Many psychologists and neuroscientists still see executive functions as independent, domain-general, supervisory functions that are often dissociated from more “low-level” associative learning. Here, we suggest that executive functions very much build on associative learning, and argue that executive functions might be better understood as culture-sensitive cognitive gadgets, rather than as ready-made cognitive instincts.

An increasingly central part of the scientific debate in sports has come to focus on how neuroscience can help to explain sports performance and development of expertise. In particular, the process...

GoalThis paper presents an immersive Virtual Reality system to analyze and train Executive Functions of soccer players. EFs are important cognitive functions for athletes. They are a relevant quality that distinguishes amateurs from professionals.MethodThe system is based on immersive technology, hence, the user interacts naturally and experiences a training session in a virtual world. The proposed system has a modular design supporting the extension of various so-called game modes. Game modes combine selected game mechanics with specific (...) simulation content to target particular training aspects. The system architecture decouples selection/parameterization and analysis of training sessions via a coaching app from an Unity3D-based VR simulation core. Monitoring of user performance and progress is recorded by a database that sends the necessary feedback to the coaching app for analysis.ResultsThe system is tested for VR-critical performance criteria to reveal the usefulness of a new interaction paradigm in the cognitive training and analysis of EFs. Subjective ratings for overall usability show that the design as VR application enhances the user experience compared to a traditional desktop app; whereas the new, unfamiliar interaction paradigm does not negatively impact the effort for using the application.ConclusionThe system can provide immersive training of EF in a fully virtual environment, eliminating potential distraction. It further provides an easy-to-use analyzes tool to compare user but also an automatic, adaptive training mode. (shrink)

Background: Clinical and experimental findings have suggested that insomnia is associated with altered emotion processing, such as facial emotion recognition and impairments in executive functions. However, the results still appear non-consensual and have recently been presented by a few number of studies. Accordingly, the aim of the present study was to investigate whether patients with Insomnia disorder will present alterations in recognition of facial emotions and that such alterations will be related to Executive Functions and that (...) Insomnia Disorder patients will exhibit a lower Executive Functions performance when compared to normal controls individuals. Method: A total of 11 individuals diagnosed with insomnia disorder and 15 control participants took part in the present cross-sectional study. They completed questionnaires covering socio-demographic data, a sleep and mood evaluation, and a cognitive assessment. Moreover, they underwent a computerized Facial Emotional Recognition test, consisting of facial emotion labeling and facial emotion matching. Results: Individuals with insomnia presented a lower recognition of facial expressions of fear and sadness in comparison to control volunteers. Perceptual Organization Index was found to be statistically significant lower in the insomnia group compared to the control group. There was a statistically significant association between facial recognition emotional and cognitive processes of in executive functions performance, especially in processes related to the inhibitory control, planning capacity, problem solving and cognitive flexibility in insomnia group. Conclusions: Insomnia disorder impairs the facial emotion recognition of the fear and sadness. Insomniacs with impairment in the facial emotion recognition had impaired performance of executive functions. There is a negative impact on processes related to cognitive-emotional capacity than on processes related to social-emotional recognition. Keywords: insomnia, facial emotional recognition, sleep deprivation, cognition, executive functions. (shrink)

This study examined the relationship between individual differences in executive functions (EF; assessed by measures of working memory, Stroop, trail making, and verbal fluency) and ability to down-regulate and up-regulate responses to emotionally evocative film clips. To ensure a wide range of EF, 48 participants with diverse neurodegenerative disorders and 21 older neurologically normal ageing participants were included. Participants were exposed to three different movie clips that were designed to elicit a mix of disgust and amusement. While watching (...) the films they were either instructed to watch, down-regulate, and up-regulate their visible emotional responses. Heart rate and facial behaviours were monitored throughout. Emotion regulatory ability was operationalised as changes in heart rate and facial behaviour in the down- and up-regulation conditions, controlling for responses in the watch condition. Results indicated that higher verbal fluency scores were related to greater ability to regulate emotion in both the down-regulation and up-regulation conditions. This finding remained significant even after controlling for age and general cognitive functioning. No relationships were found between emotion regulation and the other EF measures. We believe these results derive from differences among EF measures, with verbal-fluency performance best capturing the complex sequence of controlled planning, activation, and monitoring required for successful emotion regulation. These findings contribute to our understanding of emotion–cognition interaction, suggesting a link between emotion-regulatory abilities and individual differences in complex executive functions. (shrink)

In the present meta-analysis, we examined the effect of cognitive training on the Executive Function (EF) of preschool children (age range: 3-6 years). We selected a final set of 32 studies from 27 papers with a total sample of 123 effect sizes. We found an overall effect of cognitive training for improving EF (g =.352; k = 123; p <.001), without significant difference between near and far transfer effects on executive domains. No significant additional outcome effects (...) were found for behavioral- and learning-related outcomes. Cognitive training programs for preschoolers are significantly more effective for developmentally at-risk children (ADHD or low socio-economic status) than for children with typical development and without risks. Other significant moderators were computerized versus non-computerized training, individual versus group sessions, and length of training. The number of sessions was not a significant moderator. This is the first demonstration of cognitive training far transfer effects among different executive processes. We discuss this result in relationship with the lower level of modularization of EFs in younger children. (shrink)

This individual differences study examined the relationships between three executive functions (updating, shifting, and inhibition), measured as latent variables, and performance on two cognitively demanding subtests of the Adult Decision Making Competence battery: Applying Decision Rules and Consistency in Risk Perception. Structural equation modelling showed that executive functions contribute differentially to performance in these two tasks, with Applying Decision Rules being mainly related to inhibition and Consistency in Risk Perception mainly associated to shifting. The results suggest (...) that the successful application of decision rules requires the capacity to selectively focus attention and inhibit irrelevant (or no more relevant) stimuli. They also suggest that consistency in risk perception depends on the ability to shift between judgement contexts. (shrink)

Executive functions (EFs) and impulsivity are dimensions of self-regulation that are both related to psychopathology. However, self-report measures of impulsivity and laboratory EF tasks typically display small correlations, and existing research indicates that impulsivity and EFs may tap separate aspects of self-regulation that independently statistically predict psychopathology in adulthood. However, relationships between EFs, impulsivity, and psychopathology may be different in childhood compared to adulthood. Here, we examine whether these patterns hold in the baseline assessment of the Adolescent Brain (...) and Cognitive Development (ABCD) sample, a national sample of over 11,000 children (including 749 twin pairs) ages 9–10 years. We examine the phenotypic and genetic relationships among latent variables for different components of EFs and multiple facets of impulsivity. Additionally, we assess how EFs and impulsivity relate to composite measures and latent variables of psychopathology derived from parent report. EFs were weakly correlated with impulsivity, and the strength varied by impulsivity facet, emphasizing their separability. We did not identify significant genetic and environmental correlations between EFs and impulsivity. Moreover, controlling for their small relationships with each other, both EFs and some facets of impulsivity statistically predicted an Externalizing factor, attention problems, and social problems, and twin analyses suggested these relationships were genetic in origin. These findings indicate that EFs and impulsivity represent phenotypically and genetically separable aspects of self-regulation that are both transdiagnostic correlates of psychopathology in childhood. (shrink)

Background The increasing incidence of people affected by overweight or obesity is a significant health problem. The knowledge of the factors which influences the inappropriate eating behaviours causing excessive body fat is an essential goal for the research. In fact, overweight and obesity are significant risk factors for many health diseases, such as cardiovascular problems, diabetes, etc. Recently, many studies have focused on the relationship between body weight and cognitive processes. Objectives This systematic review is aimed to investigate the (...) existence and the nature of the relationship between excessive body weight (overweight/obesity) and executive functions, analysing cross-sectional and longitudinal studies in order to verify the evidence of a possible causality between these variables. Methods The review was carried out according to the PRISMA-Statement, through systematic searches in the scientific databases PubMed, Medline, PsychInfo, and PsycArticles. The studies selected examined performance on executive tasks by participants with overweight or obesity, aged between 5 and 70 years. Studies examining eating disorders or obesity resulting from other medical problems were excluded. Furthermore, the results of studies using a cross-sectional design and those using a longitudinal one were separately investigated. Results Sixty-three cross-sectional studies and twenty-eight longitudinal studies that met our inclusion and exclusion criteria were analysed. The results confirmed the presence of a relation between executive functions and overweight/obesity, although the directionality of this relation was not clear; nor did any single executive function emerge as being more involved than others in this relation. Despite this, there was evidence of a reciprocal influence between executive functions and overweight/obesity. Conclusions This systematic review underlines the presence of a relationship between executive functions and overweight/obesity. Moreover, it seems to suggest a bidirectional trend in this relationship that could be the cause of the failure of interventions for weight reduction. The results of this review highlight the importance of a theoretical model able to consider all the main variables of interest, with the aim to structuring integrated approaches to solve the overweight/obesity problems. (shrink)

According to international longitudinal studies, the quality of preschool education is of great importance for children’s further development. The modern research’s greatest interest in the field of studying the quality of preschool education is precisely the assessment of the relationship between the teacher and children as well as the teaching quality in kindergarten groups. In this regard, the Classroom Assessment Scoring System (CLASS) seems to be the one of the most relevant for the educational environment quality evaluation. The CLASS methodology (...) (which includes emotional support, classroom organization, and instrumental support) is based on the cultural-historical approach, which shows the interaction between students and adults as the main mechanism for child’s development. The aim of this study is to investigate the relationships between different aspects of the classroom organization quality in kindergarten groups and executive functions components (such as cognitive flexibility, inhibitory control, and working memory) in 5–6-year-old children. The quality of classroom interaction was measured by the CLASS. The study used the Dimensional Change Card Sort (DCCS) method to assess cognitive flexibility and the NEPSY-II subtests “Inhibition” to assess inhibitory control and “Memory for Designs” and “Sentences Repetition” to assess visuo-spatial and verbal working memory, respectively. The study was approved by the Ethics Committee of the Faculty of Psychology at Lomonosov Moscow State University. The study involved 26 kindergarten groups in Moscow. While conducting the research, extreme groups were identified (5 with low quality and 10 with high-quality levels of classroom interaction). Then, three kindergarten groups with low level (65 children) and three groups with high level (68 children) of interaction within classroom were selected and compared. The results revealed that children from groups with low level of classroom interaction have higher results in cognitive flexibility tasks when compared with children from groups with high level of interaction. Also, children from groups with high-quality classroom interaction demonstrated higher results in visuo-spatial working memory tasks and inhibitory control tasks as contrasted with children from low-quality groups. These findings attest to the importance of classroom interaction quality for the executive functions development in the preschool age. (shrink)

In sentences such as “Some dogs are mammals,” the literal semantic meaning (“Some and possibly all dogs are mammals”) conflicts with the pragmatic meaning (“Not all dogs are mammals,” known as a scalar implicature). Prior work has shown that adults vary widely in the extent to which they adopt the semantic or pragmatic meaning of such utterances, yet the underlying reason for this variation is unknown. Drawing on theoretical models of scalar implicature derivation, we explore the hypothesis that the (...) class='Hi'>cognitive abilities of executive function (EF) and theory of mind (ToM) contribute to this observed variation. In Experiment 1, we show that individuals with better ToM are more likely to compute a scalar implicature and adopt the pragmatic meaning of an utterance; however, EF makes no unique contribution to scalar implicature comprehension after accounting for ToM. In Experiment 2, we replicate this finding and assess whether it generalizes to the comprehension of other pragmatic phenomena such as indirect requests (e.g., “It's hot in here” uttered to ask for something to be done) and metaphor (e.g., “to harvest courage”). This is the first evidence that differences in ToM are associated with pragmatic competence in neurotypical adults across distinct pragmatic phenomena. (shrink)

Executive functions represent higher order top-down mechanisms regulating information processing. While suboptimal EF have been studied in various patient groups, their impact on successful behavior is still not well described. Previously, it has been suggested that design fluency —a test including several simultaneous EF components mainly related to fluency, cognitive flexibility, and creativity—predicts successful behavior in a quickly changing environment where fast and dynamic adaptions are required, such as ball sports. We hypothesized that similar behaviors are of (...) importance in the selection process of elite police force applicants. To test this hypothesis, we compared elite police force applicants with a control group of police officer trainees. Although both groups were better than the norm, the elite police force applicants had a significantly better performance in DF total correct when adjusting for sex and age [F = 18.98, p < 0.001]. To understand how this capacity was altered by stress and tiredness, we re-tested the elite police force applicants several days during an extreme field assessment lasting 10 days. The results suggested that there was a lower than expected improvement in DF total correct and a decline in the DF3-subtest that includes a larger component of cognitive flexibility than the other subtests. Although there was a positive correlation between the baseline session and the re-test in DF3 [r = 0.49, p = 0.001], the applicants having the highest scores in the baseline test also displayed the largest percentage decline in the re-test [r = −0.46, p = 0.003]. In conclusion, our result suggests that higher order EF that include cognitive flexibility and creativity are of importance in the application for becoming an elite police officer but relatively compromised in a stressful situation. Moreover, as the decline is different between the individuals, the results suggest that applicants should be tested during baseline conditions and during stressful conditions to describe their cognitive capacity fully. (shrink)

The aim of training executive functions is usually to improve the ability to attain real-life goals such as academic achievement, that is, far transfer. Although many executive function trainings are successful in improving executive functions, far transfer is more difficult to achieve. In this perspective article, we focus on the transfer of executive function training to academic performance. First, we disentangle possible sources of transfer problems. We argue that executive functions can facilitate (...) academic performance via two specific pathways, namely learning-related behaviors and learning-related cognitions. Further, we discuss how domain-specific factors may influence the successful application of executive functions to learning in this domain. Second, we discuss how the school setting can be used to enhance executive function training with approaches to facilitating far transfer to academic achievement. Specifically, we suggest that training executive functions as a means to improve academic performance is most promising in young students, for whom both behavioral and domain-specific cognitive demands of formal schooling are quite novel challenges. Furthermore, we outline that students could be supported in far transfer of trained executive functions by being informed of the specific relevance of these skills for learning-related behaviors and by having them practice executive functions under such authentic conditions. Moreover, we suggest that in order to promote ongoing effects of executive function training beyond short-term interventions, teachers should be equipped to consider the specific executive function components that might facilitate and support students’ acquisition of a particular subject matter. (shrink)

Blair proposes that fluid intelligence, working memory, and executive function form a unitary construct: fluid cognition. Recently, our group has utilized a combined correlational–experimental cognitive neuroscience approach, which we argue is beneficial for investigating relationships among these individual differences in terms of neural mechanisms underlying them. Our data do not completely support Blair's strong position. (Published Online April 5 2006).

While previous studies have suggested that there exists a relationship between obesity and executive function (EF), the mechanisms and causal relationship between them remain unclear. There are important clinical implications of determining whether EF can predict and treat obesity. We conducted a multilevel meta-analysis of randomized controlled trials (RCTs) and longitudinal studies. Specifically, we investigate (a) whether EF interventions have an effect on weight loss, (b) whether baseline EF can be a predictor of future weight loss through obesity intervention, (...) and (c) whether early-life EF can predict future weight loss. Eight RCTs and 17 longitudinal studies with a total of 11,393 participants were identified. We found that (a) EF interventions may not have an effect on weight loss, (b) baseline inhibition (β = 0.259,p= 0.03) and delay discounting (β = −0.17,p= 0.04) significantly predict future weight loss through obesity intervention, (c) age (F= 13.666,p= 0.005) moderates the relationship between working memory and weight loss through intervention, but not weight status, type of intervention, and percentage of female, and (d) early life inhibition (β = 0.185,p= 0.07) is a marginally significant predictor of future weight loss. Our results seem to support the assumption that the relationship between EF and obesity is not direct, and a higher-order factor, such as genes, may link obesity and EF. Building on the preliminary findings, further studies focusing on EF and obesity are needed in the future. (shrink)

Several theories propose that one of the core functions of inner speech (IS) is to support subjects in the completion of cognitively effortful tasks, especially those involving executive functions (EF). In this paper we focus on two populations who notoriously encounter difficulties in performing EF tasks, namely, people diagnosed with schizophrenia who experience auditory verbal hallucinations (Sz-AVH) and people within the Autism Spectrum Conditions (ASC). We focus on these two populations because they represent two different ways in (...) which IS can fail to help in EF tasks, which can be illustrative for other mental conditions. First, we review the main components of EF (Section 1). Then we explain the functions that IS is taken to perform in the domain of EF (Section 2) and review the evidence concerning problems about EF in the two populations of our study: Sz-AVH (Section 3) and ASC (Section 4). After this we further detail our account about what a properly functioning IS can do for both populations and how different IS profiles may impact EF performance: in the case of Sz-AVH, the uncontrolled and intrusive character of IS negatively affects EF performance, whereas in ASC, EF is not sufficiently supported by IS, given the tendency in this population to present a diminished use of IS (Section 5). We finally briefly discuss Attention Deficit/Hyperactivity Disorder (ADHD) and Developmental Language Disorders (DLD). (shrink)

It is unclear whether the decline in executive function and perceptual-motor function found in older adults with mild cognitive impairment is the result of a normal aging process or due to MCI. This study aimed to determine age-related and MCI-related cognitive impairments of the EF and PMF. The EF and PMF were investigated across four groups of 240 participants, 60 in each group, including early adult, middle adult, older adult, and older adult with probable MCI. The EF, (...) working memory, inhibition, and cognitive flexibility were evaluated using digit span backward tasks, the Stroop color-word test, and the modified switching verbal fluency test, respectively. The PMF, visual perception, visuoconstructional reasoning, and perceptual-motor coordination were evaluated using the clock reading test, stick design test, and stick catching test, respectively. Group differences were found for all subdomains of EF and PMF, except for perceptual-motor coordination, indicating that this subdomain could be maintained in older adults and was not affected by MCI. For the age difference, working memory, cognitive flexibility, visual perception, and visuoconstructional reasoning remained stable across middle adults and started to decline in older adults, while cognitive inhibition began to decrease in middle adults and it further declined in older adults. To control the confounding effect of education level, the results showed that only cognitive flexibility was further decreased in older adults with probable MCI compared to those without MCI. In conclusion, cognitive inhibition decreased earlier in middle adults, whereas EF and PMF started to decline in older adults. Cognitive flexibility was the only MCI-sensitive cognitive function. (shrink)

In grapheme-color synesthesia, a number or letter can evoke two different and possibly conflicting color sensations at the same time. In this study, we investigate the relationship between synesthesia and executive control functions. First, no general skill differences were obtained between synesthetes and non-synesthetes in classic executive control paradigms. Furthermore, classic executive control effects did not interact with synesthetic behavioral effects. Third, we found support for our hypothesis that inhibition of a synesthetic color takes effort and (...) time. Finally, individual differences analyses showed no relationship between the two skills; performance on a ‘normal’ Stroop task does not predict performance on a synesthetic Stroop task. Across four studies, the current results consistently show no clear relationship between executive control functions and synesthetic behavioral effects. This raises the question of which mechanisms are at play in synesthetic ‘management’ during the presence of two conflicting sensations. (shrink)

This study investigated whether musical training and bilingualism are associated with enhancements in specific components of executive function, namely, task switching and dual-task performance. Participants belonging to one of four groups were matched on age and socioeconomic status and administered task switching and dual-task paradigms. Results demonstrated reduced global and local switch costs in musicians compared with non-musicians, suggesting that musical training can contribute to increased efficiency in the ability to shift flexibly between mental sets. On dual-task performance, musicians (...) also outperformed non-musicians. There was neither a cognitive advantage for bilinguals relative to monolinguals, nor an interaction between music and language to suggest additive effects of both types of experience. These findings demonstrate that long-term musical training is associated with improvements in task switching and dual-task performance. (shrink)

While executive functions and self-regulated learning strategy use have been found to be related in several populations, this relationship has not been studied in adult online distance education. This is surprising as self-regulation, and thus using such strategies, is very important here. In this setting, we studied the relation between basic executive functions and reported SRL-strategy use within a correlational design with 889 adult online distance students. In this study, we performed regression analyses and took age (...) and processing speed into consideration, as processing speed and EFs decrease with age, whereas self-regulation is reported to increase with age. Cognitively measured working memory was not related to reported SRL-strategy use in adult ODE students. Thus, even though the SRL-components within the strategies seem to elicit working memory, reported SRL-strategy use is not related to the functioning of this basic EF. This means that if SRL-strategy use needs to be increased in adult ODE students, training of working memory might not be an effective manner for achieving that goal. Better shifting and processing speed were related to less reported SRL-strategy use, which might suggest that SRL-strategies might be used to compensate for lower shifting and lower processing speed. With increasing age, the number of contacts with peers or teachers decreases. This latter finding might be of relevance during the pandemic since contacts with others is importance during lockdown. (shrink)

BackgroundAdults with ADHD exhibit a neuropsychological profile that may present deficits in many cognitive domains, particularly attention and executive functions. However, some authors do not consider executive disfunction as an important part of the clinical profile of the syndrome; this could be related to the use of inappropriate neuropsychological tests, probably not adapted and not sufficiently ecological. Moreover, new data are required on specific correlation of attentive-executive symptoms with socio-demographic factors. Therefore, the aim of this (...) study is to analyze the neuropsychological performance of a group of adults with ADHD, also evaluating the influence of gender, age and education level.MethodsWe retrospectively collected health-related personal data of 40 adult ADHD patients, clinically diagnosed and evaluated via a battery of 4 neuropsychological tests and 1 self-administered questionnaire. Gender, age and years of education differences were assessed.ResultsAttention and EFs deficits have been highlighted mainly on the d2-R and 5-point neuropsychological tests, which therefore seem to be more sensitive in measuring the attention-executive dysfunction in an adult ADHD population, than TAP Go/No-go and ROCFT. ADHD patients also manifested subjective behavioral impulsivity disorders on BIS-11. There were no statistically significant gender differences in cognitive performance. On the contrary, younger patients performed worse on subscales TAP Go/No-go errors and 5-points number of drawings, while participants with a higher education level performed better on subscales d2-R speed of execution and d2-R errors. This supports a reduction in the number of errors and the execution time as a function of older age and a higher level of education. Finally, patients with higher education also self-reported greater impulsivity in planning.ConclusionOur preliminary findings suggest that adult ADHD is not a lifelong stable disorder, but it may change over time. Moreover, attention-executive deficits may be influenced and partially counterbalanced by experience and a higher level of education. This could underlie the development of specific psycho-behavioral and cognitive compensatory strategies. The use of self-administered questionnaires is therefore recommended to highlight attentional and executive difficulties that may not result in neuropsychological tests. (shrink)

Cognitive flexibility, the adaptation of representations and responses to new task demands, improves dramatically in early childhood. It is unclear, however, whether flexibility is a coherent, unitary cognitive trait, or is an emergent dimension of task-specific performance that varies across populations with divergent experiences. Three-to 5-year-old English-speaking U.S. children and Tswana-speaking South African children completed two distinct language-processing cognitive flexibility tests: the FIM-Animates, a word-learning test, and the 3DCCS, a rule-switching test. U.S. and South African children did (...) not differ in word-learning flexibility but showed similar age-related increases. In contrast, U.S. preschoolers showed an age-related increase in rule-switching flexibility but South African children did not. Verbal recall explained additional variance in both tests but did not modulate the interaction between population sample (i.e., country) and task. We hypothesize that rule-switching flexibility might be more dependent upon particular kinds of cultural experiences, whereas word-learning flexibility is less cross-culturally variable. (shrink)

As a neurodevelopmental condition that affects cognitive functioning, autism has been used as a test case for theories of moral responsibility. Most of the relevant literature focuses on autism’s impact on theory of mind and empathy. Here I examine aspects of autism related to executive function. I apply an account of how we might fail to be reasons responsive to argue that autism can increase the frequency of excuses for transgressive behavior, but will rarely make anyone completely exempt (...) from moral responsibility in general. On this account, although excuses may apply more often to autists than to others, the excuses that apply to autists are just the same excuses that can apply to anyone. (shrink)

The impact of emotion on executive functioning is gaining interest. It has led to the differentiation of “cool” Executive Functioning processes, such as cognitive flexibility, and “hot” EF processes, such as affective flexibility. But how does affective flexibility, the ability to switch between cognitive and affective information, vary as a function of age and sex? How does this construct relate to “cool” executive functioning and cognitive-emotion regulation processes? In this study, 266 participants, including 91 (...) adolescents and 175 adults, completed a cognitive–affective switching task with specific unpredictable switches, as well as measures of inhibition, attention, and cognitive-emotion coping strategies. We expected cognitive to affective switching to be more costly than affective to cognitive switching in females versus males, as well as higher switch costs in adolescents. Using linear mixed modelling, we analysed the effect of age, sex, and types of switching on reaction time. Results show that adolescents are slower switchers than adults, and demonstrate that females, although faster switchers than males, are slower when switching from cognitive to affective content than when they are switching from affective to cognitive content. Multiple regression analyses revealed age-specific associations between cognitive-affective switching and inhibition. These results converge with reported developmental and gender specificities in EF and emotion processing, respectively. Additionally, affective flexibility could relate to differences in vigilance and inhibition. (shrink)

In this chapter we will argue that the capacities necessary to moral and legal agency can be understood as executive functions in the brain. Executive functions underwrite both the cognitive and volitional capacities that give agents a fair opportunity to avoid wrongdoing: to recognize their acts as immoral and/or illegal, and to act or refrain from acting based upon this recognition. When a person’s mental illness is serious enough to cause severe disruption of executive (...) functions, she is very likely to lack substantial capacities necessary to be law-abiding. Our analysis supports the Model Penal Code test for legal insanity over the traditional M’Naghten test, because the Model Penal Code test allows either severely diminished cognitive or volitional capacities to warrant an excuse to criminal culpability. We will provide a nuanced account of the ways in which mental illness can erode executive function, as well as an explanation as to why severe diminishment of executive functions caused by mental illness, but not some other causes, is exculpatory. (shrink)

Objectives: The N2b is an event-related potential component thought to index higher-order executive function. While the impact of concussion on executive functioning is frequently discussed in the literature, limited research has been done on the role of N2b in evaluating executive functioning in patients with concussion. The aims of this review are to consolidate an understanding of the cognitive functions reflected by the N2b and to account for discrepancies in literature findings regarding the N2b and (...) concussion.Methods: A scoping review was conducted on studies that used the N2b to measure cognitive functioning in healthy control populations, as well as in people with concussions.Results: Sixty-six articles that met inclusion criteria demonstrated that the N2b effectively represents stimulus-response conflict management, response selection, and response inhibition. However, the 19 included articles investigating head injury found widely varied results: some studies found the amplitude of the N2b to be increased in the concussion group, while others found it to be decreased or unchanged.Conclusion: Based on the available evidence, differences in the amplitude of the N2b have been linked to response selection, conflict, and inhibition deficits in concussion. However, due to large variations in methodology across studies, findings about the directionality of this effect remain inconclusive. The results of this review suggest that future research should be conducted with greater standardization and consistency. (shrink)

Many philosophers of action, including Bratman and Mele, conceive intentions functionally, as executive states: intentions are mental states that represent an action and tend to cause this action. In the philosophical tradition (e.g. for Aristotle, Thomas Aquinas, Leibniz, Kant) another function of intentions, which may be called “volitive”, played a much more prominent role: intentions are mental states that represent what kind of actions we want and prefer to be realised and thus, in a possibly rational way, synthesise our (...) motivational, desiderative, and perhaps affective as well as cognitive attitudes towards this action. This paper argues that intentions must fulfil both functions and then develops a concept of ‘intention’ that integrates both functions. One reason for including the volitive function in the definition of ‘intention’ is that only via this function the value of actions as such is realised, namely to enable the person, the kernel of the self to express herself and to control the world. Various forms of dissociation of the two functions are discussed and a proposal how to deal with such cases in the definition of ‘intention’ is developed. (shrink)