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Christopher J. Brush, Ryan L. Olson, Peter J. Ehmann, Steven Osovsky and Brandon L. Alderman

The purpose of this study was to examine possible dose–response and time course effects of an acute bout of resistance exercise on the core executive functions of inhibition, working memory, and cognitive flexibility. Twenty-eight participants (14 female; M age = 20.5 ± 2.1 years) completed a control condition and resistance exercise bouts performed at 40%, 70%, and 100% of their individual 10-repetition maximum. An executive function test battery was administered at 15 min and 180 min postexercise to assess immediate and delayed effects of exercise on executive functioning. At 15 min postexercise, high-intensity exercise resulted in less interference and improved reaction time (RT) for the Stroop task, while at 180 min low- and moderate-intensity exercise resulted in improved performance on plus–minus and Simon tasks, respectively. These findings suggest a limited and task-specific influence of acute resistance exercise on executive function in healthy young adults.

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Kelly Lynn Mulvey, Sally Taunton, Adam Pennell and Ali Brian

Executive function refers to a set of top-down mental processes that are essential for attention, focusing, and concentration ( Diamond, 2013 ). Executive function processes include a wide range of adaptive skills, such as inhibitory control, working memory, cognitive flexibility, and it is

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SeYun Park and Jennifer L. Etnier

age as a moderator, but conducted the analyses on all studies in their review and so did not report on the effects specific to cognitive performance postexercise. Two recent meta-analyses of this literature have limited their focus to studies on executive function (EF) and have also examined age group

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Ines Pfeffer and Tilo Strobach

impact of trait self-control, executive functions, and their interactions on the intention–behavior gap in the context of physical activity. Trait Self-Control and Physical Activity Behavior Although motivation to carry out a goal-directed behavior is important, the ability to translate this motivation

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Chien-Chih Chou, Kuan-Chou Chen, Mei-Yao Huang, Hsin-Yu Tu and Chung-Ju Huang

, particularly in executive function (EF; Volkow et al., 2009 ; Walther, Birdsill, Glisky, & Ryan, 2009 ). EF refers to as a family of top-down mental processes that are necessary for the cognitive control of behavior, is self-monitoring or self-regulation behaviors that facilitate the attainment of chosen

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Adam Beavan, Vincent Chin, Louise M. Ryan, Jan Spielmann, Jan Mayer, Sabrina Skorski, Tim Meyer and Job Fransen

while negating acting on impulsive decisions, which can be attributed to the simultaneous development of cognitive control functions, such as working memory, inhibition, and flexibility ( Diamond & Lee, 2011 ). These three cognitive abilities are known as core executive functions (EFs), a type of high

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Alison B. Pritchard Orr, Kathy Keiver, Chris P. Bertram and Sterling Clarren

anxiety disorders ( Paley & O’Connor, 2009 ). One of the cardinal deficits affecting neuropsychological function in individuals with PAE is in executive function (EF) ( Kodituwakku, 2009 ; Rasmussen, 2005 ). EF refers to a set of cognitive abilities required to attain goals efficiently in nonroutine

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Jesse Mala, Jennifer McGarry, Kristen E. Riley, Elaine C.-H. Lee and Lindsay DiStefano

prefrontal cortex and the hippocampus, which are associated with high-level thinking, memory, and executive functions ( Hair, Hanson, Wolfe, & Pollak, 2015 ; Hanson et al., 2012 ). Studies reveal systematic structural differences in the frontal lobe, hippocampus, and significantly less brain surface area

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Linda Paschen, Tim Lehmann, Miriam Kehne and Jochen Baumeister

). These competences focus goal-directed behavior and are based on executive functions (EF). As an example, in the course of the school day, children let themselves being more easily distracted by disturbing stimuli due to fatigue. Thus, children with well-developed EF are able to better focus on relevant

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Sanne L.C. Veldman, Rachel A. Jones, Rebecca M. Stanley, Dylan P. Cliff, Stewart A. Vella, Steven J. Howard, Anne-Maree Parrish and Anthony D. Okely

enrichment activities on promoting physical activity in primary-school-aged children. The secondary aims included examining the efficacy of the intervention on academic achievement (executive functions) and examining the feasibility and acceptability of the intervention. Methods Design, Participants, and