Measuring Impulsivity in Children: Adaptation and Validation of a Short Version of the UPPS-P Impulsive Behaviors Scale in Children and Investigation of its Links With ADHD.

Impulsivity is a multifaceted construct known to play a crucial role in the development and maintenance of a wide range of problematic behaviors and psychological disorders in children. In this study, we adapted the short French adult version of the UPPS-P (urgency-premeditation-perseverance-sensation seeking-positive urgency) Impulsive Behaviors Scale for use with children (short UPPS-P-C) and tested its psychometric properties. Confirmatory factor analyses conducted on a sample of 425 children (aged 8-14 years) supported the five-factor structure of the scale.

Questionnaire of Memory (Q-MEM): A new measure of everyday memory functioning in school-age children.

We present a new measure of everyday memory, the Questionnaire of Memory (Q-MEM), which is specifically adapted for the ecological assessment of memory disorders in school-age children and constructed with four sections tapping effortful/intentional learning, automatic/procedural learning, prospective memory/organization, and working memory. Confirmatory Factor Analyses supported the Q-MEM's four-factor structure in 700 five-to twelve-year-old children. The analyses also revealed a good internal reliability and a good test-retest fidelity.

Studying self-awareness in children: validation of the Questionnaire of Executive Functioning (QEF).

Objective: People with accurate representations of their own cognitive functioning (i.e. cognitive self-awareness) tend to use appropriate strategies to regulate their behavior.

Age difference in dual-task interference effects on procedural learning in children.

The current study aimed to investigate the role played by explicit mechanisms during procedural learning in two age groups of children (7 and 10 years) using a dual-task paradigm. To do this, we explored the effect of an interference task during the early and late phases of a mirror tracing learning task. The results showed a differential impact of the secondary task on the two age groups, but only during the first learning phase; the performance of 10-year-olds was affected by the second task, whereas in 7-year-olds no performance difference was found between the single- and dual-task conditions.

Relationships between mind-wandering and attentional control abilities in young adults and adolescents.

Recent findings suggest that mind-wandering-the occurrence of thoughts that are both stimulus-independent and task-unrelated-corresponds to temporary failures in attentional control processes involved in maintaining constant task-focused attention. Studies supporting this proposal are, however, limited by a possible confound between mind-wandering episodes and other kinds of conscious experiences, such as external distractions (i.e.

Age-related differences in perceptuomotor procedural learning in children.

Procedural learning is generally considered to proceed in a series of phases, with cognitive resources playing an important role during the initial step. From a developmental perspective, little is known about the development of procedural learning or the role played by explicit cognitive processes during learning. The main objectives of this study were (a) to determine whether procedural learning performance improves with age by comparing groups of 7-year-old children, 10-year-old children, and adults and (b) to investigate the role played by executive functions during the acquisition in these three age groups.

Intact procedural motor sequence learning in developmental coordination disorder.

The purpose of the present study was to explore the possibility of a procedural learning deficit among children with developmental coordination disorder (DCD). We tested 34 children aged 6-12 years with and without DCD using the serial reaction time task, in which the standard keyboard was replaced by a touch screen in order to minimize the impact of perceptuomotor coordination difficulties that characterize this disorder. The results showed that children with DCD succeed as well as control children at the procedural sequence learning task.

The childhood executive function inventory: confirmatory factor analyses and cross-cultural clinical validity in a sample of 8- to 11-year-old children.

Objective: The aim was to investigate the psychometric characteristics of the French adaptation of the Childhood Executive Functioning Inventory (CHEXI) in children and to explore the cross-cultural validity of the CHEXI in discriminating between children with ADHD and controls in two culturally different samples (Belgian and Swedish).

Method: Study I included normally developing children (n = 242), whereas Study II included both children diagnosed with ADHD (n = 87) and controls (n = 87). CHEXI ratings were collected from parents.

Exploration of perceptual and motor inhibition in children with traumatic brain injury.

Perceptual and motor inhibition were examined using conflict resolution tasks for 12 children with traumatic brain injury and 24 matched controls. Direct comparisons of inhibition performances between the two groups showed a specific and disproportionate impairment of motor inhibition (compared with perceptual inhibition) for the children with traumatic brain injury, which suggests that inhibition processes might be differentially impaired in children after traumatic brain injury.

Early bifrontal brain injury: disturbances in cognitive function development.

We describe six psychomotor, language, and neuropsychological sequential developmental evaluations in a boy who sustained a severe bifrontal traumatic brain injury (TBI) at 19 months of age. Visuospatial, drawing, and writing skills failed to develop normally. Gradually increasing difficulties were noted in language leading to reading and spontaneous speech difficulties.

Attentional and executive functioning following mild traumatic brain injury in children using the Test for Attentional Performance (TAP) battery.

The interpretation of the data regarding cognitive outcome in children who have suffered from mild traumatic brain injury (MTBI) remains currently controversial. The aim of the present study is to explore attentional and executive functioning in 6-12-year-old children who experienced a MTBI. A total of 15 children with MTBI and 15 matched noninjured children participated in the study.