[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"executive-function\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:executive-function":28},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,7,0,[8,49,78,108,135,160,197],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":13,"acronym":14,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":19,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":31,"overallStatus":37,"whyStopped":4,"lastUpdateSubmitDate":38,"lastUpdatePostDateStruct":39,"startDateStruct":42,"completionDateStruct":44,"leadSponsor":46,"locationsCount":4},"100645249","influence-of-a-parent-mediated-mhealth-motor-skill-intervention-on-preschool-childrens-motor-skills-and-cognitive-function-100645249",false,"NCT07680075","Influence of a Parent-mediated mHealth Motor Skill Intervention on Preschool Children's Motor Skills and Cognitive Function","COSMIC","Inclusion Criteria:\n\n* Children will be included if they are 3-5 years of age at the time of enrollment and their accompanying parents (Age 18 or above).\n\nExclusion Criteria:\n\n* Child exclusion criteria: Physical or cognitive disability that parent feels will preclude participation in activity breaks or assessments (physical activity or gross motor skill activities).\n\nParent exclusion criteria: No parental access to a smartphone, tablet or computer; physical limitation that impairs modeling of activities; parent cannot read and understand English.",true,"ALL","3 Years","5 Years",{"count":21,"type":22},35,"ESTIMATED","INTERVENTIONAL",[25],"NA","The proposed study uses a mHealth application \"app\" to help parents teach their preschool-age child motor skill (FMS) activities in the home environment. This app guides families to participate in 10-min activity breaks, 7 days\u002Fweek for 12 weeks and the app includes weekly instructional lessons, peer modeling videos, behavioral scaffolding, and structured activities. This study builds on prior work by assessing whether improvements in FMS generalize to cognitive domains, including executive function skills such as working memory, attention, and inhibitory control. By examining both motor and cognitive outcomes, the project will provide essential evidence on whether enhanced FMS uniquely contributes to cognitive development. Based on findings from the proposed study, there may be a need to develop additional modules that address diverse needs of children or that contribute to broader, multifaceted improvement in both motor competence and cognitive function. Findings will inform the potential of technology-based motor skill interventions to support broader aspects of child development in diverse populations, guiding future practice and policy in education, health, and early intervention.",[28,29,30],"Executive Function","Motor Skills","Healthy",[32,33,34,35,36],"mHealth","preschool","motor skill","executive function","parent-mediated","NOT_YET_RECRUITING","2026-06-25",{"date":40,"type":41},"2026-07-02","ACTUAL",{"date":43,"type":22},"2026-06-30",{"date":45,"type":22},"2027-06-30",{"name":47,"class":48},"University of Tennessee","OTHER",{"id":50,"slug":51,"hasResults":11,"nctId":52,"briefTitle":53,"officialTitle":54,"acronym":55,"eligibilityCriteria":56,"healthyVolunteers":16,"sex":17,"minAge":57,"maxAge":58,"enrollmentInfo":59,"targetDuration":4,"studyType":23,"phases":61,"briefSummary":62,"conditions":63,"keywords":4,"overallStatus":67,"whyStopped":4,"lastUpdateSubmitDate":68,"lastUpdatePostDateStruct":69,"startDateStruct":71,"completionDateStruct":73,"leadSponsor":75,"locationsCount":77},"100530896","screens-sleep-circadian-rhythms-and-electronics-in-the-evening-study-100530896","NCT06192745","SCREENS: Sleep, Circadian Rhythms, and Electronics in the EveNing Study","Experimental Effects of Light And Content From Evening Screen Media Use On Children's Sleep, Executive Functioning, And Emotion Regulation","SCREENS","Inclusion Criteria:\n\n* children between 8.0 and 11.9 year old\n* Tanner stage 1 and 2\n* live with their parent(s) (biological or legal guardian at least 50% of the time and has a primary role of caring for the child).\n* Children who sleep between 8.5 to 11 hours per night habitually\n* Children must sleep alone most nights\n* parent and child able to communicate and read and write in English\n* The child does not have to have access to a mobile device (tablet or Phone), but if they do, the primary device they use has to be an a) Android OS ≥5.0 either used only by the study child or shared with others, b) Amazon Fire OS ≥5.0 that only the child uses or c) an Apple iOS ≥14.0 that only the child uses.\n* If the child's primary device is a Android or Amazon Fired device, the parent and child agree to install Chronicle App (Android or Amazon). If the child's primary device is an Apple device, the parent and child agree to allow us to gather usage screenshots from the primary iPad or iPhone.\n* Families must live in the greater Houston area.\n\nExclusion Criteria:\n\n* child blindness or colorblindness\n* significant vision problems\n* developmental or cognitive delays\n* diagnosis of a sleep or psychiatric disorder\n* diagnosed cognitive or learning impairment affecting executive functioning (e.g., attention deficit hyperactivity disorder)\n* medical conditions that impact sleep\n* taking medications that impact sleep\n* travel beyond 2 time zones in the month before starting the study","8 Years","11 Years",{"count":60,"type":22},220,[25],"The proposed project aims to disentangle the impact of evening light exposure emitted from tablet devices from the impact of arousing media content on children's sleep regulation, circadian physiology and next-day emotion regulation and executive functioning.",[64,65,28,66],"Sleep","Circadian Rhythm","Emotion Regulation","RECRUITING","2026-06-01",{"date":70,"type":41},"2026-06-03",{"date":72,"type":41},"2025-01-10",{"date":74,"type":22},"2028-08-30",{"name":76,"class":48},"Baylor College of Medicine",1,{"id":79,"slug":80,"hasResults":11,"nctId":81,"briefTitle":82,"officialTitle":83,"acronym":4,"eligibilityCriteria":84,"healthyVolunteers":16,"sex":17,"minAge":85,"maxAge":86,"enrollmentInfo":87,"targetDuration":4,"studyType":23,"phases":89,"briefSummary":90,"conditions":91,"keywords":94,"overallStatus":67,"whyStopped":4,"lastUpdateSubmitDate":99,"lastUpdatePostDateStruct":100,"startDateStruct":102,"completionDateStruct":104,"leadSponsor":106,"locationsCount":77},"100561204","an-investigation-of-attentional-and-inhibitory-processes-during-active-visual-search-in-humans-100561204","NCT06587113","An Investigation of Attentional and Inhibitory Processes During Active Visual Search in Humans","Contributions of Attentional and Inhibitory Functioning to Saccadic Decisions","Inclusion Criteria:\n\n* 18-65 years old\n\nExclusion Criteria:\n\n* Self-reported history of neurological illness\n* Uncorrected vision problems","18 Years","65 Years",{"count":88,"type":22},225,[25],"The goal of this study is to investigate the finding that there are large individual differences in how participants move their eyes during active visual search. For example, some individuals tend to fixate, that is point their eyes steadily at a single location, for longer than other individuals before moving to another location. This experiment will use behavioral tasks to measure an individual's attentional and inhibitory functioning, and then see how each of these contributes to between-participant variability in eye movement behavior during visual search.",[92,93,28],"Eye Movements","Attention",[95,96,97,93,98],"Individual differences","Eye movements","Perception","Inhibition","2026-02-17",{"date":101,"type":41},"2026-02-20",{"date":103,"type":41},"2024-09-15",{"date":105,"type":22},"2026-05-15",{"name":107,"class":48},"University of Colorado, Denver",{"id":109,"slug":110,"hasResults":11,"nctId":111,"briefTitle":112,"officialTitle":112,"acronym":113,"eligibilityCriteria":114,"healthyVolunteers":16,"sex":17,"minAge":115,"maxAge":116,"enrollmentInfo":117,"targetDuration":4,"studyType":23,"phases":119,"briefSummary":120,"conditions":121,"keywords":4,"overallStatus":67,"whyStopped":4,"lastUpdateSubmitDate":126,"lastUpdatePostDateStruct":127,"startDateStruct":129,"completionDateStruct":131,"leadSponsor":133,"locationsCount":77},"100534291","e-emotio-project-a-gamified-preventive-school-based-paradigm-using-virtual-reality-technologies-for-improving-emotional-regulation-in-children-and-adolescents-100534291","NCT06236919","E-Emotio Project A Gamified Preventive School-based Paradigm Using Virtual Reality Technologies for Improving Emotional Regulation in Children and Adolescents.","e-Emotio","Inclusion Criteria:\n\n* School-aged participants (aged 10 to 16 years old)\n* Individuals who provide consent to participate.\n\nExclusion Criteria:\n\n* A previous diagnosis of severe psychiatric (e.g., maniac, or psychotic symptoms).\n* A previous diagnosis of severe psychiatric neurodevelopmental disorders (i.e., severe autism spectrum disorders, intellectual disabilities, etc),\n* A previous diagnosis of severe physical, motor, or sensory impairments that could interfere with the examination or the VR program.\n* Participants who cannot understand Spanish.","10 Years","16 Years",{"count":118,"type":22},160,[25],"Introduction and Significance: Preventive interventions have been shown to reduce the risk of developing anxiety and depression, making them a critical focus area in mental health promotion for children and adolescents. Enhancing emotion regulation (ER) skills in young people is one approach to preventing anxiety and depression, as ER involves cognitive processes of modifying thoughts and behaviors to manage emotional responses in different contexts. Executive functions (EF), such as cognitive flexibility, working memory, and inhibition, play a crucial role in ER development and regulation in children and adolescents. Recently, immersive virtual reality (IVR) has emerged as a novel tool for improving cognitive training interventions' accessibility and effectiveness. IVR allows users to experience immersive, three-dimensional environments, where they can interact with objects and events in a highly engaging and realistic way. Considering these developments, this study aims to explore the potential benefits of Enhance VR, a gamified IVR program designed to improve ER skills and reduce anxiety and depressive symptoms among children and adolescents.\n\nMethodology: The study will be a longitudinal, parallel, single-blind, randomized controlled pilot trial involving 80 Spanish - or English-speaking participants aged 10 to 16 years old. Participants will be excluded if they have severe psychiatric or neurodevelopmental disorders, physical, motor, or sensory impairments, or a risk of experiencing high cybersickness symptomatology during the VR experience. Participants will be randomly allocated into two groups: an experimental group receiving E-Emotio VR and a control group receiving a placebo-based VR relaxation experience. Both VR interventions will last five weeks, two times a week, for 30 minutes. The experimental group will engage in six games targeting cognitive flexibility, planning, reappraisal strategies, working memory, divided and sustained attention, and processing speed. The control group will be immersed in ten different nature-based VR environments and perform relaxation exercises. Baseline and post-intervention assessments will be conducted using age-adapted validated measures of depressive and anxiety symptoms, ER, executive function (working memory, cognitive flexibility, inhibition, and planning), and attention. Following the intervention, the assessment battery will be re-administered by a blinded assessor, and statistical analyses will be conducted for all the primary and secondary measures assessed before and after the intervention in both groups.\n\nConclusion: In summary, this study aims to contribute to the development of effective preventive interventions for emotion regulation and mental health symptoms in children and adolescents by promoting ER through gamified VR cognitive training. The study's findings could have significant implications for mental health research, educational and clinical practice. By exploring the potential benefits of VR cognitive training, this research has the potential to inform future studies and clinical interventions aimed at improving young people's mental health and well-being. The gamification of cognitive training interventions could be a powerful tool for increasing engagement and motivation among young people, making them more likely to participate in such interventions.",[122,123,124,125,28],"Emotional Regulation","Virtual Reality","Anxiety","Depression","2025-09-30",{"date":128,"type":41},"2025-10-06",{"date":130,"type":41},"2024-02-01",{"date":132,"type":22},"2026-04-25",{"name":134,"class":48},"Universitat Internacional de Catalunya",{"id":136,"slug":137,"hasResults":11,"nctId":138,"briefTitle":139,"officialTitle":139,"acronym":4,"eligibilityCriteria":140,"healthyVolunteers":16,"sex":17,"minAge":85,"maxAge":141,"enrollmentInfo":142,"targetDuration":4,"studyType":23,"phases":144,"briefSummary":145,"conditions":146,"keywords":149,"overallStatus":67,"whyStopped":4,"lastUpdateSubmitDate":151,"lastUpdatePostDateStruct":152,"startDateStruct":154,"completionDateStruct":156,"leadSponsor":158,"locationsCount":77},"100549606","cognitive-control--the-functional-organization-of-the-frontal-cortex-100549606","NCT06436209","Cognitive Control & the Functional Organization of the Frontal Cortex","Inclusion Criteria:\n\n* Normal or corrected to normal vision.\n\nExclusion Criteria:\n\n* Left handedness\n* Presence or history of neurological or psychiatric disorders\n* Usage of brain related medications\n* Previous head injury and time spent unconscious\n* Any implanted medial fragment or device in the body of the participant.\n* Tattoos above the neck\n* Injury to the eye or other body part involving a metallic object or fragment.\n* Welding, grinding, or cutting of metal in lifetime of participant without usage of safety protection glasses.\n* injury to the participant by a metallic object or foreign body (e.g., BB, bullet, shrapnel, etc.)\n* Pregnancy or possibility of pregnancy\n* Implants or devices including:\n\nElectronic implant or device, Magnetically-activated implant or device, Cardiac pacemaker, Implanted cardioverter defibrillator (ICD), Aneurysm clip(s), Neurostimulation system, Spinal cord stimulator, Internal electrodes or wires, Bone growth\u002Fbone fusion stimulator, Cochlear, otologic, or other ear implant, Insulin or infusion pump, Implanted drug infusion device, Any type of prosthesis (eye, penile, etc.), Heart valve prosthesis, Eyelid spring or wire, Artificial or prosthetic limb, Metallic stent, filter, or coil, Shunt (spinal or intraventricular), Vascular access port and\u002For catheter, Radiation seeds or implants, Swan-Ganz or triple lumen catheter, Medication patch (Nicotine,Nitroglycerine), Any metallic fragment or foreign body, Wire mesh implant, Tissue expander (e.g., breast), Surgical staples, clips, or metallic sutures Joint replacement (hip, knee, etc.) Bone\u002Fjoint pin, screw, nail, wire, plate, etc. IUD or diaphragm, Dentures or partial plates, Tattoo or permanent makeup above the neck, Body piercing jewelry that can not be removed, Breathing disorder, Motion disorder or tremors, Claustrophobia, Hearing aid","35 Years",{"count":143,"type":22},60,[25],"The goal of this basic experimental clinical trial is to understand the effect of multitasking practice on the structure of neural representations of tasks in the human lateral prefrontal cortex and control brain regions. The main question it aims to answer is: What changes in neural representational structure predict improvements in multitasking behavior due to multitasking practice? Healthy human participants will learn two independent tasks, each mapping a set of stimuli to motor responses based on different rules. Participants will be randomized to one of two interventions. Participants assigned to the multitask practice intervention (MPI) will practice multitasking the two tasks over multiple days. Those assigned to the single-task practice intervention (SPI) will instead practice each task separately while controlling for the total number of practice opportunities associated with each task across the interventions. Both before and after the practice, the ability of all participants to perform both tasks simultaneously will be behaviorally measured using a well-established psychological refractory period (PRP) paradigm, and their neural representations will be measured using functional MRI while they perform the two tasks. Researchers will then compare improvements in multitasking behavior across the two groups, as well as changes in neural representational geometry of the tasks in the lateral prefrontal cortex and control brain regions, and test whether multitasking training is associated with specific changes in neural representations in the lateral prefrontal cortex.",[147,148,28],"Multitasking Behavior and Neural Representations Associated With Multitasking Ability","Healthy Volunteers",[150],"psychological refractory period (PRP), behavioral training, neural representational geometry, lateral prefrontal cortex, separability and generalizability","2025-08-12",{"date":153,"type":41},"2025-08-15",{"date":155,"type":41},"2024-03-27",{"date":157,"type":22},"2026-07-31",{"name":159,"class":48},"Brown University",{"id":161,"slug":162,"hasResults":11,"nctId":163,"briefTitle":164,"officialTitle":165,"acronym":4,"eligibilityCriteria":166,"healthyVolunteers":16,"sex":167,"minAge":57,"maxAge":168,"enrollmentInfo":169,"targetDuration":4,"studyType":23,"phases":171,"briefSummary":172,"conditions":173,"keywords":174,"overallStatus":67,"whyStopped":4,"lastUpdateSubmitDate":72,"lastUpdatePostDateStruct":189,"startDateStruct":191,"completionDateStruct":193,"leadSponsor":195,"locationsCount":77},"100575277","comparison-between-plyometrics-and-calisthenics-on-executive-function-in-school-going-children-100575277","NCT06770192","Comparison Between Plyometrics and Calisthenics on Executive Function in School Going Children","Effects of Plyometrics and Calisthenics on Executive Function in School Going Children","Inclusion Criteria:\n\n* Participants falling in this category would be recruited into the study.\n* Male School Going Children (8-12 Years of Age)\n* Normal BMI of School Going Children\n* No Recent Musculoskeletal Injury.\n* Not Actively Engaged in Other Sports\n\nExclusion Criteria:\n\n* Children with any mental or physical disability.\n* Children with acute illness or fracture\n* Active Inflammation or infections\n* Any physical deformity","MALE","12 Years",{"count":170,"type":22},99,[25],"The goal of this clinical trial is to compare the effects of calisthenics and plyometric exercises on executive functions in school-going children. The main questions it aims to answer are:\n\n* Will calisthenics exercises have a better effect on executive functions compared to plyometric exercises in school-going children?\n* How do these exercise interventions impact selective attention, working memory, inhibitory control, and cognitive flexibility in children?\n\nResearchers will compare a calisthenics exercise group, a plyometric exercise group, and a control group (no intervention) to see if there are differences in executive function outcomes.\n\nParticipants will:\n\n* Be male school-going children aged 8-12 years\n* Be randomly assigned to one of three groups: calisthenics, plyometric, or control\n* Complete baseline assessments of executive function\n* Participate in their assigned exercise program 3 times per week for 8 weeks (exercise groups only)\n* Complete follow-up assessments of executive function at 4 weeks and 8 weeks\n* Perform tests measuring selective attention, working memory, inhibitory control, and cognitive flexibility",[28],[175,176,177,178,179,180,181,182,183,184,185,186,187,188],"Executive function","Calisthenics","Plyometric exercises","School-going children","Cognitive development","Physical activity","Working memory","Selective attention","Inhibitory control","Cognitive flexibility","Stroop test","Trail Making Test","Digit Span Test","Cognitive assessment in children",{"date":190,"type":41},"2025-01-13",{"date":192,"type":41},"2024-12-12",{"date":194,"type":22},"2025-06-10",{"name":196,"class":48},"Riphah International University",{"id":198,"slug":199,"hasResults":11,"nctId":200,"briefTitle":201,"officialTitle":202,"acronym":203,"eligibilityCriteria":204,"healthyVolunteers":11,"sex":17,"minAge":205,"maxAge":4,"enrollmentInfo":206,"targetDuration":4,"studyType":23,"phases":208,"briefSummary":209,"conditions":210,"keywords":4,"overallStatus":67,"whyStopped":4,"lastUpdateSubmitDate":213,"lastUpdatePostDateStruct":214,"startDateStruct":216,"completionDateStruct":218,"leadSponsor":220,"locationsCount":77},"100534628","executive-function-and-parenting-in-childhood-100534628","NCT06241300","Executive Function and Parenting in Childhood","Improving Brain-Behavior Markers of Preschool Executive Function Through a Group-Based Parenting Intervention for Low-Income Families","EPIC","Inclusion Criteria:\n\n* Children must be between the ages of 4 years old and 5 years, 11 months old\n* Parent must be the legal guardian of the target child and must live with the child full-time\n* Parents will be 18 years and older (no maximum age limit)\n* Only one child and one parent per family can participate in the study\n* Child is Medicaid eligible, defined as receiving Medicaid or eligible based on family income (up to 142 percent of the federal poverty level)\n* At enrollment the child will have moderate-to-severe (i.e., (sub)clinical) impairments in executive functioning as indicated by having a global executive composite standardized score greater than or equal to 60 on the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P), which will be completed by parents at the initial screen\n* Given that some assessment materials are only validated in English, parents and children for this study will need to be English-speaking\n* Child does not have a prior or current diagnosis of a disruptive behavior disorder based on Diagnostic Statistical Manual, Fifth Edition (DSM-5) criteria\n* Child is not currently receiving mental health services\n* Child does not take medications to treat emotional or behavioral problems\n* Child does not have a medical condition, such as epilepsy, that would interfere with the completion of study tasks\n* Child is not actively suicidal\n* Child does not have a history of psychosis or currently psychotic\n* Parent does not have a medical condition that would interfere with the completion of the study\n* Parent does not have an intellectual disability that would interfere with their ability to complete the study\n* Parent does not have a severe mental illness, active suicidal ideation, or current alcohol\u002Fsubstance abuse\u002Fdependence that would interfere with their ability to participate in the study\n* Child can have a current or past histories of psychiatric disorders (anxiety, mood, attention deficit hyperactivity disorder)\n* Parent can have current or past history of psychiatric disorders\n* Parent can be taking medications to treat mental health problems\n\nExclusion Criteria:\n\n* Child is not between the ages of 4-5 years old\n* The parent is not the legal guardian of the target child\n* The parent does not live with the child full-time\n* The parent is younger than 18 years old\n* Child is not receiving Medicaid or Medicaid eligible\n* Child does not have (sub)clinical impairments in executive functioning as indicated by having a global executive composite standardized score greater than or equal to 60 on the BRIEF\n* Child and parent are not English-Speaking\n* Child has a prior or current diagnosis of a disruptive behavior disorder based on DSM-5 criteria\n* Child is currently receiving mental health services\n* Child currently takes medications to treat emotional or behavioral problems\n* Child has a medical condition, such as epilepsy, that would interfere with the completion of study tasks\n* Child is actively suicidal\n* Child has a history of psychosis or is currently psychotic\n* Parent is not willing to be randomly assigned to receive the Chicago Parent Program intervention or to the control condition where they will not receive an intervention\n* Parent has a medical condition that would interfere with the completion of the study\n* Parent has an intellectual disability that would interfere with their ability to complete the study\n* Parent has a severe mental illness and\u002For active suicidal ideation","4 Years",{"count":207,"type":22},180,[25],"Deficits in executive functioning (EF) disproportionately impact children living in poverty and increase risk for psychopathology, particularly disruptive behavior disorders. This randomized clinical trial seeks to determine whether childhood EF, assessed across neural and behavioral units of analysis, is an experimental therapeutic target that can be directly modified through caregiver participation in the Chicago Parent Program (CPP), if increases in EF predict reduced disruptive behavior trajectories in low-income children over a short-term follow-up period, and identify which CPP-driven parenting skill improvements are the most influential in modifying EF. This work will contribute new knowledge as to whether a cost-efficient parenting intervention, developed for and with low-income families raising young children in poverty, can modify EF, a neural behavioral mechanism implicated in risk for childhood disruptive behavior problems.",[211,212,28],"Disruptive Behavior Disorder, Childhood Onset","Disruptive Behavior","2024-12-02",{"date":215,"type":41},"2024-12-05",{"date":217,"type":41},"2023-11-20",{"date":219,"type":22},"2028-03-31",{"name":221,"class":48},"University of Illinois at Chicago"]