[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"executive-functions-ef\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:executive-functions-ef":30},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,3,0,[8,60,92],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":15,"eligibilityCriteria":16,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":20,"enrollmentInfo":21,"targetDuration":4,"studyType":24,"phases":25,"briefSummary":27,"conditions":28,"keywords":32,"overallStatus":47,"whyStopped":4,"lastUpdateSubmitDate":48,"lastUpdatePostDateStruct":49,"startDateStruct":52,"completionDateStruct":54,"leadSponsor":56,"locationsCount":59},"100644295","sharing-tales-that-teach-shared-picturebook-reading-for-early-childhood-emotional-and-cognitive-development-100644295",false,"NCT07666802","Sharing Tales That Teach: Shared Picturebook Reading for Early Childhood Emotional and Cognitive Development","Sharing Tales That Teach: An RCT of Emotion-Focused Shared Picturebook Reading Versus Standard Dialogic Reading to Support Emotion Regulation and Executive Function in Caregiver-Child Dyads","STTT","Inclusion Criteria:\n\n* Child aged 4 to 5 years at baseline assessment\n* Child enrolled in a participating state primary school\n* At least one primary caregiver willing to participate in shared reading activities and study assessments\n* Caregiver has sufficient proficiency in English to engage with intervention materials and questionnaires\n\nExclusion Criteria:\n\n* Child has an identified sensory impairment, such as uncorrected hearing or vision difficulties, that would impede engagement with study tasks\n* Family is unable to commit to baseline and follow-up assessments",true,"ALL","48 Months","59 Months",{"count":22,"type":23},200,"ESTIMATED","INTERVENTIONAL",[26],"NA","Sharing Tales That Teach is a randomised study of a shared picturebook reading programme for 4- to 5-year-old children and their primary caregivers. The study will test whether a caregiver-delivered, emotion-focused shared reading programme leads to greater improvements in children's emotion regulation than a standard dialogic shared reading programme.\n\nEmotion regulation refers to children's developing ability to understand, express and manage emotions in ways that support learning, relationships and wellbeing. These skills are closely linked with executive function, including children's ability to remember instructions, control impulses and shift flexibly between activities. Shared picturebook reading may provide a natural, low-cost way for caregivers to support these skills through everyday interaction.\n\nFamilies in the randomised part of the study will be allocated to one of two 8-week shared reading programmes. In the emotion-focused group, caregivers will receive training in strategies such as naming emotions, discussing why characters feel as they do, talking about consequences of emotions and modelling ways to manage feelings. In the comparison group, caregivers will receive training in standard dialogic picturebook reading strategies, such as naming, describing, sequencing and asking open questions, without an explicit focus on emotions or emotion regulation. Both groups will use the same picturebooks and will be asked to complete three shared reading sessions per week at home.\n\nThe main hypothesis is that children in the emotion-focused shared reading group will show greater improvement in emotion regulation from baseline to 12-month follow-up than children in the standard dialogic shared reading group. The study will also examine whether the programme affects children's executive function, caregiver wellbeing and caregiver emotion regulation. Additional exploratory analyses will examine caregiver-child interaction processes and whether caregiver or child characteristics are associated with different intervention effects.\n\nThe study will recruit caregiver-child dyads through state primary schools in Greater London. Children will complete age-appropriate tasks and caregivers will complete questionnaires at baseline and follow-up. A laboratory subsample may also complete additional behavioural, observational and neurophysiological assessments. The study is low risk, non-invasive and does not involve medical treatment.",[29,30,31],"Child Development","Executive Functions (EF)","Emotion Regulation",[31,33,34,35,36,37,38,39,40,41,42,43,44,45,46],"Inhibitory Control","Cognitive Flexibility","Working Memory","Self-Control","Shared Reading","Dialogic Reading","Picturebooks","Early Childhood","Preschool Children","Caregiver-Child Dyads","Randomized Controlled Trial","Randomised Controlled Trial","Behavioural Intervention","Developmental Cognitive Neuroscience","NOT_YET_RECRUITING","2026-06-18",{"date":50,"type":51},"2026-06-24","ACTUAL",{"date":53,"type":23},"2026-09",{"date":55,"type":23},"2028-08-01",{"name":57,"class":58},"University of Greenwich","OTHER",1,{"id":61,"slug":62,"hasResults":11,"nctId":63,"briefTitle":64,"officialTitle":65,"acronym":66,"eligibilityCriteria":67,"healthyVolunteers":17,"sex":18,"minAge":68,"maxAge":69,"enrollmentInfo":70,"targetDuration":4,"studyType":24,"phases":72,"briefSummary":73,"conditions":74,"keywords":77,"overallStatus":47,"whyStopped":4,"lastUpdateSubmitDate":83,"lastUpdatePostDateStruct":84,"startDateStruct":86,"completionDateStruct":88,"leadSponsor":90,"locationsCount":59},"100607970","smoothie-program-for-achieving-and-resilient-kids-100607970","NCT07195474","Smoothie Program for Achieving and Resilient Kids","Effect of Daily Yogurt Smoothies on Neurocognitive Function in Children","SPARK","Inclusion Criteria:\n\n* Children should be of good health, without presence of any metabolic, gastrointestinal, or developmental disorders (e.g., ADHD, autism, etc.).\n* Children should not be taking medications that impact appetite or cognitive function.\n* Children must be willing to consume and report liking the fermented dairy smoothie.\n* Children should be between the ages of 7-9 years-old at enrollment.\n* Children should speak English fluently.\n\nExclusion Criteria:\n\n* They are not within the age requirements (\\\u003C 7 years-old or \\> 9 years-old) at baseline.\n* They have known emotional or cognitive delays, so that we can be assured that they understand the procedures.\n* They do not speak English fluently.\n* They have parentally reported medical problems that affect the digestive system or ability to eat yogurt (e.g., lactose intolerance, food allergies, Crohn's disease, Celiac disease, Esophagitis) and\u002For are taking a prescription medication that may affect appetite (e.g., Ritalin, methylphenidate, Adderall XR, Concerta, Vyvanse, etc.).\n* They are not from families of rural communities (assessed by National Center for Education Statistics local classifications).\n* Their parent is unable to attend the study visits.","7 Years","9 Years",{"count":71,"type":23},60,[26],"The proposed study will examine whether eating yogurt every day can improve brain and gut health in children. Prior research suggests that yogurt may support cognitive functions like self-control, but more studies are needed to confirm this. The study will follow 60 children from Central Pennsylvania, ages 8 to 10, who will be randomly assigned to drink either fruit juice (control group) or yogurt smoothies once or twice a day for four weeks.\n\nResearchers will compare how different amounts of yogurt affect children's thinking skills (like memory and focus), brain activity, and gut bacteria. These changes will be measured through brain scans, computer-based thinking tasks, surveys, and stool samples. The study will also collect information about children's overall diet. The goal is to find out if yogurt can support healthy brain and gut development and to determine the right amount to include in a child's daily diet. Results will help guide future research on how nutrition supports children's health.",[30,75,76],"Microbiome","Dietary Quality",[78,79,80,81,82],"Cognitive Function","daily yogurt smoothies intake","gut and brain health","hippocampal-dependent memory","dose-dependent","2026-05-18",{"date":85,"type":51},"2026-05-20",{"date":87,"type":23},"2026-05",{"date":89,"type":23},"2028-09",{"name":91,"class":58},"Penn State University",{"id":93,"slug":94,"hasResults":11,"nctId":95,"briefTitle":96,"officialTitle":97,"acronym":4,"eligibilityCriteria":98,"healthyVolunteers":17,"sex":18,"minAge":69,"maxAge":99,"enrollmentInfo":100,"targetDuration":4,"studyType":24,"phases":102,"briefSummary":103,"conditions":104,"keywords":4,"overallStatus":47,"whyStopped":4,"lastUpdateSubmitDate":105,"lastUpdatePostDateStruct":106,"startDateStruct":108,"completionDateStruct":110,"leadSponsor":112,"locationsCount":4},"100610742","boosting-executive-function-with-real-class-exercise-100610742","NCT07231536","Boosting Executive Function With Real-class Exercise","Investigating Dual-Model Effects of Acute Pre-Class Physical Exercise on Inhibitory Control: A Cluster-Randomized Classroom Trial","Inclusion Criteria:\n\n* right-handed, had normal or corrected-to-normal visual acuity, and normal color vision\n\nExclusion Criteria:\n\n* reported a history of cardiovascular, metabolic, gastrointestinal, neurological, or psychiatric disorders or conditions requiring medical attention.","13 Years",{"count":101,"type":23},240,[26],"The goal of this study is to examine the effects of acute pre-class physical exercise on executive function in real classroom settings. The main question it aims to answer is, \"Does acute pre-class exercise enhance executive function compared to sedentary conditions?\" Participants were students from primary school assigned by class to engage in one of several pre-class conditions: mentally passive sitting, mentally active sitting, 5-minute physical exercise, or 10-minute physical exercise. A cluster-randomized trial design was used to ensure ecological validity in authentic classroom environments. Cognitive tasks measuring inhibitory control were administered at baseline and pre-\u002Fpost-class.\n\nThe results indicate that pre-class exercise leads to greater improvements in inhibitory control than sedentary conditions, suggesting that integrating brief exercise sessions before lessons may be an effective strategy to optimize learning in educational contexts.",[30],"2025-11-14",{"date":107,"type":51},"2025-11-17",{"date":109,"type":23},"2025-12-01",{"date":111,"type":23},"2026-06-16",{"name":113,"class":58},"Shenzhen University"]