Neurocognitive evaluation of adolescents recovering from sports-related concussion: A prospective cohort pilot study utilizing the National Institutes of Health Toolbox cognition Battery.

Objective: This study explored NIHTB-CB's utility in assessing cognitive recovery in adolescents with SRC. We hypothesized the NIHTB-CB is sensitive to detecting weaknesses in fluid, but not crystalized, cognition, and adolescents recovering from SRC exhibit greater weaknesses than orthopedically injured (OI) adolescents.

Method: Thirty-six participants diagnosed with SRC or OI were enrolled in a pilot study and completed the NIHTB-CB at the time of enrollment and 4-6 weeks post-injury clearance.

RETRACTED ARTICLE: Psychological Resilience, Emotional Symptoms, and Recovery Duration in Adolescent Sport-Related Concussion.

We, the Authors, Editors and Publisher of the journal have retracted the following article:Psychological resilience, emotional symptoms, and recovery duration in adolescent sport-related concussion, DOI: 10.1080/21622965.2024.

The relation between executive functions, error-related brain activity, and ADHD symptoms in clinically evaluated school-aged children.

Two event-related potentials (ERPs) elicited following errors, the (ERN) and (Pe), have been proposed to reflect cognitive control, though the specific processes remain debated. Few studies have examined the ERN and Pe's relations with individual differences in cognitive control/executive functioning using well-validated tests administered separately from the inhibition tasks used to elicit the ERN/Pe. Additionally, neurocognitive tests of executive functions tend to strongly predict ADHD symptoms, but the extent to which task-based and EEG-based estimates of executive functioning/cognitive control account for the same variance in ADHD symptoms remains unclear.

Does training working memory or inhibitory control produce far-transfer improvements in set shifting for children with ADHD? A randomized controlled trial.

Children with ADHD show impairments in set shifting task performance. However, the limited available evidence suggests that directly training shifting may not improve shifting performance in this population. We hypothesized that this incongruence may be because impairments exhibited by children with ADHD during shifting tasks are due to deficits in other executive functions, as shifting tasks also engage children's working memory and/or inhibitory control abilities.