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Waiting for the better reward: Comparison of delay of gratification in young children across two cultures. PLoS One 2021; 16:e0256966. [PMID: 34478467 PMCID: PMC8415579 DOI: 10.1371/journal.pone.0256966] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 08/19/2021] [Indexed: 11/19/2022] Open
Abstract
Delay of gratification-a form of self-control-is the ability to forsake immediately available rewards in order to obtain larger-valued outcomes in future, which develops throughout the pre-school years. The majority of previous research in this area has been conducted with Western populations, therefore knowledge of Eastern children's performance is scarcer. Here, utilising on a recently published dataset of British children (n = 61), we further tested delay of gratification in 3 to 5-year-old Chinese children (n = 75) using Bramlett et al.'s (2012) delay choice paradigm. The paradigm was previously used in non-human primates and it featured a mechanized rotating tray that sequentially moves rewards within reach. Additionally, we administered 3 inhibitory control tasks and 1 standardised delay choice task to Chinese pre-schoolers (British children were not tested). We aimed to investigate the influence of culture, reward type and reward visibility on pre-schoolers' ability to delay gratification. We found significant age-related improvements in delay of gratification ability in both countries and children performed better when presented with rewards varying in quality than quantity. Consistent with previous cross-cultural literature, Chinese children showed better overall performance than their British peers when reward visibility was manipulated (though reward visibility itself had no significant effect on performance). There were significant correlations in Chinese children's performance in Bramlett et al.'s (2012) delay choice paradigm and performance in some (though not all tested) inhibitory control tasks. We discuss these results in relation to task demands and the broader social orientation of self-control. We concluded that the intuitive comparative assessment of self-control task taps into children's delay of gratification ability. Our results emphasize the importance of testing for socio-cultural influences on children's cognitive development.
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Moriguchi Y. Relationship between cool and hot executive function in young children: A near-infrared spectroscopy study. Dev Sci 2021; 25:e13165. [PMID: 34327776 DOI: 10.1111/desc.13165] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Revised: 07/27/2021] [Accepted: 07/27/2021] [Indexed: 11/30/2022]
Abstract
A theoretical distinction exists between the cool and hot aspects of executive function (EF). At the neural level, cool EF may be associated with activation in the lateral prefrontal cortex and the anterior cingulate cortex, whereas the orbitofrontal cortex may play a key role in hot EF. However, some recent studies have shown that young children show activity in the lateral prefrontal regions during hot EF tasks, suggesting that the distinction between hot and cool EF may not be as marked. Nevertheless, few neuroimaging studies have directly examined the relationship between cool and hot EF. In this study, preschool children (N = 46, mean age = 66.1 months) were given both cool (Dimensional Change Card Sort (DCCS) and Stroop-like tasks) and hot (delay of gratification) EF tasks, and neural activation during these tasks was measured using functional near-infrared spectroscopy (fNIRS). Correlational analyses and analysis of variance (ANOVA) were conducted to assess the relationship between cool and hot EF. At the behavioral level, a moderate correlation was found between DCCS and Stroop-like tasks, but no correlation emerged between cool and hot EF tasks. At the neural level, prefrontal activations during the cool EF tasks did not correlate with those during the hot EF task. Further, children showed stronger prefrontal activations during the DCCS tasks compared to the delay of gratification tasks. The results suggest that the neural basis of hot and cool EF may differ during early childhood.
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Affiliation(s)
- Yusuke Moriguchi
- Graduate School of Letters, Kyoto University, Yoshidahoncho, Kyoto, Japan
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Pomper R, Kaushanskaya M, Saffran J. Change is hard: Individual differences in children's lexical processing and executive functions after a shift in dimensions. LANGUAGE LEARNING AND DEVELOPMENT : THE OFFICIAL JOURNAL OF THE SOCIETY FOR LANGUAGE DEVELOPMENT 2021; 18:229-247. [PMID: 35600505 PMCID: PMC9122267 DOI: 10.1080/15475441.2021.1947289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Language comprehension involves cognitive abilities that are specific to language as well as cognitive abilities that are more general and involved in a wide range of behaviors. One set of domain-general abilities that support language comprehension are executive functions (EFs), also known as cognitive control. A diverse body of research has demonstrated that EFs support language comprehension when there is conflict between competing, incompatible interpretations of temporarily ambiguous words or phrases. By engaging EFs, children and adults are able to select or bias their attention towards the correct interpretation. However, the degree to which language processing engages EFs in the absence of ambiguity is poorly understood. In the current experiment, we tested whether EFs may be engaged when comprehending speech that does not elicit conflicting interpretations. Different components of EFs were measured using several behavioral tasks and language comprehension was measured using an eye-tracking procedure. Five-year-old children (n=56) saw pictures of familiar objects and heard sentences identifying the objects using either their names or colors. After a series of objects were identified using one dimension, children were significantly less accurate in fixating target objects that were identified using a second dimension. Further results reveal that this decrease in accuracy does not occur because children struggle to shift between dimensions, but rather because they are unable to predict which dimension will be used. These effects of predictability are related to individual differences in children's EFs. Taken together, these findings suggest that EFs may be more broadly involved when children comprehend language, even in instances that do not require conflict resolution.
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Affiliation(s)
- Ron Pomper
- Department of Psychology, University of Wisconsin-Madison, 1202 West Johnson Street, Madison, WI 53706, USA
- Waisman Center, University of Wisconsin-Madison, 1500 Highland Avenue, Madison, WI 53705, USA
| | - Margarita Kaushanskaya
- Waisman Center, University of Wisconsin-Madison, 1500 Highland Avenue, Madison, WI 53705, USA
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Goodnight Hall, 1975 Willow Drive, Madison, WI 53706, USA
| | - Jenny Saffran
- Department of Psychology, University of Wisconsin-Madison, 1202 West Johnson Street, Madison, WI 53706, USA
- Waisman Center, University of Wisconsin-Madison, 1500 Highland Avenue, Madison, WI 53705, USA
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Giuliani NR, Harrington EM, Trevino SD. Intergenerational transmission of appetite self-regulation. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021; 76:101330. [PMID: 36911419 PMCID: PMC10003670 DOI: 10.1016/j.appdev.2021.101330] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Parents and other primary caregivers affect the development of children's self-regulation in myriad ways, including via the parent's own self-regulation abilities. Ample evidence supports the association between mother and child self-regulation, yet this has never been experimentally assessed with regard to appetite self-regulation, the self-regulation of food intake. This study sought to explicitly test the associations between mother and child self-regulation across 3 domains: (1) appetite, (2) attentional control, and (3) inhibitory control. A community sample of 88 mother-preschooler dyads (ages 3-5) participated in this cross-sectional, experimental study. Results demonstrated that maternal self-regulation was significantly positively associated with child self-regulation in the appetite domain, b = 0.52, t(63.54) = 2.39, p = .020, but not for attentional or inhibitory control. These results add to the literature on parental influences on self-regulation development in early childhood and suggest that patterns of mother-child associations may vary across domains of self-regulation.
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Affiliation(s)
- Nicole R. Giuliani
- Special Education and Clinical Sciences, University of Oregon, United States of America
| | - Ellie M. Harrington
- Special Education and Clinical Sciences, University of Oregon, United States of America
| | - Shaina D. Trevino
- Counseling Psychology and Human Services, University of Oregon, United States of America
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Shen J, Wang Y, Kurpad N, Schena DA. A Systematic Review on the Impact of Hot and Cool Executive Functions on Pediatric Injury Risks: a Meta-Analytic Structural Equation Modeling Approach. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 23:366-377. [PMID: 34212300 DOI: 10.1007/s11121-021-01271-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/15/2021] [Indexed: 12/29/2022]
Abstract
Injury is a leading cause of morbidity and mortality among children in the USA. Understanding the impact of executive functions (EFs) on the risk of injuries is crucial for developing effective interventions. However, literature has failed to examine the relationship between multiple EFs and injury domains. The present paper quantitatively synthesized research on cool and hot EFs and children's intentional and unintentional injury risks using a novel meta-analytic structural equation modeling (MASEM) approach. A systematic review was conducted in the following databases: PsycINFO, Scopus, SafetyLit, Cochrane Central, and PubMed (Medline). After screening titles, abstracts, and full texts, a total of 31 studies were eligible for the MASEM analysis. One-stage MASEM was conducted on six conceptualized path analysis models according to the complexity of exogenous and endogenous variables. The MASEM models suggested that hot and cool EFs were negatively associated with children's risk of injury or injury-related risk behaviors regardless of mean age and proportion of females. Among cool EF skills, inhibitory control, but not working memory or cognitive flexibility, was significantly associated with risks of unintentional injuries. Emotion regulation was the dominant hot EF skill examined in the literature and was found significantly associated with risks of non-suicidal self-injuries (NSSIs). EF has a significant impact on children's risk of both unintentional and intentional injuries. Future research should focus on the combined force of hot and cool EF on children's risks of injuries and injury-related risk behaviors.
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Affiliation(s)
- Jiabin Shen
- Department of Psychology, University of Massachusetts Lowell, Coburn Hall, 850 Broadway St, Lowell, MA, 01854, USA.
| | - Yan Wang
- Department of Psychology, University of Massachusetts Lowell, Coburn Hall, 850 Broadway St, Lowell, MA, 01854, USA
| | - Nayantara Kurpad
- Department of Psychology, University of Massachusetts Lowell, Coburn Hall, 850 Broadway St, Lowell, MA, 01854, USA
| | - David A Schena
- Department of Psychology, University of Massachusetts Lowell, Coburn Hall, 850 Broadway St, Lowell, MA, 01854, USA
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Evaluation of developmental profiles of children with hydrocephalus. Neurocirugia (Astur) 2021. [DOI: 10.1016/j.neucir.2021.06.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Reindl E, Parkash D, Völter CJ, Seed AM. Thinking inside the box: Mental manipulation of working memory contents in 3- to 7-year-old children. COGNITIVE DEVELOPMENT 2021; 59:None. [PMID: 34475632 PMCID: PMC8388847 DOI: 10.1016/j.cogdev.2021.101068] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2021] [Revised: 05/10/2021] [Accepted: 05/19/2021] [Indexed: 10/24/2022]
Abstract
We developed a non-verbal task assessing updating and manipulation of working memory contents. 80 3- to 7-year-olds (47 girls; predominantly European White) were tested with a 4 × 4 grid containing 8 boxes (in the 4 centre cells and 4 outer corners). A sticker was hidden and children searched for it after a delay phase. In the updating trials, the grid was rotated during delays, in the manipulation trials, the grid was both occluded and rotated. Rewards were hidden in either the inner or outer boxes (between-subjects design). Performance was affected by age, rotation degree and hiding condition. Performance was better in outer boxes trials, where visual tracking was easier. Occluded inner trials added a substantial cognitive load (which increased with degree of rotation), resulting in children performing at chance level, suggesting that manipulation involving mental rotation is a distinct skill from tracking invisible object displacement, with a more protracted development.
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Affiliation(s)
- Eva Reindl
- School of Psychology and Neuroscience, University of St Andrews, St Mary’s Quad, South Street, St Andrews KY16 9JP, UK
| | - Divya Parkash
- School of Psychology and Neuroscience, University of St Andrews, St Mary’s Quad, South Street, St Andrews KY16 9JP, UK
| | - Christoph Johannes Völter
- School of Psychology and Neuroscience, University of St Andrews, St Mary’s Quad, South Street, St Andrews KY16 9JP, UK
- Comparative Cognition Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, University of Vienna, Veterinärplatz 1, 1210 Vienna, Austria
| | - Amanda Madeleine Seed
- School of Psychology and Neuroscience, University of St Andrews, St Mary’s Quad, South Street, St Andrews KY16 9JP, UK
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Distributive Behavior Differences Between Ingroup and Outgroup and the Influence of Inhibitory Control and Intelligence on Preschoolers’ Distributive Behavior. ADONGHAKOEJI 2021. [DOI: 10.5723/kjcs.2021.42.3.399] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Objectives: The purpose of this study was to investigate the patterns and characteristics of distributive behavior in preschoolers, influence of inhibitory control and intelligence on the distributive behavior, and associations between them.Methods: The data was collected through a one-on-one interview experiment with 328 children aged 3–5 years old attending daycare centers and kindergartens. The distributive behavior was measured by modifying the procedure of the dictator game. Children’s cognitive and emotional inhibitory control (IC) were assessed using the day-night task and the reverse compensation task respectively. The intelligence was assessed using the K-WPPSI short form test. Pearson's correlation, paired samples t-test, one-way ANOVA, McNemar test, multiple regression, and the verification of mediation were performed to analyze the dataResults: First, there were differences among boys in resource allocation according to the type of group (in-group vs. outgroup). That is, boys aged four and five gave more resources to classmates rather than anonymous children. Second, cognitive IC and performance intelligence were associated with distributive behavior towards anonymous children. However, only performance intelligence was related to the children’s distributive behavior towards their classmates. Lastly, performance intelligence was completely mediated in the association between cognitive IC and distributive behavior towards anonymous children.Conclusion: We provide empirical evidence that cognitive IC and thinking skills necessary for performance intelligence were related to distributive behavior towards outgroup. In particular, boys aged four and five tended to consider more social relations in distributive behavior. This may be useful information for teaching altruism and sharing in early childhood.
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Gagne JR, Liew J, Nwadinobi OK. “How does the broader construct of self-regulation relate to emotion regulation in young children?”. DEVELOPMENTAL REVIEW 2021. [DOI: 10.1016/j.dr.2021.100965] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
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60
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Inhibitory Dimensions and Delay of Gratification: A Comparative Study on Individuals with Down Syndrome and Typically Developing Children. Brain Sci 2021; 11:brainsci11050636. [PMID: 34069218 PMCID: PMC8156003 DOI: 10.3390/brainsci11050636] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 05/10/2021] [Accepted: 05/12/2021] [Indexed: 11/17/2022] Open
Abstract
While previous research on inhibition in people with Down syndrome (DS) reported contradictory results, with no explicit theoretical model, on the other hand, a more homogeneous impaired profile on the delay of gratification skills emerged. The main goal of the present study was to investigate response inhibition, interference suppression, and delay of gratification in 51 individuals with DS matched for a measure of mental age (MA) with 71 typically developing (TD) children. Moreover, we cross-sectionally explored the strengths and weaknesses of these components in children and adolescents vs. adults with DS with the same MA. A battery of laboratory tasks tapping on inhibitory sub-components and delay of gratification was administrated. Results indicated that individuals with DS showed an overall worse performance compared to TD children on response inhibition and delay of gratification, while no differences emerged between the two samples on the interference suppression. Additionally, our results suggested that older individuals with DS outperformed the younger ones both in response inhibition and in the delay of gratification, whereas the interference suppression still remains impaired in adulthood. This study highlights the importance of evaluating inhibitory sub-components considering both MA and chronological age in order to promote more effective and evidence-based training for this population.
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Beaussart-Corbat ML, Barbarot S, Farges D, Martin L, Roy A. Executive functions in preschool-aged children with neurofibromatosis type 1: Value for early assessment. J Clin Exp Neuropsychol 2021; 43:163-175. [PMID: 33685350 DOI: 10.1080/13803395.2021.1893277] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Introduction: Executive functions (EFs) impairment is common in children with neurofibromatosis type 1 (NF1), and could be a significant vulnerability associated with this medical disorder. However, we still know little about EFs in preschool NF1. Our study assessed EFs in NF1 children using performance-based tests and daily life questionnaires, which combined the views of parents and teachers.Method: Seven classic experimental tasks were used to evaluate EFs in 33 NF1 children aged 3 to 5 years old, and BRIEF-P questionnaires were completed by their parents and teachers. These children's performance was compared with a control group of 52 healthy children matched in age, gender and socio-cultural status.Results: NF1 children have significantly lower scores for 5 out of 7 executive tasks than control children and significantly higher levels of EF concerns in the parent and teacher BRIEF-P ratings. The correlations between performance-based tests and questionnaires are weak.Conclusions: Our results support an early executive dysfunction in NF1 children and call for early and systematic assessment of EFs. Both performance-based tests and questionnaires are complementary tools to investigate early EFs dysfunction in children with NF1.
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Affiliation(s)
| | - Sébastien Barbarot
- Department of Dermatology, Nantes University, CHU Nantes, Nantes, France.,Neurofibromatosis Clinic, Nantes University Hospital, Nantes, France
| | - Denis Farges
- Pediatrics Department, Angers University Hospital, France
| | - Ludovic Martin
- Department of Dermatology, Angers University Hospital, France.,Reference Center for Inherited Skin Disorders (MAGEC Nord), Angers University Hospital, France
| | - Arnaud Roy
- Laboratory of Psychology, LPPL EA4638, University of Angers, Angers, France.,Neurofibromatosis Clinic, Nantes University Hospital, Nantes, France.,Reference Center for Learning Disabilities, Nantes University Hospital, Nantes, France
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Corkin MT, Peterson ER, Henderson AM, Waldie KE, Reese E, Morton SM. Preschool screen media exposure, executive functions and symptoms of inattention/hyperactivity. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2020.101237] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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63
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Appetite self-regulation declines across childhood while general self-regulation improves: A narrative review of the origins and development of appetite self-regulation. Appetite 2021; 162:105178. [PMID: 33639246 DOI: 10.1016/j.appet.2021.105178] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Revised: 02/18/2021] [Accepted: 02/21/2021] [Indexed: 02/07/2023]
Abstract
This narrative review discusses the origins and development of appetite self-regulation (ASR) in childhood (from infancy to age 6 or 7 years). The origins, or foundations, are the biological infrastructure associated with appetite regulation and appetite self-regulation. Homeostatic regulation in infancy is examined and then evidence about developmental change in components of ASR. The main ASR-related components covered are: delay-of-gratification, caloric compensation, eating in the absence of hunger, food responsiveness/hedonics and fussy eating. The research included behavioral measures, parent-reports of appetitive traits and fMRI studies. There were two main trends in the evidence: a decline across childhood in the components of ASR associated with food approach (and therefore an increase in disinhibited eating), and wide individual differences. The decline in ASR contrasts with general self-regulation (GSR) where the evidence is of an improvement across childhood. For many children, bottom-up automatic reactive processes via food reward/hedonics or food avoidance as in fussy eating, appear not to be matched by improvements in top-down regulatory capacities. The prominence of bottom-up processes in ASR could be the main factor in possible differences in developmental paths for GSR and ASR. GSR research is situated in developmental science with its focus on developmental processes, theory and methodology. In contrast, the development of ASR at present does not have a strong developmental tradition to access and there is no unifying model of ASR and its development. We concluded (1) outside of mean-level or normative changes in the components of ASR, individual differences are prominent, and (2) there is a need to formulate models of developmental change in ASR together with appropriate measurement, research designs and data analysis strategies.
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Kamza A, Putko A. Attachment security, verbal ability, and inhibitory control in middle childhood. BMC Psychol 2021; 9:24. [PMID: 33541429 PMCID: PMC7860199 DOI: 10.1186/s40359-021-00524-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2020] [Accepted: 01/17/2021] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND The relationship between parent-child attachment and executive function (EF) in middle childhood remains relatively poorly studied. Very little is known about the role that the child's verbal ability might play in these relationships. Therefore, in the present study, we explored the concurrent links between perceived attachment security with parents and hot and cool inhibitory control (IC)-a core component of EF-as well as the potential mediating role of verbal ability in those links. METHODS The participants were 160 children aged 8 to 12 (51% girls). They completed the Attachment Security Scale, the computerised version of the go/no-go task, the delay discounting task, and the vocabulary subtest from the Wechsler Intelligence Scale for Children. Pearson's correlations were conducted to test relationships between the study variables. A hierarchical multiple linear regression analysis was performed to examine whether attachment security uniquely contributed to the outcomes after accounting for covariates. The indirect effects were tested using a non-parametric resampling bootstrap approach. RESULTS The results showed that, after accounting for the child's age and sex, there was a direct relationship between attachment security with the father and cool, but not hot, IC. However, there were no significant links between attachment security with the mother and both aspects of IC. We also found that children's verbal ability played a mediating role in the associations between both child-father and child-mother attachment security and hot, but not cool, IC above and beyond the child's age. CONCLUSIONS The current study extends previous work on executive functions in middle childhood. The results highlight the role of attachment in explaining individual differences in IC in middle childhood as well as the different mechanisms through which attachment with parents might explain cool vs. hot IC. The findings have potential implications for therapeutic interventions using the family context as a target to improve IC in middle childhood.
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Affiliation(s)
- Anna Kamza
- Institute of Psychology, SWPS University of Social Sciences and Humanities, Chodakowska 19/31, 03-815, Warsaw, Poland.
| | - Adam Putko
- Faculty of Psychology and Cognitive Science, Adam Mickiewicz University in Poznań, Poznań, Poland
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65
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Doidge JL, Flora DB, Toplak ME. A Meta-Analytic Review of Sex Differences on Delay of Gratification and Temporal Discounting Tasks in ADHD and Typically Developing Samples. J Atten Disord 2021; 25:540-561. [PMID: 30596297 DOI: 10.1177/1087054718815588] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Objective: To examine whether males and females with ADHD differ in their preferences for delayed rewards, since there is some evidence that suggests a sex difference with typically developing (TD) samples. Method: We used meta-analyses to examine sex differences on delay of gratification and temporal discounting tasks in both TD and ADHD samples. We identified 28 papers with 52 effect sizes for children and adults, and calculated the average effect size for sex comparisons within TD and ADHD samples. Results: The estimated mean difference between TD males and TD females was negligible, but males with ADHD were more likely to choose the larger delayed rewards than females with ADHD. Meta-regressions indicated that task type, age, and reward type did not significantly predict sex differences. Conclusion: These findings suggest that females referred for ADHD may make less adaptive choices by preferring smaller immediate rewards over larger delayed rewards more often than males with ADHD. Implications of our findings are discussed.
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66
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Bayly BL, Bierman KL. Profiles of Dysregulation Moderate the Impact of Preschool Teacher-Student Relationships on Elementary School Functioning. EARLY EDUCATION AND DEVELOPMENT 2021; 33:164-182. [PMID: 34898959 PMCID: PMC8655434 DOI: 10.1080/10409289.2020.1865785] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Children's readiness to handle the expectations of elementary school depends heavily on their self-regulation skills. Self-regulation includes both cognitive and behavioral elements; however, past studies have typically looked at cognitive and behavioral self-regulation in isolation or as a composite score rather than examining self-regulation profiles. Conceptually, a profile characterized by pervasive cognitive and behavioral self-regulation difficulties may have different developmental roots than a profile limited to behavioral regulation difficulties and children displaying these different profiles likely require different intervention supports. In the current study, latent profile analysis (LPA) with cognitive and behavioral self-regulation indicators revealed four unique self-regulation profiles for preschool children (N=566): Pervasive Dysregulation (cognitively and behaviorally dysregulated), Behavioral Dysregulation (behaviorally dysregulated only), Average Self-Regulation, and High Self-Regulation. Latent moderational analyses testing the interaction between latent profile membership and preschool teacher-student relationship indicated that while both the Pervasive and Behavioral Dysregulation group were at increased risk for less desirable kindergarten and 2nd grade outcomes, this risk was offset to a greater extant for children from the Behavioral Dysregulation profile when they experienced a close, non-conflictual teacher-student relationship in preschool.
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Affiliation(s)
- Benjamin L Bayly
- Agricultural Economics, Sociology, and Education, Pennsylvania State University
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67
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Kälin S, Roebers CM. Self-regulation in Preschool Children: Factor Structure of Different Measures of Effortful Control and Executive Functions. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2020.1862120] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Sonja Kälin
- Department of Psychology, University of Bern, Bern, Switzerland
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68
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Schulze M, Coghill D, Lux S, Philipsen A. Disentangling ADHD's Presentation-Related Decision-Making-A Meta-Analytic Approach on Predominant Presentations. Front Psychiatry 2021; 12:519840. [PMID: 33679462 PMCID: PMC7930744 DOI: 10.3389/fpsyt.2021.519840] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Accepted: 01/06/2021] [Indexed: 11/13/2022] Open
Abstract
Background: Deficient decision-making (DM) in attention deficit/hyperactivity disorder (ADHD) is marked by altered reward sensitivity, higher risk taking, and aberrant reinforcement learning. Previous meta-analysis aggregate findings for the ADHD combined presentation (ADHD-C) mostly, while the ADHD predominantly inattentive presentation (ADHD-I) and the predominantly hyperactive/impulsive presentation (ADHD-H) were not disentangled. The objectives of the current meta-analysis were to aggregate findings from DM for each presentation separately. Methods: A comprehensive literature search of the PubMed (Medline) and Web of Science Database took place using the keywords "ADHD," "attention-deficit/hyperactivity disorder," "decision-making," "risk-taking," "reinforcement learning," and "risky." Random-effects models based on correlational effect-sizes were conducted. Heterogeneity analysis and sensitivity/outlier analysis were performed, and publication biases were assessed with funnel-plots and the egger intercept. Results: Of 1,240 candidate articles, seven fulfilled criteria for analysis of ADHD-C (N = 193), seven for ADHD-I (N = 256), and eight for ADHD-H (N = 231). Moderate effect-size were found for ADHD-C (r = 0.34; p = 0.0001; 95% CI = [0.19, 0.49]). Small effect-sizes were found for ADHD-I (r = 0.09; p = 0.0001; 95% CI = [0.008, 0.25]) and for ADHD-H (r = 0.1; p = 0.0001; 95% CI = [-0.012, 0.32]). Heterogeneity was moderate for ADHD-H. Sensitivity analyses show robustness of the analysis, and no outliers were detected. No publication bias was evident. Conclusion: This is the first study that uses a meta-analytic approach to investigate the relationship between the different presentations of ADHD separately. These findings provide first evidence of lesser pronounced impairment in DM for ADHD-I and ADHD-I compared to ADHD-C. While the exact factors remain elusive, the current study can be considered as a starting point to reveal the relationship of ADHD presentations and DM more detailed.
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Affiliation(s)
- Marcel Schulze
- Department of Psychiatry and Psychotherapy, University of Bonn, Bonn, Germany
| | - David Coghill
- Department of Pediatrics, University of Melbourne, Melbourne, VIC, Australia.,Department of Psychiatry, University of Melbourne, Melbourne, VIC, Australia.,Murdoch Children's Research Institute, Melbourne, VIC, Australia
| | - Silke Lux
- Department of Psychiatry and Psychotherapy, University of Bonn, Bonn, Germany
| | - Alexandra Philipsen
- Department of Psychiatry and Psychotherapy, University of Bonn, Bonn, Germany
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Baker ER, Huang R, Liu Q, Battista C. Children’s Poverty Exposure and Hot and Cool Executive Functions: Differential Impacts of Parental Financial Strain. JOURNAL OF COGNITION AND DEVELOPMENT 2020. [DOI: 10.1080/15248372.2020.1853125] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
| | - Rong Huang
- University at Albany, State University of New York
| | - Qingyang Liu
- University at Albany, State University of New York
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Bessette KL, Karstens AJ, Crane NA, Peters AT, Stange JP, Elverman KH, Morimoto SS, Weisenbach SL, Langenecker SA. A Lifespan Model of Interference Resolution and Inhibitory Control: Risk for Depression and Changes with Illness Progression. Neuropsychol Rev 2020; 30:477-498. [PMID: 31942706 PMCID: PMC7363517 DOI: 10.1007/s11065-019-09424-5] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2018] [Accepted: 12/06/2019] [Indexed: 12/20/2022]
Abstract
The cognitive processes involved in inhibitory control accuracy (IC) and interference resolution speed (IR) or broadly - inhibition - are discussed in this review, and both are described within the context of a lifespan model of mood disorders. Inhibitory control (IC) is a binary outcome (success or no for response selection and inhibition of unwanted responses) for any given event that is influenced to an extent by IR. IR refers to the process of inhibition, which can be manipulated by task design in earlier and later stages through use of distractors and timing, and manipulation of individual differences in response proclivity. We describe the development of these two processes across the lifespan, noting factors that influence this development (e.g., environment, adversity and stress) as well as inherent difficulties in assessing IC/IR prior to adulthood (e.g., cross-informant reports). We use mood disorders as an illustrative example of how this multidimensional construct can be informative to state, trait, vulnerability and neuroprogression of disease. We present aggregated data across numerous studies and methodologies to examine the lifelong development and degradation of this subconstruct of executive function, particularly in mood disorders. We highlight the challenges in identifying and measuring IC/IR in late life, including specificity to complex, comorbid disease processes. Finally, we discuss some potential avenues for treatment and accommodation of these difficulties across the lifespan, including newer treatments using cognitive remediation training and neuromodulation.
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Affiliation(s)
- Katie L Bessette
- Departments of Psychiatry and Psychology, University of Illinois at Chicago, Chicago, IL, USA
- Department of Psychiatry, University of Utah, 501 Chipeta Way, Salt Lake City, UT, 84108, USA
| | - Aimee J Karstens
- Departments of Psychiatry and Psychology, University of Illinois at Chicago, Chicago, IL, USA
| | - Natania A Crane
- Departments of Psychiatry and Psychology, University of Illinois at Chicago, Chicago, IL, USA
| | - Amy T Peters
- Department of Psychiatry, Massachusetts General Hospital, 55 Fruit Street, Boston, MA, USA
- Department of Psychiatry, Harvard Medical School, 25 Shattuck St, Boston, MA, 02115, USA
| | - Jonathan P Stange
- Departments of Psychiatry and Psychology, University of Illinois at Chicago, Chicago, IL, USA
| | - Kathleen H Elverman
- Neuropsychology Center, Aurora St. Luke's Medical Center, Milwaukee, WI, USA
| | - Sarah Shizuko Morimoto
- Department of Psychiatry, University of Utah, 501 Chipeta Way, Salt Lake City, UT, 84108, USA
| | - Sara L Weisenbach
- Department of Psychiatry, University of Utah, 501 Chipeta Way, Salt Lake City, UT, 84108, USA
- Mental Health Services, VA Salt Lake City, Salt Lake City, UT, USA
| | - Scott A Langenecker
- Departments of Psychiatry and Psychology, University of Illinois at Chicago, Chicago, IL, USA.
- Department of Psychiatry, University of Utah, 501 Chipeta Way, Salt Lake City, UT, 84108, USA.
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71
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Sex Differences in the Association between Household Income and Children's Executive Function. SEXES 2020; 1:19-31. [PMID: 33163684 DOI: 10.3390/sexes1010002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023] Open
Abstract
The study aimed to investigate sex differences in the boosting effects of household income on children's executive function in the US. This is a cross-sectional study using data from Wave 1 of the Adolescent Brain Cognitive Development (ABCD) study. Wave 1 ABCD included 8608 American children between ages 9 and 10 years old. The independent variable was household income. The primary outcome was executive function measured by the stop-signal task. Overall, high household income was associated with higher levels of executive function in the children. Sex showed a statistically significant interaction with household income on children's executive function, indicating a stronger effect of high household income for female compared to male children. Household income is a more salient determinant of executive function for female compared to male American children. Low-income female children remain at the highest risk regarding poor executive function.
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72
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Peled M, Scher A. The contribution of good sleep to working memory in preschool: A matter of sleep quality or duration? ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2020; 60:85-110. [PMID: 33641801 DOI: 10.1016/bs.acdb.2020.11.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
Good sleep is essential for efficient cognitive performance. The present research examined the link between sleep and working memory (WM) during early childhood, a period of major advances in neurodevelopment. The sample included 80 healthy children, 40 3-year-olds and 40 4-year-olds, attending childcare settings. The children were individually tested using WM tasks; parents completed sleep questionnaires. On a group level, WM improved with age. Process model analysis demonstrated the effect of age on WM (P=0.001) and indicated an age-specific involvement of sleep quality (P=0.01). Whereas sleep duration was not associated with WM, at 4years of age, sleep disturbance with physical symptoms (e.g., breathing, motor) was associated with poor WM performance. Among 3-year-old girls, fear-related sleep disruption was associated with better WM performance. Together, the results suggest that the association between sleep and WM is dependent on: (a) specific aspects of sleep, (b) age, and (c) gender. More research is essential for unraveling the underlying neuro-maturational processes and mechanisms.
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Affiliation(s)
- Maayan Peled
- Department of Counseling and Human Development, University of Haifa, Haifa, Israel
| | - Anat Scher
- Department of Counseling and Human Development, University of Haifa, Haifa, Israel.
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73
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Anzman-Frasca S, Singh A, Curry D, Tauriello S, Epstein LH, Faith MS, Reardon K, Pape D. Evaluating a Board Game Designed to Promote Young Children's Delay of Gratification. Front Psychol 2020; 11:581025. [PMID: 33262729 PMCID: PMC7686572 DOI: 10.3389/fpsyg.2020.581025] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Accepted: 10/21/2020] [Indexed: 12/05/2022] Open
Abstract
OBJECTIVE Delay of gratification, or the extent to which one can resist the temptation of an immediate reward and wait for a larger reward later, is a self-regulatory skill that predicts positive outcomes. The aim of this research was to conduct initial tests of the effects of a board game designed to increase children's delay of gratification via two experimental studies. METHODS Preschool children were randomized to play the study game or a control game. In Study 1, there were 48 children in the analytic sample, with a mean age of 4.81 ± 0.55 years; Study 2 included 50 children (M = 4.02 ± 0.76 years). Delay of gratification was assessed during the study game, as well as before and after game play sessions using the Marshmallow Test. RESULTS In both studies, the intervention group's likelihood of delaying gratification during the study game increased across game-play sessions (p < 0.05). In Study 1, the intervention group also increased wait times during the Marshmallow Test versus controls (p = 0.047). In Study 2, there was no effect on Marshmallow Test wait times. CONCLUSION Results provide some initial evidence supporting potential efficacy of a board game designed to increase delay of gratification. Future research can clarify: (1) which components of game play (if any) are linked with broader changes in delay of gratification, (2) impacts of this intervention in more diverse samples, and (3) whether experimental manipulation of delay of gratification affects outcomes like achievement and weight, which have been linked to this skill in observational studies.
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Affiliation(s)
- Stephanie Anzman-Frasca
- Department of Pediatrics, Jacobs School of Medicine and Biomedical Sciences, University at Buffalo, Buffalo, NY, United States
- Center for Ingestive Behavior Research, University at Buffalo, Buffalo, NY, United States
| | - Anita Singh
- Cedars-Sinai Samuel Oschin Comprehensive Cancer Institute, Cedars-Sinai Medical Center, Los Angeles, CA, United States
| | - Derek Curry
- College of Arts, Media and Design, Northeastern University, Boston, MA, United States
| | - Sara Tauriello
- Department of Pediatrics, Jacobs School of Medicine and Biomedical Sciences, University at Buffalo, Buffalo, NY, United States
| | - Leonard H. Epstein
- Department of Pediatrics, Jacobs School of Medicine and Biomedical Sciences, University at Buffalo, Buffalo, NY, United States
- Center for Ingestive Behavior Research, University at Buffalo, Buffalo, NY, United States
| | - Myles S. Faith
- Center for Ingestive Behavior Research, University at Buffalo, Buffalo, NY, United States
- Department of Counseling, School, and Educational Psychology, Graduate School of Education, University at Buffalo, Buffalo, NY, United States
| | - Kaley Reardon
- Department of Pediatrics, Jacobs School of Medicine and Biomedical Sciences, University at Buffalo, Buffalo, NY, United States
| | - Dave Pape
- Department of Media Study, College of Arts and Sciences, University at Buffalo, Buffalo, NY, United States
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Manrique-Niño J, Díaz-Forero A, Velez-van Meerbeke A, Ramírez-Guerrero S, Florez-Esparza G, Talero-Gutiérrez C. Executive function in down syndrome children in Bogotá, Colombia. Heliyon 2020; 6:e05585. [PMID: 33294710 PMCID: PMC7701347 DOI: 10.1016/j.heliyon.2020.e05585] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2020] [Revised: 06/01/2020] [Accepted: 11/19/2020] [Indexed: 12/17/2022] Open
Abstract
The study aim was to characterize executive function in 114 children with Down syndrome from a reference institution in Bogotá, Colombia. Children were screened with the Battelle Developmental Inventory to establish their developmental age. Eighty children with an equivalent mental age of 2-5.11 years were allocated to groups of 20 according to their mental age. Parents and teachers then completed the Behavior Rating Inventory of Executive Function-Preschool Version. We found a high variability and a low correlation between parent and teacher ratings. In general, children showed a specific profile characterized by weakness in the domains of working memory, shifting, planning, and organization, and strengths in the emotional control domain. These findings indicate a characteristic pattern of executive function in children with Down syndrome. This profile could form the basis for the planning of clinical assessment programs.
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Affiliation(s)
- Julián Manrique-Niño
- Neuroscience Research Group Neuros, Escuela de Medicina y Ciencias de la Salud, Universidad del Rosario, Bogotá D.C., Colombia
| | - Andrés Díaz-Forero
- Neuroscience Research Seedbed SemineURos, Escuela de Medicina y Ciencias de la Salud, Universidad del Rosario, Bogotá D.C., Colombia
| | - Alberto Velez-van Meerbeke
- Neuroscience Research Group Neuros, Escuela de Medicina y Ciencias de la Salud, Universidad del Rosario, Bogotá D.C., Colombia
| | - Sofía Ramírez-Guerrero
- Neuroscience Research Seedbed SemineURos, Escuela de Medicina y Ciencias de la Salud, Universidad del Rosario, Bogotá D.C., Colombia
| | - Gabriela Florez-Esparza
- Neuroscience Research Seedbed SemineURos, Escuela de Medicina y Ciencias de la Salud, Universidad del Rosario, Bogotá D.C., Colombia
| | - Claudia Talero-Gutiérrez
- Neuroscience Research Group Neuros, Escuela de Medicina y Ciencias de la Salud, Universidad del Rosario, Bogotá D.C., Colombia
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75
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Choo AL, Smith SA, Li H. Associations between stuttering, comorbid conditions and executive function in children: a population-based study. BMC Psychol 2020; 8:113. [PMID: 33129350 PMCID: PMC7603732 DOI: 10.1186/s40359-020-00481-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2020] [Accepted: 10/22/2020] [Indexed: 12/19/2022] Open
Abstract
Background The aim of this study was to investigate the relationship between executive function (EF), stuttering, and comorbidity by examining children who stutter (CWS) and children who do not stutter (CWNS) with and without comorbid conditions. Data from the National Health Interview Survey were used to examine behavioral manifestations of EF, such as inattention and self-regulation, in CWS and CWNS. Methods The sample included 2258 CWS (girls = 638, boys = 1620), and 117,725 CWNS (girls = 57,512; boys = 60,213). EF, and the presence of stuttering and comorbid conditions were based on parent report. Descriptive statistics were used to describe the distribution of stuttering and comorbidity across group and sex. Regression analyses were to determine the effects of stuttering and comorbidity on EF, and the relationship between EF and socioemotional competence. Results Results point to weaker EF in CWS compared to CWNS. Also, having comorbid conditions was also associated with weaker EF. CWS with comorbidity showed the weakest EF compared to CWNS with and without comorbidity, and CWS without comorbidity. Children with stronger EF showed higher socioemotional competence. A majority (60.32%) of CWS had at least one other comorbid condition in addition to stuttering. Boys who stutter were more likely to have comorbid conditions compared to girls who stutter. Conclusion Present findings suggest that comorbidity is a common feature in CWS. Stuttering and comorbid conditions negatively impact EF.
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Affiliation(s)
- Ai Leen Choo
- Department of Communication Sciences and Disorders, Georgia State University, 30 Pryor St SW, Atlanta, GA, 30303, USA.
| | - Sara Ashley Smith
- Department of Teaching and Learning, University of South Florida, Tampa, FL, 33620, USA
| | - Hongli Li
- Department of Educational Policy Studies, Georgia State University, 30 Pryor St SW, Atlanta, GA, 30303, USA
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76
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Traverso L, Viterbori P, Usai MC. Prosocial Behavior: The Role of Theory of Mind and Executive Functions. JOURNAL OF COGNITION AND DEVELOPMENT 2020. [DOI: 10.1080/15248372.2020.1828425] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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77
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Pluck G, Córdova MA, Bock C, Chalen I, Trueba AF. Socio-economic status, executive functions, and theory of mind ability in adolescents: Relationships with language ability and cortisol. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020; 39:19-38. [PMID: 33052603 PMCID: PMC7894514 DOI: 10.1111/bjdp.12354] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2020] [Revised: 09/07/2020] [Indexed: 11/29/2022]
Abstract
Socio‐economic status (SES) is linked to the development of cognitive abilities, particularly language and executive processes. It is unclear whether these represent a single or independent correlates. We studied 110 Ecuadorian youths aged 12–17 with measures of SES, language, executive function, and theory of mind (ToM), a.k.a. mentalizing. A subsample gave hair samples to estimate recent cortisol levels. Restricting analyses to reliable measures, SES was highly associated with language skill, and to a lesser extent with executive function and ToM performance. However, those latter associations were attenuated and non‐significant when language ability was controlled for statistically. Systemic cortisol levels were not associated with SES, but were significantly and negatively correlated with ToM, independent of variation in language skills. We conclude that language development underlies most of the impact of SES on executive function and ToM ability of adolescents, but that stress‐related cortisol may have an independent, direct effect on mentalizing.
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Affiliation(s)
- Graham Pluck
- Institute of Neurosciences, Universidad San Francisco de Quito, Ecuador
| | - Marco A Córdova
- Institute of Neurosciences, Universidad San Francisco de Quito, Ecuador
| | - Christine Bock
- Institute of Neurosciences, Universidad San Francisco de Quito, Ecuador
| | - Izan Chalen
- Laboratorio de Biotecnología Vegetal, Universidrad San Francisco de Quito, Ecuador
| | - Ana F Trueba
- Institute of Neurosciences, Universidad San Francisco de Quito, Ecuador
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Power TG, Beck A, Garcia KS, Aguilar ND, Hopwood V, Ramos G, Guerrero YO, Fisher JO, O'Connor TM, Hughes SO. Low-Income Latina Mothers' Scaffolding of Preschoolers' Behavior in a Stressful Situation and Children's Self-Regulation: A Longitudinal Study. PARENTING, SCIENCE AND PRACTICE 2020; 22:161-187. [PMID: 35813768 PMCID: PMC9269866 DOI: 10.1080/15295192.2020.1820835] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
OBJECTIVE Maternal control and directiveness in Latina/o families often do not show the negative associations with child adjustment seen in European American samples. This study tested the self-determination hypotheses that Latina maternal involvement and structure would be positively associated with preschool children's later self-regulation, whereas directiveness and control would show negative relations. DESIGN At Time 1, 130 low-income Latina mothers were observed helping their 4- to 5-year-old children complete a stressful task. Maternal strategies for scaffolding children's responses to stress were examined with detailed event coding. At Time 1 and Time 2 18 months later, a delay of gratification task assessed children's self-regulation. RESULTS Children's Time 2 ability to delay gratification at 5½ to 6½ years (controlling for delay of gratification at ages 4 to 5) was predicted by Time 1 maternal scaffolding strategies. Children showing the greatest delay gratification at Time 2 (controlling for delay of gratification at Time 1) had mothers who used instructive praise and nonverbal autonomy-promoting scaffolding strategies at Time 1. Negative predictors included nonverbal attention directing and restriction. CONCLUSIONS The findings highlight the importance of physical guidance in Latina/o families and suggest that highly directive maternal strategies may not interfere with the development of self-regulation as is often found in European American families. These findings will be useful in developing interventions to promote self-regulation in Latina/o children from low-income families.
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Affiliation(s)
- Thomas G Power
- Department of Human Development, Washington State University
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79
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Lertladaluck K, Chutabhakdikul N, Chevalier N, Moriguchi Y. Effects of social and nonsocial reward on executive function in preschoolers. Brain Behav 2020; 10:e01763. [PMID: 32729683 PMCID: PMC7507562 DOI: 10.1002/brb3.1763] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/10/2020] [Revised: 06/04/2020] [Accepted: 07/04/2020] [Indexed: 11/20/2022] Open
Abstract
INTRODUCTION Executive function, a set of higher order cognitive skills underlying goal-directed behaviors, develops rapidly during preschool years. Reward increases executive function engagement in adolescents and adults. However, there is still a scarcity of data on how reward affects executive function in young children. The present study examines whether different incentive types contribute differently to executive function performance and neural activity in children. METHODS Twenty-five preschoolers of 5-6 years old were provided an incentive Go/No-go task, comparing social, nonsocial, and nonreward conditions. Activations in the prefrontal regions during the tasks were measured using functional near-infrared spectroscopy. RESULTS The results revealed that social reward enhanced right prefrontal activations in young children. In contrast to adult literature, younger children did not show any significant differences in executive function performance across conditions. CONCLUSION This study expands our understanding of motivation and EF engagement in preschoolers. Specifically, social reward enhanced prefrontal activations in young children. The implications and recommendations for future research are discussed.
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Affiliation(s)
- Kanda Lertladaluck
- Research Center for Neuroscience, Institute of Molecular Biosciences, Mahidol University, Nakhon Pathom, Thailand
| | - Nuanchan Chutabhakdikul
- Research Center for Neuroscience, Institute of Molecular Biosciences, Mahidol University, Nakhon Pathom, Thailand
| | - Nicolas Chevalier
- Department of Psychology, The University of Edinburgh, Edinburgh, UK
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Zamora EV, Introzzi I, Del Valle M, Vernucci S, Richard S MM. Perceptual inhibition of emotional interference in children. APPLIED NEUROPSYCHOLOGY. CHILD 2020; 9:215-229. [PMID: 30793980 DOI: 10.1080/21622965.2019.1567340] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
In daily life, when a bee approaches us while we are sitting in the garden, we must pay attention to that threatening stimulus and give an appropriate response. However, if this bee approaches us while riding a bike, we must inhibit that distractor to avoid an accident. In this case, avoiding the interference of an emotional stimuli and continuing with the task should be preferential. In general, perceptual inhibition is responsible for controlling and suppressing the environmental distractions that interrupt the course of the realization of a goal. In this study, 435 children performed a modified flanker task with entirely irrelevant emotional and neutral stimuli in order to assess perceptual inhibition in contexts with high and low emotional salience. The results showed that entirely irrelevant distractors affected performance, but that there were no significant differences according to whether these distractors were emotionally salient or neutral. These results constitute a first approach to the problem of emotional interference in children considering the multidimensional approach of inhibition.
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Affiliation(s)
- Eliana V Zamora
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - Isabel Introzzi
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - Macarena Del Valle
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - Santiago Vernucci
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - María M Richard S
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
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Tomporowski PD, Qazi AS. Cognitive-Motor Dual Task Interference Effects on Declarative Memory: A Theory-Based Review. Front Psychol 2020; 11:1015. [PMID: 32670130 PMCID: PMC7326112 DOI: 10.3389/fpsyg.2020.01015] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Accepted: 04/23/2020] [Indexed: 11/13/2022] Open
Abstract
Bouts of exercise performed either prior to or immediately following study periods enhance encoding and learning. Empirical evidence supporting the benefits of interventions that simultaneously pair physical activity with material to be learned is not conclusive, however. A narrative, theory-based review of dual-task experiments evaluated studies in terms of arousal theories, attention theories, cognitive-energetic theories, and entrainment theories. The pattern of the results of these studies suggests that cognitive-motor interference can either impair or enhance memory of semantic information and the manner in which physical activity impacts working memory within executive processing appears to explain disparate outcomes. The integration and timing of physical movements in concert with the type of information to be encoded and remembered appears to be a critical requirement for learning. These observations have implications for the role of physical activity in education, rehabilitation, and gerontological settings.
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Negreiros J, Belschner L, Best JR, Lin S, Franco Yamin D, Joffres Y, Selles RR, Jaspers-Fayer F, Miller LD, Woodward TS, Honer WG, Stewart SE. Neurocognitive risk markers in pediatric obsessive-compulsive disorder. J Child Psychol Psychiatry 2020; 61:605-613. [PMID: 31749150 DOI: 10.1111/jcpp.13153] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/09/2019] [Indexed: 02/03/2023]
Abstract
BACKGROUND Obsessive-compulsive disorder (OCD) has complex genetic underpinnings, particularly in its early-onset form, which places siblings at a 10-fold increased risk of developing the disorder. Examination for neurocognitive markers preceding pediatric OCD onset has not been conducted, although markers have been identified in adult OCD. This study compared neurocognition across groups of OCD-affected youth (n = 87), unaffected siblings of those with early-onset OCD (n = 67), and healthy controls (HC; n = 79). METHODS A total of 233 participants aged 6-18 years old completed standardized neurocognitive tests of cognitive flexibility, decision making, planning, response inhibition, spatial working memory, attention, recognition nonverbal memory, and intelligence. They were administered the Anxiety Disorders Interview Schedule-Parent version (ADIS-P) and completed self-report anxiety and OCD questionnaires. Linear mixed-effects models tested for differences between groups, adjusting for age, gender, IQ, state anxiety, and ethnicity, and accounting for random effects of family membership. RESULTS OCD-affected youth and unaffected siblings performed significantly worse on planning in comparison to HCs (Cohen's d = 0.74; 95% CI = [0.11, 1.36]; Cohen's d = 0.75; 95% CI = [0.12, 1.38], respectively; omnibus group effect p = .007). No other significant between-group differences were identified. CONCLUSIONS Neurocognitive performance differences between groups identified planning as a preexisting trait marker of pediatric OCD, while no other domain presented as a marker of pediatric OCD. This differs from adult OCD, which is associated with broader cognitive impairments. Investigating longitudinal trajectories and predictive significance of neurocognition in those affected by, and at risk for, early-onset OCD is warranted. Ideally, this will enhance individualized risk stratification and inform future prevention and early intervention strategies.
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Affiliation(s)
- Juliana Negreiros
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada.,Provincial OCD Program, British Columbia Children's Hospital, Vancouver, BC, Canada
| | - Laura Belschner
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada.,Provincial OCD Program, British Columbia Children's Hospital, Vancouver, BC, Canada
| | - John R Best
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada.,Provincial OCD Program, British Columbia Children's Hospital, Vancouver, BC, Canada
| | - Sarah Lin
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada.,Provincial OCD Program, British Columbia Children's Hospital, Vancouver, BC, Canada
| | - Diana Franco Yamin
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada.,Provincial OCD Program, British Columbia Children's Hospital, Vancouver, BC, Canada
| | - Yayuk Joffres
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada.,Provincial OCD Program, British Columbia Children's Hospital, Vancouver, BC, Canada
| | - Robert R Selles
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada.,Provincial OCD Program, British Columbia Children's Hospital, Vancouver, BC, Canada
| | - Fern Jaspers-Fayer
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada.,Provincial OCD Program, British Columbia Children's Hospital, Vancouver, BC, Canada
| | - Lynn D Miller
- Department of Education and Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Canada
| | - Todd S Woodward
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada
| | - William G Honer
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada
| | - S Evelyn Stewart
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada.,Provincial OCD Program, British Columbia Children's Hospital, Vancouver, BC, Canada
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83
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Litkowski EC, Finders JK, Borriello GA, Purpura DJ, Schmitt SA. Patterns of heterogeneity in kindergarten children's executive function: Profile associations with third grade achievement. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101846] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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84
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Protzko J. Kids These Days! Increasing delay of gratification ability over the past 50 years in children. INTELLIGENCE 2020. [DOI: 10.1016/j.intell.2020.101451] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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85
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Holfelder B, Klotzbier TJ, Eisele M, Schott N. Hot and Cool Executive Function in Elite- and Amateur- Adolescent Athletes From Open and Closed Skills Sports. Front Psychol 2020; 11:694. [PMID: 32373029 PMCID: PMC7177013 DOI: 10.3389/fpsyg.2020.00694] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2020] [Accepted: 03/23/2020] [Indexed: 01/12/2023] Open
Abstract
BACKGROUND Executive functions (EFs) not only play an important role in shaping adolescent's goal-directed, future-oriented cognitive skills under relatively abstract, non-affective conditions (Cool EF), but also under motivationally significant, affective conditions (Hot EF). Empirical evidence suggest a link between EF, exercise and physical activity, specifically elite adult athletes appear to outperform amateur athletes in Cool EF; however, no previous studies have examined the relationship between Hot and Cool EFs and impulsivity during the developmentally sensitive period of adolescence comparing different types of sport (open- vs. closed-skills), and levels (elite athletes vs. amateurs). METHODS A total 86 boys and girls between 13 and 15 years of age (mean: 14.0, SD: 0.79) from different sports (track-and-field; team handball) were recruited. Participants were further divided into two groups: (a) 40 elite, and (b) 46 amateur athletes. They completed four Cool EF tasks including Trail-Making Test, Trail-Walking-Test, Flanker task, n-back-task, and one Hot EF task on Game of Dice task. Data on subjective impulsivity (UPPS Impulsive Behavior Scale; Barratt Impulsiveness Scale-15) was also collected. RESULTS There was a significant overall effect for expertise in favor of elite athletes (Wilks' Lambda = 0.61, F(14,69) = 3.19, p = 0.001, η p 2 = 0.393), but no overall main effect for type of sport or an interaction for expertise by type of sport. Specifically, elite athletes showed significantly better performances on dual tasks. For Hot EF, there were no main effects for type of sport, expertise level, training experience or training duration. We also found positive correlations among Cool EF and impulsivity measures, and between Hot EF and Impulsivity, but no significant relationship between Cool and Hot EF. CONCLUSION The current understanding of the decisive cognitive abilities does not correspond to sporting reality, so that the tests frequently used are not sensitive enough to distinguish between elite and amateur athletes or different sports. However, it should also be remembered that the factors underlying complex sporting performance are multidimensional and are obviously difficult to trace back to selected partial aspects. Without being able to answer this question conclusively, we proposed a 4-D classification of experimental paradigms, in which we differentiate between tasks of different specificity, between Cool and Hot EF, and between task complexity, and type of sport.
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Affiliation(s)
| | | | | | - Nadja Schott
- Department of Sport Psychology & Human Movement Performance, Institute of Sport- and Exercise Science, Faculty of Economic and Social Sciences, University of Stuttgart, Stuttgart, Germany
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86
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Abstract
Children's future-oriented cognition has become a well-established area of research over the last decade. Future-oriented cognition encompasses a range of processes, including those involved in conceiving the future, imagining and preparing for future events, and making decisions that will affect how the future unfolds. We consider recent empirical advances in the study of such processes by outlining key findings that have yielded a clearer picture of how future thinking emerges and changes over childhood. Our interest in future thinking stems from a broader interest in temporal cognition, and we argue that a consideration of developmental changes in how children understand and represent time itself provides a valuable framework in which to study future-oriented cognition.
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87
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Filippi C, Choi YB, Fox N, Woodward A. Neural correlates of infant action processing relate to theory of mind in early childhood. Dev Sci 2020; 23:e12876. [PMID: 31162859 PMCID: PMC7227764 DOI: 10.1111/desc.12876] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2018] [Revised: 05/30/2019] [Accepted: 05/30/2019] [Indexed: 01/06/2023]
Abstract
The mechanisms that support infant action processing are thought to be involved in the development of later social cognition. While a growing body of research demonstrates longitudinal links between action processing and explicit theory of mind (TOM), it remains unclear why this link emerges in some measures of action encoding and not others. In this paper, we recruit neural measures as a unique lens into which aspects of human infant action processing (i.e., action encoding and action execution; age 7 months) are related to preschool TOM (age 3 years; n = 31). We test whether individual differences in recruiting the sensorimotor system or attention processes during action encoding predict individual differences in TOM. Results indicate that reduced occipital alpha during action encoding predicts TOM at age 3. This finding converges with behavioral work and suggests that attentional processes involved in action encoding may support TOM. We also test whether neural processing during action execution draws on the proto-substrates of effortful control (EC). Results indicate that frontal alpha oscillatory activity during action execution predicted EC at age 3-providing strong novel evidence that infant brain activity is longitudinally linked to EC. Further, we demonstrate that EC mediates the link between the frontal alpha response and TOM. This indirect effect is specific in terms of direction, neural response, and behavior. Together, these findings converge with behavioral research and demonstrate that domain general processes show strong links to early infant action processing and TOM.
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Affiliation(s)
- Courtney Filippi
- Section on Development and Affective Neuroscience, National Institute of Mental Health, Bethesda, Maryland, 20892
| | - Yeo Bi Choi
- Center for Autism and the Developing Brain, Weill Cornell Medicine, White Plains, NY 10605
| | - Nathan Fox
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, 20742
| | - Amanda Woodward
- Department of Psychology, University of Chicago, Chicago, IL 60637
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88
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Guan Y, Deák GO, Huangfu B, Xu Z. Perspective‐taking and gift‐giving in Chinese preschool children. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Yao Guan
- Faculty of Psychology Southwest University Chongqing China
- Department of Psychology University of Florida Gainesville Florida
| | - Gedeon O. Deák
- Department of Cognitive Science University of California, San Diego San Diego California
| | - Baihui Huangfu
- Faculty of Psychology Southwest University Chongqing China
| | - Zhan Xu
- Faculty of Psychology Southwest University Chongqing China
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89
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Binder AS, Brown HR, Harvey EA. Executive Function and Trajectories of Emotion Dysregulation in Children with Parent-Reported Behavior Problems. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2020; 48:481-493. [DOI: 10.1007/s10802-019-00616-4] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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90
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MIYOSHI M, SANEFUJI W. YOUNG CHILDREN’S SELECTIVE TRUST: DOES SEEING INDICATE KNOWING? PSYCHOLOGIA 2020. [DOI: 10.2117/psysoc.2019-a011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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91
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Assari S. Racial Variation in the Association between Suicidal History and Positive and Negative Urgency among American Children. JOURNAL OF EDUCATION AND CULTURE STUDIES 2020; 4:39-53. [PMID: 33163908 DOI: 10.22158/jecs.v4n4p39] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
BACKGROUND Positive and negative urgency reflect specific facets of impulsivity and correlate with several health-related risk behaviors such as aggression, substance use, and suicide. Less is known about how positive and negative urgency are associated with suicidal behaviors of diverse racial groups. AIM To investigate racial differences in the positive associations between positive and negative urgency and suicide in children in US. MATERIALS AND METHODS This longitudinal study used the Adolescent Brain Cognitive Development (ABCD) study. Participants were 10535 American children between ages 9 and 10 years old who were followed for up to one year. The independent variable was suicide history. The primary outcomes were the positive and negative urgency measured by the Urgency, Premeditation (lack of), Perseverance (lack of), Sensation Seeking, Positive Urgency, Impulsive Behavior Scale (UPPS-SS). Mixed-effects regression models were used for data analysis. RESULTS In the overall sample, suicidality was associated with positive and negative urgency in children. Race showed a statistically significant interaction with suicidality on children's positive and negative urgency, indicating stronger effects of suicidality on positive and negative urgency for White, compared to Black and Other/Mixed race children respectively. CONCLUSION The effects of positive and negative urgency for suicidality of American children depend on race. White American children show the strongest links between positive and negative urgency and risk of suicide, while the effects of positive and negative urgency on children suicide are weaker for Black and Other/Mixed race children.
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Affiliation(s)
- Shervin Assari
- Department of Family Medicine, Charles R. Drew University of Medicine and Science, Los Angeles, CA, USA.,Department of Urban Public Health, Charles R. Drew University of Medicine and Science, Los Angeles, CA, USA
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92
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Arfé B, Vardanega T, Montuori C, Lavanga M. Coding in Primary Grades Boosts Children's Executive Functions. Front Psychol 2019; 10:2713. [PMID: 31920786 PMCID: PMC6917597 DOI: 10.3389/fpsyg.2019.02713] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2019] [Accepted: 11/18/2019] [Indexed: 11/13/2022] Open
Abstract
Several programs have been developed worldwide to improve children’s executive functions (EFs). Yet, the role played in EF development by learning activities embedded in the school curriculum has received scarce attention. With two studies, we recently tested the effects of computational thinking (CT) and coding—a new element of the primary school curriculum—on the development of children’s EFs. CT stimulates the ability to define a clear and orderly sequence of simple and well-specified steps to solve a complex problem. We conjecture that CT skills are associated to such EF processes as response inhibition and planning. In a first between-group cluster-randomized controlled trial, we tested the effects of 1-month coding activities on 76 first graders’ planning and response inhibition against those of 1-month standard STEM activities of a control group. In a second study, we tested the effects of 1-month coding activities of 17 second graders in two ways: within group (longitudinally), against 7 months of standard activities experienced by the same children (experimental group); and between groups, in comparison to the effects of standard STEM activities in a control group of 19 second graders. The results of the two studies show significant benefits of learning to code: children exposed to coding improved significantly more in planning and inhibition tasks than control children did. The longitudinal data showed that improvements in planning and inhibition skills after 1 month of coding activities (eight lessons) were equivalent to or greater than the improvement attained after 7 months of standard activities. These findings support the hypothesis that learning CT via coding can significantly boost children’s spontaneous development of EFs.
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Affiliation(s)
- Barbara Arfé
- Department of Developmental Psychology and Socialization, University of Padova, Padua, Italy
| | | | - Chiara Montuori
- Department of Developmental Psychology and Socialization, University of Padova, Padua, Italy
| | - Marta Lavanga
- Department of Developmental Psychology and Socialization, University of Padova, Padua, Italy
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93
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Villagomez AN, Muñoz FM, Peterson RL, Colbert AM, Gladstone M, MacDonald B, Wilson R, Fairlie L, Gerner GJ, Patterson J, Boghossian NS, Burton VJ, Cortés M, Katikaneni LD, Larson JCG, Angulo AS, Joshi J, Nesin M, Padula MA, Kochhar S, Connery AK. Neurodevelopmental delay: Case definition & guidelines for data collection, analysis, and presentation of immunization safety data. Vaccine 2019; 37:7623-7641. [PMID: 31783983 PMCID: PMC6899448 DOI: 10.1016/j.vaccine.2019.05.027] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2019] [Accepted: 05/09/2019] [Indexed: 12/15/2022]
Affiliation(s)
- Adrienne N Villagomez
- University of Colorado School of Medicine, Aurora, CO, USA; Children's Hospital of Colorado, Aurora, CO, USA
| | - Flor M Muñoz
- Department of Pediatrics, Baylor College of Medicine, Houston, TX, USA
| | - Robin L Peterson
- University of Colorado School of Medicine, Aurora, CO, USA; Children's Hospital of Colorado, Aurora, CO, USA
| | - Alison M Colbert
- University of Colorado School of Medicine, Aurora, CO, USA; Children's Hospital of Colorado, Aurora, CO, USA
| | - Melissa Gladstone
- Department of Women and Children's Health, Institute of Translational Medicine, University of Liverpool, Liverpool, UK
| | | | - Rebecca Wilson
- University of Colorado School of Medicine, Aurora, CO, USA; Children's Hospital of Colorado, Aurora, CO, USA
| | - Lee Fairlie
- Wits Reproductive Health and HIV Institute, University of the Witwatersrand, Johannesburg, South Africa
| | - Gwendolyn J Gerner
- Kennedy Krieger Institute, Baltimore, MD, USA; Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Jackie Patterson
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Nansi S Boghossian
- Department of Epidemiology and Biostatistics, Arnold School of Public Health, University of South Carolina, Columbia, SC, USA
| | - Vera Joanna Burton
- Kennedy Krieger Institute, Baltimore, MD, USA; Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | | | | | - Jennifer C G Larson
- Department of Physical Medicine and Rehabilitation, University of Michigan, Ann Arbor, MI, USA
| | - Abigail S Angulo
- University of Colorado School of Medicine, Aurora, CO, USA; Children's Hospital of Colorado, Aurora, CO, USA
| | - Jyoti Joshi
- Center for Disease Dynamics Economics & Policy, Amity Institute of Public Health, Amity University, India
| | - Mirjana Nesin
- Division of Microbiology and Infectious Diseases, National Institutes of Allergy and Infectious Diseases, National Institutes of Health, Bethesda, MD, USA
| | - Michael A Padula
- Children's Hospital of Philadelphia, Department of Pediatrics, Philadelphia, PA, USA
| | - Sonali Kochhar
- Global Healthcare Consulting, India; University of Washington, Seattle, USA; Erasmus University Medical Center, Rotterdam, the Netherlands
| | - Amy K Connery
- University of Colorado School of Medicine, Aurora, CO, USA; Children's Hospital of Colorado, Aurora, CO, USA.
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94
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Crespo K, Gross M, Kaushanskaya M. The effects of dual language exposure on executive function in Spanish-English bilingual children with different language abilities. J Exp Child Psychol 2019; 188:104663. [PMID: 31446311 DOI: 10.1016/j.jecp.2019.104663] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2018] [Revised: 07/08/2019] [Accepted: 07/09/2019] [Indexed: 11/25/2022]
Abstract
The current study examined the effects of dual language exposure on executive function in 5- to 11-year-old Spanish-English bilingual children with different language skills. Dual language exposure was measured via parent report and was operationalized as the proportion of time spent in an environment where both English and Spanish were present. Executive function was measured via the Dimensional Change Card Sort (DCCS) task. Shifting costs, switching costs, and mixing costs were derived to index executive function performance. A significant interaction between extent of dual language exposure and language skills was observed such that children showed smaller shifting and mixing costs with increased dual language input as their language skills increased. The results suggest a graded effect of dual language exposure on executive function, where a robust language system may be required for dual language exposure to influence executive function.
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Affiliation(s)
- Kimberly Crespo
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI 53706, USA.
| | - Megan Gross
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI 53706, USA
| | - Margarita Kaushanskaya
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI 53706, USA
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95
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Martin DU, Perry C, Kaufman J. Effects of a mirror on young children's transgression in a gift-delay task. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2019; 38:205-218. [PMID: 31774193 DOI: 10.1111/bjdp.12312] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Revised: 10/31/2019] [Indexed: 11/26/2022]
Abstract
While the development of self-recognition in a mirror by toddlers is well documented, less is known about how the presence of a mirror affects young children's behaviour. Here, we explored how the presence of a mirror affected 2.5- to 3.5-year-olds' behaviour in a gift-delay task. Behaviour was assessed for a five-minute test period during which children sat in front of a gift bag that was not to be touched until an experimenter returned. Transgressive behaviour by adults is reduced in the presence of a mirror, so we hypothesized that children faced with a mirror would be less likely to touch the gift than children tested without a mirror. We found that the mirror reduced transgressions in children starting from around 3 years of age. We conclude that the presence of a mirror facilitated self-monitoring in 3-year-old children, such that deviations from a behavioural standard are noticed and corrected immediately. Statement of contribution What is already known on the subject? Children's self-recognition in a mirror has been well documented. Adults' behaviour can be affected by the presence of a mirror. There is a lack of research investigating how the presence of a mirror affects young children's behaviour. What does this study add? We show that the presence of a mirror decreases young children's likelihood to transgress in a gift-delay task. This effect appears to emerge at around three years of age. These findings raise interesting questions regarding the development of self-awareness and how it relates to other mechanisms.
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Affiliation(s)
| | - Conrad Perry
- Swinburne University of Technology, Hawthorn, Victoria, Australia
| | - Jordy Kaufman
- Swinburne University of Technology, Hawthorn, Victoria, Australia
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96
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Chavez-Arana C, Catroppa C, Carranza-Escárcega E, Godfrey C, Yáñez-Téllez G, Prieto-Corona B, de León MA, Anderson V. A Systematic Review of Interventions for Hot and Cold Executive Functions in Children and Adolescents With Acquired Brain Injury. J Pediatr Psychol 2019; 43:928-942. [PMID: 30124957 DOI: 10.1093/jpepsy/jsy013] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2017] [Accepted: 02/23/2018] [Indexed: 11/13/2022] Open
Abstract
Objective We investigated interventions, which aimed to improve cold and hot executive functions (EFs) in children and adolescents with a diagnosis of acquired brain injury (ABI). Methods The following electronic databases were searched: Medline, CINAHL, PsycINFO, and Pubmed. The database filters limited the search to articles published between 1990 and July 2017 in English or Spanish, including children and adolescents. Articles were read and classified according to the levels of evidence of the Australian National Health and Medical Research Council and the Downs and Black checklist was used for Measuring Study Quality. Results Thirty studies are reported in this systematic review. Level of evidence, quality of the studies, characteristics of the participants, interventions implemented, and outcomes are described. Conclusions The study of rehabilitation for executive dysfunction in children with ABI is emerging. Although few high-quality intervention studies exist in this area, which limits conclusions regarding intervention efficacy, results of existing studies suggest that education for parents may be an important component of intervention. Moreover, caregiver involvement may improve the effectiveness of hot EFs rehabilitation interventions, while high intervention session frequency may be important in improving cold EFs. Positive behavior supports and specific training based on a cognitive model provided some promising findings, which require further evaluation.
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Affiliation(s)
- Clara Chavez-Arana
- Child Neuropsychology, Murdoch Children's Research Institute.,University of Melbourne.,FES Iztacala, Universidad Nacional Autónoma de México
| | - Cathy Catroppa
- Child Neuropsychology, Murdoch Children's Research Institute.,University of Melbourne
| | | | - Celia Godfrey
- Child Neuropsychology, Murdoch Children's Research Institute
| | | | | | | | - Vicki Anderson
- Child Neuropsychology, Murdoch Children's Research Institute.,University of Melbourne
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97
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Burns P, Fay O, McCafferty M, McKeever V, Atance C, McCormack T. Examining children's ability to delay reward: Is the delay discounting task a suitable measure? JOURNAL OF BEHAVIORAL DECISION MAKING 2019. [DOI: 10.1002/bdm.2154] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Affiliation(s)
- Patrick Burns
- School of PsychologyQueen's University Belfast Belfast UK
| | - Olivia Fay
- School of PsychologyQueen's University Belfast Belfast UK
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98
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de la Fuente J, González-Torres MC, Aznárez-Sanado M, Martínez-Vicente JM, Peralta-Sánchez FJ, Vera MM. Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation. Front Psychol 2019; 10:1919. [PMID: 31507487 PMCID: PMC6719524 DOI: 10.3389/fpsyg.2019.01919] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2019] [Accepted: 08/05/2019] [Indexed: 01/19/2023] Open
Abstract
The proliferation of research production in Psychology as a science has been increasing exponentially. This situation leads to the necessity of organizing the research production into different levels of analysis that make it possible to delimit each research domain. The objective of this analysis is to clearly distinguish the different levels of research: micro-analysis, molecular, and molar. Each level is presented, along with an analysis of its benefits and limitations. Next, this analysis is applied to the topics of Executive Functions, Self-Regulation, and External Regulation. Conclusions, limitations, and implications for future research are offered, with a view toward a better connection of research production across the different levels, and an allusion to ethical considerations.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain.,School of Psychology, University of Almería, Almería, Spain
| | | | | | - José Manuel Martínez-Vicente
- School of Psychology, University of Almería, Almería, Spain.,Center of Research of Psychology, University of Almería, Almería, Spain
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99
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Maurer MN, Roebers CM. Towards a better understanding of the association between motor skills and executive functions in 5- to 6-year-olds: The impact of motor task difficulty. Hum Mov Sci 2019; 66:607-620. [PMID: 31280057 DOI: 10.1016/j.humov.2019.06.010] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2019] [Revised: 05/17/2019] [Accepted: 06/14/2019] [Indexed: 11/27/2022]
Abstract
Different lines of evidence suggest an association between motor skills and executive functions (EFs) in kindergarten children. Comparatively little is known about the specific nature of this relationship. In the present study, using a within-subjects design, a sample of 124 five- to six-year-old children completed 12 fine and gross motor tasks of varying nominal difficulty and three EFs tasks. We assumed that difficult motor tasks are less automated than easy motor tasks. Therefore, EFs should be involved more strongly in difficult compared to easy motor tasks. Firstly, results replicated the association between motor skills and EFs. Secondly, results provided a new and differentiated perspective on the evidence of this link. Performance on both easy and difficult fine motor tasks was significantly related to EFs. However, only performance on the difficult, but not on the easy gross motor tasks was significantly correlated with EFs. The findings demonstrate that the challenges and demands inherent in any motor task influence the magnitude of the motor-EFs link. That is, difficult (i.e., less automated) motor tasks require EFs more substantially than easy (i.e., more automated) motor tasks. Results will be discussed with regard to further candidate processes underlying the motor-EFs link.
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Affiliation(s)
- Michelle N Maurer
- University of Bern, Institute of Psychology, Hochschulzentrum vonRoll, Fabrikstrasse 8, 3012 Bern, Switzerland.
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- University of Bern, Institute of Psychology, Hochschulzentrum vonRoll, Fabrikstrasse 8, 3012 Bern, Switzerland.
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Abstract
A growing body of research explores the ways in which regulatory skills are important contributors to school readiness, school success, and other positive developmental outcomes in childhood and throughout the lifespan. Research and theory suggest that children with strong regulatory skills may be better equipped to manage the complex academic, social, and emotional demands of early learning and school environments; and alternatively, deficits in regulatory skills can lead to problems in school adjustment, academic outcomes, and other measures of well-being. In this paper, we bring together two regulation-related research traditions: executive function (EF) and effortful control (EC). We highlight the common features of EF and EC and their key differences. Building on findings from these two research traditions, we propose an integrated model of regulation for school-based interventions and other applied settings that can serve as an organizing framework for a broad set of skills across the cognitive, social, and emotion domains that are critical to school success. Using a developmental psychopathology framework, we illustrate how an integrated model of regulation can inform more nuanced and targeted approaches to research, policy, and intervention for both special and universal populations. We end the paper with a set of recommendations for the next decade of developmental and prevention research focused on self-regulation.
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