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Eberhart J, Bryce D, Baker ST. Staying self-regulated in the classroom: The role of children's executive functions and situational factors. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:995-1010. [PMID: 38880775 DOI: 10.1111/bjep.12700] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Revised: 04/25/2024] [Accepted: 05/29/2024] [Indexed: 06/18/2024]
Abstract
BACKGROUND Self-regulation is crucial for children's learning and development. Several studies have explored children's inter-individual differences in self-regulation, but little is known about sources of intra-individual variation. AIMS This study addressed the variability of children's self-regulation across typical classroom situations and how this might be associated with children's executive functions (EFs). SAMPLE The study included 148 children (54.7% girls; Mage = 56.73 months). METHODS Self-regulation was assessed with an observational measure in teacher-led and child-led activities within naturalistic classroom settings. Children's EFs were assessed with direct assessments at the start and end of the school year. RESULTS Linear mixed-effect models showed that children demonstrated higher levels of self-regulation in child-led in comparison with teacher-led activities. Children with higher levels of EFs at the start of the school year showed less variation across teacher-led and child-led activities in comparison with children with lower levels of EFs. Regarding other aspects of the classroom context, neither the group size in which the activity took place nor which school subject it was focused on were associated with children's self-regulation. However, in teacher-led activities the type of interaction involved in the activity and the type of task influenced children's self-regulation. CONCLUSION These results suggest that children who start school with higher levels of EFs are more able to adapt to different situations, highlighting the importance of fostering these skills in early childhood. In turn, children with lower levels of EFs may need additional support from teachers to remain self-regulated across different contexts.
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Affiliation(s)
- Janina Eberhart
- University of Cambridge, Cambridge, UK
- University of Tübingen, Tübingen, Germany
| | - Donna Bryce
- University of Tübingen, Tübingen, Germany
- University of Augsburg, Augsburg, Germany
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2
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Libertus M, Miller P, Zippert EL, Bachman HJ, Votruba-Drzal E. Predicting individual differences in preschoolers' numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities. J Exp Child Psychol 2024; 247:106035. [PMID: 39128443 DOI: 10.1016/j.jecp.2024.106035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Revised: 06/21/2024] [Accepted: 07/04/2024] [Indexed: 08/13/2024]
Abstract
Preschoolers' mathematics knowledge develops early and varies substantially. The current study focused on two ontogenetically early emerging cognitive skills that may be important predictors of later math skills (i.e., geometry and numeracy): children's understanding of abstract relations between objects and quantities as evidenced by their patterning skills and the approximate number system (ANS). Children's patterning skills, the ANS, numeracy, geometry, nonverbal intelligence (IQ), and executive functioning (EF) skills were assessed at age 4 years, and their numeracy and geometry knowledge was assessed again a year later at age 5 (N = 113). Above and beyond children's initial knowledge in numeracy and geometry, as well as IQ and EF, patterning skills and the ANS at age 4 uniquely predicted children's geometry knowledge at age 5, but only age 4 patterning uniquely predicted age 5 numeracy. Thus, although patterning and the ANS are related, they differentially explain variation in later geometry and numeracy knowledge. Results are discussed in terms of implications for early mathematics theory and research.
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Affiliation(s)
- Melissa Libertus
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA; Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Portia Miller
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA.
| | - Erica L Zippert
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Heather J Bachman
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA; Department of Health and Human Development, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Elizabeth Votruba-Drzal
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA; Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA
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3
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Beckerson ME, Kerr-German AN, Buss AT. Examining the relationship between functional connectivity and broader autistic traits in non-autistic children. Child Neuropsychol 2024:1-22. [PMID: 39105456 DOI: 10.1080/09297049.2024.2386072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2023] [Accepted: 07/24/2024] [Indexed: 08/07/2024]
Abstract
In the current study, we used functional near-infrared spectroscopy (fNIRS) to examine functional connectivity (FC) in relation to measures of cognitive flexibility and autistic features in non-autistic children. Previous research suggests that disruptions in FC between brain regions may underlie the cognitive and behavioral traits of autism. Moreover, research has identified a broader autistic phenotype (BAP), which refers to a set of behavioral traits that fall along a continuum of behaviors typical for autism but which do not cross a clinically relevant threshold. Thus, by examining FC in relation to the BAP in non-autistic children, we can better understand the spectrum of behaviors related to this condition and their neural basis. Results indicated age-related differences in performance across three measures of cognitive flexibility, as expected given the rapid development of this skill within this time period. Additionally, results showed that across the flexibility tasks, measures of autistic traits were associated with weaker FC along the executive control network, though task performance was not associated with FC. These results suggest that behavioral scores may be less sensitive than neural measures to autistic traits. Further, these results corroborate the use of broader autistic traits and the BAP to better understand disruptions to neural function associated with autism.
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Affiliation(s)
- Meagan E Beckerson
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
| | | | - Aaron T Buss
- Department of Psychology, University of Tennessee, Knoxville, TN, USA
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Parr AC, Sydnor VJ, Calabro FJ, Luna B. Adolescent-to-adult gains in cognitive flexibility are adaptively supported by reward sensitivity, exploration, and neural variability. Curr Opin Behav Sci 2024; 58:101399. [PMID: 38826569 PMCID: PMC11138371 DOI: 10.1016/j.cobeha.2024.101399] [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: 06/04/2024]
Abstract
Cognitive flexibility exhibits dynamic changes throughout development, with different forms of flexibility showing dissociable developmental trajectories. In this review, we propose that an adolescent-specific mode of flexibility in the face of changing environmental contingencies supports the emergence of adolescent-to-adult gains in cognitive shifting efficiency. We first describe how cognitive shifting abilities monotonically improve from childhood to adulthood, accompanied by increases in brain state flexibility, neural variability, and excitatory/inhibitory balance. We next summarize evidence supporting the existence of a dopamine-driven, adolescent peak in flexible behavior that results in reward seeking, undirected exploration, and environmental sampling. We propose a neurodevelopmental framework that relates these adolescent behaviors to the refinement of neural phenotypes relevant to mature cognitive flexibility, and thus highlight the importance of the adolescent period in fostering healthy neurocognitive trajectories.
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Affiliation(s)
- Ashley C. Parr
- Department of Psychiatry, University of Pittsburgh, Pittsburgh PA, 14213, USA
| | - Valerie J. Sydnor
- Department of Psychiatry, University of Pittsburgh, Pittsburgh PA, 14213, USA
| | - Finnegan J. Calabro
- Department of Psychiatry, University of Pittsburgh, Pittsburgh PA, 14213, USA
| | - Beatriz Luna
- Department of Psychiatry, University of Pittsburgh, Pittsburgh PA, 14213, USA
- Department of Psychology, University of Pittsburgh, Pittsburgh PA, 14213, USA
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5
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Oh Y, Morgan PL, Greenberg MT, Zucker TA, Landry SH. Between- and within-child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children. J Child Psychol Psychiatry 2024; 65:1010-1021. [PMID: 38253062 DOI: 10.1111/jcpp.13950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/13/2023] [Indexed: 01/24/2024]
Abstract
BACKGROUND Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co-occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within-child level while also identifying antecedents commonly associated with between-child differences in underlying stability of both EBP and IBP across elementary school. METHODS We analyzed a nationally representative and longitudinal sample of US schoolchildren (N = 7,326; 51% male) using random-intercept cross-lagged panel modeling (RI-CLPM). We used teacher ratings of EBP and IBP as annually assessed from the spring of kindergarten (Mage = 6.12 years) through the spring of 5th grade (Mage = 11.09 years). Early childhood antecedents included child internal (i.e. inhibitory control, cognitive flexibility, working memory, and language/literacy) and external factors (i.e. parental warmth, harsh parenting, parenting stress, and maternal depressive symptoms). RESULTS We found little evidence for within-child, transactional relations between EBP and IBP. Both types of behavior problems instead were substantially associated at the between-child level. Inhibitory control was the strongest common antecedent that explained this longitudinal overlap. Cognitive flexibility, working memory, language/literacy skills, and maternal depression contributed specifically to the stability of IBP. Measures of parenting were specific to the stability of EBP. CONCLUSIONS Common etiological factors rather than transactional relations better explain the co-occurrence of EBP and IBP during elementary school. Inhibitory control is a promising target of early intervention efforts for schoolchildren at risk of displaying both EBP and IBP.
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Affiliation(s)
- Yoonkyung Oh
- Children's Learning Institute, Department of Pediatrics, The University of Texas-Health Science Center at Houston, Houston, TX, USA
| | - Paul L Morgan
- Department of Health Policy, Management and Behavior, University at Albany, SUNY, Albany, NY, USA
| | - Mark T Greenberg
- Prevention Research Center, Pennsylvania State University, University Park, PA, USA
| | - Tricia A Zucker
- Children's Learning Institute, Department of Pediatrics, The University of Texas-Health Science Center at Houston, Houston, TX, USA
| | - Susan H Landry
- Children's Learning Institute, Department of Pediatrics, The University of Texas-Health Science Center at Houston, Houston, TX, USA
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6
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Hou Y, Liu W, He T, Chen A. Association between the performance of executive function and the remission of depressive state after clinical treatment in patients with depression. J Affect Disord 2024; 364:28-36. [PMID: 39038627 DOI: 10.1016/j.jad.2024.07.137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Revised: 07/09/2024] [Accepted: 07/16/2024] [Indexed: 07/24/2024]
Abstract
BACKGROUND Previous studies have reported that patients with depression have significant cognitive impairment. The aim of this study is to comprehensively evaluate the impairment of executive functions in patients with depression and whether the cognitive behavior performance of executive function is association with remission of depressive state after clinical treatment. METHODS We used cognitive-behavioral test to evaluate the performance of executive functions of 95 inpatients with depression before hospitalization and conducted two follow-up evaluations of their depression status on the 15th day of hospitalization and approximately 9 months after discharge. RESULTS The performance of executive function except the accuracy of inhibition control in patients with depression were significantly worse than that of healthy controls. Multivariate linear regression analysis found that the reaction time of working memory not only had a significant linear relationship with the baseline depression scores of patients with depression, but also had a significant linear relationship with the reduced depression scores after two follow-up visits. LIMITATIONS We only used cognitive-behavioral data as indicators to evaluate the cognitive performances of participants and only measured three components of executive function. CONCLUSIONS The reaction time of working memory was a stable and effective predictor of symptom relief in patients with depression after clinical treatment. These results provide initial evidence for working memory to predict the clinical prognosis of inpatients with depression prospectively, which could be further leveraged to improve intervention approaches and analyze the heterogeneity of depression.
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Affiliation(s)
- Yongqing Hou
- Department of Neurobiology and Department of Neurology of Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou 310058, China; National Health Commission and Chinese Academy of Medical Sciences Key Laboratory of Medical Neurobiology, Ministry of Education Frontier Center of Brain Science and Brain-machine Integration, School of Brain Science and Brain Medicine, Zhejiang University, Hangzhou 310058, China; Mental Health Center of Guangyuan, Sichuan, Guangyuan 628000, China.
| | - Wen Liu
- Mental Health Center of Guangyuan, Sichuan, Guangyuan 628000, China
| | - Tianbao He
- Mental Health Center of Guangyuan, Sichuan, Guangyuan 628000, China
| | - Antao Chen
- School of Psychology, Shanghai University of Sport, Shanghai 200438, China.
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7
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Gavrilova M, Veraksa N. Not EF skills but play with real toys prevents screen time tantrums in children. Front Psychol 2024; 15:1384424. [PMID: 39086429 PMCID: PMC11290121 DOI: 10.3389/fpsyg.2024.1384424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2024] [Accepted: 06/28/2024] [Indexed: 08/02/2024] Open
Abstract
Limiting children's screen time has become a new parenting challenge. Due to the high attractiveness of media and digital devices, many children experience painful transitions in screen time to other activities. Screen time tantrums is a new concept that describes children's negative affect screen time limits. Knowing the factors that increase children's negative reactions will be helpful in parents and educators practice to prevent screen time tantrums or enrich children's nondigital activities, making them attractive alternatives to the media. Based on theoretical insights into the coping mechanisms of frustration and anger in preschool children, this study was aimed to explore the effects of executive functions skills, family activities, and children's play behavior with real toys on screen time tantrums. Sample included 654 caregiver-child pairs (M children age = 70.3 months, SD = 4.02). Results confirmed the hypothesis that play behavior with real toys is a stronger preventor of screen time tantrum than EF skills. The findings suggest that supporting play activity in preschool children might help them to avoid strong negative affects due to screen time limitation. The results of this study may be also considered as a support for the theoretical assumptions that play can be considered as a universal way of coping with frustration and anger in childhood.
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Affiliation(s)
- Margarita Gavrilova
- Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russia
- Faculty of Psychology, Lomonosov Moscow State, University, Moscow, Russia
| | - Nikolay Veraksa
- Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russia
- Faculty of Psychology, Lomonosov Moscow State, University, Moscow, Russia
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Florido A, Velasco ER, Romero LR, Acharya N, Marin Blasco IJ, Nabás JF, Perez-Caballero L, Rivero G, Olabarrieta E, Nuñez-delMoral A, González-Parra JA, Porta-Casteràs D, Cano M, Steward T, Antony MS, Cardoner N, Torrubia R, Jackson AC, Fullana MA, Andero R. Sex differences in neural projections of fear memory processing in mice and humans. SCIENCE ADVANCES 2024; 10:eadk3365. [PMID: 38985873 PMCID: PMC11235172 DOI: 10.1126/sciadv.adk3365] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Accepted: 06/05/2024] [Indexed: 07/12/2024]
Abstract
It remains unexplored in the field of fear memory whether functional neuronal connectivity between two brain areas is necessary for one sex but not the other. Here, we show that chemogenetic silencing of centromedial (CeM)-Tac2 fibers in the lateral posterior BNST (BNSTpl) decreased fear memory consolidation in male mice but not females. Optogenetic excitation of CeM-Tac2 fibers in the BNSTpl exhibited enhanced inhibitory postsynaptic currents in males compared to females. In vivo calcium imaging analysis revealed a sex-dimorphic fear memory engram in the BNSTpl. Furthermore, in humans, the single-nucleotide polymorphism (SNP) in the Tac2 receptor (rs2765) (TAC3R) decreased CeM-BNST connectivity in a fear task, impaired fear memory consolidation, and increased the expression of the TAC3R mRNA in AA-carrier men but not in women. These sex differences in critical neuronal circuits underlying fear memory formation may be relevant to human neuropsychiatric disorders with fear memory alterations such as posttraumatic stress disorder.
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Affiliation(s)
- Antonio Florido
- Institut de Neurociències, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona, Spain
- Departament de Psicobiologia i de Metodologia de les Ciències de la Salut, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona, Spain
| | - Eric R. Velasco
- Institut de Neurociències, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona, Spain
| | - Leire R. Romero
- Institut de Neurociències, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona, Spain
| | - Neha Acharya
- Institut de Neurociències, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona, Spain
| | - Ignacio J. Marin Blasco
- Institut de Neurociències, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona, Spain
| | - Jaime F. Nabás
- Institut de Neurociències, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona, Spain
| | - Laura Perez-Caballero
- Institut de Neurociències, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona, Spain
- Departament de Psicobiologia i de Metodologia de les Ciències de la Salut, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona, Spain
| | - Guadalupe Rivero
- Department of Pharmacology, University of the Basque Country, UPV/EHU, Leioa, Spain
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Madrid, Spain
- Biobizkaia Health Research Institute, Barakaldo, Spain
| | - Estíbaliz Olabarrieta
- Department of Pharmacology, University of the Basque Country, UPV/EHU, Leioa, Spain
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Madrid, Spain
| | - Amaia Nuñez-delMoral
- Department of Pharmacology, University of the Basque Country, UPV/EHU, Leioa, Spain
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Madrid, Spain
| | - Jose A. González-Parra
- IMIM-Hospital del Mar Medical Research Institute, Cell-Type Mechanisms in Normal and Pathological Behavior, Barcelona, Spain
| | - Daniel Porta-Casteràs
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Madrid, Spain
- Sant Pau Mental Health Research Group, Institut de Recerca Sant Pau (IR SANT PAU), Barcelona, Spain
- Mental Health Department, Unitat de Neurociència Traslacional, Parc Tauli University Hospital, Institut d’Investigació i Innovació Sanitària Parc Taulí (I3PT), Barcelona, Spain
- Department of Psychiatry and Forensic Medicine, School of Medicine Bellaterra, Universitat Autònoma de Barcelona, Barcelona, Spain
| | - Marta Cano
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Madrid, Spain
- Sant Pau Mental Health Research Group, Institut de Recerca Sant Pau (IR SANT PAU), Barcelona, Spain
| | - Trevor Steward
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Victoria, Australia
- Department of Psychiatry, The University of Melbourne, Parkville, Victoria, Australia
| | - Monica S. Antony
- Department of Physiology and Neurobiology, University of Connecticut, Storrs, CT, USA
| | - Narcís Cardoner
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Madrid, Spain
- Sant Pau Mental Health Research Group, Institut de Recerca Sant Pau (IR SANT PAU), Barcelona, Spain
- Mental Health Department, Unitat de Neurociència Traslacional, Parc Tauli University Hospital, Institut d’Investigació i Innovació Sanitària Parc Taulí (I3PT), Barcelona, Spain
- Department of Psychiatry and Forensic Medicine, School of Medicine Bellaterra, Universitat Autònoma de Barcelona, Barcelona, Spain
| | - Rafael Torrubia
- Unitat de Psicologia Mèdica, Departament de Psiquiatria i Medicina Legal and Institut de Neurociències, Universitat Autònoma de Barcelona, Bellaterra, Barcelona, Spain
| | - Alexander C. Jackson
- Department of Physiology and Neurobiology, University of Connecticut, Storrs, CT, USA
- The Institute for the Brain and Cognitive Sciences (IBACS), Storrs, CT, USA
| | - Miquel A. Fullana
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Madrid, Spain
- Institut d’Investigacions Biomèdiques August Pi i Sunyer (IDIBAPS), Adult Psychiatry and Psychology Department, Institute of Neurosciences, Hospital Clinic, Barcelona, Spain
| | - Raül Andero
- Institut de Neurociències, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona, Spain
- Departament de Psicobiologia i de Metodologia de les Ciències de la Salut, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona, Spain
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Madrid, Spain
- Unitat de Neurociència Traslacional, Parc Taulí Hospital Universitari, Institut d’Investigació i Innovació Parc Taulí (I3PT), Sabadell, Spain
- ICREA, Barcelona, Spain
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Kuhn LJ, Camerota M, Willoughby MT, Blair C. A Comparison of Three Executive Function Batteries in a Preschool-Aged Sample. CHILDREN (BASEL, SWITZERLAND) 2024; 11:811. [PMID: 39062260 PMCID: PMC11275069 DOI: 10.3390/children11070811] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2024] [Revised: 06/13/2024] [Accepted: 06/27/2024] [Indexed: 07/28/2024]
Abstract
There is great interest in the development of executive function (EF) in the preschool period. Accordingly, multiple performance-based measures of EF have been developed for this age group, yet little is known about how they compare to one another. This study used a large and diverse sample of 3-to-5-year-old children (N = 846), who completed subtests of the National Institutes of Health's Toolbox Cognition Battery (NTCB), the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV), and the EF Touch battery. Scores across the three batteries were compared and associations with age, income, and race/ethnicity were examined. Results revealed that (1) the three tasks were moderately correlated (r = 0.44-0.51, all p < 0.001), but children had higher mean accuracy scores on EF Touch than on the NTCB or the WPPSI-IV. (2) Mean accuracy scores on all batteries were linearly associated with child age (all F > 32.68, all p < 0.0001). (3) Comparisons by income and race/ethnicity showed lower accuracy for low-income children on the WPPSI-IV and lower accuracy for White children on the NTCB. Across all batteries, there was consistently lower accuracy for Hispanic children. In conclusion, the three batteries we examined performed similarly across several metrics. EF Touch may be more appropriate for younger children, while the NTCB performed well with older children.
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Affiliation(s)
- Laura J. Kuhn
- FPG Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, USA
| | - Marie Camerota
- Center for Developmental Science, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, USA;
| | | | - Clancy Blair
- Department of Applied Psychology, New York University, New York, NY 10012, USA
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10
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Shisler S, Lee JK, Schlienz NJ, Hawk LW, Thanos PK, Kong KL, Leising MC, Eiden RD. Prenatal tobacco and tobacco-cannabis co-exposure: Relationship with attention and memory in middle childhood. Neurotoxicol Teratol 2024; 104:107371. [PMID: 38971339 DOI: 10.1016/j.ntt.2024.107371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Revised: 07/01/2024] [Accepted: 07/03/2024] [Indexed: 07/08/2024]
Abstract
We examined associations between prenatal tobacco exposure (with and without cannabis exposure) and children's performance on laboratory measures of sustained attention, attentional set shifting, and working memory in middle childhood (9-12 years of child age). Participants were recruited in the first trimester of pregnancy and oversampled for prenatal tobacco exposure; with a smaller sample (n = 133; n = 34 non-substance exposed, n = 37 exposed to tobacco only, n = 62 co-exposed) invited (oversampled for co-exposure) to participate in the middle-childhood assessment (M age = 10.6, SD = 0.77; 68% Black, 20% Hispanic). Results for sustained attention indicated lower attention (percent hits) at the first epoch for tobacco only exposed compared to non-exposed and co-exposed; a trend (p = .07) towards increases in impulsive responding across time (a total of 8 epochs) for tobacco exposed (with and without cannabis) compared to non-exposed children; and a significant association between higher number of cigarettes in the first trimester and greater increases in impulsive responding across epochs. However, children prenatally exposed to tobacco (with and without cannabis) demonstrated greater short-term memory compared to children not prenatally exposed, and this difference was driven by higher scores for children prenatally co-exposed to tobacco and cannabis compared to those who were non-exposed. Overall, results suggest that prenatal tobacco exposure, especially in the first trimester, may increase risk for impulsive responding on tasks requiring sustained attention, and that co-use of cannabis did not exacerbate these associations. The higher short-term memory scores among children who were co-exposed compared to non-exposed are perplexing and need replication, particularly in studies with larger sample sizes and samples exposed only to cannabis to examine this more closely.
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Affiliation(s)
- Shannon Shisler
- Department of Psychology, University at Buffalo, The State University of New York, Buffalo, NY, United States of America.
| | - Jin-Kyung Lee
- Department of Psychology and the Social Science Research Institute, The Pennsylvania State University, University Park, PA, United States of America
| | - Nicolas J Schlienz
- Department of Health Behavior, Roswell Park Comprehensive Cancer Center, Buffalo, NY, United States of America
| | - Larry W Hawk
- Department of Psychology, University at Buffalo, The State University of New York, Buffalo, NY, United States of America
| | - Panayotis K Thanos
- Department of Pharmacology and Toxicology, University at Buffalo, The State University of New York, Buffalo, NY, USA
| | - Kai Ling Kong
- Baby Health Behavior Lab, Division of Health Services and Outcomes Research, Children's Mercy Research Institute, Children's Mercy Hospital, Kansas City, MO, USA; Department of Pediatrics, University of Missouri- Kansas City, Kansas City, MO, USA; Center for Children's Healthy Lifestyles and Nutrition, University of Kansas Medical Center, Kansas City, KS, USA
| | - Meghan Casey Leising
- Department of Psychology, University at Buffalo, The State University of New York, Buffalo, NY, United States of America
| | - Rina D Eiden
- Department of Psychology and the Social Science Research Institute, The Pennsylvania State University, University Park, PA, United States of America
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11
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Schulz D, Lenhard W, Mangold M, Schindler J, Richter T. Balancing accuracy and speed in the development of inhibitory control. J Exp Child Psychol 2024; 243:105915. [PMID: 38555697 DOI: 10.1016/j.jecp.2024.105915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Revised: 01/23/2024] [Accepted: 03/06/2024] [Indexed: 04/02/2024]
Abstract
Inhibitory control develops rapidly and nonlinearly, making its accurate assessment challenging. This research investigated the developmental dynamics of accuracy and response latency in inhibitory control assessment of 3- to 6-year-old children in a longitudinal study (N = 431; 212 girls; Mage = 4.86 years, SD = 0.99) and a cross-sectional study (N = 135; 71 girls; Mage = 4.24 years, SD = 0.61). We employed a computerized Stroop task to measure inhibitory control, with fluid intelligence serving as a covariate. A growth curve analysis revealed that children who reached an accuracy threshold of 80% earlier demonstrated faster improvements in response latency. Both the cross-sectional and longitudinal findings demonstrated a positive association between response latency in the inhibitory control task and fluid intelligence, but only when participants had achieved and maintained high accuracy. These results suggest that researchers should consider response latency as an indicator of inhibitory control only in children who manage to respond accurately in an inhibitory control task.
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Affiliation(s)
- Daniel Schulz
- Department of Psychology IV, University of Würzburg, 97070 Würzburg, Germany.
| | - Wolfgang Lenhard
- Department of Psychology IV, University of Würzburg, 97070 Würzburg, Germany
| | - Madlen Mangold
- Department of Psychology IV, University of Würzburg, 97070 Würzburg, Germany
| | - Julia Schindler
- Department of Psychology IV, University of Würzburg, 97070 Würzburg, Germany
| | - Tobias Richter
- Department of Psychology IV, University of Würzburg, 97070 Würzburg, Germany
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12
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Zhang J, Lu J, Sun Y, Li J. Recreational gymnastics exercise of moderate intensity enhances executive function in Chinese preschoolers: A randomized controlled trial. Psych J 2024. [PMID: 38923405 DOI: 10.1002/pchj.786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 05/27/2024] [Indexed: 06/28/2024]
Abstract
The current study aimed to investigate the impact of recreational gymnastics on executive function in Chinese preschoolers, with a focus on gymnastics potential to enhance core components of executive function. A total of 63 preschool children who received full-time education were randomly assigned to either an intervention group (N = 31, mean age = 66.27 months, SD = 3.12 months) or a control group (N = 32, mean age = 66.79 months, SD = 3.34 months). The intervention group engaged in recreational gymnastics for 60 min, three times a week for 12 weeks. Meanwhile, the control group continued with their typical outdoor activities at kindergarten and did not participate in any organized sports. The intervention program was primarily conducted through group play and was facilitated by teachers who underwent standardized training. Various simple and complex tasks were utilized to evaluate delay gratification (Snack delay and Wrapped gift), inhibitory control (Stop signal task and Circle drawing task), working memory (Letter memory task and Keep track task), and cognitive flexibility (Go/No-Go task and Dots task). The analysis of covariance revealed that the children who participated in the intervention outperformed the control group on most simple and complex executive function tasks. Specifically, these children demonstrated an enhanced ability to regulate persistent responses, process and update information, and manage high cognitive conflict. The findings of this investigation lend support to the hypothesis that moderate-intensity recreational gymnastics is an efficacious means of enhancing executive function in early childhood. Future research should employ a larger sample size, incorporate a long-term follow-up design, and utilize a multi-method approach to further substantiate the impact of moderate-intensity gymnastics on the executive function of young children, as well as to investigate its underlying mechanism and generalizability.
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Affiliation(s)
- Jianhua Zhang
- Academic Division of Humanities and Social Sciences, Beijing Sport University, Beijing, China
- College of Physical Education, Shanxi University, Taiyuan, China
| | - Jiacheng Lu
- English Teaching Office, Shangqiu Vocational Education Centre, Shangqiu, China
| | - Youbin Sun
- Academic Division of Olympic Sports, Beijing Sport University, Beijing, China
| | - Ji Li
- Academic Division of Olympic Sports, Beijing Sport University, Beijing, China
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13
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Kirk H, Spencer-Smith M, Jobson L, Nicolaou E, Cornish K, Melzak E, Hrysanidis C, Moriarty C, Davey B, Whyman T, Bird L, Bellgrove MA. A digital intervention to support childhood cognition after the COVID-19 pandemic: a pilot trial. Sci Rep 2024; 14:14065. [PMID: 38890384 PMCID: PMC11189556 DOI: 10.1038/s41598-024-63473-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 05/29/2024] [Indexed: 06/20/2024] Open
Abstract
Difficulties in executive functioning (EF) can result in impulsivity, forgetfulness, and inattention. Children living in remote/regional communities are particularly at risk of impairment in these cognitive skills due to reduced educational engagement and poorer access to interventions. This vulnerability has been exacerbated by the COVID-19 pandemic and strategies are needed to mitigate long-term negative impacts on EF. Here we propose a pilot trial investigating the benefits, feasibility, and acceptability of a school-based EF intervention for primary school students (6-8 years) living in regional, developmentally vulnerable, and socio-economically disadvantaged communities. Students were randomised to a digital intervention or teaching as usual, for 7 weeks. Children completed measures of EF and parents/educators completed ratings of everyday EF and social/emotional wellbeing at pre-intervention, post-intervention, and 3-month follow-up. Change in EFs (primary outcome), everyday EF, and social/emotional wellbeing (secondary outcomes) from pre- to post-intervention and pre-intervention to 3-month follow-up were examined. Feasibility and acceptability of the intervention was assessed through educator feedback and intervention adherence.Protocol Registration: The stage 1 protocol for this Registered Report was accepted in principle on 20 April 2023. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/WT3S2 . The approved Stage 1 protocol is available here: https://osf.io/kzfwn .
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Affiliation(s)
- Hannah Kirk
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia.
| | - Megan Spencer-Smith
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia
| | - Laura Jobson
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia
| | - Elizabeth Nicolaou
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia
| | - Kim Cornish
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia
| | - Ebony Melzak
- Faculty of Education, Monash University, Melbourne, VIC, Australia
| | - Caitlin Hrysanidis
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia
| | - Cassie Moriarty
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia
| | - Belinda Davey
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia
| | - Theoni Whyman
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia
- Telethon Kids Institute, University of Western Australia, Perth, WA, Australia
| | - Laura Bird
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia
| | - Mark A Bellgrove
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia
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14
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Chenot Q, Hamery C, Truninger M, Langer N, De Boissezon X, Scannella S. Investigating the relationship between resting-state EEG microstates and executive functions: A null finding. Cortex 2024; 178:1-17. [PMID: 38954985 DOI: 10.1016/j.cortex.2024.05.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Revised: 05/21/2024] [Accepted: 05/23/2024] [Indexed: 07/04/2024]
Abstract
Recent advances in cognitive neurosciences suggest that intrinsic brain networks dynamics are associated with cognitive functioning. Despite this emerging perspective, limited research exists to validate this hypothesis. This Registered Report aimed to specifically test the relationship between intrinsic brain spatio-temporal dynamics and executive functions. Resting-state EEG microstates were used to assess brain spatio-temporal dynamics, while a comprehensive battery of nine cognitive function tasks was employed to evaluate executive functions in 140 participants. We hypothesized that microstates (class C and D) metrics would correlate with an executive functions composite score. Contrary to expectations, our hypotheses were not supported by the data. We however observed a small, non-significant trend with a negative correlation between microstate D occurrences and executive functions scores (r = -.18, 95% CI [-.33, -.01]) which however did not meet the adjusted threshold for significance. In light of the inconclusive or minor effect sizes observed, the assertion that intrinsic brain networks dynamics - as measured by resting-state EEG microstate metrics - are a reliable signature of executive functioning remains unsupported.
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Affiliation(s)
- Quentin Chenot
- Fédération ENAC ISAE-SUPAERO ONERA, Université de Toulouse, France.
| | - Caroline Hamery
- Fédération ENAC ISAE-SUPAERO ONERA, Université de Toulouse, France
| | - Moritz Truninger
- Methods of Plasticity Research, Department of Psychology, University of Zurich, Zurich, Switzerland
| | - Nicolas Langer
- Methods of Plasticity Research, Department of Psychology, University of Zurich, Zurich, Switzerland
| | - Xavier De Boissezon
- UMR 1214-Inserm, UPS-ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Hôpital Purpan, Pavillon Baudot, Toulouse, France; Department of Rehabilitation and Physical Medicine, Pôle Neurosciences, Centre Hospitalier Universitaire de Toulouse CHU, Toulouse, France
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15
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Li H, Leung MT. The roles of language and executive function in Mandarin-speaking children's theory of mind development. Front Psychol 2024; 15:1354207. [PMID: 38933593 PMCID: PMC11199786 DOI: 10.3389/fpsyg.2024.1354207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 06/03/2024] [Indexed: 06/28/2024] Open
Abstract
Introduction Research has indicated that language and executive function relate closely to first-order false belief reasoning, yet their roles in second-order false belief reasoning are under-explored, and their interplay in theory of mind development remains obscure. Methods This study assessed 160 Mandarin-speaking preschoolers' and early primary schoolers' language, executive function, and theory of mind abilities to examine the unique roles and interplay of language and executive function in first-order and second-order false belief reasoning. Results Results showed that language significantly uniquely predicted the children's first-order as well as second-order false belief reasoning when controlling for the effects of age and executive function. Although executive function significantly predicted first-order FB reasoning when controlling for age, it was no longer a significant predictor of first-order FB reasoning when language was included in the model. However, executive function played a significant unique role in second-order FB reasoning when controlling for the effects of age and language. Discussion The current findings suggest that language plays a greater role than executive function in Mandarin-speaking children's theory of mind development and the contributors to theory of mind development vary in different levels of false belief reasoning.
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Affiliation(s)
- Honglan Li
- School of Foreign Studies, Nanjing University of Science of Technology, Nanjing, China
| | - Man-Tak Leung
- Department of Chinese and Bilingual Studies, Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
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16
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Stanford W, Mucha PJ, Dayan E. Age-related differences in network controllability are mitigated by redundancy in large-scale brain networks. Commun Biol 2024; 7:701. [PMID: 38849512 PMCID: PMC11161655 DOI: 10.1038/s42003-024-06392-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Accepted: 05/28/2024] [Indexed: 06/09/2024] Open
Abstract
The aging brain undergoes major changes in its topology. The mechanisms by which the brain mitigates age-associated changes in topology to maintain robust control of brain networks are unknown. Here we use diffusion MRI data from cognitively intact participants (n = 480, ages 40-90) to study age-associated differences in the average controllability of structural brain networks, topological features that could mitigate these differences, and the overall effect on cognitive function. We find age-associated declines in average controllability in control hubs and large-scale networks, particularly within the frontoparietal control and default mode networks. Further, we find that redundancy, a hypothesized mechanism of reserve, quantified via the assessment of multi-step paths within networks, mitigates the effects of topological differences on average network controllability. Lastly, we discover that average network controllability, redundancy, and grey matter volume, each uniquely contribute to predictive models of cognitive function. In sum, our results highlight the importance of redundancy for robust control of brain networks and in cognitive function in healthy-aging.
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Affiliation(s)
- William Stanford
- Biological and Biomedical Sciences Program, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Peter J Mucha
- Department of Mathematics, Dartmouth College, Hanover, NH, USA
| | - Eran Dayan
- Department of Radiology and Biomedical Research Imaging Center, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
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17
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Maggu AR, Sharma B. Relationship Between Cognitive Abilities and Basic Auditory Processing in Young Adults. Am J Audiol 2024; 33:422-432. [PMID: 38501921 DOI: 10.1044/2024_aja-23-00261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/20/2024] Open
Abstract
PURPOSE The diagnosis of auditory processing disorder (APD) is controversial particularly due to the influence of higher order factors of language and cognition on the diagnostic APD testing. As a result, there might be a need for testing for other domains (e.g., cognition) along with conducting the diagnostic APD testing to rule out the influence of other domains. In order to make recommendations on whether cognitive testing is needed along with the auditory processing testing, as a starting point, the current study was conducted to examine the relationship between cognitive abilities and basic auditory processing in young adults. METHOD A total of 38 young adults with normal audiometric thresholds between 250 and 8000 Hz participated in this study. They were tested on their executive function, language, processing speed, working memory, and episodic memory components of cognitive testing and tests for temporal fine structure and spectrotemporal sensitivity for auditory processing testing. RESULTS No significant correlation was found between the cognitive tests and the tests for basic auditory processing in young adults. CONCLUSIONS These findings present contrast to the existing findings in children and older adults where a stronger correlation between cognitive abilities and auditory processing has been found. The current findings suggest that testing for cognitive abilities may not be needed when testing for basic auditory processing in young adults.
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Affiliation(s)
- Akshay R Maggu
- Department of Speech, Language, and Hearing Sciences, University of Connecticut, Storrs
- Department of Speech-Language-Hearing Sciences, Hofstra University, Hempstead, NY
- The Institute for the Brain and Cognitive Sciences, University of Connecticut, Storrs
| | - Bhamini Sharma
- Department of Communication Arts, Sciences, and Disorders, Brooklyn College, The City University of New York, NY
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18
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Amédée LM, Cyr C, Jean-Thorn A, Hébert M. Executive functioning in child victims of sexual abuse: A multi-informant comparative study. CHILD ABUSE & NEGLECT 2024; 152:106737. [PMID: 38564916 DOI: 10.1016/j.chiabu.2024.106737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Revised: 03/01/2024] [Accepted: 03/05/2024] [Indexed: 04/04/2024]
Abstract
BACKGROUND Research examining the association between child sexual abuse and executive functions is limited. Yet, exposure to traumatic situations at a young age has been associated with changes in the prefrontal cortex, which hosts executive functions (Wesarg et al., 2020). These functions are crucial for social adaptation, as they make it possible to inhibit maladaptive behavior and respond flexibly to the demands of the environment. As middle childhood is a sensitive period for the development of self-regulatory abilities, exploring executive functioning in school-age children could provide potential intervention targets (Dajani & Uddin, 2015). OBJECTIVE Using multiple informants, this study compared executive functioning of sexually abused children to that of non-sexually victimized children and examined whether the differences were moderated by sex. METHODS The sample consisted of 225, 6-to-12 years old children with a history of child sexual abuse (CSA) and 97 children without a history of CSA. Children completed two executive functioning tasks measuring cognitive flexibility and inhibition. Parents and teachers completed questionnaires evaluating children's executive functioning. RESULTS In comparison to non-abused children, children with a history of CSA displayed greater executive functioning difficulties as assessed by both informant-reported questionnaires and self-completed tasks. Significant interaction effects were found, such as CSA predicting lower inhibition and executive functions at school in boys but not in girls. CONCLUSION This study is a first step in understanding the association between CSA and executive functioning and offers a clearer picture of the differential impact of sexual trauma according to children's sex.
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19
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Dumont É, Parent S, Castellanos-Ryan N, Jacques S, Freeston MH, Zelazo PD, Séguin JR. The Role of Executive Function at 6 Years in the Association between Behavioral Inhibition at 5 Years and Anxiety at 7 Years. Res Child Adolesc Psychopathol 2024; 52:919-931. [PMID: 38329683 DOI: 10.1007/s10802-024-01175-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/30/2024] [Indexed: 02/09/2024]
Abstract
EF skills play a central role in the etiology and maintenance of anxiety, but it is unclear whether they act as moderators or mediators in the relation between early behavioral inhibition (BI) and later anxiety. The current study tested two models by examining whether two executive functions (EF) skills (cognitive flexibility and working memory) assessed at age 6 acted as moderators or mediators in the relation between BI at 5 years and anxiety symptoms at 7 years. The sample consisted of 422 children from the Quebec Longitudinal Study of Child Development. We tested the moderation model, main and interaction effects using hierarchical multiple regression analyses and the mediation model with the product of coefficients test. Results showed that higher BI at 5 years predicted high anxiety at 7 years only at low levels of cognitive flexibility or working memory at 6 years. This suggests that high levels of cognitive flexibility or working memory at 6 years may act as protective factors. In contrast, neither cognitive flexibility nor working memory at age 6 acted as mediators in the association between BI at 5 years and anxiety at 7 years. Results support the hypothesis that goal-driven cognitive control processes act as moderators and promote adaptive functioning by dampening the effect of early BI on later anxiety.
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Affiliation(s)
- Émilie Dumont
- School of Psychoeducation, Université de Montréal, Montréal, Québec, Canada
- CHU Ste-Justine Research Center, Bureau B17.107; 3175 chemin Côte Ste-Catherine, Montréal, Québec, H3T 1C5, Canada
| | - Sophie Parent
- School of Psychoeducation, Université de Montréal, Montréal, Québec, Canada
- CHU Ste-Justine Research Center, Bureau B17.107; 3175 chemin Côte Ste-Catherine, Montréal, Québec, H3T 1C5, Canada
| | - Natalie Castellanos-Ryan
- School of Psychoeducation, Université de Montréal, Montréal, Québec, Canada
- CHU Ste-Justine Research Center, Bureau B17.107; 3175 chemin Côte Ste-Catherine, Montréal, Québec, H3T 1C5, Canada
| | - Sophie Jacques
- Department of Psychology and Neuroscience, Dalhousie University, Nova Scotia, Canada
| | - Mark H Freeston
- School of Psychology and Affiliated to the Institute of Neuroscience, Newcastle University, Newcastle, UK
| | - Philip David Zelazo
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Jean R Séguin
- CHU Ste-Justine Research Center, Bureau B17.107; 3175 chemin Côte Ste-Catherine, Montréal, Québec, H3T 1C5, Canada.
- Department of Psychiatry and Addictology, Université de Montréal, Montréal, Québec, Canada.
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20
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Jónsdóttir LK, Forslund T, Frick MA, Frick A, Heeman EJ, Brocki KC. A challenge to the expected: Lack of longitudinal associations between the early caregiving environment, executive functions in toddlerhood, and self-regulation at 6 years. Dev Sci 2024:e13526. [PMID: 38712829 DOI: 10.1111/desc.13526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Revised: 12/29/2023] [Accepted: 04/24/2024] [Indexed: 05/08/2024]
Abstract
Previous research and theory indicate an importance of the quality of the early caregiving environment in the development of self-regulation. However, it is unclear how attachment security and maternal sensitivity, two related but distinct aspects of the early caregiving environment, may differentially predict self-regulation at school start and whether a distinction between hot and cool executive function is informative in characterizing such predictions through mediation. In a 5-year longitudinal study (n = 108), we examined these associations using measures of maternal sensitivity and attachment security at 10-12 months, executive function at 4 years, and self-regulation at 6 years. Surprisingly, and despite methodological rigor, we found few significant bivariate associations between the study variables. We found no credible evidence of a longitudinal association between maternal sensitivity or attachment security in infancy and self-regulation at 6 years, or between executive function at 4 years and self-regulation at 6 years. The lack of bivariate longitudinal associations precluded us from building mediation models as intended. We discuss our null findings in terms of their potential theoretical implications, as well as how measurement type, reliability, and validity, may play a key role in determining longitudinal associations between early caregiving factors and later self-regulation and related abilities. RESEARCH HIGHLIGHTS: The early caregiving environment has been implicated in the development of later self-regulation, which includes more basic skills, such as hot and cool executive functions (EF). In a 5-year longitudinal study, with a sample of 108 children, we rigorously measured aspects of early caregiving, EF, and self-regulation. We found no significant longitudinal associations between early caregiving and self-regulation at 6 years, nor between EF at 4 years and self-regulation at 6 years. These null results highlight the complexity of modeling self-regulation development and raise critical questions about general methodological conventions within self-regulation development research.
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Affiliation(s)
- Lilja K Jónsdóttir
- Department of Psychology, Uppsala University, Uppsala, Sweden
- Centre for Women's Mental Health During the Reproductive Lifespan - WOMHER, Uppsala, Sweden
| | - Tommie Forslund
- Department of Psychology, Stockholm University, Stockholm, Sweden
| | - Matilda A Frick
- Department of Psychology, Stockholm University, Stockholm, Sweden
- Department of Medical Sciences, Psychiatry, Uppsala University, Stockholm, Sweden
| | - Andreas Frick
- Department of Medical Sciences, Psychiatry, Uppsala University, Stockholm, Sweden
| | - Emma J Heeman
- Department of Psychology, Uppsala University, Uppsala, Sweden
- Centre for Women's Mental Health During the Reproductive Lifespan - WOMHER, Uppsala, Sweden
| | - Karin C Brocki
- Department of Psychology, Uppsala University, Uppsala, Sweden
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21
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Strongyli E, Evangelidis P, Sakellari I, Gavriilaki M, Gavriilaki E. Change in Neurocognitive Function in Patients Who Receive CAR-T Cell Therapies: A Steep Hill to Climb. Pharmaceuticals (Basel) 2024; 17:591. [PMID: 38794161 PMCID: PMC11123727 DOI: 10.3390/ph17050591] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2024] [Revised: 05/01/2024] [Accepted: 05/02/2024] [Indexed: 05/26/2024] Open
Abstract
Immunotherapy with chimeric antigen receptor T (CAR-T) cell therapies has brought substantial improvement in clinical outcomes in patients with relapsed/refractory B cell neoplasms. However, complications such as cytokine release syndrome (CRS) and immune effector cell-associated neurotoxicity syndrome (ICANS) limit the therapeutic efficacy of this treatment approach. ICANS can have a broad range of clinical manifestations, while various scoring systems have been developed for its grading. Cognitive decline is prevalent in CAR-T therapy recipients including impaired attention, difficulty in item naming, and writing, agraphia, and executive dysfunction. In this review, we aim to present the diagnostic methods and tests that have been used for the recognition of cognitive impairment in these patients. Moreover, up-to-date data about the duration of cognitive impairment symptoms after the infusion are presented. More research on the risk factors, pathogenesis, preventive measures, and therapy of neurocognitive impairment is crucial for better outcomes for our patients.
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Affiliation(s)
- Evlampia Strongyli
- Hematology Department and Bone Marrow Transplant (BMT) Unit, G. Papanicolaou Hospital, 57010 Thessaloniki, Greece; (E.S.); (I.S.)
| | - Paschalis Evangelidis
- Second Propedeutic Department of Internal Medicine, Hippocration Hospital, Aristotle University of Thessaloniki, 54642 Thessaloniki, Greece;
| | - Ioanna Sakellari
- Hematology Department and Bone Marrow Transplant (BMT) Unit, G. Papanicolaou Hospital, 57010 Thessaloniki, Greece; (E.S.); (I.S.)
| | - Maria Gavriilaki
- 1st Department of Neurology, AHEPA University Hospital, Aristotle University of Thessaloniki, 54636 Thessaloniki, Greece;
| | - Eleni Gavriilaki
- Hematology Department and Bone Marrow Transplant (BMT) Unit, G. Papanicolaou Hospital, 57010 Thessaloniki, Greece; (E.S.); (I.S.)
- Second Propedeutic Department of Internal Medicine, Hippocration Hospital, Aristotle University of Thessaloniki, 54642 Thessaloniki, Greece;
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22
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Blasco PM, Acar S, Guy SM, Saxton SN, Duvall S, Atkins KL, Markwardt S. Executive function and preterm birth: A longitudinal study. Early Hum Dev 2024; 192:105996. [PMID: 38663108 DOI: 10.1016/j.earlhumdev.2024.105996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/17/2024] [Revised: 03/27/2024] [Accepted: 03/27/2024] [Indexed: 05/04/2024]
Abstract
Infants born low birth weight (LBW) and preterm are at risk for developmental delay and cognitive deficits. These deficits can lead to lifelong learning difficulties and high-risk behaviors. Preterm (PT) and full-term (FT) groups were compared across infant and toddler measures of behavior and development to extract early indicators of executive function (EF). The goal was to extract indicators of EF from standardized infant assessments. PT (<2500 grams and <37 weeks) and FT (> 2500 grams and >37 weeks) were compared across assessment and EF components were identified from the BSID-III. A multivariate linear model was used to examine group differences. All children (99 PT and 46 FT) were administered the Bayley III and the DMQ assessments for session 1 (6-8 months). During session 2, N=78 PT and 37 FT (18-20 months), the CBCL was added to previous assessments, and the BRIEF-P was added to previous assessments in session 3, N= 52 PT and 36 FT for session 3 (See Table 1). Significant change scores were found on BSID-III subtests and EF components across all 3 sessions. The PT group also showed significantly more behavioral concerns on the CBCL at 18 months and 36 months and had lower scores on the BRIEF-P than their FT peers. The number of children born PT (N = 27, 52%) who were in Early Intervention (EI) increased across the 3 sessions. Examining early indicators of EFs supported the development of early identification that could lead to decrease adverse outcomes often associated with preterm birth.
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Affiliation(s)
| | - Serra Acar
- University of Massachusetts Boston, MA, United States of America
| | - Sybille M Guy
- Western Oregon University, OR, United States of America
| | - Sage N Saxton
- Oregon Health & Science University, OR, United States of America
| | - Susanne Duvall
- Oregon Health & Science University, OR, United States of America
| | - Kristi L Atkins
- Oregon Health & Science University, OR, United States of America
| | - Sheila Markwardt
- Oregon Health & Science University, OR, United States of America
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23
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Namgung JY, Park Y, Park Y, Kim CY, Park BY. Diffusion time-related structure-function coupling reveals differential association with inter-individual variations in body mass index. Neuroimage 2024; 291:120590. [PMID: 38548036 DOI: 10.1016/j.neuroimage.2024.120590] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2023] [Revised: 03/11/2024] [Accepted: 03/25/2024] [Indexed: 04/13/2024] Open
Abstract
Body mass index (BMI) is an indicator of obesity, and recent neuroimaging studies have demonstrated that inter-individual variations in BMI are associated with altered brain structure and function. However, the mechanism underlying the alteration of structure-function correspondence according to BMI is under-investigated. In this study, we studied structural and functional connectivity derived from diffusion MRI tractography and inter-regional correlations of functional MRI time series, respectively. We combined the structural and functional connectivity information using the Riemannian optimization approach. First, the low-dimensional principal eigenvectors (i.e., gradients) of the structural connectivity were generated by applying diffusion map embedding with varying diffusion times. A transformation was identified so that the structural and functional embeddings share the same coordinate system, and subsequently, the functional connectivity matrix was simulated. Then, we generated gradients from the simulated functional connectivity matrix. We found the most apparent cortical hierarchical organization differentiating between low-level sensory and higher-order transmodal regions in the middle of the diffusion time, indicating that the hierarchical organization of the brain may reflect the intermediate mechanisms of mono- and polysynaptic communications. Associations between the functional gradients and BMI were strongest when the hierarchical structure was the most evident. Moreover, the gradient-BMI association map was related to the microstructural features, and the findings indicated that the BMI-related structure-function coupling was significantly associated with brain microstructure, particularly in higher-order transmodal areas. Finally, transcriptomic association analysis revealed the potential biological underpinnings specifying gene enrichment in the striatum, hypothalamus, and cortical cells. Our findings provide evidence that structure-function correspondence is strongly coupled with BMI when hierarchical organization is the most apparent and that the associations are related to the multiscale properties of the brain, leading to an advanced understanding of the neural mechanisms related to BMI.
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Affiliation(s)
| | - Yeongjun Park
- Department of Electrical and Computer Engineering, Sungkyunkwan University, Suwon, Republic of Korea
| | - Yunseo Park
- Department of Data Science, Inha University, Incheon, Republic of Korea
| | - Chae Yeon Kim
- Department of Data Science, Inha University, Incheon, Republic of Korea
| | - Bo-Yong Park
- Department of Data Science, Inha University, Incheon, Republic of Korea; Department of Statistics and Data Science, Inha University, Incheon, Republic of Korea; Center for Neuroscience Imaging Research, Institute for Basic Science, Suwon, Republic of Korea.
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Szpakiewicz E, Stępień-Nycz M. How do the cognitive processes matter in the event-based preschoolers' prospective memory? Front Psychol 2024; 15:1279144. [PMID: 38699576 PMCID: PMC11063366 DOI: 10.3389/fpsyg.2024.1279144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Accepted: 04/01/2024] [Indexed: 05/05/2024] Open
Abstract
Background Prospective memory (PM) is the ability to remember to perform an intended action at a specific future moment. The current study examined the impact of age, task focality, and cue salience on PM in children aged 2 to 6 years, based on the multiprocess theory of PM and the executive framework of PM development. Additionally, the study explored the relationship between various cognitive abilities and their association with PM performance. Methods A total of 224 preschool-aged children, aged 2-6, engaged in event-based PM tasks with varying cognitive demands. The tasks were either focal or nonfocal, with salient or nonsalient cues. Additionally, individual differences in cognitive abilities were measured. Results The results support previous indications that even very young children can successfully complete event-based PM tasks. The accuracy of PM display improved with age, especially between the ages of 3 and 4. Better performance was observed in focal PM tasks compared to nonfocal PM tasks. Additionally, preschoolers' PM performance correlated with various cognitive abilities, including fluid intelligence, retrospective memory, inhibitory control, working memory, and language ability. These correlations varied depending on the child's age and the task's nature. For both focal and nonfocal PM tasks, cognitive abilities partially mediated the relationship between age and PM performance. Conclusion In summary, this study comprehensively explores the specific roles played by age and fundamental cognitive abilities in event-based PM performance among preschool-aged children.
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Affiliation(s)
- Elżbieta Szpakiewicz
- Institute of Psychology, Jagiellonian University, Krakow, Poland
- Institute of Psychology, University of the National Education Commission, Krakow, Poland
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Coccaro A, Banich M, Mammarella IC, Liotti M. Estimating the prevalence of Non-Verbal Learning Disability (NVLD) from the ABCD sample. Sci Rep 2024; 14:8212. [PMID: 38589467 PMCID: PMC11001940 DOI: 10.1038/s41598-024-58639-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 04/01/2024] [Indexed: 04/10/2024] Open
Abstract
Non-Verbal Learning Disability (NVLD) is a neurodevelopmental disorder characterized by deficits in processing visuospatial information but with age-appropriate verbal skills. This cognitive profile has been hypothesized to be associated with atypical white matter, but at the present there is a lack of evidence for this hypothesis. Currently, the condition is not characterized within the main diagnostic systems, in part because no clear set of criteria for characterizing the disorder exists. This report is the first attempt to estimate NVLD prevalence, using two sets of diagnostic criteria, in a large sample of over 11,000 children who were selected without regards to problems of specific nature, either psychological, neurological, physical and/or social. Furthermore, it examined the association between the profile of cognitive abilities and aspects of whole-brain white matter measures in children with and without symptoms associated with NVLD. Participants were drawn from the Adolescent Brain Cognitive Development (ABCD) study, a 10-year longitudinal study of 11,876 children in the U.S. The data used in the present study were drawn from the initial testing point at which the children were 9-10 years old. Prevalence of NVLD based on two distinct sets of criteria, correlations between the measures used to create the criteria, correlations between criteria measures and measures of white matter integrity. The cognitive criteria included measures of visuospatial processing, reading, intelligence and social skills. By varying the cut-offs applied to social skills in conjunction with visuo-spatial difficulties, spared reading skills and intelligence scores, we calculated prevalence for two NVLD groups. White matter characteristics were measures of volume, fractional anisotropy and mean diffusivity. Based on the criteria used, the estimated prevalence of NVLD varied from 1 to 8%. Furthermore, children with NVLD showed a dissociation between measures of visuo-spatial processing not observed in non-NVLD children. At the neurological level, findings provide preliminary evidence of associations between the cognitive profile of NVLD and abnormalities in white matters tracts. The present study documents that exists, within this large non-selected sample, a proportion of youth who show evidence of NVLD. Given those results, it appears essential to establish the best diagnostic criteria, to improve the treatment options and quality of life for children with this disorder.
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Affiliation(s)
- Ambra Coccaro
- Department of Developmental Psychology and Socialisation, University of Padova, Padua, Italy.
- Padova Neuroscience Center, University of Padova, Padua, Italy.
- Institute of Cognitive Science, University of Colorado, Boulder, USA.
| | - Marie Banich
- Institute of Cognitive Science, University of Colorado, Boulder, USA
- Department of Psychology and Neuroscience, University of Colorado, Boulder, USA
| | - Irene C Mammarella
- Department of Developmental Psychology and Socialisation, University of Padova, Padua, Italy
| | - Mario Liotti
- Department of Developmental Psychology and Socialisation, University of Padova, Padua, Italy
- Padova Neuroscience Center, University of Padova, Padua, Italy
- Department of Psychology, Simon Fraser University, Burnaby, Canada
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26
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Sehlstedt I, Hansson I, Hjelmquist E. The longitudinal relations between mental state talk and theory of mind. BMC Psychol 2024; 12:191. [PMID: 38582883 PMCID: PMC10998333 DOI: 10.1186/s40359-024-01692-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2023] [Accepted: 03/28/2024] [Indexed: 04/08/2024] Open
Abstract
BACKGROUND Previous investigations of associations between children's Theory of Mind (ToM) and parents' use of words relating to mental states (or mental state talk; MST) have predominantly been performed using cross-sectional designs and false belief tasks as indicators of ToM. METHODS We here report a longitudinal study of 3-5 year-olds (n = 80) investigating ToM development using the ToM scale and three different parental MST types: the absolute frequency of words, the proportions of words, and the vocabulary size. RESULTS Our results revealed significant relations between all parental MST types and later child ToM. Proportions of parental MST were most often related to the children's ToM at 4 years of age. However, the rate at which the children developed ToM from 3 to 5 years of age was associated with the other two parental MST type measures, namely, absolute frequency and vocabulary size. Additionally, our analyses revealed that parents' use of cognitive MST words (e.g., think, or know) were most frequently associated with children's ToM at 4 years of age compared to emotion and desire-related MST words. CONCLUSIONS We conclude that the parental ability to capture the thoughts, beliefs, and knowledge present in different scenarios is associated with children's ability to understand other minds. Moreover, parents' way of talking about the mental states of others is associated with their children's ability to understand and further develop ToM.
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Affiliation(s)
- Isac Sehlstedt
- Department of Psychology, University of Gothenburg, P.O. Box 500, Gothenburg, SE, 405 30, Sweden.
| | - Isabelle Hansson
- Department of Psychology, University of Gothenburg, P.O. Box 500, Gothenburg, SE, 405 30, Sweden
| | - Erland Hjelmquist
- Department of Psychology, University of Gothenburg, P.O. Box 500, Gothenburg, SE, 405 30, Sweden
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27
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James CE, Tingaud M, Laera G, Guedj C, Zuber S, Diambrini Palazzi R, Vukovic S, Richiardi J, Kliegel M, Marie D. Cognitive enrichment through art: a randomized controlled trial on the effect of music or visual arts group practice on cognitive and brain development of young children. BMC Complement Med Ther 2024; 24:141. [PMID: 38575952 PMCID: PMC10993461 DOI: 10.1186/s12906-024-04433-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 03/12/2024] [Indexed: 04/06/2024] Open
Abstract
BACKGROUND The optimal stimulation for brain development in the early academic years remains unclear. Current research suggests that musical training has a more profound impact on children's executive functions (EF) compared to other art forms. What is crucially lacking is a large-scale, long-term genuine randomized controlled trial (RCT) in cognitive neuroscience, comparing musical instrumental training (MIP) to another art form, and a control group (CG). This study aims to fill this gap by using machine learning to develop a multivariate model that tracks the interconnected brain and EF development during the academic years, with or without music or other art training. METHODS The study plans to enroll 150 children aged 6-8 years and randomly assign them to three groups: Orchestra in Class (OC), Visual Arts (VA), and a control group (CG). Anticipating a 30% attrition rate, each group aims to retain at least 35 participants. The research consists of three analytical stages: 1) baseline analysis correlating EF, brain data, age, gender, and socioeconomic status, 2) comparison between groups and over time of EF brain and behavioral development and their interactions, including hypothesis testing, and 3) exploratory analysis combining behavioral and brain data. The intervention includes intensive art classes once a week, and incremental home training over two years, with the CG receiving six annual cultural outings. DISCUSSION This study examines the potential benefits of intensive group arts education, especially contrasting music with visual arts, on EF development in children. It will investigate how artistic enrichment potentially influences the presumed typical transition from a more unified to a more multifaceted EF structure around age eight, comparing these findings against a minimally enriched active control group. This research could significantly influence the incorporation of intensive art interventions in standard curricula. TRIAL REGISTRATION The project was accepted after peer-review by the Swiss National Science Foundation (SNSF no. 100014_214977) on March 29, 2023. The study protocol received approval from the Cantonal Commission for Ethics in Human Research of Geneva (CCER, BASEC-ID 2023-01016), which is part of Swiss ethics, on October 25, 2023. The study is registered at clinicaltrials.gov (NCT05912270).
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Affiliation(s)
- C E James
- University of Applied Sciences and Arts Western Switzerland HES-SO, Geneva School of Health Sciences, Geneva Musical Minds lab (GEMMI lab), Avenue de Champel 47, 1206, Geneva, Switzerland.
- Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard Carl-Vogt 101, 1205, Geneva, Switzerland.
| | - M Tingaud
- University of Applied Sciences and Arts Western Switzerland HES-SO, Geneva School of Health Sciences, Geneva Musical Minds lab (GEMMI lab), Avenue de Champel 47, 1206, Geneva, Switzerland
| | - G Laera
- University of Applied Sciences and Arts Western Switzerland HES-SO, Geneva School of Health Sciences, Geneva Musical Minds lab (GEMMI lab), Avenue de Champel 47, 1206, Geneva, Switzerland
- Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard Carl-Vogt 101, 1205, Geneva, Switzerland
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Chemin de Pinchat 22, 1227, Carouge (Genève), Switzerland
| | - C Guedj
- University of Applied Sciences and Arts Western Switzerland HES-SO, Geneva School of Health Sciences, Geneva Musical Minds lab (GEMMI lab), Avenue de Champel 47, 1206, Geneva, Switzerland
- CIBM Center for Biomedical Imaging, Cognitive and Affective Neuroimaging section, University of Geneva, 1211, Geneva, Switzerland
| | - S Zuber
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Chemin de Pinchat 22, 1227, Carouge (Genève), Switzerland
| | | | - S Vukovic
- Haute école pédagogique de Vaud (HEP; University of Teacher Education, State of Vaud), Avenue de Cour 33, Lausanne, 1014, Switzerland
| | - J Richiardi
- Department of Radiology, Lausanne University Hospital and University of Lausanne, Rue du Bugnon 21, Lausanne, 1011, Switzerland
| | - M Kliegel
- Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard Carl-Vogt 101, 1205, Geneva, Switzerland
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Chemin de Pinchat 22, 1227, Carouge (Genève), Switzerland
| | - D Marie
- University of Applied Sciences and Arts Western Switzerland HES-SO, Geneva School of Health Sciences, Geneva Musical Minds lab (GEMMI lab), Avenue de Champel 47, 1206, Geneva, Switzerland
- CIBM Center for Biomedical Imaging, Cognitive and Affective Neuroimaging section, University of Geneva, 1211, Geneva, Switzerland
- Brain and Behaviour Laboratory, Centre Médical Universitaire, University of Geneva, Rue Michel-Servet 1, Geneva, 1211, Switzerland
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Bentivegna F, Papachristou E, Flouri E. A scoping review on self-regulation and reward processing measured with gambling tasks: Evidence from the general youth population. PLoS One 2024; 19:e0301539. [PMID: 38574098 PMCID: PMC10994357 DOI: 10.1371/journal.pone.0301539] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Accepted: 03/17/2024] [Indexed: 04/06/2024] Open
Abstract
Aberrant reward processing and poor self-regulation have a crucial role in the development of several adverse outcomes in youth, including mental health disorders and risky behaviours. This scoping review aims to map and summarise the evidence for links between aspects and measures of reward processing and self-regulation among children and adolescents in the general population. Specifically, it examined the direct associations between self-regulation (emotional or cognitive regulation) and reward processing. Studies were included if participants were <18 years and representative of the general population. Quantitative measures were used for self-regulation, and gambling tasks were used for reward processing. Of the eighteen studies included only two were longitudinal. Overall, the direction of the significant relationships identified depended on the gambling task used and the self-regulation aspect explored. Emotional regulation was measured with self-report questionnaires only, and was the aspect with the most significant associations. Conversely, cognitive regulation was mainly assessed with cognitive assessments, and most associations with reward processing were non-significant, particularly when the cognitive regulation aspects included planning and organisational skills. Nonetheless, there was some evidence of associations with attention, cognitive control, and overall executive functioning. More longitudinal research is needed to draw accurate conclusions on the direction of the association between self-regulation and reward processing.
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Affiliation(s)
- Francesca Bentivegna
- Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
| | - Efstathios Papachristou
- Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
| | - Eirini Flouri
- Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
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Tan X, Song J. Cognitive Flexibility Moderates the Predictive Effect of Phonological Awareness on Focus Structures in Chinese Preschool Children. Brain Sci 2024; 14:324. [PMID: 38671976 PMCID: PMC11048370 DOI: 10.3390/brainsci14040324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2024] [Revised: 03/25/2024] [Accepted: 03/25/2024] [Indexed: 04/28/2024] Open
Abstract
Focus structures, a complex aspect of information structure in language, have garnered significant attention in psycholinguistics. The question of whether Chinese preschoolers aged 4-6 years possess the ability to process focus structures in oral communication, and how cognitive factors influence this ability, remains a research focal point. To address this, we recruited 100 Chinese preschoolers aged 4-6 years as participants in our study. This study manipulated the positions of focus particles in sentences to investigate the impact of phonological awareness on young children's comprehension of focus structures. Additionally, we examined the mediating roles of cognitive flexibility and inhibitory control. Our findings indicate the following: (1) phonological awareness positively predicted the accuracy of focus structural processing; (2) inhibitory control did not significantly predict the accuracy of focus structural processing; and (3) cognitive flexibility partially mediated the relationship between phonological awareness and focus structural comprehension. These results confirmed the predictive effect of cognitive flexibility on children's comprehension of focus structures. Moreover, they demonstrate that young children's phonological awareness can predict their focus structure comprehension ability through the mediating role of cognitive flexibility. This suggests that children's cognitive flexibility can aid in understanding sentences with focus structures.
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Affiliation(s)
- Xueqing Tan
- Faculty of Psychology, Tianjin Normal University, Tianjin 300387, China;
- School of Mechanical and Power Engineering, Henan Polytechnic University, Jiaozuo 454000, China
| | - Jun Song
- School of Mechanical and Power Engineering, Henan Polytechnic University, Jiaozuo 454000, China
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30
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Willbrand EH, Jackson S, Chen S, Hathaway CB, Voorhies WI, Bunge SA, Weiner KS. Sulcal variability in anterior lateral prefrontal cortex contributes to variability in reasoning performance among young adults. Brain Struct Funct 2024; 229:387-402. [PMID: 38184493 DOI: 10.1007/s00429-023-02734-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 11/12/2023] [Indexed: 01/08/2024]
Abstract
Identifying structure-function correspondences is a major goal among biologists, cognitive neuroscientists, and brain mappers. Recent studies have identified relationships between performance on cognitive tasks and the presence or absence of small, shallow indentations, or sulci, of the human brain. Building on the previous finding that the presence of the ventral para-intermediate frontal sulcus (pimfs-v) in the left anterior lateral prefrontal cortex (aLPFC) was related to reasoning task performance in children and adolescents, we tested whether this relationship extended to a different sample, age group, and reasoning task. As predicted, the presence of this aLPFC sulcus was also associated with higher reasoning scores in young adults (ages 22-36). These findings have not only direct developmental, but also evolutionary relevance-as recent work shows that the pimfs-v is exceedingly rare in chimpanzees. Thus, the pimfs-v is a key developmental, cognitive, and evolutionarily relevant feature that should be considered in future studies examining how the complex relationships among multiscale anatomical and functional features of the brain give rise to abstract thought.
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Affiliation(s)
- Ethan H Willbrand
- Medical Scientist Training Program, School of Medicine and Public Health, University of WI-Madison, Madison, WI, USA
| | - Samantha Jackson
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA
| | - Szeshuen Chen
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
| | | | - Willa I Voorhies
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
| | - Silvia A Bunge
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA.
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA.
| | - Kevin S Weiner
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA.
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA.
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Pucci V, La Face A, Gasteiger-Klicpera B, Mondini S. Cognitive reserve proxies for individuals with intellectual developmental disability: A scoping review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13204. [PMID: 38361365 DOI: 10.1111/jar.13204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Revised: 09/18/2023] [Accepted: 01/09/2024] [Indexed: 02/17/2024]
Abstract
BACKGROUND Cognitive reserve (CR) has not been studied in people with Intellectual Developmental Disability, a population with a high incidence of dementia. Commonly adopted CR proxies should be adapted to reflect more specifically the experiences of people with Intellectual Developmental Disability. METHOD This scoping review intended to identify CR proxies relevant to people with this condition. RESULTS Some of these were the same already detected in a population without intellectual disabilities (education, occupation, physical activity, leisure, community and social activities); others were found to be specifically relevant for this population: type of schooling, parental educational level, environmental stimulation and living place. CONCLUSIONS These proxies need to be considered in studies on CR and Intellectual Developmental Disability and in clinical practice. Research on the protective effect of CR aims to encourage policies promoting lifestyle-based educational and preventive interventions and overcome participation barriers for people with Intellectual Developmental Disability.
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Affiliation(s)
- Veronica Pucci
- Department of Philosophy, Sociology, Education and Applied Psychology, University of Padua, Padova, Italy
- Human Inspired Technology Centre (HIT), University of Padua, Padova, Italy
| | - Annalisa La Face
- Inclusive Education Unit, Institute of Education Research and Teacher Education, University of Graz, Graz, Austria
| | - Barbara Gasteiger-Klicpera
- Inclusive Education Unit, Institute of Education Research and Teacher Education, University of Graz, Graz, Austria
| | - Sara Mondini
- Department of Philosophy, Sociology, Education and Applied Psychology, University of Padua, Padova, Italy
- Human Inspired Technology Centre (HIT), University of Padua, Padova, Italy
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Olive LS, Telford RM, Westrupp E, Telford RD. Physical activity intervention improves executive function and language development during early childhood: The active early learning cluster randomized controlled trial. Child Dev 2024; 95:544-558. [PMID: 37800868 DOI: 10.1111/cdev.14014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Revised: 07/18/2023] [Accepted: 08/09/2023] [Indexed: 10/07/2023]
Abstract
This study aimed to determine the effects of the Active Early Learning (AEL) childcare center-based physical activity intervention on early childhood executive function and expressive vocabulary via a randomized controlled trial. Three-hundred-and-fourteen preschool children (134 girls) aged 3-5 years from 15 childcare centers were randomly assigned to the intervention (8 centers; n = 170 children) or control group (7 centers, n = 144 children) in May 2019. Participants were mostly Australian (85%) and from slightly higher areas of socio-economic status than the Australian average. There was an AEL intervention effect on inhibition (β = 0.5, p = .033, d = 0.29) and expressive vocabulary (β = 1.97, p = .001, d = 0.24). Integration of the AEL physical activity intervention into the daily childcare routine was effective in enhancing children's executive function and expressive language development.
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Affiliation(s)
- Lisa S Olive
- School of Psychology, Deakin University, Geelong, Victoria, Australia
- Faculty of Health, Centre for Social and Early Emotional Development, Deakin University, Geelong, Victoria, Australia
- IMPACT, The Institute for Mental and Physical Health and Clinical Translation, Faculty of Health, Deakin University, Geelong, Victoria, Australia
| | - Rohan M Telford
- Research Institute for Sport and Exercise, University of Canberra, Canberra, Australian Capital Territory, Australia
| | - Elizabeth Westrupp
- School of Psychology, Deakin University, Geelong, Victoria, Australia
- Faculty of Health, Centre for Social and Early Emotional Development, Deakin University, Geelong, Victoria, Australia
| | - Richard D Telford
- Research Institute for Sport and Exercise, University of Canberra, Canberra, Australian Capital Territory, Australia
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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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Hohl K, Dolcos S. Measuring cognitive flexibility: A brief review of neuropsychological, self-report, and neuroscientific approaches. Front Hum Neurosci 2024; 18:1331960. [PMID: 38439938 PMCID: PMC10910035 DOI: 10.3389/fnhum.2024.1331960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Accepted: 02/05/2024] [Indexed: 03/06/2024] Open
Abstract
Cognitive flexibility involves dynamic processes that allow adaptation of our thinking and behavior in response to changing contextual demands. Despite a large consensus about its beneficial effects, cognitive flexibility is still poorly understood. In this mini review, we examined the main conceptualizations and approaches for assessing cognitive flexibility: (1) neuropsychological tasks, (2) self-report questionnaires, and (3) neuroscientific approaches. The reviewed evidence shows that the definition and assessment of cognitive flexibility are not unified within the field and suggests that a more consensual and consistent conceptualization and operationalization of this important concept is needed. We propose that an integrative behavior-brain-context approach can help advance our understanding of cognitive flexibility.
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Affiliation(s)
- Kelly Hohl
- Psychology Department, University of Illinois at Urbana-Champaign, Urbana, IL, United States
- Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Sanda Dolcos
- Psychology Department, University of Illinois at Urbana-Champaign, Urbana, IL, United States
- Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana, IL, United States
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Szpakiewicz E, Józefacka NM. Time-based prospective memory in preschoolers - the role of time monitoring behavior. Front Psychol 2024; 15:1276517. [PMID: 38384342 PMCID: PMC10879596 DOI: 10.3389/fpsyg.2024.1276517] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2023] [Accepted: 01/22/2024] [Indexed: 02/23/2024] Open
Abstract
Background Time-based prospective memory (TBPM) refers to the ability to remember to perform an intended activity at a specific time in the future or after a specific time interval. This article reviews TBPM memory in preschool children and explores the role of time monitoring behavior in TBPM performance. Methods A total of 242 preschool-aged children (aged 2-6) performed a prospective memory task, wherein prospective memory accuracy, ongoing task performance, and time monitoring activity were assessed. Additionally, the study examined the relationship of various cognitive abilities to TBPM performance through the use of appropriate cognitive tasks. Results The first signs of TBPM were observed in children as young as 2 years old. No significant age differences were identified; preschoolers can perform a delayed intention on their own initiative at a certain point in the future only to a minimal extent. The majority of variance in TBPM performance could be explained by time checking behavior. Conclusion The current study indicated that even 2-year-olds can perform TBPM at a basic level when the task is sufficiently understandable. While many cognitive abilities are correlated with TBPM performance, it appears that only time checking behavior plays a significant role in TBPM among preschoolers.
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Affiliation(s)
- Elżbieta Szpakiewicz
- Institute of Psychology, Jagiellonian University, Krakow, Poland
- Institute of Psychology, University of the National Education Commission, Krakow, Poland
| | - Natalia Maja Józefacka
- Institute of Psychology, University of the National Education Commission, Krakow, Poland
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Vermeent S, Young ES, DeJoseph ML, Schubert AL, Frankenhuis WE. Cognitive deficits and enhancements in youth from adverse conditions: An integrative assessment using Drift Diffusion Modeling in the ABCD study. Dev Sci 2024:e13478. [PMID: 38321588 DOI: 10.1111/desc.13478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 12/20/2023] [Accepted: 01/09/2024] [Indexed: 02/08/2024]
Abstract
Childhood adversity can lead to cognitive deficits or enhancements, depending on many factors. Though progress has been made, two challenges prevent us from integrating and better understanding these patterns. First, studies commonly use and interpret raw performance differences, such as response times, which conflate different stages of cognitive processing. Second, most studies either isolate or aggregate abilities, obscuring the degree to which individual differences reflect task-general (shared) or task-specific (unique) processes. We addressed these challenges using Drift Diffusion Modeling (DDM) and structural equation modeling (SEM). Leveraging a large, representative sample of 9-10 year-olds from the Adolescent Brain Cognitive Development (ABCD) study, we examined how two forms of adversity-material deprivation and household threat-were associated with performance on tasks measuring processing speed, inhibition, attention shifting, and mental rotation. Using DDM, we decomposed performance on each task into three distinct stages of processing: speed of information uptake, response caution, and stimulus encoding/response execution. Using SEM, we isolated task-general and task-specific variances in each processing stage and estimated their associations with the two forms of adversity. Youth with more exposure to household threat (but not material deprivation) showed slower task-general processing speed, but showed intact task-specific abilities. In addition, youth with more exposure to household threat tended to respond more cautiously in general. These findings suggest that traditional assessments might overestimate the extent to which childhood adversity reduces specific abilities. By combining DDM and SEM approaches, we can develop a more nuanced understanding of how adversity affects different aspects of youth's cognitive performance. RESEARCH HIGHLIGHT: To understand how childhood adversity shapes cognitive abilities, the field needs analytical approaches that can jointly document and explain patterns of lowered and enhanced performance. Using Drift Diffusion Modeling and Structural Equation Modeling, we analyzed associations between adversity and processing speed, inhibition, attention shifting, and mental rotation. Household threat, but not material deprivation, was mostly associated with slower task-general processing speed and more response caution. In contrast, task-specific abilities were largely intact. Researchers might overestimate the impact of childhood adversity on specific abilities and underestimate the impact on general processing speed and response caution using traditional measures.
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Affiliation(s)
- Stefan Vermeent
- Department of Psychology, Utrecht University, Utrecht, The Netherlands
- Max Planck Institute for the Study of Crime, Security, and Law, Freiburg, Germany
| | - Ethan S Young
- Department of Psychology, Utrecht University, Utrecht, The Netherlands
| | - Meriah L DeJoseph
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
- Graduate School of Education, Stanford University, Stanford, California, USA
| | | | - Willem E Frankenhuis
- Department of Psychology, Utrecht University, Utrecht, The Netherlands
- Max Planck Institute for the Study of Crime, Security, and Law, Freiburg, Germany
- Evolutionary and Population Biology, Institute for Biodiversity and Ecosystem Dynamics, University of Amsterdam, Utrecht, Amsterdam, The Netherlands
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Ferguson C, Hobson C, Hedge C, Waters C, Anning K, van Goozen S. Disentangling the relationships between motor control and cognitive control in young children with symptoms of ADHD. Child Neuropsychol 2024; 30:289-314. [PMID: 36946244 DOI: 10.1080/09297049.2023.2190965] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Accepted: 02/28/2023] [Indexed: 03/23/2023]
Abstract
Children with ADHD experience difficulties with motor and cognitive control. However, the relationships between these symptoms are poorly understood. As a step toward improving treatment, this study investigated associations between specific aspects of motor control and cognitive control in children with varying levels of hyperactive-impulsive symptoms. A heterogeneous sample of 255 children of 4 to 10 years of age (median = 6.50, MAD = 1.36) completed a battery of tests probing motor generation, visuomotor fluency, visuomotor flexibility, cognitive inhibition, verbal and visuospatial working memory, and cognitive flexibility. Their caregivers were interviewed regarding their hyperactive-impulsive symptoms. 25.9% of the main sample met diagnostic criteria for ADHD. Multiple linear regression analysis was used to determine whether specific aspects of motor control were associated with specific aspects of cognitive control, and whether any associations were moderated by hyperactive-impulsive symptoms. Additionally, cognitive modeling (the drift diffusion model approximated with EZ-DM) was used to understand performance on a cognitive inhibition task. Visuomotor fluency was significantly associated with cognitive inhibition. Visuomotor flexibility was significantly associated with cognitive flexibility. There were no significant moderation effects. Cognitive modeling was inconclusive. In conclusion, the ability to fluently perform visually guided continuous movement is linked with the ability to inhibit the effects of distracting information. The ability to spontaneously use visual information to flexibly alter motor responses is related to the ability to cognitively shift from one frame of mind to another. These relationships appear to be quantitatively and qualitatively similar across the childhood hyperactive-impulsive continuum as rated by parents.
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Affiliation(s)
- Cameron Ferguson
- School of Psychological Science, University of Bristol, Bristol, United Kingdom
- Community Neurological Rehabilitation Service, Aneurin Bevan University Health Board, NHS Wales, Newport, United Kingdom
| | - Christopher Hobson
- South Wales Doctoral Programme in Clinical Psychology, Cardiff and Vale University Health Board, NHS Wales, Cardiff, United Kingdom
- Neurodevelopment Assessment Unit, Cardiff University, Cardiff, United Kingdom
| | - Craig Hedge
- School of Psychology, Aston University, Aston, United Kingdom
| | - Cerith Waters
- South Wales Doctoral Programme in Clinical Psychology, Cardiff and Vale University Health Board, NHS Wales, Cardiff, United Kingdom
- Neurodevelopment Assessment Unit, Cardiff University, Cardiff, United Kingdom
| | - Kate Anning
- Neurodevelopment Assessment Unit, Cardiff University, Cardiff, United Kingdom
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Murdaugh DL, Milner D, Cardenas CE, Heinzman KA, Cooper CA, Tabb JN, Bhatia S, McDonald AM. Volumetric brain assessment of long-term head and neck cancer survivors. Radiother Oncol 2024; 191:110068. [PMID: 38142935 PMCID: PMC10922648 DOI: 10.1016/j.radonc.2023.110068] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Revised: 12/11/2023] [Accepted: 12/19/2023] [Indexed: 12/26/2023]
Abstract
BACKGROUND Radiation therapy (RT) for locally advanced head and neck cancer (HNC) often exposes subcortical brain structures to radiation. We performed this study to assess region-specific brain volumetrics in a population of long term HNC survivors. METHODS AND MATERIALS Forty HNC survivors were enrolled at a mean of 6.4 years from completion of RT. Patients underwent a research MRI protocol that included a 3D T1- weighted whole-brain scan on a 3 Tesla MRI scanner. Voxel based morphometry was performed using the Computational Anatomy Toolbox with the Neuromorphometrics atlas. Healthy controls from the Human Connectome Project were used as a comparison cohort. Study participants also completed a comprehensive neurocognitive assessment. RESULTS The final study cohort consisted of 38 participants after excluding 2 participants due to image quality. HNC survivors displayed widespread reduction in gray matter (GM) brain region volumes that included bilateral medial frontal cortex, temporal lobe, hippocampus, supplemental motor area, and cerebellum. Greater radiation exposure was associated with reduced GM volume in the left ventral diencephalon (r = -0.512, p = 0.003). Associations between cognition and regional GM volumes were identified for motor coordination and bilateral cerebellum (left, r = 0.444, p = 0.009; right, r = 0.372, p = 0.030), confrontation naming and left amygdala (r = 0.382, p = 0.026), verbal memory and bilateral thalamus (left, r = 0.435, p = 0.010; right, r = 0.424, p = 0.012), right amygdala (r = 0.339, p = 0.050), and right putamen (r = 0.364, p = 0.034). CONCLUSIONS Reductions in GM were observed within this cohort of primarily non-nasopharyngeal HNC survivors as compared to a control sample. GM volumes were associated with performance in multiple cognitive domains. Results of this exploratory study support the need for investigation of anatomic brain changes as an important translational corollary to cognitive problems among HNC survivors.
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Affiliation(s)
- Donna L Murdaugh
- University of Alabama at Birmingham, Department of Radiation Oncology, United States; University of Alabama at Birmingham, Institute for Cancer Outcomes and Survivorship, United States; University of Alabama at Birmingham, Department of Pediatrics, United States
| | - Desmin Milner
- University of Alabama at Birmingham, Department of Radiology, United States
| | - Carlos E Cardenas
- University of Alabama at Birmingham, Department of Radiation Oncology, United States
| | - Katherine A Heinzman
- University of Alabama at Birmingham, Department of Radiation Oncology, United States; University of Alabama at Birmingham, Institute for Cancer Outcomes and Survivorship, United States
| | - Courtney A Cooper
- University of Alabama at Birmingham, Department of Radiation Oncology, United States; University of Alabama at Birmingham, Institute for Cancer Outcomes and Survivorship, United States
| | - Jazmyne N Tabb
- Brookwood Baptist Medical Center, Birmingham, AL, United States
| | - Smita Bhatia
- University of Alabama at Birmingham, Institute for Cancer Outcomes and Survivorship, United States; University of Alabama at Birmingham, Department of Pediatrics, United States
| | - Andrew M McDonald
- University of Alabama at Birmingham, Department of Radiation Oncology, United States; University of Alabama at Birmingham, Institute for Cancer Outcomes and Survivorship, United States.
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Sotomayor-Enriquez K, Gweon H, Saxe R, Richardson H. Open dataset of theory of mind reasoning in early to middle childhood. Data Brief 2024; 52:109905. [PMID: 38146306 PMCID: PMC10749232 DOI: 10.1016/j.dib.2023.109905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 11/09/2023] [Accepted: 11/28/2023] [Indexed: 12/27/2023] Open
Abstract
Theory of mind (ToM) reasoning refers to the process by which we reason about the mental states (beliefs, desires, emotions) of others. Here, we describe an open dataset of responses from children who completed a story booklet task for assessing ToM reasoning (n = 321 3-12-year-old children, including 64 (neurotypical) children assessed longitudinally and 68 autistic children). Children completed one of two versions of the story booklet task (Booklet 1 or 2). Both versions include two-alternative forced choice and free response questions that tap ToM concepts ranging in difficulty from reasoning about desires and beliefs to reasoning about moral blameworthiness and mistaken referents. Booklet 2 additionally includes items that assess understanding of sarcasm, lies, and second-order belief-desire reasoning. Compared to other ToM tasks, the booklet task provides relatively dense sampling of ToM reasoning within each child (Booklet 1: 41 items; Booklet 2: 65 items). Experimental sessions were video recorded and data were coded offline; the open dataset consists of children's accuracy (binary) on each item and, for many children (n = 171), transcriptions of free responses. The dataset also includes children's scores on standardized tests of receptive language and non-verbal IQ, as well as other demographic information. As such, this dataset is a valuable resource for investigating the development of ToM reasoning in early and middle childhood.
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Affiliation(s)
- Koraima Sotomayor-Enriquez
- School of Health in Social Science, University of Edinburgh, Teviot Place, Edinburgh EH8 9AG, United Kingdom
| | - Hyowon Gweon
- Department of Psychology, Stanford University, 450 Jane Stanford Way, Bldg. 420-280, Stanford, CA 94305, USA
| | - Rebecca Saxe
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
| | - Hilary Richardson
- School of Philosophy, Psychology, and Language Sciences, University of Edinburgh, 7 George Square, Edinburgh EH8 9JZ, United Kingdom
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Hoffman L, Hall GJ. Considering between- and within-person relations in auto-regressive cross-lagged panel models for developmental data. J Sch Psychol 2024; 102:101258. [PMID: 38143095 DOI: 10.1016/j.jsp.2023.101258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 06/02/2023] [Accepted: 10/26/2023] [Indexed: 12/26/2023]
Abstract
Longitudinal data can provide inferences at both the between-person and within-person levels of analysis, but only to the extent that the statistical models chosen for data analysis are specified to adequately capture these distinct sources of association. The present work focuses on auto-regressive cross-lagged panel models, which have long been used to examine time-lagged reciprocal relations and mediation among multiple variables measured repeatedly over time. Unfortunately, many common implementations of these models fail to distinguish between-person associations among individual differences in the variables' amounts and changes over time, and thus confound between-person and within-person relations either partially or entirely, leading to inaccurate results. Furthermore, in the increasingly complex model variants that continue to be developed, what is not easily appreciated is how substantial differences in interpretation can be created by what appear to be trivial differences in model specification. In the present work, we aimed to (a) help analysts become better acquainted with the some of the more common model variants that fall under this larger umbrella, and (b) explicate what characteristics of one's data and research questions should be considered in selecting a model. Supplementary Materials include annotated model syntax and output using Mplus, lavaan in R, and sem in Stata to help translate these concepts into practice.
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He C, Peng X, Zhang J, Cheng W, Guo S, Hu W, Fang C, Huan M, Lu Y, Sang M, Zhou T, Wu H, Li L, Quan M. Effects of 12-week aerobic exercise with different frequencies on executive function in preschool children: a cluster randomized controlled trial. Psychol Health 2024:1-16. [PMID: 38287651 DOI: 10.1080/08870446.2024.2309542] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Accepted: 01/19/2024] [Indexed: 01/31/2024]
Abstract
OBJECTIVE To explore the effects of a 12-week aerobic exercise program with different frequencies on executive functions (EFs) in preschool children. METHOD Four kindergartens, comprising 126 preschool children in Shanghai, were enrolled in this 12-week cluster randomized controlled trial with a 12-week follow-up period. Kindergartens were allocated to high-frequency (three times a week) or low-frequency (once a week) exercise groups using stratified block randomization. Three core sub-EFs, including inhibition, working memory, and cognitive flexibility, were assessed at baseline, post-intervention, and the 12-week follow-up. RESULTS Compared to baseline, both groups showed significant improvements in inhibition and working memory after the intervention and at the 12-week follow-up. However, only the high-frequency exercise group demonstrated a significant improvement in cognitive flexibility after the follow-up period. Nonetheless, there were no significant differences in the core sub-functions of EFs between the two groups at the end of the intervention or the follow-up periods. CONCLUSION A 12-week aerobic exercise of three times a week was insufficient to significantly improve EFs in preschool children compared to once a week. Future studies are needed to examine the dose-response relationship of aerobic exercise on EFs and to verify the effects of different exercise modalities on EFs in preschool children.
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Affiliation(s)
- Changshuang He
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Xiaoying Peng
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Jinming Zhang
- Journal Editorial Department, Shandong First Medical University & Shandong Academy of Medical Sciences, Shandong, China
| | - Wei Cheng
- Department of Endocrinology, Yangpu Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Shaoyu Guo
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Wenwen Hu
- Department of Physical Education, Institute of Disaster Prevention, Sanhe, China
| | - Chunyi Fang
- Department of Rehabilitation Medicine, Zhejiang Provincial People's Hospital (Affiliated People's Hospital, Hangzhou Medical College), Hangzhou, China
| | - Muyang Huan
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Yanhua Lu
- Sports Department, Zhengzhou Business University, Zhengzhou, China
| | - Menghao Sang
- Institute of Health, Yantai Nanshan University, Shandong, China
| | - Tang Zhou
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Hua Wu
- Rehabilitation Medicine Center, The Second Affiliated Hospital of Jiaxing University, Jiaxing, China
| | - Longkai Li
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Minghui Quan
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
- Shanghai Frontiers Science Research Base of Exercise and Metabolic Health, Shanghai University of Sport, Shanghai, China
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Vallejo-Slocker L, Idoiaga-Mondragon N, Axpe I, Willi R, Guerra-Rodríguez M, Montserrat C, Del Valle JF. Systematic Review of the Evaluation of Foster Care Programs. PSYCHOSOCIAL INTERVENTION = INTERVENCION PSICOSOCIAL 2024; 33:1-14. [PMID: 38313691 PMCID: PMC10835188 DOI: 10.5093/pi2023a14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Accepted: 06/23/2023] [Indexed: 02/06/2024]
Abstract
OBJETIVE The aim of this study was to conduct an exhaustive synthesis to determine which instruments and variables are most appropriate to evaluate foster care programs (foster, kinship, and professional families). This evaluation includes the children, their foster families, their families of origin, professionals, and foster care technicians. METHOD The systematic review included randomized, quasi-randomized, longitudinal, and control group studies aimed at evaluating foster care interventions. RESULTS A total of 86 studies, 138 assessment instruments, 18 constructs, and 73 independent research teams were identified. CONCLUSIONS (1) although the object of the evaluations was the children, the informants were usually the people in charge of their care; therefore, effort should be made to involve the children in a more participatory way; (2) psychosocial functioning, behavior, and parenting are transversal elements in most evaluations, while quality of life and coping are not sufficiently well incorporated; (3) practical instruments (brief and easy to apply and correct) that are widely used and carry scientific guarantees should be prioritized to ensure the comparability and reliability of the conclusions; and (4) progress should be made in the study of evaluation models for all forms of foster care, including foster, extended, and specialized families.
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Affiliation(s)
| | - Nahia Idoiaga-Mondragon
- University of the Basque Country Leioa Spain University of the Basque Country (UPV/EHU), Leioa, Spain
| | - Inge Axpe
- University of the Basque Country Leioa Spain University of the Basque Country (UPV/EHU), Leioa, Spain
| | - Rosalind Willi
- SOS Children's Villages International Innsbruck Austria SOS Children's Villages International, Innsbruck, Austria
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Nguyen SP, McDermott C. Holding multiple category representations: The role of age, theory of mind, and rule switching in children's developing cross-classification abilities. J Exp Child Psychol 2024; 237:105716. [PMID: 37603980 DOI: 10.1016/j.jecp.2023.105716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Revised: 04/11/2023] [Accepted: 05/20/2023] [Indexed: 08/23/2023]
Abstract
Cross-classification, the ability to categorize multifaceted entities in many ways, is a remarkable cognitive milestone for children. Past work has focused primarily on documenting the timeline for when children reach cross-classification competence. However, it is not well understood what cognitive factors underpin children's improvements. The current study aimed to examine the contributions of age, theory of mind, and rule switching to children's cross-classification development. We tested 3- to 5-year-old children (N = 75) using a cross-classification task, the Theory of Mind Task Battery, and the Three-Dimensional Change Card Sort test. The results revealed that age and theory of mind predict children's cross-classification over and above the effects of rule switching. The results also revealed that advanced-level theory of mind reasoning is a particularly strong predictor of cross-classification development. These findings increase understanding of cross-classification within children's broader cognitive development.
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Affiliation(s)
- Simone P Nguyen
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403, USA.
| | - Catherine McDermott
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403, USA
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Song Y, Nie Z, Shan J. Comprehension of irony in autistic children: The role of theory of mind and executive function. Autism Res 2024; 17:109-124. [PMID: 37950634 DOI: 10.1002/aur.3051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2023] [Accepted: 10/23/2023] [Indexed: 11/13/2023]
Abstract
Although previous studies have examined irony comprehension in autistic children and potential impact factors, the relationship between theory of mind (ToM), executive function (EF), symptoms of autism, and comprehension of irony in this population remains largely unknown. This study explored irony comprehension in autistic children and examined the roles of ToM and EF in linking autism symptoms to deficits in irony comprehension. Twenty autistic children were compared with 25 typically developing (TD) children in an irony story picture task, ToM task, and EF task. The results showed that autistic children had impaired comprehension of irony compared with TD children, and performance on ironic stories showed a significant moderate discriminatory effect in predicting autistic children. A ToM deficit has also been proposed for autistic children. Comprehension of irony was significantly correlated with second-order ToM (2nd ToM) but was not significantly correlated with any components of EF. Moreover, 2nd ToM can predict the level of irony comprehension and mediate the relationship between symptoms of autism and irony comprehension. Taken together, these findings suggest that irony comprehension may offer a potential cognitive marker for quantifying syndrome manifestations in autistic children, and 2nd ToM may provide insight into the theoretical mechanism underlying the deficit in irony comprehension in this population.
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Affiliation(s)
- Yongning Song
- Shanghai Key Laboratory of Brain Functional Genomics, Key Laboratory of Brain Functional Genomics Ministry of Education, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Ziyun Nie
- Shanghai Key Laboratory of Brain Functional Genomics, Key Laboratory of Brain Functional Genomics Ministry of Education, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Jiatong Shan
- Department of Arts and Science, NYU Shanghai University, Shanghai, China
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Koopowitz SM, Maré KT, Lake M, du Plooy C, Hoffman N, Donald KA, Malcolm-Smith S, Murray L, Zar HJ, Cooper P, Stein DJ. Efficacy of a dialogic book-sharing intervention in a South African birth cohort: A randomized controlled trial. Compr Psychiatry 2024; 128:152436. [PMID: 37944255 PMCID: PMC10728827 DOI: 10.1016/j.comppsych.2023.152436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Revised: 10/06/2023] [Accepted: 11/02/2023] [Indexed: 11/12/2023] Open
Abstract
OBJECTIVE Evidence shows that dialogic book-sharing improves language development in young children in low-middle income countries (LMICs), particularly receptive and expressive language. It is unclear whether this intervention also boosts development of other neurocognitive and socio-emotional domains in children. Using a randomized controlled trial (RCT) nested in the Drakenstein Child Health Study (DCHS), a book-sharing intervention was implemented in caregivers of 3.5-year-old preschool children living in low-income South African communities. METHODS 122 Caregivers and their children (mean age 3.5 years) were randomly assigned to an intervention group (n = 61) or waitlist control group (n = 61). A neurocognitive battery determined baseline receptive and expressive language, executive function, theory of mind, and behavior scores. RESULTS No differences were observed between intervention and control groups on receptive and expressive language, or any of the neurocognitive or socio-emotional measures from baseline (3.5 years) to 4 months post-intervention administration (4 years). CONCLUSION The benefits noted in prior literature of book-sharing in infants did not appear to be demonstrated at 4 months post-intervention, in children from 3.5 to 4 years of age. This suggests the importance of early intervention and emphasizes the need for further research on adaptation of book-sharing for older participants in a South African context. TRIAL REGISTRATION retrospectively registered on 03/04/2022 PACTR202204697674974.
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Affiliation(s)
- Sheri-Michelle Koopowitz
- Department of Psychiatry, Neuroscience Institute, Faculty of Health Sciences, University of Cape Town, South Africa.
| | - Karen Thea Maré
- Department of Psychiatry, Neuroscience Institute, Faculty of Health Sciences, University of Cape Town, South Africa; South African Medical Research Council (SAMRC) Unit on Risk and Resilience in Mental Disorders, Cape Town, South Africa
| | - Marilyn Lake
- Department of Paediatrics & Child Health, Red Cross War Memorial Children's Hospital, and South African Medical Research Council (SAMRC) Unit on Child and Adolescent Health, Cape Town, South Africa
| | - Christopher du Plooy
- Department of Paediatrics & Child Health, Red Cross War Memorial Children's Hospital, and South African Medical Research Council (SAMRC) Unit on Child and Adolescent Health, Cape Town, South Africa
| | - Nadia Hoffman
- Department of Psychiatry, Neuroscience Institute, Faculty of Health Sciences, University of Cape Town, South Africa
| | - Kirsten A Donald
- Department of Paediatrics & Child Health, Red Cross War Memorial Children's Hospital, and South African Medical Research Council (SAMRC) Unit on Child and Adolescent Health, Cape Town, South Africa
| | | | - Lynne Murray
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK
| | - Heather J Zar
- Department of Paediatrics & Child Health, Red Cross War Memorial Children's Hospital, and South African Medical Research Council (SAMRC) Unit on Child and Adolescent Health, Cape Town, South Africa
| | - Peter Cooper
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK
| | - Dan J Stein
- Department of Psychiatry, Neuroscience Institute, Faculty of Health Sciences, University of Cape Town, South Africa; South African Medical Research Council (SAMRC) Unit on Risk and Resilience in Mental Disorders, Cape Town, South Africa
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Palmer Molina A, Palinkas L, Hernandez Y, Garcia I, Stuart S, Sosna T, Mennen FE. Implementation of the "Healthy Moms, Healthy Kids" Program in Head Start: An Application of the RE-AIM QuEST Framework Centering Equity. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2024; 51:69-84. [PMID: 37898595 DOI: 10.1007/s10488-023-01312-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/06/2023] [Indexed: 10/30/2023]
Abstract
BACKGROUND Marginalized mothers are disproportionately impacted by depression and face barriers in accessing mental health treatment. Recent efforts have focused on building capacity to address maternal depression in Head Start; however, it is unclear if mental health inequities can be addressed by two-generation programs in Head Start settings. Therefore, this study examined the implementation outcomes and processes of a two-generation program called "Healthy Moms, Healthy Kids" (HMHK) that provided an evidence-based depression treatment to ethnic minority Head Start mothers. METHOD Quantitative and qualitative data were collected and merged in a convergent mixed method design in accordance with the RE-AIM Qualitative Evaluation for Systematic Translation (RE-AIM QuEST) framework. Qualitative data included interviews with 52 key stakeholders, including intervention participants and staff members, and 176 sets of meeting minutes from the implementation period. Quantitative data included intervention study data and administrative data. RESULTS It was difficult for HMHK to reach the target population, with only 16.8% of eligible mothers choosing to participate. However, mothers who participated experienced reductions in depressive symptoms and parenting stress and shared a variety of positive impacts in interviews. The program was also more successful in enrolling Latinx mothers who were Spanish-speaking or bilingual rather than English-speaking and Black/African American mothers, limiting its reach. CONCLUSION Providing IPT therapy groups was effective in reducing maternal depressive symptoms and stress for those who enrolled, but additional work should focus on reducing barriers to participation, considering other delivery models to meet participants' needs, and identifying culturally relevant ways to meet the needs of Black mothers.
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Affiliation(s)
| | - Lawrence Palinkas
- Suzanne Dworak-Peck School of Social Work, University of Southern California, Los Angeles, CA, USA
| | - Yuliana Hernandez
- Suzanne Dworak-Peck School of Social Work, University of Southern California, Los Angeles, CA, USA
| | - Iliana Garcia
- Suzanne Dworak-Peck School of Social Work, University of Southern California, Los Angeles, CA, USA
| | | | - Todd Sosna
- Optimist Youth Homes, Los Angeles, CA, USA
| | - Ferol E Mennen
- Suzanne Dworak-Peck School of Social Work, University of Southern California, Los Angeles, CA, USA
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Carolus AE, McLaughlin KA, Lengua LJ, Rowe ML, Sheridan MA, Zalewski M, Moran L, Romeo RR. Conversation disruptions in early childhood predict executive functioning development: A longitudinal study. Dev Sci 2024; 27:e13414. [PMID: 37226555 PMCID: PMC10667565 DOI: 10.1111/desc.13414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Revised: 05/08/2023] [Accepted: 05/09/2023] [Indexed: 05/26/2023]
Abstract
Conversational turn-taking is a complex communicative skill that requires both linguistic and executive functioning (EF) skills, including processing input while simultaneously forming and inhibiting responses until one's turn. Adult-child turn-taking predicts children's linguistic, cognitive, and socioemotional development. However, little is understood about how disruptions to temporal contingency in turn-taking, such as interruptions and overlapping speech, relate to cognitive outcomes, and how these relationships may vary across developmental contexts. In a longitudinal sample of 275 socioeconomically diverse mother-child dyads (children 50% male, 65% White), we conducted pre-registered examinations of whether the frequency of dyads' conversational disruption during free play when children were 3 years old related to children's executive functioning (EF; 9 months later), self-regulation skills (18 months later), and externalizing psychopathology in early adolescence (age 10-12 years). Contrary to hypotheses, more conversational disruptions significantly predicted higher inhibition skills, controlling for sex, age, income-to-needs (ITN), and language ability. Results were driven by maternal disruptions of the child's speech, and could not be explained by measures of overall talkativeness or interactiveness. Exploratory analyses revealed that ITN moderated these relationships, such that the positive effect of disruptions on inhibition was strongest for children from lower ITN backgrounds. We discuss how adult-driven "cooperative overlap" may serve as a form of engaged participation that supports cognition and behavior in certain cultural contexts.
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Affiliation(s)
- Amy E. Carolus
- University of North Carolina Chapel Hill, Department of Psychology
- Harvard University, Department of Psychology
| | | | | | | | | | | | | | - Rachel R. Romeo
- Harvard University, Department of Psychology
- University of Maryland College Park, Department of Human Development and Quantitative Methodology
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Cha K. The Moderating Role of Cortisol and Negative Emotionality in the Effects of Classroom Size and Window View on Young Children's Executive Functions. Behav Sci (Basel) 2023; 14:18. [PMID: 38247670 PMCID: PMC10812794 DOI: 10.3390/bs14010018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Revised: 12/12/2023] [Accepted: 12/22/2023] [Indexed: 01/23/2024] Open
Abstract
This study probed how baseline cortisol (BC), negative emotionality (NE), and environmental facets-classroom size and window view-interact to affect executive function (EF) in preschoolers using virtual reality (VR). In a cohort of 144 children aged 61-85 months, BC levels were measured by saliva assays and NE by parental surveys. Participants completed computerized EF assessments both pre- and post-exposure to one of four VR conditions, which varied by classroom size (large vs. small) and window view (natural vs. built). Due to missing data and outlier responses, three children were removed from the analyses. Regression analyses, accounting for initial EFs, revealed that higher BC was significantly associated with better Digit-span task scores in the nature view, while lower BC correlated with improved performance in the built view. With regard to classroom size, children with varying levels of NE benefitted from the large classroom environment, as evidenced by marginally significant improvements on the Corsi block task. However, higher NE children outperformed their lower NE peers in the large classroom, while a trend inverted in the small classroom context. The findings illuminate how the physical components of preschool environments may interact with children's physiological reactivity, potentially influencing the development of working memory.
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Affiliation(s)
- Kijoo Cha
- Department of Early Childhood Education, Gachon University, Seongnam-si 13120, Republic of Korea
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Thomas SA, Ryan SK, Gilman J. Resting state network connectivity is associated with cognitive flexibility performance in youth in the Adolescent Brain Cognitive Development Study. Neuropsychologia 2023; 191:108708. [PMID: 37898357 PMCID: PMC10842068 DOI: 10.1016/j.neuropsychologia.2023.108708] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2023] [Revised: 10/13/2023] [Accepted: 10/25/2023] [Indexed: 10/30/2023]
Abstract
Cognitive flexibility is an executive functioning skill that develops in childhood, and when impaired, has transdiagnostic implications for psychiatric disorders. To identify how intrinsic neural architecture at rest is linked to cognitive flexibility performance, we used the data-driven method of independent component analysis (ICA) to investigate resting state networks (RSNs) and their whole-brain connectivity associated with levels of cognitive flexibility performance in children. We hypothesized differences by cognitive flexibility performance in RSN connectivity strength in cortico-striatal circuitry, which would manifest via the executive control network, right and left frontoparietal networks (FPN), salience network, default mode network (DMN), and basal ganglia network. We selected participants from the Adolescent Brain Cognitive Development (ABCD) Study who scored at the 25th, ("CF-Low"), 50th ("CF-Average"), or 75th percentiles ("CF-High") on a cognitive flexibility task, were early to middle puberty, and did not exhibit significant psychopathology (n = 967, 47.9% female; ages 9-10). We conducted whole-brain ICA, identifying 14 well-characterized RSNs. Groups differed in connectivity strength in the right FPN, anterior DMN, and posterior DMN. Planned comparisons indicated CF-High had stronger connectivity between right FPN and supplementary motor/anterior cingulate than CF-Low. CF-High had more anti-correlated connectivity between anterior DMN and precuneus than CF-Average. CF-Low had stronger connectivity between posterior DMN and supplementary motor/anterior cingulate than CF-Average. Post-hoc correlations with reaction time by trial type demonstrated significant associations with connectivity. In sum, our results suggest childhood cognitive flexibility performance is associated with DMN and FPN connectivity strength at rest, and that there may be optimal levels of connectivity associated with task performance that vary by network.
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Affiliation(s)
- Sarah A Thomas
- Bradley Hasbro Children's Research Center, 25 Hoppin St., Box #36, Providence, RI, 02903, USA; Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, RI, USA; Carney Institute for Brain Science, Brown University, Box 1901, 164 Angell St., 4th Floor, Providence, RI, 02912, USA.
| | - Sarah K Ryan
- Bradley Hasbro Children's Research Center, 25 Hoppin St., Box #36, Providence, RI, 02903, USA.
| | - Jodi Gilman
- Massachusetts General Hospital (MGH) Department of Psychiatry, Boston, MA, USA; Harvard Medical School, Boston, MA, USA.
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Kang J, Rodriguez CM. Spanking and executive functioning in US children: A longitudinal analysis on a matched sample. CHILD ABUSE & NEGLECT 2023; 146:106474. [PMID: 37742555 DOI: 10.1016/j.chiabu.2023.106474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2023] [Revised: 08/24/2023] [Accepted: 09/15/2023] [Indexed: 09/26/2023]
Abstract
BACKGROUND Spanking has been linked to multiple maladaptive child outcomes. However, previous research linking spanking with children's executive function skills (EFs; inhibitory control, cognitive flexibility, and working memory) is limited by research designs that do not adequately address selection bias concerns, wherein the participant characteristics potentially differ between those who are spanked versus not spanked. OBJECTIVE Using a representative sample of US children aged 5 to 6, this study strengthened the evidence for causal estimates on the link between spanking and subsequent EFs with a matched-group design. Low-frequency spanking and potential moderators (child gender, parent race/ethnicity, parental warmth) were tested to determine if they moderated the link between spanking and EFs. PARTICIPANTS Data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (Ns = 12,750-12,830). To mitigate selection bias, entropy-balanced matching was utilized to match spanked versus not-spanked groups, and lagged dependent variable regression analyses were conducted on the matched sample to predict EFs by spanking group status. RESULTS After matching, spanking at age 5 was associated with lower inhibitory control and lower cognitive flexibility at age 6, but was not significantly predictive of later working memory. The association with inhibitory control was observed even for low frequency spanking. However, no evidence of moderation by child gender, parent race/ethnicity, and parental warmth was identified. CONCLUSIONS This study provides evidence that spanking is associated with lower executive functioning in children, although the associations varied by different EF domains.
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Affiliation(s)
- Jeehye Kang
- Department of Sociology and Criminal Justice, Old Dominion University, United States of America.
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