Executive function in Down syndrome: A meta-analysis

Executive function (EF) refers to a set of cognitive processes involved in goal-oriented behavior—especially inhibition, attention shifting, and working memory. EF has been identified as a probable area of difficulty in Down syndrome (DS), but the exact nature of the difficulty has not been well-est...

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Veröffentlicht in:Research in developmental disabilities Jg. 108; S. 103802
Hauptverfasser: Tungate, Andrew S., Conners, Frances A.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: United States Elsevier Ltd 01.01.2021
Schlagworte:
Developmental disability
Down syndrome
Executive function
Inhibition
Intellectual disability
Shifting
Short-term memory
Working memory
Executive function
Intellectual disability
Developmental disability
Short-term memory
Shifting
Down syndrome
Inhibition
Working memory
ISSN:0891-4222, 1873-3379, 1873-3379
Online-Zugang:Volltext
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Zusammenfassung:Executive function (EF) refers to a set of cognitive processes involved in goal-oriented behavior—especially inhibition, attention shifting, and working memory. EF has been identified as a probable area of difficulty in Down syndrome (DS), but the exact nature of the difficulty has not been well-established. The meta-analysis sought to confirm or disconfirm EF as an area of difficulty in DS and elucidate an EF profile. A random-effects meta-analysis was conducted on 57 studies that compared a group with DS to a typically developing (TD) mental age matched group on one or more executive function tasks. Heterogeneity was examined and moderators analyzed. The overall mean weighted effect size was large (d = -0.87), indicating poorer EF in groups with DS vs TD groups. Heterogeneity was significant, and moderator analysis revealed an EF profile with a very large effect for verbal WM/STM, a large effect for shifting, and moderate effects for inhibition and nonverbal WM/STM. Skewness analysis suggested that mean effect sizes might have been dampened, especially for WM/STM and shifting. Individuals with DS display a pronounced difficulty in EFs; implications for interventions and future research are discussed.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0891-4222
1873-3379
1873-3379
DOI:10.1016/j.ridd.2020.103802