The development of attention and response inhibition in early childhood

Evidências de Validade do Teste Informatizado para Avaliação das Funções Executivas

Resumo Funções executivas (FE) referem-se ao conjunto de habilidades que, de forma integrada, coordenam o comportamento e a cognição. Assim, o comprometimento no desenvolvimento das FE está ligado a vários desfechos negativos ao longo da vida. Portanto, a avaliação dessas habilidades na infância é essencial para identificar e prevenir prejuízos na vida adulta. Este estudo teve como objetivo investigar evidências de validade do Teste Informatizado para Avaliação das Funções Executivas (Tafe) pelo critério de idade e pelo padrão de correlação entre medidas do TAFE e outras medidas de FE. Para isso, foi utilizada uma amostra de 51 crianças, entre 4 e 10 anos de idade, matriculadas em uma escola privada na cidade de Goiânia (GO), da pré-escola ao 4º ano do ensino fundamental. Como instrumentos, foram utilizados, além do Tafe, as tarefas de Bloco de Corsi, Teste de Trilhas A e B, Teste de Trilhas Pré-Escolares, Teste de Stroop Pré-Escolares e Subteste Dígitos da Escala Wechsler de Inteligência. Foram conduzidas análises estatísticas Kruskal Wallis para verificar a evidência de validade por relação com idade e análises de correlação não paramétrica de Spearman para avaliar as evidências de validade convergente. O instrumento investigado mostrou-se efetivo para discriminar entre as diferentes faixas etárias, assim, sensível ao desenvolvimento das FE. Os resultados obtidos no Tafe correlacionaram-se aos obtidos em outros testes que também avaliaram FE, mostrando claros padrões de convergência. Logo, as análises dos resultados fornecem evidências de validade ao Tafe, derivadas a partir de diferentes estratégias de investigação.

Examining the Influence of Interactions Between Early Reading Skills and Executive Functioning on Second Grade Reading Achievement

Questions still exist about the interplay between foundational literacy components and budding cognitive structures that are thought to influence advanced reading abilities. Understanding interactions between executive functions (EFs) and specific early reading skills could contribute to our understanding of later reading achievement. The present study used multilevel modeling to examine whether EFs (i.e., working memory, cognitive flexibility, and inhibition) moderate the relation between various early reading skills in kindergarten and second grade reading achievement in a sample of 18,174 participants from the ECLS: K-2011 database. Our findings suggested that early teacher-rated reading skills are related to second grade reading abilities. Both working memory and inhibition were important moderators for reading independently in kindergarten and are associated with later reading achievement in second grade. Research implications and the importance of understanding the intersection of cognitive processes and learning in early childhood are discussed.

Implementation of an attention training programme with a sample of children who have sustained traumatic brain injuries in South Africa: A pilot study

This pilot study evaluated the feasibility of implementing an attention-training programme for children who have sustained moderate-to-severe traumatic brain injuries (TBIs) in a South African context. We compared the performance on the programme of children with TBI (TBI Intervention Group) to children who had been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD Intervention Group), a TBI Art group and a TBI No-intervention Group (n=5 in each group) in this preliminary study. Children in the two Intervention Groups participated in the "Pay Attention!" programme for 45 minutes twice a week for 12 weeks. All children were aged 6-8 years and underwent neuropsychological testing pre- and post-intervention. Behavioural data were collected from parents. Children in the ADHD Intervention Group showed individual clinically significant attentional improvements on measures of the Conners' Continuous Performance Test II using the Reliable Change Index (≥ 2.58 SD). Despite mixed results, the pilot study demonstrates that implementing a cognitive rehabilitation programme in South Africa is feasible and necessary, despite limited infrastructure and access to resources.

A preliminary study on prenatal polybrominated diphenyl ether serum concentrations and intrinsic functional network organization and executive functioning in childhood

BACKGROUND

The prenatal period is a period of vulnerability during which neurotoxic exposures exert persistent changes in brain development and behavior. Polybrominated diphenyl ethers (PBDEs), used as flame retardants in commercial products, are known to be developmental neurotoxicants. PBDEs were phased out of use in the United States a decade ago, but exposure remains widespread due to their release from existing products and biopersistence. Despite consistent animal and epidemiological evidence of developmental neurotoxicity, the neural substrates linking prenatal PBDE serum concentrations to impaired neurodevelopment are poorly understood.

METHODS

In the present study, we used resting state functional magnetic resonance imaging (fMRI) to examine associations between prenatal PBDE concentrations measured in maternal serum and intrinsic functional network organization (i.e., global and local efficiency; estimated using a graph-theoretical approach) in 5-year-old children (n = 34). We explored whether PBDE serum concentrations were associated with executive functioning (EF) assessed using a parent-report questionnaire (BRIEF-P) (n = 106) and whether changes in intrinsic functional network organization linked the association between prenatal PBDE serum concentrations and EF problems.

RESULTS

Children with higher prenatal PBDE serum concentrations showed: (a) increased global efficiency of brain areas involved in visual attention (e.g., inferior occipital gyrus) (β's = .01, FDR-corrected p's ≤ .05); (b) more reported EF problems (β's = .001, FDR-corrected p's ≤ .05). Higher global efficiency of brain areas involved in visual attention was associated with more EF problems (β's = .01, FDR-corrected p's < .05).

CONCLUSIONS

Intrinsic functional network organization of visual attention brain areas linked prenatal PBDE concentrations to EF problems in childhood. Visual attention may contribute to the development of higher-order cognitive functions, such as EF, which could be explored in future studies.

Inhibitory control and temporal perception in cerebral palsy

Prepotent response inhibition and temporal perception abilities were explored in a sample of individuals with cerebral palsy relative to typically developing peers. The extent to which inhibitory control difficulties might affect temporal processing was also investigated. For this purpose, two inhibitory control tasks and two duration estimation tasks were given to the groups of cerebral palsy and typically developing children. Results showed inhibition and temporal perception problems in the group with cerebral palsy. A relationship was found between inhibition and temporal estimation performances, which indicates that inhibitory control contributes, at least partially, to acquisition of the temporal processing ability.

Inter-subject synchrony as an index of functional specialization in early childhood

Early childhood is a time of significant change within multiple cognitive domains including social cognition, memory, executive function, and language; however, the corresponding neural changes remain poorly understood. This is likely due to the difficulty in acquiring artifact-free functional MRI data during complex task-based or unconstrained resting-state experiments in young children. In addition, task-based and resting state experiments may not capture dynamic real-world processing. Here we overcome both of these challenges through use of naturalistic viewing (i.e., passively watching a movie in the scanner) combined with inter-subject neural synchrony to examine functional specialization within 4- and 6-year old children. Using a novel and stringent crossed random effect statistical analysis, we find that children show more variable patterns of activation compared to adults, particularly within regions of the default mode network (DMN). In addition, we found partial evidence that child-to-adult synchrony increased as a function of age within a DMN region: the temporoparietal junction. Our results suggest age-related differences in functional brain organization within a cross-sectional sample during an ecologically valid context and demonstrate that neural synchrony during naturalistic viewing fMRI can be used to examine functional specialization during early childhood - a time when neural and cognitive systems are in flux.

Disruptive Effects of Colorful vs. Non-colorful Play Area on Structured Play-A Pilot Study with Preschoolers

To contribute to young children's development, sensory enrichment is often provided via colorful play areas. However, little is known about the effects of colorful environments on children while they engage in age-appropriate tasks and games. Studies in adults suggest that aspects of color can distract attention and impair performance, and children are known to have less developed attentional and executive abilities than adults. Preliminary studies conducted in children aged 5-8 suggest that the colorfulness of both distal (e.g., wall decorations) and proximal (e.g., the surface of the desktop) environments can have a disruptive effect on children's performance. The present research seeks to extend the previous studies to an even younger age group and focus on proximal colorfulness. With a sample of 15 pre-schoolers (3-4 years old) we examined whether a colorful play surface compared to a non-colorful (white) play surface would affect engagement in developmentally appropriate structured play. Our pilot findings suggest that a colorful play surface interfered with preschoolers' structured play, inducing more behaviors indicating disruption in task execution compared with a non-colorful play surface. The implications of the current study for practice and further research are discussed.

Brief report: additive and subtractive counterfactual reasoning of children with high-functioning autism spectrum disorders

The development of additive (‘If only I had done…’) and subtractive (‘If only I had not done….’) counterfactual reasoning was examined in children with High Functioning Autism Spectrum Disorders (HFASD) (n = 72) and typically developing controls (n = 71), aged 6–12 years. Children were presented four stories where they could generate counterfactuals based on a given consequent (e.g., ‘you left muddy footprints in the kitchen. How could that have been prevented?’). Children with HFASD increasingly used subtractive counterfactuals as they got older, but controls showed an increase in additive counterfactuals, which may be linked to their growing adaptive and flexible skills. Children with HFASD likely develop different strategies for their counterfactual reasoning. The role of IQ and ideational fluency will be discussed.