Interpreting the direct- and derived-Trail Making Test scores in Argentinian children: regression-based norms, convergent validity, test-retest reliability, and practice effects.

We carried out two research studies (using a cross-sectional and a longitudinal design) to establish regression-based normative data, and to examine the convergent validity, the test-retest reliability, and the changes in performance with practice (1-month and 1-year interval) of the direct- and derived- (B-A, B + A, and B/A ratio) Trail Making Test (TMT) scores in Spanish-speaking children. In S1 ( = 413 6- to 15-year-old children and adolescents), regression-based norming procedure and partial correlations were employed. In S2 ( = 110 6- to 12-year-old children), intraclass correlation coefficient (ICC), Pearson's r-product-moment correlations, and paired t-tests were used.

Validity and Internal Consistency of a Spanish Version of the Cognitive Flexibil ity Scale (CFS).

Objective: This study presents a Spanish version of the Cognitive Flexi bility Scale (CFS), a subjective and brief instrument to measure Cognitive Flexibility (CF), and analyzes its psychometric characteristics.

Method: The items of the scale's original version were adapted to Spanish. An interview containing the adapted version of the CFS, the Adult Executive Functioning Inventory (ADEXI), the Interpersonal Reactivity Index (IRI), and sociodemographic data, was administered to an intentional sample of 369 Argentine adults, aged between 18 and 60, through an online platform.

Norms, convergent validity, test-retest reliability, and practice effects for verbal fluency overall performance, clustering, and switching in Spanish-speaking children.

Objective: We conducted two empirical studies (in a cross-sectional and a longitudinal design) with the aim at establishing normative data (including norms for strategy use [i.e., clustering and switching strategies] and performance over time), and examining the convergent validity, the test-retest reliability (3-4 wks interval) and the changes in performance with practice (1 year interval) of the different verbal fluency (VF) quantitative and qualitative scores in Spanish-speaking children and adolescents.

Coping Strategies and Social Skills of School-Aged Children: Association with Performance-Based Measures and Behavioral Ratings of Executive Function.

The aim of the present study was to analyze the association of executive function (EF) based on performance-based measures and behavioral ratings (Behavior Rating Inventory of Executive Function-2 [BRIEF-2]) with coping and social skills in children. To this end, we first examined the structure of EF based on performance-based measures in a Chilean sample of 275 girls and boys aged 8-12 years. Confirmatory factor analysis showed the best fit for the three-factor solution, with (1) working memory, (2) cognitive flexibility, and (3) inhibition as separate but related components.

Convergent validity, academic correlates and age- and SES-based normative data for the d2 Test of attention in children.

The d2, is one of the most used neuropsychological tests to measure attention in clinical and research settings. To date, no studies have examined neither its convergent and divergent validity in children nor its relationship with academic skills at school age. The aims of the present study were: (1) to examine the convergent and divergent validity of the d2 Test in a non-clinical pediatric population, (2) to explore the relationship between d2 task performance and academic skills (i.

Adult Executive Functioning Inventory (ADEXI): Factor structure, convergent validity, and reliability of a Spanish adaptation.

Although there are several ratings to assess Executive Functions (EF) in adults, most of these are lengthy and comprise items which describe extreme or pathologic behaviors (e.g., ADHD symptoms), proving inadequate for the assessment of EF in general population.

The Childhood Executive Functioning Inventory (CHEXI) Parent and Teacher Form: Factor Structure and Cognitive Correlates in Spanish-speaking Children from Argentina.

The aims of the present study were: (1) to explore the CHEXI factor structure parent ( = 183) and teacher ( = 206) forms in Spanish-speaking children aged 6 to 11  years, (2) to analyze the relationship between parent- and teacher-rated data and performance-based measures of EF (including working memory, inhibition, and cognitive flexibility tasks) and academic achievement and (3) to examine the association between parents and teachers reports. Confirmatory Factor analysis (CFA) showed that the two-factor model including (1) Working memory and (2) Inhibition best fit the data. McDonald's Omega coefficient was adequate for both the total parents (ω = .

[Formula: see text] A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement.

We conducted two empirical studies to (1) explore the latent structure of cognitive flexibility in children as measured by performance-based tasks, (2) analyze the contribution of working memory (WM) and inhibition to reactive and spontaneous flexibility, and (3) examine the contribution of the different flexibility components to academic skills (i.e., reading comprehension and writing) and creativity.

Confirmatory Factor Analysis of the BRIEF-2 Parent and Teacher Form: Relationship to Performance-Based Measures of Executive Functions and Academic Achievement.

We conducted two empirical studies to (1) explore the dimensionality of the Behavior Rating Inventory of Executive Function-2 (BRIEF-2) parent and teacher forms, (2) examine the association between the parent and teacher reports, and (3) analyze the relationship between the BRIEF-2 ratings and performance-based measures of executive functions (EFs) (including working memory, inhibition, and shifting tasks) and academic achievement in children. In Study 1 ( = 212 parents;  = 111 teachers), confirmatory factor analysis (CFA) showed that a three-factor solution that included the indices of (1) behavior regulation, (2) emotion regulation, and (3) cognitive regulation best fit the data. In Study 2 ( = 275 8- to 12-year-old Spanish-speaking children), selective and low correlations were found between performance- and rater-based measures of EFs.

Computerized versus manual versions of the Wisconsin Card Sorting Test: Implications with typically developing and ADHD children.

The aims of Study 1 (S1) were (a) to compare the task performance of 361 typically developing (TD) children aged 7 to 12 years, according to the mode of Wisconsin Card Sorting Test (WCST) administration (manual vs. computerized) and b) to examine the contributions of executive functions (EFs) (i.e.

A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems.

Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e.

[Alcohol consumption before and during pregnancy in Argentina: prevalence and risk factors].

Objective: Describe alcohol consumption by Argentine women before and during pregnancy and identify the factors associated with consumption- and pregnancy-related changes.

Methods: Cross-sectional observational study. Women were interviewed after giving birth and receiving care at two perinatal health care centers in Santa Fe, Argentina.

A structural analysis of executive functions and socioeconomic status in school-age children: cognitive factors as effect mediators.

Socioeconomic status (SES) is a well-known predictor of cognitive achievement and executive functioning, although the underlying cognitive mediating processes remain unclear. The authors analyze the association between different socioeconomic indicators and the executive functions (EF) of schoolchildren and the possible cognitive mediating factors of this association. The sample included 254 children aged 7-12 years from different SES.

[image omitted] Verbal fluency in Spanish-speaking children: analysis model according to task type, clustering, and switching strategies and performance over time.

Verbal fluency (VF) tasks are extensively used to measure strategic retrieval and executive functioning. Results for total production of words, clustering and switching strategies, and performance over time for Spanish-speaking children are provided. A total of 120 children, ranging in age from 8 to 11, were divided by age into two groups and evaluated.