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Bazelmans T, Scerif G, Holmboe K, Gonzalez‐Gomez N, Hendry A. Rates of family history of autism and ADHD varies with recruitment approach and socio-economic status. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024; 42:117-132. [PMID: 37970752 PMCID: PMC11256865 DOI: 10.1111/bjdp.12469] [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: 02/02/2023] [Revised: 09/23/2023] [Accepted: 11/03/2023] [Indexed: 11/17/2023]
Abstract
Family history (FH) of autism and ADHD is not often considered during the recruitment process of developmental studies, despite high recurrence rates. We looked at the rate of autism or ADHD amongst family members of young children (9 to 46 months) in three UK-based samples (N = 1055) recruited using different methods. The rate of FH-autism or FH-ADHD was 3%-9% for diagnosed cases. The rate was highest in the sample recruited through an online participant pool, which also consisted of the most socio-economically diverse families. Lower parental education and family income were associated with higher rates of FH-ADHD and lower parental education with increased FH-autism. Thus, recruitment strategies have a meaningful impact on neurodiversity and the conclusions and generalizations that can be drawn. Specifically, recruitment using crowdsourcing websites could create a sample that is more representative of the wider population, compared to those recruited through university-related volunteer databases and social media.
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Affiliation(s)
- Tessel Bazelmans
- Institute of Psychiatry, Psychology and NeuroscienceKing's College LondonLondonUK
| | - Gaia Scerif
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
| | - Karla Holmboe
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
- School of Psychological ScienceUniversity of BristolBristolUK
| | - Nayeli Gonzalez‐Gomez
- Department of Psychology, Health and Professional DevelopmentOxford Brookes UniversityOxfordUK
| | - Alexandra Hendry
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
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2
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Richson BN, Abber SR, Wierenga CE. Conceptualizing avoidant/restrictive food intake disorder via an executive functioning lens. Int J Eat Disord 2024. [PMID: 38804560 DOI: 10.1002/eat.24233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 05/14/2024] [Accepted: 05/15/2024] [Indexed: 05/29/2024]
Abstract
Avoidant/restrictive food intake disorder (ARFID) is a heterogeneous disorder wherein restrictive eating is primarily attributed to non-shape/weight-based reasons (e.g., sensory sensitivity) that empirical research continues to explore. Mounting evidence suggests that ARFID often presents alongside neurodevelopmental diagnoses (NDs) or divergent neurodevelopment broadly. Executive functioning (EF) differences often characterize divergent neurodevelopmental trajectories. Additionally, restrictive eating in anorexia nervosa has been conceptualized as related to EF factors (e.g., set shifting). Given the neurodevelopmental phenotype that may be associated with ARFID and the role of EF in anorexia nervosa, this paper proposes EF as a potentially important, yet understudied factor in ARFID pathology. We posit that various observed ARFID behavioral/cognitive tendencies can be conceptualized in relation to EF differences. We contextualize commonly observed ARFID presentations within "core" EF components (i.e., cognitive flexibility, working memory, inhibitory control), leading to hypotheses about EF in ARFID. Finally, we offer additional considerations/directions for future research on EF in ARFID. Increased research on EF in ARFID is needed to consider this potential common factor in the etiology and maintenance of this heterogeneous disorder. We aim to promote further consideration of EF in ARFID etiology, maintenance, and treatment-outcome research. PUBLIC SIGNIFICANCE: This article proposes that aspects of executive functioning (EF) may play a role in the onset and maintenance of avoidant/restrictive food intake disorder (ARFID), although this notion is largely untested by existing research. Further research on the role of EF in ARFID may assist with refining models and treatments for this heterogeneous disorder.
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Affiliation(s)
- Brianne N Richson
- Sanford Center for Biobehavioral Research, Sanford Research, Fargo, North Dakota, USA
- Department of Psychiatry and Behavioral Science, University of North Dakota School of Medicine and Health Sciences, Fargo, North Dakota, USA
| | - Sophie R Abber
- Department of Psychology, Florida State University, Tallahassee, Florida, USA
| | - Christina E Wierenga
- Department of Psychiatry, University of California San Diego Eating Disorders Center for Treatment and Research, San Diego, California, USA
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3
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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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Rezende G, Le Stanc L, Menu I, Cassotti M, Aïte A, Salvia E, Houdé O, Borst G, Cachia A. Differential effects of mindfulness meditation and cognitive training on cool and hot inhibitory control in children and adolescents. J Exp Child Psychol 2023; 235:105741. [PMID: 37441988 DOI: 10.1016/j.jecp.2023.105741] [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: 01/06/2023] [Revised: 06/12/2023] [Accepted: 06/16/2023] [Indexed: 07/15/2023]
Abstract
Inhibitory control (IC) can occur either in a neutral context (cool) or in social contexts involving emotions (hot). Cool and hot IC have specific developmental trajectories; cool IC develops linearly from childhood to adulthood, whereas hot IC follows a quadratic trajectory. Some activities can improve the IC, such as cognitive training (CT) and mindfulness meditation (MM). The aim of our study was to compare the effects of 5 weeks of computerized MM versus CT on IC performance in 66 children (9-10 years old) and 63 adolescents (16-17 years old) by specifically analyzing cool and hot dimensions in the same participants and from a developmental perspective. We fit a linear mixed-effect model on the Stroop interference score with time (pretest vs. posttest) and type of conflict (cool vs. hot) as within-participant factors and intervention group (CT vs. MM) and age group (child vs. adolescent) as between-participant factors. The findings revealed that children but not adolescents benefitted from interventions. More specifically, CT improved cool IC but not hot IC, whereas MM practice improved hot IC but not cool IC. This study supports the benefits of MM at a young age. Theoretical issues linking MM programs to emotional competence grounded in hot IC skills are considered in academic settings.
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Affiliation(s)
- Gabriela Rezende
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Lorna Le Stanc
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Iris Menu
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Mathieu Cassotti
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Ania Aïte
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Emilie Salvia
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Olivier Houdé
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France; Institut Universitaire de France, 75005 Paris, France
| | - Grégoire Borst
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France; Institut Universitaire de France, 75005 Paris, France
| | - Arnaud Cachia
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France; Imaging Biomarkers for Brain Development and Disorders, Université Paris Cité, UMR INSERM 1266, GHU Paris Psychiatrie & Neurosciences, 75005 Paris, France.
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Miller SE, Galvagno LG, Elgier Á. Universality and context-specificity in early executive function development. Infant Behav Dev 2023; 71:101841. [PMID: 37167711 PMCID: PMC10344462 DOI: 10.1016/j.infbeh.2023.101841] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 04/10/2023] [Accepted: 04/29/2023] [Indexed: 05/13/2023]
Abstract
A renewed interest in early executive function (i.e., EF or the conscious control of thought and behavior) development has led several research groups to suggest that EF may be emerging and is less coordinated (e.g., showing few relations between tasks) in the first few years (Devine et al., 2019; Gago Galvagno et al., 2021; Johansson et al., 2016; Miller & Marcovitch, 2015; Ribner et al., 2022). This potentially universal development in EF does not exclude the possibility that EF may also differ across context (e.g., Gago Galvagno et al., 2021; Lohndorf et al., 2019; Tran et al., 2015) reflecting unique strengths and development built within one's sociocultural environment. The present paper explores potential universal and context-specific early EF developments by focusing on three aims: (1) reviewing work on EF within the first two years of life that may speak to potential universality in the measurement, structure, growth, stability, and conceptualization of early EF (2) reviewing research that may speak to how the sociocultural context may play a role in context-specific development within early EF and (3) examining potential developmental EF frameworks for understanding universal and context-specific developments of early EF within context.
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Affiliation(s)
| | - Lucas Gago Galvagno
- Universidad Abierta Interamericana, Argentina; Universidad de Buenos Aires, Argentina; Consejo Nacional de Investigaciones Científicas y Técnicas, Argentina
| | - Ángel Elgier
- Universidad Abierta Interamericana, Argentina; Universidad de Buenos Aires, Argentina; Consejo Nacional de Investigaciones Científicas y Técnicas, Argentina
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Associations between Symptom Severity of Autism Spectrum Disorder and Screen Time among Toddlers Aged 16 to 36 Months. Behav Sci (Basel) 2023; 13:bs13030208. [PMID: 36975233 PMCID: PMC10045374 DOI: 10.3390/bs13030208] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Revised: 02/20/2023] [Accepted: 02/24/2023] [Indexed: 03/05/2023] Open
Abstract
There is growing evidence that prevalence rates of autism spectrum disorder (ASD) are increasing. A number of factors appear to contribute to this increase, including excessive screen time. Screen time seems to be linked to the severity of the symptoms of ASD. Given this, the aim of the present cross-sectional study was to investigate the association between early screen time and ASD symptoms severity in the first 36 months of life. To this end, sixty-eight Iranian toddlers (mean age: 27.09 months; 22.1% females) with ASD were recruited. Parents completed the modified checklist for autism in toddlers (M-CHAT), the Repetitive Behavior Scale-Revised (RBS-R), and a lifestyle checklist. Next, parents rated children’s daily exposure to content specifically designed (foreground media) and not specifically designed (background media) for children, along with their daily exposure to social interaction. Per day, toddlers spent 5.12 h (±3.77) with foreground media, 3.72 h (±3.57) with background media, and 2.89 h (±2.74) in interaction with other people (parents). To test the hypotheses, we performed a series of Pearson’s correlations and multiple regression analyses. Toddlers’ higher severity scores for ASD symptoms were associated with longer foreground (r = 0.234, p = 0.001) and longer background (r = 0.180, p = 0.012) media duration, and with shorter duration of interaction with others (r = 0.192, p = 0.009). Toddlers spending 1 h more in foreground screen time and background screen time have 0.38 and 0.29 more units in the ASD symptom severity scale, respectively, while toddlers spending 1 h more in social interactions have 0.42 fewer units in the ASD symptom severity scale. The screen time and interaction duration are related to ASD symptoms severity of toddlers. The cross-sectional study design precludes causal associations, although bi-directional relationships appear plausible.
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Do pre-schoolers with high touchscreen use show executive function differences?. COMPUTERS IN HUMAN BEHAVIOR 2023; 139:107553. [PMID: 36744000 PMCID: PMC9746296 DOI: 10.1016/j.chb.2022.107553] [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: 05/31/2022] [Revised: 09/22/2022] [Accepted: 10/28/2022] [Indexed: 02/07/2023]
Abstract
The recent increase in children's use of digital media, both TV and touchscreen devices (e.g., tablets and smartphones), has been associated with developmental differences in Executive Functions (EF). It has been hypothesised that early exposure to attention-commanding and contingent stimulation provided by touchscreens may increase reliance on bottom-up perceptual processes and limit the opportunity for practice of voluntary (i.e., top-down) attention leading to differences in EF. This study tests the concurrent and longitudinal associations between touchscreen use (high use, HU ≥ 15 min/day; low use, LU < 15 min/day), and two components of EF (working-memory/cognitive-flexibility, and impulse/self-control), building explicitly on recent developmental models that point to a bidimensional structure of EF during toddlerhood and pre-school years. A longitudinal sample of 46 3.5-year-olds (23 girls) was tested on a battery of lab-based measures and matched at 12 months on a range of background variables including temperament. Touchscreen HU showed significantly reduced performance in lab-based Working Memory/Cognitive Flexibility, although this became non-significant when controlling for background TV. Impulse/Self-control was not significantly associated with touchscreen use but was negatively associated with non-child-directed television. Our results provide partial support for the hypothesis that using touchscreen devices might reduce capacity for top-down behaviour control, and indicate that broader media environment may be implicated in early executive function development. However, it may also be the case that individuals who are predisposed towards exogenous stimulation are more drawn to screen use. Future studies are needed to replicate findings, demonstrate causality, and investigate bidirectionality.
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Adams C, Kubin L, Humphrey J. Screen technology exposure and infant cognitive development: A scoping review. J Pediatr Nurs 2022; 69:e97-e104. [PMID: 36585349 DOI: 10.1016/j.pedn.2022.12.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 12/09/2022] [Accepted: 12/13/2022] [Indexed: 12/30/2022]
Abstract
PROBLEM There has been some concern that screen exposure is harmful to an infant's cognitive development, but the effects of screen technologies on cognition are not fully understood. A scoping review was conducted to determine what evidence exists about screen exposure and cognitive development in children ages birth to 24 months. ELIGIBILITY CRITERIA Inclusion = 1) English language; 2) studies focusing on children under 24 months of age; 3) cognitive development; 4) screen exposure. Exclusion = 1) articles over 25 years old; 2) structure, function and physiology of the brain; 3) social development; 4) psychosocial development; 5) motor development; 6) abnormal development/mental health; 7) behavior; 8) content only, not screen exposure e.g., social media; 9) secondary sources. SAMPLE Ten studies met the inclusion criteria. Articles included one retrospective chart review, six longitudinal studies, two cross-sectional studies, and one prospective study. RESULTS Of the ten studies in this review, six reported correlations between screen exposure and cognitive delay, one study reported positive cognitive outcomes and three reported no significant positive or negative outcomes. CONCLUSIONS From the evidence in this scoping review, no causal relationship has been found between screen exposure and infant cognitive harm. Some correlations between screen exposure and cognitive delay were reported. Some positive cognitive outcomes were also reported. IMPLICATIONS Future research should focus on the context of screen viewing as opposed to dosage or exposure. More robust methodologies should be used to assess infant cognition and screen usage.
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Affiliation(s)
- Carin Adams
- Texas Woman's University College of Nursing, 5500 Southwestern Medical Ave., Dallas, TX 75235, United States of America.
| | - Laura Kubin
- Texas Woman's University College of Nursing, 5500 Southwestern Medical Ave., Dallas, TX 75235, United States of America
| | - John Humphrey
- Texas Woman's University Library, 5500 Southwestern Medical Ave, Dallas, TX 75235, United States of America
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Fiske A, de Klerk C, Lui KYK, Collins-Jones L, Hendry A, Greenhalgh I, Hall A, Scerif G, Dvergsdal H, Holmboe K. The neural correlates of inhibitory control in 10-month-old infants: A functional near-infrared spectroscopy study. Neuroimage 2022; 257:119241. [PMID: 35537598 PMCID: PMC7616317 DOI: 10.1016/j.neuroimage.2022.119241] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Revised: 04/12/2022] [Accepted: 04/20/2022] [Indexed: 11/16/2022] Open
Abstract
Inhibitory control, a core executive function, emerges in infancy and develops rapidly across childhood. Methodological limitations have meant that studies investigating the neural correlates underlying inhibitory control in infancy are rare. Employing functional near-infrared spectroscopy alongside a novel touchscreen task that measures response inhibition, this study aimed to uncover the neural underpinnings of inhibitory control in 10-month-old infants (N = 135). We found that when inhibition was required, the right prefrontal and parietal cortices were more activated than when there was no inhibitory demand. This demonstrates that inhibitory control in infants as young as 10 months of age is supported by similar brain areas as in older children and adults. With this study we have lowered the age-boundary for localising the neural substrates of response inhibition to the first year of life.
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Affiliation(s)
- Abigail Fiske
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom.
| | - Carina de Klerk
- Department of Psychology, University of Essex, Essex, United Kingdom
| | - Katie Y K Lui
- Department of Psychology, University of Bath, Bath, United Kingdom
| | - Liam Collins-Jones
- Department of Medical Physics & Biomedical Engineering, University College London, London, United Kingdom
| | - Alexandra Hendry
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom
| | - Isobel Greenhalgh
- Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Anna Hall
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom; Institute of Mental Health, University College London, London, United Kingdom
| | - Gaia Scerif
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom
| | - Henrik Dvergsdal
- Nord University Business School, Department of Entrepreneurship, Innovation and Organisation, Bodø, Norway
| | - Karla Holmboe
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom; School of Psychological Science, University of Bristol, Bristol, United Kingdom
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Hendry A, Gibson SP, Davies C, Gliga T, McGillion M, Gonzalez-Gomez N. Not all babies are in the same boat: Exploring the effects of socioeconomic status, parental attitudes, and activities during the 2020 COVID-19 pandemic on early Executive Functions. INFANCY 2022; 27:555-581. [PMID: 35102670 PMCID: PMC9304249 DOI: 10.1111/infa.12460] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2021] [Revised: 12/11/2021] [Accepted: 01/02/2022] [Indexed: 12/16/2022]
Abstract
Early executive functions (EFs) lay the foundations for academic and social outcomes. In this parent‐report study of 575 UK‐based 8‐ to 36 month olds (218 followed longitudinally), we investigate how variation in the home environment before and during the 2020 pandemic relates to infants’ emerging EFs. Parent‐infant enriching activities were positively associated with infant Cognitive Executive Function (CEF) (encompassing inhibitory control, working memory, cognitive flexibility). During the most‐restrictive UK lockdown—but not subsequently—socioeconomic status (SES) was positively associated with levels of parent‐infant enriching activities. Parents who regard fostering early learning, affection, and attachment as important were more likely to engage in parent‐infant enriching activities, yet there was no significant pathway from parental attitudes or SES to CEF via activities. Infant screen use was negatively associated with CEF and Regulation. Screen use fully mediated the effect of SES on CEF, and partially mediated the effect of SES on regulation. Parental attitudes toward early learning, affection, and attachment did not significantly influence screen use. These results indicate that although parental attitudes influence the development of early EFs, interventions targeting attitudes as a means of increasing enriching activities, and thus EF are likely to be less effective than reducing barriers to engaging in enriching activities.
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Affiliation(s)
- Alexandra Hendry
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | | | - Catherine Davies
- School of Languages, Cultures and Societies, University of Leeds, Leeds, UK
| | - Teodora Gliga
- School of Psychology, University of East Anglia, Norwich, UK
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Affiliation(s)
- Lauren J Myers
- Department of Psychology, Lafayette College, Easton PA, USA
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