Executive functions

perception in musicians and non-musicians and found that non-musicians struggled to correctly perceive deviations in music, while musicians did not. More compelling, this study found that the executive functioning skills in musicians were stronger than those of non-musicians. Musical training relies on executive functions such as inhibitory control, working memory, attentional control, and cognitive

(National Institute of Mental Health, n.d.). According to Wilk et al. (2005), cognitive impairment is thought to be a central feature of schizophrenia. It spans across a number of separate cognitive domains, such as attention, working memory, executive functions and verbal fluency (Reichenberg, 2010). This notion is also supported in another study done by Bowie and Harvey (2006), which suggests that as a result of schizophrenia being associated across discrete domains of cognitive impairment, it has

Chang, Yu-Kai, all decided to perform a test to see this commonality. This study was conducted to test effects of acute exercise on cognitive function as well as the modulatory role of fitness

13 December 2014 Why Do People Procrastinate and How Can They Avoid It? Procrastination is pervasive. It has become a widespread tendency of delaying tasks, not only at work, but also in personal and social aspects of people’s lives. In the United States, the cost of procrastination is over a trillion dollars (Steel 101). By using time productively, people can change the procrastination model. Therefore, realization and awareness of the causes of procrastination can help people use different techniques

disappointed. However, she tries her best to please her parents by pretending to be happy. The movie also highlights the function of short and long-term memory, and the psychological changes in becoming a pre-teen. The major characters in the film were the personification of her emotions: Joy, Sadness, Fear, Disgust and Anger. These five personifications worked together to allow Riley to function, and express how she is feeling (Doctor & Carmen, 2015). Pre-Adolescent Female Brain During the pre-adolescent

Bialystok, Craik, and Luk (2012) investigated the growing body of evidence examining the presence of a bilingual advantage in terms of enhanced executive control: the group of cognitive skills involved in language switching, working memory and inhibition. Furthermore, the researchers examined evidence supporting the notion that differences in brain structure and function helped to explain the bilingual advantage (Bialystok et al., 2012). In regards to joint activation in bilinguals, researchers found that

Introduction The Behavior Rating Inventory of Executive Functions (BRIEF) is a performance-based test that is administered by teachers, parents and self-assessment that was created to measure executive functioning (BRIEF, 2017). It is produced and authored by PAR, a company engaged in the purpose of creating psychological assessment tools (BRIEF, 2017). Review of the BRIEF will be evaluated for materials, format, fairness, technology usage, and a final analysis will be provided utilizing literature

connected to the idea of executive function. This theory states that the growth of children’s psychological abilities occurs through four discrete stages, wherein children differ in behavioral and cognitive prowess: sensorimotor stage (0-2 years), preoperational (2–7 years), concrete operational (7–9 years) and formal operational (9-adolescent) (Anderson, 1998). One significant aspect of a child’s development that will be examined in the present study is executive function (EF). Based on previous

Effects of Self-Regulation on Preschoolers’ School Readiness Self-regulation is fundamental to children’s development. It is children’s ability to control and manage their emotions and bodily functions, as well as maintain focus and attention (Gillespie & Seibel, 2006). It is an ability that appears as early as birth, such as when infants suck their thumb to self-soothe or shiver to keep warm. Self-regulation is a skill that one continues to work on and is needed throughout life. It is especially

assist us in finishing our work and result in purposeful, goal directed behaviors that impact cognitive functioning, emotional regulation, behavior, and social interaction (Salt & Redshaw, 2006; Ciccantelli & Vakil, 2010). While these complex executive functions may provide a challenge to many young children, they are especially challenging to young children with disabilities who struggle with social and academic situations at the informal level and more formal level, the kindergarten classroom. Young