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Hofstee M, Endendijk J, Huijding J, van der Velde B, Vidal J, Deković M. Maturational changes in frontal EEG alpha and theta activity from infancy into early childhood and the relation with self-regulation in boys and girls. Dev Cogn Neurosci 2024; 70:101445. [PMID: 39332107 DOI: 10.1016/j.dcn.2024.101445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2024] [Revised: 09/05/2024] [Accepted: 09/05/2024] [Indexed: 09/29/2024] Open
Abstract
There is increasing interest in examining the development of frontal EEG power in relation to self-regulation in early childhood. However, the majority of previous studies solely focuses on the brain's alpha rhythm and little is known about the differences between young boys and girls. The aim of the current study was therefore to gain more insight into the neural mechanisms involved in the emergence of self-regulation. The sample consisted of 442 children and data were collected at approximately 5 months, 10 months, and around 3 years of age. Latent growth curve models indicated that,while the neurobiological foundations of self-regulation are established during infancy,it is the maturation of the frontal alpha rhythm that contributes to variations in both observed and parent-reported self-regulation. In addition, it appears that boys might have a greater reliance on external regulation than girls during early childhood, as evident by higher scores of girls on both measures of self-regulation. More insight into the role of external regulators in brain maturation can help to implement interventions aimed at establishing bottom-up self-regulatory skills early in life, in order to provide the necessary foundations for the emergence of top-down self-regulatory skills in the preschool period.
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Affiliation(s)
- Marissa Hofstee
- Department of Clinical Child and Family Studies, Utrecht University, the Netherlands.
| | - Joyce Endendijk
- Department of Clinical Child and Family Studies, Utrecht University, the Netherlands
| | - Jorg Huijding
- Department of Clinical Child and Family Studies, Utrecht University, the Netherlands
| | - Bauke van der Velde
- Department of Experimental Psychology, Helmholtz Institute, Utrecht University, Utrecht, the Netherlands; Department of Developmental Psychology, Utrecht University, Utrecht, the Netherlands
| | - Julie Vidal
- Laboratoire de Psychologie du Développement et de l'Éducation de l'enfant, UMR CNRS 8240, Université Paris Cité, Paris, France
| | - Maja Deković
- Department of Clinical Child and Family Studies, Utrecht University, the Netherlands
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2
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Porter BM, Roe MA, Mitchell ME, Church JA. A longitudinal examination of executive function abilities, attention-deficit/hyperactivity disorder, and puberty in adolescence. Child Dev 2024; 95:1076-1091. [PMID: 38085108 DOI: 10.1111/cdev.14057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Revised: 11/16/2023] [Accepted: 11/25/2023] [Indexed: 07/05/2024]
Abstract
Executive function (EF) abilities have been linked to numerous important life outcomes. We longitudinally characterized EF and attention-deficit/hyperactivity disorder (ADHD) trajectories across adolescence (initial ages 8-19). Utilizing 3 years of annual data in 99 youth collected between years 2016 and 2020 (70.7% White, 40 females), we examined how age, puberty, and ADHD symptom burden related to EF across time. Age and puberty levels interacted to predict EF such that older youth with higher puberty had lower EF. While EF and ADHD significantly predicted each other, cross-lagged panel models revealed that earlier EF predicted later ADHD burden while controlling for baseline ADHD burden, but not vice versa. These findings inform our understanding of the dynamics between EF and mental health in adolescence.
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Affiliation(s)
- Blaire M Porter
- Department of Psychology, The University of Texas at Austin, Austin, Texas, USA
| | - Mary Abbe Roe
- Department of Psychology, The University of Texas at Austin, Austin, Texas, USA
| | - Mackenzie E Mitchell
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Jessica A Church
- Department of Psychology, The University of Texas at Austin, Austin, Texas, USA
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3
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Tan E, Troller-Renfree SV, Morales S, Buzzell GA, McSweeney M, Antúnez M, Fox NA. Theta activity and cognitive functioning: Integrating evidence from resting-state and task-related developmental electroencephalography (EEG) research. Dev Cogn Neurosci 2024; 67:101404. [PMID: 38852382 PMCID: PMC11214181 DOI: 10.1016/j.dcn.2024.101404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Revised: 05/28/2024] [Accepted: 06/06/2024] [Indexed: 06/11/2024] Open
Abstract
The theta band is one of the most prominent frequency bands in the electroencephalography (EEG) power spectrum and presents an interesting paradox: while elevated theta power during resting state is linked to lower cognitive abilities in children and adolescents, increased theta power during cognitive tasks is associated with higher cognitive performance. Why does theta power, measured during resting state versus cognitive tasks, show differential correlations with cognitive functioning? This review provides an integrated account of the functional correlates of theta across different contexts. We first present evidence that higher theta power during resting state is correlated with lower executive functioning, attentional abilities, language skills, and IQ. Next, we review research showing that theta power increases during memory, attention, and cognitive control, and that higher theta power during these processes is correlated with better performance. Finally, we discuss potential explanations for the differential correlations between resting/task-related theta and cognitive functioning, and offer suggestions for future research in this area.
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Affiliation(s)
- Enda Tan
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20740, USA; Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD 20740, USA.
| | | | - Santiago Morales
- Department of Psychology, University of Southern California, CA 90007, USA
| | - George A Buzzell
- Department of Psychology, Florida International University, FL 33199, USA
| | - Marco McSweeney
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20740, USA
| | - Martín Antúnez
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20740, USA
| | - Nathan A Fox
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20740, USA; Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD 20740, USA
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4
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Bradley H, Smith BA, Xiao R. Associations between EEG power and coherence with cognition and early precursors of speech and language development across the first months of life. PLoS One 2024; 19:e0300382. [PMID: 38625991 PMCID: PMC11020796 DOI: 10.1371/journal.pone.0300382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Accepted: 02/26/2024] [Indexed: 04/18/2024] Open
Abstract
The neural processes underpinning cognition and language development in infancy are of great interest. We investigated EEG power and coherence in infancy, as a reflection of underlying cortical function of single brain region and cross-region connectivity, and their relations to cognition and early precursors of speech and language development. EEG recordings were longitudinally collected from 21 infants with typical development between approximately 1 and 7 months. We investigated relative band power at 3-6Hz and 6-9Hz and EEG coherence of these frequency ranges at 25 electrode pairs that cover key brain regions. A correlation analysis was performed to assess the relationship between EEG measurements across frequency bands and brain regions and raw Bayley cognitive and language developmental scores. In the first months of life, relative band power is not correlated with cognitive and language scales. However, 3-6Hz coherence is negatively correlated with receptive language scores between frontoparietal regions, and 6-9Hz coherence is negatively correlated with expressive language scores between frontoparietal regions. The results from this preliminary study contribute to the existing literature on the relationship between electrophysiological development, cognition, and early speech precursors in this age group. Future work should create norm references of early development in these domains that can be compared with infants at risk for neurodevelopmental disabilities.
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Affiliation(s)
- Holly Bradley
- Division of Developmental-Behavioral Pediatrics, Children’s Hospital Los Angeles, Los Angeles, California, United States of America
| | - Beth A. Smith
- Division of Developmental-Behavioral Pediatrics, Children’s Hospital Los Angeles, Los Angeles, California, United States of America
- Developmental Neuroscience and Neurogenetics Program, The Saban Research Institute, Los Angeles, California, United States of America
- Department of Pediatrics, Keck School of Medicine, University of Southern California, Los Angeles, California, United States of America
| | - Ran Xiao
- Center for Data Science, School of Nursing, Emory University, Atlanta, GA, United States of America
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5
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Deng L, He WZ, Zhang QL, Wei L, Dai Y, Liu YQ, Chen ZL, Ren T, Zhang LL, Gong JB, Li F. Caregiver-child interaction as an effective tool for identifying autism spectrum disorder: evidence from EEG analysis. Child Adolesc Psychiatry Ment Health 2023; 17:138. [PMID: 38098032 PMCID: PMC10722789 DOI: 10.1186/s13034-023-00690-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/07/2023] [Accepted: 12/04/2023] [Indexed: 12/17/2023] Open
Abstract
BACKGROUND Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder that affects individuals across their lifespan. Early diagnosis and intervention are crucial for improving outcomes. However, current diagnostic methods are often time-consuming, and costly, making them inaccessible to many families. In the current study, we aim to test caregiver-child interaction as a potential tool for screening children with ASD in clinic. METHODS We enrolled 85 preschool children (Mean age: 4.90 ± 0.65 years, 70.6% male), including ASD children with or without developmental delay (DD), and typical development (TD) children, along with their caregivers. ASD core symptoms were evaluated by Childhood Autism Rating Scale (CARS) and Autism Diagnostic Observation Schedule-Calibrated Severity Scores (ADOS-CSS). Behavioral indicators were derived from video encoding of caregiver-child interaction, including social involvement of children (SIC), interaction time (IT), response of children to social cues (RSC), time for caregiver initiated social interactions (GIS) and time for children initiated social interactions (CIS)). Power spectral density (PSD) values were calculated by EEG signals simultaneously recorded. Partial Pearson correlation analysis was used in both ASD groups to investigate the correlation among behavioral indicators scores and ASD symptom severity and PSD values. Receiver operating characteristic (ROC) analysis was used to describe the discrimination accuracy of behavioral indicators. RESULTS Compared to TD group, both ASD groups demonstrated significant lower scores of SIC, IT, RSC, CIS (all p values < 0.05), and significant higher time for GIS (all p values < 0.01). SIC scores negatively correlated with CARS (p = 0.006) and ADOS-CSS (p = 0.023) in the ASD with DD group. Compared to TD group, PSD values elevated in ASD groups (all p values < 0.05), and was associated with SIC (theta band: p = 0.005; alpha band: p = 0.003) but not IQ levels. SIC was effective in identifying both ASD groups (sensitivity/specificity: ASD children with DD, 76.5%/66.7%; ASD children without DD, 82.6%/82.2%). CONCLUSION Our results verified the behavioral paradigm of caregiver-child interaction as an efficient tool for early ASD screening.
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Affiliation(s)
- Lin Deng
- Department of Developmental and Behavioral Pediatric and Child Primary Care & Ministry of Education, Shanghai Key Laboratory for Children's Environmental Health, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China
| | - Wei-Zhong He
- Academy of Medical Engineering and Translational Medicine, Tianjin University, Tianjin, 300072, China
| | - Qing-Li Zhang
- Ministry of Education - Shanghai Key Laboratory of Children's Environmental Health, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China
| | - Ling Wei
- College of Medical Imaging, Shanghai University of Medicine & Health Science, Shanghai, China
| | - Yuan Dai
- Department of Developmental and Behavioral Pediatric and Child Primary Care & Ministry of Education, Shanghai Key Laboratory for Children's Environmental Health, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China
| | - Yu-Qi Liu
- Department of Developmental and Behavioral Pediatric and Child Primary Care & Ministry of Education, Shanghai Key Laboratory for Children's Environmental Health, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China
| | - Zi-Lin Chen
- Department of Developmental and Behavioral Pediatric and Child Primary Care & Ministry of Education, Shanghai Key Laboratory for Children's Environmental Health, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China
| | - Tai Ren
- Ministry of Education - Shanghai Key Laboratory of Children's Environmental Health, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China
| | - Lin-Li Zhang
- Department of Developmental and Behavioral Pediatric and Child Primary Care & Ministry of Education, Shanghai Key Laboratory for Children's Environmental Health, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China
| | - Jing-Bo Gong
- Shanghai Changning Mental Health Center, Shanghai, 200335, China.
| | - Fei Li
- Department of Developmental and Behavioral Pediatric and Child Primary Care & Ministry of Education, Shanghai Key Laboratory for Children's Environmental Health, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China.
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6
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Léniz-Maturana L, Vilaseca R, Leiva D, Gallardo-Rodríguez R. Positive Parenting and Sociodemographic Factors Related to the Development of Chilean Children Born to Adolescent Mothers. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1778. [PMID: 38002869 PMCID: PMC10670009 DOI: 10.3390/children10111778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Revised: 10/24/2023] [Accepted: 10/30/2023] [Indexed: 11/26/2023]
Abstract
The lack of economic resources has a negative effect on the maternal role of younger mothers. In Chile, the majority of adolescent pregnancies occur in socially and economically vulnerable contexts. The current study aimed to examine the relationship between demographic variables within the family context and parenting behaviors among Chilean adolescent mothers (including affection, responsiveness, encouragement, and teaching). These factors were correlated with communication, problem-solving abilities, and personal-social development in typically developing infants. The study included a sample of 79 Chilean adolescent mother-child dyads with children aged 10 to 24 months. Communication, problem-solving, and personal-social development were assessed using the Ages and Stages Questionnaire-3, along with a demographic information questionnaire. The parenting behaviors mentioned above were observed using the Spanish version of Parenting Interactions with Children: Checklist of Observations Linked to Outcomes. The findings indicated that mothers in employment and those who had not dropped out of school had children with better problem-solving skills. Additionally, children residing with their fathers and female children performed better in communication, problem-solving, and personal-social development. Maternal responsiveness was associated with communication and problem-solving, while maternal encouragement was linked to improved problem-solving skills. Maternal teaching was connected to communication, problem-solving, and personal-social development. The study emphasized the significance of parenting and sociodemographic factors among adolescent mothers and their influence on their children's development.
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Affiliation(s)
- Laura Léniz-Maturana
- Department of Cognition, Development and Educational Psychology, University of Barcelona, 08007 Barcelona, Spain;
| | - Rosa Vilaseca
- Department of Cognition, Development and Educational Psychology, University of Barcelona, 08007 Barcelona, Spain;
| | - David Leiva
- Department of Social Psychology and Quantitative Psychology, University of Barcelona, 08007 Barcelona, Spain;
| | - Rodrigo Gallardo-Rodríguez
- Department of Sport Science and Physical Conditioning, Faculty of Education, Universidad Católica de la Santísima Concepción, Concepción 4070129, Chile;
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7
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Ramos C, Pereira AF, Feher A, Baptista J. How does sensitivity influence early executive function? A critical review on hot and cool processes. Infant Behav Dev 2023; 73:101895. [PMID: 37856950 DOI: 10.1016/j.infbeh.2023.101895] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 09/26/2023] [Accepted: 10/08/2023] [Indexed: 10/21/2023]
Abstract
There is compelling evidence that the quality of caregiver-child interactions during toddlerhood and the preschool years supports the development of executive function (EF) (Bernier et al., 2010; 2015; 2016; Fay-Stammbach et al., 2014; Geeraerts et al., 2021). Based on such findings, we make the case herein that sensitivity may be one of the most important dimensions of parenting contributing to early EF. In the present article, we will review empirical evidence, integrating findings from a wide range of scientific disciplines - cognitive psychology, neuroscience, and developmental psychopathology - and present theoretical ideas about how two contexts of sensitive caregiving - i.e. sensitivity to distress and non-distress cues - may be contributing differently to hot and cool EF development. Implications for future investigations on the environmental contributors of early EF, and its mechanisms, are discussed.
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Affiliation(s)
- Cláudia Ramos
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
| | - Alfredo F Pereira
- NOVA School of Science and Technology, Center of Technology and Systems (UNINOVA-CTS), NOVA University Lisbon.
| | - Amber Feher
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
| | - Joana Baptista
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
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8
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Troller-Renfree SV, Sperber JF, Hart ER, Costanzo MA, Gennetian LA, Meyer JS, Fox NA, Noble KG. Associations between maternal stress and infant resting brain activity among families residing in poverty in the U.S. Biol Psychol 2023; 184:108683. [PMID: 37716521 PMCID: PMC10842437 DOI: 10.1016/j.biopsycho.2023.108683] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 08/30/2023] [Accepted: 09/06/2023] [Indexed: 09/18/2023]
Abstract
Growing evidence suggests that maternal experiences of stress shape children's functional brain activity in the first years of life. Individuals living in poverty are more likely to experience stress from a variety of sources. However, it is unclear how stress is related to resting brain activity among children born into poverty. The present study examines whether infants born into households experiencing poverty show differences in brain activity associated with maternal reports of experiencing stress. The analytic sample comprised 247 mother-infant dyads who completed maternal questionnaires characterizing stress, and for whom recordings of infant resting brain activity were obtained at 1 year of age (M=12.93 months, SD=1.66; 50% female). Mothers (40% Black, non-Hispanic, 40% Hispanic, 12% White, non-Hispanic) who reported higher stress had infants who showed more resting brain activity in the lower end of the frequency spectrum (relative theta power) and less resting brain activity in the middle range of the frequency spectrum (relative alpha power). While statistically detectable at the whole-brain level, follow-up exploratory analyses revealed that these effects were most apparent in electrodes over frontal and parietal regions of the brain. These findings held after adjusting for a variety of potentially confounding variables. Altogether, the present study suggests that, among families experiencing low economic resources, maternal reports of stress are associated with differences in patterns of infant resting brain activity during the first year of life.
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Affiliation(s)
| | | | - Emma R Hart
- Teachers College, Columbia University, New York, NY, USA
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9
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Clayborne ZM, Nilsen W, Torvik FA, Gustavson K, Bekkhus M, Gilman SE, Khandaker GM, Fell DB, Colman I. Positive maternal mental health attenuates the associations between prenatal stress and children's internalizing and externalizing symptoms. Eur Child Adolesc Psychiatry 2023; 32:1781-1794. [PMID: 35567646 PMCID: PMC9659676 DOI: 10.1007/s00787-022-01999-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/12/2021] [Accepted: 04/23/2022] [Indexed: 11/27/2022]
Abstract
Positive maternal mental health can improve perceptions of stressful situations and promote the use of adaptive coping strategies. However, few studies have examined how positive maternal mental health affects children's development. The aims of this study were to examine the associations between positive maternal mental health and children's internalizing and externalizing symptoms, and to ascertain whether positive maternal mental health moderated the associations between prenatal stress and children's internalizing and externalizing symptoms. This study is based on the Norwegian Mother, Father, and Child Cohort Study (MoBa), and comprised 36,584 mother-child dyads. Prenatal stress was assessed using 41 self-reported items measured during pregnancy. Positive maternal mental health (self-efficacy, self-esteem, and enjoyment) was assessed by maternal report during pregnancy and postpartum. Child internalizing and externalizing symptoms were assessed by maternal report at age 5. Structural equation modeling was used for analysis. Maternal self-efficacy, self-esteem, and enjoyment were negatively associated with internalizing and externalizing symptoms in males and females. The association between prenatal stress and internalizing symptoms in males was stronger at low than at high levels of maternal self-esteem and enjoyment, whereas for females, the association was stronger at low than at high levels of maternal self-esteem and self-efficacy. This study provides evidence of associations between positive maternal mental health and children's mental health, and suggests that higher positive maternal mental health may buffer against the impacts of prenatal stress. Positive maternal mental health may represent an important intervention target to improve maternal-child well-being and foster intergenerational resilience.
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Affiliation(s)
- Zahra M Clayborne
- School of Epidemiology and Public Health, University of Ottawa, 600 Peter Morand Crescent, Room 308D, Ottawa, ON, K1G 5Z3, Canada.
- Centre for Fertility and Health, Norwegian Institute of Public Health, Oslo, Norway.
| | - Wendy Nilsen
- Work Research Institute, OsloMet-Oslo Metropolitan University, Oslo, Norway
| | - Fartein Ask Torvik
- Centre for Fertility and Health, Norwegian Institute of Public Health, Oslo, Norway
- PROMENTA Research Centre, Department of Psychology, University of Oslo, Oslo, Norway
| | - Kristin Gustavson
- Department of Psychology, University of Oslo, Oslo, Norway
- Department of Mental Disorders, Norwegian Institute of Public Health, Oslo, Norway
| | - Mona Bekkhus
- PROMENTA Research Centre, Department of Psychology, University of Oslo, Oslo, Norway
| | - Stephen E Gilman
- Social and Behavioral Sciences Branch, Division of Intramural Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Golam M Khandaker
- Department of Psychiatry, University of Cambridge School of Clinical Medicine, Cambridge, UK
- Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, UK
- MRC Integrative Epidemiology Unit, Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
- Centre for Academic Mental Health, Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
| | - Deshayne B Fell
- School of Epidemiology and Public Health, University of Ottawa, 600 Peter Morand Crescent, Room 308D, Ottawa, ON, K1G 5Z3, Canada
- Children's Hospital of Eastern Ontario (CHEO) Research Institute, Ottawa, ON, Canada
| | - Ian Colman
- School of Epidemiology and Public Health, University of Ottawa, 600 Peter Morand Crescent, Room 308D, Ottawa, ON, K1G 5Z3, Canada
- Centre for Fertility and Health, Norwegian Institute of Public Health, Oslo, Norway
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10
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Bruce M, Ermanni B, Bell MA. The longitudinal contributions of child language, negative emotionality, and maternal positive affect on toddler executive functioning development. Infant Behav Dev 2023; 72:101847. [PMID: 37300924 PMCID: PMC10527090 DOI: 10.1016/j.infbeh.2023.101847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 05/10/2023] [Accepted: 06/02/2023] [Indexed: 06/12/2023]
Abstract
Executive functions (EF) develop rapidly across early childhood and play a prominent role in promoting adaptive outcomes later in development. Although the existing literature suggests that the development of early EF is sensitive to the influence of intrinsic and extrinsic factors, limited research has examined the joint contributions of multiple child and contextual factors in infancy/toddlerhood. The purpose of our longitudinal study was therefore to identify early environmental, behavioral, biologically-based factors that influence children's EF outcomes in late toddlerhood. Participants included 409 mother-child dyads (209 girls) and the data was collected across children's first three postnatal years. Parent-report measures were used to assess infant negative affectivity (5-months; IBQ-R) and toddler language (age 2; MCDI), and both maternal positive affect (5-months) and toddler frustration (age 2) were coded during mother-child interaction tasks. A battery of behavioral tasks was used to measure child EF in late toddlerhood (age 3). After controlling for maternal education (a proxy for children's socio-economic environment), path analysis indicated that both infant and maternal affect at 5-months directly predicted toddlers' language skills and frustration expression at age 2. Toddler language (but not frustration) also predicted child performance on multiple EF tasks at age 3. Finally, 5-month infant and maternal affect indirectly predicted age 3 EF via age 2 language. Our results identify language as a mechanism through which children's early caregiving environment influences their EF development. Taken together, these findings illustrate the importance of applying a biopsychosocial perspective to the examination of early childhood EF development.
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Affiliation(s)
- Madeleine Bruce
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA.
| | - Briana Ermanni
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
| | - Martha Ann Bell
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
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11
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Xiao R, Smith B, Bradley H. Associations between EEG power and coherence and cognitive and language development across the first months of life. RESEARCH SQUARE 2023:rs.3.rs-3178892. [PMID: 37577679 PMCID: PMC10418548 DOI: 10.21203/rs.3.rs-3178892/v1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/15/2023]
Abstract
The neural processes underpinning cognition and language development in infancy are of great interest. We investigated EEG power and coherence in infancy, as a reflection of underlying cortical function of single brain region and cross-region connectivity, and their relations to cognition and language development. EEG recordings were longitudinally collected from 21 infants with typical development between 1 and 7 months. We investigated relative band power at theta (3-6Hz) and alpha (6-9Hz) and EEG coherence of these frequency bands at 25 electrode pairs that cover key brain regions. A correlation analysis was performed to assess the relationship between EEG measurements (frequency bands and brain regions) and raw Bayley cognitive and language developmental scores. In the first months of life, relative band power is not correlated with changes in cognitive and language scales. However, theta coherence is negatively correlated with receptive language scores between frontoparietal regions, and alpha coherence is negatively correlated with expressive language scores between frontoparietal regions. The results from this preliminary study are the first steps in identifying potential biomarkers of early cognitive and language development. In future work, we will confirm norm references of early cognitive and language development that can be compared with infants at risk for neurodevelopmental disabilities.
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12
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Wilkinson CL, Pierce LJ, Sideridis G, Wade M, Nelson CA. Associations between EEG trajectories, family income, and cognitive abilities over the first two years of life. Dev Cogn Neurosci 2023; 61:101260. [PMID: 37262938 PMCID: PMC10245106 DOI: 10.1016/j.dcn.2023.101260] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2023] [Revised: 04/23/2023] [Accepted: 05/26/2023] [Indexed: 06/03/2023] Open
Abstract
We sought to characterize developmental trajectories of EEG spectral power over the first 2 years after birth and examine whether family income or maternal education alter those trajectories. We analyzed EEGs (n = 161 infants, 534 EEGs) collected longitudinally between 2 and 24 months of age, and calculated frontal absolute power across 7 canonical frequency bands. For each frequency band, a piecewise growth curve model was fit, resulting in an estimated intercept and two slope parameters from 2 to 9 months and 9-24 months of age. Across 6/7 frequency bands, absolute power significantly increased over age, with steeper slopes in the 2-9 month period compared to 9-24 months. Increased family income, but not maternal education, was associated with higher intercept (2-3 month power) across delta-gamma bands (p range = 0.002-0.04), and reduced change in power between 2 and 9 months of age in lower frequency bands (delta-alpha, p range = 0.01-0.02). There was no significant effect of income on slope between 9 and 24 months. EEG intercept and slope measures did not mediate relationships between income and 24-month verbal and nonverbal development. These results add to growing literature concerning the role of socioeconomic factors in shaping brain trajectories.
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Affiliation(s)
- Carol L Wilkinson
- Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School, Boston, MA 02115, USA.
| | - Lara J Pierce
- Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School, Boston, MA 02115, USA; Department of Psychology, York University, Toronto, Ontario, Canada
| | - Georgios Sideridis
- Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School, Boston, MA 02115, USA
| | - Mark Wade
- Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School, Boston, MA 02115, USA; Department of Applied Psychology and Human Development, University of Toronto, Toronto, Ontario, Canada
| | - Charles A Nelson
- Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School, Boston, MA 02115, USA; Harvard Graduate School of Education, Cambridge, MA 02138, USA
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13
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The direct and indirect effects of parenting behaviors and functional brain network efficiency on self-regulation from infancy to early childhood: A longitudinal mediation model. Infant Behav Dev 2022; 69:101769. [DOI: 10.1016/j.infbeh.2022.101769] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 06/30/2022] [Accepted: 08/31/2022] [Indexed: 11/24/2022]
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14
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Hofstee M, Huijding J, Cuevas K, Deković M. Self-regulation and frontal EEG alpha activity during infancy and early childhood: A multilevel meta-analysis. Dev Sci 2022; 25:e13298. [PMID: 35737962 DOI: 10.1111/desc.13298] [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: 07/15/2021] [Revised: 05/14/2022] [Accepted: 06/03/2022] [Indexed: 01/13/2023]
Abstract
Integrating behavioral and neurophysiological measures has created new and advanced ways to understand the development of self-regulation. Electroencephalography (EEG) has been used to examine how self-regulatory processes are related to frontal alpha power during infancy and early childhood. However, findings across previous studies have been inconsistent. To address this issue, the current meta-analysis synthesized all prior literature examining associations between individual differences in self-regulation and frontal EEG alpha power (baseline and/or task). In total, 23 studies consisting of 1275 participants between 1 month and 6 years of age were included, which yielded 149 effect sizes. Findings of the three-level meta-analytic model demonstrated a non-significant overall association between self-regulation and frontal alpha power. Yet, significant moderating effects were found for self-regulation construct (emotion regulation, effortful control, executive function), self-regulation measurement (behavioral task, computer assessment, lab observation, questionnaire), and children's mean age. Self-regulation was only significantly correlated with frontal alpha power when studies focused on the executive functioning construct. Moreover, the use of behavioral tasks or questionnaires and a higher mean age of the children resulted in small but significant effect size estimates. Higher frontal alpha power values were related to higher order top-down mechanisms of self-regulation, indicating that these mechanisms might become stronger when the frontal cortex is sufficiently developed. The findings of the current meta-analysis highlight the importance of longitudinal analyses and multimethod approaches in future work to reach a more comprehensive understanding of the role of frontal EEG alpha activity in the etiology of individual differences in early self-regulation. RESEARCH HIGHLIGHTS: The first meta-analysis of individual differences in self-regulation and frontal EEG alpha power during infancy and early childhood demonstrated a non-significant overall association. Moderation analyses revealed that variations in frontal alpha power were significantly associated with executive function, but not with effortful control and emotion regulation. Frontal alpha power was related to variations in self-regulation when measured by behavioral tasks and questionnaires, but not via computer assessments and lab observations. The association between individual differences in self-regulation and frontal alpha power becomes significantly stronger with age.
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Affiliation(s)
- Marissa Hofstee
- Department of Clinical Child and Family Studies, Utrecht University, Utrecht, The Netherlands
| | - Jorg Huijding
- Department of Clinical Child and Family Studies, Utrecht University, Utrecht, The Netherlands
| | - Kimberly Cuevas
- Department of Psychological Sciences, University of Connecticut, Connecticut, United States
| | - Maja Deković
- Department of Clinical Child and Family Studies, Utrecht University, Utrecht, The Netherlands
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15
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Foss S, So RP, Petty CR, Waber DP, Wright RJ, Bosquet Enlow M. Effects of Maternal and Child Lifetime Traumatic Stress Exposures, Infant Temperament, and Caregiving Quality on Preschoolers' Executive Functioning. Dev Neuropsychol 2022; 47:327-352. [PMID: 36475997 PMCID: PMC9837737 DOI: 10.1080/87565641.2022.2147180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
We examined effects of maternal and child lifetime traumatic stress exposures, infant temperament, and caregiving quality on parent ratings of preschoolers' executive functioning (EF). Maternal lifetime trauma was associated with preschoolers' EF problems; this association was mediated by greater child trauma exposure. Infant temperament was associated with EF abilities, particularly among females. Among males, infant extraversion/surgency mediated the association of maternal lifetime trauma with poorer child EF. Caregiving quality was negatively associated with maternal and child trauma exposures but did not predict child EF. Findings have implications for interventions to identify children at risk for poor EF and optimize outcomes.
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Affiliation(s)
- Sophie Foss
- Department of Psychiatry and Behavioral Sciences, Boston Children’s Hospital, Boston, Massachusetts, USA
- Department of Psychiatry, Harvard Medical School, Boston, Massachusetts, USA
| | - Rachel P. So
- Department of Psychiatry and Behavioral Sciences, Boston Children’s Hospital, Boston, Massachusetts, USA
- Department of Psychiatry, Harvard Medical School, Boston, Massachusetts, USA
| | - Carter R. Petty
- Institutional Centers for Clinical and Translational Research, Boston Children’s Hospital, Boston, Massachusetts, USA
| | - Deborah P. Waber
- Department of Psychiatry and Behavioral Sciences, Boston Children’s Hospital, Boston, Massachusetts, USA
- Department of Psychiatry, Harvard Medical School, Boston, Massachusetts, USA
| | - Rosalind J. Wright
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, New York, USA
- Department of Pediatrics, Kravis Children’s Hospital, Icahn School of Medicine at Mount Sinai, New York, New York, USA
- Institute for Exposomic Research, Icahn School of Medicine at Mount Sinai, New York, New York, USA
| | - Michelle Bosquet Enlow
- Department of Psychiatry and Behavioral Sciences, Boston Children’s Hospital, Boston, Massachusetts, USA
- Department of Psychiatry, Harvard Medical School, Boston, Massachusetts, USA
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16
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Fernandes C, Santos AF, Fernandes M, Veríssimo M, Santos AJ. Caregivers’ Responses to Children’s Negative Emotions: Associations with Preschoolers’ Executive Functioning. CHILDREN 2022; 9:children9071075. [PMID: 35884059 PMCID: PMC9317396 DOI: 10.3390/children9071075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 07/07/2022] [Accepted: 07/12/2022] [Indexed: 11/16/2022]
Abstract
There is a lack of knowledge regarding the connection between parental emotional responsiveness and children’s executive functioning (EF). This study aimed to explore the relations between caregivers’ reactions to their children’s distress and children’s EF. Mothers of 136 preschoolers reported their reactions to their children’s negative emotions using the Coping with Children’s Negative Emotions Scale. Children’s EF was assessed through the mothers and teachers’ reports using the Behavioral Inventory of Executive Functioning for Preschool Children. Results showed that the mothers’ perceived use of negative emotional regulation responses (i.e., punitive and minimizing reactions) was associated with lower levels of EF in children, as reported by both mothers and teachers. The association between the mothers’ use of positive emotional regulation responses (i.e., problem-focused, emotion-focused, and expressive encouragement reactions) and children’s EF was not significant. Multiple regression analyses revealed that the mothers’ use of negative emotional regulation responses accounted for significant proportions of variance in EF indexes. These findings suggest that parental socialization of emotion could be important for children’s EF. Specifically, caregivers’ negative emotional regulation responses to children’s distress may serve as a risk factor for poorer EF in children. Efforts to improve children’s EF may be more effective when parental emotional responsiveness to their distress is considered.
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17
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Giordano G, Alesi M. Does Physical Activity Improve Inhibition in Kindergarteners? A Pilot Study. Percept Mot Skills 2022; 129:1001-1013. [PMID: 35728573 DOI: 10.1177/00315125221109216] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Substantial empirical evidence supports the positive effects of physical activity (PA) on executive functions, but not all forms of physical activity benefit equally. Among kindergarteners, cognitively-engaging exercise seems to more strongly effect EF than simple exercise. We aimed to investigate several qualitatively different exercise formats on kindergarteners' inhibition. Participants were 75 children (M age = 68.1 months), recruited from 14 classrooms of three kindergarten schools. They were randomly assigned to three groups: control group, free play group (non-cognitively-engaging PA), and an intervention group (cognitively-engaging PA). The intervention group performed 18 sessions of a cognitively engaging PA (tasks requiring movements and inhibitory behavior skills). We assessed "hot" and "cool" aspects of inhibition using the Day-Night Stroop test, Head-Shoulders-Knees-Toes, Gift Wrap, and Snack Delay. We found that the intervention group obtained a more consistent performance improvement on post-test measures of hot and cool inhibition than did the free play group.
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Affiliation(s)
- Giulia Giordano
- Department of Psychology, Educational Sciences and Human Movement, 18998University of Palermo, Palermo, Italy
| | - Marianna Alesi
- Department of Psychology, Educational Sciences and Human Movement, 18998University of Palermo, Palermo, Italy
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18
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The interplay of maternal sensitivity and infant temperament and attention in predicting toddlers' executive function: A two-year longitudinal study. ACTA PSYCHOLOGICA SINICA 2022. [DOI: 10.3724/sp.j.1041.2022.00141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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19
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Context matters: Cortical rhythms in infants across baseline and play. Infant Behav Dev 2021; 66:101665. [PMID: 34823054 DOI: 10.1016/j.infbeh.2021.101665] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2021] [Revised: 11/07/2021] [Accepted: 11/08/2021] [Indexed: 11/23/2022]
Abstract
This study uses electroencephalography (EEG) to examine infants' cortical activity during baseline while they watched a dynamic audiovisual display and while engaged in play with an object and parent. Fifty-five 6- to 12-month-old infants participated in both baseline and play with their mother. We hypothesized that the baseline task recruits relatively more exogenous attention due to the dynamic audiovisual task, while the play task recruits relatively more endogenous attention when exploring the toy. We expected higher frontal theta and alpha power during play, reflecting higher endogenous control of attention compared to the baseline task. We expected the faster rhythms, beta and gamma, to have higher power during baseline at frontal locations, reflecting the salient attention-grabbing (exogenous) attributes of the baseline task in comparison to play. We also examined changes in parietal power between contexts. Our results were consistent with the expectations. Theta (3-6 Hz) and alpha (6-9 Hz) power were higher at frontal sites (Fp1/Fp2) during play relative to baseline. Beta (9-30 Hz) and gamma (30-50 Hz) power were higher at frontal (Fp1/Fp2) and frontal medial sites (F3/F4) during baseline relative to play. Alpha power was higher during baseline at frontal medial sites (F3/F4) relative to play. Beta and gamma power was higher during play at parietal sites (P3/P4). The results are discussed in terms of the potential role of different cortical rhythms over the scalp as they respond to relative endogenous and exogenous attentional demands.
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20
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Ilyka D, Johnson MH, Lloyd-Fox S. Infant social interactions and brain development: A systematic review. Neurosci Biobehav Rev 2021; 130:448-469. [PMID: 34506843 PMCID: PMC8522805 DOI: 10.1016/j.neubiorev.2021.09.001] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Revised: 08/31/2021] [Accepted: 09/01/2021] [Indexed: 01/21/2023]
Abstract
Associations between caregiver-infant behaviours during social interactions and brain development outcomes were investigated. Caregivers' and infants' behaviours in interactions related to children’s structural, functional and connectivity measures. Concurrent associations between behavioural and brain measures were apparent as early as three months postnatally. Long-term associations between behaviours in early interactions and brain development outcomes were observed decades later. Individual differences in early interactions and associated brain development is an important avenue for further research.
From birth, interactions with others are an integral part of a person’s daily life. In infancy, social exchanges are thought to be critical for optimal brain development. This systematic review explores this association by drawing together infant studies that relate adult-infant behaviours – coded from their social interactions - to children’s brain measures collected during a neuroimaging session in infancy, childhood, adolescence or adulthood. In total, we identified 55 studies that explored associations between infants’ social interactions and neural measures. These studies show that several aspects of caregiver-infant behaviours are associated with, or predict, a variety of neural responses in infants, children and adolescents. The presence of both concurrent and long-term associations - some of which are first observed just a few months postnatally and extend into adulthood - open an important research avenue and motivate further longitudinal studies.
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Affiliation(s)
- Dianna Ilyka
- Department of Psychology, University of Cambridge, United Kingdom.
| | - Mark H Johnson
- Department of Psychology, University of Cambridge, United Kingdom
| | - Sarah Lloyd-Fox
- Department of Psychology, University of Cambridge, United Kingdom
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21
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Cai D, Deng M, Yu J, Nan W, Leung AWS. The relationship of resting-state EEG oscillations to executive functions in middle childhood. Int J Psychophysiol 2021; 164:64-70. [PMID: 33647382 DOI: 10.1016/j.ijpsycho.2021.02.021] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2020] [Revised: 02/17/2021] [Accepted: 02/24/2021] [Indexed: 12/20/2022]
Abstract
Executive functions (EFs) play important roles in children's development, but their neural mechanisms are rarely investigated, especially for the different components of EFs in middle childhood. Therefore, this study aimed to explore the links between resting-state EEG in the frontal scalp region and EFs in children aged 7-9 years. Fifty-nine typically developing children from the second and third grades performed two core EF tasks, i.e., inhibition and working memory, and a high-level EF task, i.e., planning, followed by the recording of EEG signals during eyes-open and eyes-closed resting states. The results showed that distinct EEG activities in the frontal scalp region predicted different EF components. More specifically, after controlling for age and verbal ability, alpha to theta power ratio (ATR) and beta to theta power ratio (BTR) during the eyes-open resting state positively predicted inhibition, and beta to theta power ratio (BTR) during the eyes-open resting state positively predicted planning. However, we did not find any EEG features related to working memory. Our results contributed to the understanding of inter-individual differences in EFs and provided insights into the regulation of corresponding EEG activities through EEG neurofeedback for enhancing children's EFs.
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Affiliation(s)
- Dan Cai
- Department of Psychology, Shanghai Normal University, Shanghai, China
| | - Meiqi Deng
- Department of Psychology, Shanghai Normal University, Shanghai, China; School of Foreign Languages in Tourism, Shanghai Institute of Tourism, Shanghai, China
| | - Jiancheng Yu
- Department of Psychology, Shanghai Normal University, Shanghai, China; Office of Undergraduate Affairs, Shanghai University of Electric Power, Shanghai, China
| | - Wenya Nan
- Department of Psychology, Shanghai Normal University, Shanghai, China.
| | - Ada W S Leung
- Department of Occupational Therapy, University of Alberta, Edmonton, Canada; Neuroscience and Mental Health Institute, University of Alberta, Edmonton, Canada.
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22
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Zhang Q, Hu Y, Dong X, Feng X. Clinical significance of electroencephalography power spectrum density and functional connection analysis in neonates with hypoxic-ischemic encephalopathy. Int J Dev Neurosci 2020; 81:142-150. [PMID: 33354792 DOI: 10.1002/jdn.10083] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2020] [Revised: 12/16/2020] [Accepted: 12/18/2020] [Indexed: 11/10/2022] Open
Abstract
OBJECTIVE To investigate the effects of electroencephalography (EEG) power and functional connectivity analysis on cerebral cortex function in neonates with hypoxic-ischemic encephalopathy (HIE), and to identify the neurobiological indicators of neural development in HIE. METHODS We recruited 20 mild HIE neonates, 15 moderate HIE neonates, and 30 controls. EEG was performed about 72 hr after birth. The power spectral density (PSD) and imaginary part of coherency (ICOH) were analyzed. Gesell developmental schedule (GDS) was used to evaluate the neural development in the mild and moderate HIE groups at 1 year of age, and the correlation between the quantitative EEG results and the state of neural development was analyzed. RESULTS Compared with the controls, FP1, FP2, C3, C4, Fz, Cz, Pz , F3, and P4 of moderate HIE neonates showed that the PSD of theta, alpha and beta bands decreased significantly. In terms of the mean whole-brain PSD, the moderate HIE group showed a significant decrease in all frequency bands. ICOH of the moderate HIE group showed that functional connectivity was significantly less than that in the controls mainly in the delta band, and the functional connectivity of the delta, theta, alpha1, and alpha2 bands was markedly reduced compared with the mild HIE. GDS test at 1 year old showed that two infants in the moderate HIE group had suspected neurological delay in gross motor and language. The developmental quotient(DQ) of gross motor, language, and personal-social ability in the moderate HIE group were significantly lower than in the mild HIE group. And there was a significant positive correlation between PSD in each EEG frequency band and GDS score in the moderate HIE group. CONCLUSION PSD and ICOH can be used to evaluate brain function. PSD can detect the delayed neurological development in infants with moderate HIE, and can be a neurobiomarker of brain development in HIE.
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Affiliation(s)
- Qinfen Zhang
- Neonatology Department, Children's Hospital of Soochow University, Suzhou, China.,Neonatology Department, Affiliated Changzhou Children's Hospital of Nantong University, Changzhou, China
| | - Yongsu Hu
- Medical College, Nantong University, Nantong, China
| | - Xuan Dong
- Neonatology Department, Affiliated Changzhou Children's Hospital of Nantong University, Changzhou, China
| | - Xing Feng
- Neonatology Department, Children's Hospital of Soochow University, Suzhou, China
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23
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Whedon M, Perry NB, Bell MA. Relations between frontal EEG maturation and inhibitory control in preschool in the prediction of children's early academic skills. Brain Cogn 2020; 146:105636. [PMID: 33197766 PMCID: PMC7754531 DOI: 10.1016/j.bandc.2020.105636] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 10/15/2020] [Accepted: 10/19/2020] [Indexed: 02/08/2023]
Abstract
Maturation of the prefrontal cortex (PFC) across the first few years of life is thought to underlie the emergence of inhibitory control (IC) abilities, which may play an important role in children's early academic success. In this growth curve modeling study (N = 364), we assessed developmental change in children's resting-state electroencephalogram (EEG) activity (6-9 Hz 'alpha' power) from 10 months to 4 years and examined whether the initial levels or amount of change in frontal alpha power were associated with children's IC at age 4 and indirectly academic skills at age 6. Results indicated that greater increases in frontal alpha power across the study period were associated with better IC, and indirectly with better performance on Woodcock-Johnson tests of reading and math achievement at age 6. Similar associations between change in EEG and age 4 vocabulary were observed but did not mediate an association with academic skills. Similar analyses with posterior alpha power showed no associations with IC. Findings underscore the significance of frontal lobe maturation from infancy to early childhood for children's intellectual development.
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Affiliation(s)
- Margaret Whedon
- Department of Psychology, The Pennsylvania State University, United States.
| | - Nicole B Perry
- Department of Human Development and Family Sciences, University of Texas at Austin, United States
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24
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Konowałek Ł, Wolańczyk T. Attachment and Executive Functions in ADHD Symptomatology-Independent Inputs or an Interaction? Brain Sci 2020; 10:E765. [PMID: 33105710 PMCID: PMC7690371 DOI: 10.3390/brainsci10110765] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Revised: 10/12/2020] [Accepted: 10/20/2020] [Indexed: 11/20/2022] Open
Abstract
Despite a multitude of research on executive functions and attachment in Attention Deficit Hyperactivity Disorder (ADHD), a synthetic approach to the matter seems to have been lacking. In this review, we attempt to check the available data against two hypotheses: (1) executive functions and attachment influence ADHD symptoms independently; (2) executive functions and attachment interact to produce ADHD symptoms. We found no evidence falsifying the former hypothesis and some evidence to refute the latter. Limitations of current study approaches and suggestions for further research are discussed. Specifically, we propose an attachment representation, rather than attachment style, approach to measuring the mediation thereof between executive dysfunctions and ADHD.
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Affiliation(s)
- Łukasz Konowałek
- Department of Child and Adolescent Psychiatry, Medical University of Warsaw, Żwirki i Wigury 61, 02-091 Warszawa, Poland;
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25
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Gandotra A, Cserjesi R, Bizonics R, Kotyuk E. Age differences in executive functions among Hungarian preschoolers. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1825289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Aditi Gandotra
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- MTA-ELTE Lendület Adaptation Research Group, Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Renata Cserjesi
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Róbert Bizonics
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Eszter Kotyuk
- MTA-ELTE Lendület Adaptation Research Group, Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
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26
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Vink M, Gladwin TE, Geeraerts S, Pas P, Bos D, Hofstee M, Durston S, Vollebergh W. Towards an integrated account of the development of self-regulation from a neurocognitive perspective: A framework for current and future longitudinal multi-modal investigations. Dev Cogn Neurosci 2020; 45:100829. [PMID: 32738778 PMCID: PMC7394770 DOI: 10.1016/j.dcn.2020.100829] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2019] [Revised: 07/10/2020] [Accepted: 07/23/2020] [Indexed: 12/27/2022] Open
Abstract
Self-regulation is the ability to monitor and modulate emotions, behaviour, and cognition in order to adapt to changing circumstances. Developing adequate self-regulation is associated with better social coping and higher educational achievement later in life; poor self-regulation has been linked to a variety of detrimental developmental outcomes. Here, we focus on the development of neurocognitive processes essential for self-regulation. We outline a conceptual framework emphasizing that this is inherently an integrated, dynamic process involving interactions between brain maturation, child characteristics (genetic makeup, temperament, and pre- and perinatal factors) and environmental factors (family characteristics, parents and siblings, peers, and broader societal influences including media development). We introduce the Consortium of Individual Development (CID), which combines a series of integrated large-scale, multi-modal, longitudinal studies to take essential steps towards the ultimate goal of understanding and supporting this process.
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Affiliation(s)
- Matthijs Vink
- Experimental Psychology, Helmholtz Institute, Utrecht University, Utrecht, the Netherlands; Developmental Psychology, Utrecht University, Utrecht, the Netherlands; UMC Utrecht Brain Center, University Medical Centre Utrecht, Utrecht University, Utrecht, the Netherlands.
| | - Thomas Edward Gladwin
- Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, the Netherlands; Institute for Lifecourse Development, University of Greenwich, London, UK
| | - Sanne Geeraerts
- Department of Child and Adolescent Studies, Utrecht University, Utrecht, the Netherlands
| | - Pascal Pas
- UMC Utrecht Brain Center, University Medical Centre Utrecht, Utrecht University, Utrecht, the Netherlands
| | - Dienke Bos
- UMC Utrecht Brain Center, University Medical Centre Utrecht, Utrecht University, Utrecht, the Netherlands
| | - Marissa Hofstee
- Department of Child and Adolescent Studies, Utrecht University, Utrecht, the Netherlands
| | - Sarah Durston
- UMC Utrecht Brain Center, University Medical Centre Utrecht, Utrecht University, Utrecht, the Netherlands
| | - Wilma Vollebergh
- Department of Interdisciplinary Social Science, Utrecht University, Utrecht, the Netherlands
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27
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Phua DY, Kee MZL, Meaney MJ. Positive Maternal Mental Health, Parenting, and Child Development. Biol Psychiatry 2020; 87:328-337. [PMID: 31839213 DOI: 10.1016/j.biopsych.2019.09.028] [Citation(s) in RCA: 47] [Impact Index Per Article: 11.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/01/2019] [Revised: 09/17/2019] [Accepted: 09/19/2019] [Indexed: 12/23/2022]
Abstract
While maternal mental health is an important influence on child development, the existing literature focuses primarily on negative aspects of maternal mental health, particularly symptoms of depression, anxiety, or states of distress. We provide a review of the evidence on the potential importance of positive mental health for both mother and child. The evidence suggests that positive mental health is a distinct construct that is associated with improved birth outcomes and potentially with specific forms of parenting that promote both academic achievement and socioemotional function. We review studies that provide a plausible biological basis for the link between positive mental health and parenting, focusing on oxytocin-dopamine interactions. We caution that the evidence is largely preliminary and suggest directions for future research, noting the importance of identifying the operative dimensions of positive maternal mental health in relation to specific outcomes. We suggest that the inclusion of positive maternal mental health provides the potential for a more comprehensive understanding of parental influences on child development.
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Affiliation(s)
- Desiree Y Phua
- Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research, Singapore
| | - Michelle Z L Kee
- Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research, Singapore
| | - Michael J Meaney
- Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research, Singapore; Department of Pediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Department of Psychiatry, Douglas Mental Health University Institute, McGill University, Montreal, Quebec, Canada; Sackler Program for Epigenetics and Psychobiology, McGill University, Montreal, Quebec, Canada.
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28
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Hendry A, Johnson MH, Holmboe K. Early Development of Visual Attention: Change, Stability, and Longitudinal Associations. ACTA ACUST UNITED AC 2019. [DOI: 10.1146/annurev-devpsych-121318-085114] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Visual attention is a basic mechanism of information gathering and environment selection and consequently plays a fundamental role in influencing developmental trajectories. Here, we highlight evidence for predictive associations from early visual attention to emotion regulation, executive function, language and broader cognitive ability, mathematics and literacy skills, and neurodevelopmental conditions. Development of visual attention is also multifaceted and nonlinear. In daily life, core functions such as orienting, selective filtering, and processing of visual inputs are intertwined and influenced by many other cognitive components. Furthermore, the demands of an attention task vary according to the experience, motivation, and cognitive and physical constraints of participants, while the mechanisms underlying performance may change with development. Thus, markers of attention may need to be interpreted differently across development and between populations. We summarize research that has combined multiple measurements and techniques to further our understanding of visual attention development and highlight possibilities for the future.
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Affiliation(s)
- Alexandra Hendry
- Department of Experimental Psychology, University of Oxford, Oxford OX2 6GG, United Kingdom;,
| | - Mark H. Johnson
- Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Karla Holmboe
- Department of Experimental Psychology, University of Oxford, Oxford OX2 6GG, United Kingdom;,
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Broomell APR, Smith CL, Calkins SD, Bell MA. Context of Maternal Intrusiveness During Infancy and Associations with Preschool Executive Function. INFANT AND CHILD DEVELOPMENT 2019; 29. [PMID: 32704238 DOI: 10.1002/icd.2162] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
The relation between maternal behavior and neurocognitive development is complex and may depend on the task context. We examined 5-month-old infant frontal EEG, maternal intrusiveness (MI) evaluated during two play contexts at 5 and 10 months, and a battery of executive function (EF) tasks completed at 48 months to evaluate if MI during infancy and infant neural function interacted to predict later cognition. Infant frontal EEG was a predictor of 4-year EF. MI during structured play at both 5 and 10 months predicted preschool EF, and MI during unstructured did not have a main effect on EF but showed a potential moderating effect of infant EEG on later EF. The pattern changed between ages, with MI during structured play at 5 months showing a positive association with age 4 EF, whereas MI during structured play at 10 months had a negative association with age 4 EF. We demonstrate differences in the context of maternal behavior used to predict childhood EF, highlighting the importance of considering parenting context in EF development.
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Perone S, Gartstein MA. Relations between dynamics of parent-infant interactions and baseline EEG functional connectivity. Infant Behav Dev 2019; 57:101344. [DOI: 10.1016/j.infbeh.2019.101344] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2019] [Revised: 06/19/2019] [Accepted: 07/24/2019] [Indexed: 01/04/2023]
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Traverso L, Viterbori P, Usai MC. Effectiveness of an Executive Function Training in Italian Preschool Educational Services and Far Transfer Effects to Pre-academic Skills. Front Psychol 2019; 10:2053. [PMID: 31551885 PMCID: PMC6748352 DOI: 10.3389/fpsyg.2019.02053] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2019] [Accepted: 08/23/2019] [Indexed: 11/21/2022] Open
Abstract
In this study we examine the effectiveness and far transfer effects of a training that was found to be effective in promoting Executive Function (EF) in a sample of 5-year-old children (Traverso et al., 2015). By contrast with Traverso et al. (2015), the intervention was administered by regular teachers to verify its ecological validity. Far transfer was assessed by evaluating the training effects on pre-academic skills. 126 children attending the last year of Italian preschool educational services took part in the study (mainly 5-year-old children). Pre- and post-test assessments were conducted using a large EF and pre-academic skill task battery. The results indicate that the experimental group outperformed the control group in an interference suppression composite score. Moreover, significant far transfer effects to pre-academic skills in literacy domain were found. In addition, we found that the improvement in the pre academic skills (in both literacy and math domains) was mediated by the improvement in the interference suppression score. The results suggest the possibility that this intervention, which may be easily implemented in the context of educational services, can promote EF during the preschool period before entry to primary school.
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Affiliation(s)
- Laura Traverso
- Department of Education Sciences, University of Genoa, Genoa, Italy
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Spruijt AM, Dekker MC, Ziermans TB, Swaab H. Educating parents to improve parent-child interactions: Fostering the development of attentional control and executive functioning. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90 Suppl 1:158-175. [PMID: 31392719 PMCID: PMC7380015 DOI: 10.1111/bjep.12312] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2018] [Revised: 07/01/2019] [Indexed: 11/28/2022]
Abstract
Background Parent–child interaction is essential in the development of attentional control (AC) and executive functioning (EF). Educating parents in AC and EF development may help them to respond more adaptively to their child's developmental needs. Aim This study aimed to investigate whether parents can be educated to improve interactions with their child through a compact psycho‐educational programme that focuses on fostering the development of AC and EF. Sample Parents and their children in a low‐risk sample of four‐ to eight‐year‐olds were randomly assigned to either the educational programme condition (N = 34) or the control condition (N = 36). Methods Parental supportive presence and intrusiveness were observed during home visits, and children's performance‐based AC and EF were assessed before and after the four‐session programme. Result Parents in the educational programme improved significantly in support (ηp2 = .19) and intrusiveness (ηp2 = .09) compared to controls. There was no short‐term programme mediation effect on child AC and EF through parental support and intrusiveness. This study showed, however, that parents who improved after the educational programme had children who improved on AC and EF. Conclusion Parent–child interaction can be enhanced in a low‐risk sample of four‐ to eight‐year‐olds using a compact educational group programme within the school community. Future studies should aim at examining variations in programme responsiveness and assessing associations between parent–child interaction and AC and EF over time.
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Affiliation(s)
- Andrea M Spruijt
- Department of Clinical Child and Adolescent Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - Marielle C Dekker
- Department of Clinical Child and Adolescent Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, The Netherlands
| | - Tim B Ziermans
- Department of Clinical Child and Adolescent Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, The Netherlands.,Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
| | - Hanna Swaab
- Department of Clinical Child and Adolescent Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
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Perone S, Gartstein MA. Mapping cortical rhythms to infant behavioral tendencies via baseline EEG and parent‐report. Dev Psychobiol 2019; 61:815-823. [DOI: 10.1002/dev.21867] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2018] [Revised: 04/15/2019] [Accepted: 04/16/2019] [Indexed: 11/07/2022]
Affiliation(s)
- Sammy Perone
- Department of Human Development Washington State University Pullman Washington
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Kraybill JH, Kim-Spoon J, Bell MA. Infant Attention and Age 3 Executive Function. THE YALE JOURNAL OF BIOLOGY AND MEDICINE 2019; 92:3-11. [PMID: 30923468 PMCID: PMC6430162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Executive function (EF) abilities refer to higher order cognitive processes necessary to consciously and deliberately persist in a task and are associated with a variety of important developmental outcomes. Attention is believed to support the development and deployment of EF. Although preschool EF and attentional abilities are concurrently linked, much less is known about the longitudinal association between infant attentional abilities and preschool EF. The current study investigated the impact of infant attention orienting behavior on preschool EF. Maternal report and laboratory measures of infant attention were gathered on 114 infants who were 5 months old; performance on four different EF tasks was measured when these same children were 3 years old. Infant attention skills were significantly related to preschool EF, even after controlling for age 3 verbal intelligence. These findings indicate that infant attention may indeed serve as an early marker of later EF. Given the significant developmental outcomes associated with EF, understanding the foundational factors associated with EF is necessary for both theoretical and practical purposes.
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Anderson AJ, Perone S. Developmental change in the resting state electroencephalogram: Insights into cognition and the brain. Brain Cogn 2018; 126:40-52. [DOI: 10.1016/j.bandc.2018.08.001] [Citation(s) in RCA: 60] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2018] [Revised: 07/29/2018] [Accepted: 08/01/2018] [Indexed: 01/14/2023]
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Weiss SM, Meltzoff AN, Marshall PJ. Neural measures of anticipatory bodily attention in children: Relations with executive function. Dev Cogn Neurosci 2018; 34:148-158. [PMID: 30448644 PMCID: PMC6969295 DOI: 10.1016/j.dcn.2018.08.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2018] [Revised: 08/20/2018] [Accepted: 08/21/2018] [Indexed: 12/26/2022] Open
Abstract
The ability to selectively direct attention to a certain location or modality is a key neurocognitive skill. One important facet of selective attention is anticipation, a foundational biological construct that bridges basic perceptual processes and higher-order cognition. The current study focuses on the neural correlates of bodily anticipation in 6- to 8-year-old children using a task involving tactile stimulation. Electroencephalographic (EEG) activity over sensorimotor cortex was measured after a visual cue directed children to monitor their right or left hand in anticipation of tactile stimulation. Prior to delivery of the tactile stimulus, a regionally-specific desynchronization of the alpha-range mu rhythm occurred over central electrode sites (C3/C4) contralateral to the cue direction. The magnitude of anticipatory mu rhythm desynchronization was associated with children's performance on two executive function tasks (Flanker and Card Sort). We suggest that anticipatory mu desynchronization has utility as a specific neural marker of attention focusing in young children, which in turn may be implicated in the development of executive function.
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Affiliation(s)
- Staci Meredith Weiss
- Department of Psychology, Temple University, 1701 N. 13th Street, Philadelphia, PA, 19122, USA.
| | - Andrew N Meltzoff
- Institute for Learning & Brain Sciences, University of Washington, Box 357988, Seattle, WA 98195,USA
| | - Peter J Marshall
- Department of Psychology, Temple University, 1701 N. 13th Street, Philadelphia, PA, 19122, USA
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Lam CB, Chung KKH, Li X. Parental Warmth and Hostility and Child Executive Function Problems: A Longitudinal Study of Chinese Families. Front Psychol 2018; 9:1063. [PMID: 30022960 PMCID: PMC6040216 DOI: 10.3389/fpsyg.2018.01063] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2017] [Accepted: 06/06/2018] [Indexed: 11/13/2022] Open
Abstract
This study examined the longitudinal associations of maternal and paternal warmth and hostility with child executive function problems. Data were collected for two consecutive years from 333 kindergarten children who resided in Hong Kong, China, as well as their mothers, fathers, and class teachers. At Time 1, the average age of children was 57.73 months, and 56% of them were girls. At Time 1, mothers and fathers rated their own parenting practices with their children. At Times 1 and 2, class teachers rated children’s problems in three aspects of executive functions, including updating/working memory, inhibition, and shifting/cognitive flexibility. As control variables, at Time 1, parents provided information on child and family demographic factors, and children completed verbal ability tasks. Multilevel modeling revealed that controlling for child and family demographic factors, child verbal abilities, and paternal parenting practices, maternal hostility, but not maternal warmth, was linked to increases in child inhibition and shifting/cognitive flexibility problems. Moreover, paternal hostility, but not paternal warmth, was linked to increases in updating/working memory problems. Theoretically, this study highlighted the importance of considering the contributions of both mothers and fathers, and differentiating between positive and negative aspects of parenting, when examining the development of child executive functions. Practically, this study pointed to the utility of targeting maternal and paternal hostility in family intervention and community education in order to reduce child executive function problems.
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Affiliation(s)
- Chun Bun Lam
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Kevin Kien Hoa Chung
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Xiaomin Li
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong
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Spruijt AM, Dekker MC, Ziermans TB, Swaab H. Attentional control and executive functioning in school-aged children: Linking self-regulation and parenting strategies. J Exp Child Psychol 2018; 166:340-359. [DOI: 10.1016/j.jecp.2017.09.004] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2017] [Revised: 08/18/2017] [Accepted: 09/01/2017] [Indexed: 10/18/2022]
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Salari R, Bohlin G, Rydell AM, Thorell LB. Neuropsychological Functioning and Attachment Representations in Early School Age as Predictors of ADHD Symptoms in Late Adolescence. Child Psychiatry Hum Dev 2017; 48:370-384. [PMID: 27349655 DOI: 10.1007/s10578-016-0664-1] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
This study aimed to examine relations between parent and child attachment representations and neuropsychological functions at age 8, as well as relations between these constructs and ADHD symptoms over a 10-year period. A community-based sample of 105 children (52 boys) participated. Measures of attachment representations and a range of neuropsychological functions were collected at age 8. Parents rated emotion dysregulation and ADHD symptoms at age 8 and ADHD symptoms again at age 18. Significant, although modest, relations were found between disorganized attachment and some aspects of neuropsychological functioning in childhood. When studying outcomes in late adolescence and controlling for early ADHD symptom levels, spatial working memory and disorganized attachment remained significant in relation to both ADHD symptom domains, and one measure of inhibition remained significant for hyperactivity/impulsivity. When examining independent effects, spatial working memory and disorganized attachment were related to inattention, whereas spatial working memory and dysregulation of happiness/exuberance were related to hyperactivity/impulsivity. Our findings showing that disorganized attachment is longitudinally related to ADHD symptoms over and above the influence of both neuropsychological functioning and early ADHD symptom levels highlights the importance of including measures of attachment representations when trying to understand the development of ADHD symptoms. If replicated in more "at-risk" samples, these findings could also suggest that parent-child attachment should be taken into consideration when children are referred for assessment and treatment of ADHD.
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Affiliation(s)
- Raziye Salari
- Division of Psychology, Department of Clinical Neuroscience and Stockholm Brain Institute, Karolinska Institutet, Nobels Väg 9, 171 65, Stockholm, Sweden
- Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden
| | - Gunilla Bohlin
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | | | - Lisa B Thorell
- Division of Psychology, Department of Clinical Neuroscience and Stockholm Brain Institute, Karolinska Institutet, Nobels Väg 9, 171 65, Stockholm, Sweden.
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Matte-Gagné C, Bernier A, Sirois MS, Lalonde G, Hertz S. Attachment Security and Developmental Patterns of Growth in Executive Functioning During Early Elementary School. Child Dev 2017; 89:e167-e182. [DOI: 10.1111/cdev.12807] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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41
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Valcan DS, Davis H, Pino-Pasternak D. Parental Behaviours Predicting Early Childhood Executive Functions: a Meta-Analysis. EDUCATIONAL PSYCHOLOGY REVIEW 2017. [DOI: 10.1007/s10648-017-9411-9] [Citation(s) in RCA: 80] [Impact Index Per Article: 11.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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42
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Ackerman DJ, Friedman-Krauss AH. Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options. ACTA ACUST UNITED AC 2017. [DOI: 10.1002/ets2.12148] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Spiegel JA, Lonigan CJ, Phillips BM. Factor structure and utility of the Behavior Rating Inventory of Executive Function-Preschool Version. Psychol Assess 2017; 29:172-185. [PMID: 27148785 PMCID: PMC5097689 DOI: 10.1037/pas0000324] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Executive function (EF) is a domain general cognitive construct associated with a number of important developmental outcomes. The Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P) is intended to assess 5 distinct components of EF in preschool age children. In this study, a series of factor analyses was conducted with teacher-reported EF of 2,367 preschool students to assess the structure of the BRIEF-P, and the predictive relations between the resulting factors and children's academic abilities and behavioral self-regulation were assessed to test the construct and convergent validity of the BRIEF-P scores. Results yielded mixed findings concerning the structure of the BRIEF-P and validity of its resultant scores. Results of the factor analyses indicated that the items of the BRIEF-P did not map onto factors in the way that would be expected based on its item-to-subscale mapping. The best solutions were a 4-factor and a bifactor model. The 4-factor solution revealed substantial correlations between factors, and although the bifactor solution identified a General Self-Regulation factor that explained variance in responses across items, this general factor did not account for all of the overlap among specific factors. Analyses of the relations for the factors from the correlated-factors and the bifactor models indicated that the majority of the factors had limited convergent validity with academic ability or with a measure of behavior self-regulation. Overall, these findings call into question the validity of aspects of BRIEF-P. (PsycINFO Database Record
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Affiliation(s)
| | | | - Beth M Phillips
- Department of Educational Psychology, Florida State University
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Bridgett DJ, Kanya MJ, Rutherford HJV, Mayes LC. Maternal executive functioning as a mechanism in the intergenerational transmission of parenting: Preliminary evidence. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2017; 31:19-29. [PMID: 27929313 PMCID: PMC5293611 DOI: 10.1037/fam0000264] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Multiple lines of inquiry, including experimental animal models, have recently converged to suggest that executive functioning (EF) may be one mechanism by which parenting behavior is transmitted across generations. In the current investigation, we empirically test this notion by examining relations between maternal EF and parenting behaviors during mother-infant interactions, and by examining the role of maternal EF in the intergenerational transmission of parenting behavior. Mother-infant dyads (N = 150) in a longitudinal study participated. Mothers were administered measures of EF (working memory and inhibition), reported on the parenting they received from their parents (i.e., the infants' maternal grandparents), and were observed interacting with their 8-month-old infants. SEM findings indicated that the negative parenting mothers received from their own parents was significantly related to poorer maternal EF, and that poorer maternal EF was significantly related to subsequent engagement in more negative parenting practices (e.g., intrusiveness, displays of negativity) with their own infant. A significant indirect effect, through maternal EF, was observed between maternal report of her experiences of negative parenting received while growing up and her own use of negative parenting practices. Our findings make two contributions. First, we add to existing work that has primarily considered relations between parent EF and parenting behavior while interacting with older children by showing that maternal EF affects children, via maternal parenting behavior, beginning very early in life. Second, we provide key evidence of the role of EF in the intergenerational transmission of parenting. Additional implications of these findings, as well as important future directions, are discussed. (PsycINFO Database Record
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Affiliation(s)
| | | | | | - Linda C Mayes
- School of Medicine, Child Study Center, Yale University
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Fay-Stammbach T, Hawes DJ, Meredith P. Child maltreatment and emotion socialization: Associations with executive function in the preschool years. CHILD ABUSE & NEGLECT 2017; 64:1-12. [PMID: 27988315 DOI: 10.1016/j.chiabu.2016.12.004] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2016] [Revised: 12/01/2016] [Accepted: 12/08/2016] [Indexed: 05/05/2023]
Abstract
This study examined executive function (EF) among preschoolers exposed to maltreatment, and tested whether caregiver practices related to emotion socialization (e.g., reactions to children's emotions; discussion of emotion) moderate the relationship between maltreatment and EF in this period. Participants were (n=107) children aged 4-5 years (M=4.75; SD=0.57; 39% female), with various levels of exposure to maltreatment. Using the Maltreatment Classification System, substantiated reports of maltreatment were coded to produce an index of the multiplicity of abuse subtypes to which children had been exposed. EF was indexed using a composite of scores on three performance-based tests (Happy-Sad Stroop Task; Tapping Test; Dimensional Change Card Sort). Caregivers reported on their use of emotion related socialization behaviors (ERSBs) with the Coping with Children's Negative Emotions Scale. Exposure to maltreatment and ERSBs were both found to account for unique variance in EF, independent of developmental-ecological factors including children's receptive language and maternal depression. Significant interactions between maltreatment and ERSBs were also found to suggest that nonsupportive ERSBs (e.g., punitive reactions to negative child emotion) may amplify the risk for poor EF associated with maltreatment, whereas supportive ERPBs (e.g., expressive encouragement) protect against it.
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Affiliation(s)
| | - David J Hawes
- School of Psychology, University of Sydney, Australia.
| | - Pamela Meredith
- School of Health and Rehabilitation Sciences, University of Queensland, Australia
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REFERENCES. Monogr Soc Res Child Dev 2016. [DOI: 10.1111/mono.12274] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Bernier A, Calkins SD, Bell MA. Longitudinal Associations Between the Quality of Mother-Infant Interactions and Brain Development Across Infancy. Child Dev 2016; 87:1159-74. [PMID: 27040719 PMCID: PMC4939105 DOI: 10.1111/cdev.12518] [Citation(s) in RCA: 82] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The aim of this study was to investigate if normative variations in parenting relate to brain development among typically developing children. A sample of 352 mother-infant dyads came to the laboratory when infants were 5, 10, and 24 months of age (final N = 215). At each visit, child resting electroencephalography (EEG) was recorded. Mother-infant interactions were videotaped at the 5-month visit. The results indicated that higher quality maternal behavior during mother-infant interactions predicted higher frontal resting EEG power at 10 and 24 months, as well as increases in power between 5 and 10 months, and between 10 and 24 months. These findings provide rare support for the hypothesis that normative variation in parenting quality may contribute to brain development among typically developing infants.
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Gueron-Sela N, Wagner NJ, Propper CB, Mills-Koonce WR, Moore GA, Cox MJ. The Interaction Between Child Respiratory Sinus Arrhythmia and Early Sensitive Parenting in the Prediction of Children's Executive Functions. INFANCY 2016; 22:171-189. [DOI: 10.1111/infa.12152] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2015] [Revised: 05/23/2016] [Accepted: 05/31/2016] [Indexed: 11/28/2022]
Affiliation(s)
- Noa Gueron-Sela
- Center for Developmental Science; University of North Carolina at Chapel Hill
| | - Nicholas J. Wagner
- Department of Human Development and Quantitative Methodology; University of Maryland
| | - Cathi B. Propper
- Center for Developmental Science; University of North Carolina at Chapel Hill
| | - W. Roger Mills-Koonce
- Department of Human Development and Family Studies; The University of North Carolina at Greensboro
| | | | - Martha J. Cox
- Department of Psychology and Neuroscience; University of North Carolina at Chapel Hill
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Petersen IT, Hoyniak CP, McQuillan ME, Bates JE, Staples AD. Measuring the development of inhibitory control: The challenge of heterotypic continuity. DEVELOPMENTAL REVIEW 2016; 40:25-71. [PMID: 27346906 PMCID: PMC4917209 DOI: 10.1016/j.dr.2016.02.001] [Citation(s) in RCA: 70] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
Inhibitory control is thought to demonstrate heterotypic continuity, in other words, continuity in its purpose or function but changes in its behavioral manifestation over time. This creates major methodological challenges for studying the development of inhibitory control in childhood including construct validity, developmental appropriateness and sensitivity of measures, and longitudinal factorial invariance. We meta-analyzed 198 studies using measures of inhibitory control, a key aspect of self-regulation, to estimate age ranges of usefulness for each measure. The inhibitory control measures showed limited age ranges of usefulness owing to ceiling/floor effects. Tasks were useful, on average, for a developmental span of less than 3 years. This suggests that measuring inhibitory control over longer spans of development may require use of different measures at different time points, seeking to measure heterotypic continuity. We suggest ways to study the development of inhibitory control, with overlapping measurement in a structural equation modeling framework and tests of longitudinal factorial or measurement invariance. However, as valuable as this would be for the area, we also point out that establishing longitudinal factorial invariance is neither sufficient nor necessary for examining developmental change. Any study of developmental change should be guided by theory and construct validity, aiming toward a better empirical and theoretical approach to the selection and combination of measures.
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Granero R, Louwaars L, Ezpeleta L. Socioeconomic status and oppositional defiant disorder in preschoolers: parenting practices and executive functioning as mediating variables. Front Psychol 2015; 6:1412. [PMID: 26441784 PMCID: PMC4585310 DOI: 10.3389/fpsyg.2015.01412] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2015] [Accepted: 09/04/2015] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVES To investigate the mediating mechanisms of oppositional defiant disorder (ODD) in preschoolers through pathways analysis, considering the family socioeconomic status (SES) as the independent variable and the parenting style and the children's executive functioning (EF) as the mediating factors. METHOD The sample included 622 three-year-old children from the general population. Multi-informant reports from parents and teachers were analyzed. RESULTS Structural Equation Modeling showed that the associations between SES, EF, parenting style and ODD levels differed by children's gender: (a) for girls, the association of low SES and high ODD scores was partially mediated by difficulties in EF inhibition, and parenting practices defined by corporal punishment and inconsistent discipline obtained a quasi-significant indirect effect into the association between SES and ODD; (b) for boys, SES and EF (inhibition and emotional control) had a direct effect on ODD with no mediation. CONCLUSION SES seems a good indicator to identify children at high-risk for prevention and intervention programs for ODD. Girls with ODD in families of low SES may particularly benefit from parent training practices and training in inhibition control.
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Affiliation(s)
- Roser Granero
- Unitat d'Epidemiologia i de Diagnòstic en Psicopatologia del Desenvolupament - Grup de Recerca 2014 SGR 312 Generalitat de Catalunya, Universitat Autonoma de Barcelona Barcelona, Spain ; Departament de Psicobiologia i Metodologia de les Ciències de la Salut, Universitat Autònoma de Barcelona Barcelona, Spain
| | - Leonie Louwaars
- Departament de Psicologia Clínica i de la Salut, Universitat Autonoma de Barcelona Barcelona, Spain
| | - Lourdes Ezpeleta
- Unitat d'Epidemiologia i de Diagnòstic en Psicopatologia del Desenvolupament - Grup de Recerca 2014 SGR 312 Generalitat de Catalunya, Universitat Autonoma de Barcelona Barcelona, Spain ; Departament de Psicologia Clínica i de la Salut, Universitat Autonoma de Barcelona Barcelona, Spain
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