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Wang Y, Ji H. Hot and cool executive function in the development of behavioral problems in grade school. Dev Psychopathol 2024:1-11. [PMID: 38415404 DOI: 10.1017/s0954579424000415] [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: 02/29/2024]
Abstract
Despite the well-established link between children's executive function and behavioral adjustment, it remains unclear whether the hot and cool aspects of executive function are uniquely associated with children's behavioral problems. Using longitudinal data spanning in the grade school (N = 1,140), this study aimed to examine whether hot and cool executive function skills may be uniquely related to the development of behavioral problems. Hot and cool executive function skills were measured with tasks, standardized tests, and questionnaires at 54 months and in the first grade, respectively. Internalizing and externalizing problems were evaluated by teachers using questionnaires throughout the grade school. The results indicated that, independent of each other, hot and cool executive function skills were uniquely and negatively related to the development of internalizing and externalizing problems over time at the between-individual level, adjusting for within-individual fluctuations. Moreover, internalizing and externalizing problems were positively related at the between-individual level across the grade school. Findings provide needed evidence to clarify the relations between hot and cool executive function and children's behavioral problems, emphasizing the importance of both aspects of executive function in understanding the development of behavioral problems in school-age children.
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Affiliation(s)
- Yiji Wang
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- NYU-ECNU Institute of Brain and Cognitive Science at New York University Shanghai, Shanghai, China
- Shanghai Changning Mental Health Center, Shanghai, China
| | - Huayu Ji
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- NYU-ECNU Institute of Brain and Cognitive Science at New York University Shanghai, Shanghai, China
- Shanghai Changning Mental Health Center, Shanghai, China
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2
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Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review. DEVELOPMENTAL REVIEW 2023. [DOI: 10.1016/j.dr.2022.101063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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3
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Age 4 Predictors of Age 5 Academic Achievement: A Multi-domain Model of Contextual, Parent, and Child Effects. CHILD & YOUTH CARE FORUM 2023. [DOI: 10.1007/s10566-022-09728-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
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4
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Shai D, Laor Black A, Spencer R, Sleed M, Baradon T, Nolte T, Fonagy P. Trust me! Parental embodied mentalizing predicts infant cognitive and language development in longitudinal follow-up. Front Psychol 2022; 13:867134. [PMID: 35992465 PMCID: PMC9386006 DOI: 10.3389/fpsyg.2022.867134] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 07/18/2022] [Indexed: 11/16/2022] Open
Abstract
Children's cognitive and language development is a central aspect of human development and has wide and long-standing impact. The parent-infant relationship is the chief arena for the infant to learn about the world. Studies reveal associations between quality of parental care and children's cognitive and language development when the former is measured as maternal sensitivity. Nonetheless, the extent to which parental mentalizing - a parent's understanding of the thoughts, feelings, and attitudes of a child, and presumed to underlie sensitivity - contributes to children's cognitive development and functioning, has yet to be thoroughly investigated. According to the epistemic trust theory, high mentalizing parents often use ostensive cues, which signal to the infant that they are perceived and treated as unique subjective beings. By doing so, parents foster epistemic trust in their infants, allowing the infant to use the parents a reliable source of knowledge to learn from. Until recently, parental mentalizing has been limited to verbal approaches and measurement. This is a substantial limitation of the construct as we know that understanding of intentionality is both non-verbal and verbal. In this investigation we employed both verbal and non-verbal, body-based, approaches to parental mentalizing, to examine whether parental mentalizing in a clinical sample predicts children's cognitive and language development 12 months later. Findings from a longitudinal intervention study of 39 mothers and their infants revealed that parental embodied mentalizing in infancy significantly predicted language development 12 months later and marginally predicted child cognitive development. Importantly, PEM explained unique variance in the child's cognitive and linguistic capacities over and above maternal emotional availability, child interactive behavior, parental reflective functioning, depression, ethnicity, education, marital status, and number of other children. The theoretical, empirical, and clinical implications of these findings are discussed.
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Affiliation(s)
- Dana Shai
- SEED Center, School of Behavioral Sciences, The Academic College of Tel Aviv-Yaffo, Tel Aviv-Yafo, Israel
| | - Adi Laor Black
- SEED Center, School of Behavioral Sciences, The Academic College of Tel Aviv-Yaffo, Tel Aviv-Yafo, Israel
| | - Rose Spencer
- CNWL NHS Perinatal Mental Health Services, London, United Kingdom
| | - Michelle Sleed
- Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom
- Anna Freud National Centre for Children and Families, London, United Kingdom
| | - Tessa Baradon
- School of Human and Community Development, University of the Witwatersrand, Johannesburg, Johannesburg, South Africa
| | - Tobias Nolte
- Wellcome Centre for Human Neuroimaging, University College London, London, United Kingdom
| | - Peter Fonagy
- Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom
- Anna Freud National Centre for Children and Families, London, United Kingdom
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5
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Wang Z, Sun Y, Wang H, Liu Q, Zhang R. Intraindividual reaction time variability and academic achievement of primary school students: A longitudinal cross-lagged panel model. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101454] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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6
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Futterer JN, Bulotsky-Shearer RJ, Gruen RL. Emotional support moderates associations between preschool approaches to learning and academic skills. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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7
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Godwin KE, Leroux AJ, Seltman H, Scupelli P, Fisher AV. Effect of Repeated Exposure to the Visual Environment on Young Children's Attention. Cogn Sci 2022; 46:e13093. [PMID: 35122312 DOI: 10.1111/cogs.13093] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 12/15/2021] [Accepted: 12/23/2021] [Indexed: 11/29/2022]
Abstract
Prior research suggests that visual features of the classroom environment (e.g., charts and posters) are potential sources of distraction hindering children's ability to maintain attention to instructional activities and reducing learning gains in a laboratory classroom. However, prior research only examined short-term exposure to elements of classroom décor, and it remains unknown whether children habituate to the visual environment with repeated exposure. In study 1, we explored experimentally the possibility that children may habituate to the visual environment if the visual displays are static. We measured kindergarten children's patterns of attention allocation in a decorated classroom environment over a 2-week period and compared the percentage of time children spent off-task to a baseline condition in which the classroom environment was streamlined (i.e., charts, posters, and manipulatives were removed). The findings indicate that with more prolonged exposure to a static visual environment, partial habitation effects were observed: Attention to the environment declined at the end of the exposure period compared to the beginning of the study; however, the environment remained a significant source of off-task behavior even after 2 weeks of exposure. In study 2, we extend this work by conducting a longitudinal observation of six primary classrooms in which we measured children's patterns of attention allocation in real classrooms for 15 weeks to investigate whether increasing familiarity with the classroom décor would influence attention toward the visual environment. No evidence of habituation was observed in genuine classrooms in study 2. Potential implications for classroom design and future directions are discussed.
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Affiliation(s)
- Karrie E Godwin
- Department of Psychology and the Sherman Center for Early Learning in Urban Communities, University of Maryland, Baltimore County
| | - Audrey J Leroux
- Department of Educational Policy Studies, Georgia State University
| | | | | | - Anna V Fisher
- Department of Psychology, Carnegie Mellon University
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8
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Wang Y, Chen X. Early childhood relational contexts contribute to executive function in first grade. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2021.101367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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9
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Greenwood P, Dudley J, Hutton J, DiFrancesco M, Farah R, Horowitz-Kraus T. Higher maternal education is related to negative functional connectivity between attention system networks and reading-related regions in children with reading difficulties compared to typical readers. Brain Res 2021; 1766:147532. [PMID: 34033755 PMCID: PMC8214310 DOI: 10.1016/j.brainres.2021.147532] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Revised: 04/30/2021] [Accepted: 05/17/2021] [Indexed: 11/19/2022]
Abstract
Ten to 15% of school-age children have reading difficulties (RD, or dyslexia), defined by deficits in phonological processing, fluency, and executive functions (EFs). Although RD is referred to as a genetic disorder, reading ability may also be affected by environmental factors such as inadequate exposure to literacy and a lack of parental involvement. These environmental components are a part of the socioeconomic status (SES) measure, which is defined by parental occupation, educational attainment, and household income and are positively correlated to reading ability. The goal of the current study was to relate maternal education, a construct of SES to executive functions (EFs) that relate to reading in children with RD compared to typical readers (TRs) using behavioral and neurobiological resting-state fMRI data. The results show that higher maternal education is negatively correlated to inhibitory control for TRs and not for children with RD. Higher maternal education was also associated with negative functional connectivity of the frontal-parietal network to the left central opercular cortex and left occipital gyrus for children with RD compared to TRs. These results suggest that higher maternal education has contrasting roles on the behavioral and neurobiological correlates of EFs for children with RD compared to TRs. We conclude that higher education levels for mothers may provide their children with a structured environment and educational resources that may assist their children with RD and TRs with cognitive development based on their reading profile.
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Affiliation(s)
- Paige Greenwood
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
| | - Jonathan Dudley
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
| | - John Hutton
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
| | - Mark DiFrancesco
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
| | - Rola Farah
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel
| | - Tzipi Horowitz-Kraus
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States; Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel.
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10
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Hernández MM, Valiente C, Eisenberg N, Spinrad TL, Berger RH, Johns SK, Gal-Szabo DE, Diaz A, Thompson MS, Southworth J, Pina AA. Do peer and child temperament jointly predict student–teacher conflict and closeness? JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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11
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Social origins of self-regulated attention during infancy and their disruption in autism spectrum disorder: Implications for early intervention. Dev Psychopathol 2020; 32:1362-1374. [PMID: 32693862 DOI: 10.1017/s0954579420000796] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
To understand the complex relationships between autism spectrum disorder (ASD) and other frequently comorbid conditions, a growing number of studies have investigated the emergence of ASD during infancy. This research has suggested that symptoms of ASD and highly related comorbid conditions emerge from complex interactions between neurodevelopmental vulnerabilities and early environments, indicating that developing treatments to prevent ASD is highly challenging. However, it also suggests that attenuating the negative effects of ASD on future development once identified is possible. The present paper builds on this by conceptualizing developmental delays in nonsocial skills as the potential product of altered caregiver-infant interactions following the emergence of ASD during infancy. And, following emerging findings from caregiver-infant dyadic head-mounted eye-tracking (D-ET) research, it also suggests that a multiple pathway model of joint attention can provide mechanistic insights into how ASD alters the ability of caregiver and infant to create a context for infant learning. The potential for this view to inform early intervention is further discussed and illustrated through D-ET data collected prior to and following a brief, parent-mediated intervention for infant ASD. While promising, further research informing how a multiple pathway model of joint attention can inform ASD early intervention is needed.
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12
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Albert WD, Hanson JL, Skinner AT, Dodge KA, Steinberg L, Deater-Deckard K, Bornstein MH, Lansford JE. Individual differences in executive function partially explain the socioeconomic gradient in middle-school academic achievement. Dev Sci 2020; 23:e12937. [PMID: 31912610 DOI: 10.1111/desc.12937] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2018] [Revised: 08/12/2019] [Accepted: 12/03/2019] [Indexed: 11/30/2022]
Abstract
Children from families with low socioeconomic status (SES) earn lower grades, perform worse on achievement tests, and attain less education on average than their peers from higher-SES families. We evaluated neurocognitive mediators of SES disparities in achievement in a diverse sample of youth whose data were linked to administrative records of performance on school-administered tests of 7th grade reading and math proficiency (N = 203). We used structural equation modeling to evaluate whether associations between SES (measured at ages 8-9) and achievement (measured at age 13) are mediated by verbal ability and executive function (measured at age 10), a suite of top-down mental processes that facilitate control of thinking and behavior. Children from relatively higher-SES families performed better than their lower-SES peers on all neurocognitive and achievement measures, and SES disparities in both reading and math achievement were partially mediated by variation in executive function, but not verbal ability. SES disparities in executive function explained approximately 37% of the SES gap in math achievement and 17% of the SES gap in reading achievement. Exploratory modeling suggests that SES-related variation in working memory may play a particularly prominent role in mediation. We discuss potential implications of these findings for research, intervention programming, and classroom practice.
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Affiliation(s)
| | | | - Ann T Skinner
- Center for Child and Family Policy, Duke University, Durham, NC, USA
| | - Kenneth A Dodge
- Center for Child and Family Policy, Duke University, Durham, NC, USA
| | | | | | - Marc H Bornstein
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA.,Institute for Fiscal Studies, London, UK
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13
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Ribeiro LA, Casey B, Dearing E, Nordahl KB, Aguiar C, Zachrisson H. Early Maternal Spatial Support for Toddlers and Math Skills in Second Grade. JOURNAL OF COGNITION AND DEVELOPMENT 2020. [DOI: 10.1080/15248372.2020.1717494] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Luisa A. Ribeiro
- The Norwegian Center for Child Behavioral Development, Norway
- Faculty of Education and Psychology, Research Centre for Human Development, Universidade Católica Portuguesa, Porto, Portugal
| | - Beth Casey
- Boston College, Lynch School of Education and Human Development
| | - Eric Dearing
- The Norwegian Center for Child Behavioral Development, Norway
- Boston College, Lynch School of Education and Human Development
| | | | - Cecília Aguiar
- Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisbon, Portugal
| | - Henrik Zachrisson
- The Norwegian Center for Child Behavioral Development, Norway
- Department of Special Needs Education, University of Oslo, Norway
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14
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Johns SK, Valiente C, Eisenberg N, Spinrad TL, Hernández MM, Southworth J, Berger RH, Thompson MS, Silva KM, Pina AA. Prediction of Children's Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 111:542-555. [PMID: 31186581 DOI: 10.1037/edu0000288] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The goal of the study was to examine whether target children's temperamental negative emotional expressivity (NEE) and effortful control in the fall of kindergarten predicted academic adjustment in the spring and whether a classmate's NEE and effortful control moderated these relations. Target children's NEE and effortful control were measured in the fall via multiple methods, academic adjustment was measured via reading and math standardized tests in the spring, and observations of engagement in the classroom were conducted throughout the year. In the fall, teachers nominated a peer with whom each target child spent the most time and rated that peer's temperament. Target children with high effortful control had high reading and math achievement (ps = .04 and < .001, respectively), and children with low NEE increased in engagement during the year (p < .001). Peers' temperament did not have a direct relation to target children's academic adjustment. Peers' negative emotion, however, moderated the relation between target children's effortful control, as well as NEE, and changes in engagement (ps = .03 and .05, respectively). Further, peers' effortful control moderated the relations between target children's NEE and reading and changes in engagement (ps = .02 and .04, respectively). In each case, target children's temperament predicted the outcome in expected directions more strongly when peers had low NEE or high effortful control. Results are discussed in terms of how children's temperamental qualities relate to academic adjustment, and how the relation between NEE and changes in engagement, in particular, depends on peers' temperament.
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Affiliation(s)
| | - Carlos Valiente
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | | | - Tracy L Spinrad
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | | | - Jody Southworth
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | - Rebecca H Berger
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | - Marilyn S Thompson
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | - Kassondra M Silva
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
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15
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Latina mothers' mental health and children's academic readiness: Moderation by maternal education. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.04.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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16
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Isbell E, Calkins SD, Swingler MM, Leerkes EM. Attentional fluctuations in preschoolers: Direct and indirect relations with task accuracy, academic readiness, and school performance. J Exp Child Psychol 2019; 167:388-403. [PMID: 29274944 DOI: 10.1016/j.jecp.2017.11.013] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2017] [Revised: 07/29/2017] [Accepted: 11/29/2017] [Indexed: 12/30/2022]
Abstract
Attentional control fluctuates in the presence of internal and external distractors, wandering on and off a given task. The current study investigated individual differences in attentional fluctuations in 250 preschoolers. Attentional fluctuations were assessed via intra-individual variability in response time in a Go/No-Go task. Greater fluctuations in attentional control were linked to lower task accuracy. In addition, greater attentional fluctuations predicted lower performance in a task of cognitive flexibility, the Dimensional Change Card Sort task. Attentional fluctuations were also associated with laboratory measures of academic readiness in preschool, as assessed by the Applied Problems and Letter-Word Identification subscales of the Woodcock-Johnson III Tests of Achievement, which in turn predicted teacher reports of academic performance in first grade. Attentional fluctuations also had indirect associations with emergent math skills in preschool, via cognitive flexibility, as well as indirect associations with first-grade teacher reports of academic performance, via the relations between cognitive flexibility and emergent math skills in preschool. These results suggest that consistency is an important aspect of attentional control during early childhood.
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Affiliation(s)
- Elif Isbell
- University of North Carolina at Greensboro, Department of Human Development and Family Studies, Greensboro, NC 27412, USA.
| | - Susan D Calkins
- University of North Carolina at Greensboro, Department of Human Development and Family Studies, Greensboro, NC 27412, USA
| | - Margaret M Swingler
- University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Chapel Hill, NC 27599, USA
| | - Esther M Leerkes
- University of North Carolina at Greensboro, Department of Human Development and Family Studies, Greensboro, NC 27412, USA
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17
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Micalizzi L, Brick LA, Flom M, Ganiban JM, Saudino KJ. Effects of socioeconomic status and executive function on school readiness across levels of household chaos. EARLY CHILDHOOD RESEARCH QUARTERLY 2019; 47:331-340. [PMID: 31341348 PMCID: PMC6656382 DOI: 10.1016/j.ecresq.2019.01.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
Isolating child attributes and familial characteristics that support school readiness in children on the upper half of the socioeconomic spectrum can complement existing research on lower-socioeconomic status (SES) children and facilitate a more complete understanding of how children's performance varies across the full SES spectrum. This study examined if relations between SES, two components of executive function (EF; set-shifting and inhibitory control), and school readiness vary as a function of household chaos in 564 four-year-old children, primarily from middle-to upper-middle class families in the Northeast Region of the United States. Structural equation modeling of direct and indirect effects revealed three major findings: 1) higher levels of EF were related to better school readiness regardless of level of household chaos; 2) SES had an indirect effect on school readiness through set-shifting; and 3) household chaos was negatively associated with school readiness.
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Affiliation(s)
- Lauren Micalizzi
- Department of Psychological and Brain Sciences, Boston University
- Center for Alcohol & Addiction Studies, Brown University
| | - Leslie A. Brick
- Department of Psychiatry and Human Behavior, Brown University
| | - Megan Flom
- Department of Psychological and Brain Sciences, Boston University
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18
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Smithers LG, Sawyer ACP, Chittleborough CR, Davies NM, Davey Smith G, Lynch JW. A systematic review and meta-analysis of effects of early life non-cognitive skills on academic, psychosocial, cognitive and health outcomes. Nat Hum Behav 2018; 2:867-880. [PMID: 30525112 PMCID: PMC6277013 DOI: 10.1038/s41562-018-0461-x] [Citation(s) in RCA: 54] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2016] [Accepted: 09/28/2018] [Indexed: 12/31/2022]
Abstract
Success in school and the labour market relies on more than high intelligence. Associations between "non-cognitive" skills in childhood, such as attention, self-regulation, and perseverance, and later outcomes have been widely investigated. In a systematic review of this literature, we screened 9553 publications, reviewed 554 eligible publications, and interpreted results from 222 better quality publications. Better quality publications comprised randomised experimental and quasi-experimental studies (EQIs), and observational studies that made reasonable attempts to control confounding. For academic achievement outcomes there were 26 EQI publications but only 14 were available for meta-analysis with effects ranging from 0.16 to 0.37SD. However, within sub-domains effects were heterogeneous. The 95% prediction interval for literacy was consistent with negative, null and positive effects (-0.13 to 0.79). Similarly heterogeneous findings were observed for psychosocial, cognitive and language, and health outcomes. Funnel plots of EQIs and observational studies showed asymmetric distributions and potential for small study bias. There is some evidence that non-cognitive skills associate with improved outcomes. However, there is potential for small study and publication bias that may over-estimate true effects, and heterogeneity of effect estimates spanned negative, null and positive effects. The quality of evidence from EQIs under-pinning this field is lower than optimal and more than a third of observational studies made little or no attempt to control confounding. Interventions designed to develop children's non-cognitive skills could potentially improve outcomes. The inter-disciplinary researchers interested in these skills should take a more strategic and rigorous approach to determine which interventions are most effective.
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Affiliation(s)
- Lisa G Smithers
- School of Public Health, University of Adelaide, Adelaide, South Australia, Australia
- Robinson Research Institute, University of Adelaide, Adelaide, South Australia, Australia
| | - Alyssa C P Sawyer
- School of Public Health, University of Adelaide, Adelaide, South Australia, Australia
- Robinson Research Institute, University of Adelaide, Adelaide, South Australia, Australia
| | - Catherine R Chittleborough
- School of Public Health, University of Adelaide, Adelaide, South Australia, Australia
- Robinson Research Institute, University of Adelaide, Adelaide, South Australia, Australia
| | - Neil M Davies
- Bristol Medical School: Population Health Sciences, University of Bristol, Bristol, UK
- Medical Research Council Integrative Epidemiology Unit, University of Bristol, Bristol, UK
| | - George Davey Smith
- Bristol Medical School: Population Health Sciences, University of Bristol, Bristol, UK
- Medical Research Council Integrative Epidemiology Unit, University of Bristol, Bristol, UK
| | - John W Lynch
- School of Public Health, University of Adelaide, Adelaide, South Australia, Australia.
- Robinson Research Institute, University of Adelaide, Adelaide, South Australia, Australia.
- Bristol Medical School: Population Health Sciences, University of Bristol, Bristol, UK.
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19
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Taylor HG, Klein N, Espy KA, Schluchter M, Minich N, Stilp R, Hack M. Effects of extreme prematurity and kindergarten neuropsychological skills on early academic progress. Neuropsychology 2018; 32:809-821. [PMID: 30124312 DOI: 10.1037/neu0000434] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023] Open
Abstract
OBJECTIVE The study was designed to investigate the effect of extreme prematurity on growth in academic achievement across the early school years and the validity of kindergarten neuropsychological skills as predictors of achievement. METHOD A 2001-2003 birth cohort of 145 extremely preterm/extremely low birth weight (EPT/ELBW) children from a single medical center, along with 111 normal birth weight (NBW) classmate controls, were recruited during their first year in kindergarten and followed annually across the next 2 years in school. Mixed model analysis was conducted to compare the groups on growth in achievement across years and examine kindergarten neuropsychological skills as predictors of growth. RESULTS The EPT/ELBW group scored significantly below NBW controls on all achievement tests across years and had higher rates of special education placement and grade repetition. Despite limited catch-up of the EPT/ELBW group to the NBW controls in spelling, group differences were generally stable. Differences in spelling and mathematics achievement remained significant when controlling for global intelligence or excluding children who had intellectual or neurosensory impairments or repeated a grade. Higher scores on kindergarten tests of multiple neuropsychological ability domains predicted higher achievement levels and steeper growth in achievement. CONCLUSIONS The findings document persistent academic weaknesses in EPT/ELBW children across the early school years. Results point to the need for preschool interventions to enhance academic readiness and suggest that neuropsychological skills assessed in kindergarten are useful in identifying individual differences in early learning progress. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Affiliation(s)
| | - Nancy Klein
- Department of Education, Cleveland State University
| | | | - Mark Schluchter
- Department of Population and Quantitative Health Sciences, Case Western Reserve University
| | - Nori Minich
- Department of Pediatrics, Case Western Reserve University
| | | | - Maureen Hack
- Department of Pediatrics, Case Western Reserve University
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Hernández MM, Eisenberg N, Valiente C, Spinrad TL, Johns SK, Berger RH, Silva KM, Diaz A, Gal-Szabo DE, Thompson MS, Southworth J. Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations. EARLY EDUCATION AND DEVELOPMENT 2018; 29:914-938. [PMID: 31997874 PMCID: PMC6988410 DOI: 10.1080/10409289.2018.1496722] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
This study evaluated the association between children's (N = 301) self-regulation and math and reading achievement in kindergarten, first grade, and second grade. Children's self-regulation was assessed using the Head-Toes-Knees-Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, first grade, and second grade. Research findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control-based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | | | - Rebecca H. Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Kassondra M. Silva
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Anjolii Diaz
- Department of Psychological Science, Ball State University
| | - Diana E. Gal-Szabo
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Marilyn S. Thompson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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21
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Blair MA, Nitzburg G, DeRosse P, Karlsgodt KH. Relationship between executive function, attachment style, and psychotic like experiences in typically developing youth. Schizophr Res 2018; 197:428-433. [PMID: 29510927 PMCID: PMC6120806 DOI: 10.1016/j.schres.2018.02.026] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/20/2017] [Revised: 02/12/2018] [Accepted: 02/17/2018] [Indexed: 11/25/2022]
Abstract
Psychotic like experiences (PLE's) are common in the general population, particularly during adolescence, which has generated interest in how PLE's emerge, and the extent to which they reflect either risk for, or resilience to, psychosis. The "attachment-developmental-cognitive" (ADC) model is one effort to model the effect of risk factors on PLEs. The ADC model proposes attachment insecurity as an early environmental insult that can contribute to altered neurodevelopment, increasing the likelihood of PLE's and psychosis. In particular, early-life attachment disruptions may negatively impact numerous aspects of executive function (EF), including behavioral inhibition and emotion regulation. Yet despite the relationship of disrupted attachment to EF impairments, no studies have examined how these factors may combine to contribute to PLE's in adolescents. Here, we examined the relative contributions of daily-life EF and attachment difficulties (avoidance and anxiety) to PLEs in typically developing youth (N=52; ages 10-21). We found that EF deficits and high attachment insecurity both accounted for a significant proportion of the variance in PLE's, and interacted to predict PLE manifestation. Specifically, positive PLEs were predicted by greater trouble monitoring behavioral impact, less difficulty completing tasks, greater difficulty regulating emotional reactions, greater difficulty controlling impulses and higher attachment anxiety. Negative PLEs were predicted by greater difficulty in alternating attention, transitioning across situations, and regulating emotional reactions as well as higher attachment anxiety. These results are consistent with the ADC model, providing evidence that early-life attachment disruptions may impact behavioral regulation and emotional control, which together may contribute to PLEs.
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Affiliation(s)
- Melanie A. Blair
- Graduate Center—City University of New York, New York, NY, United States,Center for Psychiatric Neuroscience, The Feinstein Institute for Medical Research, Manhasset, NY, United States,Division of Psychiatry Research, The Zucker Hillside Hospital, Division of the Northwell Health System, Glen Oaks, NY, United States
| | - George Nitzburg
- Teachers College, Columbia University, New York, NY, United States,Center for Psychiatric Neuroscience, The Feinstein Institute for Medical Research, Manhasset, NY, United States,Division of Psychiatry Research, The Zucker Hillside Hospital, Division of the Northwell Health System, Glen Oaks, NY, United States
| | - Pamela DeRosse
- Center for Psychiatric Neuroscience, The Feinstein Institute for Medical Research, Manhasset, NY, United States,Division of Psychiatry Research, The Zucker Hillside Hospital, Division of the Northwell Health System, Glen Oaks, NY, United States,Hofstra Northwell School of Medicine, Department of Psychiatry, Hempstead, NY, United States
| | - Katherine H. Karlsgodt
- Depts of Psychology and Psychiatry & Biobehavioral Sciences, UCLA, Los Angeles, CA, United States,Corresponding author at: Dept of Psychology, UCLA, 1285 Franz Hall, Box 951563, Los Angeles, CA 90095, United States, (K.H. Karlsgodt)
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Trauma exposure in children with and without ADHD: prevalence and functional impairment in a community-based study of 6-8-year-old Australian children. Eur Child Adolesc Psychiatry 2018; 27:811-819. [PMID: 29086104 DOI: 10.1007/s00787-017-1067-y] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/10/2017] [Accepted: 10/09/2017] [Indexed: 10/18/2022]
Abstract
Both ADHD and trauma exposure are common childhood problems, but there are few empirical data regarding the association between the two conditions. The aims of this study were to compare lifetime prevalence of trauma exposure in children with and without ADHD, and to explore the association between trauma exposure and outcomes in children with ADHD. Children aged 6-8 years with ADHD (n = 179) and controls (n = 212) recruited from 43 schools were assessed for ADHD, trauma exposure and comorbid mental health disorders using the Diagnostic Interview Schedule for Children IV. Outcome data were collected by direct child assessment, parent report and teacher-report, and included ADHD symptom severity, internalizing and externalizing problems, quality of life, and academic functioning. Logistic and linear regression models were used to examine differences adjusted for child and family socio-demographics. Children with ADHD were more likely than controls to have ever experienced a traumatic event (27 vs 16%; OR: 1.99; 95% CI 1.21, 3.27). This difference remained significant in the adjusted model (OR: 1.76, 95% CI 1.03, 3.01) accounting for child factors (age and gender) and family socio-demographic factors (parent age, parent high school completion and single parent status). Among those with ADHD, trauma-exposed children had higher parent-reported ADHD severity and more externalizing problems than non-exposed children, however, this effect attenuated in adjusted model. Children with ADHD were more likely to have experienced a traumatic event than controls. The high prevalence of trauma exposure in our sample suggests that clinicians should evaluate for trauma histories in children presenting with ADHD.
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Maternal Sensitivity Predicts Fewer Sleep Problems at Early Adolescence for Toddlers with Negative Emotionality: A Case of Differential Susceptibility. Child Psychiatry Hum Dev 2018; 49:86-99. [PMID: 28501936 DOI: 10.1007/s10578-017-0730-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Theory underscores the importance of parenting in sleep development, but few studies have examined whether links vary by temperament. To address this gap, we tested whether potential links between early maternal sensitivity and early adolescent sleep problems varied by child negative emotionality and delay of gratification. Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 820), we found that high maternal sensitivity predicted fewer bedtime problems and longer sleep duration at 6th grade for toddlers with high negative emotionality, whereas low maternal sensitivity predicted the reverse. No differences were observed for low negative emotionality. Moreover, delay of gratification predicted fewer bedtime problems at 6th grade, but did not moderate associations between maternal sensitivity, negative emotionality, and sleep. Findings demonstrate that high, but not low, negative emotionality renders toddlers differentially susceptible and receptive to maternal sensitivity in relation to sleep.
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Parenting and the development of effortful control from early childhood to early adolescence: A transactional developmental model. Dev Psychopathol 2017; 28:837-53. [PMID: 27427809 DOI: 10.1017/s0954579416000341] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Poor effortful control is a key temperamental factor underlying behavioral problems. The bidirectional association of child effortful control with both positive parenting and negative discipline was examined from ages approximately 3 to 13-14 years, involving five time points, and using data from parents and children in the Oregon Youth Study-Three Generational Study (N = 318 children from 150 families). Based on a dynamic developmental systems approach, it was hypothesized that there would be concurrent associations between parenting and child effortful control and bidirectional effects across time from each aspect of parenting to effortful control and from effortful control to each aspect of parenting. It was also hypothesized that associations would be more robust in early childhood, from ages 3 to 7 years, and would diminish as indicated by significantly weaker effects at the older ages, 11-12 to 13-14 years. Longitudinal feedback or mediated effects were also tested. The findings supported (a) stability in each construct over multiple developmental periods; (b) concurrent associations, which were significantly weaker at the older ages;
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Acar IH, Torquati JC, Encinger A, Colgrove A. The role of child temperament on low-income preschool children's relationships with their parents and teachers. INFANT AND CHILD DEVELOPMENT 2017. [DOI: 10.1002/icd.2045] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Ibrahim H. Acar
- Department of Child, Youth, and Family Studies, 135 Mabel Lee; University of Nebraska-Lincoln; Lincoln NE USA
| | - Julia C. Torquati
- Department of Child, Youth, and Family Studies, 247 Mabel Lee Hall; University of Nebraska-Lincoln; Lincoln NE USA
| | - Amy Encinger
- Department of Child, Youth, and Family Studies, 135 Mabel Lee; University of Nebraska-Lincoln; Lincoln NE USA
| | - Amy Colgrove
- Department of Child, Youth, and Family Studies, 135 Mabel Lee; University of Nebraska-Lincoln; Lincoln NE USA
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26
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Díaz G, McClelland MM. The influence of parenting on Mexican American children's self-regulation. Psych J 2017; 6:43-56. [PMID: 28371556 DOI: 10.1002/pchj.158] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2016] [Revised: 12/13/2016] [Accepted: 12/15/2016] [Indexed: 11/09/2022]
Abstract
Parental practices and beliefs have been recognized as having an important influence on the development of children's self-regulation. Using a mixed methods approach, the present study explored how parental practices and beliefs influence low-income Mexican American children's (N = 44) self-regulation during the fall of preschool. Quantitative results indicated that the family learning environment and parental control were significantly related to stronger self-regulation in Mexican American children from low-income families. Qualitative interviews indicated that "respect" and "being well educated" emerged as key factors guiding parents' expectations of children's behaviors and discipline. Additionally, these results indicated that parents struggled to provide additional educational materials to enrich the home learning environment of their children. This study highlights the importance of understanding the parental practices and beliefs of low-income Mexican American parents and their influence on children's self-regulation to better serve the needs of Mexican American parents and their children.
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Affiliation(s)
- Guadalupe Díaz
- School of Education, University of California, Irvine, California, USA
| | - Megan M McClelland
- Human Development and Family Sciences, Oregon State University, Corvallis, Oregon, USA
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27
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Hernández MM, Valiente C, Eisenberg N, Berger RH, Spinrad TL, VanSchyndel SK, Silva KM, Southworth J, Thompson MS. Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality. EARLY CHILDHOOD RESEARCH QUARTERLY 2017; 40:98-109. [PMID: 28684888 PMCID: PMC5495479 DOI: 10.1016/j.ecresq.2016.10.004] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study evaluated the association between effortful control in kindergarten and academic achievement one year later (N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher-student closeness and strongly, negatively predicted teacher-student conflict. Teacher-student closeness and effortful control, but not teacher-student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher-student closeness and via its positive relation to early academic achievement. The findings suggest that teacher-student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher-student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.
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Affiliation(s)
| | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | | | - Rebecca H. Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | | | - Kassondra M. Silva
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Marilyn S. Thompson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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28
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Hart SA, Piasta SB, Justice LM. Do Children's Learning-Related Behaviors Moderate the Impacts of an Empirically-Validated Early Literacy Intervention? LEARNING AND INDIVIDUAL DIFFERENCES 2017; 50:73-82. [PMID: 28216991 DOI: 10.1016/j.lindif.2016.07.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The present study included 314 children who had been involved in Project STAR, and explored how two learning-related behaviors, interest in literacy and effortful control, moderated the impact of the literacy intervention on reading outcomes. Results indicated significant associations of both learning-related behaviors with reading, with the children with the highest literacy interest and effortful control in the intervention group showing the highest reading outcomes. These results indicate that accounting for a greater breadth of possible moderators of intervention impacts is an important area to explore.
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Affiliation(s)
- Sara A Hart
- Florida State University and Florida Center for Reading Research
| | - Shayne B Piasta
- The Ohio State University and Crane Center for Early Childhood Research and Policy
| | - Laura M Justice
- The Ohio State University and Crane Center for Early Childhood Research and Policy
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29
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Lawson GM, Farah MJ. Executive Function as a Mediator Between SES and Academic Achievement Throughout Childhood. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2017; 41:94-104. [PMID: 28082756 PMCID: PMC5222613 DOI: 10.1177/0165025415603489] [Citation(s) in RCA: 65] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Childhood socioeconomic status (SES), as measured by parental education and family income, is highly predictive of academic achievement, but little is known about how specific cognitive systems shape SES disparities in achievement outcomes. This study investigated the extent to which executive function (EF) mediated associations between parental education and family income and changes in reading and math achievement in a sample of 336 children between the ages of 6 and 15 years from the NIH MRI Study of Normal Brain Development. Verbal memory was simultaneously modeled as a comparison candidate mediator. SES predicted significant changes in reading and math achievement over a two-year time period. Furthermore, executive function, but not verbal memory, was found to partially mediate the relationship between SES variables and change in math achievement. Collectively, these results suggest that executive function may be an important link between childhood SES and academic achievement.
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Affiliation(s)
- Gwendolyn M Lawson
- University of Pennsylvania, 3720 Walnut Street, Philadelphia, PA 19104, United States
| | - Martha J Farah
- University of Pennsylvania, 3720 Walnut Street, Philadelphia, PA 19104, United States
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30
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Devine RT, Bignardi G, Hughes C. Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability. Front Psychol 2016; 7:1902. [PMID: 28018253 PMCID: PMC5156724 DOI: 10.3389/fpsyg.2016.01902] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2016] [Accepted: 11/21/2016] [Indexed: 02/02/2023] Open
Abstract
The past decade has witnessed a growth of interest in parental influences on individual differences in children's executive function (EF) on the one hand and in the academic consequences of variation in children's EF on the other hand. The primary aim of this longitudinal study was to examine whether children's EF mediated the relation between three distinct aspects of parental behavior (i.e., parental scaffolding, negative parent-child interactions, and the provision of informal learning opportunities) and children's academic ability (as measured by standard tests of literacy and numeracy skills). Data were collected from 117 parent-child dyads (60 boys) at two time points ~1 year apart (M Age at Time 1 = 3.94 years, SD = 0.53; M Age at Time 2 = 5.11 years, SD = 0.54). At both time points children completed a battery of tasks designed to measure general cognitive ability (e.g., non-verbal reasoning) and EF (e.g., inhibition, cognitive flexibility, working memory). Our models revealed that children's EF (but not general cognitive ability) mediated the relations between parental scaffolding and negative parent-child interactions and children's early academic ability. In contrast, parental provision of opportunities for learning in the home environment was directly related to children's academic abilities. These results suggest that parental scaffolding and negative parent-child interactions influence children's academic ability by shaping children's emerging EF.
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Affiliation(s)
- Rory T. Devine
- Centre for Family Research, Department of Psychology, University of CambridgeCambridge, UK
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31
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Lewis FC, Reeve RA, Johnson KA. A longitudinal analysis of the attention networks in 6- to 11-year-old children. Child Neuropsychol 2016; 24:145-165. [DOI: 10.1080/09297049.2016.1235145] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Affiliation(s)
- Frances C. Lewis
- School of Psychological Sciences, University of Melbourne, Parkville, Australia
| | - Robert A. Reeve
- School of Psychological Sciences, University of Melbourne, Parkville, Australia
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32
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Russell BS, Lee JO, Spieker S, Oxford ML. Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade. JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION : JRCE 2016; 30:153-169. [PMID: 27616805 PMCID: PMC5015765 DOI: 10.1080/02568543.2016.1143414] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2014] [Accepted: 09/08/2014] [Indexed: 06/06/2023]
Abstract
The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis model included features of parenting, emotion regulation, preschool language skills, and attention to predict child outcomes in 1st grade. Early caregiving environments were directly predictive of peer relationship satisfaction, oppositional behavior, social skills, and classroom competence over and above significant mediated effects through preschool self regulation (language, inattention, and anger/frustration). These results suggest that the characteristics of supportive and stimulating caregiving shift in valence over time, such that qualities of the infant-child relationship that are significant in predicting early childhood outcomes are not the same as the caregiving qualities that move to the foreground in predicting primary school outcomes. Implications for school-readiness programming are discussed, including interventions in the early caregiving system to encourage sensitive and supportive parent child interactions to bolster school readiness via the development of social-emotional competence.
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33
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Gaias LM, Abry T, Swanson J, Fabes RA. Considering child effortful control in the context of teacher effortful control: Implications for kindergarten success. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.11.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Gartstein MA, Putnam S, Kliewer R. Do Infant Temperament Characteristics Predict Core Academic Abilities in Preschool-Aged Children? LEARNING AND INDIVIDUAL DIFFERENCES 2016; 45:299-306. [PMID: 26949323 DOI: 10.1016/j.lindif.2015.12.022] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Examined relationships between temperament, measured via parent report at 4 months and structures laboratory observations at 12 months of age, and a school readiness battery administered at about 4 years of age (N=31). Scores on the School Readiness Assessment of the Bracken Basic Concept Scale (BBCS) were related to infant Positive Affectivity/Surgency (PAS), with infants described as demonstrating higher levels of PAS at 4 months of age later demonstrating greater school readiness in the domains of color, letter, and number skills. Regulatory Capacity/Orienting (RCO) at 4 months also predicted color skills, with more regulated infants demonstrating superior pre-academic functioning in this area. Analyses involving laboratory observations of temperament provided additional information concerning the importance of infant Positive Affectivity/Surgency, predictive of overall letter skills and overall school-readiness scores later in childhood. Results are discussed in the context of implications for theory and research, as well as early education settings.
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Affiliation(s)
- Maria A Gartstein
- Washington State University, Department of Psychology, P.O. Box 644820, Pullman, WA 99164-4820, USA; (509) 335-4651
| | - Sam Putnam
- Bowdoin College, Department of Psychology, 6900 College Station, Brunswick ME 04011, USA; (207) 725-3152
| | - Rachel Kliewer
- Washington State University, Department of Psychology, P.O. Box 644820, Pullman, WA 99164-4820, USA; (509) 335-4651
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35
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Merz EC, Landry SH, Zucker TA, Barnes MA, Assel M, Taylor HB, Lonigan CJ, Phillips BM, Clancy-Menchetti J, Eisenberg N, Spinrad TL, Valiente C, de Villiers J, Consortium TSRR. Parenting Predictors of Delay Inhibition in Socioeconomically Disadvantaged Preschoolers. INFANT AND CHILD DEVELOPMENT 2015; 25:371-390. [PMID: 27833461 DOI: 10.1002/icd.1946] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
This study examined longitudinal associations between specific parenting factors and delay inhibition in socioeconomically disadvantaged preschoolers. At Time 1, parents and 2- to 4-year-old children (mean age = 3.21 years; N = 247) participated in a videotaped parent-child free play session, and children completed delay inhibition tasks (gift delay-wrap, gift delay-bow, and snack delay tasks). Three months later, at Time 2, children completed the same set of tasks. Parental responsiveness was coded from the parent-child free play sessions, and parental directive language was coded from transcripts of a subset of 127 of these sessions. Structural equation modeling was used, and covariates included age, gender, language skills, parental education, and Time 1 delay inhibition. Results indicated that in separate models, Time 1 parental directive language was significantly negatively associated with Time 2 delay inhibition, and Time 1 parental responsiveness was significantly positively associated with Time 2 delay inhibition. When these parenting factors were entered simultaneously, Time 1 parental directive language significantly predicted Time 2 delay inhibition whereas Time 1 parental responsiveness was no longer significant. Findings suggest that parental language that modulates the amount of autonomy allotted the child may be an important predictor of early delay inhibition skills.
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Affiliation(s)
- Emily C Merz
- Columbia University, Department of Epidemiology, Mailman School of Public Health, 722 West 168th Street, 7th Floor, New York, New York 10032
| | - Susan H Landry
- University of Texas Health Science Center at Houston, 7000 Fannin Street, Suite 2300, Houston, TX, 77030
| | - Tricia A Zucker
- University of Texas Health Science Center at Houston, 7000 Fannin Street, Suite 2300, Houston, TX, 77030
| | - Marcia A Barnes
- University of Texas at Austin, 1 University Station, Austin, TX 78712
| | - Michael Assel
- University of Texas Health Science Center at Houston, 7000 Fannin Street, Suite 2300, Houston, TX, 77030
| | - Heather B Taylor
- University of Texas Health Science Center at Houston, 7000 Fannin Street, Suite 2300, Houston, TX, 77030
| | | | - Beth M Phillips
- Florida State University, 1107 W. Call Street, Tallahassee, FL 32306-4301
| | | | - Nancy Eisenberg
- Arizona State University, 950 S. McAllister, Tempe, AZ 85287-1104
| | - Tracy L Spinrad
- Arizona State University, 950 S. McAllister, Tempe, AZ 85287-1104
| | - Carlos Valiente
- Arizona State University, 950 S. McAllister, Tempe, AZ 85287-1104
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36
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Diaz A, Eisenberg N, Valiente C, VanSchyndel S, Spinrad TL, Berger R, Hernandez MM, Silva KM, Southworth J. Relations of Positive and Negative Expressivity and Effortful Control to Kindergarteners' Student-Teacher Relationship, Academic Engagement, and Externalizing Problems at School. JOURNAL OF RESEARCH IN PERSONALITY 2015; 67:3-14. [PMID: 28584388 DOI: 10.1016/j.jrp.2015.11.002] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The current study examined the role of naturally-occurring negative and positive emotion expressivity in kindergarten and children's effortful control (EC) on their relationships with teachers, academic engagement, and problems behaviors in school. Further, the potential moderating role of EC on these important school outcomes was assessed. Emotion and engagement were observed at school. EC was assessed by multiple methods. Teachers reported on their student-teacher relationships and student's externalizing behaviors. Children's emotion expressivity and EC were related to engagement and relationships with teachers as well as behavioral problems at school. Children low in EC may be particularly vulnerable to the poor outcomes associated with relatively intense emotion expressivity as they struggle to manage their emotions and behaviors in the classroom.
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Affiliation(s)
- Anjolii Diaz
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Nancy Eisenberg
- Department of Psychology, Arizona State University, P.O. Box 871104, Tempe, AZ 85287-1104 USA
| | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Sarah VanSchyndel
- Department of Psychology, Arizona State University, P.O. Box 871104, Tempe, AZ 85287-1104 USA
| | - Tracy L Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Rebecca Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Maciel M Hernandez
- Department of Psychology, Arizona State University, P.O. Box 871104, Tempe, AZ 85287-1104 USA
| | - Kassondra M Silva
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
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37
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Low JA, Webster L. Attention and Executive Functions as Mediators of Attachment and Behavior Problems. SOCIAL DEVELOPMENT 2015. [DOI: 10.1111/sode.12166] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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38
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Mothers' Attention-getting Utterances During Shared Book Reading: Links to Low-income Preschoolers' Verbal Engagement, Visual Attention, and Early Literacy. INFANT AND CHILD DEVELOPMENT 2015. [DOI: 10.1002/icd.1932] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Sawyer ACP, Chittleborough CR, Mittinty MN, Miller-Lewis LR, Sawyer MG, Sullivan T, Lynch JW. Are trajectories of self-regulation abilities from ages 2-3 to 6-7 associated with academic achievement in the early school years? Child Care Health Dev 2015; 41:744-54. [PMID: 25332070 DOI: 10.1111/cch.12208] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/18/2014] [Indexed: 11/24/2022]
Abstract
BACKGROUND The aim of this study was to estimate the association between two key aspects of self-regulation, 'task attentiveness' and 'emotional regulation' assessed from ages 2-3 to 6-7 years, and academic achievement when children were aged 6-7 years. METHODS Participants (n = 3410) were children in the Longitudinal Study of Australian Children. Parents rated children's task attentiveness and emotional regulation abilities when children were aged 2-3, 4-5 and 6-7. Academic achievement was assessed using the Academic Rating Scale completed by teachers. Linear regression models were used to estimate the association between developmental trajectories (i.e. rate of change per year) of task attentiveness and emotional regulation, and academic achievement at 6-7 years. RESULTS Improvements in task attentiveness between 2-3 and 6-7 years, adjusted for baseline levels of task attentiveness, child and family confounders, and children's receptive vocabulary and non-verbal reasoning skills at age 6-7 were associated with greater teacher-rated literacy [B = 0.05, 95% confidence interval (CI) = 0.04-0.06] and maths achievement (B = 0.04, 95% CI = 0.03-0.06) at 6-7 years. Improvements in emotional regulation, adjusting for baseline levels and covariates, were also associated with better teacher-rated literacy (B = 0.02, 95% CI = 0.01-0.04) but not with maths achievement (B = 0.01, 95% CI = -0.01-0.02) at 6-7 years. For literacy, improvements in task attentiveness had a stronger association with achievement at 6-7 years than improvements in emotional regulation. CONCLUSIONS Our study shows that improved trajectories of task attentiveness from ages 2-3 to 6-7 years are associated with improved literacy and maths achievement during the early school years. Trajectories of improving emotional regulation showed smaller effects on academic outcomes. Results suggest that interventions that improve task attentiveness when children are aged 2-3 to 6-7 years have the potential to improve literacy and maths achievement during the early school years.
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Affiliation(s)
- A C P Sawyer
- Discipline of Public Health, School of Population Health, University of Adelaide, Adelaide, SA, Australia
| | - C R Chittleborough
- Discipline of Public Health, School of Population Health, University of Adelaide, Adelaide, SA, Australia
| | - M N Mittinty
- Discipline of Public Health, School of Population Health, University of Adelaide, Adelaide, SA, Australia
| | - L R Miller-Lewis
- Research and Evaluation Unit, Women's and Children's Health Network, Adelaide, SA, Australia.,Discipline of Paediatrics, University of Adelaide, Adelaide, SA, Australia
| | - M G Sawyer
- Research and Evaluation Unit, Women's and Children's Health Network, Adelaide, SA, Australia.,Discipline of Paediatrics, University of Adelaide, Adelaide, SA, Australia
| | - T Sullivan
- Discipline of Public Health, School of Population Health, University of Adelaide, Adelaide, SA, Australia
| | - J W Lynch
- Discipline of Public Health, School of Population Health, University of Adelaide, Adelaide, SA, Australia.,School of Social and Community Medicine, University of Bristol, Bristol, UK
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40
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Bindman SW, Pomerantz EM, Roisman GI. Do Children's Executive Functions Account for Associations Between Early Autonomy-Supportive Parenting and Achievement Through High School? JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 107:756-770. [PMID: 26366009 DOI: 10.1037/edu0000017] [Citation(s) in RCA: 72] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study evaluated whether the positive association between early autonomy-supportive parenting and children's subsequent achievement is mediated by children's executive functions. Using observations of mothers' parenting from the NICHD Study of Early Child Care and Youth Development (N = 1,306), analyses revealed that mothers' autonomy support over the first 3 years of life predicted enhanced executive functions (i.e., inhibition, delay of gratification, and sustained attention) during the year prior to kindergarten and academic achievement in elementary and high school even when mothers' warmth and cognitive stimulation, as well as other factors (e.g., children's early general cognitive skills and mothers' educational attainment) were covaried. Mediation analyses demonstrated that over and above other attributes (e.g., temperament), children's executive functions partially accounted for the association between early autonomy-supportive parenting and children's subsequent achievement.
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Affiliation(s)
| | - Eva M Pomerantz
- Department of Psychology, University of Illinois at Urbana-Champaign
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41
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Sulik MJ, Eisenberg N, Spinrad TL, Silva KM. Associations between respiratory sinus arrhythmia (RSA) reactivity and effortful control in preschool-age children. Dev Psychobiol 2015; 57:596-606. [DOI: 10.1002/dev.21315] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2014] [Accepted: 03/30/2015] [Indexed: 11/07/2022]
Affiliation(s)
- Michael J. Sulik
- Institute of Human Development and Social Change; New York University; New York NY
| | - Nancy Eisenberg
- Department of Psychology; Arizona State University; Tempe AZ 85287-1104
| | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics; Arizona State University; Tempe AZ
| | - Kassondra M. Silva
- T. Denny Sanford School of Social and Family Dynamics; Arizona State University; Tempe AZ
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Martin A, Razza RA, Brooks-Gunn J. The Maternal Description of Child (MDoC): A New Audiotaped Measure of Maternal Affect. INFANT AND CHILD DEVELOPMENT 2015; 24:228-239. [PMID: 27042164 PMCID: PMC4813806 DOI: 10.1002/icd.1904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
We report on a new measure of maternal affect from an ongoing multi-site birth cohort study with primarily low-income families, the Fragile Families and Child Wellbeing Study. At child age of 5 years, mothers were asked to describe their child in a short, semi-structured home interview. One innovation of this measure - called the Maternal Description of Child (MDoC) - is that it captured maternal affect via audiotape rather than videotape. Based on mothers' talk about their child, coders scored mothers on Positive Affect, Negative Affect, and Detachment. Evidence is presented to support the convergent and predictive validity of these scales. Given that objective measures of parenting are generally preferable to self-reported measures, further research should determine whether the MDoC can be successfully administered by phone. If it can, the MDoC would allow large-scale phone surveys to measure maternal affect for the first time.
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Ladas AI, Carroll DJ, Vivas AB. Attentional processes in low-socioeconomic status bilingual children: are they modulated by the amount of bilingual experience? Child Dev 2015; 86:557-78. [PMID: 25571905 DOI: 10.1111/cdev.12332] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Recent research indicates that bilingual children are more proficient in resolving cognitive conflict than monolinguals. However, the replicability of such findings has been questioned, with poor control of participants' socioeconomic status (SES) as a possible confounding factor. Two experiments are reported here, in which the main attentional functions and pragmatic ability of 54 bilingual and 56 monolingual low-SES children were assessed (Experiment 1: 6- to 12-year-olds; Experiment 2: 6- to 8-year-olds). A language-switching task was also employed, to measure bilingual proficiency. Overall, the monolingual and bilingual groups did not differ significantly in any of the tasks employed, although the ability to resolve conflict was related to children's level of bilingual experience.
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Affiliation(s)
| | | | - Ana B. Vivas
- The University of Sheffield International Faculty, CITY College
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Cheung CSS, Pomerantz EM. Value Development Underlies the Benefits of Parents' Involvement in Children's Learning: A Longitudinal Investigation in the United States and China. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 107:309-320. [PMID: 25937669 DOI: 10.1037/a0037458] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This research examined whether the benefits of parents' involvement in children's learning are due in part to value development among children. Four times over the seventh and eighth grades, 825 American and Chinese children (mean age = 12.73 years) reported on their parents' involvement in their learning and their perceptions of the value their parents place on school achievement as well as the value they themselves place on it. Children's academic functioning was assessed via children's reports and school records. Value development partially explained the effects of parents' involvement on children's academic functioning in the United States and China. For example, the more children reported their parents as involved, the more they perceived them as placing value on achievement six months later; such perceptions in turn predicted the subsequent value children placed on achievement, which foreshadowed enhanced grades.
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Mileva-Seitz VR, Ghassabian A, Bakermans-Kranenburg MJ, van den Brink JD, Linting M, Jaddoe VWV, Hofman A, Verhulst FC, Tiemeier H, van IJzendoorn MH. Are boys more sensitive to sensitivity? Parenting and executive function in preschoolers. J Exp Child Psychol 2014; 130:193-208. [PMID: 25462041 DOI: 10.1016/j.jecp.2014.08.008] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2014] [Revised: 08/25/2014] [Accepted: 08/25/2014] [Indexed: 10/24/2022]
Abstract
During early childhood, girls outperform boys on key dimensions of cognitive functions, including inhibitory control, sustained attention, and working memory. The role of parenting in these sex differences is unknown despite evidence that boys are more sensitive to the effects of the early environment. In this study, we measured parental sensitivity at 14 and 36 months of age, and children's cognitive and executive functions (sustained attention, inhibitory control, and forward/backward memory) at 52 months of age, in a longitudinal cohort (N=752). Boys scored significantly lower than girls on inhibitory control (more Go/NoGo "commission errors") and short-term memory (forward color recall task), but boys did not differ from girls on attention (Go/NoGo "omission errors") or working memory (backward color recall task). In stratified analyses, parental sensitivity at 36 months of age was negatively associated with number of errors of commission (p=.05) and omission (p=.02) in boys, whereas child's age was the only significant predictor of commission and omission errors in girls. A combined analysis of both sexes confirmed an interaction between sex and parenting for omission errors (p=.03). The results indicate that sex differences in cognitive functions are evident in preschoolers, although not across all dimensions we assessed. Boys appear to be more vulnerable to early parenting effects, but only in association with omission errors (attention) and not with the other cognitive function dimensions.
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Affiliation(s)
- Viara R Mileva-Seitz
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, 3000 CB Rotterdam, The Netherlands; Center for Child and Family Studies, Leiden University, 2300 RB Leiden, The Netherlands.
| | - Akhgar Ghassabian
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, 3000 CB Rotterdam, The Netherlands; Generation R Study Group, Erasmus University Medical Center, 3000 CA Rotterdam, The Netherlands
| | | | - Jessica D van den Brink
- Generation R Study Group, Erasmus University Medical Center, 3000 CA Rotterdam, The Netherlands
| | - Marielle Linting
- Center for Child and Family Studies, Leiden University, 2300 RB Leiden, The Netherlands
| | - Vincent W V Jaddoe
- Generation R Study Group, Erasmus University Medical Center, 3000 CA Rotterdam, The Netherlands; Department of Epidemiology, Erasmus University Medical Center, 3000 CA Rotterdam, The Netherlands; Department of Pediatrics, Erasmus University Medical Center, 3000 CB Rotterdam, The Netherlands
| | - Albert Hofman
- Department of Epidemiology, Erasmus University Medical Center, 3000 CA Rotterdam, The Netherlands
| | - Frank C Verhulst
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, 3000 CB Rotterdam, The Netherlands
| | - Henning Tiemeier
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, 3000 CB Rotterdam, The Netherlands; Department of Epidemiology, Erasmus University Medical Center, 3000 CA Rotterdam, The Netherlands; Department of Psychiatry, Erasmus University Medical Center, 3000 CA Rotterdam, The Netherlands
| | - Marinus H van IJzendoorn
- Center for Child and Family Studies, Leiden University, 2300 RB Leiden, The Netherlands; School of Pedagogical and Educational Sciences, Erasmus University Rotterdam, 3000 DR Rotterdam, The Netherlands
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Schmitt MB, Justice LM, Logan JAR, Schatschneider C, Bartlett CW. Do the symptoms of language disorder align with treatment goals? An exploratory study of primary-grade students' IEPs. JOURNAL OF COMMUNICATION DISORDERS 2014; 52:99-110. [PMID: 25063350 DOI: 10.1016/j.jcomdis.2014.06.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2013] [Revised: 06/09/2014] [Accepted: 06/18/2014] [Indexed: 06/03/2023]
Abstract
UNLABELLED Individual Education Plans (IEPs) are legal documents that guide the treatment of students with language disorder (LD). This exploratory study investigated the extent to which students' symptoms of LD align with goals on their IEPs. A total of 99 kindergarten and first-grade students receiving treatment for LD in the public schools participated. IEPs were collected and coded for each student and norm-referenced measures were used to assess students' grammar, vocabulary, listening comprehension, and literacy skills in the fall of the academic year. Results showed there to be alignment between students' symptoms and IEP goals only in the area of vocabulary, such that students who had an IEP goal for vocabulary had lower scores on a vocabulary assessment than those without a goal. In general, there is limited alignment between observed symptoms of LD and treated symptoms as identified on students' IEPs. The limited alignment found in this study suggests more investigation is needed to understand the extent to which IEP goals, as potential indicators of treatment foci, should map on to students' symptoms. LEARNING OUTCOMES Readers will be able to: (1) explain the theoretical and practical relevance of treatment goals aligning to symptoms for children with language impairment; (2) identify three analytic methods used to investigate alignment between treatment goals and symptoms; and (3) describe the extent to which IEP goals align to children's symptoms in a sample of children receiving services in the public schools.
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Affiliation(s)
- Mary Beth Schmitt
- Crane Center for Early Childhood Research and Policy, The Ohio State University, 220 Schoenbaum Family Center at Weinland Park, 175 E. 7th Avenue, Columbus, OH 43201, United States.
| | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, 220 Schoenbaum Family Center at Weinland Park, 175 E. 7th Avenue, Columbus, OH 43201, United States.
| | - Jessica A R Logan
- Crane Center for Early Childhood Research and Policy, The Ohio State University, 220 Schoenbaum Family Center at Weinland Park, 175 E. 7th Avenue, Columbus, OH 43201, United States.
| | - Christopher Schatschneider
- Department of Psychology, Florida State University, 1107W. Call Street, Tallahassee, FL 32306-4301, United States.
| | - Christopher W Bartlett
- Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children's Hospital, The Ohio State University, JW3926, 7000 Children's Drive, Columbus, OH 43205, United States.
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Gardner-Neblett N, DeCoster J, Hamre BK. Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2014. [DOI: 10.1016/j.appdev.2014.09.003] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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48
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Buac M, Kaushanskaya M. The relationship between linguistic and non-linguistic cognitive control skills in bilingual children from low socio-economic backgrounds. Front Psychol 2014; 5:1098. [PMID: 25309499 PMCID: PMC4176081 DOI: 10.3389/fpsyg.2014.01098] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2014] [Accepted: 09/10/2014] [Indexed: 11/30/2022] Open
Abstract
The present study examined whether linguistic cognitive control skills were related to non-linguistic cognitive control skills in monolingual children (Study 1) and in bilingual children from low socio-economic status (SES) backgrounds (Study 2). Linguistic inhibitory control was measured using a grammaticality judgment (GJ) task in which children judged the grammaticality of sentences while ignoring their meaning. Non-linguistic inhibitory control was measured using a flanker task. Study 1, in which we tested monolingual English-speaking children, revealed that better inhibitory control skills, as indexed by the performance on the flanker task, were associated with improved performance on the GJ task. Study 2, in which we tested bilingual English-Spanish speaking children from low SES backgrounds, revealed that better non-linguistic inhibitory control skills did not yield better performance on the GJ task. Together, these findings point to a role of domain-general attention mechanisms in language performance in typically developing monolingual children, but not in bilingual children from low SES. Present results suggest that the relationship between linguistic and domain-general cognitive-control abilities is instantiated differently in bilingual vs. monolingual children, and that language-EF interactions are sensitive to language status and SES.
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Affiliation(s)
| | - Margarita Kaushanskaya
- Communication Sciences and Disorders, Waisman Center, University of Wisconsin–MadisonMadison, WI, USA
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49
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Merz EC, Landry SH, Williams JM, Barnes MA, Eisenberg N, Spinrad TL, Valiente C, Assel M, Taylor HB, Lonigan CJ, Phillips BM, Clancy-Menchetti J. Associations Among Parental Education, Home Environment Quality, Effortful Control, and Preacademic Knowledge. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2014; 35:304-315. [PMID: 25110382 DOI: 10.1016/j.appdev.2014.04.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
This study used a longitudinal design to examine whether effortful control mediated the associations of parental education and home environment quality with preacademic knowledge in toddlers and young preschoolers. The sample consisted of 226 children (2 to 4 years of age at T1) from socioeconomically disadvantaged backgrounds. Parents provided data on parent education and home environment quality. Children completed effortful control, early literacy, and early math assessments. T2 effortful control partially mediated the associations of T1 parental education and T1 home environment quality with T3 emergent literacy after accounting for child age, gender, race/ethnicity, T1 effortful control, and T2 early literacy. T2 effortful control partially mediated the association between T1 parental education and T3 emergent math after accounting for child age, gender, race/ethnicity, T1 effortful control, and T2 early math. Prior to entry into preschool, parental education and home environment quality may shape effortful control which in turn influences preacademic knowledge.
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Affiliation(s)
- Emily C Merz
- University of Texas Health Science Center at Houston
| | | | | | | | | | | | | | - Michael Assel
- University of Texas Health Science Center at Houston
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50
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Children’s effortful control and academic achievement: do relational peer victimization and classroom participation operate as mediators? J Sch Psychol 2014; 52:433-45. [DOI: 10.1016/j.jsp.2014.05.005] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2013] [Revised: 04/24/2014] [Accepted: 05/28/2014] [Indexed: 11/22/2022]
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