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Document number CIA-RDP78-04718A000600340017-2 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Considerable in-depth studies have been carried out in the disciplines of psychology, neuroscience and education about executive functions (EFs) (Zelazo et al., 2016). Researchers within these fields have been increasingly becoming aware that these neurocognitive skills are fundamental in the students’ learning process across all ages (Zelazo et al., 2016). There has been an extensive investigation about the role of EFs in fields such as language and mathematics, however there is limited research concerning the role of EFs in science learning, namely in physics (Chen & Whitehead, 2009; Thibault & Potvin, 2018; Vosniadou et al., 2018). Through this planned research a detailed investigation will be conducted to detect if and how EFs are linked with both the understanding of physics concepts and physics problem solving by utilizing previously validated cognitive assessments. In addition, based on the extensive literature about the role of EFs in mathematical skills (Brookman-Byrne et al., 2018; Partanen et al., 2020; Ropovik, 2014), a detailed analysis concerning the investigation on the correlation among EFs, mathematical skills, the understanding of physics concepts, and physics problem solving is being presented for the first time, highlighting the uniqueness of this research. The selected age group for the current research is adults who are studying in Greek universities. This study links with a similar study we are planning to conduct but with adolescent students and we have already preregister.

This article is from Frontiers in Psychology , volume 5 . Abstract Several studies suggest that pragmatic skills (PS) (i.e., social communication) deficits may be linked to executive dysfunction (i.e., cognitive processes required for the regulation of new and complex behaviors) in patients with frontal brain injuries. If impairment of executive functions (EF) causes PS deficits in otherwise healthy adults, could this mean that EF are necessary for the normal functioning of PS, even more so than cognitive maturation? If so, children with highly developed EF should exhibit higher levels of PS. This study aimed to examine the link between EF and PS among normally developing children. A secondary goal was to compare this relationship to that between intellectual quotient (IQ) and PS in order to determine which predictor explained the most variance. Participants were 70 French-speaking preschool children (3;10–5;7 years old). The PS coding system, an observational tool developed for this study, was used to codify the children's PS during a semi-structured conversation with a research assistant. Five types of EF processes were evaluated: self-control, inhibition, flexibility, working memory and planning. IQ was estimated by tallying the scores on a receptive vocabulary test and a visuoconstructive abilities test. The results of the test of differences between correlation coefficients suggest that EF contributed significantly more than IQ to the PS exhibited by preschoolers during conversation. More specifically, higher inhibition skills were correlated with a decrease in talkativeness and assertiveness. EF also appeared to foster quality of speech by promoting the ability to produce fluid utterances, free of unnecessary repetition or hesitation. Moreover, children with a high working memory capacity were more likely to formulate contingent answers and produce utterances that could be clearly understood by the interlocutor. Overall, these findings help us better understand how EF may assist children in everyday social interactions.

Individual differences in executive function (EF) are well established to be related to mathematics achievement, yet the mechanisms by which this occurs are not well understood. Comparing representations (problems, solutions, concepts) is central to mathematical thinking, and relational reasoning is known to rely upon EF resources. The current manuscript explored whether individual differences in EF predicted learning from a conceptually demanding mathematics lesson requiring relational reasoning. Analyses revealed that variations in EF predicted learning when measured at a delay. Thus, EF capacity may impact students' overall mathematics achievement by constraining their resources available to learn from cognitively demanding reasoning opportunities in lessons. To assess the ecological validity of this interpretation, we report follow-up interviews with mathematics teachers who raised similar concerns that cognitively demanding activities such as comparing multiple representations in mathematics may differentially benefit their high versus struggling learners. Broader implications for ensuring that all students have access to, and benefit from, conceptually rich mathematics lessons are discussed. We also highlight the utility of integrating methods in science of learning (SL) research. [This is the online version of an article published in "Thinking & Reasoning."]

Exposure to family material and psycho-social adversity, such as low socioeconomic status (SES) and parental depression, predicts poor executive function (EF) in early childhood (Hughes et al., 2013; Lawson et al., 2018). Such pre-existing family risk factors could make children more vulnerable to stress stemming from the COVID-19 pandemic (Stroud, 2020). Despite the importance of understanding the potential interplay between pre-existing family risk factors and exposure to COVID-19 related family disruption (Wade et al., 2020), the preponderance of cross-sectional single-site studies and heavy reliance on parental reports have limited research conclusions. There is a need to assess the long-term effects of the pandemic on children using direct measures while considering contextual sensitizing factors. To address these gaps, we plan to examine whether COVID-19 related family stress predicts children’s directly assessed executive functions (EF) across two distinct sites: the UK and Hong Kong. We will also examine whether these associations are amplified in the contexts of low SES and parental distress. These questions will be examined across children’s transition to school, a period when EF is particularly susceptible to environmental influences.

Document number CIA-RDP78-04007A001000010021-7 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

It has been well established that cognitive abilities and numerical abilities are poorer in children from families of lower Socio-Economic-Status (SES), compared to those of higher SES (Lawson & Farah, 2017). Indeed, lower SES households have been found to have less cognitively stimulating and more stressful home environments, with less cognitively stimulating households being associated with a child’s cognitive development and later academic achievement (Votruba-Drzal, Levine Coley, & Lindsay Chase-Lansdale, 2004). Critically, differences across these abilities between lower and higher SES groups have been systematically reported as early as preschool age (i.e., at the age of 3 years in France; see Bradley & Corwyn, 2002 for a review). Research aiming at understanding how SES differences relate to numerical abilities have previously found that the link between SES and mathematics achievement in primary school children is partly mediated by Executive Functions (EFs), which has been found to be a strong predictor of numerical skills (Lawson & Farah, 2017). However, research exploring SES differences prior to preschool are scarce and varying learning environments represent a major challenge when interpreting the data. Children below 3 years of age typically experience a diverse range of learning environments such as day care centres, family day cares, nanny/relative caregivers, alongside their Home-Learning-Environment (HLE). During the outbreak of the COVID-19 pandemic, the learning environment for young children was restricted to the HLE for the duration of the lockdown period across countries. This unfortunate circumstance, however, has provided an unprecedented opportunity to explore, more purely than usual, SES differences in the HLE and their influence on early cognitive and numerical abilities, by examining a child’s gains in early skills over the duration of the lockdown period. Numerical abilities Exposure to numerical information is omnipresent and starts prior to preschool. By the age of 3, toddlers have (usually) already acquired some basic numerical abilities, such as using their fingers while counting (Graham, 1999), discriminating numerosities (Xu & Spelke, 2000), having a notion of counting sequences, and starting mapping number-words onto the appropriate corresponding quantities (Wynn, 1992), with a large variability between toddlers. Young toddlers also vary in their tendency to spontaneously (without being prompted to) notice and use numerosities in daily life. Notably, a higher tendency to spontaneously pay attention to numerical information in preschool is predictive of better math abilities such as counting skills (Hannula & Lehtinen, 2005) and arithmetic skills (Hannula, Lepola, & Lehtinen, 2010) later during development. On a more general note, individual differences in early numerical abilities prior to formal education are crucial since they lay the cognitive foundation and are predictive of later academic mathematics achievement. An important way to support the development of preschool numerical abilities is through a stimulating HLE (Tamis-LeMonda, Luo, McFadden, Bandel, Vallotton, 2019). Numerical abilities in the Home-Learning-Environment The HLE consists of interactions with parents or siblings, resources available in the home such as books, games, toys and activities in which toddlers can engage, but also the values and attitudes within the household. The quality of this HLE before the age of 3 is strongly linked to academic achievement at 10-11 years of age (Tamis-LeMonda, Luo, McFadden, Bandel, Vallotton, 2019) and in particular to mathematics achievement (e.g., Napoli & Purpura, 2018). For instance, maths-related learning activities at home have been shown to be associated with later maths skills (e.g., Skwarchuk, Sowinski, LeFevre, 2014). Moreover, the tendency of young toddlers to notice numerical information in the surrounding appears, at least in part, affected by the focus on numerosity in parent-child interactions (Braham et al., 2018). However, findings have not always been consistent. For example, Missall, Hojnoski, Caskie and Repasky (2015) found that maths activities at home did not significantly predict numeracy skills in preschool, and von Spreckelsen et al. (2019) even found that preschools with lower maths resources predicted better numeracy skills. This suggests that HLE and other learning environments might be part of a complex interplay, demonstrating the importance of controlling the influence of learning environments external to the HLE. This was possible due to the lockdown in response to the COVID-19 pandemic, as other learning environments besides the HLE were reduced to a minimum. SES impact on numerical abilities The HLE partly reflects the socio-economic background of a family and thus early intervariability on cognitive and numerical abilities can in part be explained by SES differences at home. Indeed, prior research has demonstrated that young children from higher SES families showed higher performance on early mathematics skills compared to children from lower SES families (Ginsburg & Pappas, 2004; Starkey & Klein, 2007). This has previously been suggested to be in part due to a more cognitively stimulating home environment in higher SES households compared to more stressful home environments in lower SES households (Votruba-Drzal, Levine Coley, & Lindsay Chase-Lansdale, 2004). However, this relation has rarely been explored prior to preschool (before the age of 3 years of age). In this study, parents’ level of education and their occupations will be assessed to obtain their SES level and compare numerical abilities of toddlers in low SES HLE and high SES HLE. Executive Functions Executive Functions according to the BRIEF-P Executive Functions (EFs) are generally agreed to be an umbrella term for a variety of cognitive processes that underlie goal-directed behaviour, such as inhibitory control, working memory and cognitive flexibility (Diamond, 2013). EFs are essential for cognitive, social and psychological development and early preschool EFs have been shown to predict later academic achievement in general (Diamond, 2013) and mathematics achievement in particular (e.g., Bull & Scerif, 2001; Espy, McDiarmid, Cwik, Stalets, Hamby, & Senn, 2004). Indeed, early executive skills are crucial in order to process numerical information (Mulder, Verhagen, Van der Ven, Slot, & Leseman, 2017), and are predictive of emerging numerical skills (Espy, McDiarmid, Cwik, Stalets, Hamby, & Senn, 2004; Clark, Sheffield, Wiebe, & Espy). At the start of preschool, toddlers already demonstrate large individual differences in EFs, which can be related to family factors such as SES and HLE. Although most research on EFs has focused on preschool and early primary school years (i.e., from the ages of 4-5 years of age), because of the rapid development of EFs at this time during development (Best & Miller, 2010), reliable measures to assess EFs prior to this age have been developed. By means of a parent rating scale of everyday behaviours in the natural environment, the Behavior Rating Inventory of Executive Function–Preschool Version (BRIEF-P) is able to assess EFs in children from 2 to 5 years of age. The BRIEF-P is a composite measure of EFs that identifies 5 scales: inhibition, shifting, emotional control, working memory and planning (Isquith, Gioia, & Espy, 2004). Executive functions in the HLE Although less researched than numerical abilities, successful development of EFs has also been linked to the HLE, with children growing up in less stimulating HLE (i.e., a HLE which is lacking appropriate cognitive resources and psychosocial interactions) being at risk of a slower development of behavioural regulations and, indirectly, showing lower scores on school readiness (Sektan, McClelland, Acock, & Morrison, 2010; Korucu, Rolan, Napoli, Purpura, & Schmitt, 2019). EFs’ specific activities at home are more difficult to identify than for instance numerical activities, but they are also ubiquitous in daily life. More stimulating HLE have mostly been linked to parent-child interactions, including parental scaffolding and parental sensitivity-responsivity. Parental scaffolding represents the verbal and non-verbal help that parents offer their child during activities, notwithstanding the child’s autonomy and decisions. Parental sensitivity-responsivity describes the parent-child interaction where parents pay attention to the child’s signals and respond accurately and appropriately (Korucu, Rolan, Napoli, Purpura, & Schmitt, 2019). Critically, both parental scaffolding and sensitivity-responsivity have been found to positively correlate with early EF development (Bernier, Carlson, & Whipple, 2010). SES impact on EFs The availability of resources and access to social resources to stimulate the development of a child’s EFs are linked to family SES, with low SES households being a risk factor to the successful development of EFs abilities. Indeed, it is believed that high SES families can offer their child better learning opportunities, more resources and social connections than low SES families, hence putting children from low SES families at higher risk for behavioural and cognitive difficulties during their neurocognitive development (Bradley & Corwyn, 2002). The present study The lockdown following the outbreak of the COVID-19 pandemic created a unique environment which affected the life of both children and adults alike. The lockdown period restricted toddlers’ learning environments solely to the HLE, which is likely to have a major impact on their cognitive development. With the HLE being influenced by family SES, this unique pandemic situation allows us to isolate the effect of different SES home learning environments by excluding external variables such as day care, for example. As such, the present study will be able to explore, for the first time, toddlers’ gains in cognitive and numerical abilities during the lockdown period. The study aims to triangulate how individual differences in HLE influence early numerical knowledge and skills, as well as the development of EF skills in young children. In order to explore this, parents of toddlers aged between 24 and 36 months will be asked to complete 3 sets of questionnaires, one about life before the COVID lockdown, one during the COVID lockdown and a final one after the COVID lockdown. The set of questionnaires will include a maths HLE questionnaire, asking parents about the frequency in which parents engage in maths and non-maths related activities, the BRIEF-P, assessing EFs through parent ratings, and a questionnaire to determine family SES.

It has been widely investigated that executive functions may be a mediator between socioeconomic status and children and adolescents’ academic achievement. But what is not known is the strength of this mediation effect and potential moderators. This meta-analysis uses MASEM to investigate this question.

It has been widely investigated that executive functions may be a mediator between socioeconomic status and children and adolescents’ academic achievement. But what is not known is the strength of this mediation effect and potential moderators. This meta-analysis uses MASEM to investigate this question.

As technology keeps evolving and getting faster, smarter, and more accessible for everybody, the process of human adaptation to technology becomes more relevant. Well known models in this context consider the evaluation of technologies (Technology Acceptance Model, Davis, 1985) and the market penetration of technologies (Diffusion of Innovations, Rogers, 1995), but leave out the cognitive processes involved in humans adapting to new technologies. This pre-registered, systematic review therefore aims to extract, summarize, and cluster insights from current research on executive functions involved in - or connected to - the adaptation of new technologies.

Document number CIA-RDP78-04718A000600340016-3 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Adolescence is a critical window of neuroplasticity when environmental inputs, such as parenting, can have a significant impact on adolescent behavior and the ability to self-regulate, yet research on the role of parenting behaviors has been limited to early-childhood effects. Although some studies have documented effects of adolescent-specific parenting on self-regulation and externalizing behaviors, no study to date has used a national longitudinal sample to examine these developmental linkages in a systematic manner from early childhood to adolescence. As such, it remains unclear whether parenting effects on externalizing behaviors and underlying self-regulatory abilities are enduring (i.e., carried forward from younger years), or if unique adolescent-specific effects are in play. Further, what are the underlying mechanisms by which parenting behaviors affect child externalizing behaviors across development? To address these questions, the proposed study will use existing longitudinal data from the NICHD Study of Early Child Care and Youth Development (SECCYD) to (a) examine the transactional linkages between parenting behaviors and child executive functions, self-regulation, and externalizing behaviors from early childhood to adolescence by using separate bivariate transactional models for each parenting behavior and child outcome combination, and (b) assess the mediating roles of child executive functions and self-regulation in the mechanistic pathway by which parenting behaviors affect child externalizing behaviors from early childhood to adolescence.

"Published December, 1938."

The relationship between cognitive distorsions (Beck's cognitive model of depression) and neuro-executive functions.

Approved F`Releas? 10 August 1972 MEMORANDUM FOR: Chief, Special Security Center Chief, Executive and Planning Division SUBJECT : Missions and Functions of the Executive Staff In accordance with our discussion of 9 August 1972, I would appreciate it if you would conduct a discreet but comprehensive management review of the mission, functions, and overall respon- sibilities of your respective units in the Executive Staff. In effect, this should be an in-house survey, identifying priorities, and show- ing the effect on the Office of Security and/or our customers, should the marginal requirements be eliminated. Although the study might prove to be useful should there be additional personnel cutbacks, the primary emphasis is on priorities, duplication, overlap, and efficiency. In conjunction with this review, we might also consider: A. Reorganization (current organization and proposed changes). B. Realignment of personnel. C. Increased emphasis on key security functions. D. Elimination of marginal security responsibilities. E. Consolidation of Security components. F. The possible use of contract personnel versus staff employees. G. The external coordination which would be required before a function could be dropped. CONFIDENTIAL Approved For Release 2000/05/31 : CII ~~~~'N:RDFB00823R000100070020-8 urcs ONLY CLASSIFIED EY -27O / - / EXEMPT FROM GENERAL DECLASSIFICATION SCHEDULE GF = G. ?fl? 52, ?::;E,1?T1QN CATEGORY: ? SE(I), ?", (Z. or (4) (card.- one or more) AU/OtIATICALLY DECLASSIFIED ON -RDP B~IJ821 ReQ O Q7Q92O-$ Approved F40Release16Q*F MN i1 IkDP~B00823R000100070020-8 EKES Mi&lY As has been mentioned, there will be an inquiry by the Office of the Inspector General, in the near future, and our internal review is intended to establish the validity of our policies and pro- cedures before the questions are generated from without. There may be further guidance on this topic, but we should start pulling the material together for a full report by 29 August 1972. I would prefer that this review not be discussed with sub- ordinates. 25X1A Acting Chief, Executive Staff CONFIDENTIAL Approved For Release 2000; : CIA-RDP83B00823R000100070020-8 TI UNCLASSIFIED ONFIDENTIAL SECRET OFFICIAL ROUTING SLIP TO NAME AND ADDRESS DATE INITIALS 1 Chief, SSC R 1 2 3 4 5 6 ACTION DIRECT REPLY PREPARE REPLY APPROVAL DISPATCH RECOMMENDATION COMMENT FILE RETURN CONCURRENCE INFORMATION SIGNATURE Remarks : 25X1A FOLD HERE TO RETURN TO SENDER A RESS AND PHONE NO. DATE Ap ting Chief, Exec Staff D 8/10/72

This project is a systematic analytical review and meta-analysis of the short-term and long-term effects of physical activity with a creative element in contrast to physical activity alone on executive functions and educational outcomes in primary school children

http://uf.catalog.fcla.edu/uf.jsp?st=UF024537640&ix=pm&I=0&V=D&pm=1

Observational study regarding the predictive effects of musical training and current musical activity on cognitive functioning and decline in a community sample of older adults

Document number CIA-RDP83B00823R000700010083-9 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Document number CIA-RDP83B00823R000700010083-9 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Executive functions (EF) allow us to flexibly adapt our behaviour in the pursuit of a goal by coordinating thoughts and actions. Weaker EF is common in developmental disorders, as well as in children from lower socioeconomic status background, while higher EF associates with greater success at school and in the labour market. Creative dance is a real-world activity that incorporates complexity, novelty, and diversity, key ingredients thought to challenge EF. Creative dance also builds self-confidence, makes demands on the body and creates a group dynamic of belonging. Except for a study using martial arts, no robust study has incorporated real world activity to train EF in primary school children. The proposed research will examine the impact of a school-based creativity-focused dance initiative in 6–7-year-olds and assess causal links between physical activity, creativity, EF and school outcomes. This project is expected to impact educational practice in primary schools and lead to improved outcomes in children.

The aim is to investigate, which effects music (characteristics) and the circumstances of music listening (e.g., pre-intervention music listening, or during) have on executive functions.

Explore associations of preterm birth with ef and developmental areas. SPANISH: XXX.

The aim of the current study is threefold: (i) identifying between parental burnout, depression, job burnout, and executive functions, which is the strongest predictor of violence towards the offspring; (ii) testing the mediating role of executive functions in the link between parental burnout and violence towards the offspring; (iii) testing the moderating role of executive functions in the link between parental burnout and violence towards the offspring.

No Description

Early math knowledge is predictive of later academic success (Duncan et al., 2007) and socioeconomic status, as indexed by occupation and income (Ritchie & Bates, 2013). There is strong evidence that early math knowledge is associated with later math outcomes (e.g.; Jordan et al., 2006, 2009; Watts et al., 2014). While prior math knowledge is important for children’s success in mathematics, more recent literature has highlighted the strong links between executive functions (EFs) and math achievement (Nguyen & Duncan, 2019; Ribner et al., 2017). EFs are a set of cognitive skills that support children’s attention and behavioral regulation (Diamond, 2013). One study highlights that EFs predicted around 43% of the variance in young children’s math performance (Verdine et al., 2014). As such, it is important to further explore the unique role that EFs play in relation to children’s mathematic performance, over and above the contributions of early math knowledge. While much of the literature has examined children's overall math achievement, a handful of studies have begun to examine the role of EFs for the development of specific mathematical skills (Espy et al., 2004; Fuhs et al., 2016; Viterbori et al., 2015). In particular, arithmetic skills, such as addition and subtraction, are important to study as they help build the foundation for more complex math skills that children learn in the later grades. Common among young children’s math assignments, worksheets often include arithmetic problems containing both addition and subtraction problems interchangeably where children must flexibility switch between two signs while inhibiting the use of the previous sign. In these scenarios, EFs may be beneficial for problem-solving as they help with mentally manipulating information, acquiring updated information, and switching between different types of procedures (Bull & Lee, 2014; Cragg & Gilmore, 2014). While research shows that EFs are linked to overall accuracy in arithmetic skills (Bull & Lee, 2014; Espy et al., 2004; Michel et al., 2020), few studies have yet to examine children’s accuracy across interchangeable arithmetic signs. Findings from one study established that preschool EFs predicted problem-solving and arithmetic fact retrieval in early elementary school, however, it did not control for children’s previous math abilities (Viterbori et al., 2015). Thus, the current study aims to understand if preschool EFs are associated with accurately switching signs in early elementary, after controlling for prior math knowledge.

A meta-analysis on gender differences in executive functions across childhood and adolescence

Backup record review PROSPERO

Introduction: Difficulties with executive functioning are hallmark characteristics of children with Attention Deficit/Hyperactivity Disorder (ADHD; Roth & Saykin, 2004; Willcutt et al., 2005). Executive function (EF) is a multidimensional term that refers to the top-down mental processes that regulate behavioral, emotional, and cognitive functions (Vriezen & Pigott, 2002). It includes a range of cognitive abilities, such as inhibitory control, working memory, planning, cognitive flexibility, attention, self-monitoring, self-regulation, and initiation of activity (Diamond, 2013; Gioia et al., 2000; Goldstein & Naglieri, 2014; Vriezen & Pigott, 2002). EF plays a crucial role in academic achievement, school readiness, social functioning (Diamond, 2013; Korpa et al., 2020), mental and physical well-being, and psychological, social, and cognitive development (Diamond, 2013). Studies frequently show children with ADHD present a reduced performance on tasks assessing inhibitory control, working memory, vigilance, planning, processing speed, sustained attention, and cognitive flexibility (e.g., Pievsky & McGrath, 2018; Willcutt et al., 2005). Consequently, it becomes essential to explore the relevance of interventions tailored to improve EF in individuals with ADHD. Literature review: The adequacy, feasibility, and efficacy of EF cognitive training have been extensively examined in the literature over the past decade (e.g., Bigorra et al., 2016; Capodieci et al., 2018; Dovis et al., 2015; Qian et al., 2017; Shuai et al., 2017; Spencer-Smith & Klingberg, 2015; Tamm et al., 2014). Previous research has consistently demonstrated that EF cognitive training interventions have high adherence rates and low attrition rates and are usually considered engaging and satisfactory by parents and participants (Bonete et al., 2021; Davis et al., 2018; Shuai et al., 2017; Tamm et al., 2014). Regarding efficacy, a recent systematic review revealed that EF cognitive training might yield positive outcomes, including reduced ADHD symptomatology, improved executive functioning, better academic performance, enhanced social skills, and decreased off-task behavior (Veloso et al., 2020). It is important to note that most studies conducted in this field have heavily relied on group-design research. However, considering the high levels of heterogeneity that characterize this disorder (Luo et al., 2019; Sjöwall et al., 2013), it is crucial to consider individual differences among children with ADHD. This will enable a better understanding of how various aspects, such as the child’s characteristics and/or the intervention, might positively or negatively influence outcomes. Therefore, conducting research focused on single-subject designs, an experimental design that allows the careful and precise consideration of clinically relevant variables, is paramount. Aim: This study aims to assess the efficacy of a purpose-developed cognitive training intervention (MindEx) to improve executive functions (EF) and reduce ADHD symptomatology using a multiple-baseline single-subject design.

Introduction: Difficulties with executive functioning are hallmark characteristics of children with Attention Deficit/Hyperactivity Disorder (ADHD; Roth & Saykin, 2004; Willcutt et al., 2005). Executive function (EF) is a multidimensional term that refers to the top-down mental processes that regulate behavioral, emotional, and cognitive functions (Vriezen & Pigott, 2002). It includes a range of cognitive abilities, such as inhibitory control, working memory, planning, cognitive flexibility, attention, self-monitoring, self-regulation, and initiation of activity (Diamond, 2013; Gioia et al., 2000; Goldstein & Naglieri, 2014; Vriezen & Pigott, 2002). EF plays a crucial role in academic achievement, school readiness, social functioning (Diamond, 2013; Korpa et al., 2020), mental and physical well-being, and psychological, social, and cognitive development (Diamond, 2013). Studies frequently show children with ADHD present a reduced performance on tasks assessing inhibitory control, working memory, vigilance, planning, processing speed, sustained attention, and cognitive flexibility (e.g., Pievsky & McGrath, 2018; Willcutt et al., 2005). Consequently, it becomes essential to explore the relevance of interventions tailored to improve EF in individuals with ADHD. Literature review: The adequacy, feasibility, and efficacy of EF cognitive training have been extensively examined in the literature over the past decade (e.g., Bigorra et al., 2016; Capodieci et al., 2018; Dovis et al., 2015; Qian et al., 2017; Shuai et al., 2017; Spencer-Smith & Klingberg, 2015; Tamm et al., 2014). Previous research has consistently demonstrated that EF cognitive training interventions have high adherence rates and low attrition rates and are usually considered engaging and satisfactory by parents and participants (Bonete et al., 2021; Davis et al., 2018; Shuai et al., 2017; Tamm et al., 2014). Regarding efficacy, a recent systematic review revealed that EF cognitive training might yield positive outcomes, including reduced ADHD symptomatology, improved executive functioning, better academic performance, enhanced social skills, and decreased off-task behavior (Veloso et al., 2020). It is important to note that most studies conducted in this field have heavily relied on group-design research. However, considering the high levels of heterogeneity that characterize this disorder (Luo et al., 2019; Sjöwall et al., 2013), it is crucial to consider individual differences among children with ADHD. This will enable a better understanding of how various aspects, such as the child’s characteristics and/or the intervention, might positively or negatively influence outcomes. Therefore, conducting research focused on single-subject designs, an experimental design that allows the careful and precise consideration of clinically relevant variables, is paramount. Aim: This study aims to assess the efficacy of a purpose-developed cognitive training intervention (MindEx) to improve executive functions (EF) and reduce ADHD symptomatology using a multiple-baseline single-subject design.

The aim of this investigation is to evaluate the impairments induced by sleep deprivation on the executive functions of university students who experience a sleep deficit ranging from 12 to 24 hours. Fifty-two university students, both males and females enrolled in a private medical school, will be invited to participate in this study. They will be randomly divided into two groups: Sleep Deprivation Group (n=26) and Control Group (n=26). The participants will respond to the DASS-21 scale to assess current psychiatric symptoms and attend to exclusion criteria. Executive functions will be evaluated using the Wisconsin Card Sorting Test (WCST) to measure cognitive flexibility, the 2-back test to assess working memory capacity, and the Stroop test to investigate attention and inhibitory control. Four sessions will be conducted over an 8-hour period, during which the Sleep Deprivation Group will undergo a minimum of 24 hours of sleep deprivation.

Considerable in-depth studies have been carried out in the disciplines of psychology, neuroscience and education about executive functions (EFs) (Zelazo et al., 2016). Both teachers and parents have been increasingly becoming aware that these neurocognitive skills are fundamental in the students’ learning process across all school ages (Zelazo et al., 2016). There has been an extensive investigation about the role of EFs in fields such as language and mathematics, however there is limited research concerning the role of EFs in science learning, namely in physics (Chen & Whitehead, 2009; Thibault & Potvin, 2018; Vosniadou et al., 2018). Through this planned research a detailed investigation will be conducted to detect if and how EFs are linked with both the understanding of physics concepts and physics problem solving by utilizing both previously validated cognitive assessments and formal curriculum examinations. In addition, based on the extensive literature about the role of EFs in mathematical skills (Brookman-Byrne et al., 2018; Partanen et al., 2020; Ropovik, 2014), a detailed analysis concerning the investigation on the correlation among EFs, mathematical skills, the understanding of physics concepts, and physics problem solving is being presented for the first time, highlighting the uniqueness of this research. The selected age group for the current research is mid-adolescence students from 15 to 17 years of age, a period when students learn advanced concepts in both science and mathematics.

Moving from naïve thinking to scientific thinking of natural phenomena is an important goal of science education (Carey, 1985, 2000). This change is difficult, and naïve science thinking persists alongside scientific concepts even among adults (Shtulman & Valcarcel, 2012). Recent research shows that instead of being changed or revised, naïve science thinking is suppressed by scientific thinking when encountering conflicts between scientific and naïve thinking (e.g. Babai et al., 2012; Babai & Amsterdamer, 2008; Shtulman & Valcarcel, 2012). These studies indicate that scientific thinking should suppress naïve thinking to correctly endorse scientific explanations. Executive functions, which is an umbrella term of basic human cognition, includes both three basic factors: shifting (switching), updating (working memory) and inhibition (inhibitory control) and two higher-order factors: reasoning, planning (Diamond, 2013; Miyake et al., 2000). Executive functions, especially inhibition (the ability to inhibit actions or interference), have been found to be involved in the process of suppressing naïve thinking (Potvin et al., 2015; Vosniadou et al, 2018; Zaitchik et al, 2014). Thus, studying how executive functions are involved in this process could greatly contribute to understanding how the suppression happens. However, previous reviews have focused mainly on how a single executive function element influences the overall conceptual change process (Mason et al., 2019; Nenciovici et al., 2019). Thus, this review aims to investigate what roles different executive functions play in the suppression of naïve science thinking. In addition, considering that executive functions develop with age as well as science learning is closely affected by education level, we will also explore the roles of age and education level in the relationship between executive functions and the suppression of naïve science thinking.

Book Source: Digital Library of India Item 2015.190485 dc.contributor.author: Chester I. Branard dc.date.accessioned: 2015-07-08T00:09:01Z dc.date.available: 2015-07-08T00:09:01Z dc.date.digitalpublicationdate: 2021-12-07 dc.date.citation: 1938 dc.identifier.barcode: 5990010114979 dc.identifier.origpath: /rawdataupload/upload/0114/981 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/190485 dc.description.scannerno: 9 dc.description.scanningcentre: IIIT, Allahabad dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 372 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Sudhir Kumar Tiwari dc.publisher: Cambridge, Massachusetts Harvard University Press dc.rights: Out_of_copyright dc.source.library: University Liberey Allahabad dc.subject.classification: English Literature dc.title: The Functions Of The Executive

Release 2000/09/08.:.CIA-RDP78-04007AO01000050007-9 Approved For Release 2000/09/08 : CIA-RDP78-04007AO01000050007-9 25X1A9a Approved For Relea-WOOO/09/08,; CIA-RDP78-04007 A~OgQ Off; Deputy D cc'ua ~. r-ice W~h .ti < y lri"'IlNAGCMENI 12 ;,arch 1948 n After cam careful ;ta6~y a aci 'u o: th problom of inspection .t.1.tC1cMlUn4 418 Cl.i..(. act, od by 1.a o E.7o+')U, ,Jy rlCE%E,. Li"`J.'V'e a. or Inspection cad Security acid t if ~Y~~: uti Jet r and yt?na :,(3'(~(?lrit have agMad upon the Loll , x'74; st a'!: ~. ,e.n,:e ,.:t7a,./ of l;15.C ,. we feel should be '~. ., R~:: =_~J a.,.f)]..V.:i,?'~:~.f$i3 ;" r ( Lti l3 ya tied 'L" o 'G1ae a 1. t i,..y "c. ,, c.3'`a~ ~cltaY:f.1,.~"~Z:IOl"~,,1.^ry t'3,T'ld jJY`obltim /~ii .~~ry n 9~ I y Y.~. ,2? ~.. myh .?8 r.~e. - .> 'Q, wf~ xauc'P~a,.r,.,~" px,,.; i T the 1. l yw kCa ,.z +.. x"`" q4j.I?W"~'C!L?S'1Ls of ll .t(~},y 1z. ,c ~.I.~r~L4l,phr?U Aa'.r4 ?.%:rt- ~ .~4.d,n 44', t ~~,, S; lp ;.::1cr:r repot on t~ho tlGra{ ZL,.~ t of CIA. "',"t. .~ :"~. ?'? t 7

The aim of the current study is to investigate the potential role of EF in relation to concurrent autism and adhd traits and adaptive behaviour in 3-year olds with a family history of autism/adhd or with no family history of autism/adhd. Moreover, we are interested in examining if specific EF components affect (moderate) the associations between autism vs adhd traits and adaptive functioning.

Book Source: Digital Library of India Item 2015.512357 dc.contributor.author: Ray,prithwis Chandra dc.date.accessioned: 2015-09-30T12:53:18Z dc.date.available: 2015-09-30T12:53:18Z dc.date.digitalpublicationdate: 2010/04/17 dc.date.citation: 1902 dc.identifier.other: V B Librarian dc.identifier.barcode: 04990010016553 dc.identifier.origpath: /data8/upload/0213/335 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/512357 dc.description.scannerno: VB/01 dc.description.scanningcentre: C-DAK, Kolkata dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 390 dc.format.mimetype: application/pdf dc.language.iso: Sanskrit dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: The City Book Society,calcutta dc.rights: In Public Domain dc.source.library: Central Library, Visva-bharati dc.subject.classification: Social Sciences dc.subject.classification: Political Science dc.subject.classification: Politics dc.subject.keywords: The Separation Of Judicial And Executive Functions In British India dc.subject.keywords: Judicial Functions dc.subject.keywords: Executive Functions dc.subject.keywords: British India dc.title: The Separation Of Judicial And Executive Functions In British India dc.type: Print - Paper dc.type: Book

No Description

STAT (Copy) Immediate Release EXECUTIVE ORDER T1RMINATION OF THE OFFIC OF ST [,,,TEGIC SERVICES AND DISPOSITION OY ITS FUNCTIONS ~ ~ the U13. .ce, xCIUCLIr1y4 t( rruins ted, iie %unc io3aS o '' e 1i 3 ~C Wr,;' S x'~.t giC ~~fi 'yiCe i and Approved For Release 2002/05/08 CIA-RDP78-04007A00030003a001-5 ? ~~t!!...tl ia~~'a:d.~y`f~,..'yC?~ t^`N3.^k33~4'i vk: x-(i:s}C-yhM~*+. S_$:.,+Zs~':%'rbe -' s1 ~: -Jw? wr . ry J4^. A e of`'a~e of thc T .-actor oi' S rategic Services, is t' (b) the Secretary MY curtail tie act"`'-Lt-Les c.r~ the Secrwtar, , shall (c) the head of the Service? who shall be designated by be responsible to the Secretary as to such other officer of the Depa.rt.^ae:nt of State as the Secretary s hall direct, and (a) the Service shall, except as otherwise provided in this order, be administered, as .in orgsni-ati.ort,i entity in the Department of State. 3. All functions of the Office, not transferred by paragraph 1 of this order,, together with all personnel, record'., property, and funds of the Office not so transferred, are transfex?re to the Department of \';ar; and By virtue of the authority vested in me by the Constitution and Statutes, Ix c:~ uding Title I of the '' firs W ar Powers Act, 1941, and as President of t t-1,10 United States and Commander -.In Chief of the Army and the Navy, it is hereby ordered as foil.ors: 1. There are transferred to and consolidated in an Interim Research and Intelligence Service, which is hereby established in the Department of State, (a) the fuhctions of the Research and Analysis Branch and of the Fxer;entation Branch of the Office of Str.-t7;E c Services ( rovie?ed for by g such functions performed the Nlilitary' Order of June 13, :.9,2_ , excl~adin w: thin the countries of Germany and Austria, and (b) those other functions of the Office of Strategic Services (hereinafter referred to as the Office) which relate to the functions of t"he said Branches tr ai.i.sf. erred by this earag;raph, The functions of the Director of Strategic Services and of the iJn_' - States Joint C~iiefs of Staf'f', relating to the functions transferred to the Service by this paxagra ra, are transferred to the Secretary of State. x+il perw onne ~, property, and records of the said B' ranches, except such thereof as is located in Gori a y and. Austria, and so much of the other personnel, property, and records of the 3 Office and of the funds of the Office as ha Director of the Bureau of the Bad6et shall determine to relate primarily to ~ ~id the functions transferred by this paragrs:pil, e.re transferred to the s? Service. Military personnel now on duty in co .nection with the activities t,re s` er. red by this paragraph may, subject to applicable law and to the extent mutually agreeable to the Secretary of State and to the Secretary of of the or the Secretary o.~ e Navy,, as the case may be, continue on such duty in the Department of State. 2. The Interim Research and Intelligence Service shall be abolished as of the close of business December 31, 1945, and the Secretary of State shall provide for winding up it~~ affa.~ rs . Pendin= such abolition, (a) the Secretary of State may transfer from the said Service to such agencies of the Department of State as he shall designate any function of the Service, ed on by the Service, Approved For,,Rse 2002/05/08: CIA-RDP78-041 sae 2 App?8~ld For Rel?e 2002/05/08: CIA-RDP78-04007AO0 0030001-5 of the United States Joint Chiefs of Staff, relating to the functions tr. ans- ferred by this paragraph, are transferred to the Secretary of War. Naval. p:,srsonnel on d:u r with the Office in connection with the ctivitiea trans- ferred by this paragraph may, subject to applicable law and to the extent ..,:at elly agreeable to the Secretary of V+ar and the Secretary of the Navy, continue on such duty in the Department of 4'sr. The Secretary of Viar shall, whenever he deems it compatible with the national interest, discontinue an activity transferred by this paragraph and wind up all affairs r - . a tin- hereto . 4? Such further measures and dispositions as may be determined by 4. the Director of the Bureau of 'he_B,~dget to be necessary to effectuate the transfer or redistribution of functions provided for in this order shall be carried out in such manner as the Director may direct and by such agencies as he may designate. 5. All provisions of prior orders of the 'President which are in conflict with this order are ara.nded accordingly. 6. This order shall, except as otherwise specifically provided, be effective as of the opening of business October 1, 1945. THE WHITE HOUSE September 20, 1945 Approved For Release 2002/05/08 : CIA-RDP78-04007A000300030001-5

Perma.cc archive of https://www.opcw.org/about-opcw/executive-council/membership-and-functions/ created on 2016-09-06 20:52:45+00:00.

0"4. if /,#9 Approved For Release 2002/03/28 : CIA-RDP78-04718A000600340014-5 OPERATIONS COORDINATING BOARD 708 Jackson Place, N. W. Washington 25, D. C. October 9, 1953 MEMORANDUM FOR THE OPERATIONS COORDINATING BOARD SUBJECTS Functions of the 0CB Executive Officer and Staff, A draft description of the functions of the Executive Officer is submitted herewith for Board consideration at its next meeting on October 14, 1953. In addition., draft descriptions of the functions of the several components of the OCB are included for the information of the Board. memorandum replaces.- previous memorandum of October 6 on.the same subject, George A. Morgan Acting Deputy Executive Officer Enclopure Functions of the 0CB Executive Officer and Staff, dated October 9, 1953 plant No t'f:N _& In Ctass. (J Dc:c3ssss f:;as,. CI s C Awf:.: t#".. MC. u - -------------- ---------- _------ Approved For Release 2002/03/28 : - PT8- 7)9~~D

Document from Tamil Nadu Legislative Assembly Digital Archive

Amidst many focuses in the area of research related to factors influencing cognitive ability as well as cognition in general, constructs measuring aspects of cognitive motivation or cognitive investment have in recent years increasingly provoked interest and lead to diverse findings in specifically psychological research and beyond. Probably the construct most focused on is Need for Cognition (NFC) which has originally been conceptualized by Cacioppo and Petty (1982) as well as following researchers (Cacioppo et al., 1996) and characterized as an individual’s stable tendency to actively search for and engage in effortful intellectual challenges and endeavours as well as enjoy such an activity. Individuals scoring high on NFC have been found to be highly intrinsically motivated and naturally tending to seek, acquire and evaluate information to make sense of their surroundings (Cacioppo et al., 1996). Given the characterisation of the construct of NFC as well as early findings by Cacioppo et al. (1996), it might be presumed that the principal characteristic of individuals high on NFC to actively search for and enjoy challenging intellectual endeavours is linked to a particular pattern of general cognitive dispositions and processes. Das et al. (2003) for instance found NFC to be moderately to highly and significantly positively associated with information seeking behaviour on the internet, the latter being referred to by the authors as a more complex source of information compared to others. Mokhtari et al. also (2013) reported a high association between NFC and a self-constructed questionnaire to measure information seeking behaviour (Mokhtari et al., 2013). Verplanken et al. (1992) also found individuals scoring high on NFC to show a greater desire for and a more resilient search of information in a task concerning the evaluation of presented brands. Also, the cognitive effort put into this evaluation was positively associated with NFC. Curşeu (2011) on the other hand found students high on NFC to have a greater tendency to seek information from other students in their study group. Furthermore, Cacioppo et al. (1996) suggests that individuals lower on NFC invest less cognitive effort when processing information and also rely more on mental short-cuts (e.g., the belief in experts) to make sense out of information presented to them. Results by Levin et al. (2000) support this conception, as differences between high and low scoring individuals on NFC in the amount of acquired knowledge were found primarily when it was demanded to make a choice about which few options to include into further consideration. This might be explained by an increased demand for thorough evaluation when consequences of a choice are weightier (Levin et al., 2000). Furthermore, the way in which a problem is framed seems to have a significant effect on the individuals’ choice when scoring low on NFC but not for those with high scores on the construct (Smith & Levin, 1996). Regarding motivational factors, See et al. (2009) found individuals with high levels on NFC to be more motivated to process the information contained in a message described as complex in opposition to simple, with individuals scoring low showing the reversed pattern. Also, persons scoring high on NFC indeed applied their cognitive resources only when the message was labelled as complex (See et al., 2009). Also, Cazan and Indreica (2014) found NFC to be moderately up to highly and positively associated to learning-strategies like “deep processing” as well as “self-regulation strategies”, suggesting a deeper engagement with information as well the utilization of metacognitive skills to attain a specific goal (Cazan & Indreica, 2014). Various studies have investigated the relationship between NFC and measures of crystallized as well as fluid intelligence. Stuart-Hamilton and McDonald (2001) operationalized crystallized intelligence as the score in the Mill Hill Vocabulary Test (Raven, Court, & Raven, 1994, as cited in Stuart-Hamilton & McDonald, 2001) and reported only small correlations between the measures in a sample of older adults. In Tidwell et al. (2000), participants’ knowledge was operationalized as the score in a multiple-choice test and verbal ability measured with the Shipley-Hartford scale (Shipley, 1940, as cited in Tidwell et al., 2000). NFC was found to be lightly associated with knowledge and moderately with verbal ability, the former correlation being small but significant even with verbal ability partialed out. Woo et al. (2007) reported a significant moderate correlation between NFC and knowledge in various areas, which was however operationalized as the participants estimation of their own self-rated knowledge, while controlling for self-enhancement. Concerning fluid intelligence, Stuart-Hamilton and McDonald (2001) found a moderate to high positive and significant association between NFC and scores in Raven’s matrices. The latter measure an individual’s ability to detect a pattern in a series of figures and complete it by choosing a figure from the possible options. Furnham and Thorne (2013) examined the relationship of NFC to the Wonderlic Personnel Test (Wonderlic, 1992, as cited in Furnham and Thorne, 2013) as an indicator of intellectual ability. NFC was moderately up to highly correlated to the test, yet as this measure is regarded as measuring general intelligence rather than either fluid or crystallized intelligence separately (Bell et al., 2002), their results are difficult to interpret in this regard. Fleischhauer et al. (2010) used the I-S-T 2000 R, an intelligence test that allows e.g., for measuring verbal intelligence, figural and spacial intelligence, arithmetical intelligence, working memory, deductive reasoning as well as fluid and crystallized intelligence (Amthauer et al., 2001). They reported NFC to be moderately positive and significantly correlated to measures of fluid intelligence with crystallized intelligence being however only lightly positively and not significantly associated with the construct. Additionally, individuals scoring high on NFC did in fact not respond correctly to more tasks than individuals low on NFC but answered more correctly on those that they did approach. This supports the conclusion of a particular style of answering and suggests primarily a greater investment of cognitive resources and inclination to solve a given puzzle. Hill et al. (2013) used the Wechsler Adult Intelligence Scale-III (Wechsler, 1997, as cited in Hill et al., 2013) as well as Raven’s matrices and found NFC and fluid intelligence to be moderately and significantly positively associated. Other than in Fleischhauer et al. (2010) however, also three categories measuring crystallized intelligence were significantly associated with NFC to a moderate degree. One should further suspect individuals with higher scores on NFC to be e.g., more apt to being effectively involved in a prolonged and demanding cognitive effort due to their tendency to engage in and enjoy complex puzzles and other cognitive challenges. This conception of NFC suggests that these individuals could display greater capacities in several executive functions such as working memory and inhibitory control (Miyake et al., 2000): A prolonged engagement in intellectually challenging situations will for example potentially demand from individuals to constantly take up, retain and update information necessary for the tasks ahead as well as show a certain resilience to distracting influences. The former might consequently be represented in an enhanced working memory capacity and the latter in a heightened inhibitory control – the ability to deliberately inhibit dominant and automatic responses when it is required (Miyake et al., 2000; Diamond, 2013). In a preliminary literature screening, comparatively few studies have been found that – directly or indirectly – link NFC to executive functions. However, a cognitive function that has occasionally been conceptualized as an overlying construct which increases due to enhanced executive functions is “self-control” (Katzir et al., 2010). It describes the capacity to choose in a given situation long-term beneficial global goals or values over short-term situational benefits (Fujita, 2011) and has been found to be significantly and positively correlated to NFC (Bertrams & Dickhäuser, 2009; Grass et al., 2019). Also, self-control seems to mediate the relationship between NFC and the school grades attained by participants (Bertrams & Dickhäuser, 2009). While no studies have been found, that directly addressed the relationship to NFC, the Stroop task is an often-used measure to assess inhibitory control as an individual’s capacity to suppress a dominant response to the word information (e.g., West & Alain, 2000; Bratzke et al., 2012). Though labelled with “self-control”, findings by Bertrams and Dickhäuser (2012) who examined the relationship between NFC and participants’ performance in the Stroop task might therefore be also regarded as also directly concerning inhibitory control. These authors reported a positive small to moderate association but no correlation to the reaction times in interference trials when administering a Stroop task without a previous depleting task (Bertrams & Dickhäuser, 2012). However, in a recent attempt to clarify the relationship between NFC and central executive functions, Gärtner et al. (2021) also examined inhibitory control next to other functions such as shifting and updating. Applying a Bayesian Correlation Analysis to the data and providing sufficient power to detect the suspected effects, their findings do not allow the conclusion that NFC is related to any of these functions. Furthermore, only a few studies have focused on the relationship between working memory and NFC. With NFC being generally characterized as an individual’s intrinsically motivated tendency to engage in effortful cognitive endeavours and enjoy this activity, it would have to be suspected that such activities required enhanced mnestic abilities, yet e.g., results by Fleischhauer et al. (2010) suggest no noticeable relationship to NFC. Similar results have been reported by Hill et al. (2016), who also did not find significant associations of NFC to e.g., a task measuring listening span as well as a N-back task. However, Hill et al. (2016) further analysed the same data used by Hill et al. (2013) and examined the possible influence of working memory as a moderator on the relationship between NFC and intelligence measures. Their results suggest that working memory does indeed serve as a moderator on the relationship insofar as an average degree of working memory capacity is required for the positive relationship between NFC and intelligence to be observed (Hill et al., 2013). The goal of the present review and meta-analysis is to provide an answer to the questions concerning the relationship between Need for Cognition (NFC) and fluid and crystallized intelligence as well as executive functions. Though the association between these variables has been investigated over the last decades, the results must partially be regarded as very dispersed over multiple fields of psychological research as well as provided using sometimes different kind of measures. To allow for a clearer and more comprehensive picture, the present study will therefore aim at reviewing the available literature up to the present date as well as provide a metanalytic synthetization of study results. In order to examine this relationship, the study aims at answering the following questions by estimating the mean effect size (calculated as Pearson’s r) across primary studies. The specific kinds of measurement of the cognitive variable mentioned in research question 3 refers to potential differences in the way in which a cognitive variable could have been measured over studies. Hill et al. (2016) for instance used several measures as indicators of working memory capacity. As the theoretical background does not clearly indicate a relationship between NFC and executive functions, no specific hypotheses can be derived and formulated. However, the definition of NFC as well as the respective functions does conceptually suggest potential associations to some degree, which is why the association of NFC with these cognitive functions will be examined next to intelligence. Yet with no explicit expectations in this regard, research question 2 can consequently be considered as exploratory. Research question 3 is equally of exploratory kind because the set of moderating variables that have been specified here cannot be regarded as being exhaustive and will over the course of the literature search potentially be extended. The research questions are the following: 1. What are the relations between NFC and measures of fluid and crystallized intelligence? 2. What are the relations between NFC and executive functions such as self-control, inhibitory control, shifting, updating, attention-related variables and working memory? 3. Do variables like age, sex, risk of bias and the specific kind of measurement of the cognitive variable in the primary studies moderate the relationship between NFC and the respective cognitive variables?

This is a pre-registration of a study exploring a multipe pathway perspective in school-age ADHD. Data have been collected. No analyses on the follow-up data have been conducted prior to this registration.

Approved For Release 2003/04/29 : CIA-RDP84-00780R001200040009-8 MEMORANDUM FOR: Deputy Director for Intelligence Deputy Director for Plans Deputy Director for Support Deputy Director for Science and Technology D/DCI/NIPE General Counsel Inspector General SUBJECT : Use of the Executive Dining Room for Sjecia4 Functions REFERENCE 1. Agency employees are encouraged to use the Executive Dining Room for official entertainment when operationally feasible. Arrangements and reservations may be made with the Executive Dining Room office located in Room 7 E 07 Headquarters, extension This office may also be utilized for making reservations and arrangements with other restaurants in the Washington area. Entertainment of Government Imployees "the expense for entertainment of Government employees exclusively is ordinarily not reimbursable. Agency officials may be reimbursed for such entertainment, however, whyen prior approval has been granted by the Director, Deputy Director, or-Executive Director. dhe arranging office shall inform the Executive, Dining Room office such approval has been obtained'~which wilti ~ 1;_& A: e 1 Approved For Release 2003/04/29 : CIA-RDP84-00780R001200040009-8 Approved For Release 2003/04/29 : CIA-RDP84-00780R001200040009-8 b. Agency employees shall pay for their own luncheons when entertaining Government employees in the Exec. Dining Room but may be reimbursed for breakfasts and dinners. functions. 3. Entertainment of Extra-Government Personnel Agency officials may be reimbursed for the official enter- tainment6f non Governmental employees without obtaining prior from - - - -, breakfast or dinner approval/ The axxzx host will be billed for the entire/function and may request reimbursement in the normal manner from the Office of Finance ,l However, Agency employees shall be billed separately and directly for their own luncheons. 4. The above policy pertains only to official entertainment in Approved For Release 2003/04/29 : CIA-RDP84-00780R001200040009-8

Approved For Release 2003/04/29 : CIA-RDP84-00780R001200040009-8 MEMORANDUM FOR: Deputy Director for Intelligence Deputy Director for Plans Deputy Director for Support Deputy Director for Science and Technology D/DCI/NIPE General Counsel Inspector General SUBJECT : Use of the Executive Dining Room for Sjecia4 Functions REFERENCE 1. Agency employees are encouraged to use the Executive Dining Room for official entertainment when operationally feasible. Arrangements and reservations may be made with the Executive Dining Room office located in Room 7 E 07 Headquarters, extension This office may also be utilized for making reservations and arrangements with other restaurants in the Washington area. Entertainment of Government Imployees "the expense for entertainment of Government employees exclusively is ordinarily not reimbursable. Agency officials may be reimbursed for such entertainment, however, whyen prior approval has been granted by the Director, Deputy Director, or-Executive Director. dhe arranging office shall inform the Executive, Dining Room office such approval has been obtained'~which wilti ~ 1;_& A: e 1 Approved For Release 2003/04/29 : CIA-RDP84-00780R001200040009-8 Approved For Release 2003/04/29 : CIA-RDP84-00780R001200040009-8 b. Agency employees shall pay for their own luncheons when entertaining Government employees in the Exec. Dining Room but may be reimbursed for breakfasts and dinners. functions. 3. Entertainment of Extra-Government Personnel Agency officials may be reimbursed for the official enter- tainment6f non Governmental employees without obtaining prior from - - - -, breakfast or dinner approval/ The axxzx host will be billed for the entire/function and may request reimbursement in the normal manner from the Office of Finance ,l However, Agency employees shall be billed separately and directly for their own luncheons. 4. The above policy pertains only to official entertainment in Approved For Release 2003/04/29 : CIA-RDP84-00780R001200040009-8

The onset of the COVID-19 pandemic has presented a range of unprecedented challenges, significantly impacting mental health globally. Among the most affected are adolescents, a group at a crucial developmental stage marked by the maturation of executive functions and an increased vulnerability to anxiety disorders. Executive functions, encompassing working memory, cognitive flexibility, and inhibitory control, are essential for goal-directed behavior and adaptability to changing environments. Concurrently, adolescence is a period when personality and temperament further evolve, influencing both cognitive processes and emotional resilience. This research project aims to dissect the relationships between three components of executive functions and anxiety levels in adolescents, utilizing the longitudinal data provided by the Adolescent Brain Cognitive Development (ABCD) study. Through this investigation, we seek to understand how these dynamics have been influenced by the COVID-19 pandemic, with the ultimate goal of identifying targeted interventions to support adolescent mental health and cognitive development. The project will leverage secondary data from the ABCD study, which comprises a comprehensive dataset of over 11,000 adolescents from across the United States. This study has collected data at key intervals, including baseline, 2-year follow-up, and 4-year follow-up, offering a unique opportunity to examine the trajectories of executive functions and anxiety before, during, and after the pandemic. Our analysis will focus on anxiety levels as measured by the Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (K-SADS-PL) and executive function assessments evaluating working memory, cognitive flexibility, and inhibitory control. This research project, set against the backdrop of the COVID-19 pandemic, is poised to provide critical insights into how external stressors affect the interplay between cognitive processes and emotional health in adolescents. By leveraging the extensive and rich dataset of the ABCD study, we aim to make a significant contribution to our understanding of adolescent development during challenging times. The knowledge gained from this investigation will be invaluable in guiding the development of interventions and policies aimed at bolstering the mental health and cognitive resilience of adolescents, both during and in the aftermath of the pandemic.

Objective: In this article, we focus on assessing two key predictors of outcomes in Bipolar Disorder (BD): cognition and functionality performance, and researching for a correlation between them. Methods: Subjects were patients with BD in the euthymic phase (n=50), and healthy controls (n=25). Psychosocial functioning was evaluated using the Functioning Assessment Short Test (FAST), and the same group underwent the Frontal Assessment Battery (FAB) to assess the Executive Functions (EF). Clinical and sociodemographic characteristics were analyzed using one-way analysis of variance or the chi-square test. To verify a correlation between FAB and FAST tests, we used the Spearman Correlation Coefficient. Results: Patients with BD showed higher FAST total scores (24.60±11.09) than healthy controls (9.80±5.94) (p < 0.001), and patients with BD showed lower FAB total scores (13.56±2.81) than healthy control (15.72±1.64) (p

Document number CIA-RDP78-04007A001000050007-9 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

The present study will examine whether induced happiness or sadness affects the degree of specificity to which people recall personal experiences and their performance on cognitive tasks that assess the executive functions of updating, shifting, and inhibiting information. The research will take place online, where participants complete baseline measures on depression symptoms, current tendency for ruminative thinking (i.e., repetitive negative thoughts) and current mood, followed by one task assessing autobiographical memory retrieval and two tasks assessing executive functions. After a mood induction by focusing on personal memory and mood-congruent music, they will repeat the same tasks to see if their performance changes.