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Urbańska-Grosz J, Walkiewicz M, Sitek EJ. Is there sufficient evidence for the association between executive dysfunction and academic performance in adolescents with major depressive disorder?: a systematic review. Eur Child Adolesc Psychiatry 2024; 33:2129-2140. [PMID: 37561215 PMCID: PMC11254998 DOI: 10.1007/s00787-023-02275-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/22/2023] [Accepted: 07/31/2023] [Indexed: 08/11/2023]
Abstract
Adult depression, undoubtedly associated with executive dysfunction, leads to poor work performance. As depression in adolescents may have a negative impact on school performance, we aimed to analyse the possible relationship between selected executive deficits and academic performance. Executive dysfunctions may have more severe consequences on school performance at high school, as this stage of education requires engagement in long-term goals, whether writing an essay or preparing for an exam. Whilst inhibitory control is necessary at all educational stages, it seems that planning and decision-making play a greater role in high school than in primary school. We reviewed studies on executive functions conducted in adolescents diagnosed with major depressive disorder (MDD) to establish the possible relationship between executive processes and school performance in depressed adolescents. The search identified 5 studies addressing planning and decision-making in adolescents with MDD, but none of those studies reported educational achievement. We identified a considerable gap in the research on the functional impact of depression in adolescents. Identifying the link between specific executive deficits and school performance could guide tailored therapeutic interventions.
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Affiliation(s)
- Justyna Urbańska-Grosz
- Rehabilitation Department of Child and Adolescent Psychiatry, Gdanskie Centrum Zdrowia, Gdansk, Poland
- Laboratory of Clinical Neuropsychology, Neurolinguistics and Neuropsychotherapy, Division of Neurological and Psychiatric Nursing, Faculty of Health Sciences, Medical University of Gdansk, Gdansk, Poland
| | - Maciej Walkiewicz
- Rehabilitation Department of Child and Adolescent Psychiatry, Gdanskie Centrum Zdrowia, Gdansk, Poland
- Division of Quality of Life Research, Department of Psychology, Faculty of Health Sciences, Medical University of Gdansk, Gdansk, Poland
| | - Emilia J Sitek
- Rehabilitation Department of Child and Adolescent Psychiatry, Gdanskie Centrum Zdrowia, Gdansk, Poland.
- Laboratory of Clinical Neuropsychology, Neurolinguistics and Neuropsychotherapy, Division of Neurological and Psychiatric Nursing, Faculty of Health Sciences, Medical University of Gdansk, Gdansk, Poland.
- Department of Neurology, St. Adalbert Hospital, Copernicus PL, Gdansk, Poland.
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2
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Obradović J, Finch JE, Connolly C, Siyal S, Yousafzai AK. The unique relevance of executive functions and self-regulation behaviors for understanding early childhood experiences and preschoolers' outcomes in rural Pakistan. Dev Sci 2022; 25:e13271. [PMID: 35561073 DOI: 10.1111/desc.13271] [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] [Received: 07/16/2021] [Revised: 04/13/2022] [Accepted: 04/07/2022] [Indexed: 01/13/2023]
Abstract
Performance-based measures of children's executive functions (EFs) do not capture children's application of these skills during everyday emotionally-laden and socially-mediated interactions. The current study demonstrates the value of using assessor report of self-regulation behaviors (inhibitory control and positive affect/engagement) in addition to EF tasks when studying early childhood experiences and development in a rural lower-middle-income country setting. In a sample of 1302 disadvantaged 4-year-olds living in rural Pakistan, we found that directly assessed EFs were significantly related to assessor observations of children's inhibitory control and positive affect/engagement during a structured assessment protocol. However, EFs and two types of self-regulation behaviors demonstrated unique associations with children's (1) contextual experiences, as indexed by family socio-economic resources, participation in parenting interventions, and children's physical growth; and (2) age-salient developmental outcomes, as indexed by direct assessment of pre-academic skills and maternal report of prosocial behaviors and behavior problems. First, family wealth uniquely predicted only observed positive affect/engagement, whereas maternal education uniquely predicted only EFs. Second, children's antecedent linear growth was a significant predictor of both EFs and positive affect/engagement, but exposure to an enhanced nutrition intervention during the first 2 years of life and preschoolers' hair cortisol concentration were associated only with observed self-regulation behaviors. Finally, both EFs and observed positive affect/engagement uniquely predicted children's pre-academic skills. In contrast, only assessors' ratings of positive affect/engagement uniquely predicted maternal report of prosocial behaviors and only assessors' ratings of inhibitory control uniquely predicted maternal report of behavioral problems.
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Affiliation(s)
- Jelena Obradović
- Graduate School of Education, Stanford University, Stanford, California, USA
| | - Jenna E Finch
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Catie Connolly
- Graduate School of Education, Stanford University, Stanford, California, USA
| | - Saima Siyal
- Department of Paediatrics and Child Health, Aga Khan University, Karachi, Pakistan.,DREAM Community Development and Research Organization, Naushahero Feroze, Pakistan
| | - Aisha K Yousafzai
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, Massachusetts, USA
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3
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Souissi S, Chamari K, Bellaj T. Assessment of executive functions in school-aged children: A narrative review. Front Psychol 2022; 13:991699. [PMID: 36405195 PMCID: PMC9674032 DOI: 10.3389/fpsyg.2022.991699] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 10/12/2022] [Indexed: 10/10/2023] Open
Abstract
Introduction In the past three decades, there has been increasing interest in assessing children's Executive Functions (EF). However, studies on the conceptualization and operationalization of this construct are incongruent and guidance for clinicians and researchers aiming to assess EF is insufficient due to measurement variability. Aims The purpose of this article was to examine current theories and models of EF in children, identify their assessment instruments, issues, and challenges, and discuss their impact on children's cognitive, behavioral, social and/or emotional development. Methods This narrative review reflected on English and French scholarly articles on EF assessment in children. References were identified through searches of PubMed, Medline, ScienceDirect, Google Scholar, and APA PsychNet throughout the last two decades up to June 2022. Results There are commonalities despite divergence in the definition and operationalization of EF. Assessment of EF requires psychometric tests as well as rating scales that must be integrated and interpreted considering the child's biological makeup, environmental background, and cultural specificities. Conclusion Current EF theories, assessment tools, issues, and challenges were discussed in addition to the impact of their components' dysfunctions on children's development. Further studies should be conducted to develop new measurement methods and technologies to improve the ecological and ethological validity of youth assessment, treatment, and interventions.
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Affiliation(s)
- Sofiane Souissi
- Aspetar, Orthopaedic and Sports Medicine Hospital, FIFA Medical Centre of Excellence, Doha, Qatar
- Psychology Laboratory, Faculty of Humanities and Social Sciences of Tunis, Tunis University, Tunis, Tunisia
| | - Karim Chamari
- Aspetar, Orthopaedic and Sports Medicine Hospital, FIFA Medical Centre of Excellence, Doha, Qatar
- Department of Biological Sciences, ISSEP Ksar-Said, La Manouba University, Tunis, Tunisia
| | - Tarek Bellaj
- Psychology Program, Department of Social Sciences, College of Arts and Science, Qatar University, Doha, Qatar
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Ozawa S, Laing SK, Higgins CR, Yemeke TT, Park CC, Carlson R, Ko YE, Guterman LB, Omer SB. Educational and economic returns to cognitive ability in low- and middle-income countries: A systematic review. WORLD DEVELOPMENT 2022; 149:105668. [PMID: 34980939 PMCID: PMC8573607 DOI: 10.1016/j.worlddev.2021.105668] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/13/2021] [Indexed: 06/14/2023]
Abstract
There is growing interest to use early cognitive ability to predict schooling and employment outcomes in low- and middle-income countries (LMICs). Rather than using educational attainment and school enrollment as predictors of future economic growth or of improving an individual's earning potential, mounting evidence suggests that cognitive ability may be a better predictor. The relationship between cognitive ability, education, and employment are essential to predict future development in LMICs. We performed a systematic literature review and meta-analysis of the evidence regarding the relationship between cognitive ability and educational outcomes, and between cognitive ability and economic outcomes across LMICs. We searched peer-reviewed studies since 2000 that quantitatively measured these relationships. Based on an initial search of 3,766 records, we identified 14 studies, including 8 studies that examined the cognition-education link and 8 studies that assessed cognition-employment returns in LMICs. Identified studies showed that higher cognitive ability increased the probability of school enrollment, academic achievement, and educational attainment across LMICs. A meta-analysis of returns to wages from cognitive ability suggested that a standard deviation increase in cognitive test scores was associated with a 4.5% (95% CI 2.6%-9.6%) increase in wages. Investments into early cognitive development could play a critical role in improving educational and economic outcomes in LMICs. Further research should focus particularly in low-income countries with the least evidence, and examine the impact on education and economic outcomes by cognitive domains to provide more robust evidence for policy makers to take action.
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Affiliation(s)
- Sachiko Ozawa
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC, USA
- Department of Maternal and Child Health, UNC Gillings School of Global Public Health, University of North Carolina, Chapel Hill, NC, USA
| | - Sarah K. Laing
- Duke Global Health Institute, Duke University, Durham, NC, USA
| | - Colleen R. Higgins
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC, USA
| | - Tatenda T. Yemeke
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC, USA
| | - Christine C. Park
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC, USA
| | - Rebecca Carlson
- Health Sciences Library, University of North Carolina, Chapel Hill, NC, USA
| | - Young Eun Ko
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC, USA
| | - L. Beryl Guterman
- Hubert Department of Global Health, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Saad B. Omer
- Yale Institute of Global Health, Yale University, New Haven, CT, USA
- Department of Internal Medicine (Infectious Diseases), Yale School of Medicine, Yale University, New Haven, CT, USA
- Department of Epidemiology of Microbial Diseases, Yale School of Public Health, Yale University, New Haven, CT, USA
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5
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Yousafzai AK, Sudfeld CR, Franchett EE, Siyal S, Rehmani K, Bhamani S, Dai Q, Reyes CR, Fink G, Ponguta LA. Evaluating implementation of LEAPS, a youth-led early childhood care and education intervention in rural Pakistan: protocol for a stepped wedge cluster-randomized trial. Trials 2021; 22:542. [PMID: 34404454 PMCID: PMC8371849 DOI: 10.1186/s13063-021-05518-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 08/06/2021] [Indexed: 11/26/2022] Open
Abstract
Background The Sustainable Development Goals (SDGs) highlight the importance of investments in early childhood care and education (ECCE) and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training, and employment, such investments offer opportunities. LEAPS is a youth-led ECCE program that trains female youth, 18–24 years, as Community Youth Leaders (CYLs) to deliver high-quality ECCE for children, 3.5–5.5 years, in rural Sindh, Pakistan. Methods We use a stepped wedge cluster-randomized trial to evaluate implementation of LEAPS. Ninety-nine clusters will be randomized to receive the intervention in one of three 7-month steps (33 clusters/step). The primary outcome is children’s school readiness (indexed by the total score on the International Development and Early Learning Assessment (IDELA)). Secondary child outcomes are children’s IDELA domain scores and executive functions. Data are collected in cross-sectional surveys of 1089 children (11 children/cluster from 99 clusters) aged 4.5–5.5 years at four timepoints (baseline and at the end of each step). Additionally, we will enroll three non-randomized youth participant open cohorts, one per step (33 CYLs: 66 comparison youth per cohort; 99:198 in total). Youth cohorts will be assessed at enrollment and every 7 months thereafter to measure secondary outcomes of youth personal and professional development, depressive symptoms, and executive functions. A non-randomized school cohort of 330 LEAPS students (10 students/cluster from 33 clusters) will also be enrolled and assessed during Step 1 after intervention rollout and at endline. The quality of the learning environment will be assessed in each LEAPS ECCE center and in a comparison center at two timepoints midway following rollout and at endline. A concurrent mixed-methods implementation evaluation will assess program fidelity and quality, and the extent to which a technical support strategy is successful in strengthening systems for program expansion. A cost evaluation will assess cost per beneficiary. Data collection for implementation and cost evaluations will occur in Step 3. Discussion Youth-led models for ECCE offer a promising approach to support young children and youth. This study will contribute to the evidence as a means to promote sustainable human development across multiple SDG targets. Trial registration ClinicalTrials.govNCT03764436. Registered on December 5, 2018. Supplementary Information The online version contains supplementary material available at 10.1186/s13063-021-05518-9.
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Affiliation(s)
| | | | | | - Saima Siyal
- Aga Khan University Karachi, Sindh, Pakistan
| | - Karima Rehmani
- Harvard T. H. Chan School of Public Health, Boston, MA, USA
| | | | - Quanyi Dai
- Harvard T. H. Chan School of Public Health, Boston, MA, USA
| | | | - Günther Fink
- Swiss Tropical and Public Health Institute, Basel, Switzerland
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6
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Armstrong-Carter E, Finch JE, Siyal S, Yousafzai AK, Obradović J. Biological sensitivity to context in Pakistani preschoolers: Hair cortisol and family wealth are interactively associated with girls' cognitive skills. Dev Psychobiol 2020; 62:1046-1061. [PMID: 32458442 DOI: 10.1002/dev.21981] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2019] [Revised: 04/05/2020] [Accepted: 04/09/2020] [Indexed: 02/03/2023]
Abstract
Many young children in low- and middle-income countries (LMICs) face heightened risk for experiencing environmental adversity, which is linked with poorer developmental outcomes. Children's stress physiology can shed light on why children are differentially susceptible to adversity. However, no known studies have examined whether links between adversity and children's development are moderated by children's stress physiology in LMICs. The present study revealed significant interactive effects of hair cortisol concentrations, an index of chronic physiological stress regulation, and family wealth on preschoolers' cognitive skills in rural Pakistan. In a sample of 535 4-year-old children (n = 342 girls), we found significant associations between family wealth and direct assessments of verbal intelligence, pre-academic skills, and executive functions only in girls with lower hair cortisol concentrations. Specifically, girls with lower cortisol concentrations displayed greater cognitive skills if they came from relatively wealthier families, but lower cognitive skills if they came from very poor families. There were no significant associations among boys. Results provide evidence of biological sensitivity to context among young girls in a LMIC, perhaps reflecting, in part, sex differences in daily experiences of environmental adversity.
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7
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Rossignoli-Palomeque T, Quiros-Godoy M, Perez-Hernandez E, González-Marqués J. Schoolchildren's Compensatory Strategies and Skills in Relation to Attention and Executive Function App Training. Front Psychol 2019; 10:2332. [PMID: 31749727 PMCID: PMC6843073 DOI: 10.3389/fpsyg.2019.02332] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2019] [Accepted: 09/30/2019] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Given the importance of attention and executive functions (EF) in children's behavior, programs aimed at improving these processes are of special interest. Nexxo-training combines the use of the Nexxo touchscreen application (inhibition and vigilance tasks) with procedural metacognitive strategies (imparted by an instructor) for all the individuals using the app, regardless of their level of ability, plus compensatory strategies based on individual child performance. This study presents an analysis of the compensatory strategies that schoolchildren (aged 6-8 years old) receive when experiencing difficulties with EF tasks, in addition to an analysis of the developmental factors and cognitive skills that may modulate EF task performance. METHODS For this study, we use data from a previous randomized active-controlled study (under review), in which forty-six typically developing children aged between 6 and 8 years old (24 girls/22 boys) were enrolled in the training group. The selected children were in the 1st grade (n = 28, x ¯ = 78.32 ± 4.037 months) and 3rd grade of primary education (n = 18, x ¯ = 102.11 ± 3.445). We collected data on EF training performance, compensatory strategies needed and neuropsychological assessments. RESULTS A total of 80.43% participants required some form of compensatory strategy during training. Regarding required compensatory strategies, those who had lower scores in EF training needed more compensatory strategies, in particular, instructional comprehension (r = -0.561, p < 0.001 for inhibition-tasks; r = -0.342, p < 0.001 for vigilance-tasks). Concerning developmental factors, age significantly predicted better performance in both EF tasks (β = 0.613, p < 0.001 for inhibition; β = 0.706, p < 0.001 for attention). As regards task performance, those with better performance in inhibition tasks also had better performance in vigilance tasks (r = 0.72, p < 0.001). Finally, regarding cognitive skills, participants with higher performance in fluid intelligence (Q1, n = 12) had higher scores (U = 14.5, p < 0.05) than the group with the lowest performance (Q4, n = 11) in vigilance. CONCLUSION As previous literature suggests, inhibition is one of the core processes of EF. Therefore, we should focus training on the core EF processes. Inhibition and vigilance are closely related processes. In terms of the use of compensatory strategies, these are more needed for participants with lower levels of performance in inhibition or vigilance. Regarding strategy analysis, instructional comprehension and self-instruction (goal setting and planning) seem to be the most useful strategies for those with difficulties in inhibitory and vigilance task performance. Regarding development, as expected, age moderates task performance in inhibition and attention. Finally, cognitive skills, such as fluid intelligence and cognitive flexibility, predicted better results in attention. EF training using not only an app, but also compensatory strategies based on user performance, is a new research direction offering more opportunities to generalize EF training in everyday life.
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Affiliation(s)
- Teresa Rossignoli-Palomeque
- Department of Basic Psychology II, Complutense University of Madrid, Madrid, Spain
- Department of Psychology and Education, Cardenal Cisneros University Center, Madrid, Spain
| | - María Quiros-Godoy
- Department of Social Psychology and Methodology, Autonomous University of Madrid, Madrid, Spain
| | - Elena Perez-Hernandez
- Department of Development and Educational Psychology, Autonomous University of Madrid, Madrid, Spain
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de la Fuente J, González-Torres MC, Aznárez-Sanado M, Martínez-Vicente JM, Peralta-Sánchez FJ, Vera MM. Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation. Front Psychol 2019; 10:1919. [PMID: 31507487 PMCID: PMC6719524 DOI: 10.3389/fpsyg.2019.01919] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2019] [Accepted: 08/05/2019] [Indexed: 01/19/2023] Open
Abstract
The proliferation of research production in Psychology as a science has been increasing exponentially. This situation leads to the necessity of organizing the research production into different levels of analysis that make it possible to delimit each research domain. The objective of this analysis is to clearly distinguish the different levels of research: micro-analysis, molecular, and molar. Each level is presented, along with an analysis of its benefits and limitations. Next, this analysis is applied to the topics of Executive Functions, Self-Regulation, and External Regulation. Conclusions, limitations, and implications for future research are offered, with a view toward a better connection of research production across the different levels, and an allusion to ethical considerations.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain.,School of Psychology, University of Almería, Almería, Spain
| | | | | | - José Manuel Martínez-Vicente
- School of Psychology, University of Almería, Almería, Spain.,Center of Research of Psychology, University of Almería, Almería, Spain
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Vander Linden C, Verhelst H, Genbrugge E, Deschepper E, Caeyenberghs K, Vingerhoets G, Deblaere K. Is diffuse axonal injury on susceptibility weighted imaging a biomarker for executive functioning in adolescents with traumatic brain injury? Eur J Paediatr Neurol 2019; 23:525-536. [PMID: 31023628 DOI: 10.1016/j.ejpn.2019.04.003] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2018] [Revised: 03/23/2019] [Accepted: 04/09/2019] [Indexed: 01/07/2023]
Abstract
Traumatic brain injury (TBI) is a heterogeneous disorder in which diffuse axonal injury (DAI) is an important component contributing to executive dysfunction. During adolescence, developing brain networks are especially vulnerable to acceleration-deceleration forces. We aimed to examine the correlation between DAI (number and localization) and executive functioning in adolescents with TBI. We recruited 18 adolescents with a mean age of 15y8m (SD = 1y7m), averaging 2.5 years after sustaining a moderate-to-severe TBI with documented DAI. Susceptibility Weighted Imaging sequence was administered to localize the DAI lesions. The adolescents performed a neurocognitive test-battery, addressing different aspects of executive functioning (working memory, attention, processing speed, planning ability) and their parents completed the Behavior Rating Inventory of Executive Function (BRIEF) - questionnaire. Executive performance of the TBI-group was compared with an age and gender matched control group of typically developing peers. Based on these results we focused on the Stockings of Cambridge test and the BRIEF to correlate with the total number and location of DAI. Results revealed that the anatomical distribution of DAI, especially in the corpus callosum and the deep brain nuclei, may have more implications for executive functioning than the total amount of DAI in adolescents. Results of this study may help guide targeted rehabilitation to redirect the disturbed development of executive function in adolescents with TBI.
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Affiliation(s)
- Catharine Vander Linden
- Ghent University Hospital, Child Rehabilitation Center K7, Corneel Heymanslaan 10, 9000, Ghent, Belgium.
| | - Helena Verhelst
- Ghent University, Department of Experimental Psychology, Faculty of Psychology and Educational Sciences, Henri Dunantlaan 2, 9000, Ghent, Belgium.
| | - Eva Genbrugge
- Ghent University Hospital, Department of Neuroradiology, Corneel Heymanslaan 10, 9000, Ghent, Belgium.
| | - Ellen Deschepper
- Ghent University, Biostatistics Unit, Department of Public Health, Corneel Heymanslaan 10, 9000, Ghent, Belgium.
| | - Karen Caeyenberghs
- Australian Catholic University, Mary McKillop Institute for Health Research, Level 5, 215 Spring Street, Melbourne, VIC, 3000, Australia.
| | - Guy Vingerhoets
- Ghent University, Department of Experimental Psychology, Faculty of Psychology and Educational Sciences, Henri Dunantlaan 2, 9000, Ghent, Belgium.
| | - Karel Deblaere
- Ghent University Hospital, Department of Neuroradiology, Corneel Heymanslaan 10, 9000, Ghent, Belgium.
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10
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Obradović J, Finch JE, Portilla XA, Rasheed MA, Tirado-Strayer N, Yousafzai AK. Early executive functioning in a global context: Developmental continuity and family protective factors. Dev Sci 2019; 22:e12795. [DOI: 10.1111/desc.12795] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2018] [Revised: 10/28/2018] [Accepted: 10/31/2018] [Indexed: 12/01/2022]
Affiliation(s)
- Jelena Obradović
- Graduate School of Education; Stanford University; Stanford California
| | - Jenna E. Finch
- Department of Psychology; University of Nebraska-Lincoln; Lincoln Nebraska
| | | | - Muneera A. Rasheed
- Department of Paediatrics and Child Health; Aga Khan University; Karachi Pakistan
| | | | - Aisha K. Yousafzai
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health; Harvard University; Boston Massachusetts
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11
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Acar IH, Frohn S, Prokasky A, Molfese VJ, Bates JE. Examining the Associations Between Performance Based and Ratings of Focused Attention in Toddlers: Are We Measuring the Same Constructs? INFANT AND CHILD DEVELOPMENT 2019; 28:e2116. [PMID: 30853857 PMCID: PMC6402356 DOI: 10.1002/icd.2116] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2017] [Accepted: 09/20/2018] [Indexed: 11/07/2022]
Abstract
The study examines the concurrent and longitudinal associations between ratings-based measures (parents, secondary caregivers, observers) and performance-based measures of focused attention in toddlers aged 30- (n = 147), 36- (n =127), and 42-months (n =107). Parents and secondary caregivers rated focused attention behaviors using the Children's Behavior Questionnaire (Rothbart et al., 2001), and observers rated toddlers' focused attention during a series of laboratory tasks using the Leiter-R Examiner Rating Scale (Roid & Miller, 1997). Toddlers' behaviors on three structured tasks (Token Sort, Toy Play, Lock Box) were used to assess their performance based focused attention in a laboratory setting. Correlations show that parent ratings are not related to observer and teacher ratings, or to the performance-based measures at all ages tested. Second, based on confirmatory factor analyses, a single factor explains the common variance between indicators when the parent ratings are not included in the models. The single factor shows measurement invariance between ages 36 and 42 months based on factor structure, relations of indicators to the factor, and factor scale over time. Third, indicators of focused attention at age 30 months do not seem to measure a common, coherent factor. Interpretations of similarities and differences between ratings and performance-based indicators of focused attention and the presence of a focused attention construct are discussed.
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Affiliation(s)
- Ibrahim H Acar
- Department of Early Childhood Education, College of Education, Istanbul Medipol University, Room C-307, Beykoz, 34810 Istanbul, Turkey, +90 212 444 8544
| | - Scott Frohn
- Psychometrician and Educational Psychologist, PSI Services LLC, 18000 W 105th St, Olathe, KS 66061, USA
| | - Amanda Prokasky
- Department of Child, Youth, and Family Studies, Center for Brain, Biology and Behavior, C80 East Stadium, University of Nebraska-Lincoln, Lincoln, NE 68588-0172, 402-472-8982
| | - Victoria J Molfese
- Department of Child, Youth & Family Studies, 133 Mabel Lee Hall, College of Education and Human Sciences, University of Nebraska- Lincoln, Lincoln NE 68588-0236, Phone (402) 472-6399
| | - John E Bates
- Department of Psychological and Brain Sciences, Indiana University, 1101 E. 10th St. Bloomington, IN 47405
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12
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Yousafzai AK, Rasheed MA, Rizvi A, Shaheen F, Ponguta LA, Reyes CR. Effectiveness of a youth-led early childhood care and education programme in rural Pakistan: A cluster-randomised controlled trial. PLoS One 2018; 13:e0208335. [PMID: 30566498 PMCID: PMC6300208 DOI: 10.1371/journal.pone.0208335] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2018] [Accepted: 11/15/2018] [Indexed: 12/27/2022] Open
Abstract
Background The United Nation’s Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality early childhood care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5–6.5 years) delivered by female youth (18–24 years) in rural Pakistan would be effective on children’s school readiness. Methods In partnership with the National Commission for Human Development in Pakistan, we implemented the ‘Youth Leaders for Early Childhood Assuring Children are Prepared for School’ (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children’s school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children’s school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. Findings At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95% CI 38.8 to 52.3). The effect size (Cohen’s d) was 0.3. Conclusion Trained female youth delivered an ECCE programme that was effective in benefitting young children’s school readiness. The cross-generational model is a promising approach to support early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development.
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Affiliation(s)
- Aisha K. Yousafzai
- Department of Global Health and Population, Harvard TH Chan School of Public Health, Harvard University, Boston, United States of America
- * E-mail:
| | - Muneera A. Rasheed
- Department of Paediatrics and Child Health, Aga Khan University, Karachi, Pakistan
| | - Arjumand Rizvi
- Department of Paediatrics and Child Health, Aga Khan University, Karachi, Pakistan
| | - Fariha Shaheen
- Department of Paediatrics and Child Health, Aga Khan University, Karachi, Pakistan
| | - Liliana A. Ponguta
- The Yale Child Study Center, Yale University, New Haven, United States of America
| | - Chin R. Reyes
- The Yale Child Study Center, Yale University, New Haven, United States of America
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Hodel AS, Brumbaugh JE, Hunt RH, Van Den Heuvel SE, Wiltgen AM, Thomas KM. Individual differences in ERP measures of executive function in early childhood: Relation to low-risk preterm birth and parent-reported behavior. Child Neuropsychol 2018; 25:914-942. [PMID: 30376759 DOI: 10.1080/09297049.2018.1540690] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Although behavioral studies have demonstrated that executive function (EF) develops rapidly during early childhood, few studies have investigated neural systems supporting EF during the preschool years. These systems are sensitive to variations in children's early life experiences, including preterm birth. The current study collected behavioral and event related potential (ERP) data during an EF task (directional Stroop) in a sample of 150 full-term and low-risk preterm children aged 4-years. Children's IQ and processing speed (WPPSI-III), and parent report of EF (BRIEF-P), were also measured. Forty-nine children born full-term and 43 low-risk preterm children provided useable ERP data. Similar to prior studies with adults and older children, preschool-aged children showed modulation of ERP components (N2, P3) by cognitive conflict. Effects of trial type were also present for early attentional components (N1 and P2). Exploratory analyses demonstrated that ERP measures of EF were correlated with individual differences in cognitive and behavioral functioning in both full-term and low-risk preterm populations. Future research investigating the neural correlates of early measures of EF in low-risk preterm children and other at-risk groups is warranted to better understand how trajectories of EF development are altered in the first years of life.
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Affiliation(s)
- Amanda S Hodel
- a Institute of Child Development , University of Minnesota , Minneapolis , MN , USA
| | - Jane E Brumbaugh
- b Department of Pediatric and Adolescent Medicine , Mayo Clinic , Rochester , MN , USA
| | - Ruskin H Hunt
- a Institute of Child Development , University of Minnesota , Minneapolis , MN , USA
| | | | - Anika M Wiltgen
- a Institute of Child Development , University of Minnesota , Minneapolis , MN , USA
| | - Kathleen M Thomas
- a Institute of Child Development , University of Minnesota , Minneapolis , MN , USA
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Moed A, Gershoff ET, Eisenberg N, Hofer C, Losoya S, Spinrad TL, Liew J. Parent-child negative emotion reciprocity and children's school success: An emotion-attention process model. SOCIAL DEVELOPMENT 2017; 26:560-574. [PMID: 38009128 PMCID: PMC10676019 DOI: 10.1111/sode.12217] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Research has demonstrated that emotions expressed in parent-child relationships are associated with children's school success. Yet the types of emotional expressions, and the mechanisms by which emotional expressions are linked with children's success in school, are unclear. In the present article, we focused on negative emotion reciprocity in parent-child interactions. Using structural equation modeling of data from 138 parent to child dyads [children's mean age at Time 1 (T1) was 13.44 years, SD = 1.16], we tested children's negative emotionality (CNE) at T1 and low attention focusing (LAF) at Time 2 (T2) as sequential mediators in the relation between parent and child negative emotion reciprocity at T1 and children's grade point average (GPA) and inhibitory control at T2. Our findings supported an emotion-attention process model: parent-child negative emotion reciprocity at T1 predicted CNE at T1, which predicted children's LAF at T2, which was, in turn, related to low inhibitory control at T2. Findings regarding children's GPA were less conclusive but did suggest an overall association of negative reciprocity and the two mediators with children's GPA. Our findings are discussed in terms of emotion regulation processes in children from negatively reciprocating dyads, and the effects of these processes on children's ability to obtain and use skills needed for success in school.
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Affiliation(s)
- Anat Moed
- Human Development and Family Sciences, University of Texas at Austin, Austin, Texas 78712
| | - Elizabeth T. Gershoff
- Human Development and Family Sciences, University of Texas at Austin, Austin, Texas 78712
| | - Nancy Eisenberg
- Department of Psychology, Arizona State University, Tempe, Arizona 85287-1104
| | - Claire Hofer
- UFR de Psychologie, Université Charles de Gaulle – Lille 3, Villeneuve d’Ascq 59653, France
| | - Sandra Losoya
- Department of Psychology, Arizona State University, Tempe, Arizona 85287-1104
| | - Tracy L. Spinrad
- School of Social and Family Dynamics, Arizona State University, Tempe, Arizona 85287-3701
| | - Jeffrey Liew
- Education and Human Development, Texas A&M University, College Station, Texas, 77843-4222
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Broomell APR, Bell MA. Inclusion of a Mixed Condition Makes the Day/Night Task More Analogous to the Adult Stroop. Dev Neuropsychol 2017; 42:241-252. [PMID: 28467111 PMCID: PMC6151866 DOI: 10.1080/87565641.2017.1309655] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
In a study with 4-year-old children, we added a mixed condition to the traditional day/night task to examine performance and response times for congruent and incongruent trials within the same condition. There were no differences in percentage correct performance between the incongruent and mixed conditions; however, children performed best on the congruent condition. EEG recordings showed differential patterns of frontal power and coherence suggesting increasing cognitive load from congruent to incongruent to mixed conditions. Our pattern of findings suggest that the mixed condition of the day/night Stroop task is a more appropriate child equivalent to the adult color-word Stroop task.
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Affiliation(s)
| | - Martha Ann Bell
- a Department of Psychology , Virginia Tech , Blacksburg , Virginia
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16
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Day SL, Connor CM. Examining the relations between self-regulation and achievement in third grade students. ASSESSMENT FOR EFFECTIVE INTERVENTION : OFFICIAL JOURNAL OF THE COUNCIL FOR EDUCATIONAL DIAGNOSTIC SERVICES 2017; 42:97-109. [PMID: 28439211 PMCID: PMC5400292 DOI: 10.1177/1534508416670367] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations between RRRP and independent measures of self-regulation and academic achievement in mathematics and reading. Children (n = 282) from 34 third grade classrooms in Florida participated in this study. Results revealed that the RRRP captured three constructs: working memory, attentional flexibility, and inhibitory control. Hierarchical linear modeling (HLM) demonstrated that the RRRP was significantly and positively associated with other measures of self-regulation. The RRRP was significantly and positively associated with mathematics and reading as well. The RRRP appears to be a promising measure of children's self-regulation skills.
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Blums A, Belsky J, Grimm K, Chen Z. Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement. JOURNAL OF COGNITION AND DEVELOPMENT 2016. [DOI: 10.1080/15248372.2016.1228652] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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18
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Follmer DJ, Sperling RA. The mediating role of metacognition in the relationship between executive function and self-regulated learning. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2016; 86:559-575. [PMID: 27514725 DOI: 10.1111/bjep.12123] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2015] [Revised: 07/02/2016] [Indexed: 11/30/2022]
Abstract
BACKGROUND Researchers have demonstrated significant relations among executive function, metacognition, and self-regulated learning. However, prior research emphasized the use of indirect measures of executive function and did not evaluate how specific executive functions are related to participants' self-regulated learning. AIMS The primary goals of the current study were to examine and test the relations among executive function, metacognition, and self-regulated learning as well as to examine how self-regulated learning is informed by executive function. SAMPLE The sample comprised 117 undergraduate students attending a large, Mid-Atlantic research university in the United States. METHODS Participants were individually administered direct and indirect measures of executive function, metacognition, and self-regulated learning. A mediation model specifying the relations among the regulatory constructs was proposed. RESULTS In multiple linear regression analyses, executive function predicted metacognition and self-regulated learning. Direct measures of inhibition and shifting accounted for a significant amount of the variance in metacognition and self-regulated learning beyond an indirect measure of executive functioning. Separate mediation analyses indicated that metacognition mediated the relationship between executive functioning and self-regulated learning as well as between specific executive functions and self-regulated learning. CONCLUSIONS The findings of this study are supported by previous research documenting the relations between executive function and self-regulated learning, and extend prior research by examining the manner in which executive function and self-regulated learning are linked. The findings provide initial support for executive functions as key processes, mediated by metacognition, that predict self-regulated learning. Implications for the contribution of executive functions to self-regulated learning are discussed.
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Affiliation(s)
- D Jake Follmer
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
| | - Rayne A Sperling
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
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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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Treble-Barna A, Zang H, Zhang N, Taylor HG, Yeates KO, Wade S. Long-Term Neuropsychological Profiles and Their Role as Mediators of Adaptive Functioning after Traumatic Brain Injury in Early Childhood. J Neurotrauma 2016; 34:353-362. [PMID: 27080734 DOI: 10.1089/neu.2016.4476] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
The objectives of the study were to characterize long-term neuropsychological outcomes following traumatic brain injury (TBI) sustained during early childhood, and determine whether identified neuropsychological impairments mediated the effect of TBI on long-term adaptive functioning. Participants included 16 children with severe TBI, 42 children with moderate TBI, and 72 children with orthopedic injuries (OI) sustained between ages 3 and 7 years. Children completed neuropsychological tests and caregivers completed a structured interview of child adaptive functioning at 6.9 (±1.10) years post-injury. Profile analysis and multiple mediator modeling were employed. Children with severe TBI demonstrated poorer fluid reasoning and inhibitory control than both children with moderate TBI and OI, as well as slower processing speed than the OI group. Both fluid reasoning and processing speed were significant independent mediators of the effect of severe TBI on adaptive functioning. No neuropsychological measure significantly mediated the effect of moderate TBI on adaptive functioning. Children sustaining early severe TBI demonstrate persisting neuropsychological impairments into adolescence and young adulthood. The impact of severe TBI on children's long-term adaptive functioning is mediated in part by its effects on fluid reasoning and processing speed.
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Affiliation(s)
- Amery Treble-Barna
- 1 Division of Physical Medicine and Rehabilitation, Department of Pediatrics, Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine , Cincinnati, Ohio
| | - Huaiyu Zang
- 2 Division of Biostatistics and Epidemiology, Department of Pediatrics, Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine , Cincinnati, Ohio
| | - Nanhua Zhang
- 2 Division of Biostatistics and Epidemiology, Department of Pediatrics, Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine , Cincinnati, Ohio
| | - H Gerry Taylor
- 3 Division of Developmental and Behavioral Pediatrics and Psychology, Department of Pediatrics, Case Western Reserve University and Rainbow Babies and Children's Hospital, University Hospitals Case Medical Center , Rainbow Child Development Center, Cleveland, Ohio
| | - Keith Owen Yeates
- 4 Department of Psychology, Alberta Children's Hospital Research Institute, Hotchkiss Brain Institute, University of Calgary , Calgary, Alberta, Canada
| | - Shari Wade
- 1 Division of Physical Medicine and Rehabilitation, Department of Pediatrics, Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine , Cincinnati, Ohio
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Lanoë C, Vidal J, Lubin A, Houdé O, Borst G. Inhibitory control is needed to overcome written verb inflection errors: Evidence from a developmental negative priming study. COGNITIVE DEVELOPMENT 2016. [DOI: 10.1016/j.cogdev.2015.10.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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22
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Young children's transfer of strategies: Utilization deficiencies, executive function, and metacognition. DEVELOPMENTAL REVIEW 2014. [DOI: 10.1016/j.dr.2014.10.002] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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23
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Walsh KS, Paltin I, Gioia GA, Isquith P, Kadan-Lottick NS, Neglia JP, Brouwers P. Everyday executive function in standard-risk acute lymphoblastic leukemia survivors. Child Neuropsychol 2014; 21:78-89. [PMID: 24428397 DOI: 10.1080/09297049.2013.876491] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
We aimed to evaluate parent-rated executive function (EF) in pediatric standard risk acute lymphoblastic leukemia (SR-ALL) survivors compared to a healthy comparison (HC) group. We hypothesized that SR-ALL survivors would have greater reported executive dysfunction compared to HC, and that those younger at the time of treatment would demonstrate greater EF difficulties. A sample of 256 SR-ALL survivors evaluated an average nine years after treatment were compared to HC matched for gender, assessment age, and maternal education. Profile analysis was used to compare the groups across EF scales on the BRIEF. The prevalence of clinical elevations in the groups was compared via chi square, and odds ratios were calculated. Regression models were applied to examine the role of age at diagnosis and age at assessment in reported EF. Results indicated that SR-ALL survivors' mean scores of EF are similar to HC, except for flexibility and initiation. Survivors were rated as having clinical impairments with flexibility, initiation, working memory, and emotional control at rates two to three times that of HC. The risk of working memory and self-monitoring deficits was greater in survivors who were older when assessed. There was no relationship between age at diagnosis or treatment regimen on EF. These findings suggest sparing of extensive and severe EF deficits in SR-ALL survivors overall. However, a subset of survivors displays clinically significant executive dysfunction. There appears to be a heightened susceptibility to disrupted metacognitive functions as survivors age. This has implications for how we monitor neurocognitive development and functioning of SR-ALL survivors, and highlights opportunities for cognitive interventions.
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Affiliation(s)
- Karin S Walsh
- a Children's National Medical Center & The George Washington University Medical Center , Washington , DC , USA
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Les déficiences d’utilisation stratégique chez l’enfant à la lumière de l’autorégulation : étape développementale ou caractéristique différentielle ? ANNEE PSYCHOLOGIQUE 2013. [DOI: 10.4074/s0003503313002078] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Clerc J. Les déficiences d’utilisation stratégique chez l’enfant à la lumière de l’autorégulation : étape développementale ou caractéristique différentielle ? ANNEE PSYCHOLOGIQUE 2013. [DOI: 10.3917/anpsy.132.0287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Phua DYL, Rifkin-Graboi A, Saw SM, Meaney MJ, Qiu A. Executive functions of six-year-old boys with normal birth weight and gestational age. PLoS One 2012; 7:e36502. [PMID: 22558470 PMCID: PMC3340375 DOI: 10.1371/journal.pone.0036502] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2012] [Accepted: 04/02/2012] [Indexed: 11/17/2022] Open
Abstract
Impaired fetal development, reflected by low birth weight or prematurity, predicts an increased risk for psychopathology, especially attention deficit hyperactivity disorder (ADHD). Such effects cut across the normal range of birth weight and gestation. Despite the strength of existing epidemiological data, cognitive pathways that link fetal development to mental health are largely unknown. In this study we examined the relation of birth weight (>2500 g) and gestational age (37-41 weeks) within the normal range with specific executive functions in 195 Singaporean six-year-old boys of Chinese ethnicity. Birth weight adjusted for gestational age was used as indicator of fetal growth while gestational age was indicative of fetal maturity. Linear regression revealed that increased fetal growth within the normal range is associated with an improved ability to learn rules during the intra/extra-dimensional shift task and to retain visual information for short period of time during the delayed matching to sample task. Moreover, faster and consistent reaction times during the stop-signal task were observed among boys born at term, but with higher gestational age. Hence, even among boys born at term with normal birth weight, variations in fetal growth and maturity showed distinct effects on specific executive functions.
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Affiliation(s)
- Desiree Yee-Ling Phua
- Singapore Institute for Clinical Sciences, The Agency for Science, Technology and Research, Singapore, Singapore
| | - Anne Rifkin-Graboi
- Singapore Institute for Clinical Sciences, The Agency for Science, Technology and Research, Singapore, Singapore
| | - Seang-Mei Saw
- Singapore Eye Research Institute, Singapore, Singapore
- Department of Epidemiology and Public Health, National University of Singapore, Singapore, Singapore
| | - Michael J. Meaney
- Singapore Institute for Clinical Sciences, The Agency for Science, Technology and Research, Singapore, Singapore
- Sackler Program for Epigenetics and Psychobiology at McGill University, Douglas Mental Health University Institute, Montreal, Canada
| | - Anqi Qiu
- Singapore Institute for Clinical Sciences, The Agency for Science, Technology and Research, Singapore, Singapore
- Department of Bioengineering, National University of Singapore, Singapore, Singapore
- Clinical Imaging Research Centre, National University of Singapore, Singapore, Singapore
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Liew J. Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table. CHILD DEVELOPMENT PERSPECTIVES 2011. [DOI: 10.1111/j.1750-8606.2011.00196.x] [Citation(s) in RCA: 229] [Impact Index Per Article: 17.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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