Promotion of executive functions in adolescents with typical development: Systematic review

Liana Garcia Nunes; Caroline Chikos Lopes; Camila Fragoso Ribeiro; Christiane Fernanda Pontes Marques; Ivan Zanetti Mota; Luiza de Padua Alves; Alessandra Gotuzo Seabra

doi:10.22235/cp.v17i2.2805

Authors

Liana Garcia Nunes Universidade Presbiteriana Mackenzie https://orcid.org/0000-0001-6346-1347
Caroline Chikos Lopes Universidade Presbiteriana Mackenzie https://orcid.org/0000-0002-2374-2395
Camila Fragoso Ribeiro Universidade Presbiteriana Mackenzie https://orcid.org/0000-0002-4504-5742
Christiane Fernanda Pontes Marques Universidade Presbiteriana Mackenzie https://orcid.org/0000-0002-1250-0411
Ivan Zanetti Mota Universidade Presbiteriana Mackenzie https://orcid.org/0000-0002-7389-803X
Luiza de Padua Alves Universidade Presbiteriana Mackenzie https://orcid.org/0000-0002-2261-341X
Alessandra Gotuzo Seabra Universidade Presbiteriana Mackenzie https://orcid.org/0000-0002-8373-7897

DOI:

https://doi.org/10.22235/cp.v17i2.2805

Keywords:

executive functioning, adolescence, cold executive functions, hot executive functions

Abstract

During adolescence, hot and cold executive functions are still developing, making it essential to assess and intervene if changes occur. The present study aims to identify, through a systematic review, which interventions in executive functions have been studied in typical adolescents, including hot and cold executive functions, seeking to determine the effects of these interventions in this segment. The search was conducted according to the PRISMA method in the PubMed database. Of the 315 articles initially located, five remained after applying exclusion criteria and analyzing by judges. The selected articles revealed a more significant effect of interventions on cold executive functions than hot ones, which may corroborate previous data suggesting that hot executive functions take longer to be stimulated than cold ones. Only one of the five articles jointly stimulated cold and hot executive functions, which reveals the need for more research in the area. The small number of articles selected, despite limiting the conclusions, reinforces the need to conduct more research on intervention in hot and cold executive functions in typically developing adolescents.

Downloads

Download data is not yet available.

References

Andrews, J. L., Ahmed, S. P., & Blakemore, S. J. (2021). Navigating the social environment in adolescence: The role of social brain development. Biological Psychiatry, 89(2), 109-118. https://doi.org/10.1016/j.biopsych.2020.09.012

Baddeley, A. D., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485-493. https://doi.org/10.1037/0894-4105.8.4.485

Becan, J. E., Knight, D. K., Crawley, R. D., Joe, G. W., & Flynn, P. M. (2015). Effectiveness of the Treatment Readiness and Induction Program for increasing adolescent motivation for change. Journal of Substance Abuse Treatment, 50, 38-49. https://doi.org/10.1016/j.jsat.2014.10.002

Blakemore, S. J., & Robbins, T. W. (2012). Decision-making in the adolescent brain. Nature Neuroscience, 15(9), 1184-1191. https://doi.org/10.1038/nn.3177

Bond, L., Patton, G., & Glover, S. (2004). The Gatehouse Project: Can a multilevel school intervention affect emotional wellbeing and health risk behaviours? Journal Epidemiology Community Health, 58(12), 997e1003. https://doi.org/10.1136/jech.2003.009449

Burnett, S., Sebastian, C., Kadosh, K. C., & Blakemore, S. J. (2011). The social brain in adolescence: evidence from functional magnetic resonance imaging and behavioural studies. Neuroscience & Biobehavioral Reviews, 35(8), 1654-1664. https://doi.org/10.1016/j.neubiorev.2010.10.011

Chavez-Arana, C., Catroppa, C., Carranza-Escárcega, E., Godfrey, C., Yáñez-Téllez, G., Prieto-Corona, B., de León, M. A., & Anderson, V. (2018). A systematic review of interventions for hot and cold executive functions in children and adolescents with acquired brain injury. Journal of Pediatric Psychology, 43(8), 928-942. https://doi.org/10.1093/jpepsy/jsy013

Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social–affective engagement and goal flexibility. Nature Reviews Neuroscience, 13(9), 636-650. https://doi.org/10.1038/nrn3313

Dajani, D. R., & Uddin, L. Q. (2015). Demystifying cognitive flexibility: Implications for clinical and developmental neuroscience. Trends in Neurosciences, 38(9), 571-578. https://doi.org/10.1016/j.tins.2015.07.003

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750

Diamond, A., & Ling, D. S. (2020). Review of the evidence on, and fundamental questions about, efforts to improve executive functions, including working memory. In J. M. Novick, M. F. Bunting, M. R. Dougherty, & R. W. Engle (Eds.), Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development (pp. 143-431). Oxford University Press. https://doi.org/10.1093/oso/9780199974467.003.0008

Diamond, A., Carlson, S. M., & Beck, D. M. (2005). Preschool children's performance in task switching on the dimensional change card sort task: Separating the dimensions aids the ability to switch. Development Neuropsychology, 28, 689-729. https://doi.org/10.1207/s15326942dn2802_7

Dray, J., Bowman, J., Campbell, E., Freund, M., Hodder, R., Wolfenden, L., ... & Wiggers, J. (2017). Effectiveness of a pragmatic school-based universal intervention targeting student resilience protective factors in reducing mental health problems in adolescents. Journal of Adolescence, 57, 74-89. https://doi.org/ 10.1016/j.adolescence.2017.03.009

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Eskreis-Winkler, L., Fishbach, A., & Duckworth, A. L. (2018). Dear Abby: Should I give advice or receive it? Psychological Science, 29(11), 1797-1806. https://doi.org/doi.org/10.1177/0956797618795472

Evans, S. Z., Simons, L. G., & Simons, R. L. (2016). Factors that influence trajectories of delinquency throughout adolescence. Journal of Youth and Adolescence, 45, 156-171. https://doi.org/10.1007/s10964-014-0197-5

Fitzpatrick, C., Power, M., Brosnan, E., Cleary, D., Conlon, A., & Guerin, S. (2009). Working things out through SPHE-A journey from community to clinic and back. Advances in School Mental Health Promotion, 2(3), 38e45. https://doi.org/10.1080/1754730x.2009.9715709

Friedman, N. P., & Miyake, A. (2017). Unity and diversity of executive functions: Individual differences as a window on cognitive structure. Cortex, 86, 186-204. https://doi.org/10.1016/j.cortex.2016.04.023

Fuster, J. M. (2002). Frontal lobe and cognitive development. Journal of Neurocytology, 31(3), 373-385. https://doi.org/10.1023/a:1024190429920

Haug, S., Paz C. R., Kowatsch, T., Filler, A., Dey, M., & Schaub, M. P. (2017). Efficacy of a web-and text messaging-based intervention to reduce problem drinking in adolescents: Results of a cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology, 85(2), 147. https://doi.org/10.1037/ccp0000138

Hodder, R. K., Freund, M., Bowman, J., Wolfenden, L., Campbell, E., Dray, J., Lecathelinais, C., Oldmeadow, C., Attia, J., & Wiggers, J. (2017). Effectiveness of a pragmatic school-based universal resilience intervention in reducing tobacco, alcohol and illicit substance use in a population of adolescents: cluster-randomised controlled trial. BMJ Open, 7(8), e016060. https://doi.org/10.1136/bmjopen-2017-016060

Hongwanishkul, D., Happaney, K. R., Lee, W. S., & Zelazo, P. D. (2005). Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology, 28(2), 617-644. https://doi.org/10.1207/s15326942dn2802_4

Hooper, C. J., Luciana, M., Conklin, H. M., & Yarger, R. S. (2004). Adolescents' performance on the Iowa Gambling Task: implications for the development of decision making and ventromedial prefrontal cortex. Developmental Psychology, 40(6), 1148. https://doi.org/10.1037/0012-1649.40.6.1148

Jones, J. S., Milton, F., Mostazir, M., & Adlam, A. R. (2020). The academic outcomes of working memory and metacognitive strategy training in children: A double‐blind randomized controlled trial. Developmental Science, 23(4), e12870. https://doi.org/10.1111/desc.12870

Knight, D. K., Dansereau, D. F., Becan, J. E., Rowan, G. A., & Flynn, P. M. (2015). Effectiveness of a theoretically-based judgment and decision making intervention for adolescents. Journal of Youth and Adolescence, 44(5), 1024-1038. https://doi.org/10.1007/s10964-014-0127-6

Laursen, B., & Veenstra, R. (2021). Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research. Journal of Research on Adolescence, 31(4), 889-907. https://doi.org/10.1111/jora.12606

Laursen, B., Altman, R. L., Bukowski, W. M., & Wei, L. (2020). Being fun: An overlooked indicator of childhood social status. Journal of Personality, 88, 993-1006. https://doi.org/10.1111/jopy.12546

Melnyk, B. M., Kelly, S., Jacobson, D., Belyea, M., Shaibi, G., Small, L., & Marsiglia, F. F. (2013). The COPE healthy lifestyles TEEN randomized controlled trial with culturally diverse high school adolescents: Baseline characteristics and methods. Contemporary Clinical Trials, 36(1), 41e53. https://doi.org/10.1016/j.cct.2013.05.013

Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8-14. https://doi.org/10.1177/0963721411429458

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2009). Reprint-preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Physical Therapy, 89(9), 873-880. https://doi.org/10.1093/ptj/89.9.873

Monger, C., Carr, J. H., & Fowler, V. (2002). Evaluation of a home-based exercise and training programme to improve sit-to-stand in patients with chronic stroke. Clinical Rehabilitation, 16(4), 361-367. https://doi.org/10.1191/0269215502cr506oa

Pei, F., Wang, Y., Wu, Q., McCarthy, K. S., & Wu, S. (2020). The roles of neighborhood social cohesion, peer substance use, and adolescent depression in adolescent substance use. Children and Youth Services Review, 112, 104931. https://doi.org/10.1016/j.childyouth.2020.104931

Peterson, E., & Welsh, M. C. (2014). The development of hot and cool executive functions in childhood and adolescence: Are we getting warmer? In S. Goldstein & J. A. Naglieri (Eds.), Handbook of Executive Functioning (pp. 45-65). Springer. https://doi.org/10.1007/978-1-4614-8106-5_4

Poon, K. (2018). Hot and cool executive functions in adolescence: Development and contributions to important developmental outcomes. Frontiers in Psychology, 8, 2311. https://doi.org/10.3389/fpsyg.2017.02311

Possel, P., Horn, A. B., Groen, G., & Hautzinger, M. (2004). School-based prevention of depressive symptoms in adolescents: A 6-month follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 43(8), 1003e1010. https://doi.org/10.1097/01.chi.0000126975.56955.98

Roberts, C. M., Kane, R., Bishop, B., Cross, D., Fenton, J., & Hart, B. (2010). The prevention of anxiety and depression in children from disadvantaged schools. Behaviour Research & Therapy, 48(1), 68e73. https://doi.org/10.1016/j.brat.2009.09.002

Romer, D. (2010). Adolescent risk taking, impulsivity, and brain development: Implications for prevention. Developmental Psychobiology: The Journal of the International Society for Developmental Psychobiology, 52(3), 263-276. https://doi.org/10.1002/dev.20442

Salehinejad, M. A., Ghanavati, E., Rashid, M. H. A., & Nitsche, M. A. (2021). Hot and cold executive functions in the brain: A prefrontal-cingular network. Brain and Neuroscience Advances, 5. https://doi.org/10.1177/23982128211007769

Salomone, S., Fleming, G. R., Bramham, J., O’Connell, R. G., & Robertson, I. H. (2020). Neuropsychological deficits in adult ADHD: evidence for differential attentional impairments, deficient executive functions, and high self-reported functional impairments. Journal of Attention Disorders, 24(10), 1413-1424. https://doi.org/10.1177/1087054715623045

Sawyer, M. G., Harchak, T. F., Spence, S. H., Bond, L., Graetz, B., Kay, D., et al. (2010). School-based prevention of depression: A 2-year follow-up of a randomized controlled trial of the beyond blue schools research initiative. Journal Adolescent Health, 47(3), 297e304. https://doi.org/10.1016/j.jadohealth.2010.02.007

Tak, Y. R., Kleinjan, M., Lichtwarck-Aschoff, A., & Engels, R. C. (2014). Secondary outcomes of a school-based universal resiliency training for adolescents: a cluster randomized controlled trial. BMC Public Health, 14(1), 1-13. https://doi.org/10.1186/1471-2458-14-1171

World Health Organization. (1986). Young People´s Health: a Challenge for Society (Report of a WHO Study Group on Young People and Health for All. Technical Report Series 731).

Yeager, D. S., Dahl, R. E., & Dweck, C. S. (2018). Why interventions to influence adolescent behavior often fail but could succeed. Perspectives on Psychological Science, 13(1), 101-122. https://doi.org/10.1177/1745691617722620

Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36-51. https://doi.org/10.1016/j.appdev.2014.11.005

Ylvisaker, M., & Feeney, T. (2009). Apprenticeship in self-regulation: Supports and interventions for individuals with self-regulatory impairments. Developmental Neurorehabilitation, 12(5), 370-379. https://doi.org/10.3109/17518420903087533

Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354-360. https://doi.org/10.1111/j.1750-8606.2012.00246.x

Zelazo, P. D., & Carlson, S. M. (2020). The neurodevelopment of executive function skills: Implications for academic achievement gaps. Psychology & Neuroscience, 13(3), 273. https://doi.org/10.1037/pne0000208

Zelazo, P. D., Blair, C. B., & Willoughby, M. T. (2016). Executive Function: Implications for Education (NCER 2017-2000). National Center for Education Research. https://eric.ed.gov/?id=ED570880

Zelazo, P. D., Müller, U., Frye, D., Marcovitch, S., Argitis, G., Boseovski, J., Chiang, J. K., Hongwanishkul, D., Schuster, B. V., & Sutherland, A. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), 136-137. https://doi.org/10.1111/j.0037-976x.2003.00260.x

Zelazo, P. D., Qu, L., & Kesek, A. C. (2010). Hot executive function: Emotion and the development of cognitive control. In S. D. Calkins & M. A. Bell (Eds.), Child Development at the Intersection of Emotion and Cognition (pp. 97-111). American Psychological Association. https://doi.org/10.1037/12059-006