Pulse pressure (PP) calculated as systolic minus diastolic blood pressure is a surrogate measure of arterial stiffness that may affect executive function; however, this relationship could be moderated by age and genetic risk for Alzheimer’s disease (AD). We therefore examined relationships among PP, age, AD risk (i.e., APOE genotype) and executive function measured by the NIH Toolbox Cognition Battery (NIHTB-CB) in older adults.

PP was determined in 216 older adults without dementia (mean age: 77.5 ± 7.9 years, education: 16.8 ± 2.4 years, 55% women, 34.8% APOE ϵ4+) who were tested with the NIHTB-CB as part of the Advancing Reliable Measurement of Alzheimer’s Disease and Cognitive Aging (ARMADA) study.

Multiple linear regression revealed PP × Age × APOE genotype interaction effects for List Sorting Working Memory (β = 0.04; p = .007) and Picture Sequence Memory (β = 0.04; p = .006); higher PP was associated with worse scores in younger APOE ϵ4+ older adults (same pattern for fluid and total cognition composite scores). Higher PP was associated with lower Picture Vocabulary scores in ApoE ϵ4+ (PP X APOE interaction: β = −0.19; p = .022). Higher PP was associated with lower Flanker Inhibitory Control scores (β = −0.13; p = .005) across all participants.

Arterial stiffness measured by PP in older adults is associated with worse performance on NIHTB-CB tests of executive function, working memory, and episodic sequence memory, particularly in younger APOE ϵ4 carriers. Arterial stiffness and AD risk may work synergistically in an age dependent manner to adversely affect cognition.

Few studies have examined the relationship between racial identity and baseline assessment performance in collegiate athletes, and even fewer have contextualized results using structural factors linked to test performance. This study examined racial differences in baseline assessment performance before and after controlling for performance on a word-reading task as a proxy for education quality. We hypothesized that there would be racial differences in baseline performance but that controlling for education quality would reduce these differences.

For this observational cross-sectional study, 875 collegiate athletes were grouped based on racial identity (White = 661, Black = 165, Another Race = 49) and underwent a comprehensive neuropsychological battery. Cognitive composite scores and intraindividual variability (IIV) were calculated for two neurocognitive domains: attention/processing speed and memory. Education quality was assessed with the Wechsler Test of Adult Reading (WTAR). ANCOVAs were used to examine racial differences in these cognitive domains before and after controlling for WTAR scores.

There were significant racial differences in both composite scores and in attention/processing speed IIV, p’s < .001, f = 0.13–0.21. However, there were no significant racial differences in memory IIV, p = .97. After controlling for WTAR scores, there were no significant racial differences in the attention/processing (p = .530, f = 0.03) or memory (p = .183, f = 0.06) composite scores, and the relationship between racial identity and attention/processing speed IIV was less prominent (p = .014, f = 0.10).

Results suggest that racial differences at baseline assessment can be largely accounted for by education quality as assessed by the WTAR, which underscores the importance of considering sociocultural context when assessing racially diverse athletes.

This study examined age-specific associations between parent-reported executive function (EF) difficulties and internalizing/externalizing symptoms in children with neurofibromatosis type 1 (NF1), a genetic condition underrepresented in psychiatric research.

Cross-sectional data of 1,049 observations from 803 children with NF1 (Mage = 10.58 years, SD = 3.84, range = 3–18; 47.5% female; 67.5% from higher-education households; 36.6% with familial NF1) across nine U.S. and Australian institutions were integrated. Parents rated EF difficulties using the Behavior Rating Inventory of Executive Function and internalizing/externalizing symptoms using the Child Behavior Checklist and the Behavior Assessment System for Children. Time-varying effect modeling estimated age-specific associations between EF and internalizing/externalizing symptoms and tested moderation by sex and parental education.

Poorer functioning in all EF domains was associated with greater internalizing and externalizing symptoms from ages 3 to 18. The associations were largely consistent across ages as well as sex and parental education subgroups with a few differences: (1) emotional control and cognitive flexibility problems were more strongly associated with internalizing symptoms during middle and late adolescence; (2) inhibitory control was more strongly linked to externalizing symptoms in childhood; (3) stronger associations between EF and internalizing symptoms were observed among males in early adolescence.

Parental complaints of EF difficulties are robustly linked to internalizing and externalizing problems from early childhood to late adolescence in children with NF1. Further longitudinal and experimental studies are needed to determine the directionality of these associations and whether EF represents a viable target for intervention.

Mathematical computation skills are a common vulnerability in those born very preterm (VP), but the underlying cognitive mechanisms have not been established. Using causal mediation methods, we aimed to investigate whether working memory, processing speed, and selective attention at 7 years of age could mediate the relationship between VP birth and mathematics computation performance at 13 and 20 years of age.

Participants completed standardized measures of working memory, processing speed, and selective attention at 7 years. At 13 and 20 years, participants completed a standardized measure of mathematical computation. Using an interventional effects approach, we estimated the extent to which differences in mathematic performance could be reduced by hypothetically intervening on working memory, processing speed, and selective attention in childhood.

The VP group performed lower than the FT group on mathematic computation at 13 and 20 years. Improving working memory, processing speed, and selective attention separately in the VP group to the level of the FT group reduced the difference in mathematics performance at both 13 and 20 years. If all cognitive domains were to be simultaneously intervened on so that the VP group matched the FT group, there would be a reduction in difference in mathematic performance by 68.7% at 13 years and 44.1% reduction at 20 years.

Findings from our causal mediation analyses suggest that interventions targeting working memory, processing speed, and selective attention in childhood for those born VP have potential for improving mathematical outcomes in adolescence born VP, especially if implemented concurrently.

The goal of the present study is to understand whether youth with Noonan Syndrome Spectrum Disorder (NSSD) are at increased risk of neurocognitive difficulties when living in resource depleted communities.

Youth (5–17 years; Mage = 9.48 years) with NSSD (n = 140) and unaffected youth (4–15 years; Mage = 9.63 years; n = 85) were included. We ascertained the Child Opportunity Index Health and Environment Index (COI H/E) national-level Z-scores and assessed academic achievement and executive function. Multiple regressions were run to analyze the effects of diagnosis (whether the child had NSSD), COI H/E Z-scores, and diagnosis × COI H/E Z-score interaction on academic achievement (i.e., word reading, math, spelling, and sentence comprehension) and executive skills (i.e., performance-based working memory and processing speed and parent-rated measure of daily executive skills).

Diagnosis was a significant predictor in each model. COI H/E Z-score was a significant predictor of spelling and a marginally significant predictor of sentence comprehension scores. There was a significant diagnosis × COI H/E Z-score interaction for working memory, and marginally significant interactions for spelling and sentence comprehension scores. Higher H/E Z-scores were associated with better working memory in the NSSD group and better academic achievement in the unaffected group.

While the effects of NSSD are large on all assessed domains, there is an additional burden of resource depletion on working memory abilities of youth with NSSD. Academic achievement in the NSSD group was lower than the unaffected group across resource-depleted/enriched environments, demonstrating the profound effects of NSSD on academic functioning.

Clinical neuropsychology historically emphasized the assessment of “cold” cognitive functions, whereas emotional and motivational processes remain rarely evaluated. This point-of-view article argues for the inclusion of affective–motivational assessment into neuropsychological practice and outlines the key domains that should be routinely considered.

Drawing on neuroscience and clinical research, we review four core affective–motivational domains: emotional reactivity, emotion regulation, emotion recognition, and social cognition. For each domain, we summarize self-report instruments and performance-based tasks. Beyond these domains, we discuss emotional-cognitive interference as a cross-cutting modulatory mechanism that may influence overall neuropsychological performance.

Evidence indicates that emotional and motivational processes shape cognitive functioning, predict functional outcomes, and contribute uniquely to diagnosis, rehabilitation adherence, and quality of life. Validated tools are available for assessing each domain, and many clinical conditions present affective and social disturbances that may be more disabling than cognitive deficits. Despite this, surveys consistently show that affective–motivational domains are rarely assessed in practice.

Integrating emotional–motivational assessment is essential for achieving a comprehensive characterization of clinically relevant dimensions of everyday functioning. We propose a modular framework guided by referral questions and emphasize the need to develop a brief affective–motivational screener analogous to cognitive screeners such as the Mini-Mental State Examination or Montreal Cognitive Assessment. Systematic assessment of these domains can enhance diagnostic accuracy, strengthen rehabilitation planning, and more accurately reflect the complexity of everyday functioning.