Supplementary Material 2.

Performance-based test of executive function

Tests	Content
The Stroop Colour and Word Test	This test was used to capture the inhibition component of EF. It consisted of four parts, represented by three cards (21×29.7 cm). The participants were requiredto name 30 stimuli in a 10×3 matrix as quickly and correctly as possible. Part 1 was a word card containing four differentcolourwords (red, green, yellow, and blue) that were printed in black ink and presented in a random order. Part 2 involved acolouredcard that contained blocks printed in red, green, yellow, and blue. Part 3 involved a colour-word card. The participantswere required to name the words of the colour-content that did not match the colour words. In Part 4, the same colour-wordcards were used, but the participants were required to name the colours. The distracter was the colour meaning of the word. The time the children took to complete all 30 items and the number of errors they made was recorded for each part. The time taken to complete Part 3 was subtracted from that ofPart 1 to indicate thecolour interference, and the time taken to complete Part 4 was subtracted from that ofPart 2 to indicate word interference.
The Rey-Osterrieth Complex Figure Test (ROCF)	This testwas used to evaluate visual-spatial construction ability, visual working memory, and organizational skills. In the test, the participants were required to observe a complex geometric figure for 30 s and to then reproduce it from memory immediately and after a brief delay (–20 min) without prompting. This test allowed us to observe the participants’ short- and long-term memory performanceandforgetfulness. Two traditional methods were used to assess structural and detailed memory. The structural score system divided each Rey geometric figure into five configural elements: a large rectangle, a diagonal cross, the vertical midline, the horizontal midline, and the vertex of the triangle on the right. The participants received points for constructing each element as an unfragmented unit. The large rectangle was assigned two points to reflect its importance inthe fundamentalorganization of the figure. All of the other elements were each assigned one point, which resulted in a range of scores from 0 to 6. The detailed score system deconstructedeach figure into 18 storable elements. Two points were awarded if an element was correct and properly placed, and one if it was the correct element but incorrectlyplaced or distorted but correctly placed. The participants’ performance onthe ROCF was scored by both systems, and the immediate scores were subtracted from the delayed scores to generate “forgotten” scores that indicated the information that was lost during the 20 min interval.
The Trail-Making Test (TMT)	This test was used to assess visual scanning, motor speed, and cognitive flexibility. In Part A, the participants were instructed to connect 25 circles with numbers (1–25) that were randomly distributed ona sheet of paper (21×29.7 cm). This provided a baseline indication of their visual search speed and visual-motor functioning. Part B required the participants to connect 25 circles that contained numbers (1–13) or letters (A–L) and to alternate sequentially between the numbers and letters (that is, 1-A-2-B-3-C, etc.). This enabledthe incorporationof the additional component of shift flexibility. The participants were instructed to connect the circles as rapidly as possible and received feedback when they connected them in the wrong order. The time taken to complete the task and the errors made in each part were recorded. The time for Part A was subtracted from the time for Part B to indicate the shift time.