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Portela-Pino I, Sal-de-Rellán A, Lomba-Portela L. Teamwork Competencies and Their Influence on Health Literacy and Other Health Variables. HEALTH EDUCATION & BEHAVIOR 2024; 51:592-600. [PMID: 37920103 DOI: 10.1177/10901981231207079] [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] [Indexed: 11/04/2023]
Abstract
The ability to work in a team is a skill of special relevance for multiple facets of life, increasing performance and optimizing the process in any task. This work aimed to study whether teamwork skills were related to different health variables. The sample consisted of 671 military personnel from the Spanish Army. The instrument is composed of the Health Literacy Questionnaire-the Teamwork Skills Questionnaire, and Rosenberg's self-esteem scale. The study concludes that the level of teamwork skills of the military is high, as well as their level of health literacy and their self-perception of health. However, their self-esteem is medium. Teamwork competencies are positively associated with a higher level of health literacy, with a high self-perception of their health, with the level of physical activity and negatively with self-esteem and the number of hospital admissions.
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Affiliation(s)
- Iago Portela-Pino
- Universidad Internacional Isabel I de Castilla, Burgos, Spain
- Galicia Sur Research Institute, Vigo, Spain
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2
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Tayar VG, Saad J, El Sheikh WG, Roukoz C. Cross-Sectional Study on the Effect of Bilingualism, Age, Gender, and Family Income on Executive Function Development in a Sample of Lebanese School-Aged Children. Dev Neuropsychol 2024:1-17. [PMID: 39046100 DOI: 10.1080/87565641.2024.2378891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2024] [Revised: 06/21/2024] [Accepted: 07/03/2024] [Indexed: 07/25/2024]
Abstract
This study investigates executive functions (EFs) and selected developmental factors in 120 children aged 6-11 years. By examining inhibition, working memory, and cognitive flexibility, the research evaluates the potential influences of age, gender, bilingualism, and family income on these EF skills. Tests adapted to Lebanese Arabic were used to assess EFs. Results indicate a linear development of inhibition, working memory, and flexibility with age. Gender differences were observed, affecting verbal and visuospatial working memory as well as flexibility. Bilingualism positively impacts EFs, with early bilinguals outperforming late bilinguals. Family income, however, shows no significant effect on EFs.
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Affiliation(s)
| | - Joelle Saad
- Speech and Language Therapy Department, Lebanese University, Beirut, Lebanon
| | - Walaa G El Sheikh
- Clinical Research Institute, American University of Beirut Medical Center, Beirut, Lebanon
| | - Cynthia Roukoz
- Clinical Neuropsychologist, American Wellness Center, DHCC, Dubai, UAE
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3
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Sadler JR, Khan A, Lwin M, Mubin O. Social Robots for Meaningful Seated Activities: Acceptance & Use by Older Adults. Healthcare (Basel) 2024; 12:1334. [PMID: 38998868 PMCID: PMC11241555 DOI: 10.3390/healthcare12131334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2024] [Revised: 06/28/2024] [Accepted: 06/28/2024] [Indexed: 07/14/2024] Open
Abstract
Healthy aging requires the maintenance of good physical and cognitive activity. However, as they age, older adults often experience a decline in physical and cognitive activity, leading to a more sedentary lifestyle. Some older adults may not have a choice but to become increasingly sedentary as they age due to injury or deteriorated physicality. As such, they require assistive technologies to aid in their daily lives and activities to maintain healthy cognitive function. Social Robots are a newer form of assistive technology, specifically designed for social interactions and gameplay. As with other assistive technologies, compliance barriers to their acceptance and use for meaningful, seated activities among older adults are expected. To better explore this phenomenon, improve quality of life and understand what drives older adults to accept and use newer forms of technology like social robots, this conceptual paper conjoins two theoretical frameworks: The Activity Theory of Aging (ATA) and the Unified Theory of Acceptance and Use of Technology (UTAUT). As social robots hold great promise for improving the quality of life for older adults, exploring what driving factors could enable their greater acceptance and use is essential to furthering this field of study within Australia.
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Affiliation(s)
- James R Sadler
- School of Business, Parramatta City Campus, Western Sydney University, Parramatta, NSW 2150, Australia
| | - Aila Khan
- School of Business, Parramatta City Campus, Western Sydney University, Parramatta, NSW 2150, Australia
| | - Michael Lwin
- School of Business, Parramatta City Campus, Western Sydney University, Parramatta, NSW 2150, Australia
| | - Omar Mubin
- School of Computer, Data and Mathematical Sciences, Parramatta City Campus, Western Sydney University, Parramatta, NSW 2150, Australia
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4
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Qiu FW, Ipek C, Gottesman E, Moll H. Know thy audience: Children teach basic or complex facts depending on the learner's maturity. Child Dev 2024; 95:1406-1415. [PMID: 38297458 DOI: 10.1111/cdev.14077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2024]
Abstract
What kind of information is appropriate to teach depends on learner characteristics. In three experiments, 5- to 7-year-old children (N = 170, 50% female, 68% White; data collection: 2022-2023) chose between basic and complex information to teach an infant or adult audience. The older, but not younger, children, taught more complex information to adults and more basic information to infants, (OR = 2.03). Both ages overcame their own preference for complex information when teaching infants (h = .45). Children's reflections on why they made particular pedagogical choices did not predict audience-contingent teaching. The findings suggest that young children can infer what kind of information is suitable given a learner's maturity, with a key developmental progression between ages 5 and 7.
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Affiliation(s)
| | - Canan Ipek
- University of Southern California, Los Angeles, California, USA
| | | | - Henrike Moll
- University of Southern California, Los Angeles, California, USA
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5
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Hwang H, Choi S, Guha M, McMaster K, Harsch R, Kendeou P. Indirect and direct contributions of executive functions to reading comprehension. J Exp Child Psychol 2024; 243:105925. [PMID: 38608513 DOI: 10.1016/j.jecp.2024.105925] [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: 12/01/2023] [Revised: 03/11/2024] [Accepted: 03/19/2024] [Indexed: 04/14/2024]
Abstract
In the current study, we investigated the role of executive functions in explaining how word recognition and language comprehension jointly predict reading comprehension in multilingual and monolingual students (Grades 1 and 2). Specifically, mediation and moderation models were tested and compared to offer a more nuanced understanding of the role of executive functions in reading comprehension. The results provided support for the mediation model in which executive functions indirectly contribute to reading comprehension via word recognition and language comprehension in both language groups. In addition, executive functions directly predicted reading comprehension (i.e., partial mediation). These findings suggest that executive functions serve as general cognitive processes that support word recognition, language comprehension, and reading comprehension (i.e., direct contribution) as well as facilitate connecting word recognition and language comprehension in support for reading comprehension (i.e., indirect contribution). These findings are consistent with prominent models of reading comprehension.
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Affiliation(s)
- HyeJin Hwang
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA
| | - Seohyeon Choi
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA
| | - Manjary Guha
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA
| | - Kristen McMaster
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA
| | - Rina Harsch
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA
| | - Panayiota Kendeou
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA.
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6
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Duss I, Ruedisueli C, Wustmann Seiler C, Lannen P. Development of Playfulness in Children with Low Executive Functions: The Role of Parental Playfulness and Parental Playtime with Their Child. Behav Sci (Basel) 2024; 14:542. [PMID: 39062365 PMCID: PMC11273681 DOI: 10.3390/bs14070542] [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: 04/23/2024] [Revised: 06/14/2024] [Accepted: 06/25/2024] [Indexed: 07/28/2024] Open
Abstract
Children with low executive functions (EFs) are described as having lower levels of playfulness, the quality of children's play, compared to children with EFs within the normal range. However, how playfulness in children with low EFs develops over time remains unclear. Additionally, little is known about how parental playfulness and parental playtime with their child affect these developmental trajectories in children with low EFs. To address these research gaps, we measured playfulness in 62 children with low EFs and 62 children with EFs within the normal range aged 3 to 6 years at three time points over 2 years. We used the Children's Playfulness Scale, which captures multi-informant perspectives from parents and teachers. Moreover, the parents of children with low EFs reported their own playfulness and their playtime with their children at T1. Repeated-measures hierarchical linear models indicated significantly lower levels of playfulness in the children with low EFs than in the controls, with no significant changes observed over 2 years in either group. In the children with low EFs, we found a significant positive relationship between parental playfulness at T1 and children's playfulness 2 years later but a significant negative relationship between parental playtime at T1 and children's playfulness 2 years later. These results prompt a broad discussion on potential implications for the enhancement of playfulness in children with low EFs within the family environment.
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Affiliation(s)
- Isabelle Duss
- Marie Meierhofer Children’s Institute (MMI), Associated Institute of the University of Zurich, 8005 Zurich, Switzerland;
| | - Cornelia Ruedisueli
- Department of Pre-Primary and Lower Primary Level and Department of Research & Development, Zurich University of Teacher Education (PH Zurich), 8090 Zurich, Switzerland; (C.R.); (C.W.S.)
| | - Corina Wustmann Seiler
- Department of Pre-Primary and Lower Primary Level and Department of Research & Development, Zurich University of Teacher Education (PH Zurich), 8090 Zurich, Switzerland; (C.R.); (C.W.S.)
| | - Patricia Lannen
- Marie Meierhofer Children’s Institute (MMI), Associated Institute of the University of Zurich, 8005 Zurich, Switzerland;
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Cerda-Vega E, Pérez-Romero N, Sierralta SA, Hernández-Mendo A, Reigal RE, Ramirez-Campillo R, Martínez-Salazar C, Campos-Jara R, Arellano-Roco C, Campos-Jara C, Hernández-Cifuentes V, Contreras-Osorio F. Physical Exercise and Executive Function in the Pediatric Overweight and Obesity Population: A Systematic Review Protocol. Sports (Basel) 2024; 12:180. [PMID: 39058071 PMCID: PMC11280794 DOI: 10.3390/sports12070180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2024] [Revised: 06/20/2024] [Accepted: 06/21/2024] [Indexed: 07/28/2024] Open
Abstract
BACKGROUND Executive function is often altered in overweight/obese children and adolescents, which has a negative impact on their learning and daily life. Furthermore, research has shown the benefits of physical exercise in improving cognitive performance. This protocol aims to define in a detailed and structured manner the procedures that will be conducted for the development of a systematic review of the literature aimed at evaluating the effects of physical exercise on the executive functions of children and adolescents (≤18 years) with overweight/obesity in comparison with peers in control groups. METHODS The Web of Science, PubMed, Scopus, and EBSCO databases will be searched for longitudinal studies that have at least one experimental and one control group using pre- and post-intervention measures of executive function, including working memory, inhibition, and cognitive flexibility in the pediatric population who are overweight or obese. The risk of bias and certainty of evidence will be assessed using Cochrane RoB2 and GRADE, respectively. Furthermore, Der Simonian-Laird's random effects model will be employed for meta-analyses. The effect sizes will be calculated with 95% confidence intervals, and p values < 0.05 indicate statistical significance for each dimension of executive function in the different groups before and after the intervention. DISCUSSION The results of this review may be useful for education and health professionals to design treatment plans for overweight/obese children and adolescents, offering potential benefits related to the learning and cognitive abilities of this population. PROSPERO registration number: CRD42023391420.
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Affiliation(s)
- Enrique Cerda-Vega
- Exercise and Rehabilitation Sciences Institute, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile; (E.C.-V.); (C.C.-J.)
| | - Nuria Pérez-Romero
- Exercise and Rehabilitation Sciences Institute, Postgraduate, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile;
| | | | - Antonio Hernández-Mendo
- Department of Social Psychology, Social Anthropology, Social Work and Social Services, Universidad de Málaga, 29071 Málaga, Spain; (A.H.-M.); (R.E.R.)
| | - Rafael E. Reigal
- Department of Social Psychology, Social Anthropology, Social Work and Social Services, Universidad de Málaga, 29071 Málaga, Spain; (A.H.-M.); (R.E.R.)
| | - Rodrigo Ramirez-Campillo
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile; (R.R.-C.); (V.H.-C.)
| | - Cristian Martínez-Salazar
- Department of Physical Education, Sports, and Recreation, Pedagogy in Physical Education, School of Education and Social Sciences and Humanities, Universidad de La Frontera, Temuco 4811230, Chile;
| | | | - Cristián Arellano-Roco
- Laboratorio de Neuromecanica Aplicada, Escuela de Kinesiología, Facultad de Ciencias Médicas, Universidad de Santiago de Chile, Santiago 9170022, Chile;
| | - Christian Campos-Jara
- Exercise and Rehabilitation Sciences Institute, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile; (E.C.-V.); (C.C.-J.)
| | - Victoria Hernández-Cifuentes
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile; (R.R.-C.); (V.H.-C.)
| | - Falonn Contreras-Osorio
- Exercise and Rehabilitation Sciences Institute, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile; (E.C.-V.); (C.C.-J.)
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8
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Mauer E, Mak E, Uchikoshi Y, Luo R, Zhou Q. Cognitive Distancing Language in Parent-Child Book Sharing Among Low-Income Mexican American and Chinese American Families: Cultural Group Comparisons and Links to Children's Executive Functions. EARLY EDUCATION AND DEVELOPMENT 2024; 35:1374-1393. [PMID: 39071863 PMCID: PMC11271250 DOI: 10.1080/10409289.2024.2366696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/30/2024]
Abstract
Research Findings In the context of parent-child book sharing, cultural influences on cognitive distancing language and its associations with child executive function (EF) have been understudied. This study examined cultural group similarities/differences in parent and child book-sharing distancing language among preschool-aged dual language learners from low-income Mexican American (MA) and Chinese American (CA) families. We further tested concurrent relations between parent/child distancing language and children's EF. The sample consisted of 88 children (45 MAs, 43 CAs, age = 38-68 months) enrolled in Head Start preschools and their parents. To assess distancing language, utterances were coded for cognitive demand and classified as referential (low demand), behavioral (moderate demand), or inferential (high demand). Cognitive tasks tapping inhibitory control and cognitive flexibility were used to assess child EF. Results showed parents and children from both cultural groups produced comparable numbers of story-related utterances. MA dyads used higher proportions of parent/child inferential statements and a lower proportion of parent referential questions. The proportions of parent behavioral questions and child behavioral statements were positively related to child cognitive flexibility. Practice or Policy Findings highlight heterogeneity in parent-child verbal interactions among low-income multilingual families and have implications for promoting preschoolers' cognitive/language development in diverse populations.
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Affiliation(s)
- Ezra Mauer
- Department of Psychology, University of California, Berkeley
| | - Emily Mak
- School of Education, University of California, Davis
| | - Yuuko Uchikoshi
- School of Social and Behavioral Sciences, Arizona State University
| | - Rufan Luo
- School of Social and Behavioral Sciences, Arizona State University
| | - Qing Zhou
- Department of Psychology, University of California, Berkeley
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9
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Perry LK, Meibohm SA, Drye M, Viggiano A, Romero C, Londoño J, Tao Y, Messinger DS, Elbaum B. Putting the child in the driver's seat: Insights into language development from children's interactions in preschool classrooms. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2024; 66:109-136. [PMID: 39074919 DOI: 10.1016/bs.acdb.2024.05.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/31/2024]
Abstract
Children's own language production has a role in structuring the language of their conversation partners and influences their own development. Children's active participation in their own language development is most apparent in the rich body of work investigating language in natural environments. The advent of automated measures of vocalizations and movement have made such in situ research increasingly feasible. In this chapter, we review recent research on children's language development in context with a particular focus on research employing automated methods in preschool classrooms for children between ages 2 and 5 years. These automated methods indicate that the speech directed to preschool children from specific peers predicts the child's speech to those peers on a subsequent observation occasion. Similar patterns are seen in the influence of peer and teacher phonemic diversity on the phonemic diversity of children's speech to those partners. In both cases, children's own speech to partners was the best predictor of their language abilities, suggesting their active role in their own development. Finally, new research suggests the potential of machine learning to predict children's speech in group contexts, and to transcribe classroom speech to better understand the content of children's conversations and how they change with development.
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Affiliation(s)
- Lynn K Perry
- Department of Psychology, University of Miami, Coral Gables, Florida, United States.
| | - Sophia A Meibohm
- Department of Psychology, University of Miami, Coral Gables, Florida, United States
| | - Madison Drye
- Department of Psychology, University of Miami, Coral Gables, Florida, United States
| | - Alyssa Viggiano
- Department of Psychology, University of Miami, Coral Gables, Florida, United States
| | - Celia Romero
- Department of Psychology, University of Miami, Coral Gables, Florida, United States
| | - Juan Londoño
- Department of Psychology, University of Miami, Coral Gables, Florida, United States
| | - Yudong Tao
- Department of Electrical and Computer Engineering, University of Miami, Coral Gables, Florida, United States
| | - Daniel S Messinger
- Department of Psychology, University of Miami, Coral Gables, Florida, United States; Department of Electrical and Computer Engineering, University of Miami, Coral Gables, Florida, United States; Departments of Pediatrics, Music Engineering, University of Miami, Coral Gables, Florida, United States
| | - Batya Elbaum
- Department of Psychology, University of Miami, Coral Gables, Florida, United States; Department of Teaching and Learning, University of Miami, Coral Gables, Florida, United States
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10
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Decarli G, Franchin L, Vitali F. Motor skills and capacities in developmental dyslexia: A systematic review and meta-analysis. Acta Psychol (Amst) 2024; 246:104269. [PMID: 38642452 DOI: 10.1016/j.actpsy.2024.104269] [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: 10/29/2023] [Revised: 04/09/2024] [Accepted: 04/10/2024] [Indexed: 04/22/2024] Open
Abstract
In recent decades, the connections between academic skills, such as reading, writing, and calculation, and motor skills/capacities have received increasing attention. Many studies provided evidence for motor difficulties in children and adolescents with dyslexia, prompting the need for a meta-analysis to combine these multiple findings. Therefore, we conducted a meta-analysis using PsycINFO, Pubmed, and SportDiscus as scientific databases. A total of 572 studies were analyzed following several stringent inclusion criteria, resulting in the inclusion of 23 peer-reviewed studies in the final analysis. Our results showed that children and adolescents with dyslexia displayed significant different performances in multiple motor tasks and these differences persisted also when the type of motor task was considered as moderator in the analysis. The present findings are in accordance with the literature that supports a close connection between reading disabilities and difficulties in motor skills/capacities.
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Affiliation(s)
- G Decarli
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - L Franchin
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - F Vitali
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy.
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11
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Bao R, Wade L, Leahy AA, Owen KB, Hillman CH, Jaakkola T, Lubans DR. Associations Between Motor Competence and Executive Functions in Children and Adolescents: A Systematic Review and Meta-analysis. Sports Med 2024:10.1007/s40279-024-02040-1. [PMID: 38769244 DOI: 10.1007/s40279-024-02040-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/20/2024] [Indexed: 05/22/2024]
Abstract
BACKGROUND Motor competence and executive functions co-develop throughout childhood and adolescence, and there is emerging evidence that improvements in motor competence may have cognitive benefits in these populations. There is a need to provide a quantitative synthesis of the cross-sectional, longitudinal and experimental studies that have examined the association between motor competence and executive functions in school-aged youth. OBJECTIVES The primary aim of our systematic review was to synthesise evidence of the association between motor competence and executive functions in school-aged children and adolescents (5-18 years). Our secondary aim was to examine key moderators of this association. METHODS We searched the PubMed, PsycINFO, Scopus, Ovid MEDLINE, SPORTDiscus and EMBASE databases from inception up to 27 June 2023. We included cross-sectional, longitudinal and experimental studies that assessed the association between motor competence (e.g., general motor competence, locomotor skills, object control skills and stability skills) and executive functions (e.g., general executive functions, inhibition, working memory and cognitive flexibility) in children and adolescents aged 5-18 years. RESULTS In total, 12,117 records were screened for eligibility, and 44 studies were included. From the 44 included studies, we meta-analysed 37 studies with 251 effect sizes using a structural equation modelling approach in the statistical program R. We found a small positive association (r = 0.18, [95% confidence interval (CI) 0.13-0.22]) between motor competence and executive functions. The positive associations were observed in cross-sectional (r = 0.17, [95% CI 0.13-0.22]), longitudinal (r = 0.15, [95% CI 0.03-0.28]) and experimental studies (r = 0.25, [95% CI 0.01-0.45]). We also found that general motor competence (r = 0.25, [95% CI 0.18-0.33]), locomotor (r = 0.15, [95% CI 0.09-0.21]), object control (r = 0.14, [95% CI 0.08-0.20]) and stability (r = 0.14, [95% CI 0.08-0.20]) skills were associated with executive functions. We did not find any moderating effects for participants' age on the associations between motor competence and executive functions. CONCLUSIONS Our findings suggest a small-to-moderate positive association between motor competence and executive functions in children and adolescents. The small number of experimental studies included in this review support the assertion that interventions targeting children's motor competence may be a promising strategy to improve their executive functions; however, more research is needed to confirm these findings. Future studies should explore the underlying mechanisms linking motor competence and executive functions as their comprehension may be used to optimise future intervention design and delivery. PROSPERO REGISTRATION CRD42021285134.
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Affiliation(s)
- Ran Bao
- Centre for Active Living and Learning, University of Newcastle, Callaghan, NSW, Australia
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, NSW, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
| | - Levi Wade
- Centre for Active Living and Learning, University of Newcastle, Callaghan, NSW, Australia
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, NSW, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
| | - Angus A Leahy
- Centre for Active Living and Learning, University of Newcastle, Callaghan, NSW, Australia
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, NSW, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
| | - Katherine B Owen
- SPRINTER, Prevention Research Collaboration, Sydney School of Public Health, The University of Sydney, Sydney, NSW, Australia
| | - Charles H Hillman
- Center for Cognitive and Brain Health, Department of Psychology, Northeastern University, Boston, MA, USA
- Department of Physical Therapy, Movement, and Rehabilitation Sciences, Northeastern University, Boston, MA, USA
| | - Timo Jaakkola
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyvaskyla, Finland
| | - David Revalds Lubans
- Centre for Active Living and Learning, University of Newcastle, Callaghan, NSW, Australia.
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, NSW, Australia.
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, Australia.
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyvaskyla, Finland.
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12
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Wade M, Parker V, Tang A, Fox NA, Zeanah CH, Nelson CA. Linking caregiving quality during infancy to brain activity in early childhood and later executive function. Dev Sci 2024:e13517. [PMID: 38654410 DOI: 10.1111/desc.13517] [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: 07/05/2023] [Revised: 03/22/2024] [Accepted: 03/26/2024] [Indexed: 04/25/2024]
Abstract
There is no relationship more vital than the one a child shares with their primary caregivers early in development. Yet many children worldwide are raised in settings that lack the warmth, connection, and stimulation provided by a responsive primary caregiver. In this study, we used data from the Bucharest Early Intervention Project (BEIP), a longitudinal study of institutionally-reared and family-reared children, to test how caregiving quality during infancy is associated with average EEG power over the first 3.5 years of life in alpha, beta, and theta frequency bands, and associations with later executive function (EF) at age 8 years. The sample comprised 189 children (129 institutionally-reared; 60 family-reared) who contributed data on observed caregiving quality during infancy (baseline; average age of 22 months), resting EEG power at baseline, 30, and 42 months, and performance-based data on a series of EF tasks at 8 years. Using Bayesian estimation, observed caregiving quality at baseline was marginally linked with higher average alpha and beta power, and lower theta power, from baseline to 42 months. In turn, higher average beta power and lower average theta power were marginally associated with higher EF at 8 years. In indirect effects models, higher caregiving quality at baseline was associated with higher EF at 8 years, with a marginal indirect effect through average theta power from baseline to 42 months. Variation in the quality of the early caregiving environment may be associated with later executive function, which is partially underpinned by individual differences in brain activity during early childhood. RESEARCH HIGHLIGHTS: Examined associations between caregiving quality during infancy, brain activity during early childhood, and executive function during mid-childhood in sample of never-institutionalized and institutionally-reared children. Significant associations between higher quality caregiving during infancy and higher executive function during middle childhood. Marginal associations between caregiving quality during infancy and brain activity during early childhood. Marginal associations between brain activity during early childhood and executive function during mid-childhood.
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Affiliation(s)
- Mark Wade
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, Ontario, Canada
| | - Victoria Parker
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, Ontario, Canada
| | - Alva Tang
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
| | - Nathan A Fox
- Department of Human Development and Quantitative Methodology, University of Maryland at College Park, College Park, Maryland, USA
| | - Charles H Zeanah
- Department of Psychiatry and Behavioral Sciences, Tulane University School of Medicine, New Orleans, Louisiana, USA
| | - Charles A Nelson
- Boston Children's Hospital of Harvard Medical School and Harvard Graduate School of Education, Boston, Massachusetts, USA
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13
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Zang W, Zhu J, Xiao N, Fang M, Li D, Li H, Yan J, Jing H, Wang S. Effects of aerobic exercise on children's executive function and academic performance: A systematic review and meta-analysis. Heliyon 2024; 10:e28633. [PMID: 38586404 PMCID: PMC10998207 DOI: 10.1016/j.heliyon.2024.e28633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Revised: 03/21/2024] [Accepted: 03/21/2024] [Indexed: 04/09/2024] Open
Abstract
Objective To investigate the effects of exercise on executive function in children, providing an evidence-based foundation to inform future research in school physical education and health education. Methods We searched ten databases: Cochrane Library, Scopus, OVID, Web of Science, PubMed, EBSCOhost, SPORTDiscus, PsycINFO, CNKI, WANFANG DATA, VIP, and SinoMed, and eight articles were included. Applying the revised Cochrane Risk of Bias Tool for Randomized Trials (RoB2), funnel plots and Egger regression analysis were integrated with R meta-analysis to screen for publication bias. The quality of the evidence was appraised using the Grading system. Results The included literature contained 2655 participants, with 1308 in the experimental group and 1347 in the control group. The results indicated that the aerobic exercise group considerably improved inhibitory control in children compared to the control group [SMD = 0.29, 95% CI (0.05, 0.54), P = 0.018]; working memory [SMD = 0.25, 95% CI (0.07, 0.42), P = 0.005]; and cognitive flexibility [SMD = 0.36, 95% CI (0.17, 0.54), P < 0.001]. However, the findings indicated that only aerobic exercise interventions extending beyond 50 weeks positively influenced academic performance in children [SMD = 1.19, 95% CI (0.34, 2.04), P = 0.006]. The results of an Egger regression analysis revealed that the p-values for inhibitory control, working memory, cognitive flexibility, and academic performance were more significant than 0.1. The Grade system said that the quality of evidence was all low regarding the level of evidence. Conclusion Aerobic exercise enhanced executive function but only aerobic exercise interventions extending beyond 50 weeks demonstrated a significant effect on the academic performance of children. Due to the low quality of evidence presented in this study, additional high-quality randomized controlled trials are needed to confirm these findings.
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Affiliation(s)
- Wanli Zang
- Postgraduate School, University of Harbin Sport, Harbin, China
| | - Jinyi Zhu
- Affiliated Hospital of Weifang Medical University, School of Clinical Medicine, Weifang Medical University, Weifang, China
| | - Ningkun Xiao
- Department of Psychology, Ural Federal University, Yekaterinburg, Russia
| | - Mingqing Fang
- Xiangya Hospital, Central South University, Changsha, China
| | - Dong Li
- Department of International Culture Education, Cho dang University, Republic of Korea
| | - Haiming Li
- Institution of Physical Education, China University of Mining and Technology, 221116, Xuzhou, China
| | - Jin Yan
- School of Physical Education and Sports, Soochow University, Suzhou, China
| | - Hongying Jing
- Department of Sports Science, University of Harbin Sport, Harbin, China
| | - Su Wang
- Department of Sports Science, University of Harbin Sport, Harbin, China
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14
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Halse M, Steinsbekk S, Bjørklund O, Hammar Å, Wichstrøm L. Emotions or cognitions first? Longitudinal relations between executive functions and emotion regulation in childhood. Child Dev 2024. [PMID: 38590290 DOI: 10.1111/cdev.14096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/10/2024]
Abstract
Executive functions and emotion regulation develop from early childhood to adolescence and are predictive of important psychosocial outcomes. However, despite the correlation between the two regulatory capacities, whether they are prospectively related in school-aged children remains unknown, and the direction of effects is uncertain. In this study, a sample drawn from two birth cohorts in Norway was biennially examined between the ages of 6 and 14 (n = 852, 50.1% girls, 93% Norwegian). Parents completed the Emotion Regulation Checklist, and teachers completed the Behavior Rating Inventory of Executive Function. A random intercept cross-lagged panel model revealed that improved emotion regulation predicted increased executive functioning to the same extent throughout development, whereas enhanced executive functioning was unrelated to future changes in emotion regulation.
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Affiliation(s)
- Marte Halse
- Norwegian University of Science and Technology, Trondheim, Norway
| | - Silje Steinsbekk
- Norwegian University of Science and Technology, Trondheim, Norway
| | - Oda Bjørklund
- Norwegian University of Science and Technology, Trondheim, Norway
| | | | - Lars Wichstrøm
- Norwegian University of Science and Technology, Trondheim, Norway
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15
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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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16
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Liu C, Liang X, Sit CHP. Physical Activity and Mental Health in Children and Adolescents With Neurodevelopmental Disorders: A Systematic Review and Meta-Analysis. JAMA Pediatr 2024; 178:247-257. [PMID: 38285440 PMCID: PMC10825789 DOI: 10.1001/jamapediatrics.2023.6251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 11/24/2023] [Indexed: 01/30/2024]
Abstract
Importance Children and adolescents with neurodevelopmental disorders experience mental health issues and are encouraged to be brought together in real-life treatment. However, physical activity, which is a promising method for boosting mental health, has only been examined in children and adolescents with certain types of neurodevelopmental disorders. Objective To examine the association of physical activity interventions with mental health (ie, cognitive function, psychological well-being, internalizing, and externalizing problems) in children and adolescents with neurodevelopmental disorders and to identify possible moderators. Data Sources Studies were searched from inception to May 2023 through Web of Science, PsycINFO, SPORTDiscus, MEDLINE, CINAHL, and ERIC. Study Selection Randomized clinical trials or nonrandomized designs applying physical activity interventions and reporting at least 1 mental health outcome in children and adolescents aged 5 to 17 years with neurodevelopmental disorders were included. Two independent reviewers selected and assessed the studies. Data Extraction and Synthesis Random multilevel meta-analysis using Hedges g was performed. Data extraction and risk-of-bias assessment were conducted by multiple reviewers. Heterogeneity, publication bias, sensitivity analysis, and moderator analysis were examined to substantiate the results. Main Outcomes and Measures The main outcomes were mental health related to cognitive function, psychological well-being, internalizing, or externalizing problems measured by neurocognitive tasks or subjective questionnaires. Results A total of 76 studies involving 3007 participants were included in systematic review, 59 of which were used for meta-analysis. The findings indicated that physical activity interventions were associated with significant benefits for overall mental health (g, 0.67; 95% CI, 0.50-0.85), cognitive function (g, 0.74; 95% CI, 0.53-0.95), psychological well-being (g, 0.56; 95% CI, 0.16-0.96), internalizing (g, 0.72; 95% CI, 0.34-1.10), and externalizing problems (g, 0.58; 95% CI, 0.28-0.89). Moderators were also identified: frequency, total sessions, and total duration for overall mental health; total sessions, and total duration for cognitive function; session duration and frequency for psychological well-being; physical activity type for internalizing problems; and session duration for externalizing problems. Moderator analyses showed that type of neurodevelopmental disorder did not modify the associations between physical activity and overall mental health or its subgroups. Conclusions and Relevance The findings in this study suggest that children and adolescents with different types of neurodevelopmental disorders may be grouped together when performing physical activity interventions, which were confirmed to be beneficial to overall mental health and its subgroups in this new diagnostic population, but that physical activity interventions should be tailored when targeting different mental health domains.
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Affiliation(s)
- Chang Liu
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong, China
| | - Xiao Liang
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong, China
| | - Cindy H. P. Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong, China
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17
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Deviaterikova A, Kasatkin V, Malykh S. The Role of the Cerebellum in Visual-Spatial Memory in Pediatric Posterior Fossa Tumor Survivors. CEREBELLUM (LONDON, ENGLAND) 2024; 23:197-203. [PMID: 36737535 DOI: 10.1007/s12311-023-01525-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/30/2023] [Indexed: 02/05/2023]
Abstract
The cerebellum is involved in motor and non-motor functions. Cerebellar lesions can underlie the disruption of various executive functions. The violation of executive functions in cerebellar lesions is a serious problem, since children, after completing treatment, must return to school, finish their education, and get a profession. One of the important executive functions is working memory, which contributes to academic success. Deficits of verbal working memory in cerebellar tumors have been studied, in contrast to visual-spatial working memory. To assess this issue, 101 patients who survived cerebellar tumors and 100 healthy control subjects performed a visual-spatial working memory test. As a result, in children who survived cerebellar tumors, visual-spatial working memory is impaired compared to the control group. Moreover, with age, and hence the time since the end of treatment, the number of elements that children can retain in visual-spatial working memory increases, but still remains smaller compared to the control group. Our findings complement the idea of cerebellar involvement in visual-spatial working memory and suggest that it is disrupted by cerebellar lesions in children.
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Affiliation(s)
- Alena Deviaterikova
- Neurocognitive Laboratory, Dmitry Rogachev National Research Center of Pediatric Hematology, Oncology and Immunology, Moscow, 117997, Russia.
- Research Institute for Brain Development and Peak Performance, Peoples' Friendship University of Russia, Moscow, 117198, Russia.
| | - Vladimir Kasatkin
- Research Institute for Brain Development and Peak Performance, Peoples' Friendship University of Russia, Moscow, 117198, Russia
| | - Sergey Malykh
- Developmental Behavioral Genetics Lab, Psychological Institute of Russian Academy of Education, Moscow, 125009, Russia
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18
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Pujari V. Martial Arts as a Tool for Enhancing Attention and Executive Function: Implications for Cognitive Behavioral Therapy - A Literature Review. JOURNAL OF PHARMACY AND BIOALLIED SCIENCES 2024; 16:S20-S25. [PMID: 38595455 PMCID: PMC11001089 DOI: 10.4103/jpbs.jpbs_612_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2023] [Revised: 08/22/2023] [Accepted: 08/31/2023] [Indexed: 04/11/2024] Open
Abstract
With a focus on its implications for cognitive behavioral therapy (CBT), this review study seeks to investigate the possible advantages of martial arts training on attention and executive function. Common cognitive impairments seen in a variety of psychiatric diseases, such as depression and attention deficit hyperactivity disorder, include difficulties in attention and executive function. Training in martial arts, which is known for its demanding physical and mental requirements, has drawn interest as a potential intervention for improving cognitive function. An overview of the most recent research on how martial arts training affects focus and executive function is given in this publication. The results demonstrate the potential of martial arts as a strategy for enhancing executive function and attention-related cognitive functions. The article also explores the implications of adding martial arts instruction to CBT therapies, arguing that doing so might be a beneficial supplementary strategy to improve treatment outcomes. With information on the possible advantages of martial arts training for attention and executive function, this review paper adds to the expanding corpus of research on non-pharmacological therapies for cognitive enhancement.
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Affiliation(s)
- Venkateswar Pujari
- Chief Mentor, Body Brain Behaviour Foundation, Visakhapatnam, Andhra Pradesh, India
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19
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Winch AT, Alexander K, Bowers C, Straub F, Beidel DC. An evaluation of completed and averted school shootings. Front Public Health 2024; 11:1305286. [PMID: 38269382 PMCID: PMC10807037 DOI: 10.3389/fpubh.2023.1305286] [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: 10/01/2023] [Accepted: 12/13/2023] [Indexed: 01/26/2024] Open
Abstract
Introduction For over two decades school shootings have become a significant concern, especially in the United States. Following a rampage school shooting, extensive resources are devoted to gathering all of the information surrounding the event. To date, few studies have compared completed to averted, or near-miss, school shootings. This study utilized the largest known sample of cases based in the United States in an effort to identify potential targets for prevention. Method Data were derived from the Averted School Violence database of incidents occurring between 1999 and 2020. Statistical analyses were conducted to determine how age, co-conspirator involvement, engagement in leakage warning behavior, and motives - in isolation and in combination - varied between groups. Results In insolation, age, co-conspirator involvement, engagement in leakage warning behaviors, and motives were significantly different between groups. However, when these variables were combined into a logistic regression, co-conspirator involvement, engagement in leakage warning behaviors, and motives involving suicidal intent emerged as statistically significant predictors of group membership. Age no longer differentiated the two types of events. Conclusion This study demonstrates that regardless of suspect age, threats of school violence must be taken seriously and investigated fully. Further, students reporting their peers' engagement in shooting-related behaviors (e.g., bringing a gun to school, mapping school, etc.) was one of the most significant predictors that a plot will be thwarted. While perpetrators who planned with others had increased odds of their plot being identified, those acting alone still demonstrated leakage behaviors. If individuals in the school environment are educated regarding warning behaviors, lone perpetrators can still be identified and reported to authorities. The perpetrator's emotional distress, in particular depressive or suicidal thoughts were also a significant predictor of a completed school shooting. Future research efforts should focus on the development and evaluation of peer training programs to assist in the detection of school shooting warning behaviors.
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Affiliation(s)
- Ashley T. Winch
- Department of Psychology, UCF RESTORES, University of Central Florida, Orlando, FL, United States
| | - Kristi Alexander
- Department of Psychology, University of Central Florida, Orlando, FL, United States
| | - Clint Bowers
- Department of Psychology, UCF RESTORES, University of Central Florida, Orlando, FL, United States
| | - Frank Straub
- Safe and Sound Schools, Newtown, CT, United States
| | - Deborah C. Beidel
- Department of Psychology, UCF RESTORES, University of Central Florida, Orlando, FL, United States
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20
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Cheng L, Guan Y, Zhang T, Zhan L, Liu Y, Wang P, Yu S, Peng Y. An empirical study on the development of metaphorical comprehension of Chinese children. Front Psychol 2024; 14:1254129. [PMID: 38259583 PMCID: PMC10800952 DOI: 10.3389/fpsyg.2023.1254129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 12/13/2023] [Indexed: 01/24/2024] Open
Abstract
Metaphor affects how people focus, remember, and process information and significantly influences children's language development. The study explored metaphorical comprehension by Chinese children of different ages (5-8 years). We collected response times and accuracy rates when they processed metaphorical and literal sentences with the graded salience. Linear mixed-effects modeling showed that Chinese children's metaphorical ability improved with age. Subsequent analysis found that the perception period of metaphorical knowledge was at age 5, the development stage of metaphorical knowledge was at age 6 and 7, and the rational decision period of metaphorical ability was at age 8. After 8-year-old, children can invoke the knowledge of the intention schema while activating the source domain, and this knowledge can be automatically and quickly mapped to the target domain. Meanwhile, language development and cognitive processing influenced the metaphorical comprehension of Chinese children, especially children of 8 years of age who had the highest correct rate and the shortest reaction time to process low-saliency metaphorical sentences, while 5-year-old children had the highest accuracy in high-saliency metaphorical sentence and 6-year-old children got the longest reaction time to process sentence in high-saliency metaphor. This study may provide evidence for improving and training metaphor comprehension in children with special needs such as those with an autism spectrum disorder.
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Affiliation(s)
- Lulu Cheng
- Shanghai Center for Research in English Language Education, Shanghai International Studies University, Shanghai, China
- School of Foreign Studies, China University of Petroleum (East China), Qingdao, China
| | - Yingming Guan
- College of Engineering, Faculty of Information and Engineering Science, Peking University, Beijing, China
| | - Ting Zhang
- Journal of Tianjin Normal University (Social Science Edition), Tianjin, China
| | - Linlin Zhan
- School of Western Studies, Heilongjiang University, Harbin, China
| | - Yanqin Liu
- School of Foreign Studies, China University of Petroleum (East China), Qingdao, China
| | - Peng Wang
- Department of Language, Literature and Communication, Faculty of Humanities, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
- Department of Psychology, Education and Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Shanshan Yu
- School of Western Studies, Heilongjiang University, Harbin, China
| | - Yule Peng
- College of Foreign Languages, Ocean University of China, Qingdao, China
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21
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Sung MC, McClelland MM, Massey W, Logan SW, MacDonald M. Association between motor skills and executive function of children with autism spectrum disorder in Taiwan and the United States. Front Public Health 2024; 11:1292695. [PMID: 38249390 PMCID: PMC10796658 DOI: 10.3389/fpubh.2023.1292695] [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: 09/12/2023] [Accepted: 12/11/2023] [Indexed: 01/23/2024] Open
Abstract
Objective The purpose of this study was to examine the relationship between parent ratings of motor skills and executive function (EF) in children with autism spectrum disorder (ASD) in the United States and Taiwan. Materials and method One hundred and seventy-two parents/legal guardians of children (4-6 years and 11 months old) with ASD were recruited from two countries, Taiwan (n = 100) and the United States (n = 72). The parents or guardians of the child with ASD completed a questionnaire including demographic information, child's motor skills (using Children Activity Scale - Parents, ChAS-P), and child's EF (using Childhood Executive Functioning Inventory, CHEXI). A series of hierarchical multiple regressions were conducted to determine whether ChAS-P (total motor score, fine motor skills, and gross motor skill) was associated with CHEXI (total EF score, working memory, and inhibition), after controlling for covariates (i.e., age, gender, race, body mass index, whether children received physical activity or cognitive training, parental education level). Results Total motor skills, fine motor skills, and gross motor skills were significantly associated with EF in both working memory and inhibition as rated by parents in both countries (β = 0.21-0.57, p < 0.01), with the exception of a non-significant association between parent-rated total motor skills, fine motor skills, and gross motor skills, and inhibition among Taiwanese children with ASD. In addition, the associations between parent ratings of motor skills (i.e., fine motor and gross motor skills) and EF (i.e., working memory and inhibition) were similar between the two countries. Conclusion Positive associations with specific aspects of parent ratings of fine motor and gross motor skills and working memory and inhibition were found in children with ASD from both countries. These findings have implications for future interventions and programs focused on improving early motor skills and EF development for young children with ASD from Taiwan and the United States.
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Affiliation(s)
- Ming-Chih Sung
- Department of Human Performance and Health, University of South Carolina Upstate, Spartanburg, SC, United States
| | | | - William Massey
- College of Health, Oregon State University, Corvallis, OR, United States
| | - Samuel W. Logan
- College of Health, Oregon State University, Corvallis, OR, United States
| | - Megan MacDonald
- College of Health, Oregon State University, Corvallis, OR, United States
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22
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El Houari F, El Harch I, Idrissi AJ, El Fakir S, Zarhbouch B, Souirti Z. The Scale Assessment of Executive Functions-Adult (SAEF-A): Construction of a valid ecological instrument. APPLIED NEUROPSYCHOLOGY. ADULT 2024:1-8. [PMID: 38170845 DOI: 10.1080/23279095.2023.2299916] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/05/2024]
Abstract
OBJECTIVES This study aims to validate the SAEF-A (Scale Assessment Of Executive Functions-Adult) test, a new instrument for measuring executive functions in adults. MATERIALS AND METHODS The study participants are residents of Fez-Meknes over 18 years old. Two groups were enrolled: people with epilepsy and a healthy group. We constructed the tests in all three Moroccan languages: Darija, Tamazight, and Arabic. We validated the SAEF-A test according to Bernaud's instructions compared to the BRIEF-A test. RESULTS The Alpha Cronbach and Split Half were 92% and 88%, respectively. Exploratory research results highlight five facets of perceived value. Significant convergent validation existed between the BRIEF-A subscales and the SAEF-A scale. The results show that the people with epilepsy sample can be discriminated from the healthy ones in all dimensions, except planning, with a minor difference. CONCLUSIONS The results provide good reliability and validity for the SAEF-A. It will be helpful in studies of Moroccan adults and other people.
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Affiliation(s)
- Farah El Houari
- Sociology and Psychology Laboratory, Faculty of Letters and Human Sciences Dhar Al Mahraz, Sidi Mohamed Ben Abdellah University, Fez, Morocco
| | - Ibtissam El Harch
- Laboratory of Epidemiology, Clinical Research and Community Health, Faculty of Medicine and Pharmacy of Fez, University Sidi Mohamed Ben Abdellah University, Fez, Morocco
| | - Abdelkrim Janati Idrissi
- Clinical Neurosciences Laboratory, Faculty of Medicine and Pharmacy of Fez, Sidi Mohamed Ben Abdellah University, Fez, Morocco
| | - Samira El Fakir
- Laboratory of Epidemiology, Clinical Research and Community Health, Faculty of Medicine and Pharmacy of Fez, University Sidi Mohamed Ben Abdellah University, Fez, Morocco
| | - Benaissa Zarhbouch
- Sociology and Psychology Laboratory, Faculty of Letters and Human Sciences Dhar Al Mahraz, Sidi Mohamed Ben Abdellah University, Fez, Morocco
| | - Zouhayr Souirti
- Clinical Neurosciences Laboratory, Faculty of Medicine and Pharmacy of Fez, Sidi Mohamed Ben Abdellah University, Fez, Morocco
- Neurology Department, Sleep Center Hassan II University Hospital, Sidi Mohamed Ben Abdellah University, Fez, Morocco
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23
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Zhang R, Wang Z. Aggressive behaviors predict greater intraindividual reaction time variability in children: Evidence from cross-lagged panel models. Aggress Behav 2024; 50:e22110. [PMID: 37624086 DOI: 10.1002/ab.22110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 08/08/2023] [Accepted: 08/09/2023] [Indexed: 08/26/2023]
Abstract
Deficits in attentional control or inhibitory control are distinct features of childhood aggressive behaviors. Lower attentional control or inhibitory control is considered to predict more aggressive behaviors, while few studies have documented the possible predictive effects of aggressive behaviors on attentional control or inhibitory control. The present study examined the bidirectional relations between aggressive behaviors and both inhibitory control and attentional control in 169 Chinese primary school children (75 girls, Mage = 7.15, SDage = 0.33), annually for 3 years starting at age 7. The No-go accuracy on a Go/No-go task was used as the index of inhibitory control, and the intraindividual reaction time variability (IIRTV) of correct Go trials indicated attentional control. The aggressive behaviors subscale of the child behavior checklist-Chinese version was used to assess the children's aggressive behaviors. The results demonstrated a significant and stable predictive effect of previous aggressive behaviors on subsequent attentional control, with more aggressive behaviors predicting greater IIRTV at both the between-child and within-child levels. No significant effects of inhibitory control or attentional control on aggressive behaviors or sex-specific patterns were found. The findings suggest the negative impact of childhood aggressive behaviors on attentional control and underscore the importance of early prevention and intervention for childhood aggressive behaviors.
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Affiliation(s)
- Runzhu Zhang
- Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, School of Psychology, Shaanxi Normal University, Xi'an, China
| | - Zhenhong Wang
- Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, School of Psychology, Shaanxi Normal University, Xi'an, China
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24
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Yang X, Zheng L, Zhang J, Wang H. Prenatal exposure to per-and polyfluoroalkyl substances and child executive function: Evidence from the Shanghai birth cohort study. ENVIRONMENT INTERNATIONAL 2024; 183:108437. [PMID: 38232503 DOI: 10.1016/j.envint.2024.108437] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 01/08/2024] [Accepted: 01/09/2024] [Indexed: 01/19/2024]
Abstract
BACKGROUND Per-and polyfluoroalkyl substances (PFAS) are ubiquitous in the environment and accumulate in humans. Toxicological studies have indicated the potential neurotoxicity of PFAS during the fetal development. However, in epidemiological studies, the association between prenatal exposure to PFAS and executive function in offspring remains unclear. OBJECTIVES To investigate the association between prenatal exposure to PFAS and executive function in offspring. METHOD This study included 1765 mother-child pairs in the Shanghai Birth Cohort, a prospective birth cohort enrolled during 2013-2016. The levels of 10 PFAS were measured in maternal plasma samples collected during early gestation. Child executive function was assessed at 4 years of age using the parent-reported Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P), which provided 4 composite measures: Inhibitory Self-Control Index, Flexibility Index, Emergent Metacognition Index, and Global Executive Composite. We used multivariable linear regression to examine the associations between individual PFAS and BRIEF-P scores. Bayesian kernel machine regression (BKMR) was employed to evaluate the joint effects. We also investigated whether these associations were modified by sex. RESULT We found no significant associations between prenatal PFAS exposure and BRIEF-P scores when the child was 4 years old. BKMR analysis showed no joint effect of the PFAS mixture on child executive function. RCS analysis indicated that the majority of relationships between PFAS and BRIEF-P did not deviate from the linear relationship, even though there was a nonlinear association between PFUA and EMI. Additionally, the associations were not modified by sex. CONCLUSION Overall, our findings showed that there were no associations between prenatal exposure to PFAS and child executive function at 4 years of age.
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Affiliation(s)
- Xuchen Yang
- MOE-Shanghai Key Laboratory of Children's Environmental Health, Xin Hua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai, China; School of Public Health, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Liqiang Zheng
- School of Public Health, Shanghai Jiao Tong University School of Medicine, Shanghai, China.
| | - Jun Zhang
- MOE-Shanghai Key Laboratory of Children's Environmental Health, Xin Hua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai, China; School of Public Health, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Hui Wang
- MOE-Shanghai Key Laboratory of Children's Environmental Health, Xin Hua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai, China; School of Public Health, Shanghai Jiao Tong University School of Medicine, Shanghai, China.
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Dyresen A, Stubberud J, Fjermestad KW, Haugen I, Øie MG. Executive control training for adolescents with ADHD: Study protocol for a randomised controlled trial. Contemp Clin Trials 2024; 136:107404. [PMID: 38070766 DOI: 10.1016/j.cct.2023.107404] [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: 09/21/2023] [Revised: 11/18/2023] [Accepted: 12/02/2023] [Indexed: 12/17/2023]
Abstract
BACKGROUND Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental conditions diagnosed during childhood and adolescence. In addition to the commonly observed symptoms of inattention, hyperactivity, and impulsivity, individuals with ADHD often experience impairments in executive functions (EFs). Goal management training (GMT) is a cognitive remediation intervention targeting EFs, with empirical support from studies with adult populations, including ADHD. The objective of the upcoming trial is to assess the effectiveness of GMT for adolescents with ADHD. METHODS This pre-registered protocol outlines a multi-centre randomised controlled trial (RCT) comparing GMT to treatment as usual (TAU) to improve EFs. We aim to recruit 120 participants, aged 12 to 18 years, recently diagnosed with ADHD. Participants will be randomly allocated to the group-based GMT intervention in addition to TAU, or the TAU condition, through block randomisation with site stratification. GMT will be delivered in groups of four to six participants, with weekly two-hour sessions for seven weeks, complemented by separate parent and teacher sessions. TAU is standard community mental health treatment. The primary outcome measure will be parent-reported EF assessed with the Behaviour Rating Inventory of Executive Function 2 (BRIEF-2). Secondary outcomes will include ADHD symptom measures, social functioning, quality of life, and neuropsychological tests (attention span, inhibition, working memory, and visuo-motor speed). The outcome assessments will be conducted at baseline, 12 weeks, 12 months, and 24 months post-treatment. CONCLUSION The study findings will contribute to determine the effectiveness of a non-pharmacological ADHD treatment, including outcome trajectories up to 24 months post-treatment.
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Affiliation(s)
- Agnete Dyresen
- Department of Psychology, University of Oslo, Norway; Lovisenberg Diaconal Hospital, Nic Waals Institute, Oslo, Norway.
| | - Jan Stubberud
- Department of Psychology, University of Oslo, Norway; Department of Research, Lovisenberg Diaconal Hospital, Norway
| | - Krister Westlye Fjermestad
- Department of Psychology, University of Oslo, Norway; Frambu Resource Centre for Rare Disorders, Siggerud, Norway
| | | | - Merete Glenne Øie
- Department of Psychology, University of Oslo, Norway; Innlandet Hospital Trust, Norway
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Chou CC, Wang CH, McCullick B, Hsueh MC. Effects of Coordinative Exercise on Sustained Attention and Perceptual Discrimination in Elementary School Physical Education. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2023; 94:948-958. [PMID: 35797729 DOI: 10.1080/02701367.2022.2085863] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2021] [Accepted: 05/30/2022] [Indexed: 06/15/2023]
Abstract
Purpose: This study examined the effects of coordinative exercise on children's sustained attention and perceptual discrimination in a school-based physical education (SBPE) setting. Methods: Seventy-three children received an intervention of moderate-to-vigorous intensity coordinative exercise, and 75 children participated in a moderate-to-vigorous intensity physical activity as part of a regular physical education class. Two neuropsychological tests of executive function (EF) were used to assess attention and perceptual discrimination functions before and after each treatment. Results: The results found that coordinative exercise significantly improved the performances on sustained attention and perceptual discrimination, as evidenced by enhanced response accuracy and improved speed of responding. Specifically, higher progressions in task performance were seen following coordinative exercise relative to regular physical activity. Conclusion: These findings suggest that coordinative exercise could enable more robust improvements in sustained attention and perceptual discrimination among children. Overall, we conclude that structured coordinative exercise, implemented in SBPE settings, may be a promising alternative to promote children's cognitive abilities.
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Allen KB, Tan PZ, Sullivan JA, Baumgardner M, Hunter H, Glovak SN. An Integrative Model of Youth Anxiety: Cognitive-Affective Processes and Parenting in Developmental Context. Clin Child Fam Psychol Rev 2023; 26:1025-1051. [PMID: 37819403 DOI: 10.1007/s10567-023-00458-z] [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] [Accepted: 09/14/2023] [Indexed: 10/13/2023]
Abstract
Multiple theoretical frameworks have been proposed to provide a more comprehensive picture of the risk factors that influence anxiety-related developmental trajectories. Nonetheless, there remains a need for an integrative model that outlines: (1) which risk factors may be most pertinent at different points in development, and (2) how parenting may maintain, exacerbate, or attenuate an affective style that is characterized by high negative emotional reactivity to unfamiliar, uncertain, and threatening situations. A developmentally informed, integrative model has the potential to guide treatment development and delivery, which is critical to reducing the public health burden associated with these disorders. This paper outlines a model integrating research on many well-established risk mechanisms for anxiety disorders, focusing on (1) the developmental progression from emotional reactivity constructs early in life to those involving higher-level cognitive processes later in youth, and (2) potential pathways by which parenting may impact the stability of youth's cognitive-affective responses to threat-relevant information across development.
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Affiliation(s)
- Kristy Benoit Allen
- Departments of Applied Behavioral Science and Psychology, University of Kansas, Lawrence, KS, USA.
| | - Patricia Z Tan
- Department of Psychiatry/Mental Health, VA Greater Los Angeles Healthcare System, Los Angeles, CA, USA
- Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine at University of California, Los Angeles (UCLA), Los Angeles, CA, USA
| | | | - Megan Baumgardner
- Department of Psychology, University of Tennessee, Knoxville, TN, USA
| | - Hannah Hunter
- Department of Psychology, University of Tennessee, Knoxville, TN, USA
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Marsh CL, Groves NB, Mehra LM, Black KE, Irwin Harper LN, Meyer A, Kofler MJ. The relation between executive functions, error-related brain activity, and ADHD symptoms in clinically evaluated school-aged children. Child Neuropsychol 2023; 29:1362-1387. [PMID: 36644833 PMCID: PMC10349902 DOI: 10.1080/09297049.2023.2166029] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Accepted: 01/03/2023] [Indexed: 01/17/2023]
Abstract
Two event-related potentials (ERPs) elicited following errors, the error-related negativity (ERN) and error positivity (Pe), have been proposed to reflect cognitive control, though the specific processes remain debated. Few studies have examined the ERN and Pe's relations with individual differences in cognitive control/executive functioning using well-validated tests administered separately from the inhibition tasks used to elicit the ERN/Pe. Additionally, neurocognitive tests of executive functions tend to strongly predict ADHD symptoms, but the extent to which task-based and EEG-based estimates of executive functioning/cognitive control account for the same variance in ADHD symptoms remains unclear. The current study addressed these limitations by examining relations between the ERN/Pe and three core executive functions (working memory, inhibitory control, set shifting) in a clinically-evaluated sample of 53 children ages 8-12 (Mage = 10.36, SD = 1.42; 77.4% White/Non-Hispanic; 16 girls) with and without ADHD. Results demonstrated that neither the ERN nor Pe were related to overall cognitive control/executive functioning, or to working memory or set shifting specifically (all 95%CIs include 0.0). In contrast, a larger Pe was associated with better-developed inhibitory control (β=-.35, 95%CI excludes 0.0), but did not capture aspects of inhibitory control that are important for predicting ADHD symptoms. Neither the ERN nor Pe predicted ADHD symptoms (95%CIs include 0.0). Results were generally robust to control for age, sex, SES, ADHD symptom cluster, and anxiety, and emphasize the need for caution when interpreting the ERN/Pe as indices of broad-based cognitive control/executive functioning, as well as using the ERN/Pe to examine cognitive processes contributing to ADHD symptomatology.
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29
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Makri A, Fiske A. Actions versus Words: Exploring the contributions of working memory and motoric coding in children's instruction following using a dual-task paradigm. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023; 41:400-411. [PMID: 37650331 DOI: 10.1111/bjdp.12461] [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: 11/29/2022] [Accepted: 07/31/2023] [Indexed: 09/01/2023]
Abstract
Previous research in adults has showed that physical performance (i.e., enactment) of instructions at recall leads to better memory compared to verbal recall and that this effect does not rely solely on Working Memory resources. The current study aimed to replicate this finding in children. A group of 32 children encoded simple instructions verbally while engaging in a series of distractor tasks (articulatory suppression, backwards counting and a motor suppression task). Participants recalled information verbally or physically through enactment. The findings showed that although distractors impaired performance compared to a control condition (no distractor task), the enactment advantage remained intact in all conditions. These findings show that children's memory is superior when they perform, rather than when they verbally repeat instructions and crucially it is suggested that this effect does not rely solely on Working Memory resources.
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Affiliation(s)
- Angie Makri
- School of Psychology, University of Nottingham, Nottingham, UK
| | - Abigail Fiske
- School of Psychology, University of Nottingham, Nottingham, UK
- Department of Experimental Psychology, University of Oxford, Oxford, UK
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Grüneisen L, Dörrenbächer-Ulrich L, Perels F. Self-regulated learning as a mediator of the relation between executive functions and preschool academic competence. Acta Psychol (Amst) 2023; 240:104053. [PMID: 37844516 DOI: 10.1016/j.actpsy.2023.104053] [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: 07/27/2023] [Revised: 09/21/2023] [Accepted: 10/10/2023] [Indexed: 10/18/2023] Open
Abstract
Executive functions (EF) and self-regulated learning (SRL) are processes for the goal-directed control of cognition and (learning) behavior that positively affect academic outcomes. Based on the finding that EF form the developmental basis for SRL, this study tested a model that assumes SRL as a mediator of the relationship between preschool EF and academic competence. Previous studies that found evidence for this mediation considered as predictors cool EF, which are important in emotionally neutral situations. However, since (pre)school-based learning is also associated with motivational incentives (e.g., praise from teachers and educators), this study aimed to test the validity of the above-mentioned mediation model using as predictors hot EF, which are important in emotional-motivational contexts. To this end, the constructs included in the model were cross-sectionally examined using performance measures and parent ratings in a sample of n = 77 German preschoolers (Mage = 71.61 months, SD = 4.13; 51.9 % girls). Results show that SRL mediates the relationship between hot EF and academic competence. Methodological limitations of the present study and implications for research and practice are discussed.
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Affiliation(s)
- Lena Grüneisen
- Department of Educational Sciences, Saarland University, Saarbrücken, Germany.
| | | | - Franziska Perels
- Department of Educational Sciences, Saarland University, Saarbrücken, Germany
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31
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De France K, Stack DM, Serbin LA. Associations between early poverty exposure and adolescent well-being: The role of childhood negative emotionality. Dev Psychopathol 2023; 35:1808-1820. [PMID: 36039975 DOI: 10.1017/s0954579422000487] [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] [Indexed: 11/07/2022]
Abstract
Using a longitudinal design (Wave 1 n = 164, Mage = 3.57 years, 54% female, predominantly White and French-speaking), the current study sought to answer two questions: 1) does poverty influence children's negative emotionality through heightened family-level, poverty-related stress? and 2) is negative emotionality, in turn, predictive of adolescent internalizing symptoms, externalizing behaviors, cognitive abilities, and physical health? Results confirmed an indirect pathway from family poverty to child emotionality through poverty-related stress. In addition, negative emotionality was associated with adolescent internalizing symptoms, attention difficulties, and physical health, but not externalizing symptoms, even when controlling for early poverty exposure.
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Affiliation(s)
- Kalee De France
- Child Study Center, Yale University, New Haven, CT, United States
| | - Dale M Stack
- Psychology Department, Concordia University, Montreal, QC, Canada
| | - Lisa A Serbin
- Psychology Department, Concordia University, Montreal, QC, Canada
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Rydqvist F, Hoff E, Daukantaitè D, Cervin M. Everyday executive functioning in pediatric obsessive-compulsive disorder: diagnostic specificity, clinical correlations, and outcome. BMC Psychiatry 2023; 23:622. [PMID: 37620782 PMCID: PMC10464101 DOI: 10.1186/s12888-023-05111-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 08/13/2023] [Indexed: 08/26/2023] Open
Abstract
BACKGROUND Obsessive-compulsive disorder (OCD) typically onsets during childhood or adolescence and difficulties with executive functioning (EF) may be involved in its onset and maintenance. Yet, few studies have examined everyday EF difficulties in youth with OCD and no study has compared EF in youth with OCD to EF in youth with anxiety disorders, leaving the diagnostic specificity of EF unclear. METHODS In this study, parents of treatment-seeking children and adolescents with OCD (n = 96, Mage = 13.3, SD = 2.7, 59% girls) or anxiety disorders (n = 67, Mage = 14.0, SD = 2.6, 78% girls) reported on their children's everyday EF using the Behavior Rating Inventory of Executive Function (BRIEF) measure. RESULTS Compared to community youth, the two clinical groups showed moderately elevated EF deficits but did not differ significantly from each other. EF deficits were not associated with the major symptom dimensions of OCD, age of OCD symptom onset, duration of OCD symptoms, and OCD severity, and did not predict treatment outcome in OCD. CONCLUSIONS Compared to peers, youth with OCD show moderate difficulties with EF, but very similar difficulties are seen in youth with anxiety disorders, and it is unclear whether these difficulties are of clinical relevance. Among youth with OCD, EF difficulties were not differentially associated with the major symptom dimensions of OCD, which is inconsistent with findings from adults. Difficulties with EF did not predict treatment outcome, indicating that integrating EF modules into OCD treatment may be of limited value, although EF may be important for treatment planning in individual cases.
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Affiliation(s)
| | - Eva Hoff
- Department of Psychology, Lund University, Lund, Sweden
| | | | - Matti Cervin
- Faculty of Medicine, Department of Clinical Sciences Lund, Child and Adolescent Psychiatry, Lund University, Sofiavägen 2D, Lund, SE-22241, Sweden.
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Aoki S, Nagatani F, Kagitani-Shimono K, Ohno Y, Taniike M, Mohri I. Examining normative values using the Cambridge neuropsychological test automated battery and developmental traits of executive functions among elementary school-aged children in Japan. Front Psychol 2023; 14:1141628. [PMID: 37663362 PMCID: PMC10469330 DOI: 10.3389/fpsyg.2023.1141628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 07/20/2023] [Indexed: 09/05/2023] Open
Abstract
The Cambridge Neuropsychological Test Automated Battery (CANTAB) is a computerized and child-friendly neuropsychological assessment battery that includes subtests aimed at evaluating some aspects of executive functions. Using the CANTAB, this study aims to establish normative values based on the aspects of executive functions among school-aged children in Japan. The participants included 234 children (135 boys and 99 girls aged 6-12 years) enrolled in regular classes, without any clinical records of developmental disorders or educational support. The participants were grouped according to age (6-7, 8-9, and 10-12 years). Four CANTAB subtests, including spatial working memory (SWM) to assess spatial working memory, Stockings of Cambridge (SOC) to evaluate planning, intra/extradimensional set shift (IED) to evaluate attentional set shifting and flexibility, and stop signal task (SST) to evaluate inhibition, were administered to each participant. The results showed that performance in all the CANTAB subtests administered changed with age. Among the subtests, compared with performances in the SOC and IED, those in the SWM and SST improved earlier, thereby indicating that spatial working memory and inhibition develop earlier than planning as well as attentional set shifting and flexibility. Additionally, in the SST subtest, girls made fewer errors than boys did in the 6-7 years group. This study presents normative data of four CANTAB subtests according to age and sex among school-aged children in Japan. We expect that the findings will be used to develop effective tools for the early detection of and support for children with executive dysfunction.
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Affiliation(s)
- Sho Aoki
- Department of Child Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
| | - Fumiyo Nagatani
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
| | - Kuriko Kagitani-Shimono
- Department of Child Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Department of Pediatrics, Osaka University Graduate School of Medicine, Osaka, Japan
| | - Yuko Ohno
- Department of Health Sciences, Osaka University Graduate School of Medicine, Osaka, Japan
| | - Masako Taniike
- Department of Child Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Department of Pediatrics, Osaka University Graduate School of Medicine, Osaka, Japan
| | - Ikuko Mohri
- Department of Child Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Department of Pediatrics, Osaka University Graduate School of Medicine, Osaka, Japan
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Scionti N, Zampini L, Marzocchi GM. The Relationship between Narrative Skills and Executive Functions across Childhood: A Systematic Review and Meta-Analysis. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1391. [PMID: 37628390 PMCID: PMC10453360 DOI: 10.3390/children10081391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2023] [Revised: 08/05/2023] [Accepted: 08/08/2023] [Indexed: 08/27/2023]
Abstract
Executive functions (EFs) and narrative competence (NC) are two important predictors of many outcomes in human development. To date, however, it is unclear whether these skills develop synergistically-supporting or opposing each other-or whether they are independent of each other. The purpose of this meta-analysis is to understand if these skills are related to over development and if the magnitude of their association changes over time; differs in typical and atypical development; and changes with EF (inhibition, working memory, flexibility, planning) and NC (oral, written; micro and macrostructural level). For this purpose, 30 studies containing 285 effect sizes were selected and combined. The results show that EFs and NC are weakly associated with each other (r = 0.236, p < 0.001) and that this association decreases with age (b(267) = -0.0144, p = 0.001). They are more associated in preschool and early elementary school grades, becoming more independent after seven years old. Between 3 and 7 years of age, the association seems stronger in atypically developing children and for macrostructural NC. Additionally, before 7 years old, the various EF domains seem to associate indistinctly with NC, and only later specific links between EFs and NC would be observed.
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Affiliation(s)
| | | | - Gian Marco Marzocchi
- Department of Psychology, University of Milan-Bicocca, 20126 Milan, Italy (L.Z.)
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35
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Bustamante JC, Fernández-Castilla B, Alcaraz-Iborra M. Relation between executive functions and screen time exposure in under 6 year-olds: A meta-analysis. COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2023.107739] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/07/2023]
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Giandomenico K, Baron LS, Gul A, Arbel Y. Between Shifting and Feedback Processing in the Wisconsin Card Sorting Test in Children with Developmental Language Disorder. Brain Sci 2023; 13:1128. [PMID: 37626485 PMCID: PMC10452206 DOI: 10.3390/brainsci13081128] [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: 06/25/2023] [Revised: 07/19/2023] [Accepted: 07/24/2023] [Indexed: 08/27/2023] Open
Abstract
Children with developmental language disorder (DLD) demonstrate deficits in executive functioning; however, the specific components of executive functioning that are affected in this population are not well understood. This study evaluated set shifting and feedback processing in a Wisconsin Card Sorting Test (WCST) performed by 24 children with and without DLD. The behavioral results revealed poorer performance by the DLD group in measures of accuracy, proportion of correct rule shifts, perseverative errors on shift trials, and proportion of effective responses to feedback. Electrophysiological measures (event-related potentials, or ERPs) indicated different patterns of response to negative feedback that signaled the need for rule shifting, with the DLD group showing a trend toward processing shift cues as negative feedback. Group differences were found in the processing of the first and last positive feedback, with overall stronger responses to positive feedback by children with DLD. However, both groups showed a similar pattern of diminished attention to positive feedback when rule learning was established. Taken together, children with DLD demonstrated the inefficient processing of negative feedback in the context of rule-shifting and difficulty in establishing and maintaining a rule.
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Affiliation(s)
- Kristina Giandomenico
- MGH Institute of Health Professions, Boston, MA 02129, USA; (L.S.B.); (A.G.); (Y.A.)
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Goodman CV, Till C, Green R, El-Sabbagh J, Arbuckle TE, Hornung R, Lanphear B, Seguin JR, Booij L, Fisher M, Muckle G, Bouchard MF, Ashley-Martin J. Prenatal exposure to legacy PFAS and neurodevelopment in preschool-aged Canadian children: The MIREC cohort. Neurotoxicol Teratol 2023; 98:107181. [PMID: 37178772 PMCID: PMC10979774 DOI: 10.1016/j.ntt.2023.107181] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Revised: 04/04/2023] [Accepted: 05/09/2023] [Indexed: 05/15/2023]
Abstract
BACKGROUND Exposure to perfluoroalkyl substances (PFAS) has been shown to be neurotoxic in experimental studies, but epidemiological evidence linking prenatal PFAS exposure to child neurodevelopment is equivocal and scarce. OBJECTIVE To quantify associations between prenatal exposure to legacy PFAS and children's intelligence (IQ) and executive functioning (EF) in a Canadian pregnancy and birth cohort and to determine if these associations differ by child sex. METHODS We measured first-trimester plasma concentrations of perfluorooctanoic acid (PFOA), perfluorooctanesulfonic acid (PFOS), and perfluorohexanesulfonic acid (PFHxS) in the Maternal-Infant Research on Environmental Chemicals (MIREC) study and assessed children's full-scale (n = 522), performance (n = 517), and verbal (n = 519) IQ using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III). Children's working memory (n = 513) and ability to plan and organize (n = 514) were assessed using a parent-reported questionnaire, the Behavior Rating Inventory of Executive Function - Preschool Version (BRIEF-P). We quantified associations between individual log2-transformed PFAS exposure and children's IQ and EF using multiple linear regression analyses and evaluated effect modification by child sex. We also used Repeated Holdout Weighted Quantile Sum (WQS) regression models with effect modification by child sex to quantify the effect of combined exposure to all three PFAS chemicals on IQ and EF. All models were adjusted for key sociodemographic characteristics. RESULTS Geometric mean plasma concentrations (IQR) for PFOA, PFOS and PFHxS were 1.68 (1.10-2.50), 4.97 (3.20-6.20) and 1.09 (0.67-1.60) μg/L respectively. We found evidence of effect modification by child sex in all models examining performance IQ (p < .01). Specifically, every doubling of PFOA, PFOS, and or PFHxS was inversely associated with performance IQ, but only in males (PFOA: B = -2.80, 95% CI: -4.92, -0.68; PFOS: B = -2.64, 95% CI: -4.77, -0.52; PFHxS: B = -2.92, 95% CI: -4.72, -1.12). Similarly, every quartile increase in the WQS index was associated with poorer performance IQ in males (B = -3.16, 95% CI: -4.90, -1.43), with PFHxS contributing the largest weight to the index. In contrast, no significant association was found for females (B = 0.63, 95% CI: -0.99, 2.26). No significant associations were found for EF in either males or females. CONCLUSIONS Higher prenatal PFAS exposure was associated with lower performance IQ in males, suggesting that this association may be sex- and domain-specific.
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Affiliation(s)
- Carly V Goodman
- Department of Psychology, York University, Toronto, ON, Canada
| | - Christine Till
- Department of Psychology, York University, Toronto, ON, Canada.
| | - Rivka Green
- Department of Psychology, York University, Toronto, ON, Canada
| | - Jana El-Sabbagh
- Department of Psychology, York University, Toronto, ON, Canada
| | - Tye E Arbuckle
- Environmental Health Science and Research Bureau, Health Canada, Ottawa, ON, Canada
| | - Richard Hornung
- Pediatrics and Environmental Health, Cincinnati Children's Hospital Medical Center (retired), United States
| | - Bruce Lanphear
- Faculty of Health Sciences, Simon Fraser University, Burnaby, BC, Canada
| | - Jean R Seguin
- CHU Sainte-Justine Research Centre and Department of Psychiatry, School of Medicine, Université de Montréal, Montreal, QC, Canada
| | - Linda Booij
- CHU Sainte-Justine Research Centre and Department of Psychiatry, School of Medicine, Université de Montréal, Montreal, QC, Canada; Douglas Mental Health University Institute, Department of Psychiatry, McGill University, Montreal, QC, Canada
| | - Mandy Fisher
- Environmental Health Science and Research Bureau, Health Canada, Ottawa, ON, Canada
| | - Gina Muckle
- École de psychologie, Université Laval, Centre de recherche du CHU de Québec-Université Laval, Montreal, QC, Canada
| | - Maryse F Bouchard
- CHU Sainte-Justine Research Centre and Department of Environmental and Occupational Health, School of Public Health, Université de Montréal, Montreal, QC, Canada; Institut national de la recherche scientifique, Université du Quebec, Quebec City, QC, Canada
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Rastikerdar N, Nejati V, Sammaknejad N, Fathabadi J. Developmental trajectory of hot and cold executive functions in children with and without attention deficit-hyperactivity disorder (ADHD). RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 137:104514. [PMID: 37105003 DOI: 10.1016/j.ridd.2023.104514] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2022] [Revised: 01/25/2023] [Accepted: 04/16/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Children with attention deficit hyperactivity disorder (ADHD) have a delayed development. Two main cognitive models of ADHD are executive (cold) and motivational (hot) models. In this study, we aimed to compare the development of hot and cold executive functions in children with and without ADHD. METHODS AND PROCEDURES Forty-six children with ADHD symptoms (56% boys) and forty-four typically developing controls (54% boys), in three age groups of 6-8, 8-10 and 10-12 years, were participated in the study. Go/No-Go Task (GNGT), One-Back Test (OBT) and Shifting Attention Test (SAT), Delay Discounting Test (DDT) and Balloon Analogue Risk Task (BART) were used for assessment. OUTCOMES AND RESULTS Children with ADHD showed lower performance in GNG, OBT, SAT, and BART, but intact performance in DDT. The tasks' performance was significantly different between three age groups in GNG and SAT, but similar in OBT and BART. The interaction effect was significant only for the BART measures. CONCLUSIONS AND IMPLICATIONS Children with ADHD compared to typically developing children, experience impaired hot and cold executive functions. The cognitive delay was found only in risky decision making as a hot executive function.
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Affiliation(s)
- Najmeh Rastikerdar
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
| | - Vahid Nejati
- Department of Psychology, Shahid Beheshti University, Tehran, Iran.
| | - Negar Sammaknejad
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
| | - Jalil Fathabadi
- Department of Educational and Developmental Psychology, Shahid Beheshti University, Tehran, Iran
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Everaert E, Vorstman JAS, Selten IS, Slieker MG, Wijnen F, Boerma TD, Houben ML. Executive functioning in preschoolers with 22q11.2 deletion syndrome and the impact of congenital heart defects. J Neurodev Disord 2023; 15:15. [PMID: 37173621 PMCID: PMC10181926 DOI: 10.1186/s11689-023-09484-y] [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: 10/25/2022] [Accepted: 04/28/2023] [Indexed: 05/15/2023] Open
Abstract
BACKGROUND Executive functioning (EF) is an umbrella term for various cognitive functions that play a role in monitoring and planning to effectuate goal-directed behavior. The 22q11.2 deletion syndrome (22q11DS), the most common microdeletion syndrome, is associated with a multitude of both somatic and cognitive symptoms, including EF impairments in school-age and adolescence. However, results vary across different EF domains and studies with preschool children are scarce. As EF is critically associated with later psychopathology and adaptive functioning, our first aim was to study EF in preschool children with 22q11DS. Our second aim was to explore the effect of a congenital heart defects (CHD) on EF abilities, as CHD are common in 22q11DS and have been implicated in EF impairment in individuals with CHD without a syndromic origin. METHODS All children with 22q11DS (n = 44) and typically developing (TD) children (n = 81) were 3.0 to 6.5 years old and participated in a larger prospective study. We administered tasks measuring visual selective attention, visual working memory, and a task gauging broad EF abilities. The presence of CHD was determined by a pediatric cardiologist based on medical records. RESULTS Analyses showed that children with 22q11DS were outperformed by TD peers on the selective attention task and the working memory task. As many children were unable to complete the broad EF task, we did not run statistical analyses, but provide a qualitative description of the results. There were no differences in EF abilities between children with 22q11DS with and without CHDs. CONCLUSION To our knowledge, this is the first study measuring EF in a relatively large sample of young children with 22q11DS. Our results show that EF impairments are already present in early childhood in children with 22q11DS. In line with previous studies with older children with 22q11DS, CHDs do not appear to have an effect on EF performance. These findings might have important implications for early intervention and support the improvement of prognostic accuracy.
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Affiliation(s)
- Emma Everaert
- Institute for Language Sciences, Utrecht University, Trans 10, 3512 JK, Utrecht, The Netherlands.
- Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Lundlaan 6, 3584 EA, Utrecht, The Netherlands.
| | - Jacob A S Vorstman
- Program in Genetics and Genome Biology, Research Institute, and Department of Psychiatry, Hospital for Sick Children, 555 University Avenue, Toronto, M5G 1X8, Canada
- Department of Psychiatry, University of Toronto, 250 College Street, Toronto, ON, M5T 1R8, Canada
| | - Iris S Selten
- Institute for Language Sciences, Utrecht University, Trans 10, 3512 JK, Utrecht, The Netherlands
- Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Lundlaan 6, 3584 EA, Utrecht, The Netherlands
| | - Martijn G Slieker
- Department of Pediatric Cardiology, Wilhelmina Children's Hospital, University Medical Center Utrecht, PO Box 85090, 3508 AB, Utrecht, The Netherlands
| | - Frank Wijnen
- Institute for Language Sciences, Utrecht University, Trans 10, 3512 JK, Utrecht, The Netherlands
| | - Tessel D Boerma
- Institute for Language Sciences, Utrecht University, Trans 10, 3512 JK, Utrecht, The Netherlands
- Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Lundlaan 6, 3584 EA, Utrecht, The Netherlands
| | - Michiel L Houben
- Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Lundlaan 6, 3584 EA, Utrecht, The Netherlands
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Tao Y, Zhu Z, Liu Y. The influence of bilingual experience on executive function under emotional interference: Evidence from the N1 component. Front Psychol 2023; 14:1107994. [PMID: 37063577 PMCID: PMC10102428 DOI: 10.3389/fpsyg.2023.1107994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Accepted: 02/27/2023] [Indexed: 04/03/2023] Open
Abstract
The influence of bilingual education and experience on an individual’s information-processing ability has recently been a hot issue in international studies. Previous studies have found that bilingual experience affects executive function, but the results remain controversial. Executive function refers to the conscious control of purposeful behavior. It is responsible for processing high-level action controls, including such sub-functions as inhibitory control, cognitive switching, and working memory updating. Emotion, as an essential factor in daily life, also has a complex interaction with executive function. This paper explores whether the bilingual cognitive advantage effect can continue in the more complex conditions of emotional interference. To investigate the specific electrophysiological characteristics of the participants at different stages of cognitive processing, we used a combination of the behavioral and ERP experiments in which the positive, neutral, and negative emotional stimuli were selected as emotional interference conditions and the emotional Simon paradigm, the cognitive switching of emotion paradigm, and the emotional N-back paradigm was adopted. The results show that the main effect of the N1 component amplitude is significant. Specifically, the amplitude of the N1 component in the proficient bilinguals is significantly smaller than that of the non-proficient bilinguals, while the main effects of other component groups are not significant, indicating that under the condition of emotional interference, the influence of bilingual experience on executive function only exists in the early attention stage and that the bilingual experience can improve the individual’s attentional control and speed up attention processing in the early attention stage.
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Affiliation(s)
- Yachen Tao
- Bristol Business School, University of the West of England, Bristol, United Kingdom
| | - Zhi Zhu
- Faculty of Education, Yunnan Normal University, Kunming, China
- *Correspondence: Zhi Zhu,
| | - Yan Liu
- Faculty of Foreign Languages and Cultures, Kunming University of Science and Technology, Kunming, China
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Wei W, Lu WT, Huang MM, Li Y. Revisiting the relationship between maternal parenting behaviors and executive functions in young children: Effect of measurement methods. Front Psychol 2023; 14:985889. [PMID: 36998351 PMCID: PMC10043369 DOI: 10.3389/fpsyg.2023.985889] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2022] [Accepted: 02/03/2023] [Indexed: 03/15/2023] Open
Abstract
The past decade of studies showed that parenting behaviors (e.g., warmth, autonomy, and control) were associated with children’s executive functions (EF) in the early years. However, different measurement methods had been used across studies, making it hard to compare the effects of parenting on EF across studies. Therefore, the present study aimed to examine the effect of the measurement methods on the relationship between maternal parenting behaviors and children’s EF among a group of Chinese preschoolers. One hundred and twenty-six children (62 boys; Mage = 48.65 months) were assessed with direct measures on children’s EF (inhibition and working memory tasks), and parenting behaviors of their mothers during interaction with children were observed and coded. Mothers also reported their parenting practices and children’s difficulties in executive functions. The results of structural equation modeling showed that the latent performance-based EF was uniquely predicted by maternal positive control and negative control in mother–child interaction, while children’s EF difficulties reported by mothers were predicted by mother-reported warmth and support, and autonomy granting. Overall, the results suggest that the relationship between maternal parenting and children’s EF depends on the measurement methods of parenting and executive functions.
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Affiliation(s)
- Wei Wei
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
- Early Child Development Research Center, Shanghai Normal University, Shanghai, China
| | - Wen-Ting Lu
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
| | - Min-Min Huang
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
| | - Yan Li
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
- Early Child Development Research Center, Shanghai Normal University, Shanghai, China
- *Correspondence: Yan Li,
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Mauer E, Uchikoshi Y, Bunge S, Zhou Q. Longitudinal relations between self-regulatory skills and mathematics achievement in early elementary school children from Chinese American immigrant families. J Exp Child Psychol 2023; 227:105601. [PMID: 36512921 PMCID: PMC10984144 DOI: 10.1016/j.jecp.2022.105601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Revised: 11/16/2022] [Accepted: 11/16/2022] [Indexed: 12/14/2022]
Abstract
Drawing from two waves (∼1.5-2.5 years apart) of longitudinal data, the current study investigated the bidirectional associations between self-regulatory skills and mathematics achievement among a socioeconomically diverse sample of school-age Chinese American children from immigrant families (N = 258; 48.1% girls; ages 5.8-9.1 years; first to third grades at Wave 1). Children's self-regulatory skills were assessed with task-based measures of attention focusing, inhibitory control, behavioral persistence, and comprehensive executive function as well as parent- and teacher-reported effortful control. Multiple regressions showed that behavioral persistence and parent-reported effortful control positively predicted math achievement over time. Math achievement positively predicted comprehensive executive function over time. These effects were found when controlling for child age, sex, generation status, family socioeconomic status, parents' cultural orientations, and prior levels of math achievement or self-regulation. The prospective relation of math achievement predicting comprehensive executive function remained significant after a false discovery rate correction.
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Affiliation(s)
- Ezra Mauer
- Department of Psychology, University of California, Berkeley, Berkeley, CA 94720, USA
| | - Yuuko Uchikoshi
- School of Education, University of California, Davis, Davis, CA 95616, USA
| | - Silvia Bunge
- Department of Psychology, University of California, Berkeley, Berkeley, CA 94720, USA
| | - Qing Zhou
- Department of Psychology, University of California, Berkeley, Berkeley, CA 94720, USA.
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Green LM, Genaro BG, Ratcliff KA, Cole PM, Ram N. Investigating the developmental timing of self-regulation in early childhood. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2023; 47:101-110. [PMID: 36865026 PMCID: PMC9974174 DOI: 10.1177/01650254221111788] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Self-regulation often refers to the executive influence of cognitive resources to alter prepotent responses. The ability to engage cognitive resources as a form of executive process emerges and improves in the preschool-age years while the dominance of prepotent responses, such as emotional reactions, begins to decline from toddlerhood onward. However, little direct empirical evidence addresses the timing of an age-related increase in executive processes and a decrease in age-related prepotent responses over the course of early childhood. To address this gap, we examined children's individual trajectories of change in prepotent responses and executive processes over time. At four age points (24 months, 36 months, 48 months, and 5 years), we observed children (46% female) during a procedure in which mothers were busy with work and told their children they had to wait to open a gift. Prepotent responses included children's interest in and desire for the gift and their anger about the wait. Executive processes included children's use of focused distraction, which is the strategy considered optimal for self-regulation in a waiting task. We examined individual differences in the timing of age-related changes in the proportion of time spent expressing a prepotent response and engaging executive processes using a series of nonlinear (generalized logistic) growth models. As hypothesized, the average proportion of time children expressed prepotent responses decreased with age, and the average proportion of time engaged in executive processes increased with age. Individual differences in the developmental timing of changes in prepotent responses and executive process were correlated r = .35 such that the timing of decrease in proportion of time expressing prepotent responses was coupled with the timing of increase in proportion of time engaging executive processes.
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Medrano J, Prather RW. Rethinking Executive Functions in Mathematical Cognition. JOURNAL OF COGNITION AND DEVELOPMENT 2023. [DOI: 10.1080/15248372.2023.2172414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/10/2023]
Affiliation(s)
- Josh Medrano
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, USA
| | - Richard W. Prather
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, USA
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Bishop KI, Isquith PK, Gioia GA, Knupp KG, Scheffer IE, Nabbout R, Specchio N, Sullivan J, Auvin S, Helen Cross J, Guerrini R, Farfel G, Galer BS, Gammaitoni AR. Fenfluramine treatment is associated with improvement in everyday executive function in preschool-aged children (<5 years) with Dravet syndrome: A critical period for early neurodevelopment. Epilepsy Behav 2023; 138:108994. [PMID: 36463826 DOI: 10.1016/j.yebeh.2022.108994] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Revised: 10/29/2022] [Accepted: 11/05/2022] [Indexed: 12/03/2022]
Abstract
OBJECTIVE To evaluate whether fenfluramine (FFA) is associated with improvement in everyday executive function (EF)-self-regulation-in preschool-aged children with Dravet syndrome (DS). METHODS Children with DS received placebo or FFA in one of two phase III studies (first study: placebo, FFA 0.2 mg/kg/day, or FFA 0.7 mg/kg/day added to stiripentol-free standard-of-care regimens; second study: placebo or FFA 0.4 mg/kg/day added to stiripentol-inclusive regimens). Everyday EF was evaluated at baseline and Week 14-15 for children aged 2-4 years with parent ratings on the Behavior Rating Inventory of Executive Function®-Preschool (BRIEF®-P); raw scores were transformed to T-scores and summarized in Inhibitory Self-Control Index (ISCI), Flexibility Index (FI), Emergent Metacognition Index (EMI), and Global Executive Composite (GEC). Clinically meaningful improvement and worsening were defined using RCI ≥ 90% and RCI ≥ 80% certainty, respectively. The associations between placebo vs FFA combined (0.2, 0.4, and 0.7 mg/kg/day) or individual treatment groups and the likelihood of clinically meaningful change in BRIEF®-P indexes/composite T-scores were evaluated using Somers'd; pairwise comparisons were calculated by 2-sided Fisher's Exact tests (p ≤ 0.05) and Cramér's V. RESULTS Data were analyzed for 61 evaluable children of median age 3 years (placebo, n = 22; FFA 0.2 mg/kg/day, n = 15; 0.4 mg/kg/day [with stiripentol], n = 10; 0.7 mg/kg/day, n = 14 [total FFA, n = 39]). Elevated or problematic T-scores (T ≥ 65) were reported in 55% to 86% of patients at baseline for ISCI, EMI, and GEC, and in ∼33% for FI. Seventeen of the 61 children (28%) showed reliable, clinically meaningful improvement (RCI ≥ 90% certainty) in at least one BRIEF®-P index/composite, including a majority of the children in the FFA 0.7 mg/kg/day group (9/14, 64%). Only 53% of these children (9/17) also experienced clinically meaningful reduction (≥50%) in monthly convulsive seizure frequency, including 6/14 patients in the FFA 0.7 mg/kg/day group. Overall, there were positive associations between the four individual treatment groups and the likelihood of reliable, clinically meaningful improvement in all BRIEF®-P indexes/composite (ISCI, p = 0.001; FI, p = 0.005; EMI, p = 0.040; GEC, p = 0.002). The FFA 0.7 mg/kg/day group showed a greater likelihood of reliable, clinically meaningful improvement than placebo in ISCI (50% vs 5%; p = 0.003), FI (36% vs 0%; p = 0.005), and GEC (36% vs 0%; p = 0.005). For EMI, the FFA 0.7 mg/kg/day group showed a greater likelihood of reliable, clinically meaningful improvement than the FFA 0.2 mg/kg/day group (29% vs 0%; p = 0.040), but did not meet the significance threshold compared with placebo (29% vs 5%; p = 0.064). There were no significant associations between treatment and the likelihood of reliable, clinically meaningful worsening (p > 0.05). SIGNIFICANCE In this preschool-aged DS population with high baseline everyday EF impairment, FFA treatment for 14-15 weeks was associated with dose-dependent, clinically meaningful improvements in regulating behavior, emotion, cognition, and overall everyday EF. These clinically meaningful improvements in everyday EF were not entirely due to seizure frequency reduction, suggesting that FFA may have direct effects on everyday EF during the early formative years of neurodevelopment.
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Affiliation(s)
| | - Peter K Isquith
- Global Pharma Consultancy, LLC, Muncy, PA, USA; Boston Children's Hospital, Harvard Medical School, Boston, MA, USA
| | - Gerard A Gioia
- Global Pharma Consultancy, LLC, Muncy, PA, USA; Children's National Health System, Rockville, MD, USA
| | | | - Ingrid E Scheffer
- University of Melbourne, Austin and Royal Children's Hospitals, Florey Institute and Murdoch Children's Research Institute, Melbourne, Victoria, Australia
| | - Rima Nabbout
- Reference Centre for Rare Epilepsies, Hôpital Universitaire Necker-Enfants Malades, APHP, Member of EPICARE, Institut Imagine, Université Paris Cité, Paris, France
| | | | - Joseph Sullivan
- University of California San Francisco, Benioff Children's Hospital, San Francisco, CA, USA
| | - Stéphane Auvin
- Robert Debré Children's Hospital, APHP, Université de Paris, Paris, France; Institut Universitaire de France (IUF), Paris, France
| | - J Helen Cross
- UCL NIHR BRC Great Ormond Street Institute of Child Health, London, UK
| | - Renzo Guerrini
- Anna Meyer Children's Hospital, University of Florence, Florence, Italy
| | - Gail Farfel
- Formerly Zogenix, Inc., now a part of UCB, Emeryville, CA, USA
| | - Bradley S Galer
- Formerly Zogenix, Inc., now a part of UCB, Emeryville, CA, USA
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Clarke NA, Akeroyd MA, Henshaw H, Hall DA, Mohamad WNW, Hoare DJ. The executive disruption model of tinnitus distress: Model validation in two independent datasets using factor score regression. Front Psychol 2023; 14:1006349. [PMID: 36844272 PMCID: PMC9950568 DOI: 10.3389/fpsyg.2023.1006349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Accepted: 01/06/2023] [Indexed: 02/12/2023] Open
Abstract
This study presents the executive disruption model (EDM) of tinnitus distress and subsequently validates it statistically using two independent datasets (the Construction Dataset: n = 96 and the Validation Dataset: n = 200). The conceptual EDM was first operationalised as a structural causal model (construction phase). Then multiple regression was used to examine the effect of executive functioning on tinnitus-related distress (validation phase), adjusting for the additional contributions of hearing threshold and psychological distress. For both datasets, executive functioning negatively predicted tinnitus distress score by a similar amount (the Construction Dataset: β = -3.50, p = 0.13 and the Validation Dataset: β = -3.71, p = 0.02). Theoretical implications and applications of the EDM are subsequently discussed; these include the predictive nature of executive functioning in the development of distressing tinnitus, and the clinical utility of the EDM.
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Affiliation(s)
- Nathan A Clarke
- Hearing Sciences, Mental Health and Clinical Neurosciences, University of Nottingham, Nottingham, United Kingdom.,National Institute for Health and Care Research (NIHR) Biomedical Research Centre, Nottingham, United Kingdom
| | - Michael A Akeroyd
- Hearing Sciences, Mental Health and Clinical Neurosciences, University of Nottingham, Nottingham, United Kingdom
| | - Helen Henshaw
- National Institute for Health and Care Research (NIHR) Biomedical Research Centre, Nottingham, United Kingdom
| | - Deborah A Hall
- Hearing Sciences, Mental Health and Clinical Neurosciences, University of Nottingham, Nottingham, United Kingdom.,School of Social Sciences, Heriot-Watt University Malaysia, Putrajaya, Malaysia
| | - Wan Najibah Wan Mohamad
- Audiology Programme, School of Health Sciences, Universiti Sains Malaysia, Kubang Kerian, Malaysia
| | - Derek J Hoare
- Hearing Sciences, Mental Health and Clinical Neurosciences, University of Nottingham, Nottingham, United Kingdom.,National Institute for Health and Care Research (NIHR) Biomedical Research Centre, Nottingham, United Kingdom
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Gimbel BA, Anthony ME, Ernst AM, Roediger DJ, de Water E, Eckerle JK, Boys CJ, Radke JP, Mueller BA, Fuglestad AJ, Zeisel SH, Georgieff MK, Wozniak JR. Long-term follow-up of a randomized controlled trial of choline for neurodevelopment in fetal alcohol spectrum disorder: corpus callosum white matter microstructure and neurocognitive outcomes. J Neurodev Disord 2022; 14:59. [PMID: 36526961 PMCID: PMC9756672 DOI: 10.1186/s11689-022-09470-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Accepted: 12/06/2022] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND Fetal alcohol spectrum disorder (FASD) is a lifelong condition. Early interventions targeting core neurocognitive deficits have the potential to confer long-term neurodevelopmental benefits. Time-targeted choline supplementation is one such intervention that has been shown to provide neurodevelopmental benefits that emerge with age during childhood. We present a long-term follow-up study evaluating the neurodevelopmental effects of early choline supplementation in children with FASD approximately 7 years on average after an initial efficacy trial. METHODS The initial study was a randomized, double-blind, placebo-controlled trial of choline vs. placebo in 2.5 to 5 year olds with FASD. Participants in this long-term follow-up study include 18 children (9 placebo; 9 choline) seen 7 years on average following initial trial completion. The mean age at follow-up was 11.0 years old. Diagnoses were 28% fetal alcohol syndrome (FAS), 28% partial FAS, and 44% alcohol-related neurodevelopmental disorder. The follow-up included measures of executive functioning and an MRI scan. RESULTS Children who received choline had better performance on several tasks of lower-order executive function (e.g., processing speed) and showed higher white matter microstructure organization (i.e., greater axon coherence) in the splenium of the corpus callosum compared to the placebo group. CONCLUSIONS These preliminary findings, although exploratory at this stage, highlight potential long-term benefits of choline as a neurodevelopmental intervention for FASD and suggest that choline may affect white matter development, representing a potential target of choline in this population. TRIAL REGISTRATION Prior to enrollment, this trial was registered with clinicaltrials.gov ( NCT01149538 ) on June 23, 2010.
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Affiliation(s)
- Blake A. Gimbel
- grid.17635.360000000419368657University of Minnesota Twin Cities, 2025 E. River Parkway, Minneapolis, MN 55414 USA
| | - Mary E. Anthony
- grid.17635.360000000419368657University of Minnesota Twin Cities, 2025 E. River Parkway, Minneapolis, MN 55414 USA
| | - Abigail M. Ernst
- grid.17635.360000000419368657University of Minnesota Twin Cities, 2025 E. River Parkway, Minneapolis, MN 55414 USA
| | - Donovan J. Roediger
- grid.17635.360000000419368657University of Minnesota Twin Cities, 2025 E. River Parkway, Minneapolis, MN 55414 USA
| | | | - Judith K. Eckerle
- grid.17635.360000000419368657University of Minnesota Twin Cities, 2025 E. River Parkway, Minneapolis, MN 55414 USA
| | | | | | - Bryon A. Mueller
- grid.17635.360000000419368657University of Minnesota Twin Cities, 2025 E. River Parkway, Minneapolis, MN 55414 USA
| | - Anita J. Fuglestad
- grid.266865.90000 0001 2109 4358University of North Florida, Jacksonville, USA
| | - Steven H. Zeisel
- grid.410711.20000 0001 1034 1720University of North Carolina, Chapel Hill, USA
| | - Michael K. Georgieff
- grid.17635.360000000419368657University of Minnesota Twin Cities, 2025 E. River Parkway, Minneapolis, MN 55414 USA
| | - Jeffrey R. Wozniak
- grid.17635.360000000419368657University of Minnesota Twin Cities, 2025 E. River Parkway, Minneapolis, MN 55414 USA
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Lee SW, Guo NW, Huang CC, Huang PC, Chiang CJ, Chien YH. Development of cool and hot executive function deficit in children born very low birth weight with normal early development: A longitudinal cohort from aged 6 to 10. Early Hum Dev 2022; 175:105693. [PMID: 36436312 DOI: 10.1016/j.earlhumdev.2022.105693] [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: 02/27/2022] [Revised: 10/28/2022] [Accepted: 11/02/2022] [Indexed: 11/15/2022]
Abstract
BACKGROUND Studies showed preterm children born with very low birth weight (VLBW, <1500 g) are at risk for poorer executive functions (EFs). However, very little research has been reported longitudinally on the development of both cool and hot EFs deficits in preschool to school-age VLBW preterm children with normal early development. AIMS Present study aimed to investigate the development of cool and hot EFs in VLWB preterm children longitudinally. METHODS Forty preterm children born VLBW were followed up at ages 6, 8, and 10. Fifty term-born controls were recruited at each age stage. Cool EFs was assessed using backward digit span subtest of WISC-IV, Knox's Cube Test, Comprehensive Non-verbal Attention Test Battery (CNAT), Tower of London (ToL), Wisconsin Card Sorting Test (WCST), and hot EFs was assessed using Theory of Mind (ToM) and Delay of Gratification (GIFT) tasks. RESULTS The six-year-old VLBW preterm group showed significantly lower scores of planning in ToL, inhibition control in CNAT, and in both ToM and GIFT tasks. There is no significant difference in average cool and hot EFs between the eight and ten-year-old preterm group and the control group. CONCLUSIONS At six, VLBW preterm infants with normal early development have delayed cool and hot EFs development. Although the average performance of EFs can reach the level of the control group with age increasing to eight and ten years, there are still individual differences. It is recommended that more complete development indicators be established in the future, and early intervention should be made for VLBW premature children with delayed EFs.
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Affiliation(s)
- Shi Wen Lee
- Institute of Behavioral Medicine, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Nai-Wen Guo
- Institute of Behavioral Medicine, College of Medicine, National Cheng Kung University, Tainan, Taiwan; Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan.
| | - Chao-Ching Huang
- Department of Pediatrics, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | | | - Chia-Jung Chiang
- Department of Child Psychiatry, Chang Gung Memorial Hospital, Linkou, Taiwan
| | - Yu-Hsuan Chien
- Child Protection Center, Chang Gung Memorial Hospital, Linkou, Taiwan
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Souissi S, Chamari K, Bellaj T. Assessment of executive functions in school-aged children: A narrative review. Front Psychol 2022; 13:991699. [PMID: 36405195 PMCID: PMC9674032 DOI: 10.3389/fpsyg.2022.991699] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 10/12/2022] [Indexed: 10/10/2023] Open
Abstract
Introduction In the past three decades, there has been increasing interest in assessing children's Executive Functions (EF). However, studies on the conceptualization and operationalization of this construct are incongruent and guidance for clinicians and researchers aiming to assess EF is insufficient due to measurement variability. Aims The purpose of this article was to examine current theories and models of EF in children, identify their assessment instruments, issues, and challenges, and discuss their impact on children's cognitive, behavioral, social and/or emotional development. Methods This narrative review reflected on English and French scholarly articles on EF assessment in children. References were identified through searches of PubMed, Medline, ScienceDirect, Google Scholar, and APA PsychNet throughout the last two decades up to June 2022. Results There are commonalities despite divergence in the definition and operationalization of EF. Assessment of EF requires psychometric tests as well as rating scales that must be integrated and interpreted considering the child's biological makeup, environmental background, and cultural specificities. Conclusion Current EF theories, assessment tools, issues, and challenges were discussed in addition to the impact of their components' dysfunctions on children's development. Further studies should be conducted to develop new measurement methods and technologies to improve the ecological and ethological validity of youth assessment, treatment, and interventions.
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Affiliation(s)
- Sofiane Souissi
- Aspetar, Orthopaedic and Sports Medicine Hospital, FIFA Medical Centre of Excellence, Doha, Qatar
- Psychology Laboratory, Faculty of Humanities and Social Sciences of Tunis, Tunis University, Tunis, Tunisia
| | - Karim Chamari
- Aspetar, Orthopaedic and Sports Medicine Hospital, FIFA Medical Centre of Excellence, Doha, Qatar
- Department of Biological Sciences, ISSEP Ksar-Said, La Manouba University, Tunis, Tunisia
| | - Tarek Bellaj
- Psychology Program, Department of Social Sciences, College of Arts and Science, Qatar University, Doha, Qatar
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Hosch A, Oleson JJ, Harris JL, Goeltz MT, Neumann T, LeBeau B, Hazeltine E, Petersen IT. Studying children's growth in self-regulation using changing measures to account for heterotypic continuity: A Bayesian approach to developmental scaling. Dev Sci 2022; 25:e13280. [PMID: 35615923 PMCID: PMC9617752 DOI: 10.1111/desc.13280] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Revised: 04/05/2022] [Accepted: 04/22/2022] [Indexed: 01/13/2023]
Abstract
Self-regulation is thought to show heterotypic continuity-its individual differences endure but its behavioral manifestations change across development. Thus, different measures across time may be necessary to account for heterotypic continuity of self-regulation. This longitudinal study examined children's (N = 108) self-regulation development using 17 measures, including 15 performance-based measures, two questionnaires, and three raters across seven time points. It is the first to use different measures of self-regulation over time to account for heterotypic continuity while using developmental scaling to link the measures onto the same scale for more accurate growth estimates. Assessed facets included inhibitory control, delayed gratification, sustained attention, and executive functions. Some measures differed across ages to retain construct validity and account for heterotypic continuity. A Bayesian longitudinal mixed model for developmental scaling was developed to link the differing measures onto the same scale. This allowed charting children's self-regulation growth across ages 3-7 years and relating it to both predictors and outcomes. Rapid growth occurred from ages 3-6. As a validation of the developmental scaling approach, greater self-regulation was associated with better school readiness (math and reading skills) and fewer externalizing problems. Our multi-wave, multi-facet, multi-method, multi-measure, multi-rater, developmental scaling approach is the most comprehensive to date for assessing the development of self-regulation. This approach demonstrates that developmental scaling may enable studying development of self-regulation across the lifespan.
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Affiliation(s)
- Alexis Hosch
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa, USA
| | - Jacob J Oleson
- Department of Biostatistics, University of Iowa, Iowa City, Iowa, USA
| | - Jordan L Harris
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa, USA
| | - Mary Taylor Goeltz
- Department of Psychology, University of Colorado Denver, Denver, Colorado, USA
| | - Tabea Neumann
- School of Medicine, University of Dundee, Dundee, Scotland, UK
| | - Brandon LeBeau
- Department of Psychological and Quantitative Foundations, University of Iowa, Iowa City, Iowa, USA
| | - Eliot Hazeltine
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa, USA
| | - Isaac T Petersen
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa, USA
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