and age-matched healthy children. The intervention group received a 12-session training program lbr multiple executive skills. Executive function （EF）, ADHD symptoms, and social functioning in the intervention and waitlist groups were evaluated at baseline and the end of the final training session. The healthy controls （HCs） were only assessed once at baseline. Repeated measures analyses of variance were used to compare EF, ADHD symptoms, and social function between intervention and waitlist groups. Results： Thirty-eight children with ADH D in intervention group, 30 in waitlist group, and 23 healthy children in healthy control group were included in final analysis. At posttreatment, intervention group showed significantly lower Behavior Rating Inventory of Executive Function （BRIEF） total score （135.89 ±16.80 vs. 146.09 ± 23.92, P = 0.04） and monitoring score （18.05 ± 2.67 vs. 19.77 ± 3.10, P = 0.02）, ADHD-IV overall score （41.11 ± 7.48 vs. 47.20 ± 8.47, P 〈 0.01 ）, hyperactivity-impulsivity （HI） subscale score （ 18.92 ± 5.09 vs. 21.93 ± 4.93, P = 0.02）, and inattentive subscale score （22.18 ±3.56 vs. 25.27± 5.06, P 〈 0.01 ）, compared with the waitlist group. Repeated measures analyses of variance revealed significant interactions between time and group on the BRIEF inhibition subscale （F = 5.06, P 0.03）, working memory （F- 4.48, P = 0.04）, A DH D-IV overall score （F = 21.72, P 〈 0.01）, HI subscale score （F = 19.08, P 〈 0.01）, and inattentive subscale score （F- 12,40, P 〈 0.01 ）. Multiple-way analysis of variance showed significant differences on all variables of BRIEF, ADHD-rating scale-IV, and WEISS Functional Impairment Scale-Parent form （WFIRS-P） among the intervention and waitlist groups at posttreatment and HCs at baseline. Conclusions： This randomized controlled study on executive skill training in a relatively large sample provided some evidences that the training could improve EF deficits, reduce problematic symptoms, and potentially enhance the social thnctioning in school-aged children with ADHD.展开更多
基金a concerted research action on externalizing behavior (Convention ARC 11/16-038)
文摘In preschoolers, externalizing behavior problems are a primary cause of consultation. It is known that externalizing behavior (EB) could result from individual and environmental risk factors. Individual risk factors included notably social cognition (SC) and executive functions (EF). A high level of EB has usually been related to dysfunction in SC and to poor skills in EF. The aim of the present experimental study is to compare the impact of two very targeted child-oriented trainings in the increasing of social competence and decreasing of EB in preschoolers. One training targeted SC abilities while the second one targeted EF capacities. These two trainings were compared on 48 preschoolers presenting clinically relevant levels of EB. The comparison of those results highlighted how each training could help preschoolers with EB in their behavior, emotion regulation and social adjustment. In comparison to a waiting-list control-group, the two trainings were effective in decreasing EB and differentiated impacts of the two trainings were obtained on different dimensions of profiles of social competence and emotion regulation. Results are discussed for their research and clinical implications.
基金supported by grants from the National Natural Science Foundation of China, No. 30872132
文摘Although plasticity in the neural system underlies working memory, and working memory can be improved by training, there is thus far no evidence that children with developmental dyslexia can benefit from working-memory training. In the present study, thirty dyslexic children aged 8-11 years were recruited from an elementary school in Wuhan, China. They received working-memory training including training in visuospatial memory, verbal memory, and central executive tasks. The difficulty of the tasks was adjusted based on the performance of each subject, and the training sessions lasted 40 minutes per day, for 5 weeks. The results showed that working-memory training significantly enhanced performance on the nontrained working memory tasks such as the visuospatial, the verbal domains, and central executive tasks in children with developmental dyslexia. More importantly, the visual rhyming task and reading fluency task were also significantly improved by training. Progress on working memory measures was related to changes in reading skills. These experimental findings indicate that working memory is a pivotal factor in reading development among children with developmental dyslexia, and interventions to improve working memory may help dyslexic children to become more proficient in reading.
文摘Individual executive function improvement through physical and cognitive training is a research hotspot in physical education and cognitive science.However,few studies have evaluated whether combined physical and cognitive training(CPCT)has greater benefits for executive function performance and cerebral oxygenation in adolescent athletes than cognitive training alone.This study randomly assigned 33 adolescent shooting athletes to a CPCT(n=17)or computerized cognitive training(CCT,n=16)group and compared their executive function after six weeks of training.All subjects were assessed using the 2-back,task-switching,and Stroop tests before and after training.The prefrontal cortex oxygenated hemoglobin(Oxy-Hb)activation level was monitored while executing the three tasks using functional near-infrared spectroscopy.Our results showed that the CPCT and CCT groups similarly improved their updating function as indicated by the 2-back task accuracy.The CPCT group significantly improved the switching function in the task-switching test accuracy,while the CCT group did not.However,both groups did not improve in behavioral performance as indicated by the inhibition function in the Stroop task.Cerebral oxygenation,indicated by the oxy-Hb activation level in the frontal pole area of the prefrontal lobe,significantly improved in the CPCT group during the three cognitive tasks,whereas the CCT group showed no change.These findings indicated that CPCT endowed greater advantages in task-switching in the behavioral performance of the executive function than CCT.Moreover,CPCT was superior to CCT in increasing task-efficient cerebral oxygenation during the activation of the prefrontal cortex in adolescent shooting athletes.
文摘目的探讨计算机辅助执行功能训练联合言语训练的康复效果。方法采用随机数字表法将纳入的150例脑卒中后构音障碍患者分为语言训练组、计算机组和联合组各50例。语言训练组行言语-语言疗法干预,计算机组接受计算机辅助执行功能训练,联合组进行言语-语言疗法和计算机辅助执行功能训练联合干预。比较3组疗效和治疗前后Frenchay构音障碍评价量表分级、言语功能、声学指标含最长发声时间(MPT)、音调、音量和平均发声气流量变化,采用卒中生存质量量表(stroke-specific qualley of life,SS-QOL)评价治疗前后患者生活质量变化。结果联合组治疗总有效率显著高于语言训练组和计算机组(96.00%vs.74.00%/76.00%,P<0.05)。3组患者治疗后Frenchay构音障碍评价量表分级、言语功能分级显著改善,MPT显著延长,SS-QOL评分显著提高(P<0.05)。联合组患者治疗后言语功能分级、MPT、SS-QOL评分显著优于语言训练组和计算机组(P<0.05)。结论计算机辅助执行功能训练联合言语-语言疗法能够显著提高脑卒中后构音障碍患者的康复效果,改善生活质量、延长发声时间。
文摘Background： As medication does not normalize outcomes of children with attention deficit hyperactivity disorder （ADHD）, especially in real-life functioning, nonpharmacological methods are important to target this field. This randomized controlled clinical trial was designed to evaluate the effects of a comprehensive executive skill training program for school-aged children with ADHD in a relatively large sample. Methods： The children （aged 6-12 years） with ADHD were randomized to the intervention or waitlist groups. A healthy control group was composed of gender- and age-matched healthy children. The intervention group received a 12-session training program lbr multiple executive skills. Executive function （EF）, ADHD symptoms, and social functioning in the intervention and waitlist groups were evaluated at baseline and the end of the final training session. The healthy controls （HCs） were only assessed once at baseline. Repeated measures analyses of variance were used to compare EF, ADHD symptoms, and social function between intervention and waitlist groups. Results： Thirty-eight children with ADH D in intervention group, 30 in waitlist group, and 23 healthy children in healthy control group were included in final analysis. At posttreatment, intervention group showed significantly lower Behavior Rating Inventory of Executive Function （BRIEF） total score （135.89 ±16.80 vs. 146.09 ± 23.92, P = 0.04） and monitoring score （18.05 ± 2.67 vs. 19.77 ± 3.10, P = 0.02）, ADHD-IV overall score （41.11 ± 7.48 vs. 47.20 ± 8.47, P 〈 0.01 ）, hyperactivity-impulsivity （HI） subscale score （ 18.92 ± 5.09 vs. 21.93 ± 4.93, P = 0.02）, and inattentive subscale score （22.18 ±3.56 vs. 25.27± 5.06, P 〈 0.01 ）, compared with the waitlist group. Repeated measures analyses of variance revealed significant interactions between time and group on the BRIEF inhibition subscale （F = 5.06, P 0.03）, working memory （F- 4.48, P = 0.04）, A DH D-IV overall score （F = 21.72, P 〈 0.01）, HI subscale score （F = 19.08, P 〈 0.01）, and inattentive subscale score （F- 12,40, P 〈 0.01 ）. Multiple-way analysis of variance showed significant differences on all variables of BRIEF, ADHD-rating scale-IV, and WEISS Functional Impairment Scale-Parent form （WFIRS-P） among the intervention and waitlist groups at posttreatment and HCs at baseline. Conclusions： This randomized controlled study on executive skill training in a relatively large sample provided some evidences that the training could improve EF deficits, reduce problematic symptoms, and potentially enhance the social thnctioning in school-aged children with ADHD.
