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Cheng TW, Mills KL, Pfeifer JH. Revisiting adolescence as a sensitive period for sociocultural processing. Neurosci Biobehav Rev 2024; 164:105820. [PMID: 39032845 DOI: 10.1016/j.neubiorev.2024.105820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Revised: 07/05/2024] [Accepted: 07/17/2024] [Indexed: 07/23/2024]
Abstract
Waves of research and public discourse have characterized adolescence as periods of developmental risk and opportunity. Underlying this discussion is the recognition that adolescence is a period of major biological and social transition when experience may have an outsized effect on development. This article updates and expands upon prior work suggesting that adolescence may be a sensitive period for sociocultural processing specifically. By integrating evidence from developmental psychology and neuroscience, we identify how trajectories of social and neurobiological development may relate to adolescents' ability to adapt to and learn from their social environments. However, we also highlight gaps in the literature, including challenges in attributing developmental change to adolescent experiences. We discuss the importance of better understanding variability in biology (e.g., pubertal development) and cultural environments, as well as distinguishing between sensitive periods and periods of heightened sensitivity. Finally, we look toward future directions and translational implications of this research.
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Affiliation(s)
- Theresa W Cheng
- Department of Psychology, University of Oregon, 1227 University of Oregon, Eugene, OR 97403-1227, USA; Department of Psychology, Harvard University, 33 Kirkland St., Cambridge, MA 02138, USA.
| | - Kathryn L Mills
- Department of Psychology, University of Oregon, 1227 University of Oregon, Eugene, OR 97403-1227, USA.
| | - Jennifer H Pfeifer
- Department of Psychology, University of Oregon, 1227 University of Oregon, Eugene, OR 97403-1227, USA.
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Huang P, Chan SY, Ngoh ZM, Ong ZY, Low XZ, Law EC, Gluckman PD, Kee MZL, Fortier MV, Chong YS, Zhou JH, Meaney MJ, Tan AP. Screen time, brain network development and socio-emotional competence in childhood: moderation of associations by parent-child reading. Psychol Med 2024:1-12. [PMID: 38314509 DOI: 10.1017/s0033291724000084] [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] [Indexed: 02/06/2024]
Abstract
BACKGROUND Screen time in infancy is linked to changes in social-emotional development but the pathway underlying this association remains unknown. We aim to provide mechanistic insights into this association using brain network topology and to examine the potential role of parent-child reading in mitigating the effects of screen time. METHODS We examined the association of screen time on brain network topology using linear regression analysis and tested if the network topology mediated the association between screen time and later socio-emotional competence. Lastly, we tested if parent-child reading time was a moderator of the link between screen time and brain network topology. RESULTS Infant screen time was significantly associated with the emotion processing-cognitive control network integration (p = 0.005). This network integration also significantly mediated the association between screen time and both measures of socio-emotional competence (BRIEF-2 Emotion Regulation Index, p = 0.04; SEARS total score, p = 0.04). Parent-child reading time significantly moderated the association between screen time and emotion processing-cognitive control network integration (β = -0.640, p = 0.005). CONCLUSION Our study identified emotion processing-cognitive control network integration as a plausible biological pathway linking screen time in infancy and later socio-emotional competence. We also provided novel evidence for the role of parent-child reading in moderating the association between screen time and topological brain restructuring in early childhood.
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Affiliation(s)
- Pei Huang
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
| | - Shi Yu Chan
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
| | - Zhen Ming Ngoh
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
| | - Zi Yan Ong
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
| | - Xi Zhen Low
- Department of Diagnostic Imaging, National University Health System, Singapore
| | - Evelyn C Law
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
- Department of Pediatrics, Khoo Teck Puat-National University Children's Medical Institute, National University Health System, Singapore
| | - Peter D Gluckman
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
- Liggins Institute, University of Auckland, Auckland, New Zealand
| | - Michelle Z L Kee
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
| | - Marielle V Fortier
- Department of Diagnostic & Interventional Imaging, KK Women's and Children's Hospital, Singapore
| | - Yap Seng Chong
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
- Department of Obstetrics & Gynecology, National University Health System, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Juan H Zhou
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Department of Electrical and Computer Engineering, National University of Singapore, Singapore
- Integrative Sciences and Engineering Programme (ISEP), National University of Singapore, Singapore
| | - Michael J Meaney
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Department of Psychiatry, Faculty of Medicine, Douglas Mental Health University Institute, McGill University, Montreal, Canada
- Brain - Body Initiative, Agency for Science and Technology (A*STAR), Singapore
| | - Ai Peng Tan
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
- Department of Diagnostic Imaging, National University Health System, Singapore
- Department of Obstetrics & Gynecology, National University Health System, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Brain - Body Initiative, Agency for Science and Technology (A*STAR), Singapore
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Meijer L, Franz MR, Deković M, van Ee E, Finkenauer C, Kleber RJ, van de Putte EM, Thomaes K. Towards a more comprehensive understanding of PTSD and parenting. Compr Psychiatry 2023; 127:152423. [PMID: 37722204 DOI: 10.1016/j.comppsych.2023.152423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Revised: 09/04/2023] [Accepted: 09/08/2023] [Indexed: 09/20/2023] Open
Abstract
BACKGROUND The impact of post-traumatic stress disorder (PTSD) on parenting and the parent-child relationship has been well-documented in the scientific literature. However, some conceptual and methodological challenges within this research field remain. PROCEDURE We reflect on a number of challenges that we identified while examining the literature in preparation of an individual participant data meta-analysis on the relationships between PTSD and parenting. FINDINGS We address 1) the presence of 'trauma-islands'; 2) the need for transdiagnostic theoretical frameworks for mechanisms between PTSD and parenting; 3) the lack of developmental perspectives; 4) the overuse of self-reported retrospective measures; 5) the need to study more diverse samples and cultural contexts; and 6) the lack of research on resilience and post-traumatic growth in parenting. Based on these reflections, we offer suggestions on strategies for responding to these challenges through: 1) welcoming open science; 2) working towards shared theoretical frameworks; 3) doing more longitudinal research 4) expanding the methodological palette; 5) centering lived experience; and 6) taking systemic inequality into account. CONCLUSION With this commentary, we aim to open a discussion on next steps towards a more comprehensive understanding of the association between PTSD and parenting, and inspire collaborative research.
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Affiliation(s)
- Laurien Meijer
- Sinai Centrum Arkin Mental Health Care, Amstelveen, Laan van de Helende Meesters 2, 1186 AM Amstelveen, the Netherlands; Department of Interdisciplinary Social Science, Utrecht University, Padualaan 14, 3584 CH Utrecht, the Netherlands.
| | - Molly R Franz
- Department of Psychology, University of Maryland Baltimore County, 1000 Hilltop Circle, Baltimore, MD 21250, United States
| | - Maja Deković
- Department of Clinical Child and Family Studies, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, the Netherlands
| | - Elisa van Ee
- Psychotraumacentrum Zuid Nederland, Den Bosch, Bethaniestraat 10, 5211 LJ 's Hertogenbosch, the Netherlands; Behavioural Science Institute, Radboud University, Thomas Van Aquinostraat 4, 6525 GD Nijmegen, the Netherlands
| | - Catrin Finkenauer
- Department of Interdisciplinary Social Science, Utrecht University, Padualaan 14, 3584 CH Utrecht, the Netherlands
| | - Rolf J Kleber
- Department of Clinical Psychology, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, the Netherlands; ARQ National Psychotrauma Centre, Diemen, Heidelberglaan 1, 3584 CS Utrecht, the Netherlands
| | - Elise M van de Putte
- Wilhelmina Children's Hospital / University Medical Center Utrecht, Lundlaan 6, 3584 EA Utrecht, the Netherlands
| | - Kathleen Thomaes
- Department of Psychiatry, Amsterdam University Medical Centre/VUmc, Laan van de Helende Meesters 2, 1186 AM Amstelveen, the Netherlands
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Moss KM, Loxton D, Mishra GD. Does Timing Matter? Associations Between Intimate Partner Violence Across the Early Life Course and Internalizing and Externalizing Behavior in Children. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:10566-10587. [PMID: 37224432 PMCID: PMC10466944 DOI: 10.1177/08862605231174505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
The association between exposure to intimate partner violence (IPV) and child behavior problems is well established. However, questions remain about whether the timing during the child's early life course matters. We used a structured life course approach to investigate associations between the timing of IPV and children's internalizing and externalizing behaviors. Participants were from the Australian Longitudinal Study on Women's Health (ALSWH), a national, randomly sampled community-based study that has surveyed women every 3 years since 1996. For this study, mothers born 1973 to 1978 (N = 2,163) provided data on their three youngest children under 13 years (N = 3,697, 48.5% female) as part of the Mothers and their Children's Health (MatCH) study in 2016/2017. Mothers indicated IPV in ALSWH using the Community Composite Abuse Scale in early (M = 0.99 years, SD = 0.88 years) and middle childhood (M = 3.98 years, SD = 0.92 years), and before birth (preconception). Mothers rated child internalizing and externalizing behavior in MatCH (child age: M = 8.15 years, SD = 2.37 years) using the Strengths and Difficulties Questionnaire. We tested critical period, sensitive period, and accumulation hypotheses by comparing the fit of nested linear regression models (separately for girls and boys). Mothers were predominantly Caucasian (>90%) and university educated (65.5%), and 41.7% reported financial stress. Most children were not exposed to IPV (68.1%). Of those who were, 55.2% were exposed at one time, 28.7% at two times, and 16.1% at all three. Accumulation was the best model for externalizing in boys and girls and for internalizing in girls. A critical period in middle childhood was identified for internalizing in boys. Overall, the duration of exposure was more important than the timing. This suggests early detection is essential in mitigating the impact of IPV on children, with particular attention needed for boys exposed to IPV in middle childhood.
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Shaw ZA, Handley ED, Warmingham JM, Starr LR. Patterns of life stress and the development of ruminative brooding in adolescence: A person-centered approach. Dev Psychopathol 2023:1-13. [PMID: 37589100 PMCID: PMC10873479 DOI: 10.1017/s0954579423000974] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/18/2023]
Abstract
Research links life stressors, including acute, chronic, and early life stress, to the development of ruminative brooding. However, singular forms of life stress rarely occur in isolation, as adolescents typically encounter stressors that vary on important dimensions (e.g., types, timings, quantities) across development. The current study employs latent profile analysis (LPA) to identify natural clusters of life stress that, over time, may be differently associated with ruminative brooding. Evaluations of episodic, chronic, and early life stress were conducted with community-recruited mid-adolescents (N = 241, Mage = 15.90 years, 53% female) and their parents using the UCLA Life Stress Interview and lifetime adversity portions of the Youth Life Stress Interview. Analyses identified four distinct patterns: low stress, high peer stress, moderate home / family stress, and multifaceted / high school stress. Adolescents in the high peer stress and moderate home / family stress profiles were at highest risk for developing a brooding style over time. Despite high overall levels of stress, teens in the multifaceted / high school stress profile were at not at elevated risk for developing a brooding style. Findings demonstrate the utility of person-centered approaches to identify patterns of stress exposure that heighten risk for brooding over time.
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Affiliation(s)
- Zoey A Shaw
- Department of Psychiatry, Boston Children's Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | | | - Jennifer M Warmingham
- Department of Pediatrics, Columbia University, Irving Medical Center, New York, NY, USA
| | - Lisa R Starr
- Department of Psychology, University of Rochester, Rochester, NY, USA
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Termine C, Galli V, Dui LG, Berlusconi V, Lipari R, Lunardini F, Ferrante S. Autism in Preschool-Aged Children: The Effects of COVID-19 Lockdown. J Autism Dev Disord 2023:10.1007/s10803-023-06078-4. [PMID: 37540405 DOI: 10.1007/s10803-023-06078-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/23/2023] [Indexed: 08/05/2023]
Abstract
The COVID-19 lockdown affected children, especially those with autism spectrum disorder, due to the disruption in rehabilitation and educational activities. We conducted a cross-sectional study of 315 preschool-aged children, 35 of which had autism, to investigate this impact. A questionnaire was administered to explore socio-demographic status, familiar/home environment, and COVID-19 exposure. The clinical features of autistic subjects were also examined. Seven variables were considered to describe the effect of pandemic: Remote learning, Behavior changes, Home activities, Sleep habits, Night awakenings, Physical activity, Information about the virus. The lockdown had a significant impact on Remote learning, Behavior changes, and Information about the virus in participants with autism. Moreover, we found a worsening in repetitive movements, echolalia, restricted interests, and aggressive behaviors.
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Affiliation(s)
- Cristiano Termine
- Child Neuropsychiatry Unit, Department of Medicine and Surgery, University of Insubria, Piazza Biroldi 19, 21100, Varese, Italy
- Department of Maternal and Child Health, Del Ponte Hospital, Varese, Italy
| | - Vera Galli
- Child Neuropsychiatry Unit, Department of Medicine and Surgery, University of Insubria, Piazza Biroldi 19, 21100, Varese, Italy.
- Child Neuropsychiatry Unit, Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy.
| | - Linda Greta Dui
- Department of Electronics, Information and Bioengineering, Politecnico Di Milano, Milan, Italy
| | - Valentina Berlusconi
- Child Neuropsychiatry Unit, Department of Medicine and Surgery, University of Insubria, Piazza Biroldi 19, 21100, Varese, Italy
| | - Rossella Lipari
- Child Neuropsychiatry Unit, Department of Medicine and Surgery, University of Insubria, Piazza Biroldi 19, 21100, Varese, Italy
| | - Francesca Lunardini
- Department of Electronics, Information and Bioengineering, Politecnico Di Milano, Milan, Italy
| | - Simona Ferrante
- Department of Electronics, Information and Bioengineering, Politecnico Di Milano, Milan, Italy
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Fanti KA, Konikkou K, Georgiou G, Petridou M, Demetriou C, Soursou G, Kyranides MN. Physiological reactivity to fear moderates the relation between parenting distress with conduct and prosocial behaviors. Child Dev 2023; 94:363-379. [PMID: 36217890 DOI: 10.1111/cdev.13865] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
This study investigated whether the associations between parental distress with conduct problems (CPs) and prosocial behaviors (PBs) are moderated by children's skin conductance (SC) and heart rate (HR) reactivity to fear. Participants were 147 Greek-Cypriot children (Mage = 7.30, 44.2% girls), selected from a larger screening sample (data were collected from 2015 to 2018). Longitudinal associations suggested that children with high HR reactivity to fear were more likely to display PB, whereas those with low SC reactivity were more likely to engage in CP behaviors. In contrast, interaction effects suggested that children high on SC reactivity to fear were more susceptible to the effects of parental distress, as indicated by their higher vulnerability to engage in CP (cross-sectionally) behaviors and their lower scores on PB (cross-sectionally and longitudinally).
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Rice A, Lavender JM, Shank LM, Higgins Neyland MK, Markos B, Repke H, Haynes H, Gallagher-Teske J, Schvey NA, Sbrocco T, Wilfley DE, Ford B, Ford CB, Jorgensen S, Yanovski JA, Haigney M, Klein DA, Quinlan J, Tanofsky-Kraff M. Associations among alexithymia, disordered eating, and depressive symptoms in treatment-seeking adolescent military dependents at risk for adult binge-eating disorder and obesity. Eat Weight Disord 2022; 27:3083-3093. [PMID: 35852767 PMCID: PMC9805474 DOI: 10.1007/s40519-022-01429-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/12/2022] [Accepted: 05/31/2022] [Indexed: 01/04/2023] Open
Abstract
PURPOSE Evidence suggests that difficulties identifying and describing one's feelings, core components of alexithymia, are associated with attitudinal and behavioral symptoms of disordered eating; depressive symptoms also may underlie these associations. Specifically, research indicates that alexithymia is positively related to depressive symptoms, which in turn may promote both disordered-eating attitudes and certain disinhibited-eating behaviors (e.g., emotional eating). Findings also suggest that military-dependent youth with high weight may exhibit elevated depressive symptoms and disordered eating. As such, understanding associations among alexithymia, depressive symptoms, and disordered eating is particularly relevant for this vulnerable population. METHODS We examined 149 adolescent military dependents (14.4 ± 1.6y; 55.0% female; 20.0% non-Hispanic Black; BMIz: 1.9 ± 0.4) at high risk for binge-eating disorder and obesity in adulthood. Participants completed questionnaires assessing two components of alexithymia (difficulty identifying feelings [DIF] and difficulty describing feelings [DDF]), depressive symptoms, emotional eating, and trait anxiety; disordered-eating attitudes were assessed via semi-structured interview. RESULTS A series of regression-based models examined indirect relationships of DIF and DDF with disordered-eating attitudes and emotional eating through depressive symptoms. Bootstrapped 95% confidence intervals revealed a significant indirect path from each of the alexithymia components to disordered-eating attitudes via depressive symptoms; indirect paths to emotional eating were non-significant. CONCLUSION Results support the salience of depressive symptoms in the relationship between alexithymia and disordered-eating attitudes. Future research should utilize prospective designs and explore direct and indirect associations of alexithymia with other disordered-eating behaviors. LEVEL OF EVIDENCE Level III, evidence obtained from a well-designed cohort study.
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Affiliation(s)
- Alexander Rice
- Military Cardiovascular Outcomes Research (MiCOR) Program, Uniformed Services University of the Health Sciences (USU) and the Metis Foundation, Bethesda, MD, USA
- The Metis Foundation, San Antonio, TX, USA
| | - Jason M Lavender
- Military Cardiovascular Outcomes Research (MiCOR) Program, Uniformed Services University of the Health Sciences (USU) and the Metis Foundation, Bethesda, MD, USA.
- The Metis Foundation, San Antonio, TX, USA.
- Department of Medicine, USU, Bethesda, MD, USA.
| | - Lisa M Shank
- Military Cardiovascular Outcomes Research (MiCOR) Program, Uniformed Services University of the Health Sciences (USU) and the Metis Foundation, Bethesda, MD, USA
- The Metis Foundation, San Antonio, TX, USA
- Department of Medicine, USU, Bethesda, MD, USA
- Section on Growth and Obesity, Program in Developmental Endocrinology and Genetics, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, DHHS, 10 Center Drive, Bethesda, MD, USA
- Department of Medical and Clinical Psychology, USU, Bethesda, MD, USA
| | - M K Higgins Neyland
- Military Cardiovascular Outcomes Research (MiCOR) Program, Uniformed Services University of the Health Sciences (USU) and the Metis Foundation, Bethesda, MD, USA
- The Metis Foundation, San Antonio, TX, USA
- Department of Medicine, USU, Bethesda, MD, USA
| | - Bethelhem Markos
- Military Cardiovascular Outcomes Research (MiCOR) Program, Uniformed Services University of the Health Sciences (USU) and the Metis Foundation, Bethesda, MD, USA
- The Metis Foundation, San Antonio, TX, USA
| | - Hannah Repke
- Military Cardiovascular Outcomes Research (MiCOR) Program, Uniformed Services University of the Health Sciences (USU) and the Metis Foundation, Bethesda, MD, USA
- The Metis Foundation, San Antonio, TX, USA
| | - Hannah Haynes
- Military Cardiovascular Outcomes Research (MiCOR) Program, Uniformed Services University of the Health Sciences (USU) and the Metis Foundation, Bethesda, MD, USA
- The Metis Foundation, San Antonio, TX, USA
- Section on Growth and Obesity, Program in Developmental Endocrinology and Genetics, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, DHHS, 10 Center Drive, Bethesda, MD, USA
| | - Julia Gallagher-Teske
- Military Cardiovascular Outcomes Research (MiCOR) Program, Uniformed Services University of the Health Sciences (USU) and the Metis Foundation, Bethesda, MD, USA
- The Metis Foundation, San Antonio, TX, USA
| | - Natasha A Schvey
- Section on Growth and Obesity, Program in Developmental Endocrinology and Genetics, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, DHHS, 10 Center Drive, Bethesda, MD, USA
- Department of Medical and Clinical Psychology, USU, Bethesda, MD, USA
| | - Tracy Sbrocco
- Department of Medical and Clinical Psychology, USU, Bethesda, MD, USA
| | | | - Brian Ford
- Department of Family Medicine, USU, Bethesda, MD, USA
| | - Caitlin B Ford
- Department of Family Medicine, Fort Belvoir Community Hospital, Fort Belvoir, VA, USA
| | - Sarah Jorgensen
- Department of Family Medicine, University of Iowa Hospitals and Clinics, Iowa City, IA, USA
| | - Jack A Yanovski
- Section on Growth and Obesity, Program in Developmental Endocrinology and Genetics, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, DHHS, 10 Center Drive, Bethesda, MD, USA
| | - Mark Haigney
- Military Cardiovascular Outcomes Research (MiCOR) Program, Uniformed Services University of the Health Sciences (USU) and the Metis Foundation, Bethesda, MD, USA
- Department of Medicine, USU, Bethesda, MD, USA
| | - David A Klein
- Department of Family Medicine, USU, Bethesda, MD, USA
| | - Jeffrey Quinlan
- Department of Family Medicine, University of Iowa Hospitals and Clinics, Iowa City, IA, USA
| | - Marian Tanofsky-Kraff
- Military Cardiovascular Outcomes Research (MiCOR) Program, Uniformed Services University of the Health Sciences (USU) and the Metis Foundation, Bethesda, MD, USA
- Department of Medicine, USU, Bethesda, MD, USA
- Section on Growth and Obesity, Program in Developmental Endocrinology and Genetics, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, DHHS, 10 Center Drive, Bethesda, MD, USA
- Department of Medical and Clinical Psychology, USU, Bethesda, MD, USA
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Effects of Tai Chi and Walking Exercise on Emotional Face Recognition in Elderly People: An ERP Study. Healthcare (Basel) 2022; 10:healthcare10081486. [PMID: 36011142 PMCID: PMC9407806 DOI: 10.3390/healthcare10081486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Revised: 07/29/2022] [Accepted: 08/04/2022] [Indexed: 11/17/2022] Open
Abstract
Both tai chi and walking can improve the physical health of the elderly, but the effect on the emotional cognitive function of the elderly is unclear. To investigate the effect of long-term walking and tai chi exercise on the emotional cognitive function of the elderly, 63 subjects were recruited in this study according to age and exercise habits, including 16 in the youth control group, 15 in the elderly non-exercise control group, 17 in the elderly walking group, and 18 in the elderly tai chi group. The “learning–test paradigm” of emotional faces was used to measure the subjects’ ability to recognize and remember emotional (negative and neutral) faces. Behavioral and EEG data were recorded during the learning and testing phases. The results showed that there is aging in emotional cognition in older adults compared with younger adults. Long-term walking and tai chi exercise can delay the deterioration of emotional cognitive function in older adults to some extent. Both walking and tai chi exercise can delay the decline in aging-related emotional face recognition function to some extent. Walking exercise can delay the decline in aging-related emotional face memory function to some extent.
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Poli A, Gemignani A, Chiorri C, Miccoli M. A critical period for experience-dependent development of the feelings of safety during early infancy: A polyvagal perspective on anger and psychometric tools to assess perceived safety. Front Integr Neurosci 2022; 16:915170. [PMID: 35924118 PMCID: PMC9339984 DOI: 10.3389/fnint.2022.915170] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Accepted: 06/27/2022] [Indexed: 11/13/2022] Open
Affiliation(s)
- Andrea Poli
- Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy
- *Correspondence: Andrea Poli
| | - Angelo Gemignani
- Department of Surgical, Medical and Molecular Pathology and of Critical Care Medicine, University of Pisa, Pisa, Italy
| | - Carlo Chiorri
- Department of Educational Sciences, University of Genoa, Genoa, Italy
| | - Mario Miccoli
- Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy
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Harris VW, Anderson J, Visconti B. Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies. MOTIVATION AND EMOTION 2022; 46:226-253. [PMID: 35034996 PMCID: PMC8742702 DOI: 10.1007/s11031-021-09922-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/26/2021] [Indexed: 12/30/2022]
Abstract
Social emotional abilities (i.e., specific skills), defined as the set of cognitive abilities, emotion-based knowledge, and behavioral competencies (i.e., skill levels) that facilitate adaptively employing prosocial processes and behaviors (i.e., "actions"), such as emotional regulation and sympathetic and empathetic response behaviors, is contemporarily modeled and measured as emotional intelligence. This conceptualization can be problematic, however, as the two concepts are not the same and traditional methods of measuring emotional intelligence can have limited practical utility. The social emotional ability development (SEAD) theoretical model introduced in this treatise represents a pragmatic and simplified approach to the development of social emotional ability and competency as abstracted from constructs of emotional intelligence, social intelligence, and sociocultural learning theory. Further, the SEAD model reaches beyond the individual as the unit of analysis to explore, conceptualize, differentiate, investigate, and define the hierarchal, bi-directional, and contextual nature of the dimensions of social emotional ability within close relationships. Implications for how the SEAD model can be used by researchers, practitioners, educators, individuals, families, and couples across a broad spectrum of domains and interventions are discussed.
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Luciana M, Collins PF. Is Adolescence a Sensitive Period for the Development of Incentive-Reward Motivation? Curr Top Behav Neurosci 2021; 53:79-99. [PMID: 34784026 DOI: 10.1007/7854_2021_275] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
Human adolescence is broadly construed as a time of heightened risk-taking and a vulnerability period for the emergence of psychopathology. These tendencies have been attributed to the age-related development of neural systems that mediate incentive motivation and other aspects of reward processing as well as individual difference factors that interact with ongoing development. Here, we describe the adolescent development of incentive motivation, which we view as an inherently positive developmental progression, and its associated neural mechanisms. We consider challenges in applying the sensitive period concept to these maturational events and discuss future directions that may help to clarify mechanisms of change.
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Affiliation(s)
- Monica Luciana
- Department of Psychology, University of Minnesota, Minneapolis, MN, USA.
| | - Paul F Collins
- Department of Psychology, University of Minnesota, Minneapolis, MN, USA
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Sakurai T. Social processes and social environment during development. Semin Cell Dev Biol 2021; 129:40-46. [PMID: 34649805 DOI: 10.1016/j.semcdb.2021.09.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Revised: 09/20/2021] [Accepted: 09/28/2021] [Indexed: 12/24/2022]
Abstract
Social behavior involves many processes including cognitive functions. Altered social behaviors associated with many psychiatric disorders might have alterations in the processes. Poor social environment affects development and maturation of cognitive functions that are important for social cognition, possibly introducing social stress as well as vulnerability to the stress into the developing brain. Adolescence and early adulthood have higher sensitivity to social stress, which may be linked to the onset of psychiatric disorders during this time period. Understanding social behavioral processes in detail will be crucial for elucidating mechanisms of emerging the social behavior phenotypes in psychiatric disorders and for devising therapeutic and preventive interventions to introduce the resilience for the onset of psychiatric disorders through modulation of social circuitries.
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Affiliation(s)
- Takeshi Sakurai
- Medical Innovation Center Kyoto University Graduate School of Medicine, 53 ShogoinKawahara-cho, Sakyo-ku, Kyoto 606-8507, Japan; Department of Pathology, Columbia University Vagelos College of Physicians and Surgeons, New York, USA.
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14
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Vergunst F, Berry HL. Climate Change and Children’s Mental Health: A Developmental Perspective. Clin Psychol Sci 2021; 10:767-785. [PMID: 35846172 PMCID: PMC9280699 DOI: 10.1177/21677026211040787] [Citation(s) in RCA: 32] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Accepted: 07/20/2021] [Indexed: 12/03/2022]
Abstract
Climate change is a major global public-health challenge that will have wide-ranging impacts on human psychological health and well-being. Children and adolescents are at particular risk because of their rapidly developing brain, vulnerability to disease, and limited capacity to avoid or adapt to threats and impacts. They are also more likely to worry about climate change than any other age group. Drawing on a developmental life-course perspective, we show that climate-change-related threats can additively, interactively, and cumulatively increase psychopathology risk from conception onward; that these effects are already occurring; and that they constitute an important threat to healthy human development worldwide. We then argue that monitoring, measuring, and mitigating these risks is a matter of social justice and a crucial long-term investment in developmental and mental health sciences. We conclude with a discussion of conceptual and measurement challenges and outline research priorities going forward.
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Affiliation(s)
- Francis Vergunst
- Department of Social and Preventive Medicine, University of Montreal
- Ste-Justine University Hospital Research Center, Montreal, Québec, Canada
| | - Helen L. Berry
- Faculty of Medicine and Health, University of Sydney
- Australian Institute of Health Innovation, Macquarie University
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15
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Whitley J, Beauchamp MH, Brown C. The impact of COVID-19 on the learning and achievement of vulnerable Canadian children and youth. Facets (Ott) 2021. [DOI: 10.1139/facets-2021-0096] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022] Open
Abstract
Many children and youth in Canada are identified as vulnerable due to educational, environmental, and social factors. They are more likely to be negatively affected by events that cause significant upheaval in daily life. The changes imposed by COVID-19, such as physical distancing, school closures, and reductions in community-based services all have the potential to weaken the systems of support necessary for these children to learn and develop. Existing inequities in educational outcomes experienced by vulnerable children prior to the pandemic have been greatly exacerbated as cracks in our support structures are revealed. Many children and youth have experienced disengagement, chronic attendance problems, declines in academic achievement, and decreased credit attainment during the pandemic, with the impact far deeper for those already at-risk. This chapter examines what is known to date regarding the impact of COVID-19 on vulnerable children and youth and provides recommendations to guide postpandemic planning. Vulnerable children, youth, and their families require access to reliable high-speed internet, effective and inclusive learning spaces, and a range of coordinated social services. All stakeholders need to develop and fund initiatives that address these critical areas to ensure that educational opportunities for all children and youth can be realized.
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Affiliation(s)
- Jess Whitley
- Faculty of Education, University of Ottawa, 145 Jean-Jacques-Lussier, Ottawa, ON K1N 6N5, Canada
- Royal Society of Canada, Working Group on Children and Schools
| | - Miriam H. Beauchamp
- Royal Society of Canada, Working Group on Children and Schools
- University of Montreal & CHU Sainte-Justine Hospital, Montreal, QC H3C 3J7, Canada
| | - Curtis Brown
- Royal Society of Canada, Working Group on Children and Schools
- South Slave Divisional Education Council, Fort Smith, NT X0E 0P0, Canada
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Smith KE, Pollak SD. Rethinking Concepts and Categories for Understanding the Neurodevelopmental Effects of Childhood Adversity. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2021; 16:67-93. [PMID: 32668190 PMCID: PMC7809338 DOI: 10.1177/1745691620920725] [Citation(s) in RCA: 159] [Impact Index Per Article: 53.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
Discovering the processes through which early adverse experiences affect children's nervous-system development, health, and behavior is critically important for developing effective interventions. However, advances in our understanding of these processes have been constrained by conceptualizations that rely on categories of adversity that are overlapping, have vague boundaries, and lack consistent biological evidence. Here, we discuss central problems in understanding the link between early-life adversity and children's brain development. We conclude by suggesting alternative formulations that hold promise for advancing knowledge about the neurobiological mechanisms through which adversity affects human development.
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Affiliation(s)
- Karen E. Smith
- Department of Psychology and Waisman Center, University of Wisconsin–Madison
| | - Seth D. Pollak
- Department of Psychology and Waisman Center, University of Wisconsin–Madison
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17
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Abstract
Historically, research characterizing the development of emotion recognition has focused on identifying specific skills and the age periods, or milestones, at which these abilities emerge. However, advances in emotion research raise questions about whether this conceptualization accurately reflects how children learn about, understand, and respond to others’ emotions in everyday life. In this review, we propose a developmental framework for the emergence of emotion reasoning—that is, how children develop the ability to make reasonably accurate inferences and predictions about the emotion states of other people. We describe how this framework holds promise for building upon extant research. Our review suggests that use of the term emotion recognition can be misleading and imprecise, with the developmental processes of interest better characterized by the term emotion reasoning. We also highlight how the age at which children succeed on many tasks reflects myriad developmental processes. This new framing of emotional development can open new lines of inquiry about how humans learn to navigate their social worlds.
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Affiliation(s)
- Ashley L. Ruba
- Department of Psychology, University of Wisconsin–Madison, Madison, Wisconsin 53706, USA;,
| | - Seth D. Pollak
- Department of Psychology, University of Wisconsin–Madison, Madison, Wisconsin 53706, USA;,
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18
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Abstract
Executive functions (EFs) are cognitive processes that support flexible goal pursuit. Healthy development of EFs during childhood is critical for later life outcomes including health, wealth and educational attainment. As such it is crucial to understand how EFs can be supported and protected against insult. Here we examine whether there are sensitive periods in the development of EFs, by drawing on deprivation and enrichment studies in humans. While there is suggestive evidence that pre-6 months of age constitutes a sensitive period for EF development, given the higher-order nature of EF, we argue for the possibility of multiple sensitive periods of constituent processes. We identify relevant future questions and outline a research agenda to systematically test for sensitive period in EF development.
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Affiliation(s)
- Abigail Thompson
- Division of Psychology and Language Sciences, UCL, London, WC1H 0AP, UK
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