301
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Perlman SB, Pelphrey KA. Developing connections for affective regulation: age-related changes in emotional brain connectivity. J Exp Child Psychol 2011; 108:607-20. [PMID: 20971474 PMCID: PMC3029468 DOI: 10.1016/j.jecp.2010.08.006] [Citation(s) in RCA: 113] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2009] [Revised: 08/17/2010] [Accepted: 08/20/2010] [Indexed: 10/18/2022]
Abstract
The regulation of affective arousal is a critical aspect of children's social and cognitive development. However, few studies have examined the brain mechanisms involved in the development of this aspect of "hot" executive functioning. This process has been conceptualized as involving prefrontal control of the amygdala. Here, using functional magnetic resonance imaging (fMRI), we investigated the brain mechanisms involved in the development of affective regulation in typically developing 5- to 11-year-olds and an adult comparison sample. Children and adults displayed differing patterns of increased anterior cingulate cortex and decreased amygdala activation during episodes in which emotion regulation was required. Specifically, amygdala activation increased in adults but decreased in children during recovery from a frustrating episode. In addition, we used effective connectivity analyses to investigate differential correlations between key emotional brain areas in response to the regulatory task demands. We found reliable increases in effective connectivity between the anterior cingulate cortex and the amygdala during periods of increased demand for emotion regulation. This effective connectivity increased with age.
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Affiliation(s)
- Susan B Perlman
- Yale Child Study Center, Yale University, New Haven, CT 06520, USA.
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302
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Willoughby M, Kupersmidt J, Voegler-Lee M, Bryant D. Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement. Dev Neuropsychol 2011; 36:162-80. [PMID: 21347919 PMCID: PMC5555639 DOI: 10.1080/87565641.2010.549980] [Citation(s) in RCA: 146] [Impact Index Per Article: 11.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The construct of self-regulation can be meaningfully distinguished into hot and cool components. The current study investigated self-regulation in a sample of 926 children aged 3-5 years old. Children's performance on self-regulatory tasks was best described by two latent factors representing hot and cool regulation. When considered alone, hot and cool regulation were both significantly correlated with disruptive behavior and academic achievement. When considered together, cool regulation was uniquely associated with academic achievement, while hot regulation was uniquely associated with inattentive-overactive behaviors. Results are discussed with respect to treatment studies that directly target improvement in children's self-regulation.
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Affiliation(s)
- Michael Willoughby
- FPG Child Development Institute, University of North Carolina at Chapel Hill, Carrboro, North Carolina 27510, USA.
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303
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Witthöft J, Koglin U, Petermann F. Neuropsychologische Korrelate aggressiv-dissozialen Verhaltens. ACTA ACUST UNITED AC 2011. [DOI: 10.1024/1661-4747/a000048] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Bei der Erforschung aggressiv-dissozialen Verhaltens wurde die Bedeutung von neuropsychologischen Funktionen bisher vergleichsweise selten berücksichtigt – zudem sind die Ergebnisse heterogen. Mit einer umfangreichen Literatursuche wurden Studien identifiziert, die die Zusammenhänge von neuropsychologischen Leistungen und aggressiv-dissozialem Verhalten bei Jugendlichen untersuchten. Die Befunde werden differenziert nach Subtypen aggressiv-dissozialen Verhaltens dargestellt (Störung des Sozialverhaltens, physisch-aggressives Verhalten, straffälliges Verhalten und Psychopathie). Insgesamt weisen sie auf die Bedeutung der sprachlichen und exekutiven Funktionen hin. Defizite in diesen Funktionsbereichen sind insbesondere bei früh auftretendem stabilen und gewalttätigen Verhalten nachweisbar. Sprache, exekutive Funktionen und ihr Zusammenspiel werden in ihrer Bedeutung für sozial-kompetentes und aggressiv-dissoziales Verhalten diskutiert und die Ergebnisse werden vor dem Hintergrund der verwendeten Methodik, Einfluss von ADHS und Intelligenz kritisch besprochen. Abschließend werden neuropsychologische Defizite und biosoziale Risikofaktoren in der Entwicklung aggressiv-dissozialen Verhaltens miteinander in Beziehung gesetzt und Schlussfolgerungen für die klinische Praxis dargestellt.
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Affiliation(s)
- Jan Witthöft
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Ute Koglin
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Franz Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
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304
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Podell K, Gifford K, Bougakov D, Goldberg E. Neuropsychological assessment in traumatic brain injury. Psychiatr Clin North Am 2010; 33:855-76. [PMID: 21093682 DOI: 10.1016/j.psc.2010.08.003] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Traumatic brain injury (TBI) is a neurological injury that can affect the cognitive, emotional, psychological, and physical functioning of an individual. The clinical neuropsychologist working with TBI patients must take a holistic approach when assessing and treating the patient and consider the patient in total, including premorbid and post-incident factors, to formulate a comprehensive and accurate picture of the patient. This approach will guide the clinician regarding multiple types of treatment the patient may require.
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Affiliation(s)
- Kenneth Podell
- Division of Neuropsychology, Henry Ford Health System, One Ford Place-1E, Detroit, MI 48322, USA.
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305
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Blaye A, Chevalier N. The role of goal representation in preschoolers' flexibility and inhibition. J Exp Child Psychol 2010; 108:469-83. [PMID: 21122878 DOI: 10.1016/j.jecp.2010.09.006] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2009] [Revised: 09/01/2010] [Accepted: 09/21/2010] [Indexed: 10/18/2022]
Abstract
This study addressed the role of goal representation in preschoolers' inhibition and flexibility performance. A total of 56 4- and 5-year-olds were tested in an adapted version of the Shape School task where the difficulty of goal representation was manipulated by varying the degree of transparency of task cues. The findings showed that both age groups' performance in the flexibility phase was increased when demands on goal representation were alleviated by using transparent cues instead of arbitrary cues. Furthermore, 4-year-olds performed more accurately on go trials in the inhibition phase with transparent cues than with arbitrary cues. These results confirm the critical role of goal representation in flexibility and reveal its influence in inhibition contexts. Altogether, this study suggests that goal representation is a key element for efficient executive function across a variety of settings involving different executive functions.
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Affiliation(s)
- Agnès Blaye
- Laboratoire de Psychologie Cognitive, UMR 6146, Université de Provence, 13331 Marseille, France.
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306
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Rizzo P, Steinhausen HC, Drechsler R. Self-perception of self-regulatory skills in children with attention-deficit/hyperactivity disorder aged 8-10 years. ACTA ACUST UNITED AC 2010; 2:171-83. [PMID: 21432604 DOI: 10.1007/s12402-010-0043-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2010] [Accepted: 10/24/2010] [Indexed: 11/29/2022]
Abstract
Several studies have reported a characteristic "positive illusory bias" in the self-evaluation of children with ADHD. However, results are controversial. The aim of the present study was to investigate whether children with ADHD aged 8 to 10 years can rate their self-regulatory skills accurately when assessed with an age appropriate instrument. Twenty-seven children with ADHD and 27 matched normal control children completed the Self-rating Scale of Self-regulatory Function (SelfReg), a new rating scale that has been specifically designed for this age group. As expected, children with ADHD rated themselves significantly more dysfunctional than control children. In most domains, self-ratings of children with ADHD did not diverge from parent and teacher ratings to a greater extent than self-ratings of control children, although overall results indicated a moderate tendency toward a positive bias. When a cluster analysis based on discrepancies between children's and adults' evaluations was carried out, three groups with different self-rating patterns emerged: A "positive bias" group containing exclusively children with ADHD, a "negative bias" group containing both children with ADHD and control children, and the largest group of accurate self-raters which also included children from both diagnostic groups. It is concluded that overly positive self-judgments are not a ubiquitous finding in ADHD, but may be confined to a specific subgroup of children whose specific characteristics remain to be determined.
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Affiliation(s)
- Patrizia Rizzo
- Department of Child and Adolescent Psychiatry, University of Zurich, Switzerland
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307
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Lagattuta KH, Sayfan L, Monsour M. A new measure for assessing executive function across a wide age range: children and adults find happy-sad more difficult than day-night. Dev Sci 2010; 14:481-9. [PMID: 21477188 DOI: 10.1111/j.1467-7687.2010.00994.x] [Citation(s) in RCA: 63] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Two experiments examined 4- to 11-year-olds' and adults' performance (N = 350) on two variants of a Stroop-like card task: the day-night task (say 'day' when shown a moon and 'night' when shown a sun) and a new happy-sad task (say 'happy' for a sad face and 'sad' for a happy face). Experiment 1 featured colored cartoon drawings. In Experiment 2, the happy-sad task featured photographs, and pictures for both measures were gray scale. All age groups made more errors and took longer to respond to the happy-sad versus the day-night versions. Unlike the day-night task, the happy-sad task did not suffer from ceiling effects, even in adults. The happy-sad task provides a methodological advance for measuring executive function across a wide age range.
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Affiliation(s)
- Kristin Hansen Lagattuta
- Department of Psychology and Center for Mind and Brain, University of California, Davis, CA 95616, USA.
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308
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Executive Functioning Characteristics Associated with ADHD Comorbidity in Adolescents with Disruptive Behavior Disorders. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2010; 39:11-9. [DOI: 10.1007/s10802-010-9449-3] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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309
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Snyder HR, Munakata Y. Becoming self-directed: abstract representations support endogenous flexibility in children. Cognition 2010; 116:155-67. [PMID: 20472227 PMCID: PMC2900525 DOI: 10.1016/j.cognition.2010.04.007] [Citation(s) in RCA: 54] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2009] [Revised: 04/09/2010] [Accepted: 04/19/2010] [Indexed: 11/16/2022]
Abstract
A fundamental part of growing up is going beyond routines. Children become increasingly skilled over the first years of life at actively maintaining goals in the service of flexible behavior, allowing them to break out of habits and switch from one task to another. Their early successes often occur with exogenous (externally-provided) goals, and only later with endogenous (internally-driven) goals--a developmental progression that may reflect the greater demands on selection processes inherent in deciding what to do. Three studies investigated the mechanisms supporting endogenous flexibility, using a verbal fluency task in which children generated members of a category and could decide on their own when to switch from one subcategory to another. Children's verbal fluency related to their performance in a more constrained and well-established switching task (Experiment 1), suggesting that the more complex verbal fluency measure taps the flexibility processes of interest. Children's verbal fluency was also linked to their abstract, categorical representations in both individual difference analyses (Experiment 2) and experimental manipulation (Experiment 3). We interpret these results in terms of the role of abstract representations in reducing selection demands to aid the development of endogenous control.
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Affiliation(s)
- Hannah R Snyder
- Department of Psychology and Neuroscience, University of Colorado at Boulder, Muenzinger D244, 345 UCB, Boulder, CO 80309-0345, United States.
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310
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Ensink K, Mayes LC. The Development of Mentalisation in Children From a Theory of Mind Perspective. PSYCHOANALYTIC INQUIRY 2010. [DOI: 10.1080/07351690903206504] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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311
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Toplak ME, Sorge GB, Benoit A, West RF, Stanovich KE. Decision-making and cognitive abilities: A review of associations between Iowa Gambling Task performance, executive functions, and intelligence. Clin Psychol Rev 2010; 30:562-81. [PMID: 20457481 DOI: 10.1016/j.cpr.2010.04.002] [Citation(s) in RCA: 165] [Impact Index Per Article: 11.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2009] [Revised: 04/01/2010] [Accepted: 04/02/2010] [Indexed: 11/17/2022]
Affiliation(s)
- Maggie E Toplak
- Department of Psychology, LaMarsh Centre for Research on Violence and Conflict Resolution, York University, Canada.
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312
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Drechsler R, Rizzo P, Steinhausen HC. The impact of instruction and response cost on the modulation of response-style in children with ADHD. Behav Brain Funct 2010; 6:31. [PMID: 20525316 PMCID: PMC2901315 DOI: 10.1186/1744-9081-6-31] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2010] [Accepted: 06/04/2010] [Indexed: 11/10/2022] Open
Abstract
Background The present study investigated the impact of divergent instructions and response cost on strategic cognitive control in children with ADHD. Methods Children with ADHD (N = 34), combined subtype, and control children (N = 34) performed a series of self-paced computerized visual search tasks. The tasks varied by verbal instructions: after a baseline task, children were either instructed to work as fast as possible (speed instruction) or as accurately as possible (accuracy instruction). In addition, tasks were performed with and without response cost. Results Both groups modulated latencies and errors according to instructions in a comparable way, except for latency in the accuracy - instruction without response cost, where control children showed a larger increase of response time. Response cost did not affect the modulation of response style in children with ADHD to a larger extent than in controls. However, with instructions group differences related to target criteria became clearly more accentuated compared to baseline but disappeared when response cost was added. Conclusions Delay aversion theory and motivational or state regulation models may account for different aspects of the results. Modifications related to task presentation, such as the emphasis put on different details in the verbal instruction, may lead to divergent results when comparing performances of children with ADHD and control children on a self-paced task.
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Affiliation(s)
- Renate Drechsler
- Department of Child and Adolescent Psychiatry, University of Zurich, Neumuensterallee 9, 8032 Zurich, Switzerland.
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313
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Baker ST, Friedman O, Leslie AM. The Opposites Task: Using General Rules to Test Cognitive Flexibility in Preschoolers. JOURNAL OF COGNITION AND DEVELOPMENT 2010. [DOI: 10.1080/15248371003699944] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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314
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Molfese VJ, Molfese PJ, Molfese DL, Rudasill KM, Armstrong N, Starkey G. Executive Function Skills of 6 to 8 Year Olds: Brain and Behavioral Evidence and Implications for School Achievement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2010; 35:116-125. [PMID: 20798857 DOI: 10.1016/j.cedpsych.2010.03.004] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Academic and social success in school has been linked to children's self-regulation. This study investigated the assessment of the executive function (EF) component of self-regulation using a low-cost, easily administered measure to determine whether scores obtained from the behavioral task would agree with those obtained using a laboratory-based neuropsychological measure of EF skills. The sample included 74 children (37 females; M = 86.2 months) who participated in two assessments of working memory and inhibitory control: Knock-Tap (NEPSY: Korkman, Kirk, and Kemp, 1998), and participation in event-related potential (ERP) testing that included the Directional Stroop Test (Davidson, Cruess, Diamond, O'Craven, & Savoy, 1999). Three main findings emerged. First, children grouped as high versus low performing on the NEPSY Knock-Tap Task were found to performed differently on the more difficult conditions of the DST (the Incongruent and Mixed Conditions), suggesting that the Knock-Tap Task as a low-cost and easy to administer assessment of EF skills may be one way for teachers to identify students with poor inhibitory control skills. Second, children's performance on the DST was strongly related to their ERP responses, adding to evidence that differences in behavioral performance on the DST as a measure of EF skills reflect corresponding differences in brain processing. Finally, differences in brain processing on the DST task also were found when the children were grouped based on Knock-Tap performance. Simple screening procedures can enable teachers to identify children whose distractibility, inattentiveness, or poor attention spans may interfere with classroom learning.
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315
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Röthlisberger M, Neuenschwander R, Michel E, Roebers CM. Exekutive Funktionen: Zugrundeliegende kognitive Prozesse und deren Korrelate bei Kindern im späten Vorschulalter. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2010. [DOI: 10.1026/0049-8637/a000010] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Die Bedeutung der Exekutiven Funktionen im Vorschulalter rückt zunehmend in den Fokus entwicklungspsychologischer Forschungsliteratur. Diese exekutiven Kontrollprozesse sind nicht nur zentral für die kognitive, soziale und motorische Entwicklung der Kinder im späten Vorschulalter, sondern gelten ebenso als bedeutsame Prädiktoren für den Schulerfolg. Die vorliegende Studie versucht auf der Grundlage der Daten von insgesamt 410 Kindern (61–88 Monate) die Frage von Entwicklungsveränderungen und Beziehungsmuster verschiedener Prozesse Exekutiver Funktionen zu klären. Die Befunde sprechen für eine wichtige Entwicklungsphase der Exekutiven Funktionen im späten Vorschulalter und bedeutsame Zusammenhänge zwischen den Exekutiven Funktionen und den Individualfaktoren Sprache, Intelligenz, Motorik und Selbstregulation sowie dem Umweltfaktor sozioökonomischer Status. Kein Zusammenhang wurde allerdings zwischen den Exekutiven Funktionen und der elterlichen Unterstützung bzw. Förderung gefunden. Die Ergebnisse werden bezüglich der Struktur des Konstrukts der Exekutiven Funktionen und hinsichtlich der Relevanz der Exekutiven Funktionen im Rahmen der Entwicklungsvoraussetzungen für die Schulbereitschaft diskutiert.
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316
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Weller JA, Levin IP, Denburg NL. Trajectory of risky decision making for potential gains and losses from ages 5 to 85. JOURNAL OF BEHAVIORAL DECISION MAKING 2010. [DOI: 10.1002/bdm.690] [Citation(s) in RCA: 87] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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317
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Low J. Preschoolers’ Implicit and Explicit False-Belief Understanding: Relations With Complex Syntactical Mastery. Child Dev 2010; 81:597-615. [DOI: 10.1111/j.1467-8624.2009.01418.x] [Citation(s) in RCA: 106] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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318
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Kharitonova M, Chien S, Colunga E, Munakata Y. More than a matter of getting 'unstuck': flexible thinkers use more abstract representations than perseverators. Dev Sci 2009; 12:662-9. [PMID: 19635091 DOI: 10.1111/j.1467-7687.2008.00799.x] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Why do people perseverate, repeating prior behaviours that are no longer appropriate? Many accounts point to isolated deficits in processes such as inhibition or attention. We instead posit a fundamental difference in rule representations: flexible switchers use active representations that rely on later-developing prefrontal cortical areas and are more abstract, whereas perseverators use latent representations that rely on earlier-developing posterior cortical and subcortical areas and are more stimulus-specific. Thus, although switchers and perseverators should apply the rules they use to familiar stimuli equally reliably, perseverators should show unique limitations in generalizing their rules to novel stimuli, a process that requires abstract representations. Two behavioural experiments confirmed this counterintuitive prediction early in development. Three-year-old children sorted cards by one rule, were asked to switch to another rule, and then were asked simply to continue their behaviour, with novel cards. Perseverators applied the rule they were using (the first rule) just as reliably as switchers applied the rule they were using (the second rule) with familiar cards; however, only switchers generalized their rule to novel cards. This finding supports an early link between active representations that support switching and abstract representations that support generalization. We interpret this synergy in terms of prefrontal cortical development.
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Affiliation(s)
- Maria Kharitonova
- Department of Psychology, University of Colorado, Boulder, CO 80309, USA.
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319
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Klein VC, Gaspardo CM, Martinez FE, Grunau RE, Linhares MBM. Pain and distress reactivity and recovery as early predictors of temperament in toddlers born preterm. Early Hum Dev 2009; 85:569-76. [PMID: 19560293 DOI: 10.1016/j.earlhumdev.2009.06.001] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/27/2009] [Revised: 05/11/2009] [Accepted: 06/02/2009] [Indexed: 10/20/2022]
Abstract
BACKGROUND Pain reactivity may reflect underlying mechanisms of constitutional aspects of temperament. AIM To examine whether the neonatal biobehavioral reactivity and recovery responses from pain and distress, as well as the gestational age, the illness severity and the amount of painful procedures undergone the Neonatal Intensive Care Unit (NICU) stay, predict temperament later in toddlerhood, in vulnerable children born preterm. STUDY DESIGN Prospective-longitudinal study. SUBJECTS Twenty-six preterm and very low birth weight infants followed from birth to toddlerhood. OUTCOME MEASURES Illness severity was assessed with the Clinical Risk Index for Babies (CRIB) score. The medical charts were reviewed prospectively for obtaining the amount of pain exposure in NICU. For assessing the behavioral and cardiac reactivity and recovery from pain and distress, the neonates were evaluated during routine blood collection in the NICU in the first 10 days of life. Pain and distress reactivity and recovery was measured using the Neonatal Facial Coding System score, the duration of crying, and the magnitude of average heart rate. At toddlerhood, mothers answered the Early Childhood Behavior Questionnaire. RESULTS Higher biobehavioral reactivity to pain and distress predicted higher temperamental Negative Affect, above and beyond gestational age, illness severity and amount of pain exposure in NICU. However, we did not find a predictive relation between gestational age, CRIB score and number of painful procedures undergone NICU and toddler's temperament. CONCLUSIONS The findings highlight the relevance of the neonatal individual characteristics of reactivity for identifying more vulnerable infants for future problems in biobehavioral regulation.
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Affiliation(s)
- Vivian Caroline Klein
- Department of Neurosciences and Behavior, School of Medicine of Ribeirão Preto, University of São Paulo, Brazil
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320
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Bedard MJ, Joyal CC, Godbout L, Chantal S. Executive Functions and the Obsessive-Compulsive Disorder: On the Importance of Subclinical Symptoms and Other Concomitant Factors. Arch Clin Neuropsychol 2009; 24:585-98. [DOI: 10.1093/arclin/acp052] [Citation(s) in RCA: 42] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023] Open
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321
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Affiliation(s)
- Stephanie M Carlson
- Institute of Child Development, University of Minnesota, Twin Cities, 51 East River Road, Minneapolis, MN 55455, USA.
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322
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Le développement de la flexibilité cognitive chez l’enfant préscolaire : enjeux théoriques. ANNEE PSYCHOLOGIQUE 2009. [DOI: 10.4074/s0003503306004040] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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323
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Séguin JR, Parent S, Tremblay RE, Zelazo PD. Different neurocognitive functions regulating physical aggression and hyperactivity in early childhood. J Child Psychol Psychiatry 2009; 50:679-87. [PMID: 19298475 PMCID: PMC3278400 DOI: 10.1111/j.1469-7610.2008.02030.x] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND There are strong parallels between early childhood and adolescent behavior problems. However, we do not know if behavioral symptoms associate with neurocognitive processes in very young children as they do in older children. METHODS We studied a population-based birth cohort of children (N = 1,950) whose developmental trajectories of physical aggression and hyperactivity were assessed between the ages of 17 and 41 months. We measured the following neurocognitive abilities at 41 months of age: Receptive vocabulary, visuospatial organization, and short-term memory. RESULTS After controlling for other neurocognitive abilities, frequent physical aggression was related specifically to receptive vocabulary deficits (p < .0001) while frequent hyperactivity was related specifically to deficits of visuospatial organization (p < .0001). The pattern of associations was robust despite controls for socioeconomic and perinatal status. CONCLUSIONS The different neurocognitive correlates of physical aggression and hyperactivity problems observed during adolescence are apparent in early childhood. Whereas physical aggression problems are associated with language deficits, hyperactivity problems are related to non-verbal deficits.
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Affiliation(s)
- Jean R Séguin
- Department of psychiatry, University of Montreal, Quebec, Canada.
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324
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Zhou Q, Lengua LJ, Wang Y. The relations of temperament reactivity and effortful control to children's adjustment problems in China and the United States. Dev Psychol 2009; 45:724-39. [PMID: 19413428 PMCID: PMC4080919 DOI: 10.1037/a0013776] [Citation(s) in RCA: 64] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The relations of parents' and teachers' reports of temperament anger-irritability, positive emotionality, and effortful control (attention focusing and inhibitory control) to children's externalizing and internalizing problems were examined in Chinese (N = 382) and U.S. (N = 322) samples of school-age children. Results suggested that in both cultures, low effortful control and high anger-irritability were associated with high externalizing problems, although the relations were stronger in the Chinese sample than in the U.S. sample. Low positive emotionality was associated with high internalizing problems in both cultures. However, high positive emotionality was associated with noncomorbid externalizing problems (teachers' reports) in the Chinese sample but not in the U.S. sample. These findings suggest that there are considerable cross-cultural similarities in the temperament-adjustment associations, although some cross-cultural differences might exist. Implications of the findings for the detection and intervention of adjustment problems in Chinese children are discussed.
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Affiliation(s)
- Qing Zhou
- Department of Psychology, University of California, Berkeley
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Eslinger PJ, Robinson-Long M, Realmuto J, Moll J, deOliveira-Souza R, Tovar-Moll F, Wang J, Yang QX. Developmental frontal lobe imaging in moral judgment: Arthur Benton's enduring influence 60 years later. J Clin Exp Neuropsychol 2009; 31:158-69. [DOI: 10.1080/13803390802298064] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Paul J. Eslinger
- a Department of Neurology , Penn State College of Medicine and Hershey Medical Center , Hershey, PA, USA
- b Department of Neural and Behavioral Sciences , Penn State College of Medicine and Hershey Medical Center , Hershey, PA, USA
- c Department of Pediatrics , Penn State College of Medicine and Hershey Medical Center , Hershey, PA, USA
- d Department of Radiology (Center for NMR Research) , Penn State College of Medicine and Hershey Medical Center , Hershey, PA, USA
| | - Melissa Robinson-Long
- b Department of Neural and Behavioral Sciences , Penn State College of Medicine and Hershey Medical Center , Hershey, PA, USA
| | - Jennifer Realmuto
- a Department of Neurology , Penn State College of Medicine and Hershey Medical Center , Hershey, PA, USA
| | - Jorge Moll
- f Cognitive Neuroscience Unit, LABS-D'Or Hospital Network , Rio de Janeiro, Brazil
| | - Ricardo deOliveira-Souza
- f Cognitive Neuroscience Unit, LABS-D'Or Hospital Network , Rio de Janeiro, Brazil
- g Hospital Universitário Gaffrée e Guinle , Rio de Janeiro, Brazil
| | - Fernanda Tovar-Moll
- f Cognitive Neuroscience Unit, LABS-D'Or Hospital Network , Rio de Janeiro, Brazil
| | - Jianli Wang
- d Department of Radiology (Center for NMR Research) , Penn State College of Medicine and Hershey Medical Center , Hershey, PA, USA
| | - Qing X. Yang
- d Department of Radiology (Center for NMR Research) , Penn State College of Medicine and Hershey Medical Center , Hershey, PA, USA
- e Department of Neurosurgery , Penn State College of Medicine and Hershey Medical Center , Hershey, PA, USA
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326
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Links between Theory of Mind and Executive Function: Towards a More Comprehensive Model. ACTA ACUST UNITED AC 2009. [DOI: 10.2478/s10059-009-0010-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Links between Theory of Mind and Executive Function: Towards a More Comprehensive Model
This paper addresses the problem of relationships between the development of theory of mind (ToM) and executive function (EF). An overview of empirical findings leads to the conclusion that the complex picture of the relations between EF and ToM development may result from the intertwining of different types and levels of reciprocal influences. It is, on the one hand, the level of emergence-type vs. expressive-type influences, and, on the other hand, direct vs. indirect ones. Data from longitudinal and training studies suggest the asymmetry of reciprocal influences between EF and ToM, with the stronger impact of EF on ToM development, which supports the view that EF is a prerequisite of ToM development. A model is proposed that explains how different EF and ToM skills are involved in the specific types and levels of influences. The issue of disentangling in the analysis the different types of reciprocal impacts is also discussed.
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327
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Heilman RM, Miu AC, Benga O. Developmental and Sex-Related Differences in Preschoolers' Affective Decision Making. Child Neuropsychol 2008; 15:73-84. [DOI: 10.1080/09297040802266436] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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328
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Burrage MS, Ponitz CC, McCready EA, Shah P, Sims BC, Jewkes AM, Morrison FJ. Age- and Schooling-Related Effects on Executive Functions in Young Children: A Natural Experiment. Child Neuropsychol 2008; 14:510-24. [DOI: 10.1080/09297040701756917] [Citation(s) in RCA: 57] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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329
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Jarrett MA, Ollendick TH. A conceptual review of the comorbidity of attention-deficit/hyperactivity disorder and anxiety: Implications for future research and practice. Clin Psychol Rev 2008; 28:1266-80. [DOI: 10.1016/j.cpr.2008.05.004] [Citation(s) in RCA: 150] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2007] [Revised: 05/05/2008] [Accepted: 05/09/2008] [Indexed: 10/22/2022]
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331
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Abstract
Advanced inhibitory control skills have been found in bilingual speakers as compared to monolingual controls (Bialystok, 1999). We examined whether this effect is generalized to an unstudied language group (Spanish-English bilingual) and multiple measures of executive function by administering a battery of tasks to 50 kindergarten children drawn from three language groups: native bilinguals, monolinguals (English), and English speakers enrolled in second-language immersion kindergarten. Despite having significantly lower verbal scores and parent education/income level, Spanish-English bilingual children's raw scores did not differ from their peers. After statistically controlling for these factors and age, native bilingual children performed significantly better on the executive function battery than both other groups. Importantly, the relative advantage was significant for tasks that appear to call for managing conflicting attentional demands (Conflict tasks); there was no advantage on impulse-control (Delay tasks). These results advance our understanding of both the generalizability and specificity of the compensatory effects of bilingual experience for children's cognitive development.
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332
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Abstract
The self-ordered pointing test (SOPT; Petrides & Milner, 1982) is a test of non-spatial executive working memory requiring the ability to generate and monitor a sequence of responses. Although used with developmental clinical populations there are few normative data against which to compare atypical performance. Typically developing children (5-11 years) and young adults performed two versions of the SOPT, one using pictures of familiar objects and the other hard-to-verbalise abstract designs. Performance improved with age but the children did not reach adult levels of performance. Participants of all ages found the object condition easier than the abstract condition, suggesting that verbal processes are utilised by the SOPT. However, performance on the task was largely independent from verbal and nonverbal cognitive ability. Overall the results suggest that the SOPT is a sensitive measure of executive working memory.
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Affiliation(s)
- Lucy Cragg
- Department of Experimental Psychology, University of Oxford, UK.
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333
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Knolle-Veentjer S, Huth V, Ferstl R, Aldenhoff JB, Hinze-Selch D. Delay of gratification and executive performance in individuals with schizophrenia: putative role for eating behavior and body weight regulation. J Psychiatr Res 2008; 42:98-105. [PMID: 17126365 DOI: 10.1016/j.jpsychires.2006.10.003] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/01/2006] [Revised: 09/28/2006] [Accepted: 10/02/2006] [Indexed: 10/23/2022]
Abstract
OBJECTIVE Impairment in executive functions and disturbed weight regulation are common features in individuals with schizophrenia on antipsychotics. Still, the clinical management of weight gain, including educational programs, is insufficient. Therefore, we hypothesized that distinct executive impairment is associated with the inability to self-control food intake. METHOD In the present study we investigated the performance in a paradigm analyzing the executive subfunction "delay of gratification" in individuals with schizophrenia (n=29) compared with controls (n=23) and the interrelationship between delay of gratification, overall executive functioning, reported eating behavior and the BMI. We applied a board-game paradigm to operationalize delay of gratification: on designated fields individuals need to decide about a small amount of immediate reinforcement versus double the amount in the end. Appetite and eating behavior were assessed by self-report scales, executive functioning by BADS. RESULTS We found that the patients performed significantly worse in our paradigm and that this is associated with lower executive functioning. However, the interrelationship between all parameters is complex: there is a significant positive correlation between the reported perceived appetite and executive functioning whereas the reported restrained eating behavior, significantly more frequent in patients, is correlated with low executive functioning and high disinhibition in eating situations. CONCLUSIONS We conclude that executive functions are necessary to successfully manage eating behavior. Thus, better understanding of the cognitive mechanisms might help to support the patients more efficiently in their tough job to keep control.
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Affiliation(s)
- Silja Knolle-Veentjer
- Center for Integrative Psychiatry - ZIP Department of Psychiatry and Psychotherapy, Christian-Albrechts University, Niemannsweg 147, D-24105 Kiel, Germany.
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334
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Stifter CA, Putnam S, Jahromi L. Exuberant and inhibited toddlers: stability of temperament and risk for problem behavior. Dev Psychopathol 2008; 20:401-21. [PMID: 18423086 PMCID: PMC3732742 DOI: 10.1017/s0954579408000199] [Citation(s) in RCA: 101] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Temperament, effortful control, and problem behaviors at 4.5 years were assessed in 72 children classified as exuberant, inhibited, and low reactive as 2-year-olds. Exuberant toddlers were more positive, socially responsive to novel persons, less shy, and rated as having more problem behaviors, including externalizing and internalizing behaviors, than other children as preschoolers. Two forms of effortful control, the ability to delay a response and the ability to produce a subdominant response, were associated with fewer externalizing behaviors, whereas expressing more negative affect (relative to positive/neutral affect) when disappointed was related to more internalizing behaviors. Interaction effects implicated high levels of unregulated emotion during disappointment as a risk factor for problem behaviors in exuberant children.
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335
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Huizenga HM, Crone EA, Jansen BJ. Decision-making in healthy children, adolescents and adults explained by the use of increasingly complex proportional reasoning rules. Dev Sci 2007; 10:814-25. [PMID: 17973798 DOI: 10.1111/j.1467-7687.2007.00621.x] [Citation(s) in RCA: 80] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Hilde M Huizenga
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands.
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336
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Hot and cool forms of inhibitory control and externalizing behavior in children of mothers who smoked during pregnancy: an exploratory study. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2007; 36:323-33. [PMID: 17924184 PMCID: PMC2268722 DOI: 10.1007/s10802-007-9180-x] [Citation(s) in RCA: 58] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2007] [Accepted: 08/24/2007] [Indexed: 11/10/2022]
Abstract
This study examined whether children exposed to prenatal smoking show deficits in “hot” and/or “cool” executive functioning (EF). Hot EF is involved in regulation of affect and motivation, whereas cool EF is involved in handling abstract, decontextualized problems. Forty 7 to 9-year-old children (15 exposed to prenatal smoking, 25 non-exposed) performed two computerized tasks. The Sustained Attention Dots (SA-Dots) Task (as a measure of “cool” inhibitory control) requires 400 non-dominant hand and 200 dominant hand responses. Inhibitory control of the prepotent response is required for dominant hand responses. The Delay Frustration Task (DeFT) (as a measure of “hot” inhibitory control) consists of 55 simple maths exercises. On a number of trials delays are introduced before the next question appears on the screen. The extent of response-button pressing during delays indicates frustration-induced inhibitory control. Prenatally exposed children showed poorer inhibitory control in the DeFT than non-exposed children. A dose–response relationship was also observed. In addition, prenatally exposed children had significantly higher (dose-dependent) conduct problem- and hyperactivity-inattention scores. There were no significant group differences in inhibitory control scores from the SA-Dots. These results indicate that children exposed to prenatal smoking are at higher risk of hot but not cool executive function deficits.
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339
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Biological systems and the development of self-regulation: integrating behavior, genetics, and psychophysiology. J Dev Behav Pediatr 2007; 28:409-20. [PMID: 18049327 DOI: 10.1097/dbp.0b013e3181131fc7] [Citation(s) in RCA: 86] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Self-regulation is the ability to control inner states or responses with respect to thoughts, emotions, attention, and performance. As such, it is a critical aspect of development and fundamental to personality and behavioral adjustment. In this review, we focus on attentional, cognitive, and emotional control as we discuss the genetic mechanisms and brain mechanisms that contribute to individual differences in self-regulation. We conclude with a discussion of the implications for deviations in the development of this complex construct and suggestions for future research.
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341
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Russo N, Flanagan T, Iarocci G, Berringer D, Zelazo PD, Burack JA. Deconstructing executive deficits among persons with autism: implications for cognitive neuroscience. Brain Cogn 2007; 65:77-86. [PMID: 17825970 DOI: 10.1016/j.bandc.2006.04.007] [Citation(s) in RCA: 130] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2004] [Revised: 04/03/2006] [Accepted: 04/03/2006] [Indexed: 11/15/2022]
Abstract
Individuals with autism demonstrate impairments on measures of executive function (EF) relative to typically developing comparison participants. EF is comprised of several processes including inhibition, working memory and set shifting that develop throughout the lifespan. Impairments in EF may appear early in development and persist, or may represent a more transient delay which resolves with time. Given the unevenness of the cognitive profile of persons with autism, understanding the development of EF poses methodological challenges. These issues include those related to matching measures and the choice of comparison participants to which the performance of persons with autism will be compared. In the current review, we attempt to break down the processes of inhibition, working memory and set shifting among persons with autism. We propose to do this within a developmental perspective that highlights how matching measures and comparison participants can affect the interpretation of research findings.
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Affiliation(s)
- Natalie Russo
- Department of Educational Psychology, McGill University, Montreal, QC, Canada
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342
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Henderson HA, Wachs TD. Temperament theory and the study of cognition–emotion interactions across development. DEVELOPMENTAL REVIEW 2007. [DOI: 10.1016/j.dr.2007.06.004] [Citation(s) in RCA: 67] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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343
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Zelazo PD. The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children. Nat Protoc 2007; 1:297-301. [PMID: 17406248 DOI: 10.1038/nprot.2006.46] [Citation(s) in RCA: 697] [Impact Index Per Article: 41.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The dimensional change card sort (DCCS) is an easily administered and widely used measure of executive function that is suitable for use with participants across a wide range of ages. In the standard version, children are required to sort a series of bivalent test cards, first according to one dimension (e.g., color), and then according to the other (e.g., shape). Most 3-year-olds perseverate during the post-switch phase, exhibiting a pattern of inflexibility similar to that seen in patients with prefrontal cortical damage. By 5 years of age, most children switch when instructed to do so. Performance on the DCCS provides an index of the development of executive function, and it is impaired in children with disorders such as attention-deficit/hyperactivity disorder (ADHD) and autism. We describe the protocol for the standard version (duration = 5 min) and the more challenging border version (duration = 5 min), which may be used with children as old as 7 years.
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Affiliation(s)
- Philip David Zelazo
- Department of Psychology, University of Toronto, 100 St. George Street, Toronto, Ontario M5S 3G3, Canada.
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344
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Zhou Q, Hofer C, Eisenberg N, Reiser M, Spinrad TL, Fabes RA. The developmental trajectories of attention focusing, attentional and behavioral persistence, and externalizing problems during school-age years. Dev Psychol 2007; 43:369-85. [PMID: 17352545 PMCID: PMC1832154 DOI: 10.1037/0012-1649.43.2.369] [Citation(s) in RCA: 66] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The developmental trajectories of attention focusing (by parents' and teachers' reports) and attentional and behavioral persistence (observed during a laboratory task)--2 indexes of effortful control--and externalizing problems from ages 5 to 10 years were examined for 356 children combined from a pair of 3-wave (2 years apart) longitudinal studies. The authors identified clusters of children with distinct trajectories for these variables and examined the links between the effortful control trajectories and the externalizing problem trajectories. Although attention focusing remained relatively stable, attentional and behavioral persistence continued to show mean-level changes (especially among the children with lower levels of persistence). Children with high and stable trajectories of effortful control tended to exhibit low and stable trajectories of externalizing problems, whereas those with lower and/or less stable trajectories of effortful control showed more elevated and/or fluctuating trajectories of externalizing problems.
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Affiliation(s)
- Qing Zhou
- Department of Psychology, Arizona State University, Tempe, AZ, USA.
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345
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Garon N, Moore C. Awareness and symbol use improves future-oriented decision making in preschoolers. Dev Neuropsychol 2007; 31:39-59. [PMID: 17305437 DOI: 10.1207/s15326942dn3101_3] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
A child version of the Iowa Gambling task was used to explore the development of decision-making during the preschool period in two experiments. One hundred eighty-one children, 3.5 and 4.5 years of age, were asked to choose between a bad deck with higher immediate but lower long-term rewards and a good deck with lower immediate but higher long-term rewards. Experiment 1 explored age differences and the association of the gambling task with a delay of gratification task. Age differences in performance were found, supporting previous findings (Kerr & Zelazo, 2004) of a development difference between 3- and 4-year-old children in future-oriented decision making. Performance on the gambling task was found to be significantly associated with delay of gratification for 3.5-year-old children only. Experiment 2 explored the effect of labeling and symbol use on performance. Although having 4.5-year-old children label decks as good or bad improved their performance on the task, this labeling had no effect on 3.5-year-old childrens performance. However, having 3.5-year-old children place a symbol representing good and bad next to the decks did improve performance, but only for those children who were able to correctly label the decks. These results suggest an interaction between conscious awareness, symbol use, and making advantageous future-oriented decisions during the preschool period.
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Affiliation(s)
- Nancy Garon
- Department of Pediatrics, Dalhousie University, Halifax, Nova Scotia, Canada.
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346
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Garon N, Moore C. Developmental and Gender Differences in Future-Oriented Decision-Making During the Preschool Period. Child Neuropsychol 2007; 13:46-63. [PMID: 17364563 DOI: 10.1080/09297040600762701] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
A child version of the Iowa Gambling task was used to explore the developmental and gender differences in decision making of 4-year-olds (N = 141). The task required children to choose between two decks: a deck with higher immediate rewards and a deck with higher future rewards. Developmental differences between young (4.0-4.5) and older (4.6-4.11) children were found, with older 4-year-olds choosing more from the deck with higher future rewards. Gender differences were found for decision-making strategy. It is suggested that these differences in approaches might account for the pattern of gender differences found in past research.
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Affiliation(s)
- Nancy Garon
- Autism Research Centre, Dalhousie University, Nova Scotia, Canada.
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347
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Ciairano S, Visu-Petra L, Settanni M. Executive inhibitory control and cooperative behavior during early school years: a follow-up study. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2007; 35:335-45. [PMID: 17226093 DOI: 10.1007/s10802-006-9094-z] [Citation(s) in RCA: 60] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2005] [Accepted: 12/22/2006] [Indexed: 10/23/2022]
Abstract
Several links between aspects of executive functioning and the development of social competence have been established. The present study investigates the relation between executive inhibitory control and cooperative/non-cooperative behavior, in an ecological setting, and from a longitudinal perspective. Elementary school children (n=195) of three age groups (7, 9, 11 years, initially) were measured at two consecutive time points, at a one-year interval, with tasks tapping executive inhibitory control (the Stroop test), and social competence (a collaborative puzzle solving task). Executive inhibition was identified as the most influential stable predictor only in the case of non-cooperative behavior and presented strong concurrent relations with both cooperative and non-cooperative behavior at follow-up, even when controlling for previous level of the same behavior. The findings imply the need to consider the important role of executive inhibitory processes in multifactorial models of social competence development and in the refinement of present interventions.
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Affiliation(s)
- Silvia Ciairano
- Department of Psychology, Laboratory of Developmental Psychology, University of Torino, Via Verdi 10, 10124 Turin, Italy.
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348
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Abstract
Changes in executive functioning in the preschool years are recognized as playing a critical role in cognitive and social development, yet comprehensive data and recommendations about measurement of these changes are lacking. The performance of 602 preschool children on several executive function tasks was analyzed and reported as (a) age trends in performance and (b) task difficulty scales at 2, 3, 4, and 5 to 6 years of age. This analysis informs theories of executive function development and offers researchers an evidence-based guide to task selection and design.
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Affiliation(s)
- Stephanie M Carlson
- Department of Psychology, University of Washington, Seattle, WA 98195-1525, USA.
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349
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Affiliation(s)
- Clancy Blair
- Department of Human Development and Family Studies, Pennsylvania State University, University Park, PA 16802, USA.
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