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Mean levels of cognitive functioning typically do not show an association with self-reported cognitive fatigue in persons with multiple sclerosis (PwMS), but some studies indicate that has an association with cognitive fatigue. Additionally, coping has been shown to be a powerful moderator of some outcomes in multiple sclerosis (MS). To date, however, coping has not been considered as a possible moderator of the relationship between cognitive fatigue and cognitive in MS. The current study examined this relationship. We examined 52 PwMS. All participants were administered the Fatigue Impact Scale, the Coping Orientation to Problems Experienced Questionnaire, and cognitive tests. Indices of variability for memory and attention/executive functioning tests were used as outcome variables. Avoidant coping, active coping, and composite coping indices were used as moderators. The interaction analyses for the avoidant coping and composite coping indices were significant and accounted for 8 and 11% of the attention/executive functioning variability outcome, respectively. The interactions revealed that at low levels of cognitive fatigue, attention/executive functioning variability was comparable between the low and high avoidant and composite coping groups. However, at high levels of cognitive fatigue, PwMS using lower levels of avoidant coping (less maladaptive coping) showed less variable attention/executive functioning scores compared with those using higher levels of avoidant coping. We found a similar pattern for the composite coping groups. At high levels of cognitive fatigue, PwMS using adaptive coping showed less attention/executive functioning variability. These findings should be considered in the context of treatment implications.

Executive functioning is a multidimensional construct measured in various ways. Despite the widespread utilization of the Barkley Deficits in Executive Functioning Scale, Short Form (BDEFS-SF), factor analytic work on the measure is scarce, and limited work has investigated its latent factor structure in a sample of English-speaking, American adults. The present study sought to address this gap in the literature by using exploratory and confirmatory factor analyses (EFA and CFA). Four-hundred thirty-four (434) individuals (M age = 37.9) participated online via Amazon’s Mechanical Turk as part of a larger cross-sectional, survey-based study and completed the BDEFS-SF. The sample was randomly split to conduct EFAs and CFAs. Results from EFAs revealed that structures with one (executive dysfunction), two (behavioral/emotional and cognitive), and five (self-motivation, self-restraint, self-management to time, self-organization/problem solving, and self-regulation of emotion) factors accounted for 60.5%, 67.4%, and 81.0% of the variance, respectively, with each providing logical patterns of factor loadings. CFAs revealed that each factor structure demonstrated good-to-excellent fit (goodness of fit indices ranged from .99 to 1.00). However, statistical comparison of the models via χ2-difference tests revealed that the five-factor model described by the BDEFS-SF’s author provided statistically significantly improved fit (ps < .001) over both the one- and two-factor models identified via EFAs. It is likely that the BDEFS-SF broadly mirrors the five-factor dimensionality described by its author and seen in its longer, parent scale, although continued study is needed to further verify and/or challenge this conclusion. Limitations of the present paper and directions of future inquir are discussed.

This study investigated how technology use impacts academic performance. A proposed model postulated that academic performance could be predicted by a cognitive independent variable-executive functioning problems-and an affective independent variable-technological anxiety or FOMO (fear of missing out)-mediated by how students choose to use technology. An unobtrusive smartphone application called \"Instant Quantified Self\" monitored daily smartphone un-locks and daily minutes of use. Other mediators included self-reported smartphone use, self-observed studying attention, self-reported multitasking preference, and a classroom digital metacognition tool that assessed the student's ability to understand the ramifications of technology use in the classroom that is not relevant to the learning process. Two hundred sixteen participants collected an average of 56 days of \"Instant\" application data, demonstrating that their smartphone was unlocked more than 60 times a day for three to four minutes each time for a total of 220 daily minutes of use. Results indicated that executive functioning problems predicted academic course performance mediated by studying attention and a single classroom digital metacognition subscale concerning availability of strategies of when to use mobile phones during lectures. FOMO predicted performance directly as well as mediated by a second classroom digital metacognition concerning attitudes toward mobile phone use during lectures. Implications for college students and professors include increasing metacognition about technology use in the classroom and taking \"tech breaks\" to reduce technology anxiety.

Long the stuff of clinical lore, successful psychopathy has recently become the focus of research. Although numerous authors have conjectured that psychopathic traits are sometimes associated with occupational or interpersonal success, rigorous evidence for this assertion has thus far been minimal. We provide a status report on successful-psychopathy research, address controversies surrounding successful psychopathy, examine evidence for competing models of this construct, and offer desiderata for future research.

Working memory capacity is an important psychological construct, and many real-world phenomena are strongly associated with individual differences in working memory functioning. Although working memory and attention are intertwined, several studies have recently shown that individual differences in the general ability to control attention is more strongly predictive of human behavior than working memory capacity. In this review, we argue that researchers would therefore generally be better suited to studying the role of attention control rather than memory-based abilities in explaining real-world behavior and performance in humans. The review begins with a discussion of relevant literature on the nature and measurement of both working memory capacity and attention control, including recent developments in the study of individual differences of attention control. We then selectively review existing literature on the role of both working memory and attention in various applied settings and explain, in each case, why a switch in emphasis to attention control is warranted. Topics covered include psychological testing, cognitive training, education, sports, police decision-making, human factors, and disorders within clinical psychology. The review concludes with general recommendations and best practices for researchers interested in conducting studies of individual differences in attention control.

The executive functions (including response inhibition, memory updating, and task switching) appear to form the core of higher-order cognitive processes in humans. Relatively little research has been devoted to the role of the executive functions in emotional and motivational processes. The current article surveys evidence on the contributions of individual differences in executive functioning to emotion and emotion regulation in adults. The findings reveal that cognitive ability helps to shape human emotional life and raise new questions about how and why this is so.

Theory of mind (ToM) and executive functioning (EF) show marked interrelatedness across childhood, and developmental psychologists have long been interested in understanding the nature of this association. The present review addresses this issue from a cognitive neuroscience perspective by exploring three hypotheses regarding their functional overlap: (1) ToM relies on EF (EF→ToM); (2) EF relies on ToM (ToM→EF); and (3) ToM and EF are mutually related, owing to shared neural structures or networks (ToM↔EF). Drawing on evidence from normative brain development, neurodevelopmental and neurodegenerative diseases, patient lesion studies, and brain-imaging studies, we suggest that only a strict version of the ToM↔EF proposal of complete neural overlap can be confidently ruled out on the basis of existing evidence. The balance of evidence suggests that separable neurobiological mechanisms likely underlie ToM and EF, with shared mechanisms for domain-general processing that support both abilities. We highlight how future studies may empirically substantiate the nature of the ToM–EF relationship using various biobehavioral approaches.

Neuroimaging evidence suggests that executive functions (EF) depend on brain regions that are not closely tied to specific cognitive demands but rather to a wide range of behaviors. A multiple-demand (MD) system has been proposed, consisting of regions showing conjoint activation across multiple demands. Additionally, a number of studies defining networks specific to certain cognitive tasks suggest that the MD system may be composed of a number of sub-networks each subserving specific roles within the system. We here provide a robust definition of an extended MDN (eMDN) based on task-dependent and task-independent functional connectivity analyses seeded from regions previously shown to be convergently recruited across neuroimaging studies probing working memory, attention and inhibition, i.e., the proposed key components of EF. Additionally, we investigated potential sub-networks within the eMDN based on their connectional and functional similarities. We propose an eMDN network consisting of a core whose integrity should be crucial to performance of most operations that are considered higher cognitive or EF. This then recruits additional areas depending on specific demands. •A neurobiological substrate for executive processes is proposed.•Proposed network consists of a core, crucial to performance of executive functions.•Core network in turn recruits other brain regions depending on specific demands.•Hierarchical clustering grouped regions into three cliques each with specific roles.

Social difficulties are a key aspect of autism, but the intervening factors are still poorly understood. This study had two objectives: to compare the profile of ToM skills, executive functioning (EF), and pragmatic competence (PC) of children with high-functioning autism (HFA) and children with typical development (TD), and analyze their mediator role in social functioning. The participants were 52 children with HFA and 37 children with TD matched on age, intelligence quotient, and expressive vocabulary. Significant differences were found on measures of ToM, both explicit and applied, EF, and PC between children with HFA and TD. Multiple mediation analysis revealed that applied ToM skills and PC mediated the relations between autism symptoms and social functioning. Implications for social cognitive interventions to address these findings are discussed.

No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in relation to executive functioning. Next, I review different questionnaires and objective measurements that have been proposed to better define bilingual experiences. In order to better understand (effects of) bilingualism within and across studies, it is crucial to carefully examine and describe not only a bilingual’s proficiency and age of acquisition, but also their language use and switching as well as the different interactional contexts in which they use their languages.