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Inhibitory control within the context of early life poverty and implications for outcomes. Neurosci Biobehav Rev 2022; 140:104778. [PMID: 35843346 DOI: 10.1016/j.neubiorev.2022.104778] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Revised: 07/11/2022] [Accepted: 07/12/2022] [Indexed: 11/24/2022]
Abstract
Early life poverty confers risk for unfavorable outcomes including lower academic achievement, behavioral difficulties, and neurodevelopmental disorders. Disruptions in inhibitory control (IC) have been posed as one mechanism to explain the relationship between early life poverty and deleterious outcomes. There is robust research to suggest that early life poverty is associated with development of poorer IC. Further, poorer IC in children is related to decreased academic achievement and social competence, and increased externalizing and internalizing behavior. There is some parent-report evidence to suggest that IC is a mediator of the relationship between poverty and externalizing behaviors, as well as some limited evidence to suggest that IC is a mediator between poverty and academic achievement. Future work should aim to determine whether early life poverty's relation to IC could be explained by verbal ability which is thought to be central to the development of effective IC. In addition, future neuroimaging work should utilize IC fMRI tasks to identify key neural mechanisms that might contribute to a relationship between early life poverty and IC.
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Sung D, Park B, Kim B, Kim H, Jung KI, Lee SY, Kim BN, Park S, Park MH. Gray Matter Volume in the Developing Frontal Lobe and Its Relationship With Executive Function in Late Childhood and Adolescence: A Community-Based Study. Front Psychiatry 2021; 12:686174. [PMID: 34326786 PMCID: PMC8313766 DOI: 10.3389/fpsyt.2021.686174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Accepted: 06/07/2021] [Indexed: 11/13/2022] Open
Abstract
Background: During late childhood and adolescence, the frontal lobe undergoes critical developmental changes, affecting a wide range of executive functions significantly. Conversely, abnormality in the maturation of the frontal lobe during this period may result in a limited ability to effectively use various executive functions. However, at present, it is still unclear how the structural development of the frontal lobe is associated with different aspects of executive functions during this developmental period. To fill the gap in evidence, we aimed to elucidate gray matter volume (GMV) in the frontal lobe and its relationship with multiple aspects of executive functions in late childhood and adolescence. Methods: We recruited our participants aged between 6 and 17 years to assess GMV in the frontal lobe and its relationship with different domains of executive functions in late childhood and adolescence. We used the voxel-based morphometry-DARTEL procedure to measure GMVs in multiple frontal sub-regions and Stroop test and Advanced Test of Attention (ATA) to measure executive functions. We then conducted partial correlation analyses and performed multiple comparisons with different age and sex groups. Results: Overall, 123 participants took part in our study. We found that many regional GMVs in the frontal lobe were negatively correlated with ATA scores in participants in late childhood and positively correlated with ATA scores in participants in adolescence. Only a few correlations of the GMVs with Stroop test scores were significant in both age groups. Although most of our results did not survive false discovery rate (FDR) correction (i.e., FDR <0.2), considering their novelty, we discussed our results based on uncorrected p-values. Our findings indicate that the frontal sub-regions that were involved in attentional networks may significantly improve during late childhood and become stabilized later in adolescence. Moreover, our findings with the Stroop test may also present the possibility of the later maturation of higher-order executive functioning skills. Conclusion: Although our findings were based on uncorrected p-values, the novelty of our findings may provide better insights into elucidating the maturation of the frontal lobe and its relationship with the development of attention networks in late childhood and adolescence.
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Affiliation(s)
- Dajung Sung
- Department of Psychiatry, College of Medicine, Eunpyeong St. Mary's Hospital, The Catholic University of Korea, Seoul, South Korea
| | - Bumhee Park
- Department of Biomedical Informatics, Ajou University School of Medicine, Suwon, South Korea
- Office of Biostatistics, Ajou Research Institute for Innovative Medicine, Ajou University Medical Center, Suwon, South Korea
| | - Bora Kim
- Department of Psychiatry, College of Medicine, Eunpyeong St. Mary's Hospital, The Catholic University of Korea, Seoul, South Korea
| | - Hayeon Kim
- Department of Psychiatry, College of Medicine, Eunpyeong St. Mary's Hospital, The Catholic University of Korea, Seoul, South Korea
| | - Kyu-In Jung
- Department of Psychiatry, College of Medicine, Eunpyeong St. Mary's Hospital, The Catholic University of Korea, Seoul, South Korea
| | - Seung-Yup Lee
- Department of Psychiatry, College of Medicine, Eunpyeong St. Mary's Hospital, The Catholic University of Korea, Seoul, South Korea
| | - Bung-Nyun Kim
- Department of Psychiatry and Behavioral Science, Seoul National University College of Medicine, Seoul, South Korea
| | - Subin Park
- Department of Research Planning, National Center for Mental Health, Seoul, South Korea
| | - Min-Hyeon Park
- Department of Psychiatry, College of Medicine, Eunpyeong St. Mary's Hospital, The Catholic University of Korea, Seoul, South Korea
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Everatt J, Weeks S, Brooks P. Profiles of strengths and weaknesses in dyslexia and other learning difficulties. DYSLEXIA (CHICHESTER, ENGLAND) 2008; 14:16-41. [PMID: 17659648 DOI: 10.1002/dys.342] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
A total of 83 children with different special educational needs (SEN) assessments were contrasted with a control group (N = 40) without special needs on measures that aimed to identify potential areas of strengths as well as weaknesses in these SEN groups. Carefully selected groups of dyslexics, dyspraxics, children with specific language difficulties, moderate learning disabilities, attention deficits and emotional/behavioural disorders were assessed on measures of literacy, phonological and verbal skills, non-verbal ability, problem behaviour scales and cognitive interference. Scores indicated that individual measures were relatively poor at specifically differentiating one SEN group from the controls and that all SEN groups presented evidence of literacy deficits despite potentially different causes for such acquisition difficulties. For most of the six SEN groups targeted, assessments that considered strengths as well as weaknesses provided a profile that specifically differentiated the group from the controls in contrast to the other SEN groups tested.
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