Differentiation of executive functions during adolescence: Converging evidence from behavioral, genetic and neural data

Abstract

Executive functions (EF) have been found to differentiate from a single component to three distinct components (i.e., updating, shifting, and inhibition) during development. However, there is still much debate regarding when such differentiation takes place and biological evidence is needed. Here we used the longitudinal and multimodality data from the ABCD study to address this question at two age groups (9–10 and 13–14). Three tasks (i.e., List, Card and Flanker tasks) were used to represent the three EF components respectively at baseline, and two tasks (Flanker and List) at 4th year follow up. Genes associated with each task were identified by whole genome and transcriptome association analyses and were then used for genetic similarity calculation; structural and functional brain indices related to each task were identified and used to assess neural similarity. We found that at baseline (9–10 years old), the three EF components were behaviorally highly inter-correlated and were associated with many of the same genes and the same brain regions. Four years later, the follow-up data (with Flanker and List tasks only) still showed significant but smaller behavioral/genetic/neural similarity. This study is the first to chart the path of EF differentiation during adolescence by combining behavioral, genetic, and neural data, and this approach may be relevant to the study of development of other cognitive abilities.