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Milosavljevic B, Cook CJ, Fadera T, Ghillia G, Howard SJ, Makaula H, Mbye E, McCann S, Merkley R, Mshudulu M, Saidykhan M, Touray E, Tshetu N, Elwell C, Moore SE, Scerif G, Draper CE, Lloyd-Fox S. Executive functioning skills and their environmental predictors among pre-school aged children in South Africa and The Gambia. Dev Sci 2024; 27:e13407. [PMID: 37128134 DOI: 10.1111/desc.13407] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Revised: 04/11/2023] [Accepted: 04/18/2023] [Indexed: 05/03/2023]
Abstract
Executive functions (EFs) in early childhood are predictors of later developmental outcomes and school readiness. Much of the research on EFs and their psychosocial correlates has been conducted in high-income, minority world countries, which represent a small and biased portion of children globally. The aim of this study is to examine EFs among children aged 3-5 years in two African countries, South Africa (SA) and The Gambia (GM), and to explore shared and distinct predictors of EFs in these settings. The SA sample (N = 243, 51.9% female) was recruited from low-income communities within the Cape Town Metropolitan area. In GM, participants (N = 171, 49.7% female) were recruited from the rural West Kiang region. EFs, working memory (WM), inhibitory control (IC) and cognitive flexibility (CF), were measured using tablet-based tasks. Associations between EF task performance and indicators of socioeconomic status (household assets, caregiver education) and family enrichment factors (enrichment activities, diversity of caregivers) were assessed. Participants in SA scored higher on all EF tasks, but children in both sites predominantly scored within the expected range for their age. There were no associations between EFs and household or familial variables in SA, except for a trend-level association between caregiver education and CF. Patterns were similar in GM, where there was a trend-level association between WM and enrichment activities but no other relationships. We challenge the postulation that children in low-income settings have poorer EFs, simply due to lower socioeconomic status, but highlight the need to identify predictors of EFs in diverse, global settings. RESEARCH HIGHLIGHTS: Assessed Executive Functioning (EF) skills and their psychosocial predictors among pre-school aged children (aged 3-5 years) in two African settings (The Gambia and South Africa). On average, children within each setting performed within the expected range for their age, although children in South Africa had higher scores across tasks. There was little evidence of any association between socioeconomic variables and EFs in either site. Enrichment activities were marginally associated with better working memory in The Gambia, and caregiver education with cognitive flexibility in South Africa, both associations were trend-level significance.
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Affiliation(s)
- Bosiljka Milosavljevic
- Department of Psychology, University of Cambridge, Cambridge, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Caylee J Cook
- SAMRC/Wits Developmental Pathways for Health Research Unit, School of Clinical Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Tijan Fadera
- Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Keneba, The Gambia
| | - Giulia Ghillia
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Department of Women and Children's Health, King's College London, London, UK
| | - Steven J Howard
- Early Start and School of Education, University of Wollongong, Wollongong, New South Wales, Australia
| | - Hleliwe Makaula
- SAMRC/Wits Developmental Pathways for Health Research Unit, School of Clinical Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Ebrima Mbye
- Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Keneba, The Gambia
| | - Samantha McCann
- Department of Women and Children's Health, King's College London, London, UK
| | - Rebecca Merkley
- Department of Cognitive Science, Carleton University, Ottawa, Canada
| | - Mbulelo Mshudulu
- SAMRC/Wits Developmental Pathways for Health Research Unit, School of Clinical Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Mariama Saidykhan
- Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Keneba, The Gambia
| | - Ebou Touray
- Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Keneba, The Gambia
| | - Nosibusiso Tshetu
- SAMRC/Wits Developmental Pathways for Health Research Unit, School of Clinical Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Clare Elwell
- Department of Medical Physics and Biomedical Engineering, University College London, London, UK
| | - Sophie E Moore
- Department of Women and Children's Health, King's College London, London, UK
| | - Gaia Scerif
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Catherine E Draper
- SAMRC/Wits Developmental Pathways for Health Research Unit, School of Clinical Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Sarah Lloyd-Fox
- Department of Psychology, University of Cambridge, Cambridge, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
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Cui J, Mu J, Liao J, Shi Z, Qin K, Li L. Association of screen-based sedentary behavior with executive function in school-aged children: A functional near-infrared spectroscopy study. J Exp Child Psychol 2024; 244:105956. [PMID: 38735222 DOI: 10.1016/j.jecp.2024.105956] [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: 09/14/2023] [Revised: 04/10/2024] [Accepted: 04/12/2024] [Indexed: 05/14/2024]
Abstract
Screen-based sedentary behavior (SSB) is a significant risk factor for the health of school-aged children, and guidelines recommend limiting SSB to 2 hr per day. This study aimed to examine association and potential mechanisms between SSB and executive function (EF) by comparing Stroop performance and frontal hemodynamic responses between children with and without excessive SSB. A total of 70 children aged 10 to 15 years were recruited and divided into two groups: excessive screen time (≥2 hr/day; n = 35; ES group) and normal screen time (<2 hr/day; n = 35; NS group). The Chinese version of the Adolescent Sedentary Activities Questionnaire was used to assess SSB, whereas EF was evaluated using the Stroop task. The frontal hemodynamic responses during the Stroop task were measured using functional near-infrared spectroscopy. The results indicated that the ES group had lower accuracy, longer reaction times, and greater activation in the bilateral dorsolateral prefrontal cortex (DLPFC) and left pre-supplementary motor area (Pre-SMA) compared with the NS group. Furthermore, significant correlations were observed between Stroop performance and cortical activation in the left DLPFC and Pre-SMA. These findings demonstrate that excessive SSB is associated with poor EF, which may be explained by a decrease in neural efficiency of the left DLPFC and Pre-SMA.
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Affiliation(s)
- Jie Cui
- College of Physical Education, Shanghai Normal University, Shanghai 200234, China.
| | - JunLin Mu
- Second Affiliated Hospital of Xinxiang Medical University, Henan 453002, China
| | - JinJin Liao
- Hangzhou Dongcheng Foreign Language Experimental School, Zhejiang 310019, China
| | - ZhuoYue Shi
- Affiliated Primary School of Chengdu University of Technology, Sichuan 610066, China
| | - KaiPeng Qin
- High School Affiliated to Nanjing Normal University, Jiangsu 210003, China
| | - Lin Li
- College of Physical Education and Health, East China Normal University, Shanghai 200241, China; Key Laboratory of Adolescent Health Assessment and Exercise Intervention of Ministry of Education, East China Normal University, Shanghai 200241, China.
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Ellis LR, Boesch C, Dye L. Effects of Anthocyanins on Cognition and Vascular Function: A Systematic Review. Mol Nutr Food Res 2024; 68:e2300502. [PMID: 38961529 DOI: 10.1002/mnfr.202300502] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2023] [Revised: 03/06/2024] [Indexed: 07/05/2024]
Abstract
SCOPE Good vascular function is crucial for cerebral blood flow and cognitive performance. Diets high in anthocyanins have been shown to improve vascular function and are associated with improvements in cognition. This systematic review investigates randomized controlled trials examining the impact of anthocyanin intake on both cognition and vascular function. METHODS AND RESULTS Of the 1486 studies identified through searching Ovid Medline and AMED, PsychInfo, Web of Science, and Scopus, 20 studies are selected which measured cognitive and vascular function. Overall, positive effects on verbal and working memory are observed, which are supported by studies using functional magnetic resonance imaging to demonstrate increased blood flow in brain regions related to these cognitive domains. However, effects of anthocyanins on blood pressure and markers of endothelial function are inconsistent. CONCLUSION This systematic review provides evidence for a positive effect of anthocyanins on cognition and insight into the relevance of endothelial function. Anthocyanins are widely available and can be easily consumed in a range of different fruits, vegetables, and other products. Further studies should establish the optimal daily intake of anthocyanins for cardiovascular and cognitive health.
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Affiliation(s)
- Lucy R Ellis
- School of Psychology, Faculty of Medicine and Health, University of Leeds, Leeds, LS2 9JT, UK
| | - Christine Boesch
- School of Food Science and Nutrition, Faculty of Environment, University of Leeds, Leeds, LS2 9JT, UK
| | - Louise Dye
- School of Psychology, Faculty of Medicine and Health, University of Leeds, Leeds, LS2 9JT, UK
- School of Food Science and Nutrition, Faculty of Environment, University of Leeds, Leeds, LS2 9JT, UK
- Institute of Sustainable Food, University of Sheffield, Sheffield, S10 2TN, UK
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Macrae E, Milosavljevic B, Katus L, Mason L, Amadó MP, Rozhko M, de Haan M, Elwell CE, Moore SE, Lloyd-Fox S. Cognitive control in infancy: Attentional predictors using a tablet-based measure. INFANCY 2024; 29:631-655. [PMID: 38768285 DOI: 10.1111/infa.12599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2023] [Revised: 11/28/2023] [Accepted: 04/26/2024] [Indexed: 05/22/2024]
Abstract
Cognitive control is a predictor of later-life outcomes and may underpin higher order executive processes. The present study examines the development of early cognitive control during the first 24-month. We evaluated a tablet-based assessment of cognitive control among infants aged 18- and 24-month. We also examined concurrent and longitudinal associations between attentional disengagement, general cognitive skills and cognitive control. Participants (N = 60, 30 female) completed the tablet-task at 18- and 24-month of age. Attentional disengagement and general cognitive development were assessed at 5-, 8-, 12-, 18- and 24-month using an eye-tracking measure and the Mullen Scales of Early Learning (MSEL), respectively. The cognitive control task demonstrated good internal consistency, sensitivity to age-related change in performance and stable individual differences. No associations were found between infant cognitive control and MSEL scores longitudinally or concurrently. The eye-tracking task revealed that slower attentional disengagement at 8-month, but faster disengagement at 18-month, predicted higher cognitive control scores at 24-month. This task may represent a useful tool for measuring emergent cognitive control. The multifaceted relationship between attention and infant cognitive control suggests that the rapid development of the attentional system in infancy results in distinct attentional skills, at different ages, being relevant for cognitive control development.
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Affiliation(s)
- Emma Macrae
- Department of Psychology, University of Cambridge, Cambridge, UK
| | - Bosiljka Milosavljevic
- Department of Psychology, University of Cambridge, Cambridge, UK
- Department of Biological and Experimental Psychology, Queen Mary University of London, London, UK
| | - Laura Katus
- Institute for Lifecourse Development, University of Greenwich, London, UK
| | - Luke Mason
- Department of Forensic and Neurodevelopmental Sciences, King's College London, London, UK
| | | | - Maria Rozhko
- Department of Psychology, University of Cambridge, Cambridge, UK
| | - Michelle de Haan
- Great Ormond Street Institute of Child Health, University College London, London, UK
- Great Ormond Street Hospital for Children NHS Foundation Trust London, London, UK
| | - Clare E Elwell
- Department of Medical Physics and Biomedical Engineering, University College London, London, UK
| | - Sophie E Moore
- Department of Women and Children's Health, King's College London, London, UK
- MRC Unit The Gambia at the London School of Hygiene and Tropical Medicine, Keneba, The Gambia
| | - Sarah Lloyd-Fox
- Department of Psychology, University of Cambridge, Cambridge, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
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Zhu Y, Wang S, Qian Y, Hu J, Zhou H, Korivi M, Ye W, Zhu R. The Impact of Birth Season and Sex on Motor Skills in 2-Year-Old Children: A Study in Jinhua, Eastern China. Life (Basel) 2024; 14:836. [PMID: 39063590 PMCID: PMC11278476 DOI: 10.3390/life14070836] [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] [Received: 05/29/2024] [Revised: 06/26/2024] [Accepted: 06/27/2024] [Indexed: 07/28/2024] Open
Abstract
BACKGROUND This study investigates the effects of birth season and sex on the development of gross and fine motor skills in 2-year-old children in Jinhua, Eastern China. METHODS Conducted in Jinhua, a city in central Zhejiang Province, Eastern China, this research involved 225 children, assessing their gross and fine motor skills using the Peabody Developmental Motor Scales, Second Edition. Scores were adjusted for age in months to avoid the relative age effect. Statistical analyses included MANOVA to evaluate the impacts of season and sex. RESULTS Sex had no significant impact on overall motor development scores (p > 0.05). However, the season of birth significantly affected fine motor quotient (FMQ) and total motor quotient (TMQ) (p < 0.05). Boys' motor skills were generally unaffected by season, whereas girls born in winter exhibited superior fine motor skills compared to those born in summer. CONCLUSIONS Seasonal environmental factors significantly influence early motor development, particularly fine motor skills in girls. These findings highlight the importance of considering seasonal variations in early childhood interventions aimed at enhancing exercise physiology and sports performance.
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Affiliation(s)
- Yuanye Zhu
- Institute of Human Movement and Sports Engineering, College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua 321004, China; (Y.Z.); (Y.Q.); (J.H.); (H.Z.); (M.K.)
| | - Shuying Wang
- College of Physical Education, North University of China, Taiyuan 030051, China;
| | - Yongdong Qian
- Institute of Human Movement and Sports Engineering, College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua 321004, China; (Y.Z.); (Y.Q.); (J.H.); (H.Z.); (M.K.)
| | - Jiahui Hu
- Institute of Human Movement and Sports Engineering, College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua 321004, China; (Y.Z.); (Y.Q.); (J.H.); (H.Z.); (M.K.)
| | - Huiling Zhou
- Institute of Human Movement and Sports Engineering, College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua 321004, China; (Y.Z.); (Y.Q.); (J.H.); (H.Z.); (M.K.)
| | - Mallikarjuna Korivi
- Institute of Human Movement and Sports Engineering, College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua 321004, China; (Y.Z.); (Y.Q.); (J.H.); (H.Z.); (M.K.)
| | - Weibing Ye
- Institute of Human Movement and Sports Engineering, College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua 321004, China; (Y.Z.); (Y.Q.); (J.H.); (H.Z.); (M.K.)
| | - Rong Zhu
- Department of Sports Science, Wenzhou Medical University, Wenzhou 325035, China
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Tomaso CC, James TD, Brock RL, Yaroch AL, Hill JL, Huang TT, Nelson JM, Mason WA, Espy KA, Nelson TD. Early childhood executive control modulates negative affectivity's role in increasing adolescent body mass index trajectories. Pediatr Obes 2024:e13144. [PMID: 38926799 DOI: 10.1111/ijpo.13144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/29/2022] [Revised: 03/25/2024] [Accepted: 05/17/2024] [Indexed: 06/28/2024]
Abstract
BACKGROUND Executive control and temperament have been associated with pediatric obesity. However, interactions between these constructs in relation to future weight outcomes have not been investigated. OBJECTIVE This longitudinal study examined early childhood executive control, early temperament (negative affectivity and surgency), and their interactions as predictors of adolescent BMI trajectories. METHODS At age 5.25, children (N = 229) completed executive control tasks, and parents completed the Child Behavior Questionnaire to assess temperament. BMI was calculated annually between ages 14-17. RESULTS Greater early negative affectivity predicted more positive BMI growth. Although early childhood executive control was not associated with BMI growth, greater negative affectivity predicted greater BMI escalation at average and below average executive control abilities. CONCLUSIONS For children without robust executive control abilities early in development, negative affectivity may be a risk factor for accelerated adolescent BMI growth. Targeted assessment of early risk factors may be useful for childhood obesity prevention efforts.
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Affiliation(s)
- Cara C Tomaso
- Yale Child Study Center, Department of Child Psychiatry, Yale School of Medicine, New Haven, Connecticut, USA
| | - Tiffany D James
- Office of Research and Economic Development, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Rebecca L Brock
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Amy L Yaroch
- Center for Nutrition and Health Impact, Omaha, Nebraska, USA
| | - Jennie L Hill
- Department of Population Health Sciences, University of Utah School of Medicine, Salt Lake City, Utah, USA
| | - Terry T Huang
- Center for Systems and Community Design and NYU-CUNY Prevention Research Center, Graduate School of Public Health and Health Policy, City University of New York, New York, New York, USA
| | - Jennifer M Nelson
- Office of Research and Economic Development, Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - W Alex Mason
- Department of Child, Youth, & Family Studies, Nebraska Center for Research on Children, Youth, Families, and Schools, Lincoln, Nebraska, USA
| | - Kimberly A Espy
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, Detroit, Michigan, USA
| | - Timothy D Nelson
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
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Blume J, Dhanasekara CS, Kahathuduwa CN, Mastergeorge AM. Central Executive and Default Mode Networks: An Appraisal of Executive Function and Social Skill Brain-Behavior Correlates in Youth with Autism Spectrum Disorder. J Autism Dev Disord 2024; 54:1882-1896. [PMID: 36988766 DOI: 10.1007/s10803-023-05961-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/03/2023] [Indexed: 03/30/2023]
Abstract
Atypical connectivity patterns have been observed for individuals with autism spectrum disorders (ASD), particularly across the triple-network model. The current study investigated brain-behavior relationships in the context of social skills and executive function profiles for ASD youth. We calculated connectivity measures from diffusion tensor imaging using Bayesian estimation and probabilistic tractography. We replicated prior structural equation modeling of behavioral measures with total default mode network (DMN) connectivity to include comparisons with central executive network (CEN) connectivity and CEN-DMN connectivity. Increased within-CEN connectivity was related to metacognitive strengths. Our findings indicate behavior regulation difficulties in youth with ASD may be attributable to impaired connectivity between the CEN and DMN and social skill difficulties may be exacerbated by impaired within-DMN connectivity.
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Affiliation(s)
- Jessica Blume
- Department of Human Development and Family Sciences, Texas Tech University, P.O. Box 41230, Lubbock, TX, 79409-1230, USA.
| | | | - Chanaka N Kahathuduwa
- Department of Psychiatry and Neurology, Texas Tech University Health Sciences Center, Lubbock, USA
| | - Ann M Mastergeorge
- Department of Human Development and Family Sciences, Texas Tech University, P.O. Box 41230, Lubbock, TX, 79409-1230, USA
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Likhitweerawong N, Boonchooduang N, Khorana J, Phinyo P, Patumanond J, Louthrenoo O. Executive dysfunction as a possible mediator for the association between excessive screen time and problematic behaviors in preschoolers. PLoS One 2024; 19:e0298189. [PMID: 38574024 PMCID: PMC10994291 DOI: 10.1371/journal.pone.0298189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2023] [Accepted: 01/20/2024] [Indexed: 04/06/2024] Open
Abstract
Excessive screen time in children is a growing concern for parents and healthcare providers worldwide because it frequently leads to behavioral problems. Although executive dysfunction is proposed to be one of the contributing factors to maladaptive behaviors, little is known about the link between screen time and behaviors. This study aimed to identify whether executive dysfunction contributes to the negative behaviors of children exposed to excessive screen time. A cross-sectional study was conducted on preschool-aged children from public and private schools in Chiang Mai, Thailand. The parents/guardians of each child completed the questionnaires regarding clinical characteristics and screen time use, the Behavior Rating Inventory for Executive Function-Preschool (BRIEF-P), and the Strengths and Difficulties Questionnaire (SDQ). Children with more than one hour of media exposure per day were considered to have excessive screen time. Multivariable Gaussian regression was analyzed to compare the BRIEF-P and SDQ scores between the excessive and appropriate screen time groups. Causal mediation analysis was performed to examine the effects of total screen time on increasing behavioral problems with executive functioning as a mediator. A total of 1,126 preschoolers were included in the analyses. After controlling for age, sex, socioeconomic status, and maternal education, the excessive screen time group had significantly higher BRIEF-P global executive composite score than the appropriate screen time group (mean difference of global executive composite score = 1.49, 95% CI [0.12, 2.86], and p = 0.033). Concurrently, there were significant differences in externalizing behavior subscales and SDQ total difficulties scores between the excessive and appropriate screen time groups (mean difference of total difficulties score = 0.90, 95% CI [0.29, 1.50], and p = 0.004). A significant average causal mediation effect (ACME) of screen time on behavioral problems mediated through executive functioning was β = 0.28, 95% CI [0.13-0.44], which was more than half of the total effect (54.9%, 95% CI [37.4-100%]). The current study suggests that the increase in behavioral issues in preschoolers might be partly explained by the direct effect of excessive screen time and the mediating effect of impaired executive functioning. Our results may raise concerns about the necessity to limit screen time and monitor for executive function deficits and behavioral problems in young children with high screen time.
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Affiliation(s)
- Narueporn Likhitweerawong
- Department of Pediatrics, Division of Growth and Development, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
| | - Nonglak Boonchooduang
- Department of Pediatrics, Division of Growth and Development, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
| | - Jiraporn Khorana
- Department of Surgery, Division of Pediatric Surgery, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
- Center of Clinical Epidemiology and Clinical Statistics, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
- Clinical Surgical Research Center, Department of Surgery, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
| | - Phichayut Phinyo
- Center of Clinical Epidemiology and Clinical Statistics, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
- Department of Family Medicine, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
| | - Jayanton Patumanond
- Center of Clinical Epidemiology and Clinical Statistics, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
| | - Orawan Louthrenoo
- Department of Pediatrics, Division of Growth and Development, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
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Menu I, Borst G, Cachia A. Latent Network Analysis of Executive Functions Across Development. J Cogn 2024; 7:31. [PMID: 38617749 PMCID: PMC11012023 DOI: 10.5334/joc.355] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Accepted: 03/06/2024] [Indexed: 04/16/2024] Open
Abstract
Executive functions (EFs) are crucial for academic achievement, physical health, and mental well-being. Previous studies using structural equation models revealed EFs' developmental organization, evolving from one factor in childhood to three factors in adults: inhibition, cognitive flexibility, and updating. Recent network model studies confirmed this differentiation from childhood to adulthood. Reanalyzing previously published data from 1019 children (aged 7.8 to 15.3; 50.4% female; 59.1% White, 15.0% Latinx, 14.3% Bi-racial, 6.7% African American, 4.2% Asian American, 0.6% Other), this study compared three analytical methods to explore EF development: structural equation model, network model, and the novel latent variable network model. All approaches supported fine-grained EF-specific trajectories and differentiation throughout development, with inhibition being central in childhood and updating in early adolescence.
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Affiliation(s)
- Iris Menu
- Department of Child & Adolescent Psychiatry, NYU Langone Health, New York, NY 10016, US
- Université Paris Cité, LaPsyDE, CNRS, F-75005, Paris, FR
| | - Grégoire Borst
- Université Paris Cité, LaPsyDE, CNRS, F-75005, Paris, FR
- Institut Universitaire de France, Paris, FR
| | - Arnaud Cachia
- Université Paris Cité, LaPsyDE, CNRS, F-75005, Paris, FR
- Université Paris Cité, Imaging biomarkers for brain development and disorders, UMR INSERM 1266, GHU Paris Psychiatrie & Neurosciences, F-75005 Paris, FR
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10
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Laifer LM, Brock RL, Tomaso CC, James TD, Yaroch AL, Hill JL, Huang TT, Nelson JM, Mason WA, Espy KA, Nelson TD. Exploring the Interaction Between Preschool Executive Control and Caregiver Emotion Socialization in Predicting Adolescent Weight Trajectories. J Youth Adolesc 2024; 53:656-668. [PMID: 38117361 PMCID: PMC10872396 DOI: 10.1007/s10964-023-01928-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 12/04/2023] [Indexed: 12/21/2023]
Abstract
There is a critical need for research examining how neural vulnerabilities associated with obesity, including lower executive control, interact with family factors to impact weight trajectories across adolescence. Utilizing a longitudinal design, the present study investigated caregivers' emotion socialization practices as a moderator of the association between preschool executive control and adolescent body mass index (BMI) trajectories. Participants were 229 youth (Mage = 5.24, SD = 0.03; 47.2% assigned female at birth; 73.8% White, 3.9% Black, 0.4% Asian American, 21.8% multiracial; 12.7% Hispanic) enrolled in a longitudinal study. At preschool-age, participants completed performance-based executive control tasks, and their caregivers reported on their typical emotion-related socialization behaviors (i.e., supportive and nonsupportive responses to children's negative emotions). Participants returned for annual laboratory visits at ages 14 through 17, during which their height and weight were measured to calculate BMI. Although neither preschool executive control nor caregiver emotion-related socialization behaviors were directly associated with BMI growth in adolescence, supportive responses moderated the association between executive control and BMI trajectories. The expected negative association between lower preschool executive control and greater BMI growth was present at below average levels of supportive responses, suggesting that external regulation afforded by supportive responses might reduce risk for adolescent overweight and obesity among children with lower internal self-regulatory resources during preschool. Findings highlight the importance of efforts to bolster executive control early in development and targeted interventions to promote effective caregiver emotion socialization (i.e., more supportive responses) for youth with lower internal self-regulatory abilities to mitigate risk for overweight and obesity and promote health across childhood and adolescence.
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Affiliation(s)
- Lauren M Laifer
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA.
| | - Rebecca L Brock
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Cara C Tomaso
- Child Study Center, Yale School of Medicine, New Haven, CT, USA
| | - Tiffany D James
- Office of Research and Economic Development, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Amy L Yaroch
- Gretchen Swanson Center for Nutrition, Omaha, NE, USA
| | - Jennie L Hill
- Department of Population Health Sciences, University of Utah School of Medicine, Salt Lake City, UT, USA
| | - Terry T Huang
- Center for Systems and Community Design and NYU-CUNY Prevention Research Center, Graduate School of Public Health and Health Policy, City University of New York, New York, NY, USA
| | - Jennifer Mize Nelson
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
- Office of Research and Economic Development, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - W Alex Mason
- Department of Child, Youth, & Family Studies, Nebraska Center for Research on Children, Youth, Families, and Schools, Lincoln, NE, USA
| | - Kimberly Andrews Espy
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, Detroit, MI, USA
| | - Timothy D Nelson
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
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11
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Mendez AH, Yu C, Smith LB. Controlling the input: How one-year-old infants sustain visual attention. Dev Sci 2024; 27:e13445. [PMID: 37665124 DOI: 10.1111/desc.13445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2022] [Revised: 08/01/2023] [Accepted: 08/18/2023] [Indexed: 09/05/2023]
Abstract
Traditionally, the exogenous control of gaze by external saliencies and the endogenous control of gaze by knowledge and context have been viewed as competing systems, with late infancy seen as a period of strengthening top-down control over the vagaries of the input. Here we found that one-year-old infants control sustained attention through head movements that increase the visibility of the attended object. Freely moving one-year-old infants (n = 45) wore head-mounted eye trackers and head motion sensors while exploring sets of toys of the same physical size. The visual size of the objects, a well-documented salience, varied naturally with the infant's moment-to-moment posture and head movements. Sustained attention to an object was characterized by the tight control of head movements that created and then stabilized a visual size advantage for the attended object for sustained attention. The findings show collaboration between exogenous and endogenous attentional systems and suggest new hypotheses about the development of sustained visual attention.
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Affiliation(s)
- Andres H Mendez
- CICEA, Universidad de la República, Montevideo, Uruguay
- Institut de Neurociencies, Universitat de Barcelona, Barcelona, Spain
| | - Chen Yu
- Department of Psychology, University of Texas, Austin, Texas, USA
| | - Linda B Smith
- Psychological and Brain Sciences, Indiana Unversity, Bloomington, Indiana, USA
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12
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Rodrigues JDS, Matijasevich A, Tovo-Rodrigues L, Munhoz TN, Santos IS, Pastor-Valero M. Risk factors for executive function impairment in adolescence: an analysis of data from the 2004 Pelotas Birth Cohort study. REVISTA BRASILEIRA DE PSIQUIATRIA (SAO PAULO, BRAZIL : 1999) 2023; 45:470-481. [PMID: 37995276 PMCID: PMC10897774 DOI: 10.47626/1516-4446-2023-3277] [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] [Received: 07/06/2023] [Accepted: 09/24/2023] [Indexed: 11/25/2023]
Abstract
OBJECTIVE To investigate risk factors associated with impaired attention-related executive functions (EFs) at age 11 and working memory at age 15. METHODS Data from participants of the population-based 2004 Pelotas Birth Cohort at ages 11 (n=3,582) and 15 (n=1,950) were analyzed. The study measured attentional control, cognitive flexibility, and selective attention using the Test of Everyday Attention for Children (TEA-Ch). Spatial working memory was assessed by the Cambridge Neuropsychological Test Automated Battery (CANTAB). Logistic regression was employed to explore the relationship between perinatal and childhood exposures and EF impairment. RESULTS Low maternal education had a significant negative impact on EFs. At age 11, it was associated with decreased attentional control (OR = 3.04; 95%CI 2.09-4.43), and at age 15, it was linked to impaired spatial working memory (OR = 2.21; 95%CI 1.58-3.09). Additional risk factors included low household income, black or brown maternal skin color, high parity, prematurity, low birth weight, and multiple siblings. Breastfeeding, regardless of duration, was found to be a protective factor against impaired cognitive flexibility (OR = 0.38; 95%CI 0.22-0.65). CONCLUSION This study underscores the lasting impact of perinatal exposures on EF development. Policies that mitigate the negative effects of risk factors and promote EF development, especially among vulnerable populations, are needed.
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Affiliation(s)
- Júlia de Souza Rodrigues
- Departamento de Medicina Preventiva, Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil. Departamento de Salud Pública, Historia de la Ciencia y Ginecología, Facultad de Medicina, Universidad Miguel Hernández de Elche, Elche, Spain
| | - Alicia Matijasevich
- Departamento de Medicina Preventiva, Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil
| | - Luciana Tovo-Rodrigues
- Programa de Pós-Graduação em Epidemiologia, Universidade Federal de Pelotas (UFPel), Pelotas, RS, Brazil
| | - Tiago N Munhoz
- Programa de Pós-Graduação em Epidemiologia, Universidade Federal de Pelotas (UFPel), Pelotas, RS, Brazil. Faculdade de Psicologia, UFPel, Pelotas, RS, Brazil
| | - Iná S Santos
- Programa de Pós-Graduação em Epidemiologia, Universidade Federal de Pelotas (UFPel), Pelotas, RS, Brazil
| | - Maria Pastor-Valero
- Departamento de Salud Pública, Historia de la Ciencia y Ginecología, Facultad de Medicina, Universidad Miguel Hernández de Elche, Elche, Spain. Centro de Investigación Biomédica en Red, Madrid, Spain
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13
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Klenberg L, Teivaanmäki S, Närhi V, Kiuru N, Healey D. Effectiveness of ENGAGE in reducing difficulties in everyday executive functions among Finnish preschoolers: a randomized controlled trial. Child Neuropsychol 2023; 29:1341-1361. [PMID: 36617885 DOI: 10.1080/09297049.2022.2164568] [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: 09/23/2022] [Accepted: 12/28/2022] [Indexed: 01/10/2023]
Abstract
Effective interventions applicable for young preschool-age children are needed to reduce the risk of widespread and sustained adversities that are linked to early executive function (EF) difficulties. This randomized controlled trial (RCT) examined the effectiveness of the play-based ENGAGE intervention in improving behavioral outcomes related to EFs among Finnish preschool-age children with hyperactivity and/or inattention problems. 95 children between 4 and 5 years of age and their parents were randomly assigned to the ENGAGE intervention or a waitlist control group. Parents and early childhood education (ECE) teachers rated the children's EF difficulties and problem behaviors at pre-intervention, post-intervention, and 5-month follow-up. Repeated measures linear mixed modeling was used to examine the effect of ENGAGE on child outcomes. Those receiving ENGAGE exhibited significantly greater decreases in parent-rated attentional problems, hyperactivity/impulsivity, and acting out behaviors than the control group did, with mostly moderate effect sizes. No consistent improvements in the teacher ratings of children's EF related difficulties were found in either group. Low dropout (8%) from the intervention and high acceptability ratings indicated that ENGAGE is a palatable intervention for parents. The present study showed that findings from an earlier RCT on ENGAGE conducted in New Zealand could be generalized to a different cultural setting, as the intervention effectively reduced young Finnish children's EF difficulties in the home context. Extending ENGAGE and other play-based interventions into different everyday contexts of children, such as ECE, could further enhance the beneficial effects on children's EFs and behavior.
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Affiliation(s)
| | - Sini Teivaanmäki
- Niilo Mäki Institute, Jyväskylä, Finland
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Vesa Närhi
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
| | - Noona Kiuru
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Dione Healey
- Department of Psychology, University of Otago, Dunedin, New Zealand
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14
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Sankalaite S, Huizinga M, Warreyn P, Dewandeleer J, Baeyens D. The association between working memory, teacher-student relationship, and academic performance in primary school children. Front Psychol 2023; 14:1240741. [PMID: 37809289 PMCID: PMC10556679 DOI: 10.3389/fpsyg.2023.1240741] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 09/07/2023] [Indexed: 10/10/2023] Open
Abstract
Introduction Early relationships with teachers play an important role in children's development and significantly influence students' cognitive and academic performance. Studies suggest that working memory (WM) is a strong predictor of academic achievement, especially of reading and arithmetic outcomes. The associations between teacher-student relationship (TSR) quality, children's WM skills and their academic performance have been reported in numerous observational studies. However, the potentially bidirectional and temporal nature of the relationships between these constructs is understudied. Methods The purpose of this study was to investigate the relationships between primary school children's WM and TSR by applying a cross-lagged design and measuring these constructs at three time points throughout the academic year. More exploratively, this study investigated how WM and TSR bidirectionally relate to children's academic performance. Results The findings of this study revealed a temporal relationship between WM and TSR: between WM-related problems in the classroom at baseline and conflict at 3-month follow-up, and between closeness at 3-month follow-up and WM-related problems in the classroom at 5-month follow-up. Moreover, the findings showed a bidirectional relationship between arithmetic performance and WM-related problematic behaviour. Discussion This study highlights that relationships between the teacher and students play an important role in supporting students' cognitive and academic development. Importantly, this study suggests that children with WM problems may benefit from interventions that focus on improving their relationships with teachers. Additionally, the findings propose that interventions targeting WM may also have positive effects on children's academic performance.
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Affiliation(s)
- Simona Sankalaite
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Mariëtte Huizinga
- Department of Educational and Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Petra Warreyn
- Department of Experimental Clinical and Health Psychology, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium
| | - Jolien Dewandeleer
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Dieter Baeyens
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
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15
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Elsayed NM, Luby JL, Barch DM. Contributions of socioeconomic status and cognition to emotion processes and internalizing psychopathology in childhood and adolescence: A systematic review. Neurosci Biobehav Rev 2023; 152:105303. [PMID: 37414378 DOI: 10.1016/j.neubiorev.2023.105303] [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: 12/19/2022] [Revised: 06/27/2023] [Accepted: 07/02/2023] [Indexed: 07/08/2023]
Abstract
This systematic review evaluated evidence from 25 manuscripts regarding three possible relationships of socioeconomic disadvantage (SESD) and cognition to emotion knowledge (EK), emotion regulation (ER), and internalizing psychopathology (IP) across development; a) independent contributions of disadvantage and cognition; b) cognition mediates relations of disadvantage; or c) cognition moderates' relations of disadvantage. Results support associations between SESD and cognition to emotion that differ by cognitive domain and developmental epoch. For EK, in early and middle childhood language and executive functions contribute to EK independent of SESD, and early childhood executive functions may interact with socioeconomic status (SES) to predict prospective EK. Regarding ER, language contributes to ER independent of SES across development and may mediate associations between SES and ER in adolescence. Regarding IP, SES, language, executive function, and general ability have independent contributions to IP across development; in adolescence executive function may mediate or moderate associations between SES and IP. Findings highlight the need for nuanced and developmentally sensitive research on the contributions of SESD and domains of cognition to emotion.
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Affiliation(s)
| | - Joan L Luby
- Washington University School of Medicine in St. Louis, MO, USA
| | - Deanna M Barch
- Washington University School of Medicine in St. Louis, MO, USA; Washington University in St. Louis, MO, USA
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16
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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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17
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Laifer LM, Tomaso CC, Chang OD, Phillips EM, James TD, Nelson JM, Espy KA, Alex Mason W, Nelson TD. Early executive control buffers risk for adolescent psychopathology during the COVID-19 pandemic. J Adolesc 2023; 95:1205-1219. [PMID: 37211897 PMCID: PMC10526894 DOI: 10.1002/jad.12195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 05/08/2023] [Accepted: 05/09/2023] [Indexed: 05/23/2023]
Abstract
BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had a global impact on youth mental health, and there is a critical need for research examining individual factors that contribute to increased psychopathology during the pandemic. The current study explored whether executive control (EC) abilities in early childhood interact with COVID-related stress to attenuate risk for adolescent psychopathology during the first 6 months of the pandemic. METHODS Participants were 337 youth (49% female) living in a small midwestern city in the United States. Participants completed EC tasks when they were approximately 4.5 years old as part of a longitudinal study investigating cognitive development. At annual laboratory visits during adolescence and before the pandemic, participants (Mage = 14.57) reported on mental health symptoms. In July and August of 2020, participants (Mage = 16.57) reported on COVID-related stress and depression, anxiety, and trauma symptoms. RESULTS COVID-related stress was associated with increased internalizing problems after controlling for prepandemic symptom levels. Further, the impact of COVID-related stress on adolescent internalizing problems was moderated by preschool EC, with higher levels of EC buffering the effects of COVID-related stress on adolescent internalizing problems. CONCLUSIONS Findings highlight the importance of promoting EC early in development, as well as screening for EC deficits and implementing targeted intervention strategies across the lifespan to help reduce the impact of stress on adolescent internalizing problems.
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Affiliation(s)
- Lauren M Laifer
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Cara C Tomaso
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Olivia D Chang
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
- School of Social Work, University of Michigan, Ann Arbor, Michigan, USA
| | - Eric M Phillips
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Tiffany D James
- Office of Research and Economic Development, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Jennifer Mize Nelson
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
- Office of Research and Economic Development, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Kimberly Andrews Espy
- Department of Neuroscience, Developmental and Regenerative Biology, University of Texas at San Antonio, San Antonio, Texas, USA
- Department of Psychiatry and Behavioral Science, University of Texas Health Science Center at San Antonio, Long School of Medicine, San Antonio, Texas, USA
| | - W Alex Mason
- Department of Child, Youth, & Family Studies, Nebraska Center for Research on Children, Youth, Families, and Schools, Lincoln, Nebraska, USA
| | - Timothy D Nelson
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
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18
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Kucharska-Newton AM, Pike JR, Chen J, Coresh J, Sharret AR, Mosley T, Palta P. Association of Childhood and Midlife Neighborhood Socioeconomic Position With Cognitive Decline. JAMA Netw Open 2023; 6:e2327421. [PMID: 37540511 PMCID: PMC10403777 DOI: 10.1001/jamanetworkopen.2023.27421] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Accepted: 06/24/2023] [Indexed: 08/05/2023] Open
Abstract
Importance Early-life socioeconomic adversity may be associated with poor cognitive health over the life course. Objective To examine the association of childhood and midlife neighborhood socioeconomic position (nSEP) with cognitive decline. Design, Setting, and Participants This cohort study included 5711 men and women enrolled in the community-based Atherosclerosis Risk in Communities (ARIC) Study with repeated cognitive data measured over a median 27.0 years (IQR, 26.0-27.9 years) (1990-2019). Statistical analysis was performed from December 2022 through March 2023. Exposure Residence addresses for ARIC Study cohort participants were obtained at midlife (1990-1993) and as recalled addresses at 10 years of age (childhood). A composite nSEP z score was created as a sum of z scores for US Census-based measures of median household income; median value of owner-occupied housing units; percentage of households receiving interest, dividend, or net rental income; percentage of adults with a high school degree; percentage of adults with a college degree; and percentage of adults in professional, managerial, or executive occupations. Childhood nSEP and midlife nSEP were modeled as continuous measures and discretized into tertiles. Main Outcomes and Measures A factor score for global cognition was derived from a battery of cognitive tests administered at 5 in-person visits from baseline to 2019. The rate of cognitive decline from 50 to 90 years of age was calculated by fitting mixed-effects linear regression models with age as the time scale and adjusted for race, sex, birth decade, educational level, and presence of the apolipoprotein E ε4 allele. Results Among 5711 ARIC Study participants (mean [SD] baseline age, 55.1 [4.7] years; 3372 women [59.0%]; and 1313 Black participants [23.0%]), the median rate of cognitive decline was -0.33 SDs (IQR, -0.49 to -0.20 SDs) per decade. In adjusted analyses, each 1-SD-higher childhood nSEP score was associated with a slower (β, -9.2%; 95% CI, -12.1% to -6.4%) rate of cognitive decline relative to the sample median. A comparable association was observed when comparing the highest tertile with the lowest tertile of childhood nSEP (β, -17.7%; 95% CI, -24.1% to -11.3%). Midlife nSEP was not associated with the rate of cognitive decline. Conclusions and Relevance In this cohort study of contextual factors associated with cognitive decline, childhood nSEP was inversely associated with trajectories of cognitive function throughout adulthood.
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Affiliation(s)
- Anna M. Kucharska-Newton
- Department of Epidemiology, University of North Carolina at Chapel Hill
- Department of Epidemiology, University of Kentucky, Lexington
| | - James Russell Pike
- Department of Epidemiology, Johns Hopkins University, Baltimore, Maryland
| | - Jinyu Chen
- Department of Epidemiology, Johns Hopkins University, Baltimore, Maryland
| | - Josef Coresh
- Department of Epidemiology, Johns Hopkins University, Baltimore, Maryland
| | - A. Richey Sharret
- Department of Epidemiology, Johns Hopkins University, Baltimore, Maryland
| | - Thomas Mosley
- Department of Neurology, University of Mississippi Medical Center, Jackson
- Department of Medicine, University of Mississippi Medical Center, Jackson
| | - Priya Palta
- Department of Neurology, University of North Carolina at Chapel Hill
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19
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Koelbel M, Hamdule S, Kirkham FJ, Stotesbury H, Hood AM, Dimitriou D. Mind the gap: trajectory of cognitive development in young individuals with sickle cell disease: a cross-sectional study. Front Neurol 2023; 14:1087054. [PMID: 37560456 PMCID: PMC10408298 DOI: 10.3389/fneur.2023.1087054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2022] [Accepted: 06/26/2023] [Indexed: 08/11/2023] Open
Abstract
STUDY OBJECTIVES Compared to typically developing children and young adults (CYA-TD), those living with Sickle Cell Disease (CYA-SCD) experience more cognitive difficulties, particularly with executive function. Few studies have examined the relative importance of silent cerebral infarction (SCI), haemoglobin and arterial oxygen content on age-related cognitive changes using cross-sectional or longitudinal (developmental trajectory) data. This study presents cohort data from a single timepoint to inform studies with multiple timepoints. METHODS We compared cross-sectional raw and scaled scores as age-related changes in cognition (trajectories) in CYA-SCD and age-and ethnicity-matched CYA-TD. We also compared cross-sectional age-related changes in cognition (trajectories) in CYA-SCD with and without SCI to CYA-TD. General cognitive abilities were assessed using Wechsler Intelligence Scales, including the Verbal Comprehension Index (VCI) and Perceptual Reasoning Index (PRI) underpinning IQ. Executive function was evaluated using the Delis-Kaplan Executive Function System (D-KEFS) Tower subtest and the Behaviour Rating Inventory of Executive Function (BRIEF) questionnaire. SCI were identified from contemporaneous 3 T MRI; participants with overt stroke were excluded. Recent haemoglobin was available and oxygen saturation (SpO2) was measured on the day of the MRI. RESULTS Data were available for 120 CYA-SCD [62 male; age = 16.78 ± 4.79 years; 42 (35%) with SCI] and 53 CYA-TD (23 male; age = 17.36 ± 5.16). Compared with CYA-TD, CYA-SCD experienced a delayed onset in VCI and slower rate of development for BRIEF Global Executive Composite, Metacognition Index (MI), and Behaviour Regulation Index. The rate of executive function development for the BRIEF MI differed significantly between CYA-TD and CYA-SCD, with those with SCI showing a 26% delay compared with CYA-TD. For CYA-SCD with SCI, arterial oxygen content explained 22% of the variance in VCI and 37% in PRI, while haemoglobin explained 29% of the variance in PRI. CONCLUSION Age-related cognitive trajectories of CYA-SCD may not be impaired but may progress more slowly. Longitudinal studies are required, using tests unaffected by practice. In addition to initiation of medical treatment, including measures to improve arterial oxygen content, early cognitive intervention, educational support, and delivery of extracurricular activities could support cognitive development for CYA-SCD.Graphical Abstract.
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Affiliation(s)
- Melanie Koelbel
- Developmental Neurosciences Section, UCL Great Ormond Street Institute of Child Health, London, United Kingdom
- Sleep Education and Research Laboratory, UCL Institute of Education, London, United Kingdom
| | - Shifa Hamdule
- Developmental Neurosciences Section, UCL Great Ormond Street Institute of Child Health, London, United Kingdom
| | - Fenella J. Kirkham
- Developmental Neurosciences Section, UCL Great Ormond Street Institute of Child Health, London, United Kingdom
- Clinical and Experimental Sciences, University of Southampton, Southampton, United Kingdom
| | - Hanne Stotesbury
- Developmental Neurosciences Section, UCL Great Ormond Street Institute of Child Health, London, United Kingdom
| | - Anna Marie Hood
- Developmental Neurosciences Section, UCL Great Ormond Street Institute of Child Health, London, United Kingdom
- Division of Psychology and Mental Health, Manchester Centre for Health Psychology, University of Manchester, Manchester, United Kingdom
| | - Dagmara Dimitriou
- Sleep Education and Research Laboratory, UCL Institute of Education, London, United Kingdom
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Gastaud LM, Trettim JP, Scholl CC, Rubin BB, Coelho FT, Krause GB, Ferreira NM, de Matos MB, Pinheiro RT, de Avila Quevedo L. Screen time: Implications for early childhood cognitive development. Early Hum Dev 2023; 183:105792. [PMID: 37352820 DOI: 10.1016/j.earlhumdev.2023.105792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Revised: 05/22/2023] [Accepted: 05/22/2023] [Indexed: 06/25/2023]
Abstract
BACKGROUND Exposure and introduction to digital media, especially in children, are a current cause for concern. The negative links associated with early screen exposure are extensive. AIMS To evaluate the association between the time of exposure to a screen in children at 18 months of age and cognitive development in a population-based sample in Southern Brazil. STUDY DESIGN This was a cross-sectional study corresponding to the fourth wave of a population-based cohort study with pregnant women and later, their children living in the city of Pelotas, Southern Brazil. SUBJECTS The sample consisted of 470 children who completed the cognitive assessment. OUTCOME MEASURES Cognitive development was assessed using the Bayley Scales of Infant Development - Third Edition (BSID-III). Exposure to screen time was assessed using a questionnaire completed by the primary caregiver. RESULTS Of the total, 58.8 % of the children had ≥1 h of screen time per day and the average on the cognitive scale of the entire sample was 96.1 (SD = 14.0). Cognitive development was lower in children whose mothers had lower levels of education (CI 95 % -4.9; -2.1), where boys (CI 95 % 3.2; 8.4) and in children exposed to 2 h or more of screen time/day (CI 95 % -3.6; -0.5). CONCLUSIONS Exposure to screens may have a significant negative association with children's cognitive development and, therefore, we seek to intervene and to give advice to parents and guardians about the true impact of digital media. Further studies are necessary to consolidate the findings and to disclose information on the topic.
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Affiliation(s)
- Luiza Morrone Gastaud
- Postgraduate Program in Health and Behavior, Catholic University of Pelotas (UCPel), Gonçalves Chaves, 373/411, 96015-560 Pelotas, RS, Brazil
| | - Jéssica Puchalski Trettim
- Postgraduate Program in Health and Behavior, Catholic University of Pelotas (UCPel), Gonçalves Chaves, 373/411, 96015-560 Pelotas, RS, Brazil
| | - Carolina Coelho Scholl
- Postgraduate Program in Health and Behavior, Catholic University of Pelotas (UCPel), Gonçalves Chaves, 373/411, 96015-560 Pelotas, RS, Brazil
| | - Bárbara Borges Rubin
- Postgraduate Program in Health and Behavior, Catholic University of Pelotas (UCPel), Gonçalves Chaves, 373/411, 96015-560 Pelotas, RS, Brazil
| | - Fernanda Teixeira Coelho
- Postgraduate Program in Health and Behavior, Catholic University of Pelotas (UCPel), Gonçalves Chaves, 373/411, 96015-560 Pelotas, RS, Brazil
| | - Gabriel Blank Krause
- Postgraduate Program in Health and Behavior, Catholic University of Pelotas (UCPel), Gonçalves Chaves, 373/411, 96015-560 Pelotas, RS, Brazil
| | - Natasha Mayer Ferreira
- Postgraduate Program in Health and Behavior, Catholic University of Pelotas (UCPel), Gonçalves Chaves, 373/411, 96015-560 Pelotas, RS, Brazil
| | - Mariana Bonati de Matos
- Postgraduate Program in Health and Behavior, Catholic University of Pelotas (UCPel), Gonçalves Chaves, 373/411, 96015-560 Pelotas, RS, Brazil
| | - Ricardo Tavares Pinheiro
- Postgraduate Program in Health and Behavior, Catholic University of Pelotas (UCPel), Gonçalves Chaves, 373/411, 96015-560 Pelotas, RS, Brazil.
| | - Luciana de Avila Quevedo
- Postgraduate Program in Health and Behavior, Catholic University of Pelotas (UCPel), Gonçalves Chaves, 373/411, 96015-560 Pelotas, RS, Brazil
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Kim SA, Kasari C. Brief Report: Longitudinal Trajectory of Working Memory in School-Aged Children on the Autism Spectrum: Period of High Plasticity and "Late Bloomers". J Autism Dev Disord 2023:10.1007/s10803-023-05960-5. [PMID: 37022582 DOI: 10.1007/s10803-023-05960-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/05/2023] [Indexed: 04/07/2023]
Abstract
PURPOSE While working memory (WM) is a powerful predictor for children's school outcomes, autistic children are more likely to experience delays. This study compared autistic children and their neurotypical peers' WM development over their elementary school years, including relative growth and period of plasticity. METHODS Using a nationally-representative dataset, latent growth models were built to examine periods of high plasticity and the relationship between children's performance upon school entry and their relative growth. RESULTS While both groups made steeper gains during the early school years, autistic children's period of highest plasticity was prolonged by 1 year, which suggests a larger window for interventions. Further, autistic children who started kindergarten with poorer WM were more likely to make rapid growth during the last 3 years of elementary school, which is when their neurotypical peers' development started to plateau. CONCLUSION Findings should prompt various stakeholders to examine interventions and instructions to maximize autistic children's growth in WM. Further, the continued support and monitoring by educators throughout autistic children's late childhood can be particularly beneficial for the "late-bloomers."
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Affiliation(s)
- Sohyun An Kim
- Department of Education, University of California, Los Angeles, Moore Hall, 457 Portola Plaza, Los Angeles, CA, 90095, USA.
| | - Connie Kasari
- Department of Education, University of California, Los Angeles, Moore Hall, 457 Portola Plaza, Los Angeles, CA, 90095, USA
- Semel Institute for Neuroscience, University of California, Los Angeles, CA, USA
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22
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Law EC, Han MX, Lai Z, Lim S, Ong ZY, Ng V, Gabard-Durnam LJ, Wilkinson CL, Levin AR, Rifkin-Graboi A, Daniel LM, Gluckman PD, Chong YS, Meaney MJ, Nelson CA. Associations Between Infant Screen Use, Electroencephalography Markers, and Cognitive Outcomes. JAMA Pediatr 2023; 177:311-318. [PMID: 36716016 PMCID: PMC9887532 DOI: 10.1001/jamapediatrics.2022.5674] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2022] [Accepted: 11/16/2022] [Indexed: 01/31/2023]
Abstract
Importance Research evidence is mounting for the association between infant screen use and negative cognitive outcomes related to attention and executive functions. The nature, timing, and persistence of screen time exposure on neural functions are currently unknown. Electroencephalography (EEG) permits elucidation of the neural correlates associated with cognitive impairments. Objective To examine the associations between infant screen time, EEG markers, and school-age cognitive outcomes using mediation analysis with structural equation modeling. Design, Setting, and Participants This prospective maternal-child dyad cohort study included participants from the population-based study Growing Up in Singapore Toward Healthy Outcomes (GUSTO). Pregnant mothers were enrolled in their first trimester from June 2009 through December 2010. A subset of children who completed neurodevelopmental visits at ages 12 months and 9 years had EEG performed at age 18 months. Data were reported from 3 time points at ages 12 months, 18 months, and 9 years. Mediation analyses were used to investigate how neural correlates were involved in the paths from infant screen time to the latent construct of attention and executive functioning. Data for this study were collected from November 2010 to March 2020 and were analyzed between October 2021 and May 2022. Exposures Parent-reported screen time at age 12 months. Main Outcomes and Measures Power spectral density from EEG was collected at age 18 months. Child attention and executive functions were measured with teacher-reported questionnaires and objective laboratory-based tasks at age 9 years. Results In this sample of 437 children, the mean (SD) age at follow-up was 8.84 (0.07) years, and 227 children (51.9%) were male. The mean (SD) amount of daily screen time at age 12 months was 2.01 (1.86) hours. Screen time at age 12 months contributed to multiple 9-year attention and executive functioning measures (η2, 0.03-0.16; Cohen d, 0.35-0.87). A subset of 157 children had EEG performed at age 18 months; EEG relative theta power and theta/beta ratio at the frontocentral and parietal regions showed a graded correlation with 12-month screen use (r = 0.35-0.37). In the structural equation model accounting for household income, frontocentral and parietal theta/beta ratios partially mediated the association between infant screen time and executive functioning at school age (exposure-mediator β, 0.41; 95% CI, 0.22 to 0.59; mediator-outcome β, -0.38; 95% CI, -0.64 to -0.11), forming an indirect path that accounted for 39.4% of the association. Conclusions and Relevance In this study, infant screen use was associated with altered cortical EEG activity before age 2 years; the identified EEG markers mediated the association between infant screen time and executive functions. Further efforts are urgently needed to distinguish the direct association of infant screen use compared with family factors that predispose early screen use on executive function impairments.
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Affiliation(s)
- Evelyn C. Law
- Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Khoo Teck Puat–National University Children’s Medical Institute, National University Health System, Singapore
- Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research, Singapore
| | - Meredith X. Han
- Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Zhuoyuan Lai
- Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research, Singapore
| | - Shuping Lim
- Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Zi Yan Ong
- Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research, Singapore
| | - Valerie Ng
- Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research, Singapore
| | - Laurel J. Gabard-Durnam
- Center for Cognitive and Brain Health, Northeastern University, Boston, Massachusetts
- Division of Developmental Medicine, Boston Children’s Hospital, Boston, Massachusetts
| | - Carol L. Wilkinson
- Division of Developmental Medicine, Boston Children’s Hospital, Boston, Massachusetts
| | - April R. Levin
- Division of Developmental Medicine, Boston Children’s Hospital, Boston, Massachusetts
- Division of Neurology, Boston Children’s Hospital, Boston, Massachusetts
| | - Anne Rifkin-Graboi
- Centre for Research in Child Development, National Institute of Education, Singapore
| | - L. Mary Daniel
- Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Department of Child Development, KK Women’s and Children’s Hospital, Singapore
- Academic Medicine Department, Duke-NUS Medical School, Singapore
| | - Peter D. Gluckman
- Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research, Singapore
- Liggins Institute, University of Auckland, Grafton, Auckland, New Zealand
| | - Yap Seng Chong
- Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research, Singapore
- Department of Obstetrics and Gynaecology, National University Health System and Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Michael J. Meaney
- Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research, Singapore
- Ludmer Centre for Neuroinformatics and Mental Health, Department of Psychiatry, McGill University, Montreal, Quebec, Canada
- McGill University and Douglas Mental Health University Research Centre, Montreal, Quebec, Canada
| | - Charles A. Nelson
- Division of Developmental Medicine, Boston Children’s Hospital, Boston, Massachusetts
- Department of Psychiatry, Harvard Medical School, Boston, Massachusetts
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Saleh Al Rasheed L, Hanafy AAM. Effects of brain-based instruction on executive function and habits of mind among young children at-risk for learning disabilities. APPLIED NEUROPSYCHOLOGY. CHILD 2023:1-8. [PMID: 36634202 DOI: 10.1080/21622965.2022.2161904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
PURPOSE The aim of this study was to investigate the effects of brain-based instruction on executive function and habits of mind among young children at-risk for learning disabilities. METHOD This study employed a quantitative approach using a quasi-experimental, pretest, post-test, and follow-up design. Analysis of covariance (ANCOVA), repeated-measures, pre-, post-, and follow-up testing design was used. Total number of participants were 40 children: treatment group (n = 20, 8 males, 12 females) and control group (n = 20, 9 males, 11 females). Accordingly, 40 students were chosen from four kindergartens in Qassim, Saudi Arabia. The sampling methodology employed used convenience sampling. RESULTS The results found that using brain-based instruction to improve functions and habits of mind indicate the effectiveness of this method for children at-risk with learning disabilities. CONCLUSIONS Using multisensory instructional techniques to actively engage students presents a channel for magnifying student learning experiences. Brain-based learning is a constructivism teaching method where in the brain constructing learning process finds and structures knowledge by means of association with previous experiences and knowledge.
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Affiliation(s)
- Loul Saleh Al Rasheed
- College of Education, Department of Psychology, Qassim University, Buraidah, Saudi Arabia
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24
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Zhang DW. Perspectives on heterogeneity-informed cognitive training for attention-deficit/hyperactivity disorder. Front Psychiatry 2023; 13:1100008. [PMID: 36713921 PMCID: PMC9878183 DOI: 10.3389/fpsyt.2022.1100008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Accepted: 12/30/2022] [Indexed: 01/13/2023] Open
Abstract
Attention-deficit/hyperactivity disorder (AD/HD) is a heterogeneous neurodevelopmental condition, posing a severe threat to quality of life. Pharmacological therapies are the front-line treatment; however, their shortages encourage the development of alternative treatments for AD/HD. One promising method of developing alternative treatments is cognitive training (CT). A CT-based therapy was recently approved by the US Food and Drug Administration. However, due to heterogeneity in AD/HD, a CT protocol is unlikely to provide a one-size-fits-all solution for all patients with AD/HD. Therefore, this article highlights key aspects that need to be considered to further develop CT protocols for AD/HD, regarding training content, timing, suitability, and delivery mode. The perspectives presented here contribute to optimizing CT as an alternative option for treating AD/HD.
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Affiliation(s)
- Da-Wei Zhang
- Department of Psychology and Center for Place-Based Education, Yangzhou University, Yangzhou, China
- Department of Psychology, Monash University Malaysia, Bandar Sunway, Malaysia
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25
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Adams C, Kubin L, Humphrey J. Screen technology exposure and infant cognitive development: A scoping review. J Pediatr Nurs 2022; 69:e97-e104. [PMID: 36585349 DOI: 10.1016/j.pedn.2022.12.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 12/09/2022] [Accepted: 12/13/2022] [Indexed: 12/30/2022]
Abstract
PROBLEM There has been some concern that screen exposure is harmful to an infant's cognitive development, but the effects of screen technologies on cognition are not fully understood. A scoping review was conducted to determine what evidence exists about screen exposure and cognitive development in children ages birth to 24 months. ELIGIBILITY CRITERIA Inclusion = 1) English language; 2) studies focusing on children under 24 months of age; 3) cognitive development; 4) screen exposure. Exclusion = 1) articles over 25 years old; 2) structure, function and physiology of the brain; 3) social development; 4) psychosocial development; 5) motor development; 6) abnormal development/mental health; 7) behavior; 8) content only, not screen exposure e.g., social media; 9) secondary sources. SAMPLE Ten studies met the inclusion criteria. Articles included one retrospective chart review, six longitudinal studies, two cross-sectional studies, and one prospective study. RESULTS Of the ten studies in this review, six reported correlations between screen exposure and cognitive delay, one study reported positive cognitive outcomes and three reported no significant positive or negative outcomes. CONCLUSIONS From the evidence in this scoping review, no causal relationship has been found between screen exposure and infant cognitive harm. Some correlations between screen exposure and cognitive delay were reported. Some positive cognitive outcomes were also reported. IMPLICATIONS Future research should focus on the context of screen viewing as opposed to dosage or exposure. More robust methodologies should be used to assess infant cognition and screen usage.
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Affiliation(s)
- Carin Adams
- Texas Woman's University College of Nursing, 5500 Southwestern Medical Ave., Dallas, TX 75235, United States of America.
| | - Laura Kubin
- Texas Woman's University College of Nursing, 5500 Southwestern Medical Ave., Dallas, TX 75235, United States of America
| | - John Humphrey
- Texas Woman's University Library, 5500 Southwestern Medical Ave, Dallas, TX 75235, United States of America
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26
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Leisman G. On the Application of Developmental Cognitive Neuroscience in Educational Environments. Brain Sci 2022; 12:1501. [PMID: 36358427 PMCID: PMC9688360 DOI: 10.3390/brainsci12111501] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 10/25/2022] [Accepted: 11/01/2022] [Indexed: 09/29/2023] Open
Abstract
The paper overviews components of neurologic processing efficiencies to develop innovative methodologies and thinking to school-based applications and changes in educational leadership based on sound findings in the cognitive neurosciences applied to schools and learners. Systems science can allow us to better manage classroom-based learning and instruction on the basis of relatively easily evaluated efficiencies or inefficiencies and optimization instead of simply examining achievement. "Medicalizing" the learning process with concepts such as "learning disability" or employing grading methods such as pass-fail does little to aid in understanding the processes that learners employ to acquire, integrate, remember, and apply information learned. The paper endeavors to overview and provided reference to tools that can be employed that allow a better focus on nervous system-based strategic approaches to classroom learning.
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Affiliation(s)
- Gerry Leisman
- Movement and Cognition Laboratory, Department of Physical Therapy, University of Haifa, Haifa 3498838, Israel; or
- Department of Neurology, Universidad de Ciencias Médicas de la Habana, Havana 11300, Cuba
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27
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Bignardi G, Dalmaijer ES, Astle DE. Testing the specificity of environmental risk factors for developmental outcomes. Child Dev 2022; 93:e282-e298. [PMID: 34936096 DOI: 10.1111/cdev.13719] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
Developmental theories often assume that specific environmental risks affect specific outcomes. Canonical Correlation Analysis was used to test whether 28 developmental outcomes (measured at 11-15 years) share the same early environmental risk factors (measured at 0-3 years), or whether specific outcomes are associated with specific risks. We used data from the UK Millennium Cohort Study (N = 10,376, 51% Female, 84% White) collected between 2001 and 2016. A single environment component was mostly sufficient for explaining cognition and parent-rated behavior outcomes. In contrast, adolescents' alcohol and tobacco use were specifically associated with their parents', and child-rated mental health was weakly associated with all risks. These findings suggest that with some exceptions, many different developmental outcomes share the same early environmental risk factors.
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Affiliation(s)
- Giacomo Bignardi
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Edwin S Dalmaijer
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK.,School of Psychological Sciences, University of Bristol, Bristol, UK
| | - Duncan E Astle
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
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28
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Ganesan K, Steinbeis N. Development and plasticity of executive functions: A value-based account. Curr Opin Psychol 2022; 44:215-219. [PMID: 34717277 DOI: 10.1016/j.copsyc.2021.09.012] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Revised: 09/10/2021] [Accepted: 09/16/2021] [Indexed: 01/07/2023]
Abstract
Executive functions are core to multiple aspects of daily cognitive, social and affective functioning. An extensive body of work has charted developmental trajectories and neural substrates of executive functions through the lifespan. Robust associations between executive functions early in life, and later, wellbeing and success has led to considerable efforts to improve executive functions through bespoke interventions. Here, we discuss recent findings on the role of cost-benefit computations in how executive functions are deployed in development. We propose leveraging these insights to design more effective interventions for improving executive functions.
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Affiliation(s)
- Keertana Ganesan
- Division of Psychology and Language Sciences, University College London, London, United Kingdom.
| | - Nikolaus Steinbeis
- Division of Psychology and Language Sciences, University College London, London, United Kingdom
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29
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Romano DR, Kronenberger WG, Henning SC, Montgomery CJ, Ditmars AM, Johnson CA, Bozell HD, Yates AD, Pisoni DB. Verbal Working Memory Error Patterns and Speech-Language Outcomes in Youth With Cochlear Implants. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:4949-4963. [PMID: 34762810 PMCID: PMC9150671 DOI: 10.1044/2021_jslhr-21-00114] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Revised: 07/12/2021] [Accepted: 08/16/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE Verbal working memory (VWM) delays are commonly found in prelingually deaf youth with cochlear implants (CIs), albeit with considerable interindividual variability. However, little is known about the neurocognitive information-processing mechanisms underlying these delays and how these mechanisms relate to spoken language outcomes. The goal of this study was to use error analysis of the letter-number sequencing (LNS) task to test the hypothesis that VWM delays in CI users are due, in part, to fragile, underspecified phonological representations in short-term memory. METHOD Fifty-one CI users aged 7-22 years and 53 normal hearing (NH) peers completed a battery of speech, language, and neurocognitive tests. LNS raw scores and error profiles were compared between samples, and a hierarchical regression model was used to test for associations with measures of speech, language, and hearing. RESULTS Youth with CIs scored lower on the LNS test than NH peers and committed a significantly higher number of errors involving phonological confusions (recalling an incorrect letter/digit in place of a phonologically similar one). More phonological errors were associated with poorer performance on measures of nonword repetition and following spoken directions but not with hearing quality. CONCLUSIONS Study findings support the hypothesis that poorer VWM in deaf children with CIs is due, in part, to fragile, underspecified phonological representations in short-term/working memory, which underlie spoken language delays. Programs aimed at strengthening phonological representations may improve VWM and spoken language outcomes in CI users.
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Affiliation(s)
- Daniel R. Romano
- Department of Otolaryngology—Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - William G. Kronenberger
- Department of Otolaryngology—Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis
| | - Shirley C. Henning
- Department of Otolaryngology—Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - Caitlin J. Montgomery
- Department of Otolaryngology—Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - Allison M. Ditmars
- Department of Otolaryngology—Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - Courtney A. Johnson
- Department of Otolaryngology—Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - Hannah D. Bozell
- Department of Otolaryngology—Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - Adeline D. Yates
- Department of Otolaryngology—Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - David B. Pisoni
- Department of Otolaryngology—Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
- Department of Psychological and Brain Sciences, Indiana University, Bloomington
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30
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Karpova N, Zhang D, Beckwith AM, Bennett DS, Lewis M. Prenatal drug exposure and executive function in early adolescence. Neurotoxicol Teratol 2021; 88:107036. [PMID: 34648914 DOI: 10.1016/j.ntt.2021.107036] [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: 12/16/2020] [Revised: 09/15/2021] [Accepted: 09/30/2021] [Indexed: 12/31/2022]
Abstract
PURPOSE Study of the relationship between prenatal cocaine exposure (PCE) and executive function (EF) has yielded inconsistent results. The purpose of the current study is to examine whether PCE, biological sex, environmental risk, and their interaction predicted EF in early adolescence. METHODS 135 12-year-old adolescents (40.7% with PCE), who were followed prospectively from birth, attempted up to 8 Tower of Hanoi (ToH) puzzle trials of increasing complexity. The number of correctly completed puzzles served as the main outcome measure. Survival analysis was used to examine predictors of the number of successfully completed trials. RESULTS As trial difficulty increased, fewer adolescents were able to solve the TOH puzzle. Adolescents from high risk environments and with either prenatal alcohol or prenatal cannabis exposure completed fewer puzzles (p < .05). In addition, a hypothesized 3-way interaction of PCE x sex x environmental risk was found such that cocaine-exposed males with high environmental risk had the worst performance (p < .01). CONCLUSIONS The current findings are consistent with prior research indicating that males with PCE may be at particular risk of poorer functioning and highlight the potential importance of examining adolescent's sex and environmental risk as moderators of PCE effects.
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Affiliation(s)
- Natalia Karpova
- Rutgers Robert Wood Johnson Medical School, Institute for the Study of Child Development, Department of Pediatrics, 89 French Street, New Brunswick, NJ 08901, United States.
| | - Dake Zhang
- Rutgers the State University of New Jersey, Department of Educational Psychology, 10 Seminary Place, New Brunswick, NJ 08901, United States.
| | - Anna Malia Beckwith
- Children's Specialized Hospital, Rutgers Robert Wood Johnson Medical School, Department of Pediatrics, 150 New Providence Rd, Mountainside, NJ 07092, United States.
| | - David S Bennett
- Drexel University, GLAD Program, 4700 Wissahickon Avenue, Philadelphia, PA 19144, United States.
| | - Michael Lewis
- Rutgers Robert Wood Johnson Medical School, Institute for the Study of Child Development, 89 French Street, New Brunswick, NJ 08901, United States.
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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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32
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Zhang Z, Peng P, Eickhoff SB, Lin X, Zhang D, Wang Y. Neural substrates of the executive function construct, age-related changes, and task materials in adolescents and adults: ALE meta-analyses of 408 fMRI studies. Dev Sci 2021; 24:e13111. [PMID: 33817920 DOI: 10.1111/desc.13111] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Revised: 03/10/2021] [Accepted: 03/16/2021] [Indexed: 12/21/2022]
Abstract
To explore the neural substrates of executive function (EF), we conducted an activation likelihood estimation meta-analysis of 408 functional magnetic resonance imaging studies (9639 participants, 7587 activation foci, 518 experimental contrasts) covering three fundamental EF subcomponents: inhibition, switching, and working memory. Our results found that activation common to all three EF subcomponents converged in the multiple-demand network across adolescence and adulthood. The function of EF with the multiple-demand network involved, especially for the prefrontal cortex and the parietal regions, could not be mature until adulthood. In adolescents, only working memory could be separable from common EF, whereas in adults, the three EF subcomponents could be separable from common EF. However, findings of switching in adolescents should be treated with substantial caution and may be exploratory due to limited data available on switching tasks. For task materials, inhibition and working memory showed both domain generality and domain specificity, undergirded by the multiple-demand network, as well as different brain regions in response to verbal and nonverbal task materials, respectively. In contrast, switching showed only domain generality with no activation specialized for either verbal or nonverbal task materials. These findings, taken together, support and contribute to the unitary-diverse nature of EF such that EF should be interpreted in an integrative model that relies on the integration of the EF construct, development, and task materials.
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Affiliation(s)
- Zheng Zhang
- Department of Special Education, The University of Texas at Austin, Austin, Texas, USA
| | - Peng Peng
- Department of Special Education, The University of Texas at Austin, Austin, Texas, USA
| | - Simon B Eickhoff
- Medical Faculty, Institute of Systems Neuroscience, Heinrich-Heine University Düsseldorf, Düsseldorf, Germany.,Brain & Behaviour (INM-7), Institute of Neuroscience and Medicine, Research Centre Jülich, Jülich, Germany
| | - Xin Lin
- Department of Special Education, The University of Texas at Austin, Austin, Texas, USA
| | - Delong Zhang
- School of Psychology, Center for the Study of Applied Psychology, Key Laboratory of Mental Health and Cognitive Science of Guangdong Province, South China Normal University, Guangzhou, PR China
| | - Yingying Wang
- Department of Special Education and Communication Disorders, Neuroimaging for Language, Literacy, and Learning, College of Education and Human Science, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
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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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